Search (3 results, page 1 of 1)

  • × author_ss:"Burnett, S."
  • × year_i:[2010 TO 2020}
  1. Cleverley, P.H.; Burnett, S.: ¬The best of both worlds : highlighting the synergies of combining manual and automatic knowledge organization methods to improve information search and discovery (2015) 0.00 
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    Abstract
    Research suggests organizations across all sectors waste a significant amount of time looking for information and often fail to leverage the information they have. In response, many organizations have deployed some form of enterprise search to improve the "findability" of information. Debates persist as to whether thesauri and manual indexing or automated machine learning techniques should be used to enhance discovery of information. In addition, the extent to which a knowledge organization system (KOS) enhances discoveries or indeed blinds us to new ones remains a moot point. The oil and gas industry was used as a case study using a representative organization. Drawing on prior research, a theoretical model is presented which aims to overcome the shortcomings of each approach. This synergistic model could help to re-conceptualize the "manual" versus "automatic" debate in many enterprises, accommodating a broader range of information needs. This may enable enterprises to develop more effective information and knowledge management strategies and ease the tension between what are often perceived as mutually exclusive competing approaches. Certain aspects of the theoretical model may be transferable to other industries, which is an area for further research.
    Content
    Selected Papers from "Knowledge Organization, Making a Difference: ISKO-UK Biennial Conference, 13th-14th July 2015, London. Vgl.: http://www.ergon-verlag.de/isko_ko/downloads/ko_42_2015_6.
    Type
    a
  2. Cleverley, P.H.; Burnett, S.; Muir, L.: Exploratory information searching in the enterprise : a study of user satisfaction and task performance (2017) 0.00 
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    Abstract
    No prior research has been identified that investigates the causal factors for workplace exploratory search task performance. The impact of user, task, and environmental factors on user satisfaction and task performance was investigated through a mixed methods study with 26 experienced information professionals using enterprise search in an oil and gas enterprise. Some participants found 75% of high-value items, others found none, with an average of 27%. No association was found between self-reported search expertise and task performance, with a tendency for many participants to overestimate their search expertise. Successful searchers may have more accurate mental models of both search systems and the information space. Organizations may not have effective exploratory search task performance feedback loops, a lack of learning. This may be caused by management bias towards technology, not capability, a lack of systems thinking. Furthermore, organizations may not "know" they "don't know" their true level of search expertise, a lack of knowing. A metamodel is presented identifying the causal factors for workplace exploratory search task performance. Semistructured qualitative interviews with search staff from the defense, pharmaceutical, and aerospace sectors indicates the potential transferability of the finding that organizations may not know their search expertise levels.
    Type
    a
  3. Burnett, S.: Explicit to tacit : the role of explicit knowledge in technological innovation (2012) 0.00 
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    Abstract
    This study aimed to evaluate the extent to which Year Seven students, teachers and teacher-librarians, in three rural Australian state schools, would value question formulation as an information literacy skill. Question formulation is defined here as students independently formulating their own questions for curricular assignments. It also aimed to evaluate the extent to which these students would transfer question formulation across subjects and across time. The study used a constructivist grounded theory approach and data were analysed using constructivist grounded analysis. The findings of the study indicated that most students, teachers and teacher-librarians valued question formulation as an information literacy skill, but that this value was often limited in scope, e.g. only in relation to information retrieval. Some students, and most teachers and teacher-librarians, saw extensive value in question formulation and took a more holistic view, e.g. linking question formulation with assignment writing. A small minority of students did not value question formulation as they found it a difficult concept. Students used written questions when required to do so by teachers but some students preferred to develop mental questions when doing assignments. There was some clear evidence of transfer, in that some students applied what they had learned about question formulation in a previous term to a new subject assignment. On the other hand, many other students did not transfer what they had learned, and the evidence showed that this was either because they did not understand the concept of transfer (a small minority), or that they lacked motivation to transfer, or that they expected the teacher and/or teacher-librarian to tell them to formulate their own questions. It was clear from the study that there was no culture of transfer in these schools and that this made it unlikely that students, apart from a well-motivated minority, would transfer skills.
    Type
    a

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