Call for chapter proposals: Social tagging and linked data

I am pleased to announce that I have signed a contract for another book. Below you will find a call for chapter proposals. Please consider submitting a proposal, and feel free to circulate this call to your colleagues:

Call for book chapter proposals

Book title: Social tagging for linked data across environments

Publisher: Facet


Dr. Louise Spiteri. Associate professor, School of Information Management, Dalhousie University.

Dr. Diane Rasmussen Pennington. Lecturer, Department of Computer and Information Sciences, University of Strathclyde.


This book will explore how social tags can serve to link content across a variety of environments. Most studies of social tagging have tended to focus on discrete applications, e.g., library catalogues, blogs, social bookmarking sites, and so forth. Hashtags, in particular, can provide this level of linked data. Since hashtags are now used across different platforms (e.g., Twitter, Facebook, Tumblr, WordPress, Instagram), it would be interesting to explore the role of hashtags as a form of linked data without the complex implementation of RDF and other Semantic Web technologies; for example, a hashtag on a specific topic such as #PublicLibrariesInScotland could link to a conference on this topic, the research done by academics in the field, blogs from practitioners, newspaper articles, and so forth.

This book will explore social tagging behaviour. Most studies of this topic have focused on the types of tags that people assign to resources. Our interest is to examine how people interact with, and use, social tags to access and create resources and networks in linked environments.

It should be noted that, for the context of this book, the term “social tags” is used to include hashtags and geotags.

We welcome book chapter contributions centred (but not exclusively) on the following themes:

  • Social tagging and the creation of social networks.
  • The use and effectiveness of social tagging recommender systems.
  • The role of social tagging in information behaviour activities.
  • Social tagging behaviour in different domains.
  • Semantic or syntactic stability of social tags.
  • The role of social tagging in linked data applications and the Semantic Web.
  • The use and re-use of social tags for information discovery.
  • The role of social tagging in the formation of community networks.

Intended readers include practicing library and information professionals who implement electronic access to collections such as cataloguers and systems developers. Information architects and web developers would also have a particular interest in the book, as well as students in information management and cognate disciplines.

Submission Procedure:

Chapter proposal submissions  are invited  from researchers  and practitioners. Proposals should be limited 1000 words, explaining the mission and concerns of the chapter and how it fits into the general theme of the book. Please submit proposals to by June 30, 2017.


Chapter proposals:                                                Submission deadline:  June 30, 2017

Review proposals & contact authors:                By July 31, 2017

Chapters due:                                                         By  September 30, 2017

BReview of chapters:                                            By December 31, 2017

Editing of chapters after review:                        By February 28, 2018

Submission of first draft to Facet:                      By March 31, 2018

Review of proofs & creation of index:                    By April 30, 2018

Q&A feature in Google Slides

I have been using Google Slides increasingly for presentations, as I find it works more smoothly for public displays, although I don’t think it has all the features of PowerPoint yet. An interesting feature that I would like to explore in the academic year allows students to submit their questions to the slides via a web-enabled device. This is done via an Audience Tools area. This article discusses the use of this feature in more detail.


If you click on a question (there is no assumption that you would choose all of them), it appears as a new slide, which allows you discuss the question with the class.

I think this feature would work well also for presentations, as it gives you the option of collecting all questions and addressing them at the end of the presentation; this can be a good way of managing time. It also allows the audience members to not forget the question they wish to ask, especially if your policy is to allow questions only at the end of a presentation. It could help students who are too shy to raise their hands; on the other hand, I think we need to be careful of providing too large a safety net, as helping students manage their discomfort with public speaking is one of our roles as instructors. Below are other suggested uses highlighted by the author:

  • Leave questioning open for the whole class period. In a large lecture, students who may be hesitant to raise their hand and ask a question may feel more comfortable submitting their question anonymously.
  • Have students work in groups and submit questions about the material after a lecture.
  • Have students share examples (anonymously or with their names) from their own experience about whatever the instructor is discussing.
  • Have students, in groups or individually, create 25 word summaries and submit them via Q & A.
  • Collect questions all during class, and then have students work into groups and choose a question to answer as a group.

I particularly like the last application, as  it allows students to engage in more active learning.



Apps to assist collaborative learning

This post discusses how apps can be used to create a collaborative  learning environment. More specifically, the author provides guiding questions and apps for learning as starting points for global collaboration lessons to encourage student voice and engagement across content areas, native language, and grade levels. I have listed the apps below, as well as their official descriptions:

  • Padlet: No description is provided on the official site (a bad oversight).  According to the linked post, it is a virtual corkboard that allows students to express and organize their thoughts on a shared topic
  • Voxer: Combines the power of live voice with text, video and photo sharing.
  • KahootCreate, play and share fun learning games for any subject, for all ages
  • SoundTrapMake music online
  • ThingLink: An interactive media platform that empowers publishers, educators, brands, and bloggers to create more engaging content by adding rich media links to photos and videos
  • NearpodEasily create lessons in minutes for your next class

Google Chrome apps to assist student learning

Google Chrome has hundreds of apps that can be used for a variety of purposes. This post lists five apps that can be used by students (and educators) to assist in the learning process. I have listed the apps below, followed by their official description:

  • Canva: Easily design beautiful, professional graphics
  • PicMonkeyFree photo editor with Collage, Touch Up, Teeth Whiten, Fonts, Effects, Filters, Frames, Stickers & more
  • PowToon Presentations Edu: Lets you create awesome presentations and animated videos
  • WeVideo: Makes video editing easy for everyone and accessible from anywhere
  • Google DrawingsAdd some color to your documents, presentations, and websites with easy to create charts and diagrams

All the apps above focus on graphic designs and presentations. These are two areas in which I am not particularly strong, so I look forward to exploring these apps.


50 teaching apps for 2016

The staff at TeachThought have put together a list of the 50 top teaching apps for 2016. Although the scope of this list is for schools rather than universities, a number of the listed apps would be very relevant to university environments.  I use a number of these apps already, but I am looking forward to trying some new ones (Adobe Voice, for example).