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Corrall & Dove - Web scale discovery and information literacy: competing visions or mutual support?

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  • 1. Web Scale Discovery andInformation Literacy –Competing Visions orMutual Support?Sheila  Corrall,  University  of  Sheffield  iSchool   John  Dove,  Credo  Reference   LILAC  2012,  Glasgow  
  • 2. Presentation outline•  SeCng  the  scene   −  context,  products  and  features  of  web  scale  discovery  •  SoluHon  or  problem   −  impact  on  resource  use,  implicaHons  for  user  educaHon  •  Known  item  and  exploratory  searching   −  on  the  open  web  and  via  the  library  •  Reference  services  supporHng  discovery  •  Four  quesHons  for  reflecHon  and  debate  
  • 3. The context for web scale discoverySocial   Economic  •  24/7  online  networked  society   •  world  financial  crisis  •  self-­‐service  and  mutual  support   •  exchange-­‐rate  volaHlity  •  Google  generaHon   •  service  closures  and  job  losses  Technological   PoliHcal  •  digital  asset  management   •  public  expenditure  cuts  •  cloud  compuHng   •  doing  more  with  less  •  mobile  connecHvity  and  apps   •  demonstraHng  value  and  impact  
  • 4. Perceptions of libraries, 2010“When  comparing  libraries  to  search  engines,  overwhelmingly,  Americans  consider  search  engines  to  be  more  convenient,  faster,  more  reliable  and  easier-­‐to-­‐use.  Americans  consider  libraries  to  be  more  trustworthy  and  more  accurate.  While  Americans  ranked  libraries  ahead  of  search  engines  in  trustworthiness  and  accuracy,  this  disHncHon  evaporates  when  asked  about  the  informa(on  that  is  provided  by  search  engines  and  libraries.  Most  Americans  (69%)  believe  the  informaHon  they  find  using  search  engines  is  just  as  trustworthy  as  they  would  find  from  their  library.”   (OCLC,  2010,  p.  40)  
  • 5. Information LiteracyWhat  students  need  to  learn  •  Finding  research  tools  beyond  Google  and  Wikipedia  •  Understanding  the  purpose  of  the  library    •  NavigaHng  the  library    •  Assessing  quality  and  reliability  of  informaHon  •  Discerning  between  different  types  of  materials  •  ConducHng  effecHve  searches  •  Narrowing  topics  •  CiHng  sources  and  avoiding  plagiarism   Ethnographic  Research  in  Illinois  Academic  Libraries  (ERIAL)  project    
  • 6. Next generation discovery servicesCommercial   Open  source  •  AquaBrowser  Library     •  Blacklight  •  BiblioCommons   •  Fac-­‐Back-­‐OPAC  (Kochief)  •  Ebsco  Discovery  Services   •  LibraryFind  •  Encore  (InnovaHve  Interfaces)   •  Rapi  •  Primo  Central  (Ex  Libris)   •  Scriblio  (WPopac)  •  SirsiDynix  Enterprise   •  SOPAC  (Social  Opac)  •  Summon  (Serials  SoluHons)   •  VuFind  •  Visualizer  (VTLS)   (Breeding,  2010;    •  WorldCat  Local  (OCLC)   Yang  &  Wagner,  2010)  
  • 7. Desired features of discovery services•  Single  search/point  of  entry     •  Did  you  mean  .  .  .?   −  for  all  library  materials   −  spell-­‐checking  mechanism  •  State-­‐of-­‐the-­‐art  web  interface   •  RecommendaHons    •  Enriched  content   •  User  contribuHons   e.g.  book  cover  images,  user  input   e.g.  summaries,  reviews,      •  Faceted  navigaHon  of  results   raHng,  tagging,  folksonomies   e.g.  dates,  formats,  locaHon   •  RSS  feeds  •  Simple  keyword  search  box     •  IntegraHon  with  social   −  on  every  page   networking  sites  •  Relevancy  ranking   •  Persistent  links     e.g.  influenced  by  circulaHon  data   (Yang  &  Wagner,  2010)  
  • 8. Web scale discovery – the story so far•  Combining  next-­‐generaHon  catalogues  with  federated  search   −  integraHng  print  and  digital,  local  and  remote,  records  and  content  •  Providing  access  to  library  resources  within  user  workflows   −  search  from  library  homepage,  LibGuide,  uni  portal,  Blackboard,  etc  •  Allowing  libraries  to  create  mulHple  profiles  for  communiHes   −  subject  subsets  of  discovery  resources  to  avoid  overwhelming  users  •  Early  reports  of  dramaHc  impact  on  use  of  licensed  resources   −  students  able  to  find  things  easily,  but  not  able  to  interpret  results  •  ImplicaHons  for  informaHon  literacy  and  reference  support   −  from  database  searching  to  understanding  and  evaluaHng  informaHon   (Gross  &  Sheridan,  2011;  Howard  &  Wiebrands,  2011;  Luther  &  Kelly,  2011;   Kenney,  2011;  Way,  2010;  Wisniewski,  2010)  
