This paper looks at the reality of developing and implementing a bespoke tagging system that could be effective for users yet simple enough to use for staff who are not specialist classifiers, including human issues for staff.
Accompanies paper at Museums and the Web 2011
http://bit.ly/KZiudD
Similar to Mixing it up: Developing and implementing a tagging system for a content-rich website which uses aggregated content from multiple sources. (20)
ICT role in 21st century education and its challenges
Mixing it up: Developing and implementing a tagging system for a content-rich website which uses aggregated content from multiple sources.
1. And re w Le wis S e nior We b C onte nt M anage r, Victoria and Alb e rt M u s e u m
Linked In h ttp :/ b it.ly/ O p AN F
/ h
M ixing It U p :
D e ve lop ing and im p le m e nting an in-h ou s e
tagging s ys te m for a conte nt-rich we b s ite
M u s e u m s and th e We b
7 Ap ril 201 1
2. And re w Le wis
S e nior We b C onte nt M anage r at th e
Victoria and Alb e rt M u s e u m Lond on, s ince
2008
R e s p ons ib le for te am m anaging conte nt
on we b s ite
Inform ation s cie nce training with p u b lic
lib rary e le ctronic s e rvice s b ackgrou nd
3. Th is s e s s ion is h op ing to give you …
A gre ate r u nd e rs tand ing of wh at tagging
can d o and h ow th at m igh t b e u s e fu l for
you .
4. F orm at of th is s e s s ion
Backgrou nd - wh at we we re trying to d o,
and h ow we ap p roach e d it
An au d ie nce e xe rcis e in tagging...
5. Th is s e s s ion d is cu s s e s
Brie f b ackgrou nd to V&A we b s ite
re d e ve lop m e nt
Atte m p ts to cros s -conne ct vis itors with
conte nt th e y m igh t not re alis e we h ave
D e ve lop ing a tagging s ys te m for s im p le
s u b j ct clas s ification
e
Th e h u m an is s u e s arou nd tagging conte nt
6. Backgrou nd - re d e ve lop ing th e V&A we b s ite
R ationale
– To im p rove s ite vis u ally (e as y b it)
– To m ove to organis ation b y u s e r’s inte re s ts
not b y inte rnal d e p artm e ntal s tru ctu re
– To u p d ate s ite to b e re s p ons ive to typ ical
googling/ ocial-re com m e nd ation b e h aviou r of
s
we b u s e rs
– Move toward s op e n s ou rce and inte gration of
u s e r-ge ne rate d conte nt and we b s ocial m e d ia
19. 3 le ve ls of control
E ditorial – ab ility to s p e cify an article m u s t
ap p e ar u nd e r a s u b j ct clu s te r
e
S emi-automatic – ab ility to d e fine th e ke y
s u b j ct of th e article or s u b j ct clu s te r as th e
e e
b as is for clu s te ring conte nt
A utomatic – s e arch logic analys e s th e te rm s in
th e conte nt and u s e s algorith m s to m atch it with
oth e r conte nt
20. Au tom atic and
s e m i-au tom atic
Au tom atic and
s e m i-au tom atic
E d itorially s e le cte d conte nt
Au tom atic and
s e m i-au tom atic
22. 6 tagging fie ld s ...
§ “ pers on” to re fle ct th at vis itors wou ld b e looking for inform ation ab ou t
s p e cific artis ts , d e s igne rs , h is torical and fictional figu re s
§ “ place” to re fle ct vis itors inte re s t in art and d e s ign as s ociate d with
p articu lar locations
§ “ technique” to s u p p ort vis itors trying to u nd e rs tand artis tic and d e s ign
p roce s s e s
§ “ period/s tyle” to re fle ct an inte re s t in artis tic m ove m e nts or s ignificant
nam e d h is torical p e riod s
§ “ date” to re fle ct th at vis itors m ay b e inte re s te d in work p rod u ce d at a
p articu lar p oint in h is tory
§ “ free text” – th is was inclu d e d to allow fle xib ility and b e ab le to e m p loy
te rm s not cove re d by th e m ore s p e cific cate gorie s
25. Th e p roce s s of tagging conte nt
– Au d it re ve ale d ove r 4,000 p age s on th e m ain s ite
– Tagge d ind ivid u ally b y re ad ing th e p age and
d e cid ing th e m ain s u b j ct(s )
e
– Pos s ib le s u b j ct clu s te rs note d at th e s am e tim e
e
– At th e tim e , s taff cou ld not s e e th e e ffe ct of tagging,
as s ys te m was not b u ilt
– R u le s d e ve lop e d as a grou p e xe rcis e with d aily
fe e d b ack and d is cu s s ion as tagging p rogre s s e d
29. h ttp :/ b e ta.vam .ac.u k/ age / / e m b e rs h ip
/ p m m
h ttp :/ b e ta.vam .ac.u k/ age / kim ono
/ p k/
30. Th ings to take away...
Tagging offe rs a p ragm atic m e th od for aggre gation
with ou t cu m b e rs om e s ch e m as
It is lab ou r inte ns ive
C las s ification is not as s im p le as it ap p e ars . Tagging
ne e d s b alance b e twe e n accu racy and “good e nou gh ”
Tagging is ve ry s u b j ctive
e
Pe op le as s ign im p ortance accord ing to th e ir knowle d ge
of a s u b j ct
e
D e ve lop ing tagging with ou t s e e ing th e re s u lts cre ate s
anxie ty
31. e m ail: a.le wis @ vam .ac.u k
And re w Le wis
Linke d In: h ttp :/ b it.ly/ O p AN F
/ h
h ttp :/ b e ta.vam .ac.u k
/
Th ank you
M u s e u m s and th e We b
7 Ap ril 201 1
Editor's Notes
What is this paper going to give you
Case study Describes what we went through. What we expected and predicted what we didn’t see coming what we decided upon and why what we learnt along the way Practical exercise To give insight into the processes described To show that even very simple classification is not easy People classify according to their own perspective establishing rules is essential. Understanding of what it will mean for your staff
Case study Describes what we went through. What we expected and predicted what we didn’t see coming what we decided upon and why what we learnt along the way Practical exercise To give insight into the processes described To show that even very simple classification is not easy People classify according to their own perspective establishing rules is essential. Understanding of what it will mean for your staff