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The Application of Zachman Framework in Architecting a Collaborative Digital

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 The Application of Zachman Framework in Architecting a Collaborative Digital Library

Abrizah Abdullah and A.N. Zainab

Library & Information Science Unit,

Faculty of Computer Science & Information Technology,
University of Malaya, 50603 Kuala Lumpur, Malaysia
[email protected]; [email protected]

Abstract: This paper illustrates the possibility of using an Enterprise Architecture as an

instrument for requirements analysis and evaluation in digital library development. The
collaborative digital library has been conceived to support secondary school students
information needs in conducting school-based projects. The researchers examine the
needs of digital library stakeholders and how a collaborative digital library might be
designed to meet these needs. Zachman Framework for Enterprise Architecture was
used as the approach to investigate the user requirements and define the digital library
organisation, resources, processes, technology and information flows. In applying
Zachman Framework and to holistically control the study, the case study approach and
multiple data collection techniques were adopted. Information obtained from these data
gathering techniques helps to populate the requirements of the top three layers (18 cells)
in Zachman Framework to ascertain the design details of the digital library’s scope,
business and system model. The framework abstracts the characteristics and features of
the digital library based on six dimensons, Motivation, Data, People, Process, Place and
Time, and explains their structures and processes from the perspectives of the planner,
owner and designer of the digital library. This paper provides the detailed mapping
between the first three layers of the Zachman cells and the dimensions utilized in
formulating the requirements and design of the collaborative digital library. It consists of
the various elements that a digital library should provide for as delineated in several
frameworks being conceptualized and described in digital library research since 1995 for
the design, development, and evaluation of digital libraries. Instead of listing the
elements as requirements, the researchers embed the requirement process and
development in an architectural framework, thus presenting it more systematically taking
into account the six digital library dimensions mentioned earlier

Keywords: Collaborative digital libraries: Digital library for education; Zachman Framework for
Enterprise Architecture; User requirement elicitation

1. Introduction and Context of Enquiry

In the information systems development practices, the absence of common frameworks undermines
the ability to develop and design systems efficiently, to create large-scale collaborative activities, and
to communicate the value of the systems to other communities. Formal frameworks are crucial to
specify and understand clearly and unambiguously the characteristics, structure, and behavior of
complex information systems such as digital libraries. It was in this context, and in recognition of
efforts already underway to align library services with emerging information environments, that the
Digital Library Federation (DLF) in 2005 sponsored the formation of the Service Framework Group
(SFG) to consider a more systematic, community-based approach to align the functions of digital
libraries in fulfilling the needs of information environments (Lavoie, Henry and Dempsey, 2006). The
SFG seeks to understand and model the digital library services by developing a framework within
which the services offered by libraries, represented both as business logic and computer processes,
can be understood in relation to other parts of the institutional and external information landscape.

Gladney et al. (1994) wrote that the broad and deep requirements of digital libraries demand
frameworks and theories in order to understand better the complex interactions among their
components. There are several frameworks being conceptualized and described in digital library
research since 1995 for the design, development and evaluation of digital libraries. In one of the key
early research papers, Kahn and Wilensky (1995) described a framework for digital libraries, which
resulted in some basic definitions and terminology used to describe digital library services. Levy and
Marshall’s (1995) framework highlights three crucial characteristics of digital libraries: document,
technology, and work process (which involves research and service). Moen and McClure (1997)
identified a framework of five interacting dimensions in Government Information Locator Service
(GILS): policy, users, technology, contents, and standards. The evaluation framework includes three
perspectives, representing the “views” of the stakeholders in the GILS: users, agencies, and the
government. Marchionini and Fox (1999) identified four dimensions of digital library development:
community, technology, service and content. Saracevic and Covi (2000) presented a framework,
consisting seven levels, for examining digital libraries: social, institutional, individual, interface,
engineering, processing and content. Fuhr et al’s (2001) framework consists of four major dimensions,
namely data/collection, system/technology, users and usage. Sandusky (2002) developed a list of six
attributes in framing digital library usability research: audience, institution, access, content, services,
and design and development. Soergel (2002) offered a digital library research framework consisting of
three guiding principles and eleven specific themes for research and development. Conclaves (2004)
introduced 5S and formalisms for streams, structures, spaces, scenarios, and societies — as a
framework for providing theoretical and practical unification of digital libraries. All these frameworks
emphasize the importance of a holistic approach to examine digital libraries as examining a single
view of such as services are likely to be limited in their utility.

