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use the BEI terms was a considerable effort which taught me how librarians construct meaningaround the education discourse - a derivation of N 3 . There were times when I thought this wasoften inaccurate or baffling - "why would you refer to x as this"?At the same time I was having to read about SQL technology and the Microsoft asp.net solutionsince these were the technologies that were driving the TTRB. In learning this, I also came toappreciate the MSN search technology and how it made use of real word searching as opposed tothe more traditional meta-data searches employed by the BEI. At the time, Microsoft werehaving to come to terms with the explosion onto the internet of Google with its much morepowerful and yet apparently less complex search tool. Windows Live Search or Bing as it now isknown was a very pale imitation of that which was 'Google’s mission... to organize the world‘sinformation and make it universally accessible and useful.' (seehttp://www.google.com/about/corporate/company/).ActionsDuring this illustrative moment I spent a lot of time listening - actively. I also practised a lot inthe quiet of my office or home office. Mike and I ended up sharing a room and we coconstructedknowledge and understanding by working on the system together and sharing bits ofwisdom and intelligence that we were acquiring simultaneously. Mike was already into schemasand understood the 'semantic web' well enough to be able to draft a first pass of what the TTRBschema would be - a working example of N 3 . This was useful peer-to-peer learning as I wasable to replicate this in the context of building a meta-data schema for RE-Net (version 3) - aworking example of N 4 . That in turn led me into the more complex and business-oriented worldof data analysis since, again, over the horizon, came the astonishing tool, 'Google Analytics'.214Simon Hughes Ph.D. Thesis (October 2012)