Search (10 results, page 1 of 1)

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Series

New directions in information management; no.11

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Source

Library resources and technical services. 32(1988), S.337-351

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Source

Library resources and technical services. 25(1985), S.34-51

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Source

Library resources and technical services. 33(1989), S.37-53

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Abstract

This paper examines the forty-year history of online use of classification systems. Enhancing subject access was the rationale for obtaining support to conduct research in classification online and for incorporating classification into online systems. Catalogers have been the beneficiaries of most of the advances in classification online and operational online systems are now able to assist them in class number assignment and shelflisting. To this day, the only way in which most end users experience classification online is through their online catalog's shelflist browsing capability. The author speculates on the reasons why classification online never caught on as an end user's tool in online systems. Both the information industry and the library and information science community missed the opportunity to lead the charge in the organization of Internet resources; however, OCLC, the publisher of the Dewey Decimal Classification, has made substantial improvements to the scheme that have increased its versatility for organizing Internet resources. Because mass digitization projects such as Google Print will solve the problem of subject access, the author makes recommendations for classification online to solve these vexing problems of end users: staging of access, retrieving the best material in response to user queries, and automatic approaches to finding additional relevant information for an ongoing search.

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Abstract

The impetus for this essay is the library community's uncertainty regarding the present and future direction of the library catalog in the era of Google and mass digitization projects. The uncertainty is evident at the highest levels. Deanna Marcum, Associate Librarian for Library Services at the Library of Congress (LC), is struck by undergraduate students who favor digital resources over the online library catalog because such resources are available at anytime and from anywhere (Marcum, 2006). She suggests that "the detailed attention that we have been paying to descriptive cataloging may no longer be justified ... retooled catalogers could give more time to authority control, subject analysis, [and] resource identification and evaluation" (Marcum, 2006, 8). In an abrupt about-face, LC terminated series added entries in cataloging records, one of the few subject-rich fields in such records (Cataloging Policy and Support Office, 2006). Mann (2006b) and Schniderman (2006) cite evidence of LC's prevailing viewpoint in favor of simplifying cataloging at the expense of subject cataloging. LC commissioned Karen Calhoun (2006) to prepare a report on "revitalizing" the online library catalog. Calhoun's directive is clear: divert resources from cataloging mass-produced formats (e.g., books) to cataloging the unique primary sources (e.g., archives, special collections, teaching objects, research by-products). She sums up her rationale for such a directive, "The existing local catalog's market position has eroded to the point where there is real concern for its ability to weather the competition for information seekers' attention" (p. 10). At the University of California Libraries (2005), a task force's recommendations parallel those in Calhoun report especially regarding the elimination of subject headings in favor of automatically generated metadata. Contemplating these events prompted me to revisit the glorious past of the online library catalog. For a decade and a half beginning in the early 1980s, the online library catalog was the jewel in the crown when people eagerly queued at its terminals to find information written by the world's experts. I despair how eagerly people now embrace Google because of the suspect provenance of the information Google retrieves. Long ago, we could have added more value to the online library catalog but the only thing we changed was the catalog's medium. Our failure to act back then cost the online catalog the crown. Now that the era of mass digitization has begun, we have a second chance at redesigning the online library catalog, getting it right, coaxing back old users, and attracting new ones. Let's revisit the past, reconsidering missed opportunities, reassessing their merits, combining them with new directions, making bold decisions and acting decisively on them.

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Source

Information processing and management. 17(1981) no.5, S.215-225

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Abstract

Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.

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Source

Information processing and management. 48(2012) no.6, S.1136-1150