In probability theory and machine learning, the multi-armed bandit problem (sometimes called the K- or N-armed bandit problem) is named from imagining a gambler at a row of slot machines (sometimes known as "one-armed bandits"), who has to decide which machines to play, how many times to play each machine and in which order to play them, and whether to continue with the current machine or try a different machine. More generally, it is a problem in which a decision maker iteratively selects one of multiple fixed choices (i.e., arms or actions) when the properties of each choice are only partially known at the time of allocation, and may become better understood as time passes. A fundamental aspect of bandit problems is that choosing an arm does not affect the properties of the arm or other arms. Instances of the multi-armed bandit problem include the task of iteratively allocating a fixed, limited set of resources between competing (alternative) choices in a way that minimizes the regret. A notable alternative setup for the multi-armed bandit problem includes the "best arm identification (BAI)" problem where the goal is instead to identify the best choice by the end of a finite number of rounds. The multi-armed bandit problem is a classic reinforcement learning problem that exemplifies the exploration–exploitation tradeoff dilemma. In contrast to general reinforcement learning, the selected actions in bandit problems do not affect the reward distribution of the arms. The multi-armed bandit problem also falls into the broad category of stochastic scheduling. In the problem, each machine provides a random reward from a probability distribution specific to that machine, that is not known a priori. The objective of the gambler is to maximize the sum of rewards earned through a sequence of lever pulls. The crucial tradeoff the gambler faces at each trial is between "exploitation" of the machine that has the highest expected payoff and "exploration" to get more information about the expected payoffs of the other machines. The trade-off between exploration and exploitation is also faced in machine learning. In practice, multi-armed bandits have been used to model problems such as managing research projects in a large organization, like a science foundation or a pharmaceutical company. In early versions of the problem, the gambler begins with no initial knowledge about the machines. Herbert Robbins in 1952, realizing the importance of the problem, constructed convergent population selection strategies in "some aspects of the sequential design of experiments". A theorem, the Gittins index, first published by John C. Gittins, gives an optimal policy for maximizing the expected discounted reward. == Empirical motivation == The multi-armed bandit problem models an agent that simultaneously attempts to acquire new knowledge (called "exploration") and optimize their decisions based on existing knowledge (called "exploitation"). The agent attempts to balance these competing tasks in order to maximize their total value over the period of time considered. There are many practical applications of the bandit model, for example: clinical trials investigating the effects of different experimental treatments while minimizing patient losses, adaptive routing efforts for minimizing delays in a network, financial portfolio design In these practical examples, the problem requires balancing reward maximization based on the knowledge already acquired with attempting new actions to further increase knowledge. This is known as the exploitation vs. exploration tradeoff in machine learning. The model has also been used to control dynamic allocation of resources to different projects, answering the question of which project to work on, given uncertainty about the difficulty and payoff of each possibility. Originally considered by Allied scientists in World War II, it proved so intractable that, according to Peter Whittle, the problem was proposed to be dropped over Germany so that German scientists could also waste their time on it. The version of the problem now commonly analyzed was formulated by Herbert Robbins in 1952. == The multi-armed bandit model == The multi-armed bandit (short: bandit or MAB) can be seen as a set of real distributions B = { R 1 , … , R K } {\displaystyle B=\{R_{1},\dots ,R_{K}\}} , each distribution being associated with the rewards delivered by one of the K ∈ N + {\displaystyle K\in \mathbb {N} ^{+}} levers. Let μ 1 , … , μ K {\displaystyle \mu _{1},\dots ,\mu _{K}} be the mean values associated with these reward distributions. The gambler iteratively plays one lever per round and observes the associated reward. The objective is to maximize the sum of the collected rewards. The horizon