Ingrid Hsieh-Yee

Self-evaluative intrusive thoughts impede successful searching on the Internet

This study examined the association between self-evaluative intrusive thoughts and performance in an Internet search task. Participants performed an information search on the Internet, completed the Cognitive Interference Questionnaire [CIQ; Journal of Consulting & Clinical Psychology, 46 (1978), 102], and then responded to a self-assessment questionnaire on their search performance. Participants reported fewer self-evaluative than other task-related intrusive thoughts; however, higher levels of self-evaluative intrusions were predictive of poorer search performance. Participants who experienced more self-evaluative intrusive thoughts were also less satisfied with their search performance. Other task-related thoughts were unrelated to measures of search performance or participant satisfaction with their searches. These results are discussed in the context of information processing and self-regulatory models of cognitive interference and performance and provide one explanation for how concerns with self-evaluation can undermine performance in Internet search tasks.

Organizing Internet resources: teaching cataloging standards and beyond

Recognizing changes in the information environment and related changes in cataloging standards, Catholic University of America’s LIS program adopted a strategy to offer students three levels of knowledge in organizing Internet resources. In the basic cataloging course, the instructor raises student awareness of Internet resources cataloging and metadata through demonstrations and discussions. In the advanced cataloging course, students apply cataloging standards and Dublin Core to Internet resources and selected types of material, and consider issues related to the implementation of metadata standards. In the advanced Internet resources organization course, students obtain hands‐on practice in creating electronic pathfinders and using metadata schemes such as Dublin Core, text encoding initiative (TEI), and encoded archival description (EAD). The instructor’s objectives are to broaden students’ understanding of the types of resources that need to be organized, give students knowledge and skills for the organization of digital resources, and prepare them to redefine cataloging in the twenty‐first century.

The CORC experience: survey of founding libraries. Part I

This survey, conducted in late 1999, found that CORC founding libraries shared a strong interest in controlling Internet resources and finding ways to catalog such resources quickly. Many cataloged in MARC. Although only a small number of them experimented with Dublin Core, many of them wanted to explore its potential for organizing Internet resources. Other metadata schemes were also used by some libraries. Overall, the founding libraries considered their CORC experience positive, but had several concerns. Their experience suggests that more work is needed to make fast, automated cataloging a reality. Since the findings of this study reflect experience with CORC at the developmental stage, the researchers proposed that CORC usage be monitored to identify trends in organizing Internet resources. A survey of CORC subscribers could be conducted to understand usage patterns and guide CORC’s development and improvement.

Cataloging and Metadata Education: Asserting a Central Role in Information Organization

SUMMARY This paper describes challenges in organizing digital resources, the role of cataloging in such an effort, forces that threaten the future of cataloging, and responses from the field. It identifies ten issues for consideration when one designs a future cataloging education program. A model program providing four levels of expertise is presented to illustrate that future cataloging education will have a broader scope, incorporating metadata and various aspects of information organization. The program shows that LIS programs can meet different market demands to cover cataloging and metadata topics adequately to help students and ensure the central role of the profession in future information organization.

Retrieval effectiveness of table of contents and subject headings

The effectiveness of two modes of subject representation - table of contents (TOC) and subject headings - in subject searching in an online public access catalog (OPAC) system was investigated. The retrieval difference between TOC and the Library of Congress subject headings (LCSH) was statistically significant; the effect of subject domain was not statistically significant; users had better success matching their keywords to TOC than to LCSH; but their keywords often failed to retrieve items similar to the target items. These findings underscore the need to bridge user keywords to both TOC and LCSH.

Emerging Trends in Knowledge Organization and Information Organization Course Curriculum

In this panel we will discuss the importance of knowledge organization and information organization in library and information science curricula and the emerging trends both inside and outside of library and information science which will affect the curriculum in coming years.

The Metadata Education and Research Information Commons (MERIC): A collaborative teaching and research initiative

Article dicsussing the Metadata Education and Research Information Commons (MERIC), a collaborative teaching and research initiative.

User perceptions of a federated search system

To examine how users make sense of a federated search system we collected data from professional and novice searchers, using a survey instrument that contained simulated searches. A main task of participants was to provide a narrative and a drawing of their understanding of how MetaLib works. The poster presents the methodology and findings, identifies design issues related to federated search systems, and discusses strategies for increasing information literacy in federated search

Diversity and commonality of information science education in a pluralistic world

In a society that is increasingly diverse in culture, language, and technology, the field of information science education has continued to evolve and respond to the changing information environment. The iSchool movement has attracted a good number of library and information science programs, as well as programs in computer science, while many library and information science programs have revised their mission and curricula to meet the information needs of a pluralistic world without changing the name of their programs (they are often referred to as the LIS Schools). Although iSchools and LIS Schools may seem dichotomous, many of these schools share the history of library and information science education and may have more in common than their names imply. The proposed panel is designed to shed light on the diversity and commonality of information science education in the 21st century by examining the similarities and differences of these two types of schools (including their relationship to the tradition of library and information science education) and the extent to which these schools are meeting the needs of a pluralistic world. The panel will have two parts. Part One is a report on the curricula offered at ALA-accredited LIS schools and iSchools. In Part Two panelists will respond to the curriculum analysis report and address these topics: Their schools relationship to the tradition of library and information science education. Their experience in changing from an LIS School to an iSchool. Their rationale for remaining an LIS School and how they have changed their programs to meet the need of a pluralistic society. Their perspectives on how they are meeting market needs. Their experience in recruiting new students and placing graduates in libraries and non-library information environments.

ERIC User Services: Changes and Evaluation for the Future.

Abstract Presents findings on the state of ERIC user services and evaluation efforts performed so far. Recommends changes to strengthen ERIC’s competitive edge and identifies areas of user services critical to ERIC’s strategic goals. Offers an evaluation plan to produce benchmark data for future assessment and inform ERIC’s decision on its future direction.