Search (101 results, page 2 of 6)

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Abstract

The field of human information behavior runs the gamut of processes from the realization of a need or gap in understanding, to the search for information from one or more sources to fill that gap, to the use of that information to complete a task at hand or to satisfy a curiosity, as well as other behaviors such as avoiding information or finding information serendipitously. Designers of mechanisms, tools, and computer-based systems to facilitate this seeking and search process often lack a full knowledge of the context surrounding the search. This context may vary depending on the job or role of the person; individual characteristics such as personality, domain knowledge, age, gender, perception of self, etc.; the task at hand; the source and the channel and their degree of accessibility and usability; and the relationship that the seeker shares with the source. Yet researchers have yet to agree on what context really means. While there have been various research studies incorporating context, and biennial conferences on context in information behavior, there lacks a clear definition of what context is, what its boundaries are, and what elements and variables comprise context. In this book, we look at the many definitions of and the theoretical and empirical studies on context, and I attempt to map the conceptual space of context in information behavior. I propose theoretical frameworks to map the boundaries, elements, and variables of context. I then discuss how to incorporate these frameworks and variables in the design of research studies on context. We then arrive at a unified definition of context. This book should provide designers of search systems a better understanding of context as they seek to meet the needs and demands of information seekers. It will be an important resource for researchers in Library and Information Science, especially doctoral students looking for one resource that covers an exhaustive range of the most current literature related to context, the best selection of classics, and a synthesis of these into theoretical frameworks and a unified definition. The book should help to move forward research in the field by clarifying the elements, variables, and views that are pertinent. In particular, the list of elements to be considered, and the variables associated with each element will be extremely useful to researchers wanting to include the influences of context in their studies.

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Abstract

The future of reference librarianship as a viable part of the library depends on developing a proactive, participatory approach to automation. Aims to pull together and explain the important elements of change likely to influence library information services. Reviews some of the ways various schools of thought look at library information and communication. Focuses on information, its relationship to the library, and its rate of growth. Discusses the dynamics of communications as a process and examines it vis-a-vis the library

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Footnote

Rez. in: JASIST 54(2003) no.7, S.695-697 (R. Savolainen): "Donald O. Case has written an ambitious book to create an overall picture of the major approaches to information needs and seeking (INS) studies. The aim to write an extensive review is reflected in the list of references containing about 700 items. The high ambitions are explained an p. 14, where Case states that he is aiming at a multidisciplinary understanding of the concept of information seeking. In the Preface, the author characterizes his book as an introduction to the topic for students at the graduate level, as well as as a review and handbook for scholars engagged in information behavior research. In my view, Looking for Information is particularly welcome as an academic textbook because the field of INS studies suffers from the lack of monographs. Along with the continuous growth of the number of journal articles and conference papers, there is a genuine need for a book that picks up the numerous pieces and puts them together. The use of the study as a textbook is facilitated by clearly delineated sections an major themes and the wealth of concrete examples of information seeking in everyday contexts. The book is lucidly written and it is accessible to novice readers, too. At first glance, the idea of providing a comprehensive review of INS studies may seem a mission impossible because the current number of articles, papers, and other contributions in this field is nearing the 10,000 range (p. 224). Donald Case is not alone in the task of coming to grips with an increasing number of studies; similar problems have been faced by those writing INS-related chapters for the Annual Review of Information Science and Technology (ARIST). Case has solved the problem of "too many publications to be reviewed" by concentrating an the INS literature published during the last two decades. Secondly, studies an library use and information retrieval are discussed only to a limited extent. In addition, Case is highly selective as to studies focusing an the use of specific sources and channels such as WWW. These delineations are reasonable, even though they beg some questions. First, how should one draw the line between studies an information seeking and information retrieval? Case does not discuss this question in greater detail, although in recent years, the overlapping areas of information seeking and retrieval studies have been broadened, along with the growing importance of WWW in information seeking/retrieval. Secondly, how can one define the concept of information searching (or, more specifically, Internet or Web searching) in relation to information seeking and information retrieval? In the field of Web searching studies, there is an increasing number of contributions that are of direct relevance to information-seeking studies. Clearly, the advent of the Internet, particularly, the Web, has blurred the previous lines between INS and IR literature, making them less clear cut. The book consists of five main sections, and comprises 13 chapters. There is an Appendix serving the needs of an INS textbook (questions for discussion and application). The structure of the book is meticulously planned and, as a whole, it offers a sufficiently balanced contribution to theoretical, methodological, and empirical issues of INS. The title, Looking for Information: A Survey of Research an Information Seeking, Needs, and Behavior aptly describes the main substance of the book. . . . It is easy to agree with Case about the significance of the problem of specialization and fragmentation. This problem seems to be concomitant with the broadening field of INS research. In itself, Case's book can be interpreted as a struggle against this fragmentation. His book suggests that this struggle is not hopeless and that it is still possible to draw an overall picture of the evolving research field. The major pieces of the puzzle were found and the book will provide a useful overview of INS studies for many years."