H {\displaystyle H} is the number of rounds that remain to be played. The bandit problem is formally equivalent to a one-state Markov decision process. The regret ρ {\displaystyle \rho } after T {\displaystyle T} rounds is defined as the expected difference between the reward sum associated with an optimal strategy and the sum of the collected rewards: ρ = T μ ∗ − ∑ t = 1 T r ^ t {\displaystyle \rho =T\mu ^{}-\sum _{t=1}^{T}{\widehat {r}}_{t}} , where μ ∗ {\displaystyle \mu ^{}} is the maximal reward mean, μ ∗ = max k { μ k } {\displaystyle \mu ^{}=\max _{k}\{\mu _{k}\}} , and r ^ t {\displaystyle {\widehat {r}}_{t}} is the reward in round t {\displaystyle t} . A zero-regret strategy is a strategy whose average regret per round ρ / T {\displaystyle \rho /T} tends to zero with probability 1 when the number of played rounds tends to infinity. Intuitively, zero-regret strategies are guaranteed to converge to a (not necessarily unique) optimal strategy if enough rounds are played. == Variations == A common formulation is the Binary multi-armed bandit or Bernoulli multi-armed bandit, which issues a reward of one with probability p {\displaystyle p} , and otherwise a reward of zero. Another formulation of the multi-armed bandit has each arm representing an independent Markov machine. Each time a particular arm is played, the state of that machine advances to a new one, chosen according to the Markov state evolution probabilities. There is a reward depending on the current state of the machine. In a generalization called the "restless bandit problem", the states of non-played arms can also evolve over time. There has also been discussion of systems where the number of choices (about which arm to play) increases over time. Computer science researchers have studied multi-armed bandits under worst-case assumptions, obtaining algorithms to minimize regret in both finite and infinite (asymptotic) time horizons for both stochastic and non-stochastic arm payoffs. === Best arm identification === An important variation of the classical regret minimization problem in multi-armed bandits is best arm identification (BAI), also known as pure exploration. This problem is crucial in various applications, including clinical trials, adaptive routing, recommendation systems, and A/B testing. In BAI, the objective is to identify the arm having the highest expected reward. An algorithm in this setting is characterized by a sampling rule, a decision rule, and a stopping rule, described as follows: Sampling rule: ( a t ) t ≥ 1 {\displaystyle (a_{t})_{t\geq 1}} is a sequence of actions at each time step Stopping rule: τ {\displaystyle \tau } is a (random) stopping time which suggests when to stop collecting samples Decision rule: a ^ τ {\displaystyle {\hat {a}}_{\tau }} is a guess on the best arm based on the data collected up to time τ {\displaystyle \tau } There are two predominant settings in BAI: Fixed budget setting: Given a time horizon T ≥ 1 {\displaystyle T\geq 1} , the objective is to identify the arm with the highest expected reward a ⋆ ∈ arg max k μ k {\displaystyle a^{\star }\in \arg \max _{k}\mu _{k}} minimizing probability of error δ {\displaystyle \delta } . Fixed confidence setting: Given a confidence level δ ∈ ( 0 , 1 ) {\displaystyle \delta \in (0,1)} , the objective is to identify the arm with the highest expected reward a ⋆ ∈ arg max k μ k {\displaystyle a^{\star }\in \arg \max _{k}\mu _{k}} with the least possible amount of trials and with probability of error P ( a ^ τ ≠ a ⋆ ) ≤ δ {\displaystyle \mathbb {P} ({\hat {a}}_{\tau }\neq a^{\star })\leq \delta } . For example using a decision rule, we could use m 1 {\displaystyle m_{1}} where m {\displaystyle m} is the machine no.1 (you can use a different variable respectively) and 1 {\displaystyle 1} is the amount for each time an attempt is made at pulling the lever, where ∫ ∑ m 1 , m 2 , ( . . . ) = M {\displaystyle \int \sum m_{1},m_{2},(...)=M} , identify M {\displaystyle M} as the sum of each attempts m 1 + m 2 {\displaystyle m_{1}+m_{2}} , (...) as needed, and from there you can get a ratio, sum or mean as quantitative probability and sample your formulation for each slots. You can also do ∫ ∑ k ∝ i N − (
Automatic taxonomy construction
