Publication statistics

Pub. period:2001-2011
Pub. count:6
Number of co-authors:10


Number of publications with 3 favourite co-authors:

Cathryn Manduca:
David Mogk:
Carole L. Palmer:



Productive colleagues

Mary Marlino's 3 most productive colleagues in number of publications:

Tamara Sumner:33
Michael Khoo:12
Carole L. Palmer:10

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Mary Marlino


Publications by Mary Marlino (bibliography)

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Palmer, Carole L., Allard, Suzie and Marlino, Mary (2011): Data curation education in research centers. In: Proceedings of the 2011 iConference 2011. pp. 738-740.

New data skills are critical to the progress of 21st century science to ensure that data are properly selected and stored and can be readily discovered, accessed, and used over time. The Data Curation Education in Research Centers (DCERC) program will establish a model for data curation graduate education that enriches students learning and expertise through onsite training at a data intensive scientific research center. Doctoral students will conduct research and masters students will develop as professionals in the real world of research, guided by both science and data mentors. DCERC is also aligned with research and development activities in the current NSF DataNet projects, providing students with opportunities to interact with working groups and learn first-hand about R&D advances and outcomes.

© All rights reserved Palmer et al. and/or ACM Press

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Sumner, Tamara and Marlino, Mary (2004): Digital libraries and educational practice: a case for new models. In: JCDL04: Proceedings of the 4th ACM/IEEE-CS Joint Conference on Digital Libraries 2004. pp. 170-178.

Educational digital libraries can benefit from theoretical and methodological approaches that enable lessons learned from design and evaluation projects performed in one particular setting to be applied to other settings within the library network. Three promising advances in design theory are reviewed -- reference tasks, design experiments, and design genres. Each approach advocates the creation of 'intermediate' constructs as vehicles for knowledge building and knowledge sharing across design and research projects. One purpose of an intermediate construct is to formulate finer-grained models that describe and explain the relationship between key design features and the cognitive and social dimensions of the context of use. Three models are proposed and used as thought experiments to analyze the utility of these approaches to educational digital library design and evaluation: digital libraries as cognitive tools, component repositories, and knowledge networks.

© All rights reserved Sumner and Marlino and/or ACM Press

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Sumner, Tamara and Marlino, Mary (2004): Demonstrating education impact: challenges in the years ahead. In: JCDL04: Proceedings of the 4th ACM/IEEE-CS Joint Conference on Digital Libraries 2004. p. 258.

The purpose of this panel is to stimulate thought and debate about the legacy of educational digital libraries.

© All rights reserved Sumner and Marlino and/or ACM Press

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Sumner, Tamara, Khoo, Michael, Recker, Mimi and Marlino, Mary (2003): Understanding educator perceptions of "quality" in digital libraries. In: JCDL03: Proceedings of the 3rd ACM/IEEE-CS Joint Conference on Digital Libraries 2003. pp. 269-279.

The purpose of the study was to identify educators' expectations and requirements for the design of educational digital collections for classroom use. A series of five focus groups was conducted with practicing teachers, pre-service teachers, and science librarians, drawn from different educational contexts (i.e., K-5, 6-12, College). Participants' expect that the added value of educational digital collections is the provision of: (1) 'high quality' teaching and learning resources, and (2) additional contextual information beyond that in the resource. Key factors that influence educators' perceptions of quality were identified: scientific accuracy, bias, advertising, design and usability, and the potential for student distraction. The data showed that participants judged these criteria along a continuum of tolerance, combining consideration of several factors in their final judgements. Implications for collections accessioning policies, peer review, and digital library service design are discussed.

© All rights reserved Sumner et al. and/or ACM Press

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Pandya, Rajul, Domenico, Ben and Marlino, Mary (2003): Finding and using data in educational digital libraries. In: JCDL03: Proceedings of the 3rd ACM/IEEE-CS Joint Conference on Digital Libraries 2003. p. 399.

THREDDS (THematic Real-time Earth Distributed Data Servers) services catalog geophysical data and other data services to support discovery and use by researchers. THREDDS, however, doesn't support data discovery and use by learners and educators (i.e. novices). Educational digital libraries, like DLESE (Digital Library for Earth System Education) provide rich metadata descriptions that are effective in helping novices locate and use most types of learning resources. DLESE, however, doesn't provide a way for novices to discover geophysical data in immediately usable forms. The VGEE (Visual Geophysical Exploration Environment) supports novices' discovery and use of geophysical data by linking THREDDS services with educational curricula and learner-centered data tools. The curricula are cataloged in DLESE and so can be discovered in educational settings. These curricula then guide novices to the appropriate tools and illustrate meaningful use of the data. More generally, by coupling data to curricular documents, text-based discovery tools (e.g. search engines) can be extended to data.

© All rights reserved Pandya et al. and/or ACM Press

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Marlino, Mary, Sumner, Tamara, Fulker, David, Manduca, Cathryn and Mogk, David (2001): The digital library for earth system education: building community, building the library. In Communications of the ACM, 44 (5) pp. 80-81.

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