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Abstract

Based on the results of a joint research project between NORDINFO and the British Library Research and Development Department, maps the skills, competencies, techniques and strategies of those who have been successful in practising information brokering and consultancy. Presents a thorough, comprehensive and practical compilation of the knowledge and experiences of a representative group of European experts

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Footnote

Rez. in: JASIST 53(2002) no.4, S.321-322 (I. Fourie): "A substantial literature exists on artificial intelligence (AI) and expert systems in general, as well as in Library and Information Science (LIS). Many reports are over-confident and grossly exaggerate the power and potential of artificial intelligence (AI). This is especially true of the first phase of At, and to some extent also of the third phase that is stimulated by developments surrounding the Internet. The middle phase was mostly marked by disillusionment about the potential of Al and expert systems. The confusion around the promises made by AI and the lack of operational success, leaves managers of library and information services with the dilemma of distinguishing between worthwhile research reporting on operational projects and projects that exists only on paper or in the researchers' heads. It is very difficult to sieve between the two when working through the subject literature, and to distinguish between working technology/applications and wishful thinking. This might be one reason why working systems are sometimes ignored. According to Lancaster and Warner, library managers must also look much wider than the LIS literature to note new trends; this can, however, become a daunting task. Against this background the authors report on a study conducted with the support of the Special Libraries Association's Steven I. Goldspiel Memorial Research Grant. The objective of the study was to gain sufficient familiarity with the developments in Al and related technologies to make recommendations to the information service community on what can be applied, and what to expect in the near future. The intention therefore was to focus on systems that are actually operational, and systems that hold potential for the future. Since digital libraries seems an inevitable part of our future, applications concerning them features strongly in the final recommendations. The scope of AI in Library and Information Science depends on the interpretation of the concepts artificial intelligence and expert systems. "If a system has to `behave intelligently' (e.g. make inferences or learn from its mistakes) to qualify as having AI, few such systems exist in any application. On the other hand, if one accepts that a system exhibits AI if its does things that humans need intelligence to do, many more systems would qualify" (p. 107). One example is the field of subject indexing. The same would apply if a more relaxed definition of expert systems is applied as a system that "can help the non-expert perform some task at a level closer to that of an expert, whether or not all the essential components are in place" (p. 107). Most of the AI literature relevant to libraries falls in the field of expert systems. Lancaster and Warner identify (p. 6) expert systems as " a branch of artificial intelligence, even though very few expert systems exhibit true intelligence.""

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Abstract

This new edition reflects the best of current practice and the findings of recent research. It includes the effects on reference work of OPACs, CD-ROM, expert systems and online databases, also covers recent work on question analysis and information-seeking behaviour

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Abstract

Libraries in their role of helping the public with community enquiries, concentrating on the provision of advice in cooperation with other agencies

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Abstract

The author seeks to discover the origins of community information provision as a part of library service, and the needs it fulfils in modern society

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Footnote

Rez. in: Journal of the American Society for Information Science. 47(1996) no.8, S.655 (D.R. Smith)

