Search (42 results, page 1 of 3)

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Abstract

This study grew out of a need for better research based understanding of information seeking and use in a specific context. Several researchers in library and information studies (LIS) pointed out the predominance of research on information needs and information seeking and expressed a need for the study of information use (i.a. Kuhlthau 1993; Vakkari 1997; Wilson 1981). The role of context for information seeking behaviour has been stressed (i.a. Dervin 1997; Wilson 1981, 1994). The complex process of information seeking and use in learning contexts needs further exploration, according to i.a. Kuhlthau (1993). My research project investigated how students used information and what they learnt from the information they retrieved and used for an assignment. The aim of the project was to study information seeking through an explorative investigation of the interaction between information seeking and use and learning outcomes.

Date

22. 3.2002 9:53:10

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Abstract

Purpose - This paper aims to report the result of follow-up research on end-users' conceptions of information visibility on the web and their conceptualizations of success and failure in web searching. Design/methodology/approach - The data were collected by a questionnaire followed by a brief interview with the participants. The questionnaire was developed based on the information visibility model suggested by the author in the original study. Fifty-two library and information sciences students from Tarbiat Mollem University (TMU) and Iran University of Medical Sciences (IUMS) in Tehran took part in the study. Findings - The model of information visibility can enable web users to gain a better understanding of their information seeking (IS) outcomes and it can assist them to improve their information literacy skills. The model can provide a theoretical framework to investigate web users' IS behavior and can be used as a diagnostic tool to explore the contextual and conceptual elements affecting the visibility of information for end-users. Research limitations/implications - The paper suggests a visibility learning diary (VLD), which might be useful to measure the efficiency of information literacy training courses. Originality/value - The contextual and conceptual approach of the paper provides a deeper insight into the issue of information visibility, which has received little attention by IS and information retrieval researchers until now.

Date

1. 1.2009 10:22:40

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Abstract

In this research, we investigated whether a learning process has unique information searching characteristics. The results of this research show that information searching is a learning process with unique searching characteristics specific to particular learning levels. In a laboratory experiment, we studied the searching characteristics of 72 participants engaged in 426 searching tasks. We classified the searching tasks according to Anderson and Krathwohl's taxonomy of the cognitive learning domain. Research results indicate that applying and analyzing, the middle two of the six categories, generally take the most searching effort in terms of queries per session, topics searched per session, and total time searching. Interestingly, the lowest two learning categories, remembering and understanding, exhibit searching characteristics similar to the highest order learning categories of evaluating and creating. Our results suggest the view of Web searchers having simple information needs may be incorrect. Instead, we discovered that users applied simple searching expressions to support their higher-level information needs. It appears that searchers rely primarily on their internal knowledge for evaluating and creating information needs, using search primarily for fact checking and verification. Overall, results indicate that a learning theory may better describe the information searching process than more commonly used paradigms of decision making or problem solving. The learning style of the searcher does have some moderating effect on exhibited searching characteristics. The implication of this research is that rather than solely addressing a searcher's expressed information need, searching systems can also address the underlying learning need of the user.

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Abstract

The rapid evolution of hypermedia technology makes it possible to access an immense volume of information in an educational setting. This research examines the relationship between individual differences (in particular, cognitive styles) and navigation strategies using a WWW-based hyper-media learning system. The hypermedia learning system was used at Sheffield University's Department of Information Studies. 20 Master students were pre-tested for their cognitive styles. Dependent variables included navigation patterns, selection of navigation tools, and reactions to the hypermedia system. the results indicated that students with differing cognitive styles and individual characteristics selected different access facilities and applied different navigation patterns. The implication of these findings and the role of individual differences in designing hypermedia-based learning systems are discussed

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Abstract

To be successful at online searching, students must be able to apply the concepts and skills learned in the classroom to a variety of complex products and search conditions. Examines an online searching instructional programme for high school seniors from the perspective of several cognitive learning theories, and proposes a synthesized approach to applying learning theory to bibliographic instruction

