Digital Library

1. [100 pts] Refer to the Chapter 3 of DHS IT Security Essential Body of Knowledge Main Text (See DHS EBK_MainText_nps36-010708-07.pdf in Resources folder). Pick ONE competency area from EBK (data security, digital forensics, risk management, etc.) and provide the definition of each key term listed under that competency area. You can use the definitions provided in the textbook or search them from other sources. I have chosen the digital forensics competency area and the definition of each key terms as listed in the textbook are as follows:

The second standard is regarding locating the required information and applying searching techniques to locate information effectivity, this requires students to develop strategies for searching and select sources of information that best answer their information need (Bundy, 2004). The third standard relates to the evaluation of the information and the sources found, which enables students to determine if the information or resource they have located is a quality source, if the resource is accurate and reliable (Bundy, 2004). Managing information is the basis of the fourth standard, for students it incorporates how they record and arrange and organise the information they find (Bundy, 2004). Standard five entails sharing information and using information to create knowledge, for students this means that they can use the information skills they have learnt in one subject or course and then apply those skills in other subjects or in other aspects of their academic learning (Bundy, 2004). The final standard applied to using the information culturally and ethically and acknowledging the source of the information, for students this applies to referencing and citing and

In this case it can be differentiated into an independent file format (represented by raw data dd) and specific file format or vendor based format (represented by EO1 format from Encace). The second one is the digital evidence generated from the live acquisition process represented by the pcap extension as the output of live data capture process by wireshark application, and the third is digital evidence of multimedia file (Audio, Video, Image, Text). Meanwhile, according to [59] forensic analysis will involve an enormous amount of metadata generated from various types of user and system activities. However, this study is limited to metadata information directly related to the management of digital evidence for the chain of custody.

The core competencies that his theories explored are internet searching, hypertext navigation, knowledge assembly and content evaluation (Bawden, 2008). He changed the generic view of digital literacy which was merely perceived as the possession of technical skills and stated that the digital literacy is about mastering ideas rather than key strokes (Bawden, 2008). He suggested that the digital literacy is about having digital skills to imply it to everyday life (Gilster, 1997). One important contribution to the theory and concept of digital literacy was given in the research by Eshet- Alkalai and Amchai Hamburger(2004). They proposed a conceptual model of digital literacy that describes five major characteristics of digital literacy, which was not present in Paul Gilster’s theories.

Fully understanding digital risk requires analyzing data in the right context while continuously gathering information across disparate digital assets. To do this, you need to invest in a wide variety of technologies. That is expensive and labor

Data security is the protective digital privacy actions that are applied to avoid unauthorized admission to computers, websites, and databases. It also protects data from corruption. Data security is essential for every different size and type of organizations in IT. The focus of data security is to confirm privacy while protecting personal or corporate data. Data is the raw form of information stored in our databases, network servers, and personal computers.

While studying the impact of the digital, it is helpful to distinguish between the continuities of cultural forms and discourses and their divergence across various media platforms. It is not just a simple shift in technologies but a wider framework of ‘continuities and transformation’ (Lister 2000: 322). In the field of digital documentaries, Craig Hight delineates two broad dynamics at play (Craig Hight, 2008). First there is the integration of digital technologies within conventional documentary practice.

Memory plays a very crucial role, while archiving and understanding new information, for example when you are reading an intriguing novel, or maybe preparing for your final exams, and trying to remember information previously stored in your semantic memory, during your classes. Thus memory development should be a crucial and integral part of a child growing process. In order to practice the mechanism of memory development, it is very vital to recognize the type of memory a person may have, this is again dependent on the two hemispheres, dependent on which are the two memory development techniques. The left hemisphere of your brain controls the logical memory and the right hemisphere of your brain controls and manages the symbolic memory.

Digital Media is any media that is enclosed in a machine and is a readable format. Anybody can create digital media, it can be viewed, shared changed and preserved by anyone on computers. Examples of digital media include; mobile phones, compact discs, digital video, digital television, e-book, internet, minidisc, video games, the World Wide Web, e-Commerce and many interactive media. (http://simple.wikipedia.org/wiki/Digital_media) Digital media is often contrasted with print media.

According to (Madhusudhan, 2012) “Web based Library Services means library services provided using internet as medium and library website as a gateway with the help of integrate library management system.” (White, 2001) has defined web based services as an information service in which users ask questions via electronic means e.g. email or web forms. Web based library services provides users with the convenience of accessing information in their own time, saving them travelling cost and time and new options for answering reference questions. The provision of these services is not constrained by the traditional opening hours but can be offered on a 24

Most colleges have a library in which scholars are allowed to use and use the resources within. As an online student, going to the college library can be quite the trek. Little known to most scholars, Collin College has a full online library with the same resources as its on campus counterpart. John Leonard is the Distance Learning and Digital Services Librarian at Collin College. In the online orientation, Library Anywhere, Leonard explains that Collin College wants to give online scholars the same resources that any student on campus would have, including a library.