Module 3 - Information Seeking in an Electronic Environment (teacher's guide, student's text) - Large, David (1).pdf

TH/2006/CI/003  Empowering Information Professionals: A Training Programme on Information and Communication Technology This training programme is intended for people working in libraries and information centers. The nine-module programme aims to provide them with...

TH/2006/CI/003  Empowering Information Professionals: A Training Programme on Information and Communication Technology This training programme is intended for people working in libraries and information centers. The nine-module programme aims to provide them with the knowledge and skills they need to deal with the application of ICTs in library and information services. It is also intended for students and teachers of Library and Information Science. The package was developed by the UNESCO Asia and Pacific Regional Office with funding from the Japanese Fund in Trust for Communication and Information. The nine modules are: Module 1 - Introduction to Information and Communication Technologies Module 2 - Introduction to Library Automation Module 3 - Information Seeking in an Electronic Environment Module 4 – Creation and Management of Databases Using CDS/ISIS Module 5 - The Internet as an Information Resource Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running Module 7 - Library Management and Promotion Module 8 - Digital Libraries and Open Access Module 9 - Intellectual Property Rights in the Digital Age All the Modules have a Teacher's Guide and a Student’s Text.                              UNESCO BANGKOK  Bangkok, Thailand  2006                                     Bangkok, 2006.       UNESCO Bangkok. II. Large, Andrew. Editor.   III. Japanese Fund in Trust.  IV. Title.                                                                EIPICT_M3_TG Module 3 Information Seeking in an Electronic Environment Teacher’s Guide Table of Contents General Guidelines 4 Introductory Note Rationale Content of the Training Programme Content of the Modules Prerequisites Materials and Equipment Teaching Tips for Face-to-Face Instruction Module Evaluation Typographical Conventions Overview of Module 9 Learning Outcomes Schedule Module Outline Grading Policy List of Activities Assessment Reading/Reference List Glossary Lessons Lesson 1 17 Lesson 2 30 Evaluation Form 39 Accompanying Materials Powerpoint Slides Student’s Text 3 EIPICT_M3_TG Empowering Information Professionals : A Training Programme on Information and Communication Technology General Guidelines for Teachers Introductory Note Library schools are now changing their curricula to produce graduates who are prepared for the changing service requirements in libraries. The majority of practitioners, however, graduated before the advent of the Information Age or studied in schools that did not teach ICTs for various reasons. This group of practitioners is now finding itself unprepared for the new demands of the profession. This Training Programme is in response to this identified need. People working in libraries and information centers are the primary target group of the Training Programme. It is intended to provide them with the knowledge and skills to deal with the application of ICTs to library and information services. It is also intended for use by teachers of students in library schools and of personnel in library and information centers. The Package has been developed by the UNESCO Asia and Pacific Regional Office with funding from the Japanese Funds in Trust for Communication and Information. Rationale In 1961, Marion Harper Jr. wrote, “To manage a business well is to manage its future; and to manage the future is to manage information.”1 Less than 25 years later, John Naisbitt, in discussing the ten megatrends in his opinion were happening in the US, said “None is more subtle, yet more explosive, I think than this first, the megashift from an industrial to an information society.”2 According to Naisbitt, “In 1950, only 17 percent of us worked in information jobs. Now more than 60 percent of us work with information as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers, insurance people, bureaucrats, lawyers, bankers and technicians.” He groups librarians among professional workers who “are almost all information workers…”3 Today, society is in the “Information Age,” an age where information is power. 1 Harper, Marion Jr. 1961. “New profession to aid management,” Journal of Marketing, January, p. 1 2 John Naisbitt entitled Megatrends : Ten new directions transforming our lives (New York, N.Y. : Warner Books, 1982), p11 3 Ibid, p. 14-15 4 EIPICT_M3_TG Content of the Training Programme The Training Program contains nine Modules: Module 1 - Introduction to Information and Communication Technologies Module 2 - Introduction to Library Automation Module 3 - Information Seeking in an Electronic Environment Module 4 – Creation and Management of Databases Using CDS/ISIS Module 5 - The Internet as an Information Resource Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running Module 7 - Library Management and Promotion Module 8 - Digital Libraries and Open Access Module 9 - Intellectual Property Rights in the Digital Age All the Modules