Search (14 results, page 1 of 1)

0.024858989 = product of:
  0.049717978 = sum of:
    0.010194084 = product of:
      0.040776335 = sum of:
        0.040776335 = weight(_text_:based in 2265) [ClassicSimilarity], result of:
          0.040776335 = score(doc=2265,freq=6.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.28829288 = fieldWeight in 2265, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2265)
      0.25 = coord(1/4)
    0.039523892 = product of:
      0.079047784 = sum of:
        0.079047784 = weight(_text_:assessment in 2265) [ClassicSimilarity], result of:
          0.079047784 = score(doc=2265,freq=2.0), product of:
            0.25917634 = queryWeight, product of:
              5.52102 = idf(docFreq=480, maxDocs=44218)
              0.04694356 = queryNorm
            0.30499613 = fieldWeight in 2265, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              5.52102 = idf(docFreq=480, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2265)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

This article reports on a field study of the information behavior of Grade 8 students researching an inquiry-based class history project. Kuhlthau's 7-stage Information Search Process (ISP) model forms the conceptual framework for the study. The aim of the study was to define an end game for the ISP model by answering the following question: How do the student participants' feelings, thoughts, and information behavior lead to the construction of new knowledge? Study findings tentatively indicate that knowledge construction results from an iterative process between the student and information, which can be divided into 3 phases. In the first phase, the students formulate questions from their previous knowledge to start knowledge construction; in the second phase, newly found topic information causes students to ask questions; and in the third phase, the students answer the questions asked by this newly found topic information. Based on these results and Kuhlthau's own ISP stage 7 assessment definition of the ISP model end game, we propose a model of knowledge construction inserted as an extra row in the ISP model framework.

0.014534365 = product of:
  0.02906873 = sum of:
    0.009988121 = product of:
      0.039952483 = sum of:
        0.039952483 = weight(_text_:based in 197) [ClassicSimilarity], result of:
          0.039952483 = score(doc=197,freq=4.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.28246817 = fieldWeight in 197, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.046875 = fieldNorm(doc=197)
      0.25 = coord(1/4)
    0.019080611 = product of:
      0.038161222 = sum of:
        0.038161222 = weight(_text_:22 in 197) [ClassicSimilarity], result of:
          0.038161222 = score(doc=197,freq=2.0), product of:
            0.16438834 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.04694356 = queryNorm
            0.23214069 = fieldWeight in 197, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.046875 = fieldNorm(doc=197)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

Four focus groups were held with young Web users (10 to 13 years of age) to explore design criteria for Web portals. The focus group participants commented upon four existing portals designed with young users in mind: Ask Jeeves for Kids, KidsClick, Lycos Zone, and Yahooligans! This article reports their first impressions on using these portals, their likes and dislikes, and their suggestions for improvements. Design criteria for children's Web portals are elaborated based upon these comments under four headings: portal goals, visual design, information architecture, and personalization. An ideal portal should cater for both educational and entertainment needs, use attractive screen designs based especially on effective use of color, graphics, and animation, provide both keyword search facilities and browsable subject categories, and allow individual user personalization in areas such as color and graphics

Date

2. 6.2005 10:34:22

0.0029427784 = product of:
  0.011771114 = sum of:
    0.011771114 = product of:
      0.047084454 = sum of:
        0.047084454 = weight(_text_:based in 4814) [ClassicSimilarity], result of:
          0.047084454 = score(doc=4814,freq=8.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.33289194 = fieldWeight in 4814, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4814)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

The authors present a study of the real-life information needs of 59 McGill University undergraduates researching essay topics for either a history or psychology course, interviewed just after they had selected their essay topic. The interview's purpose was to transform the undergraduate's query from general topic terms, based an vague conceptions of their essay topic, to an information need-based query. To chart the transformation, the authors investigate N. J. Belkin, R. N. Oddy, and H. M. Brooks' Anomalous States of Knowledge (ASK) hypothesis (1982a, 1982b), which links the user's ASK to a relevant document set via a common code based an structural facets. In the present study an interoperable structural code based an eight essay styles is created, then notions of structural facets compatible with a highimpact essay structure are presented. The important findings of the study are: (a) the undergraduates' topic statements and terms derived from it do not constitute an effective information need statement because for most of the subjects in the study the topic terms conformed to a low-impact essay style; (b) essay style is an effective interoperable structural code for charting the evolution of the undergraduate's knowledge state from ASK to partial resolution of the ASK in an information need statement.

