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Borgman, C.L.; Walter, V.A.; Rosenberg, J.: ¬The Science Library Catalog project : comparison of children's searching behaviour in hypertext and a keyword search system (1991) 0.00
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Abstract

Reports on a continuing project to study children's use of a graphically-based direct manipulation interface for science materials. The Science Library Catalogue (SLC), a component of project SEED, has been implemented in the libraries of 21 elementary schools in Los Angeles and will soon be implemented in a public library. The interface employs a hierarchical structure drawn from the DDC and implemented in HyperCard on the Macintosh. The study on the 2nd version of the interface indicates that children are able to use the Science Library Catalogue unaided, with reasonable success in finding items. Search success on the same topics on a Boolean command driven system was equivalent, but Boolean searches were faster. However, the Boolean system was more sensitive to differences in age, with 12-year-olds having significantly better success rates than 10-year-olds; and to search topic, with one set of questions being much easier to search than the other. On average, children liked the 2 systems about the same; the Boolean system was more attractive to certain age and gender combinations, while the Science Library Catalogue was more consistently liked across groups. results are compared to prior studies on the Science Library Catalogue and other online catalogues

Type

a

Borgman, C.L.: Information retrieval from CD-ROM : status quo or a revolution in end-user access? (1987) 0.00

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Type: a

Borgman, C.L.; Chignell, M.H.; Valdez, F.: Designing an information retrieval interface based on children's categorization of knowledge : a pilot study (1989) 0.00

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Abstract: The study assessed the ability of children to categorise concepts that will be used to organise an information retrieval interface. The work was done of Project SEED (Science for Early Educational Development), a project to develop hands-on science programmes for elementary schools. Aims to tailor an interface to the particular skills of children in organising science knowledge. The results are promising for the design of IR interfaces based on children's abilities to manipulate information.

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