Automatic taxonomy construction (ATC) is the use of software programs to generate taxonomical classifications from a body of texts called a corpus. ATC is a branch of natural language processing, which in turn is a branch of artificial intelligence. A taxonomy (or taxonomical classification) is a scheme of classification, especially, a hierarchical classification, in which things are organized into groups or types. Among other things, a taxonomy can be used to organize and index knowledge (stored as documents, articles, videos, etc.), such as in the form of a library classification system, or a search engine taxonomy, so that users can more easily find the information they are searching for. Many taxonomies are hierarchies (and thus, have an intrinsic tree structure), but not all are. Manually developing and maintaining a taxonomy is a labor-intensive task requiring significant time and resources, including familiarity of or expertise in the taxonomy's domain (scope, subject, or field), which drives the costs and limits the scope of such projects. Also, domain modelers have their own points of view which inevitably, even if unintentionally, work their way into the taxonomy. ATC uses artificial intelligence techniques to quickly automatically generate a taxonomy for a domain in order to avoid these problems and remove limitations. == Approaches == There are several approaches to ATC. One approach is to use rules to detect patterns in the corpus and use those patterns to infer relations such as hyponymy. Other approaches use machine learning techniques such as Bayesian inferencing and Artificial Neural Networks. === Keyword extraction === One approach to building a taxonomy is to automatically gather the keywords from a domain using keyword extraction, then analyze the relationships between them (see Hyponymy, below), and then arrange them as a taxonomy based on those relationships. === Hyponymy and "is-a" relations === In ATC programs, one of the most important tasks is the discovery of hypernym and hyponym relations among words. One way to do that from a body of text is to search for certain phrases like "is a" and "such as". In linguistics, is-a relations are called hyponymy. Words that describe categories are called hypernyms and words that are examples of categories are hyponyms. For example, dog is a hypernym and Fido is one of its hyponyms. A word can be both a hyponym and a hypernym. So, dog is a hyponym of mammal and also a hypernym of Fido. Taxonomies are often represented as is-a hierarchies where each level is more specific than (in mathematical language "a subset of") the level above it. For example, a basic biology taxonomy would have concepts such as mammal, which is a subset of animal, and dogs and cats, which are subsets of mammal. This kind of taxonomy is called an is-a model because the specific objects are considered instances of a concept. For example, Fido is-a instance of the concept dog and Fluffy is-a cat. == Applications == ATC can be used to build taxonomies for search engines, to improve search results. ATC systems are a key component of ontology learning (also known as automatic ontology construction), and have been used to automatically generate large ontologies for domains such as insurance and finance. They have also been used to enhance existing large networks such as Wordnet to make them more complete and consistent. == ATC software == == Other names == Other names for automatic taxonomy construction include: Automated outline building Automated outline construction Automated outline creation Automated outline extraction Automated outline generation Automated outline induction Automated outline learning Automated outlining Automated taxonomy building Automated taxonomy construction Automated taxonomy creation Automated taxonomy extraction Automated taxonomy generation Automated taxonomy induction Automated taxonomy learning Automatic outline building Automatic outline construction Automatic outline creation Automatic outline extraction Automatic outline generation Automatic outline induction Automatic outline learning Automatic taxonomy building Automatic taxonomy creation Automatic taxonomy extraction Automatic taxonomy generation Automatic taxonomy induction Automatic taxonomy learning Outline automation Outline building Outline construction Outline creation Outline extraction Outline generation Outline induction Outline learning Semantic taxonomy building Semantic taxonomy construction Semantic taxonomy creation Semantic taxonomy extraction Semantic taxonomy generation Semantic taxonomy induction Semantic taxonomy learning Taxonomy automation Taxonomy building Taxonomy construction Taxonomy creation Taxonomy extraction Taxonomy generation Taxonomy induction Taxonomy learning
Encyclopaedistics