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Date

22. 5.2005 19:53:09

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Abstract

The primary aim of the study was to investigate the effect of the absence of postings information on online searches and searching behaviour and these results were reported in Journal of information science 20(1994) no.1. The secondary aim, reported here, was to assess the cognitive styles of the participants to ensure that the population was sufficiently vareid in this respect and to investigate possible correlations between cognitive ability and searching behaviour. Throughout the project, searches were made by postgraduates at the department of information studies, University of Sheffield using the LISA database on CD-ROM. A total of 67 searchers carried out 275 searches, both with and without postings information. Reports significant differences in both searching behaviour and search outcomes obtained by those with different learning styles, with and without postings information. Significant correlations were found between cognitice styles and online searching. Searchers characterized by different learning styles tend to adopt different search strategies and strategies associated with comprehension and operation learning styles result in qualitatively different searching performance. Searching approaches associated with a versatile style are the most effective. Making feedback in the form of postings available enables comprehension and operation learners, and field independent searchers, to change their apporach in qualitatively different ways. Other findings are reported and discussed

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Date

22. 5.2005 19:52:29

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Source

Library and information science research. 22(2000) no.4, S.371-382

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Abstract

Describes a simple technique that enables students to practice skills in formulating search strategies for electronic databases. Currently used in some library instruction classes at Slippery Roch University, this technique employs cooperative learning and critical thinking skills, requires relatively little time, and is effective with both undergraduates and graduates. In particular this technique claerly demonstrates that information retrieval is greatly affected by the manner in which the question is asked

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Abstract

We analyzed how effort in searching is associated with search output and task outcome. In a field study, we examined how students' search effort for an assigned learning task was associated with precision and relative recall, and how this was associated to the quality of learning outcome. The study subjects were 41 medical students writing essays for a class in medicine. Searching in Medline was part of their assignment. The data comprised students' search logs in Medline, their assessment of the usefulness of references retrieved, a questionnaire concerning the search process, and evaluation scores of the essays given by the teachers. Pearson correlation was calculated for answering the research questions. Finally, a path model for predicting task outcome was built. We found that effort in the search process degraded precision but improved task outcome. There were two major mechanisms reducing precision while enhancing task outcome. Effort in expanding Medical Subject Heading (MeSH) terms within search sessions and effort in assessing and exploring documents in the result list between the sessions degraded precision, but led to better task outcome. Thus, human effort compensated bad retrieval results on the way to good task outcome. Findings suggest that traditional effectiveness measures in information retrieval should be complemented with evaluation measures for search process and outcome.

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Source

Knowledge organization for a global learning society: Proceedings of the 9th International ISKO Conference, 4-7 July 2006, Vienna, Austria. Hrsg.: G. Budin, C. Swertz u. K. Mitgutsch

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Date

5. 8.2006 13:22:44

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Abstract

It is widely believed that many queries submitted to search engines are inherently ambiguous (e.g., java and apple). However, few studies have tried to classify queries based on ambiguity and to answer "what the proportion of ambiguous queries is". This paper deals with these issues. First, we clarify the definition of ambiguous queries by constructing the taxonomy of queries from being ambiguous to specific. Second, we ask human annotators to manually classify queries. From manually labeled results, we observe that query ambiguity is to some extent predictable. Third, we propose a supervised learning approach to automatically identify ambiguous queries. Experimental results show that we can correctly identify 87% of labeled queries with the approach. Finally, by using our approach, we estimate that about 16% of queries in a real search log are ambiguous.

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Abstract

The study reported in this paper is part of a programme of ongoing research based on the model of the Information Search Process (ISP) developed in a series of prior studies by Kuhlthau. This study sought to gain a better understanding of the variety of tasks that involve lawyers as a particular group of information workers, how they use information to accomplish their work, and the role mediators play in their process of information seeking and use. Findings revealed that these lawyers frequently were involved in complex tasks that required a constructive process of interpreting, learning and creating. To accomplish these complex tasks, they preferred printed texts over computer databases primarily because computer databases required well-specified requests and did not offer an option for examining a wide range of information at one time. These lawyers called for an active potential role for mediators in 'just for me' services. 'Just for me' services would encompass designing systems to provide a wider range of access more compatible with the process of construction, applying and developing principles of classification that would offer a more uniform system for organising and accessing files, and providing direction in filtering the overwhelming amount of information available on electronic resources.

