Search results

The purpose of this paper is to propose a framework and system to address the inability to discover new and authentic learning material and the lack of a single access point for search and browsing of remote learning object repositories (LORs).

The authors develop a framework for keyword-based query expansion using SKOS domain terminologies and implement a federated search mechanism integrating various disparate LORs within a learning management system (LMS).

The authors show that the expanded query achieves improved information gain and it is applied for federated information access, by simultaneously searching within a number of repositories. Results can be seamlessly aggregated back within the LMS and the course context.

It is possible to retrieve additional learning objects (LOs) and achieve a corresponding increase in recall, while maintaining precision. SKOS expansion behaves well in a scholarly setting, which, combined with federated search, can contribute toward LOs’ discovery at a balanced cost. The system can be easily integrated with other platforms as well, building on open standards and RESTful communication.

To the authors’ knowledge, this is the first time SKOS-based query expansion is applied in a federated setting, and for the discovery and alignment of learning objects residing within LORs. The results show that this approach can achieve considerable information gain and that it is possible to strike a balance between search effectiveness, query drift and performance.

A common criticism of research into information seeking on the internet is that information seekers are restricted by the demands of the researcher. Another criticism is that the search topics, are often imposed by the researcher, and; particularly when working with children, domain knowledge could be as important as information‐seeking skills. The research reported here attempts to address both these problems.

A total of 15 children, aged 11 to 16, were each set three “think aloud” internet searches. In the first, they were asked to recall the last time they had sought information on the internet, and to repeat the search. For the second, they were given a word, asked to interpret it, then asked to search for their interpretation. For the third, they were asked to recall the last time they had been unsuccessful in a search, and to repeat the search. While performing each task, the children were encouraged to explain their actions.

The paper finds that the factors that determined a child's ability to search successfully appeared to be: the amount of experience the child had of using the internet; the amount of guidance, both from adults and from peers; and the child's ability to explore the virtual environment, and to use the tools available for so doing.

Many of the searches performed by participants in this paper were not related to schoolwork, and so some of the search approaches differed from those taught by teachers. Instead, they evolved through exploration and exchange of ideas. Further studies of this sort could provide insights of value to designers of web environments.

The purpose of this paper is to use new data to explore the pertinence, to the work of an information professional dealing with inquiries, of an existing typology indicating the forms of action taken by people when approached for information by youngsters.

The study featured here drew on qualitative data from a transaction log maintained in the resource centre of an English high school and from two interviews with the information specialist employed.

Broadly, the results demonstrate that the original typology does reflect accurately the actions taken by the intermediary under scrutiny. However, two of the original categories did not emerge and a new one was detected.

The study was small‐scale in nature. It was conducted in just one school, with data provided by a solitary information specialist. The transaction log was maintained for one week only. Future research of a similar type but staged in other kinds of library/resource centre would be invaluable.

An examination of the actions taken by the information specialist reveals that it is possible to identify a series of essential skills and areas of knowledge in which the individual should be expert. Skills associated with liaison may be considered especially important.

No previous paper has applied the original typology of action to the work of an intermediary. The fact that the article seeks to extend the theoretical knowledge base via an investigation of actual inquiry situations will interest both LIS academics and library professionals who work regularly with information users.

The purpose of this study is to find whether undergraduate students in the first discipline-based class can attain flow state while researching. Despite its widespread acceptance and application, flow theory has not been applied to the research process. Moreover, it can further librarians’ knowledge of the importance of affect in information seeking behavior.

Flow is a phenomenological state achieved when skill level is equal to challenge level. Flow experience was operationalized using Z-score analysis as one standard deviation above individuals’ averages. The study used mixed methods including event contingent experience sampling method, Bostick’s library anxiety scale and reflection papers. Following library instruction sessions, undergraduate participants scheduled research consultations with a librarian.

Individual research sessions grew more positive as reflected by Z scores over the semester, with one case of flow. Overall, participants’ library anxiety decreased minimally. Reflection papers reiterated the value of approachability and interest of the librarian, with those who had consultations feeling both increased confidence in their skills and in knowing they had an ally in their research.

The original collaborator and pedagogy were not utilized, thereby limiting the scope and sample size. The author was able to collaborate with other faculty. Future research would benefit from a larger sample size and more collaboration.

Using flow theory as a model can emphasize the positive aspects of research as interesting and enjoyable, even in the imposed query setting of the classroom, and it can encourage librarians’ display of interest during research consultations.

In a 31‐month period, 1,184 questions addressed to the Internet Public Library's (IPL) reference service remained unanswered on the grounds that they were “out of scope”. This paper aims to analyze the questions as artifacts of users' expectations to better chart the distinction between user and librarian views of reference service.