This paper shows how an Enterprise Architecture (EA) can be adopted as a formal framework for the
design of digital libraries, providing a precise specification of requirements against which the
implementation can be compared for correctness. EA emerges to help organizations to understand
and express their business, structure and processes. More commonly, EA refers to the models,
documents and reusable items (such as components, framework and objects) that reflect the actual
architecture (McGovern et al., 2003). The EACommunity (http://www.sharedinsights.com/networks/ea,
2006) decribes an EA framework as a blueprint for how the organisation achieves the current and
future business objectives. It examines business processes, information technology, software and
hardware, local and wide area networks, people, operations and projects with an organisation's
overall strategy. Further justification on using the framework and specific approach on how it is
incorporated in the research instruments are described in the following sub-section

2. Zachman Framework for Enterprise Architecture

Zachman introduced a well-defined framework, which is considered to be one of the major origins of
EA. This is the most referenced framework that is also a basis for evaluating, establishing and
customizing other enterprise architecture frameworks, methods and tools (Jalalinia and Fatolahi,
2004) The Zachman Framework is a logical structure for classifying and organising the descriptive
representations of the enterprise that are significant to the management of the enterprise, as well as
to the development of the enterprise’ systems (Zachman, 2002). The framework uses a grid model to
provide a logical structure for classifying and organising the descriptive representation of an
enterprise, in six different dimensions, and each dimension can be perceived in five different
perspectives. In this framework, the architecture is described across two independent aspects, the
rows represent the views of five different types of stakeholders (planner, owner, designer, builder and
sub-contractor) and the columns represent six different aspects of the architecture (data, function,
network, people, time and motivation). Each column is supposed to answer a single question
regarding the enterprise. What are important things for the enterprise? is answered by Data column.
How does it run? is answered using Function column. Where is it located? is answered in Network
column. Who are acting within the enterprise? is answered by People column. When does it perform
its businesses? is answered using Time column and Why the enterprise does the businesses? is
answered in Motivation column. The points of intersection between the rows and the columns
(between the views and the aspects) form cells. Each of these cells holds important information of the
enterprise (also known as artifacts) that needs to be understood and explicitly declared.

This research has chosen the Zachman Framework for Enterprise Architecture for the approach to
investigate the initial requirements and define the digital library organisation, processes, technology
and information flows for the following reasons:
a) It holistically controls the study to investigate the user requirements and guides the data
gathering techniques.
 b) The framework requires the involvement of stakeholders and it aligns with the research
problem on the need to involve stakeholders in digital library design and development
(Marchionini, Plaisant and Komlodi, 2002; Giersch et al., 2004)
c) The framework is robust enough and requires the designer to consider all aspects of the
digital library design (Pereira and Sousa, 2004).
d) The framework is generic in nature and can be applied to any domain.

This framework is used to formulate the architecture for the collaborative digital library that positions
and ensures that the standards for creating the information environment exist and they are
appropriately integrated. The paper specifically focuses on the contextual (scope), the conceptual
(business model) and the logical (system model) layer in the framework to determine the six
dimensions of the collaborative digital library from the perspectives of the planner, owner and
designer of the digital library.

3. Methodology
The methodology involves extensive literature reviews and deductive reasoning was used to carry out
this research. Drawing from Zachman Framework, the study conducted a needs assessment by
understanding the existing stake holder’s needs, conditions and environment that would ensure the
reception of a collaborative digital library for school projects; and develop a framework to design a
prototype for the collaborative digital library for school projects. The aim is to design a useable digital
library prototype that can handle multiple-source datasets. The domain of the digital library is
collections of history project reports submitted by Secondary 2 and 3 students. The community
chosen comprises students aged between 14 and 15 who are required to produce the project reports
as part of their school-based assessment. In the process of collecting data for the study and in order
to answer the questions triggered by the intersecting factors (cells) from the top three rows and
columns of the Framework, multi-method research approach is used with the following data-gathering
techniques:
a) survey of 397 Secondary 2 and 3 students an urban secondary school in Malaysia
b) focus group interviews involving 30 students
c) interviews with 6 History subject teachers
d) on-site observations of the school to observe specific environment of the collaborative digital
library implementation;
e) document analysis of students projects and official documents related to the goals and
objectives, as well as processes and procedures of implementing school-based projects;
f) user testing and evaluation of the digital library prototype; CoreDev
(http://coredev.fsktm.um.edu.my)

Findings were then used to populate the Zachman Framework at the top three layers, namely the
scope, business model and the system model. Scope describes the system’s vision, mission, context,
boundaries, architecture and constraints. For the digital library in this research, the owner of (or the
person most interested in) the scope model in Row 1 is the researcher, who plans what the system is
to do. Business model defines goals, strategies, structure and processes that are used to support the
mission of the digital library enterprise. The owner of the business model in Row 2 is the educational
community who owns the digital library. System model contains system requirements, objects,
activities and functions that implement the business model. The system model states how the system
is to perform its functions. The owner of the system models in Row 3 is the researcher who designs
the requirements of the digital library.