have a Teacher's Guide and a Student’s Text. The Teacher's Guide should not be distributed to the students. Teacher’s Guide Student’s Text The Teacher’s Guide includes the The Student’s Text contains the following: following: General Guidelines General Guidelines Introductory Note Introductory Note Rationale Rationale Content of the Training Programme Content of the Training Programme Prerequisites Prerequisites Typographical Conventions Materials and Equipment Overview of Module Teaching Tips for Face-to-Face Learning Outcomes Instruction Schedule Module Evaluation Module Outline Typographical Conventions Grading Policy Overview of Module Lessons Learning Outcomes List of Activities Schedule References and Recommended Module Outline Readings Grading Policy Glossary List of Activities Assessment Reading/Reference List Glossary Lessons Evaluation Form Accompanying Materials PowerPoint Slides Student’s Text 5 EIPICT_M3_TG Prerequisites Module 1. The student must have a genuine interest in understanding the impact of new information technologies on the practice of Library and Information Science. Modules 2 - 9. The student must have finished Module 1 Materials and Equipment The teacher and the students must have the facilities and technical support required to carry out the course. They must have CD-ROM drives and online access to the Internet. The teacher must be knowledgeable and skilled in using computers, the Internet, CD- ROMs and a variety of software and other electronic resources. Copies of the core materials could be downloaded and printed out if desired. Teacher’s guide Student’s Guide Hands-on exercises Computer system o Recommended:
CPU—Intel Celeron D336 or Intel Pentium 506 (2.66)LGA 775 or higher
Memory—512 MB PC400 DDR
Hard Drive—WD 40GB 7200RPM
CD-ROM/DVD drive (52x CD-ROM combo drive or 52 DVD combo drive)
Monitor—15-17” CRT or LG EZ 17” Flatron
Modem—56 k or DSL or Cable
AVR—500 w
Printer—Laser o Minimum
Pentium IV Processor
128 MB RAM Operating system software ( Windows 98 with all the updates or Windows XP Service Pack2/XP Professional) Application software MS Office 2000 Other applications (Acrobat Reader, Multimedia Flash Reader) Internet access o If dial-up: modem card, phone and Internet Service provider. o If DSL: integrated LAN card and Internet Service provider. o Internet Cafes and other service centers. Communication Tools. Asynchronous communication by e-mail, discussion groups and synchronous communication such as chat tools and virtual conference will be used as needed and whenever possible. Video will not be used due to possible limitations in access capabilities of some students. 6 EIPICT_M3_TG Teaching Tips for Face-to-Face Instruction Speak slowly and clearly to ensure that students can follow you – this is especially important if some or all the students do not have English as their first language. Do not read your lecture notes verbatim. This is a sure way of losing your students’ attention. Always show an interest in what you are teaching. The Modules have been carefully planned, with exercises and discussions as well as lectures. Try to follow the schedule as set out in the Module. Try to use examples as often as possible to explain concepts. If the examples are taken from the students’ own countries or regions, so much the better. Try to keep within the daily timetable recommended for the Module – if you get behind in one lesson it may be difficult to make up time in a later lesson. Avoid extending the class beyond the time period allotted. Be prepared to use back-up materials if for any reason the computer will not function during a lesson. Try to answer all questions from students, but if you do not know the answer to a question it is better to admit it than to try and bluff. Make sure that all equipment needed for a lesson is working properly before the lesson begins – things can often go wrong! Be ready to stay behind for a few minutes after each lesson to answer questions that students may have but that they did not wish to ask in class. Module Evaluation At the end of the Module, ask your students to evaluate it. The evaluation of the Module by the students is meant to help you improve your teaching and should be seen in this light rather than as a criticism of yourself. Make use of it to do an even better job next time. The evaluation form is found after the last lesson of each Module Typographical conventions The following conventions are used through out the Module. Course Guide General introduction to the Module Course Objectives
General introduction to the learning outcomes of the Module 7 EIPICT_M3_TG Note General note to the teacher and additional information Tip Teaching tips and supplemental materials Activity Activity for the students Assessment Questions/activities to measure learning End of General Guidelines 8 EIPICT_M3_TG Module 3 Information Seeking in an Electronic Environment Teacher’s Guide Overview This is the Teacher’s Guide for Module 3 of Empowering Information Professionals: A Training Programme on Information and Communication Technology. Module 3 is about information seeking in an electronic environment. Module 3 covers the basic concepts of information seeking in an electronic environment.
