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Definition
Dublin Core=
- the nature or genre of th=
e resource
Usage
- NSDL usage - the nature, function or typical use of a learning or teachin=
g resource
- Field usage =
strong>- strongly recommend; alwa=
ys include the broad-group term when using finer-level terms
- Number of occurrences - repeat the fie=
ld as necessary
Controlled vocabula=
ry terms and definitions
Terms are in bold italics. Definition=
s are included. The name/organization listed in brackets after a definition=
is the source of the definition. A hierarchy is implied in this vocabulary=
, with eight broad-group terms encompassing finer-level terms. When a finer=
-level term is used, repeat the type metadata field to include the correspo=
nding broad-group term.
- Assessment Material=
- material that enables =
evaluation or measurement of progress, development, ability, skill, underst=
anding, knowledge, aptitude, achievement, or an opinion/attitude (use for: =
webquest, building a concept map, lab report, survey, questionnaire, open-e=
nded question, or take-home questions)
- Answer Key=
- a correct solution or res=
ponse to a question, problem or test
- Portfolio<=
/span> - a collection of student wo=
rk that demonstrates academic progress or knowledge acquisition over a peri=
od of time
- Rubric - statements describing the abi=
lities, knowledge, or understanding of a content area in order to reach a c=
ertain level of mastery
- Test - an oral or written examination =
comprising questions, exercises, and/or problems that measure the skill, kn=
owledge, capacity, or aptitude of an individual or group; may or may not in=
clude an answer key
- Dataset - visual, factual, or numerica=
l information that comes from a sensing device, whether instrument-measured=
or human-observed; describes both unprocessed, "raw" information as well a=
s information already organized into lists, tables, or databases
- Database=
span> - information held electronic=
ally and organized for rapid search and retrieval by a computer
- List/Table=
- factual or numerical info=
rmation arranged for ready reference and interpretation by users
- Observed Data - visual, factual, or nu=
merical information generated from human observations or in-situ instrument=
measurements
- Remotely Sensed Data - imagery generat=
ed from measuring devices that are not in direct contact with the medium th=
ey are measuring (use for: radar or satellite imagery)
- Trial - one of a number of repetitions=
of an experiment
- Event - a non-persistent, time-based o=
ccurrence [Dublin Core]
- Award/Recognition/Schola=
rship -&nb=
sp;monetary or honorary ackn=
owledgement bestowed for merit, research, performance, study, writing, or o=
ther professional/educational endeavors (includes honorarium or stipends)=
span>
- Broadcast<=
/span> - media presentation (audio,=
video and/or text) prepared and intended for a wide or specific audience, =
often with limited or controlled audience participation, occurring on a cer=
tain date and often archived for later use; may lose relevancy over time (u=
se for: concert webcast, podcast, newscast, or talk show)
- Call for Participation=
em> - time-sensitiv=
e invitation for contribution, involvement or input on a product, event, or=
project (use for: call for papers, call for input, testing, feedback, form=
ative evaluations, or collaborations)
- Conference=
- physical or virtual meeti=
ng of broad or tightly focused appeal targeted for a specific academic and/=
or professional community and typically sponsored
- Exhibit - a non-permanent display of a=
rtifacts, images, or resources organized around a particular theme or topic=
- Learning/Research Opport=
unity -&nb=
sp;activity whose primary ob=
ject is professional/academic development and practical research experience=
; may or may not include a stipend or honorarium (use for: field project, c=
ourse, internship, mentoring, tutoring, exchange, or college credit opportu=
nity)
- Job=
- position for which participants =
receive remuneration (pay for work done but not a stipend or honorarium) (u=
se for: postdoc, internship, fellowship, assistantship, or research associa=
teship)
- News - general information or announce=
ment that loses its immediate relevancy after a short time (use for: newsle=
tter, press release)
- Workshop=
span> - short-term meeting or inter=
action, typically with a well-defined outcome like professional-skills deve=
lopment
- Instructional Material=
em> - resource or l=
earning object intended to facilitate teaching or enable learning
- Activity=
span> - non-laboratory material des=
igned to stimulate learning and help students develop particular skills, sp=
ecific knowledge, or reflexive habits of mind
- Annotation=
- a comment, review, graphi=
c, question, tip, or link associated with an existing resource and providin=
g further explanation, expansion, and/or reaction
- Case Study=
- resource offering intensi=
ve analysis of discrete, or a combination of, peoples, locations, environme=
nts, objects, time periods, or concepts
- Course - a set of teaching materials (=
