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  • × author_ss:"Large, A."
  1. Large, A.; Beheshti, J.; Rahman, T.: Design criteria for children's Web portals : the users speak out (2002) 0.00 
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    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
    Source
    Journal of the American Society for Information Science and technology. 53(2002) no.2, S.79-94
  2. Cole, C.; Behesthi, J.; Large, A.; Lamoureux, I.; Abuhimed, D.; AlGhamdi, M.: Seeking information for a middle school history project : the concept of implicit knowledge in the students' transition from Kuhlthau's Stage 3 to Stage 4 (2013) 0.00 
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    Abstract
    The article reports the findings of a content analysis study of 16 student-group proposals for a grade eight history project. The students listed their topic and thesis in the proposal, and information in support of their thesis. The study's focus is this topic-to-thesis transition. The study's conceptual framework is Kuhlthau's six stage ISP Model's transition from exploring information in Stage 3 to formulating a focus or personal perspective on the assignment topic in Stage 4. Our study coding scheme identifies elements of the students' implicit knowledge in the 16 proposals. To validate implicit knowledge as a predictor of successful student performance, implicit knowledge was coded, scored, and then the correlation coefficient was established between the score and the students' instructors' marks. In Part 2 of the study we found strong and significant association between the McGill coding scores and the instructors' marks for the 16 proposals. This study is a first step in identifying, operationalizing, and testing user-centered implicit knowledge elements for future implementation in interactive information systems designed for middle school students researching a thesis-objective history assignment.
    Date
    22. 3.2013 19:41:17
    Source
    Journal of the American Society for Information Science and Technology. 64(2013) no.3, S.558-573
  3. Large, A.; Beheshti, J.; Cole, C.: Information architecture for the Web : the IA matrix approach to designing children's portals (2002) 0.00 
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    Abstract
    The article presents a matrix that can serve as a tool for designing the information architecture of a Web portal in a logical and systematic manner. The information architect begins by inputting the portal's objective, target user, and target content. The matrix then determines the most appropriate information architecture attributes for the portal by filling in the Applied Information Architecture portion of the matrix. The article discusses how the matrix works using the example of a children's Web portal to provide access to museum information.
    Footnote
    Teil eines Themenschwerpunktes Information architecture
    Source
    Journal of the American Society for Information Science and technology. 53(2002) no.10, S.831.838
  4. Large, A.: Children, teenagers, and the Web (2004) 0.00 
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    Source
    Annual review of information science and technology. 39(2005), S.347-394
  5. Large, A.; Beheshti, J.; Moukdad, H.: Information seeking on the Web : navigational skills of grade-six primary school students (1999) 0.00 
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    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
    Imprint
    Medford, NJ : Information Today
    Series
    Proceedings of the American Society for Information Science; vol.36
    Source
    Knowledge: creation, organization and use. Proceedings of the 62nd Annual Meeting of the American Society for Information Science, 31.10.-4.11.1999. Ed.: L. Woods
  6. Large, A.: Design aspects of menu-driven search software for CD-ROMs (1990) 0.00 
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    Imprint
    Medford, NJ : Learned Information
  7. Large, A.: Multimedia and the acquisition of information (1992) 0.00 
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    Imprint
    Oxford : Learned Information Ltd.
    Source
    Online information 92. Proc. of the 16th Int. Online Information Meeting, London, 8-10.12.1992. Ed. by David I. Raitt
    Theme
    Information
  8. Leide, J.E.; Cole, C.; Beheshti, J.; Large, A.; Lin, Y.: Task-based information retrieval : structuring undergraduate history essays for better course evaluation using essay-type visualizations (2007) 0.00 
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    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.
