LIBR 202 – Section 18 – Professor Bolin
Assignment 2 – Part 2:
“Controlled Vocabulary and Subject Representation”
Team: “Alligators”
Patricia Ayame Thomson, Tracee Fields-Minor, Caroline Kelley, Jennifer Heany
“Pre-coordination Controlled Vocabulary (CV)”
Derived from 20 Journal Articles on the Subject of Library and Information Science
Team/Pair:
Patricia Ayame Thomson and Tracee Fields-Minor
Article 1
Citation:
Markey, K., Swanson, F., Jenkins, A., Jennings, B. J., St. Jean, B., Rosenberg, V., Yao, S., & Frost, R. L. (2008, September/October). The effectiveness of a web-based board game for teaching undergraduate students information literacy concepts and skills. D-Lib Magazine, 14(9/10). Retrieved from D-Lib Magazine Web site on November 14, 2011. http://www.dlib.org/dlib/september08/markey/09markey.html
Abstract:
To teach incoming undergraduate students information literacy skills, a research team at the University of Michigan School of Information developed the Defense of Hidgeon, a web-based board game. We opted for a game in lieu of other approaches because what people are doing when they are playing good games is good learning. This article describes the game’s back story, how to navigate its 34-space game board, and special game-play features. The research team invited a class of undergraduate students to play the game, gave monetary awards to winning teams, and interviewed students about their game-play experiences to determine what they learned and obtain their suggest for improvements to the game. The authors offer three premises for the redesign of the Defense of Hidgeon and discuss these premises with regard to the design of future information literacy games.
“Pre-coordination Controlled Vocabulary Terms”
Research—online—board game—Defense of Hidgeon—undergraduates—improve—information literacy skills—winning teams—monetary awards—interviews—game design—School of Information—University of Michigan—Ann Arbor—United States
Research—information literacy skills—online—board game—Defense of Hidgeon——undergraduates—game—back story—features—navigation—design—instructions—play—learning—undergraduates—School of Information—University of Michigan—Ann Arbor—United States
Article 2
Citation:
Imhof, A. (2008, September/October). Using international standards to develop a union catalogue for archives in Germany: Aspects to consider regarding interoperability between libraries and archives. D-Lib Magazine, 14(9/10). Retrieved from D-Lib Magazine Web site on November 14, 2011. http://www.dlib.org/dlib/september08/imhof/09imhof.html
Abstract:
This article reports on a current project of the Bundesarchiv (National Archives of Germany), funded by the Deutsche Forschungsgemeinschaft (German Research Foundation). The project brings together in a collaborative portal the finding aids from archival records on SED (Socialist Unity Party of Germany) and FDGB (Free German Trade Union Federation) from five eastern German state archives. To accomplish this, the locally availability, heterogeneous data formats must be transformed into a common profile of the international standard format for inventories: Encoded Archival Description (EAD). In addition to EAD, the Encoded Archival Context (EAC) is applied for the presentation of the provenance of the archival materials and the Encoded Archival Guide (EAG) is used for the information on the archives themselves. However, in spite of the use of EAD, EAC and EAG, there are still many aspects that need to be considered regarding interoperability with content from other cultural heritage organizations such as libraries and museums. When archival inventories are combined with catalogue data from libraries, for example, the archives’ content stays in homogeneous to the libraries’ content. One focus for this, among others, is the diversity of the treated objects themselves. While publications from libraries are treated as single objects, finding aids from archives resemble collections. They subsume descriptions of single objects previously defined by archivists. A particular aspect of this heterogeneity is that the single objects connected in inventories cannot exist without their context. In addition, the different requirements and traditions of libraries and archives create a continuing heterogeneity. In spite of this heterogeneity, in the future it would be beneficial if users could employ a common searching entrance that takes into consideration the differences of the various knowledge institutions.
“Pre-coordination Controlled Vocabulary Terms”
Project—Bundesarchiv— National Archives of Germany—funding—Deutsche Forschungsgemeinschaft—German Research Foundation—archival records—collaborative portal—finding aids—Socialist Unity Party of Germany (SED)—Free German Trade Union Federation (FDGB)—East Germany—state archives
Project—Bundesarchiv—National Archives of Germany—heterogeneous data formats—international standard format—union catalog—archival—inventories—collaborative
Project—Bundesarchiv—National Archives of Germany—Encoded Archival Description (EAD)—provenance—Encoded Archival Context (EAC)—presentation—Encoded Archival Guide (EAG)—archival records—metadata
Project—Bundesarchiv—National Archives of Germany—interoperability—common search entrance—homogeneous content—finding aids—archival records—heterogeneity—libraries—museums—collaborative—catalog data
(*Decision Notes🙂
[Words may be altered slightly for the sake of consistency to facilitate the IR Search System.]
(For example, I changed the following phrases: “cultural heritage organizations,” “educational institutions,” and “institutions of higher learning,” etc. to “academic institutions” to maintain consistency.)
(Changed the spelling of the term [European] “catalogue” to the [American] common spelling of “catalog.”)
Article 3
Citation:
Monnich, M., Spiering, M. (2008, May/June). Adding value to the library catalog by implementing a recommendation system. D-Lib Magazine 14(5/6). Retrieved from D-Lib Magazine Web site on November 14, 2011. http://www.dlib.org/dlib/may08/monnich/05monnich.html
Abstract:
Recommender systems are useful tools for adding a reference component to a library catalog, and they help develop library catalogs that serve as customer-oriented portals, deploying Web 2.0 technology. Recommender systems are based on statistical models, and they can lead users from one record to similar literature held in the catalog. In this article we describe the recommender system BibTip, developed in Karlsruhe University, and we discuss its application in libraries.