generally for instructors) or learning materials (generally for students) i=
ntended to achieve a range of objectives over an extended period of time
- Curriculum=
- a program of study which =
may or may not include assessment material
- Demonstration - a resource that expose=
s the nature and requirements of a procedure, process, or principle by mani=
pulating real objects (term is distinct from Simulation in that demonstrations have real objects in them =
as opposed to representations)
- Experiment/Lab Activity<=
/em> - a scientific=
procedure undertaken to make a discovery, test a hypothesis, or demonstrat=
e a known fact [Compact Oxford English Dictionary]
- Field Trip=
- excursion to a place to g=
ain firsthand information, knowledge, or experience (use for: descriptions =
or plans for field trips, virtual field trips)
- Game - an interactive environment in w=
hich participants compete, strategize, play, role-play, troubleshoot, or ma=
ke decisions in order to learn a subject or skill
- Instructional Strategy=
em> - a guideline, =
pedagogical description, or tip for effective teaching and learning<=
/li>
- Instructor Guide/Manual<=
/em> - resource for=
teachers regarding the use of learning materials with respect to education=
al objectives, classroom management, materials development, assessment, and=
additional reference material
- Interactive Simulation=
em> - a representat=
ion of a system, process or environment where learners control and manipula=
te variables or other objects to affect outcomes (use for: applet, mathlet)=
- Lecture/Presentation - audio or text r=
ecord of a speech or a unit of instruction organized and delivered by an in=
structor for the purpose of informing a group about a topic
- Lesson/Lesson Plan =
- resource to suppo=
rt students' learning of specific concepts, skills, or content; often inclu=
des teaching instructions, educational goals, learning objectives, and proc=
edures
- Model - a mathematical or physical con=
struct intended to study or represent a real-world system or phenomenon
- Problem Set - series of tasks or quest=
ions posed to the student, as in homework or other assignment (use for: wor=
ksheet)
- Project - individual or group activity=
or problem that supplements and applies classroom studies and often result=
s in a product
- Simulation=
- imitative representation =
of a system, process, photo, setting, or principle (note that the imitative=
nature of Simul=
ation distingu=
ishes it from a =
Demonstration, whic=
h employs real objects)
- Student Guide - resource for learners =
to help facilitate learning and comprehension of subject matter content (us=
e for: lab manual, study guide, workbook)
- Syllabus=
span> - plan showing the structure =
of a particular course, including course description and objectives, gradin=
g policy, materials, assignments, lesson sequence, and course calendar [iLu=
mina]
- Textbook=
span> - resource providing comprehe=
nsive materials for specific topics (use for: chapters or other typical boo=
k components) [ENC]
- Tutorial=
span> - resource that provides guid=
ed information about a specific subject
- Unit of Instruction=
- a set of teachin=
g materials, generally for instructors, or alternatively learning materials=
, generally for students, intended to achieve specific and focused objectiv=
es over a limited period of time such that units often constitute a =
span>Course
- Referenc=
span>e<=
span style=3D"color: rgb(0,0,0);"> Material<=
/span> - specialized information in=
tended to be used as an authoritative source or to stimulate topical resear=
ch
- Abstract=
span> - condensed version or summar=
y of a larger piece of work outlining major points and conclusions [DLESE]<=
/span>
- Article - generally nonfiction writing=
communicating ideas, concepts, results, or facts; often, but not always, p=
art of a monograph, journal, magazine, or newspaper (use for: essays, infor=
mation sheets, pamphlets, brochures, preprints)
- Bibliography - a list, often with desc=
riptive or critical notes, of writings relating to a particular subject, pe=
riod or author [Merriam-Webster Online]
- Career Information<=
/strong> - resource describi=
ng specific science, technology, engineering, and mathematic (STEM) informa=
tion and/or insight into STEM careers and requisite skills (use for: camps,=
internship programs, or informational programs which inform and support in=
dividuals interested in pursuing STEM careers)
- Classification Key<=
/strong> - resource providin=
g guidelines or methods for identifying, sorting, or categorizing objects (=
use for: cloud chart, soil chart, taxonomic keys)
- Educational Standard - level of achiev=
ement to which learners or educators are expected to aspire
- FAQ=
- frequently asked questions about=
a topic, organization, or event that are intended to help users
- Fiction - narrative or verse describin=
g imaginary events, people, or objects (use for: prose literature, novels, =
poems)
- Glossary/Index - a compiled or alphabe=
tical list of words relating to a specific subject, situation, text, or dia=
