東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A child-driven metadata schema: A ho...

Beak, Jihee.

FindBook

Google Book

Amazon

博客來

A child-driven metadata schema: A holistic analysis of children's cognitive processes during book selection.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A child-driven metadata schema: A holistic analysis of children's cognitive processes during book selection./
作者:	Beak, Jihee.
面頁冊數:	223 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
標題:	Information science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633328
ISBN:	9781321129939

A child-driven metadata schema: A holistic analysis of children's cognitive processes during book selection.
Beak, Jihee.

A child-driven metadata schema: A holistic analysis of children's cognitive processes during book selection. - 223 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2014.

This item must not be sold to any third party vendors.

The purpose of this study was to construct a child-driven metadata schema by understanding children's cognitive processes and behaviors during book selection. Existing knowledge organization systems including metadata schemas and previous literature in the metadata domain have shown that there is a no specialized metadata schema that describes children's resources that also is developed by children. It is clear that children require a new or alternative child-driven metadata schema. Child-driven metadata elements reflected the children's cognitive perceptions that could allow children to intuitively and easily find books in an online cataloging system. The literature of development of literacy skills claims that the positive experiences of selecting books empower children's motivation for developing literacy skills. Therefore, creating a child-driven metadata schema not only contributes to the improvement of knowledge organization systems reflecting children's information behavior and cognitive process, but also improves children's literacy and reading skills.

ISBN: 9781321129939Subjects--Topical Terms:

554358
Information science.

A child-driven metadata schema: A holistic analysis of children's cognitive processes during book selection.
LDR:03419nmm a2200301 4500 001 2062112
005 20151020081555.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321129939
035 $a (MiAaPQ)AAI3633328
035 $a AAI3633328
040 $a MiAaPQ $c MiAaPQ
100 1 $a Beak, Jihee. $3 3176465
245 1 2 $a A child-driven metadata schema: A holistic analysis of children's cognitive processes during book selection.
300 $a 223 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Advisers: Hope A. Olson; Richard P. Smiraglia.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to construct a child-driven metadata schema by understanding children's cognitive processes and behaviors during book selection. Existing knowledge organization systems including metadata schemas and previous literature in the metadata domain have shown that there is a no specialized metadata schema that describes children's resources that also is developed by children. It is clear that children require a new or alternative child-driven metadata schema. Child-driven metadata elements reflected the children's cognitive perceptions that could allow children to intuitively and easily find books in an online cataloging system. The literature of development of literacy skills claims that the positive experiences of selecting books empower children's motivation for developing literacy skills. Therefore, creating a child-driven metadata schema not only contributes to the improvement of knowledge organization systems reflecting children's information behavior and cognitive process, but also improves children's literacy and reading skills.
520 $a Broader research questions included what metadata elements do children like to use? What elements should a child-driven metadata schema include? In order to answer these research questions, a triangulated qualitative research design consisting of questionnaires, paired think-aloud, interview, and diaries were used with 22 child participants between the ages of 6 and 9. A holistic understanding of the children's cognitive processes during book selection as a foundation of a child-driven metadata schema displays an early stage of an ontological contour for a children's knowledge organization system. A child-driven metadata schema constructed in this study is apt to include different metadata elements from those metadata elements existing in current cataloging standards. A child-driven metadata schema includes five classes such as story/subject, character, illustration, physical characteristics, and understandability, and thirty three metadata elements such as character's names and images, book cover's color, shape, textured materials, engagement element, and tone. In addition, the analysis of the relationship between emergent emotional vocabularies and cognitive factors and facets illustrated the important role of emotion and attention in children's information processing and seeking behaviors.
590 $a School code: 0263.
650 4 $a Information science. $3 554358
650 4 $a Library science. $3 539284
690 $a 0723
690 $a 0399
710 2 $a The University of Wisconsin - Milwaukee. $b Information Studies. $3 3174955
773 0 $t Dissertation Abstracts International $g 76-01A(E).
790 $a 0263
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3633328