Search (64 results, page 1 of 4)

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Abstract

Describes the use of presentation software, at Texas A&M University, for computer assisted instruction to train end users in the use of the OPAC. The software chosen for the University's Sterling C. Evans Library is Show Partner F/X. Major software attributes include: the ability to capture and download screens from NOTIS or other applications, including dialog searches and CD-ROM data bases; the ability to create original graphics and text

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Abstract

Reports the results of a questionnaire survey of 414 libraries in 4 categories: academic libraries; school libraries; public libraries and special libraries; to assess the status of library training initiatives with respect to the libraries' OPACs. Answers were sought to 3 questions: how have libraries modifoed OPAC software; have libraries developed any instructional methods for teaching the use of OPACs; and to what extent are online catalogues self instructional? Results show that most participants' libraries have modofied library OPAC software; librarians continue to teach use of the online catalogue, depending heavily on handouts; few systems have built-in tutorials for users; and very fes have developed computer assisted instruction for the OPAC

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Source

Canadian journal of information science. 16(1991) no.4, S.2-22

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Abstract

Reports on a dramatic shift from subject to periodical title searching at Colorado University Libraries. States possible reasons for the change, examines problems encountered by users with searching the periodical title index and suggests how this change in online catalogue searching may affect future catalogue design and bibliographic instruction

Date

29. 7.1998 10:57:22

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Abstract

Presents a study questioning catalogue users at Emporia State Univ. about their experiences and their evaluation of NOTIS in order to access how patrons felt about the catalogue and how well they used it. The study focused on the instruction offered by 59 randomly selected NOTIS libraries. Responses were solicited concerning the university or college, the library, and training methods for OPAC users. With the information gained through both parts, the library instruction program and information regarding NOTIS at White Library could be evaluated and modified

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Abstract

Adapted from a paper delivered at the Art Libraries Society of North America Annual Conference, Jan.93. In many libraries the OPAC has become the multifile OPAC, a new environment with greatly expanded access options and increased complexity of access procedures. Describes a strategy devised by the University of Nevada, Las vegas Library, for developing an instruction programme in the multifile OPAC environment in a systematic manageable ways. Discusses the 4 areas which emerged as basic to an instruction programme for multifile OPACs: selection criteria for the various databases; access procedures; approaches useful in searching new systems; and search concepts relevant across databases

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Abstract

In an experiment to evaluate the effectiveness of a concept based computer tutorial for training OPAC users, it was found that Toronto University students who viewed the tutorial performed significantly better on search tasks than those who received no instruction. Reports the results of a second experiment to investigate the effectiveness of the computer tutorial. 15 students viewed the computer tutorial and another 15 students served as a control group and did not receive any instruction. Results showed no significant differences in performance between the students who viewed the computer tutorial and those who did not receive any instruction. Discusses the differences between the results of the 2 experiments in terms of the characteristics of the participants and the characteristics of the OPACs and relates these findings to the findings of other studies on concept based instruction and offer suggestions for future research

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Abstract

"Librarians should be careful to distinguish between their own abilities and those of their patrons when designing information systems, bibliographic instruction programs, and similar library services. The abilities of professionals may lead to preferences for sophisticated interfaces, complex instructional programs, or services that assumehigh levels of cognitive abilities, while their library patrons may find browse interfaces, simple point-of-need instruction, and basic services to be more appropriate to their levels of cognitive abilities

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Abstract

Reports on a study at an elementary school in Washington, DC examining pupils' use of an OPAC. Presents this within the overall instructional environment of the school in order to open a window on the broader interaction of children, technology, curriculum, instruction and learning. Explains the methodology used in the study, the findings of the study, and notes a number of conclusions. Focuses in particular on the patterns of success and failure of children's use of the OPAC, their search strategies and the nature of their interaction with the OPAC

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Abstract

This article proposes four design principles - The User, Active Learning, Conceptual Model of Teaching, and Modularity - as a conceptual framework of an Information Access Instruction (IAI4). These principles, when put in practice as specific guidelines, deamlessly link information sources together, regardless of their implementation medium, information structure, or interface style. Examples are drawn from a section of four-unit elective undergraduate course taught in the Department of LIS, University of California, Los Angeles

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Abstract

Computerised information retrieval systems, both online and on CD-ROM, have been available to students at the Stern Business Library at New York Univ. for several years. The means of ensuring that students derive maximum benefit from the new technology have included mandatory and optical workshops, and handouts alone. Presents the rationale for no longer offering user instruction other than in the form of prepared handouts designed to introduce the basic characteristics of a product and describes how to retrieve the relevant business information needed by graduate business students. Considers whether end-user instruction is still necessary or practical at the college level. Describes events at the Stern Business Library which indicate that it is not necessary