Encyclopaedistics or encyclopaedics as a discipline, is the academic scholarship of encyclopedias as sources of encyclopedic knowledge and cultural objects as well; in this sense, this discipline is also known as "encyclopaedia studies" and can be termed as "theoretical encyclopaediography" by analogy with theoretical lexicography. Encyclopaedistics as a practical activity (profession or business) also called "encyclopaedic practice" or "encyclopedism" is the process of assembling encyclopaedias available to the public for sale or for free (encyclopaedia publishing or practical encyclopediography). In this sense, it is the art or craft of writing, compiling, and editing the paper or online encyclopedias. As a practical activity, encyclopaedistics originated in the Middle Ages in connection with the development of compendiums based on alphabetical structuring (e.g. first edition of Polyanthea by Dominicus Nanus Mirabellius). Encyclopaedistics is often defined as "the art and science of selecting and disseminating the information most significant to mankind". == Field of study == Encyclopaedistics is a specialized aspect of information science and communication science. At the same time, encyclopaedistics is also considered as one of scholarly disciplines which are seen as auxiliary for historical research (auxiliary sciences of history) . Third, encyclopaedics is a domain of philosophy (Romanticism). This term associated with German philosophers of the 18th century, such as Novalis, Friedrich Schlegel, who sought to create a "Scientific Bible" - both real and ideal book as the quintessence of human education (enlightenment). In any case, the most popular topics in encyclopaedia studies refferd the history of organization of encyclopaedic knowledge, encyclopaedic knowledge determination and selection, glossary composition, current state of development of encyclopaedic activity, features of making encyclopaedias and encyclopaedic articles, usage, role and significance of encyclopaedias, typology of encyclopaedic literature, encyclopaedists and encyclopaedic schools, opposition of classical encyclopaedias and Wikipedia as well as paper encyclopaedias and online encyclopaedias, case experience in building encyclopedias etc. In general, scholarly studies contribute to appearance of successful well-crafted encyclopaedias with high-quality articles. == Contemporary encyclopaedic practice == Today, academic institutions, universities, and publishing companies worldwide are engaged in encyclopaedic activity building national, multinational (universal), regional and subject-specific encyclopaedias, or doing studies related encyclopaedias. The development of national encyclopaedias is one of the prerogatives of the European Parliament in the policy of protection of accurate and verified information and in the fight against mis- and disinformation as well as in the policy of protecting, promoting and projecting Europe's values and interests in the world.
EdgeRank
EdgeRank is the name commonly given to the algorithm that Facebook uses to determine what articles should be displayed in a user's News Feed. As of 2011, Facebook has stopped using the EdgeRank system and uses a machine learning algorithm that, as of 2013, takes more than 100,000 factors into account. EdgeRank was developed and implemented by Serkan Piantino. == Formula and factors == In 2010, a simplified version of the EdgeRank algorithm was presented as: ∑ e d g e s e u e w e d e {\displaystyle \sum _{\mathrm {edges\,} e}u_{e}w_{e}d_{e}} where: u e {\displaystyle u_{e}} is user affinity. w e {\displaystyle w_{e}} is how the content is weighted. d e {\displaystyle d_{e}} is a time-based decay parameter. User Affinity: The User Affinity part of the algorithm in Facebook's EdgeRank looks at the relationship and proximity of the user and the content (post/status update). Content Weight: What action was taken by the user on the content. Time-Based Decay Parameter: New or old. Newer posts tend to hold a higher place than older posts. Some of the methods that Facebook uses to adjust the parameters are proprietary and not available to the public. A study has shown that it is possible to hypothesize a disadvantage of the "like" reaction and advantages of other interactions (e.g., the "haha" reaction or "comments") in content algorithmic ranking on Facebook. The "like" button can decrease the organic reach as a "brake effect of viral reach". The "haha" reaction, "comments" and the "love" reaction could achieve the highest increase in total organic reach. == Impact == EdgeRank and its successors have a broad impact on what users actually see out of what they ostensibly follow: for instance, the selection can produce a filter bubble (if users are exposed to updates which confirm their opinions etc.) or alter people's mood (if users are shown a disproportionate amount of positive or negative updates). As a result, for Facebook pages, the typical engagement rate is less than 1% (or less than 0.1% for the bigger ones), and organic reach 10% or less for most non-profits. As a consequence, for pages, it may be nearly impossible to reach any significant audience without paying to promote their content.