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Footnote

Rez. in: JASIST 55(2004) no.4, S.366-368 (L. Mon): "The early years of the 21st century have been marked in the library community by a sharp increase in "chat reference" Services offered through library Web sites. Variously called "live reference," "virtual reference," or "chat reference," these Services utilize chat, MOO, instant messaging, and other online technologies to extend the live, synchronous interaction of the library reference desk to the Internet. In 2001, Stephen Francoeur found 272 libraries with chat reference Services worldwide, and in June 2003 Bernie Sloan's online listing of chat consortia included 47 consortia, which together represented more than 550 U.S. libraries. (Francoeur, 2001; Sloan, 2003) Jana Ronan's book is the latest entrant among recent works intended to guide librarians in the growing trend of setting up synchronous online "chat reference" services, and provides information about selecting software, setting service policies, conducting training, and managing staffing for a variety of different service configurations. Ronan, who serves as Interactive Reference Coordinator for the George A. Smathers Libraries at the University of Florida, Gainesville, covers the practical aspects of launching and managing chat reference services in 10 chapters, followed by five chapters of individual case studies contributed by other authors who describe chat reference implementations at SUNY Morrisville, Austin Peay State University, Paradise Valley Community College, University of South Florida, and the University of Florida.
Other recent works in this field include Marc Meola and Sam Stormont's 2002 "how to do it manual" for starting and operating live reference services, and Anne Grodzins Lipow's 2003 "handbook" for virtual reference librarians (Meola & Stormont, 2002; Lipow, 2003). As with Ronan's book, each of these is targeted toward librarians who are considering offering live interactive online reference services as part of a digital library presence. While Meola and Stormont provide extensive guidance an adapting chat services to specific staffing configurations and Lipow focuses more deeply an developing staff skills for the chat reference interaction, Ronan's book offers the most comprehensive overview for analyzing and selecting among chat reference software choices. Ronan's first two Chapters are focused an software choices. Chapter 1 describes "basic" software such as Internet Relay Chat (IRC), MOO, instant messaging, and Web-based chat, while Chapter 2 covers "advanced" options such as online distance education courseware and Web-based call center software. In Chapter 3, Ronan discusses the audience for chat reference services. Chapter 4 concerns the criteria for selecting "real time software" appropriate for the library and its users. Chapter 5 explores staffing models of all types, from recruitment of regular staff to work extra hours to outsourcing of chat reference work among vendors, consortia, and independent contractors.
Training techniques are the focus in Chapter 6, including ways to relax trainees and reduce cognitive load as well as to maximize training utility when the software limits the number of logins available. Ronan covers everyday administration and policy issues in Chapters 7 and 8. These include a list of daily routines such as checking that the software is functioning, plus monthly routines of updating statistics, policies, and procedures. Chapter 9 offers guidance an the chat reference interview, which Ronan likens to "information therapy" within an online environment of diminished contextual cues. Marketing and publicity are discussed in Chapter 10, with advice an advertising and publicity campaigns as well as a checklist of 20 promotional strategies for attracting users to a new chat service (p. 165). In the final section of the book, Chapters 11-15 provide individual case studies written by six contributors describing how live different academic libraries have been able to launch and operate chat reference services using a variety of different types of software including instant messaging, MOO, Internet Relay Chat, and call center software. Each case study begins with a statement of the software used, launch date, staffing, and hours of the service, and most include statistical information an chat reference traffic. These final live chapters provide "voices from the front lines" giving details of individual librarians' experiences in launching chat services.
Overall, Ronan's book serves as an excellent guide for librarians interested in launching chat reference services and provides a particularly comprehensive overview of software and considerations for selection and expansion. However, the strong focus an basic hands-on setup, administration, and management may limit the appeal of the book for other readers interested in exploring issues of chat reference service in a larger context-such as whether library schools are adequately preparing the next generation of librarians to function in this new virtual environment, or whether the volume of chat reference traffic sufficiently justifies a refocusing of resources and staffing from e-mail, telephone, and face-to-face service points, especially in a 24/7 context. As chat reference moves beyond text into voice and video, and as the current chat start-ups either disappear or become strongly integrated within digital libraries, there will be a continuing need for writers such as Ronan to move beyond the basics and guide us in considering the next steps and the transformations that online reference services are both creating and reflecting within our libraries and the larger society."