The columns divide the focus of attention into six areas: Motivation, Data, People, Process, Place and
Time. These perspectives help ensure that everything relevant to the digital library enterprise is
covered. In this work, the columns are arranged so that the most important column or the focus of
attention is on the left. The formulation of a viable requirement matrix for the collaborative digital
library model using Zachman Approach is presented in Figure 1. The next section illustrates how the
18 out of 36 cells (in Row 1, 2 and 3) are developed for the digital library framework
 Figure 1: The Collaborative Digital Library Framework Using Zachman Approach

4. Findings
4.1. Motivation Column: Why the digital library is needed
Why (Motivation) describes the motivation of the people and the digital library that support the plan for
realization. This reveals the reasons for creating the digital library, as well as the establishment of
goals, objectives and business plan of the digital library. The stakeholders’ concern is the primary
focus of the Why cell in each row. Findings from the survey and focus group interviews help ascertain
that the educational community in this case study is ready to collaboratively build the digital library as
reflected by the following motivating indicators
• students digital library readiness score of >60%;
• high acceptability to use digital libraries;
• strategic readiness or governance support to integrate ICT in teaching and learning; and
• technical readiness related to infrastructure requirements for ICT-mediated learning.

Therefore, in Row 1, the planner identified the Planner’s Goals and Objectives in the form of vision
statement needed to define the strategic direction for the collaborative digital library project. The
collaborative digital library has been conceived to support secondary students information needs in
conducting research projects. In project-based learning (PBL), students interpret, analyze, synthesize,
generate, and evaluate information about a topic, collaborate with others, and report findings
(Blumenfeld et al, 1991). To support students in these types of activities, a full compliment of tools is
needed to meet the unique needs of learners, and Internet technologies such as digital libraries have
the affordances to support students in these activities [Bos, 1998; Sidman-Taveau, and Milner-Bolotin,
2004). Based on this premise and fact finding analysis, as well as building from various illustrations of
digital library initiatives’ vision statement, the planner establishes the vision of the collaborative digital
library to populate Row 1 of the Motivation column (Abdullah & Zainab, 2006)

With the vision in mind, the broad thrust and goals for developing and implementing the collaborative
digital library include: (a) development of local historical resources; (b) provision of resources for
lifelong learning; (c) provision of round-the clock access; and (d) development of community of users.
In this capacity, it establishes "a digital library service environment" – that is, a networked, online
information space in which students can discover, locate, acquire access to and, increasingly, use
information. The objective of the digital library is therefore to provide a learning environment and
resources network for history education which is: (a) designed to meet the information needs of
learners, in both individual and collaborative settings; (b) constructed to enable dynamic use of a
broad array of materials for learning, primarily in digital format; and (c) managed actively to promote
reliable anytime - anywhere access to quality collections and services, available both within and
without the network.

Row 2 of Motivation identifies the owners’ business plan that is the approach to use the collaborative
digital library. The digital library is modeled to focus on serving students information needs in
conducting research projects. As such, in the implementation of this digital library project, the use of
the online resources would be an integral part of history projects-based learning activities. The
implementation of the business plan (Abdullah & Zainab, 2006) to populate Row 2 of the Motivation
Column is consistent with the Malaysian Ministry of Education’s implementation and evaluation of
History project, by which will make the accomplishment of the goals and objectives feasible.

Using data from the survey, interviews and review of existing digital library initiatives, the researcher
develops the mandatory functional requirement of the digital library expressed as behavioural
objectives to populate the Motivation (Why) component of Row 3. The formulation of the eleven
behavioural objectives (Abdullah & Zainab, 2006) assists the researcher in the development of the
user requirement and successively detailed definitions of the digital library services in order to
populate the Function (How) column (Row 3 Column 4).