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Abstract

This study is based an earlier research by the author that employed social judgment analysis (SJA; J. SteflMabry, 2001, 2003) to identify the information judgment preferences held by professional groups. This study explores the extent to which individuals, professional groups, and subgroups are self-aware of their judgment profiles. Three specialized groups of professionals-law enforcement, medicine, and education-were chosen to determine if preference profiles cluster around professions or around demographic and other background variables. As the proliferation of data continues to increase, the need to understand users' media preference and selection decisions is of tremendous value to every industry, governmental agency, and institution of learning. In 1966, H. Menzel first raised concern about the reliability of users' to self-assess, and scientists continue to explore the issue of competency in human judgment. To understand the reliability of users' self-assessment regarding media preferences, this study examines the extent to which individuals and groups are self-aware of the empirical judgment profiles they employ in evaluating information source scenarios. This investigation explores the congruence of three groups of professionals' self-reported media preferences as compared to their empirical judgment values, as defined by social judgment analysis.

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Abstract

This paper describes a new OPAC system called The Book House and discusses its relevance as a solution to current OPAC developments. The Book House is an interactive, multimedia, online public access catalogue system designed to support casual and/or novice end-users in information retrieval. It runs on a Macintosh and is available on CD-ROM and disks in English and Danish (it can be purchased from Risø for $100). It comprises an interface and module for classifying and indexing fact and fiction books in the database called Book House Write. It uses icons, text and animation in the display interface in order to enhance the utility of the system for the general public. Both words and pictures can be used for searching, which makes the system suitable for all age groups. It plays on users' previous experiencees with computer games to support learning by doing something in an enjoyable way. A prerequisite for the design of The Book House was a new approach to cognitive analysis of retrieval in libraries. Based on the success of this approach, it is claimed that OPAC systems will only be really useful and widespread (1) when their domain and task characteristics allow supplementary information to be added to existing descriptions of book content in online card catalogues in order to match end-users' intentions and needs, and (2) when the user interface and routes to the databases are configured as an integrated and uniform set of displays which match the search strategies of users, as well as their mental capabilities and limitations

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Abstract

Although many studies have identified search tactics, few studies have explored tactic transitions. This study investigated the transitions of search tactics during the Web-based search process. Bringing their own 60 search tasks, 31 participants, representing the general public with different demographic characteristics, participated in the study. Data collected from search logs and verbal protocols were analyzed by applying both qualitative and quantitative methods. The findings of this study show that participants exhibited some unique Web search tactics. They overwhelmingly employed accessing and evaluating tactics; they used fewer tactics related to modifying search statements, monitoring the search process, organizing search results, and learning system features. The contributing factors behind applying most and least frequently employed search tactics are in relation to users' efforts, trust in information retrieval (IR) systems, preference, experience, and knowledge as well as limitation of the system design. A matrix of search-tactic transitions was created to show the probabilities of transitions from one tactic to another. By applying fifth-order Markov chain, the results also presented the most common search strategies representing patterns of tactic transition occurring at the beginning, middle, and ending phases within one search session. The results of this study generated detailed and useful guidance for IR system design to support the most frequently applied tactics and transitions, to reduce unnecessary transitions, and support transitions at different phases.

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Abstract

Exploratory searches involve significant cognitively demanding aiming at learning and investigation. However, users gain little support from search engines for their cognitive and metacognitive activities (e.g., discovery, synthesis, planning, transformation, monitoring, and reflection) during exploratory searches. To better support the exploratory search process, we designed a new search assistance tool called OrgBox. OrgBox allows users to drag-and-drop information they find during searches into "boxes" and "items" that can be created, labeled, and rearranged on a canvas. We conducted a controlled, within-subjects user study with 24 participants to evaluate the OrgBox versus a baseline tool called the OrgDoc that supported rich-text features. Our findings show that participants perceived the OrgBox tool to provide more support for grouping and reorganizing information, tracking thought processes, planning and monitoring search and task processes, and gaining a visual overview of the collected information. The usability test reveals users' preferences for simplicity, familiarity, and flexibility of the design of OrgBox, along with technical problems such as delay of response and restrictions of use. Our results have implications for the design of search-assisting systems that encourage cognitive and metacognitive activities during exploratory search processes.