  • 9. One-stop info-shopping: pros and cons✔  Convenient,  easier  and  faster   ✘  Dumbing  down  the   access  to  informaHon   informaHon  search  process  ✔  Integrated  into  user  workflow     ✘  Problems  with  material  ✔  Student  exposure  to  a  wider   from  news  databases   range  of  sources  and  material   ✘  Students  need  more  help  to  ✔  More  visibility  and  use  of   make  sense  of  search  results   library  scholarly  resources   ✘  Less  funcHonality  than  ✔  Beker  value  for  money  from   naHve  database  interfaces   investment  in  content   ✘  NeglecHng  development  of  ✔  Shils  focus  to  higher-­‐order   basic  informaHon  skills   informaHon  literacy  abiliHes   ✘  Poor  foundaHon  for  higher   degrees  and  future  careers  
  • 10. “InformaHon  literacy  is  knowing  when  and  why  you  need   informaHon,  where  to  find  it,  and  how  to  evaluate,  use  and   communicate  it  in  an  ethical  manner.”    (CILIP,  2004)  Seven Pillars of Information Literacy (SCONUL, 2011)
  • 11. Competing visions of the library?The  resource-­‐based  view   The  informa:on  literacy   of  the  library   view  of  the  library  •  The  library  is  essenHally  a   •  The  library  is  essenHally  a   bundle  of  informaHon  and   place  of  learning   other  resources   •  The  library  creates  value  by  •  The  library  creates  value   developing  the  ability  to   through  the  use  of  its   understand  and  use   disHncHve  resources   informaHon  in  context  •  Resource  uHlisaHon  is  the   •  InformaHon  competence  is   key  performance  measure   the  key  measure  of  success  (Barney,  1991;  Wernerfelt,  1984)  
  • 12. How?   Dimensions of Advanced  search  opHons   21C search Librarians,  faculty  and   grad  students  want     more  func:onality   Students  need  help   What?   Open   in  understanding     Approved     web   search  results   scholarly  content   Some  use   content   Most  people   Google  Scholar   Web  scale  discovery   start  a  search   (with  library  links)     steers  users  back     with  Google   to  the  library     Single  search  box  
  • 13. Scenarios for the webscale discovery world•  Library  promotes  discovery   •  Library  uses  teaching  sessions,   tool  as  starHng  point  for   teachable  moments  or   student  research   learning  resources  to  explain  •  Students  move  away  from   how  to  use  discovery  tools     Google  to  discovery  tool   −  make  sense  of  results     −  get  easier  faster  access   −  manage  searches  beker   to  reading  list  items   •  Library  provides  customised   −  find  more  appropriate   versions  of  discovery  tool  for   resources  for  papers   parHcular  user  groups   BUT  unable  to  select   −  exposing  them  to  subject-­‐ effecHvely  from  results   based  subsets  of  resources  
  • 14. Web-­‐scale  Discovery  –    What’s  Missing  from  this  Library  Answer  to  Google?     Session  Htle  here    
  • 15. Information   need  •  Familiar with keywords or •  Lack of subject orientation and relevant search terms familiarity with keywords•  Have specific information in mind •  Need guidance to start searching (article, book, journal, etc.)•  Know where to start (website, •  Need general information database, stacks)
  • 16. “For over three-fourths (84%) of the students surveyed, the most difficult step of the course- related research process was getting started.” OTHER 16% GETTING STARTED 84%Truth Be Told: How College Students Evaluate and Use Information in the Digital Age, Alison J. Head and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washingtons Information School, November 1, 2010 (72 pages, PDF, 602 KB).
  • 17. •  Provides background and vocabulary•  Starting point for most people •  Comprehensive and consistent•  OK for known item searches •  Easy to access and use•  Links to Wikipedia articles •  Provides potentially useful links•  Millions of results “Getting information off the Internet is like taking a drink •  Not always trustworthy from a fire hydrant.” •  Not customized for audience Mitchell Kapor •  Does not actively promote IL skills
  • 18.  
  • 19. •  Summary, overview and background information•  Vocabulary building•  Easily digestible•  Links to relevant library resources
  • 20. Four questions for reflection and debate1.  Are  web  scale  discovery  tools  a  good  starHng  point   for  subject  searches  or  for  exploring  new  topics?  2.  Will  such  tools  help  students  become  competent   informaHon  users  in  the  work  place  and  later  life?  3.  Do  we  need  to  change  our  informaHon  literacy   educaHon  to  fit  the  new  discovery  environment?  4.  Can  we  augment  our  discovery  services  to  support   and  deliver  our  informaHon  literacy  mission?   LILAC  2012,  Glasgow