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Abstract

Networks allow different users from outside the library to have remote access to library catalogues. These remote users may face problems that differ from the OPAC users' in the library. They may not be comfortable with the computer technology and may not be familiar with the OPAC of the library. Libraries should offer different support services from those provided to on-site users. These users need technical advice as well as special instruction aids and guides to lead them to the information they want to retrieve

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Abstract

Considers the user-friendliness or lack of it of online catalogues. Describes difficulties users face when using catalogues using anecdotal and survey evidence. Discusses areas that should be considered to improve catalogues covering: location and directions, physical factors, operation, user instruction, coverage, layout and clarity, stock information, subject access, accuracy and adequacy, quality, outputs, and the intelligent catalogue. Cataloguers should improve communication with users

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Abstract

A survey of catalogue use in 1993 at Utrecht University in the Netherlands showed considerable dissatisfaction with the online catalogue's subject search facilities. Of those who used subject searching 64% preferred subject headings against only 2% who chose classification schedules. Library users make little use of the existing facilities for assistance and leaflets which are available in the library. It has, therefore, been decided to provide a programme of instruction in library use and to move towards a unified system of subject access to the library's catalogue

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Abstract

Suggests that many problems encountered by students when using online cataloguers arise from a basic unfamiliarity with record structure and its impact on electronic searching. To illustrate the contention that catalogue instruction should begin with an examination and discussion of MARC records, describes a MARC based presentation delivered during freshman orientation at St. Olaf College, Minnesota. Also includes the sample MARC record and script followed by the instructional librarian

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Abstract

The first ten years of the MELVYL system have profoundly affected the lives of University of California librarians. The rapid growth of the system's content, complexity, and use has required frequent modifications of its interface. These changes have required the continuous involvement of librarians in advising the system's designers on new features and new databases, in instructing users, and in observing user behavior. This article traces, from a librarian's perspective, the evolution of the system from its origins as a poweful prototype online catalog to its present role as a complex of multiple databases, services, and resources. The article's primary focus is on ways in which the growth, refinement, and development of the system have entailed adaptive design, flexible instruction, and user tolerance for change

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Abstract

An analysis of transaction logs from an academic library online catalog describes instances in which users have tried both controlled and uncontrolled (title keyword) vocabulary subject access during the same search session. Eight hypotheses were tested. Over 6.6% of all dial access search sessions contained both methods of subject access. Over 58% of the isolated sessions began with an uncontrolled vocabulary attempt. Over 76% contained only one vocabulary shift. On average, user persistence was greater during controlled vocabulary search logs, but search output was greater during uncontrolled vocabulary search logs. Several recommendations regarding catalog design and instruction are made.

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Abstract

Reports the results of a research project, conducted by the School of Computing and Mathematics and the Library of Huddersfield Polytechnic, into the problem of matching the user interface of OPACs to the needs of users. The project brought together issues involving: Human Computer Instruction (HCI); system methods in the determinination of user requirements; and user centred design, and prototyping in a sequence of design and evaluation cycles. These cycles applied appropriate HCI styles, techniques and equipment (such as Graphical User Interface (GUI) and a mouse pointing device) and incorporated the lessons of each evaluation, to produce an OPAC user interface, ICARUS, which differs considerably in style, behaviour and characteristcs from those commonly encountered in academic and public libraries. The project concluded by evaluating ICARUS, against the BLCMP OPAC with 38 subjects in the Library of Huddersfield Polytechnic, and demonstrating a significant improvement in performance for different tasks for the ICARUS interface

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Abstract

In order to test the impact of system and domain knowledge on search behaviour in an online catalogue, an experiment was set up in a university library where students from three specialisation areas performed a number of search tasks in the online catalogue. The subjects differed in the amount of domain and system knowledge. In two sessions the subjects performed searches inside and outside their 'own' domain. During the first session, half of the group received instruction in catalogue use and the other half did not. To observe whether the induced differences in system knowledge had effects on the search performance, a second session was carried out. Subjects' search behaviour was videotaped and their comments recorded (They were encouraged to think aloud). Results show that the amount of system knowledge had a significant effect on search time as well as on the number of search patterns observed. regarding domain knowledge, only one out of the six analyses concerning search time or the amount of patterns yielded a significant effect. A possible explanation for this result could be the questionable validity of the criteria used to distinguish between known and unknown domains. The difference in knowledge regarding familiar and unfamiliar domains is not as large as had been expected. The notion of end-users displaying habitual modes of behaviour is given considerable support by the data. This is reflected by the limited number of patterns observed