“Pre-coordinatin Controlled Vocabulary Terms”
Recommender systems—Karlsruhe University—BipTip—implementation—library—applications—tools—catalog—reference component—customer-oriented portal—Web 2.0—technology—statistical models—library records—suggests—similar literature—Germany
Article 4
Citation:
Connaway, L. S., Lawrence, S. R. (2003). Comparing library resource Allocations for the Paper and the Digital Library an Exploratory Study. D-Lib Magazine, 9(12). Retrieved from D-Lib Magazine Web site on November 14, 2011. http://www.dlib.org/dlib/december03/connaway/12connaway.html
Abstract:
This exploratory study asked eleven Association of Research Libraries (ARL) librarians to identify the resources needed for the transitional of an all-paper library to the all-digital library. Although the results cannot be generalized, the study identifies functions and resources associated with the provided of paper and electronic materials that can be used for further investigation of library resource allocations.
“Pre-coordination Controlled Vocabulary Terms”
Research—Association of Research Libraries (ARL)—academic libraries—transition—funding—paper-based library—digital library—functions—resources—investigation—electronic resources—library resource allocations—United States
(“Electronic materials” converted to “electronic resources”)
Article 5
Citation:
Holmström, Jonas. (2004.) The Cost per Article Reading of Open Access Articles. D-Lib Magazine January 10(1). Retrieved from D-Lib Magazine Web site on November 14, 2011. http://www.dlib.org/dlib/january04/holmstrom/01holmstrom.html
Abstract:
The measure for calculating cost per reading (CPR) of journal articles is reviewed, and a way to adapt this measure to articles in open access journals is proposed. The traditional subscription based publishing model is compared with the open access model, and similarities are identified and used when calculating CPR for the two different types of publishing. Challenges with interpreting statistics are discussed as well as the difficulty of estimating the number of readings from the number of downloaded articles. Finally, the potential use and implications of the CPR measure for open access publishers and institutions are discussed.
“Pre-coordination Controlled Vocabulary Terms String”
Measure—calculation—cost per reading (CPR)—electronic—print—journals—evaluate—open access journals—subscription-based—publishing models—statistics—articles—downloaded—use—implications—United States
Article 6
Citation:
Bennett, N. A., Sandore, B., Pianfetti, E. S. (2002, January). Illinois digital cultural heritage community: Collaborative interactions among libraries, museums and elementary schools. D-Lib Magazine, 8(1). Retrieved from D-Lib Magazine Web site on November 14, 2011. http://www.dlib.org/dlib/january02/bennett/01bennett.html
Abstract:
This paper describes how face-to-face and online collaboration enabled diverse institutions to achieve the most salient goals of the Digital Cultural Heritage Community project. The primary focus of the project was to create an online database that housed digitized materials from museums and libraries for use by elementary school teachers in their classrooms. Section 1 is an introduction that provides background information about the project. The Dublin Core (DC) metadata schema was chosen for the database but required some qualifications by our partners, particularly museums. Section 2 outlines the rationale behind the DC field name choices made for the online database and describes the database framework. Section 3 lists the motivations and expectations of participating institutions and an evaluation of how well these expectations were met. The project was evaluated by analysis of Web site use statistics and focus group interviews. The results of this final evaluation are described in Section 4, together with recommendations and conclusions for future continuation of the project.
“Pre-coordination Controlled Vocabulary Terms Strings”
Project—Digital Cultural Heritage Community—academic institutions—focus—user—technology—collaboration—online database—electronic resources—museums—libraries—elementary school teachers—classrooms—United States
Project—Digital Cultural Heritage Community—academic institutions—introduction—background information—Dublin Core (DC)—metadata schema—online database—user—qualifications—partner—museums—United States
Project—Digital Cultural Heritage Community—Dublin Core (DC) field names—choices—online database—description—database framework—United States
Project—Digital Cultural Heritage Community—Dublin Core (DC)—evaluate—analysis—Web site—use—statistics—focus group—interviews—results—suggests—project continuation—United States
Article 7
Citation:
King, D. W., Tenopir, C., & Clarke, M. (2006). Measuring total reading of journal articles. D-Lib Magazine, 12(10). Retrieved from D-Lib Magazine Web site on November 19, 2011. http://www.dlib.org/dlib/october06/king/10king.html
Abstract:
There have been hundreds, perhaps thousands, of studies of journal reading by professionals in such fields as science, engineering, medicine, law, social science and the humanities. These studies have been done for many reasons, including research to better understand professional communication patterns and the role this plays in their work. Some studies also focus on providing specific information to journal system participants such as publishers, librarians, other intermediaries and their funds. In this article we present a description of a little used but powerful method of observing reading by scientists (1). This method is designed to measure the amount of reading of specific journal articles and entire journals to complement exclusive observations of electronic journal hits and downloads, transaction logs, limited counts of Citation’s to journals or articles and rough estimates of total amount of reading by professionals compared with total number of articles published.
“Pre-coordination Controlled Vocabulary Terms”
Research—journal readings—measure—amount—professionals—focus—fields—science—engineering—medicine—law—social science—humanities—work—communication—patterns
Research—journal readings—focus—journal system— user—publishers—librarians—funding—description—observation—method—information—provided increase—scientists
Research—journal readings—professionals—observation—method—comparison—measure—amount—electronic journal hits—downloads—transaction logs—limited count—citations—demonstrates—articles—large—published—increase—use
Article 8
Citation:
Heery, R. Wagner, H. (2002). A metadata registry for the semantic web. D-Lib Magazine, May 8(5). Retrieved from D-Lib Magazine Web site on November 20, 2011. http://www.dlib.org/dlib/may02/wagner/05wagner.html
Abstract:
The Semantic Web activity is a W3C project whose goal is to enable a ‘cooperative’ Web where machines and humans can exchange electronic content that has clear-cut, unambiguous meaning. This vision is based on the automated sharing of metadata terms across Web applications. The declaration of schemas in metadata registries advance this vision by providing a common approach for the discovery, understanding, and exchange of semantics. However, many of the issues regarding registries are not clear, and ideas vary regarding their scope and purpose. Additionally, registry issues are often difficult to describe and comprehend without a working example.
This article will explore the role of metadata registries and will describe three prototypes, written by the Dublin Core Metadata Initiative. The article will outline how the prototypes are being used to demonstrates and evaluate application scope, functional requirements, and technology solutions for metadata registries.