4.2 Data Column: What constitutes the digital library

This column refers to the collaborative digital library’s data. It describes the digital library resources
students used to fulfill their research needs. The data component, at the macro level identifies the
information resources included or covered in the collaborative digital library, and at the micro level,
concerned the collections, quality, accuracy, usability, description and organisation of the resources in
the digital library.

Row 1 Column 2 begins with the identification and description of the resources that concern the digital
library and affect its direction and purpose to fulfill students’ information needs in conducting research
projects. The survey indicates that high proportions of students feel comfortable with digital resources,
use them substantially, and are relatively well equipped to find these resources. Document analysis of
students’ projects confirmed the various web resources students used for their projects. Therefore, to
cater for their information needs, the content available through the digital library, the Planner’s Data
column describes three main categories of resources. The types of resources are a) resources that
are born digital; b) digitised resources or digital proxies for physical items; and c) Links to other
resources relevant to the domain focus of the digital library. The digital library collections incorporates
not only digital resources in different media types such as text, images, web documents, audio and
video, but also in different formats with different levels of content quality and metadata.

Row 2 Column 2 is a contiguous model of the resources expressed in terms of domain focus and
topics seen by the owners of the digital library. History has been chosen as the domain of the digital
library test-bed based on the survey findings that indicated the students surveyed (n=397) mainly use
Internet resources to get information for their History project (75.5%, 299). ). The content is typically
made available in the form of collections, which refers to groups of resources organised around a
theme or topic. Figure 2 presents the semantic description of the domain focus, contents, content
criteria and scope of the collaborative digital library, which populates the Data (What - Row 2 Column
2) component of the Zachman Framework. The students and teachers interviewed emphasized the
needs for contents to be “clear, accurate, adequate, organised, valid, reliable, informative and
resourceful”. These needs are therefore used as a set of general guidelines or selection criteria of
resources accepted for submission (Abdullah, 2007).

Row 3 Column 2 concerns with the description and organisation of the resources and provides a more
information-based perspective of the digital library, which shows that the collaborative digital library
contains repositories of knowledge, information, data, metadata, relationships, annotations, user
profiles, and documents. This cell describes the table definition for the digital library data, which
covers the digital objects data and metadata, user information, annotation and static information
pages. Administrative, technical and descriptive metadata are used. Administrative metadata is
created by the author, technical metadata is automatically-generated and descriptive metadata is
assigned by the content access provider (human indexer). The descriptive metadata schema used for
the object data description is the Dublin Core (DC) Metadata. The digital library has altogether 16
metadata elements and incorporates DC’s 14 out of 15 elements, namely title, creator, subject,
description, publisher, contributor, date, type, format, identifier, language, relation, coverage and
rights. The DC source metadata element is not used. Two other elements incorporated are Collection
and Ranking metadata.

Figure 2: Domain Focus, Contents, Content Criteria and Scope of the Collaborative Digital Library of
Students Project (Owner’s View of Data Column)

4.3 People Column: Who Interacts With / Within the Digital Library
People represents the stakeholders or the human actors within the digital library enterprise to which
the digital library assigns responsibility for work. Thus, this component concerns the identification of
the digital library users, their information needs, their usage of the Internet and online digital resources
and their roles in the enterprise. The design of the enterprise has to do with the allocation of work and
the structure of authority and responsibility. This column also deals with human-machine interfaces
and relationships between the people and the work they perform.

The planner identifies the audience and the digital library organization. There are three types of
audiences within the digital library enterprise, categorized as partners, guests and affiliate members.
The digital library organisational structure (Row 1 Column 3) identified these groups of people. Row 2
Column 3 provides the model, which illustrates the four main classes of people or actors and their
respective roles in the collaborative digital library. In this Consumer – Content Provider – Content
Manager – Administrator model, each class of actors represents a particular generic role. The digital
community follows certain rules and their members play different roles, as consumers, content
developers or providers, content access providers and content manager. In Row 3 Column 3, the
interaction between actors and technology is fleshed out into a rich picture linked to the functional
requirements (Figure 3). Here, the digital library community includes people as well as computers,
agents, network connections, files and operating systems, user interfaces, communication links, and
protocols, which either use or support the digital library services.
 students teachers Other educational
community

•Browse
•Search
•Retrieve

Index and validate

students’
uploaded file or
project report

Create & Submit

history projects via
student module

• Upload various
•Semi auto grading
format of digital
and review students’
objects
uploaded file or
• Create online html project report
file using step by step •Inform students of
report generator project status

First tier- client Middle tier- web server Third tier- database
PCs running web running processes (Apache servers to maintain
browser to access Tomcat) records & transactions
system (MySQL)