List of library and information science journals
This list covers the journals, magazines, periodicals already published and continuing in the discipline of library and information science (LIS). It doesn't include ceased titles or predatory journals. Titles listed were taken from various scholarly sources, UGC Care and Wikipedia articles. == LIS journal prestige as assessed by LIS faculty == In a 2013 article by Laura Manzari, 232 LIS faculty members from ALA-accredited information science programs ranked the most prestigious journals in library and information science. The following journals were ranked in the top ten most prestigious: Journal of the Association for Information Science and Technology The Library Quarterly Annual Review of Information Science and Technology Journal of Documentation Library Trends Library and Information Science Research Information Processing and Management Journal of Education for Library and Information Science Education College & Research Libraries First Monday (journal) A subsequent study by Safón and Docampo in 2023 identified impactful LIS journals based on their influence on papers published in other LIS publications. Journals listed in the top ten in this study that did not appear in Manzari's list include: Scientometrics International Journal of Information Management Quantitative Science Studies MIS Quarterly Information and Management Journal of the Association for Information Systems Journal of Informetrics The Journal of Academic Librarianship == India == Annals of Library and Information Studies. (Pub: CSIR-NIScPR ), Formerly: Annals of Library Science. ISSN 0003-4835. (1954-) OPEN ACCESS Collnet Journal of Scientrometrics and Information Management (Pub: Taru Publications, Online through Taylor and Francis) ISSN: 0973-7766 Online 2168-930X. College Libraries (Pub: West Bengal College Librarians’ Association (WBCLA) ISSN 0972-1975, Quarterly DESIDOC Journal of Library and Information Technology (DJLIT) (Formerly: DESIDOC Bulletin 0970-8154, DESIDOC Bulletin of Information Technology. 0971-4383/0974-0643) (Pub: Defence Scientific Information & Documentation Centre) ISSN: 0974-0643, ISSN: 0976-4658 (O), Bi-monthly, OPEN ACCESS. Grandhalaya Sarvaswam (Bilingual: Telugu & English) [Pub: Andhra Pradesh Library Association, Vijayawada, Andhra Pradesh, India] (1915–) Gyankosh: Journal of Library and Information Management. (Pub: Integrated Academy Of Management And Technology. Through: Indian Journals.Com). ISSN: 2229-4023 (P), 2249-3182. Half yearly. IASLIC Bulletin (Pub: Indian Association of Special Libraries and Information Centres) ISSN: 0018-8411. Quarterly (1956-) IASLIC Newsletter (Pub: Indian Association of Special Libraries and Information Centres. (Pub: Indian Association of Special Libraries and Information Centres) ISSN 0018-845X. Monthly. (1966-) INFLIBNET Newsletter. (Pub: INFLIBNET). Monthly. Informatics Studies. (Pub: Centre For Informatics Research And Development). Quarterly. Through: Indian journals.com. ISSN: 2583-8994 (Online), 2320-530X (Print) ISST Journal of Advances in Librarianship (Pub:Intellectuals Society for Socio-Techno Welfare) ISSN: 0976-9021. Semiannual. Journal of Advanced Research in Library and Information Science. (JALIS Publishers). 4/year. ISSN 2277-2219. Journal of Indian Library Association (Pub: Indian Library Association). ISSN (P) 2277-5145 O) 2456-513X. Quarterly. (1965-). Journal of Scientometric Research. (Pub: Phcog.Net). ISSN (P) 2321-6654, (O) 2320-0057]; Frequency : Triannual. KELPRO Bulletin (Pub: Kerala Library Professionals' Organisation - KELPRO). ISSN 0975-4911( Print),2582-497X (O).(1993-) KIIT Journal of Library and Information Management (Pub: KIIT University, online through Indian Journals.com) Half yearly. ISSN: 2348-0858. Library Herald. (Pub: Delhi Library Association - DLA). Quarterly. ISSN: 0024-2292. Library Progress (International). (Pub: Bpas Publications, Through: ). Half yearly. ISSN: 0970-1052. (O) ISSN: 2320-317X. (1981-) Pearl: A Journal of Library and Information Science. (Pub: University Library Teacher's Association of Andhra Pradesh, Hyderabad), ISSN: 0973-7081 (print), 0975-6922 (online). Quarterly. RBU Journal of Library and Information Science. (Pub: Rabindra Bharati University).ISSN: 0972-2750. Annual. SALIS Journal of Information Management and Technology - SJIMT. (Pub: Society for the Advancement of Library and Information Science). Half-yearly. ISSN 0975-4105. SALIS Journal of Library and Information Science - SJLIS: an International Journal. (Pub: Society for the Advancement of Library and Information Science). Half-yearly. ISSN: 0973-3108. SRELS journal of Information and Knowledge (Formerly: Library Science with a Slant to Documentation, ISSN: 0024-2543; Library