“Pre-coordination Controlled Vocabulary Terms”
Project—W3C—SemanticWeb—focus—collaborative—user—technology—exchange—electronic resources—clear meaning—Dublin Core Metadata Initiative (DCMI)
Project—W3C—SemanticWeb—focus—online—applications—automated sharing—metadata terms—Dublin Core Metadata Initiative (DCMI)
Project—W3C—SemanticWeb—focus—metadata registries—schemas—collaborative—improve—semantics—discovery—understanding—exchange—Dublin Core Metadata Initiative (DCMI)
Project—W3C—SemanticWeb—metadata registries—difficult—aspects—unable—understanding—scope—working model—non-existent—Dublin Core Metadata Initiative (DCMI)
Project—W3C—SemanticWeb—metadata registries—role—evaluate—prototype—descriptions—Dublin Core Metadata Initiative (DCMI)
Project—W3C—SemanticWeb—metadata registries—overview—prototype—use—evaluate—application—demonstrates—scope—functional—requirements—technology—solutions—Dublin Core Metadata Initiative (DCMI)
(*Cognitive process note: I selected the term “focus” instead of other similar terms such as: vision, goal, purpose, etc. for consistency.)
Article 9
Citation:
King, D. W., Tenopir, C. Montgomery, C. H., & Aerni, S. E. (2003, October). Patterns of journal use by faculty at three diverse universities. D-Lib Magazine, 9(10). Retrieved from D-Lib Magazine Web site on November 19, 2011. http://www.dlib.org/dlib/october03/king/10king.html
Abstract:
University libraries are rapidly moving toward electronic journal collections. Readership surveys at three universities with different levels of electronic journal implementation demonstrates how transitional to electronic journal collections affects use patterns of faculty and staff. The University of Tennessee was in a transitional when the survey was done (2000), the University of Pittsburgh had acquired a large electronic journal collection, but with some duplication with print journals (2003), and Drexel University had migrated to nearly all electronic journals (2002). Although faculty use of personal print subscriptions remains significant, electronic personal subscriptions are used only infrequently by faculty even though this is an option availability to them. On the other hand, electronic journal use is very high when availability in library collections. Twenty-five year trends of reading by university scientists show increase increases in average amount of reading with nearly all of this increase coming from library collections. The likely increase in reading from library collections is due in part to a decline in personal subscriptions and increased online bibliographic searching coupled with increased availability of the library collections and, recently, enlarged electronic journal collections. Scientists appear to be more advanced in their use of electronic journals than other faculty, but changes are taking place within all faculty disciplines.
“Pre-coordination Controlled Vocabulary Terms”
Academic libraries—print resources—transition—electronic journals—collection—United States
Academic libraries—universities—readership survey—research—electronic journals—collection—implementation—levels—faculty—staff—use—patterns—United States
Academic libraries—University of Tennessee—readership survey—early—electronic journal—collection—small—year—2000—United States
Academic libraries—University of Pittsburgh—readership survey—large— electronic journal—collection—small—duplication—print resources—year—2003—United States
Academic libraries—Drexel University—readership survey—full—electronic journals—collection—large—year—2002—United States
Academic libraries—faculty—personal—readership surveys—print subscription—infrequent—collection—large—electronic journal—use—increase—United States
Academic libraries—evaluate—trends—readership survey—period—25 years—university scientists—advanced—reading amount—increase—collections—large—availability—electronic journals—use—United States
Article 10
Citation:
Mullen, L. B. (2008). Increasing impact of scholarly journal articles: Practical strategies librarians can share. Electronic Journal of Academic and Special Librarianship, 9(1). Retrieved from D-Lib Magazine Web site on November 20, 2011. http://southernlibrarianship.icaap.org/content/v09n01/mullen_l01.html
Abstract:
Researchers are extremely interested in increasing the impact of their individual scholarly work, and may turn to academic librarians for advice and assistance. Academic librarians may find new roles as consultants to authors in methods of self-archiving and citation analysis. Librarians can be proactive in this new role by disseminating current information on all citation analysis tools and metrics, as well as by offering strategies to increase Web visibility of scholarship to interested faculty. Potential authors of journal articles, especially those faculty seeking greater research impact, such as those seeking promotion and tenure, will find practical suggest from librarians invaluable. Citation analysis tools continue to improve in their coverage of social and behavioral science fields, and emerging metrics allow more flexibility in demonstrating impact of published journal articles.
“Pre-coordination Controlled Vocabulary Terms”
Academic librarians—assist—researchers—increase—impact—individual—scholarly work
Academic librarians—new roles—consultants—authors—method—self-archiving—citation analysis
Academic librarians—proactive—new role—information dissemination—citation analysis—tools—metrics—strategies—increase—Web visibility—faculty—scholarship
Academic librarians—journal articles—potential authors—faculty—focus—research impact—increase—promotion—tenure—valuable—suggests
Academic librarians—journal articles—citation analysis tools—improve—research—fields—social science—behavioral science—transition—metrics—increase—flexibility—demonstrates—impact—published—journal articles
Article 11
Citation:
Loy, J. (2007). Electronic journals appear to reduce interlibrary lending in academic libraries. Evidenced Based Library and Information Practice, 2(1). Retrieved from D-Lib Magazine Web site on November 20, 2011. http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/147
Abstract:
Objective – To determine the impact of electronic journals on interlibrary loan (ILL) activity. The hypothesis predicted that ILL requests would fall by approximately 10% during a four-year period, that e-journal use would increase by 10% per year and that there would be a correlation between the two.
Design – Longitudinal data analysis of interlibrary loans over an eight year period from 1995 to 2003. The second part of the study is a retrospective data analysis of e-journal use from 2001-2005.
Setting – The 26 largest libraries in the state of Illinois, USA; all but the Chicago Public Library are academic institutions.
Subjects –
- Journal article photocopy requests originating in the 26 libraries divided into three data sets: 1995/96, 1999/00 and 2002/03.