Figure 3: Actors and Their Roles Depicted in the Digital Library’s Three-Tier Client-Server
Architecture (Designer’s View of People Column)

4.4 Function Column: What Happens in the Digital Library?

How (functions) defines the functions, or activities, the enterprise is concerned about relative to each
perspective. The function component refers to the activities students perform in their research, such
as choosing topic, searching for information, organising resources, writing, presenting, submitting and
teachers grading of project work. Using data from analysis of the activities culled from the research,
analysis of digital library functional requirements, as well as from the formulation of behavioural
objectives of the digital library (Row 3 of Motivation), the researchers develop the user requirement
expressed in terms of functions and present it as services in a contiguous structured chart. The
structured chart is comprehensible to the owner as the conceptual model of the digital library services.
This structured chart populates Row 2 of the Function Column and describes the process of
translating the objectives of the digital library enterprise into successively more detailed definitions of
its services. Feedback from students survey on the potential features of a service and digital library
design implication derived from observations as well as document analysis of project reports have
helped to ascertain the main features required by the collaborative digital library.

Row 3 Column 4 portrays the services in terms of data transforming processes, described exclusively
in terms of definition of programme modules and how they interact with each other. The three system
modules, namely administrators (including teachers), students and guests, provide different access
types for different level of users. Along with this are specific definitions of security requirements, in
terms of who (which role) is permitted access to what function, in the form of structured charts and
detailed description of the modules menu (Abdullah & Zainab, 2006)

4.5 Network Column: Where Can One Access the Digital Library
Network shows the sites or geographical locations and the interconnections between activities within
the digital library enterprise. It illustrates the network-related aspect of the digital library in terms of the
physical locations of members in the digital library which spread over a geographical area. Row 1
Column 5 (Figure 4) presents the big picture of the digital library as a centralized system with the
control for the whole structure at the Faculty of Computer Science and Information Technology
University of Malaya (FCSIT UM) as the developer of the digital library system. FCSIT UM group
manages the centralized database server. School A, in Shah Alam, Selangor, Malaysia, is the content
collaborator and joint owner of the system and other potential future collaborators such as School B,
Education Departments, Ministry of Education, as well as other repositories, would be able to utilise
the application server running locally to fetch the required data from the database server.

The conceptual model of “Where” (Row 2 Column 5) as perceived by the owner (School A) includes
the location of access and place where the primary stakeholders, namely the students and teachers
use the digital library. It illustrates the collaborative digital library’s deployment expressed in term of
location of access, computing facilities and network, which facilitate the implementation of the
collaborative digital library initiative. The school community may access the collaborative digital library
system from any 10 locations in the school, as all computers there are connected to the network.

Figure 4: The Physical Network of the Collaborative Digital Library (Planner’s View of Location
Column)

From the designer’s perspective, Row 3 Column 5 presents the logical model of the network
component of the collaborative digital library which depicts the types of systems facilities and
controlling software at the nodes and lines such as processors/operating systems, database and
lines/line operation systems. The notional distributed systems architecture shows servers supporting
the digital library services served from the regional (FCSIT) and local data center environment to the
school’s three primary locations of access. It is referred to as a notional architecture since the extent
of the ability to remotely serve specific applications in both the baseline state and the target state
remains to be established.

4.6 Time Column : When Can One Use the Digital Library (When Do Things Happen)
The last column, “When” represents time, or the events to which the digital library responds in relation
to time. A model of time mainly contains events and time cycles to design schedules, the processing
architecture, the control architecture and timing systems. It is difficult to describe or address this
column in isolation from the others, especially Column 2 (Process). At the strategic level (Row 1), this
is a description of the business cycle and overall business events. As has been delineated in the
Goals and Objectives, the digital library provides round-the-clock access. As the Internet is a 24/7
medium, the digital library is available 24 hours a day, 7 days a week (Row 1 of Time Column)

In the detailed model of the business model (Row 2), the time column defines when activities or
processes are to happen. Based on the interviews and observation of the school’s approach in using
the digital library, the chronology of events indicating the processes that take place in the digital library
environment populates Row 2 of the Time Column. Row 3 defines the business events or the
processes in the digital library, which cause specific data transformations and entity state changes to
take place (Table 1). The business events populate Row 3 of the Time Column of the Zachman
Framework used.
 Table 1: Business Events in the Digital Library (Designer’s View of Time Column)

The Process Data transformations and entity state changes to take place.