Each question is examined to identify two user expectations, i.e. what kinds of information librarians could provide and what kinds of needs librarians could help meet. Emergent coding with a code‐recode rate of 97 per cent identifies 23 types of expected librarian assistance and 28 characteristics of expected applications of that assistance.

Users expect IPL librarians to provide personal advice, analysis, facts, procedures, instruction, technology guidance and evaluation. IPL librarians are expected to help users in making decisions, solving problems, completing processes and developing understanding.

Limitations include the use of a single coder and the use of single institution's data set. Mapping these user expectations suggests a need for librarians to consider further development of reference service in terms of its judgment, form, and involvement parameters.

Reference service policies and training should be examined to enhance librarians' abilities to consider judgment, form, and involvement parameters primarily from the user's perspective.

This paper analyzes that which is rarely seen, i.e. e‐mail reference questions which are considered beyond the scope of service. Additionally, the IPL question pool provides a broader range of user mental models than would be found in any geographically bound institution.

This paper aims to investigate an information literacy perspective on learning and new media, specifically virtual worlds and online affinity spaces. It aims to cover the potential of information literacy as an educational linchpin in the age of new media education.

This conceptual paper explores an information literacy perspective for learning and new media through previous research and prediction.

Information literacy provides a framework for addressing the explosion of information available, as well as a way to encourage self‐sufficient learners in the digital age.

Whereas previous studies have neglected information literacy as a lifelong skill, this paper recognizes the importance of research in virtual worlds which unveils the potential of new media as sites of learning independent from formal spaces. Recognizing the impact of information literacy on an information‐dependent society, it contributes to a body of literature about individual practices which allows for the creation of new instructional strategies.

This study investigated the design of three online public library catalogs in light of the cognitive ability and success of children ages five to eight.

A quasi-experimental approach was employed to examine the influence of system design on children’s searching strategies and search success. Interviews were used to explore children’s rationale for using icons and taxonomies in the catalogs. Fifty one children from one public library participated in this study. Inferential statistics were utilized to whether significant differences existed between use of the catalogs and the children’s success in finding information.

Use of images and text were helpful in searching the catalogs. Results of the ANOVA test indicated no significant difference among children’s searching success rates and the three catalogs. Additionally, the participants misidentified representations used in icons in all three catalogs and created valid search paths that did not produce results. There was a disconnect between the children’s cognitive abilities and the design representations of the three catalogs.

The study took place in one location, thus one should not overgeneralize the findings. Use of assigned tasks may have affected children’s success rates. Children’s searching using printed cards of display screens from the three catalogs instead of real-time interaction with them is also a limitation.

Because of the children’s reliance on images, the choice of visual representations is crucial to successful searching. Interface designers should involve young users in the design of today’s online catalogs. They should also consider new forms of representations such as auditory icons, verbal mouse overs, and zooms.

In addition to addressing the need for research on young children’s information seeking and use of online catalogs in public libraries, this research focuses on the need for an additional layer of visual representation and highlights flaws in currently used catalog designs.

The purpose of this chapter is to present a model (Beginning, Acting, Telling (BAT) model) developed for the elementary-school classroom that integrates features identified by research into information-seeking behavior and information literacy.

The chapter provides an overview of research in the areas of information-seeking behavior and information literacy and models in which they have intersected (namely, the Information Search Process (ISP) model) to provide a theoretical framework in which to situate the BAT model. Examples from previous empirical studies conducted by the author that informed the model are provided.

A preliminary iteration of the BAT model has successfully been piloted in two third-grade classrooms in Buffalo, New York. Plans are underway to introduce the model to a wider audience.

The BAT model with its use of image and mnemonic cues can be used to teach the research process to students, beginning in the earliest grades of elementary school.

This chapter is the first time the final iteration of the BAT model has been presented. It is the first model integrating features inherent in information-seeking behavior and information literacy that also makes use of imagery and mnemonic.

This study aims to explore the effectiveness and learning outcomes of two reference interview assignments – one in which students worked with a family member or friend and a “practice-based” assignment in which students were paired with other graduate students working on a class assignment.

Students completed reflective essay and submitted a survey rating their perceptions of their patrons’ satisfaction, completeness of the answer and overall success of the transaction.

Students in both classes were successful and applied the skills and competencies of the reference interview, but students with the practice-based assignment had a more realistic experience and were somewhat less confident about their performance.

The study offers some implications and suggestions for a more effective and realistic approach to teaching the reference interview.

There is a lack of literature on how to teach the reference interview and on the effectiveness of different types of assignments. This study addresses that gap and the results of this study will be of interest to Library and Information Science faculty, as well as library directors and reference managers who might offer training to staff.