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Information systems for children : = Explorations in information access and interface usability for an online catalog in an elementary school library.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Information systems for children :/
其他題名:	Explorations in information access and interface usability for an online catalog in an elementary school library.
作者:	Solomon, Paul.
面頁冊數:	1 online resource (354 pages)
附註:	Source: Dissertations Abstracts International, Volume: 53-04, Section: A.
Contained By:	Dissertations Abstracts International53-04A.
標題:	Library science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9133166click for full text (PQDT)
ISBN:	9798207745466

Information systems for children : = Explorations in information access and interface usability for an online catalog in an elementary school library.
Solomon, Paul.

Information systems for children :Explorations in information access and interface usability for an online catalog in an elementary school library. - 1 online resource (354 pages)

Source: Dissertations Abstracts International, Volume: 53-04, Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 1991.

Includes bibliographical references

This research explored the intentions, plans, opening moves, strategies, terminology, and successes and failures of children using an Online Public Access Catalog (OPAC) in a School Library. To identify user requirements in terms of real system demands, the research focused on two issues of significance in software development: information access and interface usability. Information access issues involved the contributions of such institutions as MARC records and Library of Congress Subject Headings (LCSH) and their impacts at the OPAC. Interface usability issues involved the contributions of users to the OPAC task: their cognitive resources including language and factual, conditional, and procedural knowledge pertaining to satisfaction of their information needs. The research employed qualitative methods of observation, document analysis, questioning and, in 12 cases, think-aloud protocols to investigate the OPAC task from initiation of an information need, through the retrieval task, to selection of items and their use. Some 902 transactions involving children in grades one through six were observed over the course of a school year. These observations provided a broad sample of data on many matters including information needs, children's actions to control the OPAC, and change over time. Analysis of expanded field notes of observations and transcripts of conversations, interviews, and think-aloud protocols was principally through the assignment of coding categories that described children's observed OPAC behavior. Use of coding categories permitted sorting and arrangement of refined and condensed categories in various summary tables. Frequencies of various moves, strategies, breakdowns, etc. were also tabulated to provide a sense of relative prominence of children's actions. Factors that contributed to OPAC success were the use of concrete search terms and a variety of planned and reactive strategies to overcome OPAC breakdowns. Overall, 66% of the OPAC transactions were successful. In the remaining 34% of the transactions, breakdowns resulted from skill (e.g., reading, spelling, and keyboarding), rule (e.g., syntax, query form, and focus), and knowledge (conditional, procedural, and declarative) difficulties. Other findings related to grade level and time differences along with influences from the school setting. Information system design considerations are suggested as appropriate.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798207745466Subjects--Topical Terms:

539284
Library science.
Index Terms--Genre/Form:

542853
Electronic books.

Information systems for children : = Explorations in information access and interface usability for an online catalog in an elementary school library.
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500 $a Source: Dissertations Abstracts International, Volume: 53-04, Section: A.
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502 $a Thesis (Ph.D.)--University of Maryland, College Park, 1991.
504 $a Includes bibliographical references
520 $a This research explored the intentions, plans, opening moves, strategies, terminology, and successes and failures of children using an Online Public Access Catalog (OPAC) in a School Library. To identify user requirements in terms of real system demands, the research focused on two issues of significance in software development: information access and interface usability. Information access issues involved the contributions of such institutions as MARC records and Library of Congress Subject Headings (LCSH) and their impacts at the OPAC. Interface usability issues involved the contributions of users to the OPAC task: their cognitive resources including language and factual, conditional, and procedural knowledge pertaining to satisfaction of their information needs. The research employed qualitative methods of observation, document analysis, questioning and, in 12 cases, think-aloud protocols to investigate the OPAC task from initiation of an information need, through the retrieval task, to selection of items and their use. Some 902 transactions involving children in grades one through six were observed over the course of a school year. These observations provided a broad sample of data on many matters including information needs, children's actions to control the OPAC, and change over time. Analysis of expanded field notes of observations and transcripts of conversations, interviews, and think-aloud protocols was principally through the assignment of coding categories that described children's observed OPAC behavior. Use of coding categories permitted sorting and arrangement of refined and condensed categories in various summary tables. Frequencies of various moves, strategies, breakdowns, etc. were also tabulated to provide a sense of relative prominence of children's actions. Factors that contributed to OPAC success were the use of concrete search terms and a variety of planned and reactive strategies to overcome OPAC breakdowns. Overall, 66% of the OPAC transactions were successful. In the remaining 34% of the transactions, breakdowns resulted from skill (e.g., reading, spelling, and keyboarding), rule (e.g., syntax, query form, and focus), and knowledge (conditional, procedural, and declarative) difficulties. Other findings related to grade level and time differences along with influences from the school setting. Information system design considerations are suggested as appropriate.
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538 $a Mode of access: World Wide Web
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9133166 $z click for full text (PQDT)