- Electronic journal usage statistics from 25 libraries subscribing to packages within the EBSCOhost database for the fiscal years 2001-2005.
Methods –A retrospective analysis was conducted using interlibrary loan data for journal article photocopy requests either originating from or being satisfied by the 26 libraries in the study. It examined the data in three ways: the 26 libraries together, requests sent to libraries in the state of Illinois excluding the 26, and requests using libraries outside the state. The second part of the study examines usage data of electronic journals available in 25 of the 26 libraries.
Main results – In the period from 1999 to 2003 a reduction in ILL requests of nearly 26% was observed within the participating 26 libraries.
Analysis by broad subject discipline demonstrates that social sciences and sciences show the largest drop in requests – a 25% decrease from 1995-2003. The number of requests from an individual journal title drops significantly in science by 34% within the state and by 37% for out-of-state requests.
While the humanities actually showed an increase in the number of requests, the large increase in out-of-state requests (20.6% overall between 1995 and 2003) slowed significantly with an increase of only 2.6% from 1999-2003 indicating that sources other than ILL are providing articles to this field.
Nearly identical peaks and troughs in ILL requests over the three study periods demonstrates predictably consistent high and low use subject areas.
Use of the e-journals collection was shown to increase at well over 10% per year.
Of the most highly requested ILL titles, 46% were available as e-journals, indicating a significant lack of awareness or inability to access electronic resources among some library users.
Conclusion – The hypothesis that state-wide ILL requests would decline by 10% was far surpassed. Libraries most frequently borrowed titles that were low-use and outside the scope of their collections. Titles requested more than 20 times in each study period were those least frequently borrowed, as well as least requested from outside the state, which demonstrates a cost-effective use of library resources. This indicates that libraries are judiciously providing access to high-use titles locally. All three data sets included in-state titles requested more than 20 times, as well as 18 titles requested from out of state, suggesting that they should be considered for purchase within Illinois. While access to e-journals appears to have reduced the number of ILLs, there is clearly a need for some libraries to improve the way in which they help their users access the collection.
“Pre-coordination Controlled Vocabulary Terms”
Article—Illinois Libraries—research—focus—electronic journals—impact—interlibrary loan (ILL)—activity—United States
Article—research—hypothesis—expectations—interlibrary loan (ILL)—requests—decline—period—years—four—correlation—electronic journal use—increase—Illinois Libraries—United States
Article—research—design—part one—longitudinal—data analysis—interlibrary loans (ILL)—period—years—1995-2003—Illinois Libraries—United States
Article—research—design—part two—retrospective—data analysis—electronic journals—use—period—years—2001-2005—Illinois Libraries—United States
Article—research—subjects—part one—journals—photocopy—requests—Illinois Libraries—data sets—periods—years—1995-1996—1999-2002—2002-2003—United States
Article—research—subjects—part two—electronic journals—use—statistics—academic libraries—subscription—EBSCOhost database—period—years—2001-2005—Illinois Libraries—United States
Article—research—method—retrospective—analysis—interlibrary loan (ILL)—journals—photocopy—requests—originating—Chicago Public Library—Illinois Libraries—United States
Article—research—interlibrary loan (ILL)—journals—photocopy—requests—evaluate—data—academic—public—libraries—out-of-state—electronic journal—use—Chicago Public Library—Illinois Libraries—United States
Article—research—results—interlibrary loan (ILL)—requests—decline—period—years—1999-2003—Chicago Public Library—Illinois Libraries—United States
Article—research—analysis—interlibrary loan (ILL)—broad subject discipline— demonstrates—social sciences—large—decline—period—years—1995-2003—journal requests—minimal—use—title—searches—sciences—out-of-state—Chicago Public Library—Illinois Libraries—United States
Article—research—analysis—interlibrary loan (ILL)—broad subject discipline—humanities—demonstrates—increase—out-of-state—journals—requests—period—years—1995-2003—Chicago Public Library—Illinois Libraries—United States
Article—research—analysis—interlibrary loan (ILL)—requests—statistics—demonstrates—subject areas—consistent—high—low—use—Chicago Public Library—Illinois Libraries—United States
Article—research—analysis—electronic journals—collection—use—increase—annually—Chicago Public Library—Illinois Libraries—United States
Article—research—analysis—interlibrary loan (ILL)—electronic journals—titles—requests—increase—availability—lack—awareness—user—unable—access—electronic resources—Chicago Public Library—Illinois Libraries—United States
Article—research—conclusion—interlibrary loan (ILL)—journals—requests—decline—beyond scope—collection—Chicago Public Library—Illinois Libraries—United States
Article—research—conclusion—Illinois Libraries—journal—titles—interlibrary loan (ILL)—in-state—requests—least—frequent—demonstrates—out-of-state—library resources—cost-effective—use—Chicago Public Library—United States
Article—research—conclusion—Illinois Libraries—demonstrates—journal articles—high-use titles—provided—local—access—Chicago Public Library—United States
Article—research—conclusion—Illinois Libraries—interlibrary loan (ILL)—data sets—included—titles—requests—in-state—twenty-times—out-of-state—eighteen times—suggests—purchase—collection—Chicago Public Library—United States
Article—research—conclusion—electronic journals—availability—interlibrary loans (ILL)—decline—libraries——method—improve—user—access—collection—Illinois Libraries—Chicago Public Library—United States
(*Decision-making process:)
(Choice: demonstrates – instead of “indicates” or “shows” or “illustrates” for the sake of CV consistency)
(Choice: provided – instead of “providing,” “provide,” or “provision” for the sake of CV consistency)
(Choice: decline – instead of “decrease” for the sake of CV consistency)
Article 12
Citation:
Stephens, J. (2007). Information literacy skills: Teacher and student viewpoints. Evidence Based Library and Information Practice, 2(2). Retrieved from Evidence Based Library and Information Practice Web site on November 21, 2011. http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/56
Abstract:
A review of:
Herring, James E. “A Critical Investigation of Students’ and Teachers’ View of the Use of Information Literacy Skills in School Assignments.” School Library Media Research, 9 (2006). 14 May 2007 http://ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/informationliteracy.htm.