0.0029132022 = product of:
  0.011652809 = sum of:
    0.011652809 = product of:
      0.046611235 = sum of:
        0.046611235 = weight(_text_:based in 7685) [ClassicSimilarity], result of:
          0.046611235 = score(doc=7685,freq=4.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.3295462 = fieldWeight in 7685, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0546875 = fieldNorm(doc=7685)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

PACE (Public Access Catalogue Extension) is an alternative user interface designed to enhace OPACs. PACE simulates images of books and library shelves to help users browse through the catalogue. Reports results of a study in which PACE was tested in a college library (Vanier College), in a real operational environment, against a second generation test based OPAC: Best-Seller. Results show that a simple browsable retrieval interface performed as well as a second generation OPAC in terms of retrieval speed and search success. The overwhelming majority of students, however, preferred the browsing capability of PACE through the familiar metaphor of books and library shelves to a text based OPAC

0.002548521 = product of:
  0.010194084 = sum of:
    0.010194084 = product of:
      0.040776335 = sum of:
        0.040776335 = weight(_text_:based in 460) [ClassicSimilarity], result of:
          0.040776335 = score(doc=460,freq=6.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.28829288 = fieldWeight in 460, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0390625 = fieldNorm(doc=460)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

When domain novices are in C.C. Kuhlthau's (1993) Stage 3, the exploration stage of researching an assignment, they often do not know their information need; this causes them to go back to Stage 2, the topic-selection stage, when they are selecting keywords to formulate their query to an Information Retrieval (IR) system. Our hypothesis is that instead of going backward, they should be going forward toward a goal state-the performance of the task for which they are seeking the information. If they can somehow construct their goal state into a query, this forward-looking query better operationalizes their information need than does a topic-based query. For domain novice undergraduates seeking information for a course essay, we define their task as selecting a high-impact essay structure which will put the students' learning on display for the course instructor who will evaluate the essay. We report a study of first-year history undergraduate students which tested the use and effectiveness of "essay type" as a task-focused query-formulation device. We randomly assigned 78 history undergraduates to an intervention group and a control group. The dependent variable was essay quality, based on (a) an evaluation of the student's essay by a research team member, and (b) the marks given to the student's essay by the course instructor. We found that conscious or formal consideration of essay type is inconclusive as a basis of a task-focused query-formulation device for IR.

0.0020808585 = product of:
  0.008323434 = sum of:
    0.008323434 = product of:
      0.033293735 = sum of:
        0.033293735 = weight(_text_:based in 1078) [ClassicSimilarity], result of:
          0.033293735 = score(doc=1078,freq=4.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.23539014 = fieldWeight in 1078, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1078)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

In this article and two other articles which conceptualize a future stage of the research program (Leide, Cole, Large, & Beheshti, submitted for publication; Cole, Leide, Large, Beheshti, & Brooks, in preparation), we map-out a domain novice user's encounter with an IR system from beginning to end so that appropriate classification-based visualization schemes can be inserted into the encounter process. This article describes the visualization of a navigation classification scheme only. The navigation classification scheme uses the metaphor of a ship and ship's navigator traveling through charted (but unknown to the user) waters, guided by a series of lighthouses. The lighthouses contain mediation interfaces linking the user to the information store through agents created for each. The user's agent is the cognitive model the user has of the information space, which the system encourages to evolve via interaction with the system's agent. The system's agent is an evolving classification scheme created by professional indexers to represent the structure of the information store. We propose a more systematic, multidimensional approach to creating evolving classification/indexing schemes, based on where the user is and what she is trying to do at that moment during the search session.