    Source
    Journal of the American Society for Information Science and Technology. 58(2007) no.9, S.1227-1241
  9. Beheshti, J.; Bowler, L.; Large, A.; Nesset, V.: Towards an alternative information retrieval system for children (2005) 0.00 
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    Abstract
    A recent survey of more than 1700 households indicates that the main reason many parents purchase computers and connect their children to the Internet at home is for education (Safe and Smart). In addition the survey shows that children also use the Internet for educational activities that go beyond required school work. In fact, the fastest growing group of Internet users are children between the ages of eight and twelve (Vise, 2003), who are increasingly using the Web to access educational as well as entertainment materials. Children, however, rely on conventional information retrieval (IR) systems and search engines intended for general adult use, such as MSN or Google, and to a much lesser extent, Web portals such as Yahooligans! and LycosZone specifically intended for young users (Large et al., 2004; Large, Beheshti, and Rahman, 2002a). But research has shown that children's information needs (Walter, 1994), research approaches (Kuhlthau, 1991), and cognitive abilities and higher order thinking skills (Neuman, 1995; Siegler, 1998; Vandergrift, 1989) differ from those of adults. The results of earlier studies on children's use of online catalogues designed for adults indicate that young users are often faced with difficulties locating specific information related to their information needs (Hirsh, 1997). A growing body of research points to the problems children typically encounter when seeking information on the Web. Kafai and Bates (1997) conducted one of the first studies with young children on their use of Web sites, and concluded that they were able to navigate through the links and scroll. Only the older children, however, could use search engines effectively. Hirsh (1999) investigated the searching behavior of ten fifth graders and concluded that they encountered difficulties in formulating effective search queries and did not use advanced features. Schacter, Chung, and Dorr (1998) conducted a study on Internet searching by fifth and sixth graders and concluded that they did not plan their searches, used ill-defined queries, and preferred browsing. Large, Beheshti, and Moukdad (1999), investigating the information seeking behavior of 53 sixth graders, similarly found that children preferred browsing to searching. Bowler, Large, and Rejskind (2001), focusing on a few case studies of grade six students concluded that search engines designed for adults are unsuitable for children. Wallace et al. (2000), studying sixth graders, discovered that experience in using search engines does not improve children's search strategies and in general information seeking is an unfamiliar activity for children.
    Series
    The information retrieval series, vol. 19
    Source
    New directions in cognitive information retrieval. Eds.: A. Spink, C. Cole
  10. Cole, C.; Leide, J.; Beheshti, J.; Large, A.; Brooks, M.: Investigating the Anomalous States of Knowledge hypothesis in a real-life problem situation : a study of history and psychology undergraduates seeking information for a course essay (2005) 0.00 
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    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.
    Source
    Journal of the American Society for Information Science and Technology. 56(2005) no.14, S.1544-1554
  11. Large, A.; Beheshti, J.; Tabatabaei, N.; Nesset, V.: Developing a visual taxonomy : children's views on aesthetics (2009) 0.00 
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    Abstract
    This article explores the aesthetic design criteria that should be incorporated into the information visualization of a taxonomy intended for use by children. Seven elementary-school students were each asked to represent their ideas in drawings for visualizing a taxonomy. Their drawings were analyzed according to six criteria - balance, equilibrium, symmetry, unity, rhythm, and economy - identified as aesthetic measures in previous research. The drawings revealed the presence of all six measures, and three - unity, equilibrium, and rhythm - were found to play an especially important role. It is therefore concluded that an aesthetic design for an information visualization for young users should incorporate all six measures.
    Source
    Journal of the American Society for Information Science and Technology. 60(2009) no.9, S.1808-1822
  12. Moukdad, H.; Large, A.: Information retrieval from full-text arabic databases : can search engines designed for English do the job? (2001) 0.00 
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  13. Large, A.; Beheshti, J.; Breuleux, A.: Multimedia and comprehension : a cognitive study (1994) 0.00 
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    Abstract
    Tests were carried out on 120 grade 6 students to compare Compton's Multimedia Encyclopedia on CD-ROM and its printe equivalent in terms of students' ability to recall information and to draw inferences from it. Between-subject varaibles were 3 presentation conditions (printed text with illustrations, text-on-screen, and multimedia-text, still images, and animation) and a retrieval condition (topic retrieved before viewing / topic presented without retrieval). Within-subject variables were text complexity (complex or simple), text type (descriptive or procedural), and measure (propositions recalled versus propositions inferred). Presentation conditions produced no significant main effect although text-on-screen resulted in somewhat higher recall and multimedia resulted in somewhat higher inference scores. Multimedia had the greatest effect in the case of simple topics, and especially the simple procedural topic
    Source
    Journal of the American Society for Information Science. 45(1994) no.7, S.515-528
    Theme
    Information
  14. Large, A.; Tedd, L.A.; Hartley, R.J.: Information seeking in the online age : principles and practice (1999) 0.00 
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  15. Yi, K.; Beheshti, J.; Cole, C.; Leide, J.E.; Large, A.: User search behavior of domain-specific information retrieval systems : an analysis of the query logs from PsycINFO and ABC-Clio's Historical Abstracts/America: History and Life (2006) 0.00 
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    Abstract
    The authors report the findings of a study that analyzes and compares the query logs of PsycINFO for psychology and the two history databases of ABC-Clio: Historical Abstracts and America: History and Life to establish the sociological nature of information need, searching, and seeking in history versus psychology. Two problems are addressed: (a) What level of query log analysis - by individual query terms, by co-occurrence of word pairs, or by multiword terms (MWTs) - best serves as data for categorizing the queries to these two subject-bound databases; and (b) how can the differences in the nature of the queries to history versus psychology databases aid in our understanding of user search behavior and the information needs of their respective users. The authors conclude that MWTs provide the most effective snapshot of user searching behavior for query categorization. The MWTs to ABC-Clio indicate specific instances of historical events, people, and regions, whereas the MWTs to PsycINFO indicate concepts roughly equivalent to descriptors used by PsycINFO's own classification scheme. The average length of queries is 3.16 terms for PsycINFO and 3.42 for ABC-Clio, which breaks from findings for other reference and scholarly search engine studies, bringing query length closer in line to findings for general Web search engines like Excite.