Abstract:
Objective – To examine student and teacher views of information literacy skills in school assignments in order to determine: 1) To what extent did students value the use of a research model booklet Purpose, Location, Use, Self-Evaluation (PLUS)? 2) How confident were the students about doing a good assignment and did the PLUS booklet affect their confidence? 3)What benefits and limitations did students identify from individual brainstorming and concept mapping in relation to learning more about their topic and producing a good assignment? 4) To what extent did students see value in doing preliminary reading to revise their initial keywords and concept maps? 5) What reading and note-taking strategies did students adopt when using print and electronic resources? 6) To what extent (and why) did students prefer to use electronic rather than print resources? 7) What are the implications for teachers and school library media specialists (SLMS)?
Design – Qualitative, action research; collaborative inquiry.
Setting – Ripon Grammar School, Yorkshire, United Kingdom (high school/co-educational).
Subjects – Fifty-two students in the second year of high school (year 8) enrolled in a science class studying sound technology; the school library media specialist (SLMS); science teachers.
Methods – Students in this study had previously been taught a variety of information skills and had been introduced to a research model called PLUS (Purpose, Location, Use, Self-Evaluation). Students were given a PLUS model booklet, were required to select a topic in the area of sound technology, and were expected to do brainstorming and concept mapping and to produce a 600-word essay. After the assignment was completed, three methods of data collection were employed to determine students’ and teachers’ views:
1) post-assignment questionnaire 2) group interviews with students and teachers 3) semi-structured interview with the school librarian.
Main results – Responses indicated that students were “mostly” satisfied with the use of the PLUS model, although there were 18 students who did not respond to questions regarding the use of the booklet. It was also clear from the questionnaire that the majority of the students did not feel confident in their abilities to produce a satisfactory assignment prior to beginning the research; however, 48% of the students indicated that the PLUS booklet made them more confident. A comparable number of students said the booklet had no effect on their confidence and one student said it made them less confident.
Students responded very positively about the use of individual brainstorming and concept mapping as a way to organize and focus on their topic. (There was a split between those who felt a written concept map was useful and those who felt a mental concept map was just as helpful.) The majority of students felt that group brainstorming was helpful, while a few indicated the behavior of other students during group brainstorming was a hindrance.
Questions about preliminary reading were not open-ended but were multiple choice. There was no response to indicate whether the preliminary reading was helpful or not, but rather how it was helpful. Most students indicated it had helped to identify the right keywords for further research and it helped them in finding the right resources.
Students were questioned on the format of their note-taking. Sixty-five per cent preferred to hand write their notes in a notebook; fifteen per cent preferred to take notes electronically in some type of word processing program; twelve per cent preferred to cut and paste into a word processor; and eight per cent preferred “other methods.” Note-taking styles ranged from bulleted lists to spider diagrams, to using headings with categorized notes.
When asked to indicate the percentage of information derived from Web sites versus information from books and journals, responses showed that over 65.5 % of the information came from web sites while only 35.5 % came from print material. When asked why, students responded that Web sites were easier to read, more useful, easier to use, more interesting, faster to use, had more pictures, and could be accessed from home. Students who indicated a preference for print material identified reasons such as not trusting Web sites and slow access.
Interviews with the teachers and the school librarian indicated agreement that the benefits of using the PLUS model were: it kept students from rushing into the assignment; it allowed for better thinking and analytical skills; it helped students improve their note-taking skills; and students were transferring skills.
In the interviews, teachers were very positive concerning the collaborative efforts of the school librarian. Responses from the SLMS’s focused on how to improve student use of resources, and concern that teachers and librarians should engage students in activities that foster critical thinking.
Conclusion – The study suggested that students are capable of reflecting on their use of information literacy skills. It also indicated that students saw the value in brainstorming, concept mapping, and the use of a research model such as the PLUS booklet, even though these strategies did not necessarily suit the learning styles of all students. There was overwhelming evidence that students prefer electronic resources over print resources and reasons why they prefer electronic resources were articulated. Implications for teachers and school library media specialists included: collaboration, the importance of seeking and analyzing student feedback, examining transfer of information literacy skills across subjects, and exploring student use of print and electronic resources.
“Pre-coordination Controlled Vocabulary Terms”
Review—journal article—published—author—James E. Herring—year—2006—research—focus—improve—information literacy skills—research model—Purpose, Location, Use, Self-Evaluation (PLUS)—booklet—evaluate—students—teachers—views
Article—research—focus—high school—students—school assignments—research model—value—confidence—development—improve—assignment—identify—benefits—limitations—preliminary reading—keywords—concept mapping—note-taking—strategies—print—electronic—resources—use—preference—implications—teachers—academic libraries—librarians—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—design—qualitative action research—evaluate—collaborative— high school—students—co-educational—setting—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—subjects—high school—students—second year—science class—field—sound technology—academic libraries—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—method—students—information literacy skills—decline—began—research model—Purpose, Location, Use, Self-Evaluation (PLUS)—booklet—field—sound technology—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—method—data collection—demonstrates—students—teachers—views—post-assignment questionnaire—group interviews—semi-structured interview—academic librarian—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—model—results— Purpose, Location, Use, Self-Evaluation (PLUS—use—students—unsatisfied—booklet—ineffective—improve—confidence assignment—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—results—brainstorming—concept mapping—written—mental notes—students—majority—positive response—focus—organize—field—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—results—preliminary reading—multiple choice—identify—keywords—relevant—resources—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—results—students—note-taking—preference—majority—use— written—notebook—electronically—word processing program—cut and paste—bulleted lists—spider diagrams—headings—categorized notes—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—results—high school—students—information—derived—preference—majority—Web sites—easy—useful—interesting—faster—pictures—home—online—access—print resources—books—journals—decline—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—results—high school—students—teachers—interviews—collaborative—academic—librarian—benefits—Purpose, Location, Use, Self-Evaluation (PLUS)—model—use—prevents—rushing—assignments—better thinking—analytical skills—improve—note-taking skills—transferring skills—critical thinking—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—conclusion—high school—students—capable—information literacy skills—demonstrates—value—brainstorming—concept mapping—research model—Purpose, Location, Use, Self-Evaluation (PLUS)—booklet—use—preference—electronic resources—print resources—decline—Ripon Grammar School—Yorkshire—United Kingdom
Article—research—conclusion—teachers—academic—librarian—collaborative—analysis—high school—student—feedback—information literacy skills—subjects—evaluate—use—print—electronic resources—Ripon Grammar School—Yorkshire—United Kingdom
Article 13
Citation:
Haigh, S. (2006). Library catalogue users are influenced by trends in web searching. Evidence Based Library and Information Practice, 1(3). Retrieved from Evidence Based Library and Information Practice Web site on November 21, 2011. http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/56
Abstract:
A review of:
Novotny, Eric. “I Don’t Think I Click: A Protocol Analysis Study of Use of a Library Online Catalog in the Internet Age.” College & Research Libraries, 65.6 (Nov. 2004): 525-37.