0.0020808585 = product of:
  0.008323434 = sum of:
    0.008323434 = product of:
      0.033293735 = sum of:
        0.033293735 = weight(_text_:based in 1819) [ClassicSimilarity], result of:
          0.033293735 = score(doc=1819,freq=4.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.23539014 = fieldWeight in 1819, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0390625 = fieldNorm(doc=1819)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

The article reports a field study investigating the temporality of the information behavior of 44 grade 8 students from initiation to completion of their school inquiry-based history project. The conceptual framework for the study is Kuhlthau's 6-stage information-search process (ISP) model. The objective of the study is to test and extend ISP model concepts. As per other ISP model studies, our study measured the evolution of the feelings, thoughts, and actions of the study participants over the 3-month period of their class project. The unique feature of this study is the unlimited access the researchers had to a real-life history class, resulting in 12 separate measuring periods. We report 2 important findings of the study. First, through factor analysis, we determined 5 factors that define the temporality of completing an inquiry-based project for these grade 8 students. The second main finding is the importance of the students' consultations with their classmates, siblings, parents, and teachers in the construction of the knowledge necessary to complete their project.

0.002059945 = product of:
  0.00823978 = sum of:
    0.00823978 = product of:
      0.03295912 = sum of:
        0.03295912 = weight(_text_:based in 2781) [ClassicSimilarity], result of:
          0.03295912 = score(doc=2781,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.23302436 = fieldWeight in 2781, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2781)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

Browsing is an important aspect of the information-seeking activities of library users and is primarily visual. Second-generation OPACs lack the necessary visual characteristics for browsing. These characteristics may be best implemented through simulation of images of books and library shelves on the computer monitors. To mimic users' mental models of the real world may be costly, however, unless new interfaces can tap into existing sources of information. A possible solution may be found in using the information embedded in the MARC record pertaining to the physical description of a book. Public Access Catalog Extension (PACE) is designed as an alternative interface based on mental images of users and MARC records

0.002059945 = product of:
  0.00823978 = sum of:
    0.00823978 = product of:
      0.03295912 = sum of:
        0.03295912 = weight(_text_:based in 5612) [ClassicSimilarity], result of:
          0.03295912 = score(doc=5612,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.23302436 = fieldWeight in 5612, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0546875 = fieldNorm(doc=5612)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

Advances in computer and communication technology technology have had an important impact on OPACs. The client server architecture model, the Internet, protocols, and standards such as Z39.50 have resulted in newly designed interfaces which reduce syntactic and semantic knowledge required to conduct effective online searches. Experimental OPACs have been developed in an attempt to assist users in conceptual transformation of their information needs into searchable queries. These experiments are based primarily on determining users' behaviour at the OPAC terminal, which needs much further study. Other non traditional models for storing and retrieving information should be considered to create an intuitive OPAC

0.0017656671 = product of:
  0.0070626684 = sum of:
    0.0070626684 = product of:
      0.028250674 = sum of:
        0.028250674 = weight(_text_:based in 2582) [ClassicSimilarity], result of:
          0.028250674 = score(doc=2582,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.19973516 = fieldWeight in 2582, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.046875 = fieldNorm(doc=2582)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

This paper reports the results of an empirical study into gender differences in collaborative Web searching, conducted in a grade-six classroom of a Canadian elementary school. Searches undertaken by 16 same-sex groups of two or three students (six of boys, ten of girls) for information to support a class assignment were captured on videotape. The multiple search sessions took place over several weeks. An analysis of the search sessions reveals that the groups of boys formulated queries comprising fewer keywords than the groups of girls, the boys spent less time on individual pages than the girls, the boys clicked more hypertext links per minute than the girls, and in general were more active while online. The study overall demonstrates academic, affective and behavior differences between grade-six boys and girls working in same-sex groups on a Web-based class project.

0.0017656671 = product of:
  0.0070626684 = sum of:
    0.0070626684 = product of:
      0.028250674 = sum of:
        0.028250674 = weight(_text_:based in 5247) [ClassicSimilarity], result of:
          0.028250674 = score(doc=5247,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.19973516 = fieldWeight in 5247, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.046875 = fieldNorm(doc=5247)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

This article describes and discusses the detailed procedures followed by two intergenerational teams comprising the researchers and a group of eight grade-six elementary students (ages 11 to 12 years) and a group of six third-grade elementary students (ages 8 to 9 years), respectively, in designing two prototype Web portals intended for use by elementary school students. These procedures were based on three design theories: Contextual Inquiry, Participatory Design, and Cooperative Inquiry. The article also presents and describes the two resulting Web portal prototypes and discusses the design criteria employed by the teams. Conclusions are elaborated on the basis of this research experience regarding how such a design process should be conducted in the context of an intergenerational team, and what characteristics young users expect to find in Web portals that they will use to support their informational needs in terms of elementary school projects and assignments.