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Footnote

Rez. in: JASIST 55(2004) no.14, S.1304 (L.A. Ennis): "Written by Judith A. Siess, president of Information Bridges International, Inc. and recognized expert in one-person librarianship, The Visible Librarian: Asserting Your Value with Marketing and Advocacy is a concise and easy to read work an the art of self-promotion. As Siess explains in her introduction "libraries are no longer a given" (p. xi). Librarians must leam to market themselves and their services to the people who make decisions and practice proactive advocacy to survive. In The Visible Librarian Siess applies proven and practical marketing, customer service, and public relations strategies to libraries and librarians. The Visible Librarian is divided in to live chapters. The first chapter, "The Primacy of Customer Service and Other Basics," takes a close look at what it means to provide good customer service. Drawing from a variety of resources Siess provides the reader with a basic overview of customer service theory and then demonstrates how to put the theory into practice in libraries of all kinds. Siess also stresses the importance of thinking of library users as customers. Further, one of the most compelling points Siess makes in this chapter is that libraries now must compete with other information providers for customers. Libraries are no longer the only place for people to find information and, as Siess argues, good customer service is what will keep people coming back to the library. This is an excellent introductory chapter for this work. Chapter 2, "Doing the Groundwork: Marketing," is a lively discussion an the role energetic and positive marketing can play in promoting libraries and their services. Siess begins by stressing that marketing is vital to all libraries and that librarians must be the ones to do the marketing. The bulk of this chapter focuses an the "Six Ps" of marketing; "the right product at the right price in the right place, promoted in the right way to the right people at the right point in time" (p. 20). Along with the discussion of the six Ps Siess uses Ranganathan's model to provide the reader with some examples of creative marketing. This chapter also includes a sample customer satisfaction survey and a small section addressing marketing in specialized libraries such as corporate, academic, and hospitals. One of the best discussions is in chapter three, "Publicity: The Tangibles." Siess broadly defines publicity as "anything written or said, seen or heard about your business that communicates the who, what, why, when, and where ... (52). Siess begins by providing an outline explaining the different sections of a public relations plan. The chapter then covers publicity basics and provides the reader with a number of tips for conducting publicity such as, keeping things simple and proof reading copy multiple times. Siess closes with examples of forms of publicity such as brochures, newsletters, business cards, and more. One example given by the author is how she uses her e-mail signature file to publicize her book. Overall, this chapter especially is a practical and useful guide for all types of libraries and librarians.
The next chapter, "Public Relations: The Personal Touch," examines what to do when the publicity and marketing start to bring people together. One of the most important things Siess stresses is the positive impact that getting out of the physical library and going to the customers can have an peoples' perceptions. Besides visiting other offices and departments Siess includes teaching as an important public relations tool along with open houses, exhibits, and good telephone skills. The final chapter, "Advocacy: Putting it All Together," ties the previous four chapters together and stresses the importance of librarians being advocates for other librarians, libraries, and themselves. A good portion of this chapter is dedicated to how other sec librarians and libraries as well as how librarians view themselves and the services they provide. As Siess explains people generally only see about 20% of what librarians do so librarians should make it their business to educate people about the other 80%. The chapter is full of good suggestions for proactive library advocacy. The Visible Librarian is a well-written, organized, and timely addition to the growing body of work an library marketing and promotion. The book provides the reader with an excellent introduction to library promotion complete with case studies, personal anecdotes, and a lengthy list of sources cited and additional resources. The book is not geared toward any one type of library or librarian, however, the topics discussed and suggestions given throughout the text can be easily molded to different situations in different types of libraries. The Visible Librarian would serve as an excellent textbook for a library science course an just about any topic. Overall, this is a highly recommended book for all types of librarians despite Siess' vast experience in small, one-person libraries."

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Content

Inhalt: The research study - Mental models - Stimulated recall methodology - Mental models emphasizing procedural and product goals - Mental models facilitating procedural and conceptual understanding - The role of stimulated recall in identifying the effects of mental models on teaching - Use of mental models to analyze and understand teachers' pedagogies

