Stuart Sutton wrote:
> If the primary concern is creation, I truly fear that nearly none of us is qualified for the task of modeling the processes of learning. I do think we can model the universe of educational resources. I again draw a parallel with FRBR. The notion of "work" in terms of the larger processes of creation of products of the mind is quite complex and becomes tractable for the library world with FRBR when framed in terms of the artifacts of interest to the bibliographic _resource_ community.
>
I agree with Stuart's points here, and would add that I think in general
we focus too much on the creation of resources, and how we might add
metadata at that stage, and too little on the problem of discovery of
those resources, for which we need to keep in mind that a simpler model
is far more functional.
Another point about FRBR is that the entities are framed to relate
specifically to four user tasks, by which they mean the users of the
resources, not the creators of the resource nor the creators of the
metadata about the resource. We might argue (and many do) about the
specific user tasks and how relevant they are in the current world, but
the important point is that FRBR focuses on the direct function of
descriptive metadata for use in carrying out specific tasks. We might
well follow that lead.
Diane
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