Up until the present, a number of application profiles have been developed by various metadata experts, with the support of the JISC, with the intention of addressing the needs of practitioners and service providers (and thus ultimately their users) across the higher education sector in the UK. The most significant of these have been aimed at particular resource types that have an impact across the sector.

Their names indicate the approach that has been taken to date, e.g.:

• SWAP – Scholarly Works Application Profile
• IAP – Images Application Profile
• GAP – Geospatial Application Profile
• LMAP – Learning Materials Application Profile (scoping study only: also the DC Education AP)
• SDAPSS – Scientific Data Application Profile Scoping Study
• TBMAP – Time-Based Media Application Profile

Problems with this approach

However, it cannot be said that a particular type of resource type, set of resource types, or even general subject domain actually constitutes a real, identified problem space that faces large sections of the information community in the UK higher education sector today. Geospatial resources can be any type of resources that have location metadata attached (e.g. place of creation, location as the subject of the resource). Learning materials can be any type of resource that has been created or re-purposed for educational uses, which can include presentations, academic papers, purpose-made educational resources of many types, images, or indeed almost anything else that could be used in an educational context, to which metadata describing that particular use or re-use has been attached. Images might have all sorts of different types of metadata: for instance, metadata about images of herbs might need very different metadata to images of architecture. The same applies to time-based media: what is the purpose of these recordings and what are they used for? why and how will people search for them? Likewise, the type of science in question, of which there are almost innumerable categories and sub-categories, will to a large extent determine the specific metadata that will be useful for describing scientific data.

Of all of the above, only scholarly works, which might more usefully be called scholarly publications, are an entirely focussed, specific set of resource types with a common purpose. The others are loose and sometimes ill-defined collections of resources or resource types that fit into a particular conceptual category. Only in the case of scholarly publications is there an unspoken problem space: discovery and re-use in repositories and similar systems, usually but not exclusively as Open Access resources. There are other related problem spaces such as keeping accurate information about funders and projects for the purposes of auditing that is required by funding bodies and university authorities. The ability to access these resources with new technologies could be a further area of study, and is one that UKOLN is taking an active interest in. Again, the question must be “what do users want to do with these resources?”

Current Approaches

It must not be said that the work in creating the application profiles mentioned above has been wasted. At the same time, the above application profiles constitute general purpose solutions that do not target specific problems affecting identifiable communities of practice across the sector. There is considerable work continuing in Dublin Core Metadata Initiative (DCMI) circles on how metadata modelling should best be carried out, for instance on the Dublin Core Abstract Model (DCAM) and on the overlap between application profiles and linked data, where those application profiles contain relationships that can better enable resource discovery in a linked data world.

New Approaches

These approaches remain useful. However, more immediate, specific problem spaces face particular university services (not all of which are necessarily repositories) in trying to describe resources so that they can be discovered, providing copyright and other licensing information so that they can be re-used, providing funding information so that work can be audited and cases can be constructed for funding new projects, and so on. Some of these resources may be textual, but others are increasingly including images (of many types and for many purposes), music, film, audio recordings, learning objects of many types, and large scale corpora of data. Any metadata solution that is tailored to a particular purpose (and, thus, which is usually de facto an application profile) needs to address specific aspects of the Web services that practitioners and other service providers are seeking to develop for their users, not simply provide general catch-all metadata of relatively generic use.

Key to all this is consultation with those communities: first, to scope the most significant two or three problem spaces that face the largest number of resource providers in serving their users; second, to get those practitioners together with developers to draw up practical, workable recommendations and perhaps demonstrations; third, to provide tangible evidence to the developers of existing software platforms, and to engage with them to help solve such problems in practice. To do this, it is necessary to engage practitioners and deverlopers in practical, hands-on activities that can bring the discussion forward and provide tangible solutions.