Zorana Ercegovac

Minimal level cataloging: what does it mean for maps in the contexts of card catalogs, online catalogs, and digital libraries?

In this article, we examine some of the proposals which have dealt with the problems in cataloging in two different technological contexts: Printed-card catalogs and online catalogs. We first look at some of the measures which attempted to deal with the crisis in cataloging at the Library of Congress in the 1940s. Then we address some of the current problems in cataloging in the era of online public access catalogs (OPACs). In particular, we discuss the extent to which minimal-level cataloging, as defined by the Anglo-American Cataloguing Rules and implemented in the Online Computer Library Center (OCLC®) database, works for maps. Our discussion is organized around two main groups of access points: Controlled vocabulary data elements, including name data elements, and free-text data elements. In closing, we discuss prospects that the next generation of online catalogs using the Z39.50 protocol and SGML format might offer to minimal-level cataloging for maps.

A Multiple-Observation Approach in Knowledge Acquisition for Expert Systems: A Case Study.

This article describes (i) the elicitation component of knowledge acquisition (KA) in the domain of cartographic cataloging of single‐sheet maps produced by three U.S. map‐making agencies; and (ii) the performance evaluation results that demonstrate the effectiveness of the elicitation method. A multiple‐observation approach was used to elicit knowledge that human experts use when solving descriptive cataloging problems. The use of the elicitation techniques is discussed in view of problem identification goals and their applicability for this study. A body of published knowledge was integrated with a body of the elicited personal knowledge to form the knowledge‐base of an experimental cataloging advisor—Mapper. The study demonstrates that library students, who are map cataloging novices, can produce significantly better cataloging answers when assisted by the Mapper than can those who were not assisted by the Mapper. Better scores of Mapper students are attributed mainly to the elicited personal knowledge.

Information Literacy: Teaching Now for Year 2000

In the broader context of information literacy (IL), library and information science literature recently has seen an increased interest among policymakers, teachers, media specialists, and other professionals in defining and formulating basic skills and outcome measures of IL programs for students, teachers, and parents or care givers. In particular, within the context of the National Goals for Education 2000 and the evolving World Digital Library System, researchers have an opportunity and responsibility to invest in research and education in the area of IL so that every person may effectively access an increasingly complex information workspace. In this article, Ercegovac reports a case study in IL and its underpinning design. She defines and explicates information literacy skills for college students, which is the first step toward understanding the Information Literacy Infrastructure.

Performance evaluation of mapper

Abstract We report on a two-year study funded by the Online Computer Library Center and the National Science Foundation to evaluate an experimental semi-automatic cataloging advisor — Mapper — designed to assist the intermittent user in the descriptive cataloging of certain US-produced, single-sheet maps. The study is concerned with questions relating to research design and performance evaluation aspects. The study has shown that library students who are map cataloging novices can achieve significantly better cataloging answers when assisted by the Mapper than those who were not assisted by the Mapper.

Preparing future generations for rapidly changing globalized world: What does it mean for information literacy?

This panel intends to explore and discuss issues that need to be considered to prepare future generations to cope with complexities of rapidly changing environments in the globalized world. The panel will first outline some of the trends as represented in the literature and witnessed in our own interactions with learner, the media, in citizen/government relationships, and everyday life. We will discuss information literacy in the context of the 21st-century Information Literacy Standards, the web 2.0 technologies, information seeking behavior of various populations, as well as innovations in learning and teaching across the board. PANEL FORMAT: 90 minutes divided in four parts. There will be four panelists coming from different backgrounds and rich multidisciplinary experiences: A. WELCOME and INTRODUCTION (Zorana Ercegovac) B. POSITION STATEMENTS (each panelist has about 10 minutes) a. John Seely Brown (presenter #1, will also offer closing remarks) b. Zorana Ercegovac (presenter #4 and moderator) c. Leslie Johnston (presenter #2) d. Roberta I. Shaffer (presenter #3) C. REACTIONS, CONVERSATION, QA with the audience (about 35 minutes) 1 CLOSING REMARKS and wrap-up of the panel, by John Seely Brown (about 10 minutes)