lect that variously include definitions, explanations, page references, or =
descriptions (use for: dictionary, table of contents)
- Outline - set of preliminary ideas and=
thoughts, generally in a list-like format, about a project, paper, or othe=
r endeavor
- Nonfiction Reference - writing describ=
ing facts, places, events, and things but not including instructional activ=
ities (use for: books, websites)
- Periodical=
- materials in any medium i=
ssued under the same title with discrete parts or articles, appearing at re=
gular or irregular intervals; may or may not describe materials with peer r=
eview (use for: journal, peer-reviewed journal, magazine, serial)
- Policy - document containing statement=
s or series of steps for a particular way of accomplishing a goal [DLESE]=
span>
- Proceedings - collection of papers or =
abstracts presented at a specific meeting or event with defined outcomes
- Proposal=
span> - a formal document detailing=
an intended or future project, recommendation, plan, or idea
- Report - detailed account or statement=
, often outlining the results or events of a meeting, endeavor, activity, t=
opic, issue, or study (use for: review, evaluation, monograph)
- Scientific Standard=
- information rega=
rding physical constants, units of measurement, expressing uncertainty of m=
easurement, conversion factors, and equations
- Specimen=
span> - an object from the natural =
world that is intended for study (use for: rock sample, lab sample, culture=
s, insect)
- Thesis/Dissertation=
- research text wr=
itten in partial fulfillment of the requirements for an academic degree (ty=
pically postgraduate)
- Community - a resource that facilitate=
s communications and interactions
- Ask-an-Expert - resource affording the=
ability to submit questions to a responsive individual or group possessed =
with specific expertise in the area of interest
- Forum - meeting or medium (synchronous=
/asynchronous) enabling the exchange of views (use for: message board, chat=
)
- Listserv=
span> - email-based communication t=
hat is usually topic-focused and distributed to a member-based group of ind=
ividuals via a single email address and including the archive of the email =
list
- Weblog - a web-based publication consi=
sting primarily of articles or entries, written by one person or a group
- Wiki - website that allows visitors to=
add, remove, edit, link, and change content, typically without the need fo=
r registration
- Tool - physical hardware or computer s=
oftware that facilitates interacting with a resource or accomplishing a tas=
k
- Code - set of computer instructions or=
scripts that enhance a resource; generally does not stand alone
- Equipment<=
/span> - physical device or impleme=
nt needed to interact with a resource
- Form - formatted document containing b=
lank fields that users populate with data (use for: calculator, online surv=
ey form)
- Numerical Model - set of computer inst=
ructions intended to operate on a Dataset in order to understand the natural world by predicting current,=
past, or future situations given a set of initial conditions
- Search Engine - mechanism by which the=
web or a sub-component thereof is searched, prompted by a specific query e=
ntered by a user
- Software=
span> - stand-alone tool that provi=
des access, interaction, and the ability to run resources; it does not enha=
nce another piece of software and it is distinct from Numerical Model<=
span style=3D"color: rgb(0,0,0);"> (use for: data analysis tools, cont=
ent creation tools)
- Audio/Visual <=
/strong>- representations other t=
han text
- Graph - visual representation of data =
with the purpose of providing meaning to the data (use for: pie charts, lin=
e graphs)
- Illustration - visual material used to=
clarify or annotate pieces of text (use for: drawing, diagram)
- Image/Image Set - visual material that=
is not in motion and is not intended to annotate pieces of text (use for: =
poster, digital image of a painting or print)
- Map=
- representation of physical featu=
res or data of a discrete area, often done on a flat surface at a point in =
time (use for: topographic map, soil map, road map, bedrock map, or atlas)<=
/span>
- Movie/Animation - in-motion, dynamic, =
audio/visual material played in a linear fashion and often not related to a=
specific date in time (use for: webcast about a science concept, podcast);=
(see Broadcast<=
/em>for concert, perform=
ance, newscast)
- Music - vocal, instrumental, electroni=
cally-produced, or mechanical sound featuring rhythm, melody and/or harmony=
- Photograph=
- image produced by radiant=
energy, especially visible light (use for: photo, digital camera, or compu=
ter generated photograph, slide)
- Sound - non-musical, non-vocal, record=
ed auditory material (use for: natural world, mechanical, noise, tones)
- Voice Recording - recorded material th=
at tends to be descriptive in nature; may or may not be drawn from written =
texts (use for: audio book, oral history, interview, podcast)
Cataloging best practices
- Use Type for describing the nature o=
r function of a resource and its general intended use.