Objective – To explore how Web-savvy users think about and search an online catalogue.
Design – Protocol analysis study.
Setting – Academic library (Pennsylvania State University Libraries).
Subjects – Eighteen users (17 students, 1 faculty member) of an online public access catalog, divided into two groups of nine first-time and nine experienced users.
Method – The study team developed five tasks that represented a range of activities commonly performed by library users, such as searching for a specific item, identifying a library location, and requesting a copy. Seventeen students and one faculty member, divided evenly between novice and experienced searchers, were recruited to “think aloud” through the performance of the tasks. Data were gathered through audio recordings, screen capture software, and investigator notes. The time taken for each task was recorded, and investigators rated task completion as “successful,” “partially successful,” “fail,” or “search aborted.” After the searching session, participants were interviewed to clarify their actions and provide further commentary on the catalogue search.
Main results – Participants in both test groups were relatively unsophisticated subject searchers. They made minimal use of Boolean operators, and tended not to repair failed searches by rethinking the search vocabulary and using synonyms. Participants did not have a strong understanding of library catalogue contents or structure and showed little curiosity in developing an understanding of how to utilize the catalogue.
Novice users were impatient both in choosing search options and in evaluating their search results. They assumed search results were sorted by relevance, and thus would not typically browse past the initial screen. They quickly followed links, fearlessly tried different searches and options, and rapidly abandoned false trails.
Experienced users were more effective and efficient searchers than novice users. They used more specific keyword terms and were more persistent to review their search options and results. Through their prior experience, they knew how to interpret call numbers, branch library location codes, and library terminology such as ‘periodicals’.
Participants expected the catalogue to rank results based on relevancy like an Internet search engine. While most were observed to understand intuitively the concept of broadening or narrowing a search, a ‘significant minority’ added a term to an already too-narrow search to improve their search results.
When interviewed, participants suggested several ways to improve the catalog search query, such as adding summaries and contents, ranking results by relevance and degree of exact match to search terms, including an Amazon-like “find more like this” feature, and providing context-sensitive and interactive online help, especially at the point when a search has produced too many or too few hits.
Conclusions – The study concluded that library catalogue users are heavily influenced by trends in Web searching. No matter what type of search a task called for, the participants tended to expect a simple keyword search to lead to optimal results presented in relevancy-ranked order.
Because users do not generally know or care about the structure of a bibliographic record, and many have little concept of what a library catalogue is for or what it contains, Novotny suggest that user instruction needs to address these basics. He also suggest that library professionals and library system vendors must work together to address the clear evidence that library catalogues are failing their users.
“Pre-coordination Controlled Vocabulary Terms”
Review—published—journal—article—author—Eric Novotny—year—2004—research—analysis— online—library catalog—use—trends—influence—academic libraries—Internet age—Pennsylvania State University—United States
Article—research—focus—evaluate—Web-savvy—user—observation method—online—library catalog—searches—Pennsylvania State University—United States
Article—research—design—academic libraries—protocol analysis—setting— Pennsylvania State University—United States
Article—research—method—user—library tasks—known—searches—identify—location—photocopy—requests—subjects—students—faculty—groups—novice—experienced—searchers—think aloud—performance—Pennsylvania State University—United States
Article—research—method—information—data—gathered—audio recordings—screen capture software—investigator—notes—time—task—task completion—rated—successful—partially successful—user—aborted—fail—searches—interviews—suggests—catalog search—Pennsylvania State University—United States
Article—research—results—user—unsophisticated—subject searchers—groups—minimal use—Boolean operators—search—vocabulary—synonyms—library catalog—understanding—contents—structure—use—Pennsylvania State University—United States
Article—research—results—novice—user—impatient—search options—search— results—assumed—relevant—increase—links—use—minimal—false trails—Pennsylvania State University—United States
Article—research—results—experienced—online—user—effective—searches—specific—keyword—terms—use—prevalent—review—search options—prior experience—interpret—call numbers—location codes—terminology—Pennsylvania State University—United States
Article—research—results—majority—user—increase—expectations—relevance ranking—Internet—search engine—intuitive—understanding—concept—searches—broadening—narrowing—minority—include—term—Pennsylvania State University—United States
Article—research—results—user—interviewed—suggests—improve—catalog—search query—include—summaries—contents—degree—relevance ranking—exact match—Recommeder feature—interactive—online—help—feature—Pennsylvania State University—United States
Article—research—conclusion—library catalog—trends—influence—user—expectations—online—single—keyword—searches—yield—optimal results—relevancy ranking—order—Pennsylvania State University—United States
Article—research—conclusion—user—library catalog—difficult—understanding—structure—focus—contents—Novotny—author—suggests—instruction—provided—information professionals—library system vendors—collaborative—approach—Pennsylvania State University—United States
Article 14
Citation:
Badke, W. (2008). A rationale for information literacy as a credit-bearing discipline. Journal of Information Literacy, 2(1). Retrieved from Journal of Information Literacy Web site on November 21, 2011.
http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/RA-V2-I1-2008-1
Abstract:
Purpose: While the need for comprehensive information literacy in today’s society is becoming increasingly apparent, and initiatives abound within local, regional, national and international educational venues, there is evidence that information literacy within higher education today is failing to meet its dual intentions of becoming credible within the academic community and pervasive within university programs. The goal of this paper is to present a more rigorous approach to information literacy as a credit-bearing discipline.