Learning Outcomes The goal of this Module is to provide the practicing librarian with the skills and knowledge needed to seek information in an electronic environment. By the end of the Module, the student must be able to Appreciate the impact of ICT on the information industry and services. Know the different formats of information resources. Know new ways of representing information in an electronic environment. Understand the information-seeking behavior of users in an electronic environment. Appreciate the impact of ICT on the librarian and other information professionals. Understand the principles of searching information systems. Acquire skill in using a variety of search techniques. Acquire skill in formulating search strategies/queries using both controlled and natural language as appropriate. Acquire knowledge and skill about using a range of information systems (OPACs, the Web, CD-ROMs). Appreciate the importance of interface design. Schedule Day Lessons 1-2 Lesson 1: How has ICT affected the information-seeking behavior of users? 3-4 Lesson 2. What principles and skills are needed in searching information systems? 9 EIPICT_M3_TG Module Outline Lesson 1. How has ICT affected the information-seeking behavior of users? Scope Objectives Impact of ICT on the information At the end of the lesson, students should be industry and services. able to: Format of information resources. Appreciate the impact of ICT on the Representation of information seeking information industry and services. tools. Know the different formats of Impact of ICT on the user. information resources. Information needs. Know new ways of representing Information seeking behavior. information in an electronic environment. Methods to support user information Understand the information-seeking needs. behavior of users in an electronic Impact of ICT on the librarian and environment. other information professionals. Appreciate the impact of ICT on the librarian and other information professionals. Lesson 2. What principles and skills are needed in searching information systems? Scope Objectives Principles of searching a range of By the end of the course, the student must be information systems. able to: Using a variety of search techniques. Understand the principles of searching Formulating search strategies/queries. information systems. Using selected information systems Acquire skill in using a variety of search (OPACs, CD-ROMs, Web, etc.). techniques. Impact of interface design. Acquire skill in formulating search strategies/queries using both controlled and natural language as appropriate. Acquire knowledge and skill about using a range of information systems (OPACs, the Web, CD-ROMs). Appreciate the importance of interface design. Grading Policy A score of 50 points is needed to pass the module. The breakdown of the points for the module assessment is as follows: 10 EIPICT_M3_TG Lessons Points Lesson 1: How has ICT affected the information-seeking behavior of users? 20 Lesson 2.What principles and skills are needed in searching information 50 systems? Total 70 List of Activities Lesson 1 Activity 3.1.1 Ask the students to access encyclopedias and dictionaries on any available CD- Module 3 ROMs, and to look at the following URLs. Lesson 1 Merriam-Webster Online: http://www.m-w.com/ e-journals: http://www.library.ucsb.edu/istl/ e-books: http://promo.net/pg/ Activity 3.1.2 Ask the students to describe their roles and responsibilities in their respective Module 3 libraries and the role played by ICT in carrying out these roles. Lesson 1 Activity 3.1.3 Ask the students to say something about their libraries. Ask questions such as: Module 3 Is your library automated? Do you have Internet access? If any of the Lesson 1 participants have a WebPAC, ask them to show it to the class. Demonstrate the use of search engines, online databases on the Internet, etc. Ask the students if they have online indexes. Ask them to access these indexes so that students can search them. Lesson 2 Activity 3.2.1 Ask each student to prepare a concept or mind map for one of the following Module 3 queries: Lesson 2 1. What is library automation? 2. Why are there different colors in a rainbow? 11 EIPICT_M3_TG 3. How are candles made? 4. Why is the sewing machine a great discovery? 5. Why is gold valuable? Ask each student to state the objective in preparing a concept map. For example, is it for a class in philosophy, science, etc. Is it to write a report? Is it for a news item? This objective will shed light on the scope of the search and therefore the nature of the keywords or descriptors to be identified. Activity 3.2.2 Ask each student to prepare search statements for the concept map in the Module 3 previous activity. Lesson 2 Activity 3.2.3 Ask the students to execute their search statements and modify them as Module 3 necessary. Lesson2 Activity 3.2.4 Ask the students to formulate a search query for: “What is the future of e- Module 3 resources? Lesson2 Activity 3.2.5 Ask the students to search for the text of the copyright law in their respective Module 3 countries. Lesson2 Activity 3.2.6 Ask the students to access the sites for the APA Manual and the MLA Manual. Module 3 Ask them to specifically look at how resources are cited. Ask them to use these Lesson2 methods in citing the pages that they have gathered. 12 EIPICT_M3_TG Activity 3.2.7 Ask the students to access the ontology server at the site: Module 3 http://www-ksl-svc.stanford.edu Lesson2 This site can be used to access, create, edit and browse ontologies. Assessment Assessment 3.1 Module 3 Answer the following: (10 points each). Lesson 1 1. Describe how researchers seek information in your library. 