- Choose the dominant type(s) that bes=
t describe or fit the resource.
- If a resource is composed of multipl=
e dominant resource types, repeat the Type field to describe them.=
li>
- However, if a resource appears to ha=
ve many different resource types (generally five or more), consider catalog=
ing the resource as separate multiple objects (i.e., consider creating mult=
iple metadata/catalog records).
- When selecting Type(s), choose terms=
to the finest level of granularity appropriate for the resource. For examp=
le, if a resource only applies to a Rubric, then use that. If a resource applies to a few more types in t=
he broad-group A=
ssessment Material,=
select as many assessment materials as appropriate (along with the broad-g=
roup term) or simply select =
Assessment Material.
- When using the finer-level terms, li=
ke Rubric=
span>, include the broad-group term as w=
ell (e.g., for R=
ubric, also include=
Assessment Mate=
rial).
- For large resources, do not choose e=
very resource type encompassed by the resource, choose the representative o=
nes.
- Do not use Type to describe every wa=
y a resource may be used. Focus on the general intended use of a resource.<=
/span>
- Do not use this field to describe fi=
le format (e.g., .pdf, .txt, .mov), physical medium, or dimensions of the r=
esource, use the format elemen=
t instead.
- Do not let URL extensions like .com,=
.org, etc. be a primary influence on the choice of a resource type.=
- Use at least one NSDL Type term. It =
is good practice to use other terms, from Dublin Core (DCMI) Type listor local collection vocabularies, as well.
- If the DCMI term Collection is used to describe portal-like resour=
ces, collections or sets, use an NSDL term to refine the nature or function=
of the collection (e.g., a set of images would use Audio/Visual =
andImage/Image Set; a set of maps would use Audio/Visual and
Map; a se=
t of biographies of well-known scientists would use Reference Material=
and Nonfiction Reference; a digital library would use Tool andSearch Engine and possibly several other broad-group terms).
- If a Curriculum includes an assessment, do not use the broad-group=
term Assessment=
Materialbecause mo=
st curricula by their nature include assessment material. (Do, however, use=
the broad-group term Instructional Material alongside Curriculum=
, per best practices outlined above.)
- Items and articles within newsletter=
s may be cataloged separately.
- For project-like resources that are =
used primarily as assessments, use the term Assessment Material.
Use and resource examples
- Include the broad-group terms for al=
l the following examples.
- Use Voice Recording and Fiction or N=
onfiction Reference=
for an audio book.
- Use Student Guide for lab manual, study guide, or workbook.=
- Use Map for topographic maps, soil maps, road maps, weather maps, =
bedrock maps, or atlas.
- Use Form for calculator or survey form.
- Use Forum for message board or chat.
- Use Simulation for applet or mathlet.
- Use Broadcast for webcast, podcast, newscast, or talk show that oc=
cur on specific date in time.
- Use the terms Remotely Sensed Data and Animation/Movie for satellite or radar imagery.
- Use Annotation for a teaching tip, comment, or formal review of a =
resource.
- Use Assessment <=
em>Material fo=
r non-examination like materials like a webquest, building a concept map, l=
ab report, survey, questionnaire, open-ended question, or take-home questio=
ns.