Science with a Slant to Documentation and Information Studies ISSN: 0970-6089; SRELS Journal of Information Management ISSN: ). Quarterly. ISSN: 2583-9314 (O) World Digital Libraries. Half yearly. ISSN: 0974-567X (P), 0975-7597 (O). == Other countries == African Journal of Library, Archives and Information Science Art Libraries Journal (Cambridge University Press) Bibliothèque de l'École des Chartes Canadian Journal of Information and Library Science Cataloging & Classification Quarterly Communications in Information Literacy Cataloging & Classification Quarterly Catholic Library Association Children and Libraries Code4Lib Journal College & Research Libraries Communications in Information Literacy Disability in Library and Information Studies Electronic Journal of Academic and Special Librarianship El Profesional de la Información (es) (EPI) (Formerly Information World en Español) Evidence Based Library and Information Practice (journal) Faslname-ye Ketab Florida Libraries. Florida Library Association. Georgia Library Quarterly. Quarterly. (Pub: Georgia Library Association). Hipertext.net IFLA Journal In the Library with the Lead Pipe Information & Culture International Journal of Information Retrieval Research (IJIRR) Information Processing and Management Information Research Information Sciences (journal) Information Visualization (journal) Information, Communication & Society International Journal of Geographical Information Science Information Research: An International Electronic Journal (IR) Internet Research (journal) Issues in Science and Technology Librarianship Italian Journal of Library and Information Studies (JLIS.it) JLIS.it Journal of Documentation (JDoc) Journal of Information Ethics Journal of Information Science (JIS) Journal of Information Technology Journal of Informetrics Journal of Librarianship and Information Science Journal of Library & Information Studies - JLIS. (Pub: National Taiwan University) Journal of Library Administration Journal of Religious & Theological Information Journal of the Association for Information Science and Technology (Formerly Journal of the American Society for Information Science and Technology) (JASIST) Journal of the Medical Library Association Journal of the Canadian Health Libraries Association (Pub: Canadian Health Libraries Association). Knowledge Organization (journal) Knowledge Quest. (Pub: American Association of School Librarians) Library and Information Science Abstracts Library Literature and Information Science Library, Information Science & Technology Abstracts Library Literature and Information Science Retrospective Library Review (journal) Library Trends Libri (journal) Malaysian Journal of Library and Information Science MLA Forum New Century Library New Review of Children's Literature and Librarianship Notes (journal) Portal – Libraries and the Academy Progressive Librarian, Progressive Librarians Guild Reference and User Services Quarterly Reference Services Review Research Evaluation (journal) Scientometrics (journal) Serials Review South African Journal of Libraries and Information Science The Charleston Advisor The Christian Librarian, from the Association of Christian Librarians The Journal of Academic Librarianship The Library Quarterly (LQ) The Public-Access Computer Systems Review TripleC Webolog
Grammar checker
A grammar checker, in computing terms, is a program, or part of a program, that attempts to verify written text for grammatical correctness. Grammar checkers are most often implemented as a feature of a larger program, such as a word processor, but are also available as a stand-alone application that can be activated from within programs that work with editable text. The implementation of a grammar checker makes use of natural language processing. == History == The earliest "grammar checkers" were programs that checked for punctuation and style inconsistencies, rather than a complete range of possible grammatical errors. The first system was called Writer's Workbench, and was a set of writing tools included with Unix systems as far back as the 1970s. The whole Writer's Workbench package included several separate tools to check for various writing problems. The "diction" tool checked for wordy, trite, clichéd or misused phrases in a text. The tool would output a list of questionable phrases and provide suggestions for improving the writing. The "style" tool analyzed the writing style of a given text. It performed a number of readability tests on the text and output the results, and gave some statistical information about the sentences of the text. Aspen Software of Albuquerque, New Mexico released the earliest version of a diction and style checker for personal computers, Grammatik, in 1981. Grammatik