Footnote

Rez. in: JASIST 58(2007) no.3, S.456-457 (D. Cook): "In February 2006, the Educational Testing Service (ETS) announced the release of its brand new core academic assessment of its Information and Communication Technology (ICT) Literacy Assessment. The core assessment is designed to assess the information literacy of high school students transitioning to higher education. Many of us already know ETS for some of its other assessment tools like the SAT and GRE. But ETS's latest test comes on the heels of its 2005 release of an advanced level of its ICT Literacy Assessment for college students progressing to their junior and senior year of undergraduate studies. Neither test, ETS insists, is designed to be an entrance examination. Rather, they are packaged and promoted as diagnostic assessments. We are in the grips of the Information Age where information literacy is a prized skill. Knowledge is power. However, information literacy is not merely creating flawless documents or slick PowerPoint presentations on a home PC. It is more than being able to send photos and text messages via cell phone. Instead, information literacy is gauged by one's ability to skillfully seek, access, and retrieve valid information from credible and reliable sources and using that information appropriately. It involves strong online search strategies and advanced critical thinking skills. And, although it is not clear whether they seized the opportunity or inherited it by default, librarians are in the vanguard of teaching information literacy to the next generation of would-be power brokers.
The release of Stimulated Recall and Mental Models, therefore, could not have been timelier. It describes an empirical qualitative, case study research conducted by authors Lyn Henderson and Julie Tallman in which they studied the mental models of school librarians teaching K-12 students how to use electronic databases. In this research, funded by the Spencer Foundation, Henderson and Tallman studied and analyzed the mental models of their subjects, six American and four Australian school librarians, as they went about the task of teaching students one-on-one how to access and retrieve the information they needed for class assignments from electronic databases. Each librarian and student underwent a structured pre-lesson interview to ascertain their mental models (the sum of their prior learning and experiences) regarding the upcoming lesson. The lesson followed immediately and was carefully video- and audio-recorded, with the full knowledge of the librarian and her student. After the lessons, both student and librarian were interviewed with the intent of learning what each were thinking and feeling at specific points during the lesson, using the recordings as memory joggers. After the first librarian-pupil session, the student was freed but the librarian was re-studied tutoring a second learner. Again, the teacher and new student were preinterviewed, their lesson was recorded, and they were debriefed using the recordings for stimulated recall. It is important to note here the use of the recordings to create stimulated recall. Though considered a dubious practice by many respected researchers, Henderson and Tallman expend considerable time and effort in this book trying to establish the credibility of stimulated recall as a valid research tool. I find it interesting that the authors report that their realization of the value of stimulated recall was a collateral benefit of their study; they claim the original objective of their research was to analyze and compare the pre- and post-lesson mental models of the teacher-librarians (p.15). Apparently, this realization provided the inspiration for this book (pp. I & 208). Hence, its place of importance in the book's title.
This book is evidence that Henderson and Tallman were meticulous in following their established protocols and especially in their record keeping while conducting their research. There are, however, a few issues in the study's framework and methodology that are worth noting. First, although the research was conducted in two different countries - the United Slates and Australia - it is not clear from the writing if the librarian-pupil pairs of each country hailed from the same schools (making the population opportunistic) or if the sampling was indeed more randomly selected. Readers do know, though, that the librarians were free to select the students they tutored from within their respective schools. Thus, there appears to he no randomness. Second, "[t]he data collection tools and questionnaires were grounded in a [single] pilot study with a [single] teacher-Iibrarian" (p. 7). Neither the procedures used nor the data collected from the pilot study are presented to establish its reliability and validity. Therefore, readers are left with only limited confidence in the study's instrumentation. Further, it is obvious from the reading, and admitted by the researchers, that the recording equipment in open view of the study's subjects skewed the data. That is, one of the librarians tinder study confessed that were it not for the cameras, she would have completely deserted one of her lessons when encountering what she perceived to be overwhelming obstacles: a classic example of the Hawthorne Effect in research. Yet. despite these issues, researchers Henderson and Tallman make a respectable ease in this book for the validity of both mental models and stimulated recall. The mental models developed during the prelesson interviews seem remarkably accurate when observing the school librarians during the lessons. Additionally, while the librarians were able to adapt their lessons based on situations, they generally did so within their mental models of what constitutes good teachers and good teaching.
As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."

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Editor

IFLA / Section of public libraries

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Abstract

Examines the changes informaton technology has made to people's lives at the level of the individual, the organization and society. The consequences for future information work and the requirements for training the profession are set out

COMPASS

Society / Effects of / Information technology

Footnote

Rez. in: Journal of academic librarianship 19(1993) no.2, S.121 (N. Roberts)

Subject

Society / Effects of / Information technology

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Abstract

Introduces the Internet as an addition to the librarian's repertoire of working skills. Author does an exceptional job of explaining JPEG and Mosaic. Also examines the integration of Internet resources into traditional library services. The book serves as an effective road map for ne drivers on the information superhighway, teaching not only the rules of the road but also showing how to deal with roadblocks and detours

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Abstract

The advent of globally networked information is an historic change. Educational, commercial and industrial institutions depend on its effective exploitation for their success, but often cultural and human factors are the biggest obstacles. This book looks at the roots of these problems and how they may be overcome, through understanding recent developments in technical services, the difference between service and technical orientation, organizational culture, the role of subject expertise and the cultural heritage of the information profession

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Abstract

This introductory textbook covers all the basic requirements for setting up a community information service in both the public and the voluntary sector. Areas covered include: determining needs, type of service, furniture and equipment, staffing, collection and dissemination of information, publicity and public relations, and evaluation and monitoring

Footnote

2nd ed. von: 'The basics of information work'

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