- Use Fiction for prose literature, novels, or poems.
- Use Periodical to represent an entire journal.
- Use Article to represent a single article within a journal.=
- Use Article to represent essays, information sheets, pamphlets, or=
brochures that are non-career information oriented.
- Use Career Information for information sheets, pamphlets, or broch=
ures that provide career information.
- Use Image/Image Set for a poster, digital print, or painting.
- Use Problem Set for a worksheet.
- Use News for newsletters and press releases
XML tips and examples
- For the best search and discovery, u=
se terms from the NSDL controlled vocabulary.
- When using the finer level terms, li=
ke Rubric=
span>, include the broad-group term as w=
ell (e.g. for Ru=
bric, also include&=
nbsp;Assessment Mater=
ial).
- When using the NSDL vocabulary, indi=
cate it in XML documents by using the 'nsdl_dc:NSDLType' refinement on the =
attribute xsi:type.
- When using the DCMI vocabulary, indi=
cate it in XML documents by using the 'dct:DCMIType' refinement on the attr=
ibute xsi:type.
- When using non-NSDL or non-DCMI voca=
bulary terms, do not use 'nsdl_dc:NSDLType' or 'dct:DCMIType' refinements i=
n XML documents.
- When mapping between this vocabulary=
and another vocabulary, attempt to use the finest level of terms first and=
then use the broader terms like Instructional Material, Referen=
ce Material, Audio/Visual etc. if a distinction can not be made=
to the finer level.
- Repeat the XML element as necessary.=
Example 1:<=
/span> The resource is an onl=
ine cloud chart.
<dc:type>=
Cloud Chart </dc=
:type> (using own term)
<dc:type xsi:type=3D"dct:DCMIType">Image=
</dc:type> (using Dublin Core term)
<dc:type xsi:type=3D" nsdl_dc:NSDLType">Reference Material</dc:type> (using NSDL term) =
span>
<dc:type xsi:type=3D" nsdl_d=
c:NSDLType">Classifica=
tion Key</dc:type>=
(using NSDL term)
Example 2:<=
/span> The resource is a online, college-credit, weather co=
urse for K-12 teachers. The site also has real-time weather data. This course is called DataStreme Atmosphere&=
nbsp;
<dc:type xsi:type=3D"=
dct:DCMIType">Text</dc:type> (using Dubl=
in Core term)
<dc:typ=
e xsi:type=3D"dct:DCMIType">MovingImage</dc=
:type> (using Dublin Core term)
<dc:type xsi:type=3D" nsdl_dc:NSDLType">Instructional Material</dc:type> (using NSDL term)
<dc:type xsi:type=3D" nsdl_dc:N=
SDLType">Course</dc:type> (using NSDL te=
rm)
<dc:type xsi:type=3D" n=
sdl_dc:NSDLType">Datas=
et</dc:type> (usin=
g NSDL term)
<dc:type=
xsi:type=3D" nsdl_dc:NSDLType">Observed Data&=
lt;/dc:type> (using NSDL term)
<dc:type xsi:type=3D" nsdl_dc:NSDLType">Remotely Sensed Data</dc:type> (using NSDL term)
Example 3:<=
/span> The resource is a portal site that has lesson plans,=
worksheets, and activities for Geometry
<dc:type>Worksheet&=
lt;/dc:type> (using own term)
<dc:type xsi:type=3D"dct:DCMIType">Collection</dc:type> (using Dublin Core term)
<dc:type xsi:type=3D"dct:DCMIType">Text</dc:type> (using Dublin Core term)
<dc:type xsi:type=3D" nsdl_dc=
:NSDLType">Instruction=
al Material</dc:type&=
gt; (using NSDL term)
&l=
t;dc:type xsi:type=3D" nsdl_dc:NSDLType">Activity</dc:type> (using NSDL term)
<dc:type xsi:type=3D" nsdl_dc:NSDLType">Problem Set</dc:type> (using NSDL term)
<dc:type xsi:type=3D" nsdl_dc:NSDLType">=
span>Lesson/Lesson Plan=
</dc:type> (using NSDL term=
)
Credits
This controlled vocabulary was approv=
ed June 8, 2007.
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