was first available for a Radio Shack - TRS-80, and soon had versions for CP/M and the IBM PC. Reference Software International of San Francisco, California, acquired Grammatik in 1985. Development of Grammatik continued, and it became an actual grammar checker that could detect writing errors beyond simple style checking. Other early diction and style checking programs included Punctuation & Style, Correct Grammar, RightWriter and PowerEdit. While all the earliest programs started as simple diction and style checkers, all eventually added various levels of language processing, and developed some level of true grammar checking capability. Until 1992, grammar checkers were sold as add-on programs. There were a large number of different word processing programs available at that time, with WordPerfect and Microsoft Word the top two in market share. In 1992, Microsoft decided to add grammar checking as a feature of Word, and licensed CorrecText, a grammar checker from Houghton Mifflin that had not yet been marketed as a standalone product. WordPerfect answered Microsoft's move by acquiring Reference Software, and the direct descendant of Grammatik is still included with WordPerfect. As of 2019, grammar checkers are built into systems like Google Docs, browser extensions like Grammarly and Qordoba, desktop applications like Ginger, free and open-source software like LanguageTool, and text editor plugins like those available from WebSpellChecker Software. == Technical issues == The earliest writing style programs checked for wordy, trite, clichéd, or misused phrases in a text. This process was based on simple pattern matching. The heart of the program was a list of many hundreds or thousands of phrases that are considered poor writing by many experts. The list of questionable phrases included alternative wording for each phrase. The checking program would simply break text into sentences, check for any matches in the phrase dictionary, flag suspect phrases and show an alternative. These programs could also perform some mechanical checks. For example, they would typically flag doubled words, doubled punctuation, some capitalization errors, and other simple mechanical mistakes. True grammar checking is more complex. While a programming language has a very specific syntax and grammar, this is not so for natural languages. One can write a somewhat complete formal grammar for a natural language, but there are usually so many exceptions in real usage that a formal grammar is of minimal help in writing a grammar checker. One of the most important parts of a natural language grammar checker is a dictionary of all the words in the language, along with the part of speech of each word. The fact that a natural word may be used as any one of several parts of speech (such as "free" being used as an adjective, adverb, noun, or verb) greatly increases the complexity of any grammar checker. A grammar checker will find each sentence in a text, look up each word in the dictionary, and then attempt to parse the sentence into a form that matches a grammar. Using various rules, the program can then detect various errors, such as agreement in tense, number, word order, and so on. It is also possible to detect some stylistic problems with the text. For example, some popular style guides such as The Elements of Style deprecate excessive use of the passive voice. Grammar checkers may attempt to identify passive sentences and suggest an active-voice alternative. The software elements required for grammar checking are closely related to some of the development issues that need to be addressed for speech recognition software. In voice recognition, parsing can be used to help predict which word is most likely intended, based on part of speech and position in the sentence. In grammar checking, the parsing is used to detect words that fail to follow accepted grammar usage. Recently, research has focused on developing algorithms which can recognize grammar errors based on the context of the surrounding words. == Criticism == Grammar checkers are considered a type of foreign language writing aid which non-native speakers can use to proofread their writings as such programs endeavor to identify syntactical errors. However, as with other computerized writing aids such as spell checkers, popular grammar checkers are often criticized when they fail to spot errors and incorrectly flag correct text as erroneous. The linguist Geoffrey K. Pullum argued in 2007 that they were generally so inaccurate as to do more harm than good: "for the most part, accepting the advice of a computer grammar checker on your prose will make it much worse, sometimes hilariously incoherent."
Transliteracy
Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f