    Source
    Journal of the American Society for Information Science and Technology. 57(2006) no.9, S.1208-1220
  16. Leide, J.E.; Large, A.; Beheshti, J.; Brooks, M.; Cole, C.: Visualization schemes for domain novices exploring a topic space : the navigation classification scheme (2003) 0.00 
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    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.
    Source
    Information processing and management. 39(2003) no.6, S.923-940
  17. Large, A.; Beheshti, J.; Breuleux, A.: ¬A comparison of information retrieval from print and CD-ROM versions of an encyclopedia by elementary school students (1994) 0.00 
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    Source
    Information processing and management. 30(1994) no.4, S.499-513
  18. Large, A.: Effect of animation in enhancing descriptive and procedural texts in a multimedia learning environment (1996) 0.00 
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    Source
    Journal of the American Society for Information Science. 47(1996) no.6, S.437-448
    Theme
    Information
  19. Large, A.: Hypertext instructional programs and learner control : a research review (1996) 0.00 
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    Abstract
    Hypertext provides a flexible environment in which to explore information. This makes it suitable for use with instructional software where students can exchange a linear progression for a more individualised exploration of the material. When designing instructional hypertext prgrammes, decisions must be taken on the degree of learner control rather than programme control. Learner control gives to the individual learner a control over the learning strategy; programme control imposes upon the learner, to some degree at least, that strategy. Discusses the arguments for and against learner control of hypertext environments in an instructional context and reviews the research evidence on learner control
    Source
    Education for information. 14(1996) no.2, S.95-106
  20. Cole, C.; Beheshti, J.; Leide, J. E.; Large, A.: Interactive information retrieval : bringing the user to a selection state (2005) 0.00 
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    Abstract
    There have been various approaches to conceptualizing interactive information retrieval (IR), which can be generally divided into system and user approaches (Hearst, 1999; cf. also Spink, 1997). Both system and user approaches define user-system interaction in terms of the system and the user reacting to the actions or behaviors of the other: the system reacts to the user's input; the user to the output of the system (Spink, 1997). In system approach models of the interaction, e.g., Moran (1981), "[T]he user initiates an action or operation and the system responds in some way which in turn leads the user to initiate another action and so on" (Beaulieu, 2000, p. 433). In its purest form, the system approach models the user as a reactive part of the interaction, with the system taking the lead (Bates, 1990). User approaches, on the other hand, in their purest form wish to insert a model of the user in all its socio-cognitive dimensions, to the extent that system designers consider such approaches impractical (Vakkari and Jarvelin, 2005, Chap. 7, this volume). The cognitive approach to IR interaction attempts to overcome this divide (Ruthven, 2005, Chap. 4, this volume; Vakkari and Jarvelin, 2005 Chap. 7, this volume) by representing the cognitive elements of both system designers and the user in the interaction model (Larsen and Ingwersen, 2005 Chap. 3, this volume). There are cognitive approach researchers meeting in a central ground from both the system and user side. On the system side, are computer scientists employing cognitive research to design more effective IR systems from the point of view of the user's task (Nathan, 1990; Fischer, Henninger, and Redmiles, 1991; O'Day and Jeffries, 1993; Russell et al., 1993; Kitajima and Polson, 1996; Terwilliger and Polson, 1997). On the user side are cognitive approach researchers applying methods, concepts and models from psychology to design systems that are more in tune with how users acquire information (e.g., Belkin, 1980; Ford (2005, Chap. 5, this volume); Ingwersen (Larsen and Ingwersen, 2005, Chap. 3, this volume); Saracevic, 1996; Vakkari (Vakkari and Jarvelin, 2005, Chap. 7, this volume)).
    Series
    The information retrieval series, vol. 19
    Source
    New directions in cognitive information retrieval. Eds.: A. Spink, C. Cole

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