Approach: Following a literature review, the paper will propose an educational rationale for information literacy as a discipline.
Practical Implications: If a proper educational rationale can be determined for information literacy, this can become the basis for actual information literacy credit programming within institutions of higher education.
Originality/Value: While the idea of information literacy as a liberal art or a discipline is not new, this paper is the most comprehensive attempt to date to provide a rationale for information literacy as a credit-bearing discipline.
“Pre-coordination Controlled Vocabulary Terms”
Article—focus—information literacy—society—initiatives—local—regional—national—international—educational—venues—evidence—failing—academia— community—decline—credibility—necessary—pervasive—programs
Article—approach—educational rationale—information literacy—credit-bearing—discipline—practical implications—educational rationale—determine—necessary information literacy programs—include—curriculum—academic institutions
Article—value—information literacy—minimal—credibility—liberal arts—comprehensive—attempt—educational rationale—provided—legitimacy—credit-bearing discipline
Article 15
Citation:
Jackson, C., Mogg, R. (2007). The information literacy resource bank: Re-purposing the wheel. Journal of Information Literacy, 1(1). Retrieved from Journal of Information Literacy Web site on November 21, 2011. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/AFP-V1-I1-2007-4
Abstract:
This paper outlines the aims and methodology of the Information Literacy Resource Bank (http://ilrb.cardiff.ac.uk) project. The Resource Bank has been developed to help meet the challenge of embedding information literacy into the taught curriculum at Cardiff University. It contains “bite-size” interactive tasks, images, diagrams, cartoons and short tutorials which each focus on a particular information literacy topic. Hosted on the University’s web pages, they can either be used in situ or downloaded and inserted into the tutors’ own resources in BlackBoard, PowerPoint or even printed handouts. The intention is that the learning objects are suitably granular for integration, as required, within different teaching environments and are adaptable to the many different approaches to embedding information literacy. After describing the background and development of the Resource Bank, the authors evaluate, through case study examples of their use, whether the resources are truly re-purposable and whether the resources can be regarded as a successful source of support for embedding information literacy into teaching programmes.
“Pre-coordination Controlled Vocabulary Terms”
Article—Information Literacy Resource Bank—outlines—project—focus—method—Cardiff University—Wales—United Kingdom
Article—Information Literacy Resource Bank—project—began—challenge—include—information literacy—curriculum—Cardiff University—Wales—United Kingdom
Article—Information Literacy Resource Bank—project—content—interactive–library tasks—images—diagrams—cartoons—tutorials—focus—field—information literacy—Cardiff University—Wales—United Kingdom
Article—Information Literacy Resource Bank—project—Cardiff University—Web pages—use—situ—download—include—tutors—resources—BlackBoard—PowerPoint—Wales—United Kingdom
Article—Information Literacy Resource Bank—project—approach—learning—objects—granular—necessary—integration—teaching environments—adaptable—approach—include—information literacy program—Cardiff University—Wales—United Kingdom
Article—Information Literacy Resource Bank—project—description—background—development—authors—evaluate—use—derived—case study—resources—re-purposable source—support—include—information literacy—teaching programs—Cardiff University—Wales—United Kingdom
Article 16
Citation:
Cirasella, J. (2007). You and me and Google makes three: Welcoming Google into the reference interview. Library Philosophy and Practice. Retrieved from Library Philosophy and Practice Web site on November 21, 2011. http://unllib.unl.edu/LPP/cirasella.htm
Abstract:
Library patrons often approach the reference desk with indirect, incomplete, or misleading questions, known as “ill-formed” questions. Transforming ill-formed questions into well-formed ones is a crucial part of the reference interview, and Google can be an active participant in that process. This paper discusses how Google can help librarians and patrons deal with incomplete citations, incorrect citations, incorrect spellings, tip-of-the-tongue questions, and forgotten searches.
“Pre-coordination Controlled Vocabulary Terms”
Article—library—reference interview—user—questions—indirect—incomplete—misleading—ill-formed—transform—well-formed—include—Google—facilitates—process
Article—library—reference interview—Google—included—librarians—users—improve—tip-of-the-tongue—questions—incomplete citations—incorrect citations—misspellings—forgotten searches
Article 17
Citation:
Ovadia, S. (2007). Digg.com and socially driven authority. Library Philosophy and Practice. Retrieved from Library Philosophy and Practice Web site on November 21, 2011. http://unllib.unl.edu/LPP/ovadia.htm
Abstract:
For years, librarians have been able to distill the notion of authority, in its purest form, to two simple questions: Who said it? and Under whose auspices? Now, as more content migrates online, understanding authority is a more complex process. Social news sites, like Digg.com allow these traditional authority structures to be bypassed, creating a new, socially-driven authority, based upon an author expertise that is not necessarily recognized by academia. In order for researchers, especially student researchers, to evaluate these sources, they must learn to construct their own authority.
“Pre-coordination Controlled Vocabulary Terms”
Librarians—years—concept—authority—decline—questions—who said it—under whose auspices—content—transition—online—understanding—complex process
Social news sites—Digg.com—traditional—authority—structures—bypassed—students—development—socially-driven—author—expertise—unrecognized—academia
Student researchers—social news sites—evaluate—sources—essential—construct—own—authority
Article 18
Citation:
Goebel, N. E., Neff, P. J. (2007). Information literacy at Augustana: A programmatic approach. Communications in Information Literacy, 1(1). Retrieved from Communications in Information Literacy Web site on November 21, 2011. http://www.comminfolit.org/index.php/cil/article/view/Spring2007AR1/30
Abstract:
Information literacy programs, and the factors that influence their development and structure, can vary significantly from institution to institution. Credit-bearing discipline-specific information literacy courses are a rare and valuable component of an undergraduate educational experience and form the basis of Augustana’s information literacy program. This article provides an overview of the development, implementation, successes, and drawbacks of the credit-bearing discipline-specific information literacy courses at the Augustana Campus of the University of Alberta (Camrose, Alberta, Canada). Additional program components including Augustana’s annual information literacy workshop, information literacy awards, information literacy DVD, and marketing/branding, are discussed.