0.0017656671 = product of:
  0.0070626684 = sum of:
    0.0070626684 = product of:
      0.028250674 = sum of:
        0.028250674 = weight(_text_:based in 5547) [ClassicSimilarity], result of:
          0.028250674 = score(doc=5547,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.19973516 = fieldWeight in 5547, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.046875 = fieldNorm(doc=5547)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

Children seek information in order to complete school projects on a wide variety of topics, as well as to support their various leisure activities. Such information can be found in print documents, but increasingly young people are turning to the Web to meet their information needs. In order to exploit this resource, however, children must be able to search or browse digital information through the intermediation of an interface. In particular, they must use Web-based portals that in most cases have been designed for adult users. Guidelines for interface design are not hard to find, but typically they also postulate adult rather than juvenile users. The authors discuss their own research work that has focused upon what young people themselves have to say about the design of portal interfaces. They conclude that specific interface design guidelines are required for young users rather than simply relying upon general design guidelines, and that in order to formulate such guidelines it is necessary to actively include the young people themselves in this process.

0.0014713892 = product of:
  0.005885557 = sum of:
    0.005885557 = product of:
      0.023542227 = sum of:
        0.023542227 = weight(_text_:based in 6545) [ClassicSimilarity], result of:
          0.023542227 = score(doc=6545,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.16644597 = fieldWeight in 6545, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.0390625 = fieldNorm(doc=6545)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

Reports on research into the information-seeking habits of primary schoolchildren conducted under operational conditions. Three workstations with Internet access were installed in a grade-six classroom in suburban Montreal. After a short introductory training session for the entire group followed by short individual sessions for each student, 53 students, working in small groups, used these workstations over a six-week period to seek information on the Web of relevance to a class project assigned by their teacher. The project dealt with the Winter Olympic Games (recently completed at that time). The student objective was to locate relevant information for a poster and an oral presentation on one of the sports represented at the Games. All screen activity was directly captured on videotape and group conversations at the workstation were audiotaped. Demographic and computer literacy information was gathered in a questionnaire. This paper presents a map of the information-seeking landscape based upon an analysis of the descriptive statistics gathered from the Web searches. It reveals that the novice users favored browsing over analytic search strategies, although they did show some sophistication in the construction of the latter. Online help was ignored. The children demonstrated a very high level of interactivity with the interface at the expense of thinking, planning and evaluating. This is a preliminary analysis of data which will subsequently be expanded by the inclusion of qualitative data

0.0011771114 = product of:
  0.0047084456 = sum of:
    0.0047084456 = product of:
      0.018833783 = sum of:
        0.018833783 = weight(_text_:based in 625) [ClassicSimilarity], result of:
          0.018833783 = score(doc=625,freq=2.0), product of:
            0.14144066 = queryWeight, product of:
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.04694356 = queryNorm
            0.13315678 = fieldWeight in 625, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.0129938 = idf(docFreq=5906, maxDocs=44218)
              0.03125 = fieldNorm(doc=625)
      0.25 = coord(1/4)
  0.25 = coord(1/4)

Abstract

The article reports a field study which examined the mental models of 80 undergraduates seeking information for either a history or psychology course essay when they were in an early, exploration stage of researching their essay. This group is presently at a disadvantage when using thesaurus-type schemes in indexes and online search engines because there is a disconnect between how domain novice users of IR systems represent a topic space and how this space is represented in the standard IR system thesaurus. The study attempted to (a) ascertain the coding language used by the 80 undergraduates in the study to mentally represent their topic and then (b) align the mental models with the hierarchical structure found in many thesauri. The intervention focused the undergraduates' thinking about their topic from a topic statement to a thesis statement. The undergraduates were asked to produce three mental model diagrams for their real-life course essay at the beginning, middle, and end of the interview, for a total of 240 mental model diagrams, from which we created a 12-category mental model classification scheme. Findings indicate that at the end of the intervention, (a) the percentage of vertical mental models increased from 24 to 35% of all mental models; but that (b) 3rd-year students had fewer vertical mental models than did 1st-year undergraduates in the study, which is counterintuitive. The results indicate that there is justification for pursuing our research based on the hypothesis that rotating a domain novice's mental model into a vertical position would make it easier for him or her to cognitively connect with the thesaurus's hierarchical representation of the topic area.