Students register Students receive automatically generated e-mail notifying membership

of the digital library
Students create and submit report Teachers and Administrators receive automatically generated e-mail
notification indicating a new report has been submitted and ready to be
viewed, graded or indexed.
Students create and submit report Students receive automatically generated e-mail notification indicating
that they have successfully submitted their project report.
Administrator registers teachers Teachers receive automatically generated e-mail notification which
indicates their User ID and Password.
Teacher evaluate and grade report Students receive automatically generated e-mail notification indicating
their projects have been evaluated.

5. Discussion and Conclusion

In alignment with the vision already expressed by the DLF (2005), it is felt that digital library
community should “get out of the box” and give more attention to the development of conceptual
frameworks giving preference to scopes, goals requirements and processes, in the sense as those
concepts are already common in the classic EA processes and Zachman Framework for Enterprise
Architecture can be a very simple comprehensive reference for this. Borbinha (2007) opined that the
digital library practitioners should be motivated to give more emphasis to the need to better integrate
its efforts and body of knowledge with the more generic area of enterprise systems, where important
concepts, regulations and good practices have been emerging, defined by the industry and the
stakeholders. Perhaps is time for the digital library researchers and practitioners to recognize that the
focus of the digital library should move from the perspective of the engineer, who are responsible for
systems design, to the perspective of the architect who prepares, plans and develops specifications,
that bridge the gap between the systems (that the engineers design] and what the community needs.

This paper has provided a detailed mapping between the first three layers of Zachman cells and the
concepts utilized in formulating the requirements and design of the collaborative digital library; and
illustrated the possibility of using Zachman approach as an instrument for requirements analysis and
evaluation in digital library development. This framework contributes to another dimension of a
framework for digital library research and development and “a structured vision for the development of
new ideas” (Soergel, 2002). The digital library named CoreDev adheres to Soergel’s guiding
principles and ten themes for digital library research and development, as well as incorporates the
dimensions of others’ framework (Moen and McClure, 1997; Marchionini and Fox, 1999; Marcos,
2004; Sandusky, 2004), but instead of listing them as requirements or ticking against a checklist, this
researchers embedded the requirements in a system’s architectural framework and present them
more systematically taking into account:
a) The vision, goals, objectives, business plans and the functional requirements of the digital
library;
b) The types of resources, domain focus, collection and data definition of the digital library;
c) The stakeholders and users, their roles and functional roles in the digital library;
d) The activities users perform, service conceptual model and the digital library programme
modules’
e) The location of access, the network diagram and the notional distributed system architecture;
f) The availability, business cycle and overall business events

These are interlaced processes and events that overlap and a change in one element would trigger
accountability to other related processes and events. An effective EA is more than just populating
Zachman cells or independently defining Information, Technology or Applications Models. Without an
integrated perspective, all architectures and strategies will be misaligned, inflexible and will remain
unused. This framework portrays the “real life” situation and therefore considered more robust.

The study has also interpreted the “the functioning system” level in Zachman Framework, and added
to the digital library framework as user testing and evaluation of the system to make the design and
development process wholesome. Table 2 compares the dimensions in Zachman and selected digital
library research framework reviewed in Section 1 and position them against the taxonomy derived
from a significant corpus of digital library literature by Conclaves (2004). However, building a
collaborative digital library goes beyond these user issues, as Zachman Framework for Enterprise
Architecture also looks at other aspects such as processes, technology and information flows. It aims
to encompass all possible areas of design, development and deployment issues when building
complex, enterprise systems.

Table 2: Dimensions in Digital Library Research Framework

Digital Moen and Marchionini Sandusky, 2002 5S – Zachman

Library McClure, 1997 and Fox, 1999 Marcos, 2004
Taxonomy
Actors Users Community Audience Societies People
Institution (Stakeholder)
Activities Technology Technology Services Scenario Process
Service Design & (Functions)
development
Components Contents Contents Contents Structures, Data (Domain
Streams focus, types)
Socio- Policy --- --- --- Motivation
economic, legal Standards (to
aspects participate)
Environment --- --- Access Space Location and
Time (of process)

This research has significance in the field of collaborative digital libraries since stakeholders’ needs
and the contexts of use are not usually captured comprehensively, and the ongoing challenge is to
model complex human and social behaviours in the form of collaboration and communication in such
digital libraries. The application of Zachman framework in the design and implementation of the
collaborative digital library is an original contribution which may improve and expand the conceptual
framework of the research in this field.

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