“Pre-coordination Controlled Vocabulary Terms”
Article—information literacy—programs—factors—influence—development—structure—vary—between—academic institutions—Augustana Campus—University of Alberta—Camrose—Canada
Article—Augustana Campus—University of Alberta—information literacy program—focus—background—credit-bearing—discipline-specific—courses—rare—valuable—component—undergraduates—educational—curriculum—Camrose—Canada
Article—program—overview—information literacy courses—credit-bearing—discipline-specific—provided—Augustana Campus—University of Alberta—description—development—implementation—successes—drawbacks—Camrose—Canada
Article—Augustana Campus—University of Alberta—program—components—annual—information literacy workshop—awards—DVD—marketing—branding—discussed—Camrose—Canada
Article 19
Citation:
Brown, G., Harvey, K. (2007). Adding archival finding aids to library catalogue: Simple crosswalk or data traffic jam? Partnership: the Canadian Journal of Library and Information Practice and Research, 2(2). Retrieved from Partnership: the Canadian Journal of Library and Information Practice and Research Web site on November 21, 2011. http://journal.lib.uoguelph.ca/index.php/perj/article/view/298/565
Abstract:
Dalhousie University Archives and Special Collections (DUASCSC) has been producing Encoded Archival Description (EAD) finding aids to describe its archival collections since 2003. The EAD descriptions started as a way to convert the collection of print and electronic (MS Word and WordPerfect) finding aids into a stable, software neutral format. As the collection of finding aids grew it became apparent that we needed a way to search these documents beyond what was possible via a basic browse on the DUASC website. As a result, we embarked on a systematic crosswalk of the EAD finding aids into MARC format for inclusion in the Novanet library catalogue. This has facilitated searching and discovery of the materials by a much broader audience of Dalhousie University Library users as well as users from all of the other Novanet member libraries in Nova Scotia and the general public. This article describes the primary motivation for the project and the technical aspects of converting the EAD finding aids into MARC format for inclusion in the Novanet catalogue.
“Pre-coordination Controlled Vocabulary Terms”
Dalhousie University Archives and Special Collections (DUASCSC)—Web site—creating—Encoded Archival Description (EAD)—finding aids—description—archival—collection—began—year—2003—Nova Scotia—Canada
Dalhousie University Archives and Special Collections (DUASC)—Web site—Encoded Archival Description (EAD)—began—method—convert—print—electronic—collection—MS Word—WordPerfect—finding aids—stable—software neutral format—Nova Scotia—Canada
Dalhousie University Archives and Special Collections (DUASC)—Web site—finding aids—collection—increase—method—document—searches—beyond—basic browse—systematic crosswalk—Encoded Archival Description (EAD)—convert—MARC format—include—Novanet library catalogue—Nova Scotia—Canada
Dalhousie University Archives and Special Collections (DUASC)—Web site—facilitates—searches—evaluate—library resources—broader audience—increase—user—patrons—Novanet member libraries—Nova Scotia—Canada
Dalhousie University Archives and Special Collections (DUASC)—Web site—project—focus—technical aspects—convert—Encoded Archival Description (EAD)—finding aids—Marc format—include—Novanet catalog
(embark – converted to “began”)
(inclusion, include, added – converted to “include”)
(catalogue – converted to “catalog”)
Article 20
Citation:
Lamothe, A. R. (2008). Electronic serials usage patterns as observed at a medium-size university: Searches and full-text downloads. Partnership: the Canadian Journal of Library and Information Practice and Research, 3(1). Retrieved from Partnership: the Canadian Journal of Library and Information Practice and Research Web site on November 21, 2011. http://journal.lib.uoguelph.ca/index.php/perj/article/view/416/842
Abstract:
As the number of electronic serials available to libraries continues to increase while library budgets remain either stagnant or on the decrease, it becomes necessary to evaluate the use of a library’s electronic collection. In 2006, usage statistics were evaluated at Laurentian University, Canada, to provide direction to collection development and identify high-cost low-use electronic serials. Searches and full-text downloads were studied. A sharp increase in use was observed in and around 2004 which can be explained by the introduction, in Ontario, of the ‘double cohort’, by the rapid increase in the number of electronic resources subscribed to at Laurentian, and by the adoption of OpenURL technology. Heavily used electronic serials are identified. Turnaways, connections by IP address and Bradford’s 20:80 rule are also examined. The application of a cost-per-download ratio provided a practical method for identifying underused products.
“Pre-coordination Controlled Vocabulary Terms”
Research—libraries—focus—electronic journals—collection—use— patterns—observed—medium-size—university—Laurentian—full-text download—searches—Canada
Research—Laurentian University—libraries—electronic journals—availability—increase—budgets—decline——evaluate—collection—use—Canada
Research—Laurentian University—libraries—electronic journals—use— statistics—year—2006—guide—collection development—identify—high-cost—minimal use—Canada
Research—Laurentian University—libraries—electronic resources—searches—full-text downloads—evaluated—results—use—increase—year—2004—reason—Ontario—subscriptions—adoption—OpenURL technology—Canada
Research—Laurentian University—libraries—electronic journals—evaluate—heavy-use—identified—turnaways—connections—IP address—Bradford’s 20:80 rule—Canada
Research—Laurentian University—libraries—electronic journals—cost-per-download ratio—applications—provided—method—identify—underused products—Canada
(“electronic serials”—converted to “electronic journals”)