Makiko Miwa

サーチエンジン検索結果ページにおける視線情報の分析( 第17回(2009年度)年次大会(研究報告会&総会))

*1 物質・材料研究機構科学情報室 National Institute for Materials Science E-mail: TAKAKU.Masao@nims.go.jp 2 国立教育政策研究所教育研究情報センター National Institute for Educational Policy Research E-mail: yuka@nier.go.jp 3 東京電機大学情報環境学部情報環境学科 Tokyo Denki University E-mail: terai@sie.dendai.ac.jp 4 愛知教育大学教育学部 Aichi University of Education E-mail: hsaito@auecc.aichi-edu.ac.jp 5 放送大学 ICT活用・遠隔教育センター The Open University of Japan E-mail: miwamaki@code.u-air.ac.jp 6 国立情報学研究所情報社会相関研究系 /総合研究大学院大学 National Institute of Informatics / Graduate University for Advanced Studies E-mail: kando@nii.ac.jp

Connecting Qualitative and Quantitative Analysis of Web Search Process: Analysis Using Search Units

Our final goal is to understand exploratory searches as four levels of search processes: search task, intent unit, search unit, and link unit. To complete these objectives, we used qualitative data to categorize participants’ information needs for search units and quantitatively analyzed whether differences in the information needs of search units influence users’ search processes and how task types and groups affect search units. In the experiment, eleven undergraduates and five graduates conducted information gathering task for writing a report and trip planning. We recorded their verbal protocols during the tasks and post interviews, browser logs, screen captured video, and eye-tracking data. We divided the process of exploratory searches into search units. Then search units were classified into the two types of information needs, navigational and informational, based on qualitative data. We conducted a quantitative analysis to compare between tasks and groups and types of search units. The results showed that there were many differences between the information and navigation search units.

Role of naive ontology in search and learn processes for domain novices

In this paper we propose to see the information seeking behaviour of domain novices as search and learn processes. We explore the concept of naive ontology as the bases for designing browsing/navigation interface of search and learn for domain novices of digital libraries. Naive ontology is a type of information access interface which allows domain novices to refine their knowledge interactively by acquiring information chunk-by-chunk as they encounter it in digital libraries. Through elicitation and analysis of search and learn processes of domain novices in history and geography, we identified several implications for designing naive ontology.

GlobaLIS: Toward the Regional Cooperation in the Education of Library and Information Professionals in the Asia-Pacific Region

As part of an initiative aimed at globalizing the training system for Japanese library and information professionals through the Global Library and Information Science (GlobaLIS) project , we address three key research questions: (1) What are the basic requirements for globalizing LIS (Library and Information Science) professional education in Japan? (2) What efforts are required to achieve global collaboration in the Asia-Pacific region in terms of quality assurance of LIS education? and (3) How can we achieve global collaboration in the development of a common curriculum framework for LIS education in the Asia-Pacific region, using school librarian training as an instantiation? Using findings from a literature review and interviews with educators and researchers involved in the quality assurance and mutual accreditation of LIS education programs worldwide, we identified three requirements related to our first research question: (1) the establishment of an office responsible for preparing and administering the mutual accreditation of LIS programs with international counterparts; (2) the implementation of the LIS examination as a means of establishing an outcome-based assessment of LIS education; and (3) the establishment of graduate-level LIS education programs that are exchangeable with international counterparts. This paper reports the results of the GlobaLIS project, which addresses the third requirement, involving (1) improvement of the international transparency of the LIS professional system in Japan and (2) comparison of the LIS curriculum content in Japan with that of international counterparts. We developed a database of core courses in worldwide master’s-level LIS programs to obtain a description of course content. Descriptions of 286 courses in 34 programs offered by colleges and/or universities in 18 countries were collected. Data collection was mainly done by GlobaLIS project members because of limitations of data input by outside collaborators. Collected data were analyzed using the course categories from the “Standard Curriculum for Education of Information Professionals” proposed by the Library and Information Professionals and Education Renewal (LIPER) project . Course characteristics were assigned to nine categories: Basics of LIS; Information Users; Information Resource Organization; Information Media; Information Services; Information Systems; Information Management; Digital Information; and Other. We also identified course distribution characteristics across the geographic regions of Asia, Oceania, North America, and Europe, which reflect the distinct cultural and educational contexts of each region. These results may serve as a basis for designing a new curriculum for the globalization of LIS programs in Japan.

Digital Library Training for Elderly Students at the Open University of Japan

The Open University of Japan (OUJ) offers distance-learning programs through courses broadcast by TV and radio, in addition to face-to-face courses offered at 50 study centers nationwide. Recently, the OUJ started to implement ICT, including Web-based delivery of courses and online registration, but these options have not been fully utilized by students. This is mainly because some older students at the OUJ had little experience in using PCs and/or the Internet. To prepare students to use the Internet and maximize Web-based learning opportunities, the OUJ began offering a digital literacy training (DLT) course at each study center in October 2010 as a 12-hour intensive course, using standardized teaching materials and a common syllabus. A series of checklist surveys was conducted before and after each course to measure the learning outcomes and perceived self-efficacy of the students. Learning outcomes and student perceptions of their digital skills were significantly improved.

GlobaLIS: Efforts in Japanese LIS Education for Global Collaboration

The GlobaLIS Project intends to attain the globalization of Japanese library and information science (LIS) professional education by defining the requirements for internationally transparent and harmonized educational programs for LIS professionals. We asked three research questions in a stepwise manner: (1) What are the basic requirements for globalizing Japanese LIS professional education? (2) What kinds of efforts are required to attain a global collaboration between Asia and the Pacific in quality assurance of LIS education? (3) How can we attain global collaboration in the development of a common curriculum framework for LIS education in Asia and the Pacific using school librarian training as an instantiation? For the first research question, we identified the requirements of (1) establishment of an office responsible for preparing and administering mutual accreditation of LIS programs with overseas counterparts, (2) implementation of the LIS examination as a means of establishing an outcome-based assessment of LIS education, and (3) establishment of graduate level LIS education programs to be mutually exchangeable with overseas counterparts. For the second research question, we tentatively identified areas requiring efforts. For the third research question, we have begun preparation for the collaborative curriculum development of school library professionals planned for 2013.