Search (5 results, page 1 of 1)

  • × author_ss:"Nahl, D."
  1. Nahl, D.: User-centered revolution: 1995-2008 (2009) 0.00 
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    Date
    27. 8.2011 14:32:22
  2. Nahl, D.: Information counseling inventory of affective and cognitive reactions while learning the Internet (1997) 0.00 
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  3. Nahl, D.: Learning the Internet and the structure of information behavior (1998) 0.00 
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  4. Nahl, D.: Ethnography of novices' first use of Web search engines : affective control in cognitive processing (1998) 0.00 
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    Abstract
    Reports results of a study, conducted at Hawaii University, Department of Information and Computer Science, to understand the novide searchers' experience in learning to use a WWW search engine. Without prior searching instruction, undergraduate novives wrote structured self reports during their first session on a Web search engine. Users choose their own topics and followed written instructions that prompted them to describe thoughts and feelings during specified stages of the search; pre search formulation; search statement formulation; search strategy; and evaluation of the results. The sentences in the self reports were numbered and then coded according to their affective or cognitive function. The affective sentences reveal how users set goals and limit the scope of the cognitive operations. Search acts appear to be governed by an affective filter that organizes incoming information and provides criteria for ranking cognitive relevance to search goal. Content analysis identifies reasons users have for rating self confidence, stress level, satisfaction, usefulness, and success with future searches
  5. Nahl, D.: Creating user-centered instructions for novice end-users (1999) 0.00 
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    Abstract
    In response to the proliferation of information retrieval systems in academic libraries since the early 1980s, librarians have created many written search aids designed to help users learn how to search database systems. Written instructional material continues to increase in quantity and in importance with the rise of remote users and the advent of asynchronous distance learning. Since many users will have only written instructions to consult, it is crucial to determine the effectiveness of these materials. How useful are these instructions? Do people consult them? Do they help users make progress in their searches? There is a small but useful body of research on the effectiveness of both print and online search aids. This research points to the need to test materials on user groups. The findings from studies of novices using written instructions identify specific guidelines for creating effective materials.

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