2. Has ICT affected the information-seeking behavior of researchers in your library? If yes, how? Assessment 3.2 Module 3 Using principles learned in activity numbers 2 to 6, cite one of each. (10 points Lesson2 each). 1. Book 2. Audio-visual material 3. Article in a journal 4. Article on a CD-ROM 5. Article from the Internet Reading/Reference List 1. APA Online. APA Style Manual. http://www.apastyle.org/ 2. Aguilar, F.J. 1967. Scanning the Business Environment. New York: Macmillan. 3. CD-ROM Guide.Com. http://www.cdrom-guide.com/ Module 3 4. Daft, R. L. & Weick, K. E. 1984. Toward a model of organizations as Lesson 1 interpretation systems. Academy of Management Review, 9 (2): 284-295. 5. Ellis, D. 1989. A behavioral approach to information retrieval systems design. Journal of Documentation, 45 (3). 6. Ellis, D. & Merete, H. 1997. Modelling information seeking patterns of engineers and research scientists in an industrial environment. Journal of Documentation, 53 (4): 384-403. 7. Ellis, D., Cox, D. & and Hall, K. 1993. A comparison of the information 13 EIPICT_M3_TG seeking patterns of researchers in the physical and social sciences. Journal of Documentation, 49 (4): 356-369. 8. Eisenberg, M. B. & Berkowitz R.E. 1996. Helping with Homework: A Parent’s Guide to Information Problem-Solving. Syracuse, New York: Clearinghouse on Information Technology, Syracuse University. 9. Modern Information Retrieval Glossary. http://www.sims.berkeley.edu/~hearst/irbook/glossary.html 10. MLA. MLA Style Manual. http://www.mla.org/ 11. Marchionini, G. 1995. Information Seeking in Electronic Environments. Cambridge: Cambridge University Press. 12. Search Engine Terms as suggested by Members of the I-Search Digest. http://www.cadenza.org/search_engine_terms/index.htm 13. Monash University Library. Library Online Tutorials. Online Tutorials on information seeking skills and tools. http://www.lib.monash.edu.au/vl/howind.htm 14. Weick, K. E. & Daft, R.L. 1983. The effectiveness of interpretation systems. Organizational Effectiveness: a Comparison of Multiple Models, edited by K. S. Cameron & D. A. Whetten. New York: Academic Press, pp. 71-93. Other references may be cited in the activities and footnotes Glossary 1. Access. Refers to the ability of the user to connect to a database, or Internet service. 2. Boolean logic. A method of formulating a query that allows search terms to be combined using the operators AND, OR, NOT. A common method of Module 3 document retrieval based on classic set theory. 3. Browsing. Interactive task in which the user explores the document collection rather than retrieving documents which satisfy a specific information need. 4. CD-ROM. Compact Disk Read Only Memory, a type of laser disk used for storing and distributing text, images, video, animation and/or sound clips data or full-text documents. 5. Electronic resources. Any information materials that are stored in digital format in any of the secondary storage devices such as hard disk, floppy disk, CD-ROM, etc. 6. Human-Computer Interaction (HCI). The study of ways to improve the usability of computer systems, and especially the design of user-friendly interfaces for different user groups. 7. ICT. Information and communications technologies. 8. Index. A data structure describing a database’s content whose task is to provide rapid access to that content to speed up searching. 9. Index term (or keyword). A pre-selected term which has been assigned to a document to describe its content. The index term may be chosen by a 14 EIPICT_M3_TG human indexer or automatically identified by indexing software. In the former case, typically only a few index terms are assigned to any one document; in the latter case typically all words in the document are assigned as index terms except for any designated stop words. 10. Indexing. The process of assigning index terms to a document so that it can be easily and quickly retrieved. Can also be used to mean the process of analyzing the subject content of a document and assigning several index terms that encapsulate the subject content of the document into a form suitable for easy search and retrieval. 11. Information. The output of information processing. Useful data. Data that has been organized so as to give it meaning; that which causes a change in one’s knowledge status. 12. Information Extraction. An attempt to identify discrete and relevant information content from within a document. 13. Information Filtering. The process of retrieving information that the user wants and leaving behind information that the user does not want. 14. Information Need. What the user really wants to know. 15. Intellectual property rights. Authors’ rights to their intellectual content of their published work. 16. Interactive. Pertaining to online where there is an immediate and direct interaction between user and the computer. 17. Internet. The collection of computer and information systems sharing a common communications protocol and linked together to allow global transfer of information. 18. Keyword. See Index term. 19. Metadata. Data about data. A template according to which documents (usually web-based documents) can be described consistently in terms of particular attributes such as author, or subject content, or format. It is often broken up into categories or facets, typically maintained in a catalog, sometimes recorded according to a scheme like the Dublin Core or MARC. 20. Metasearch. A search technique on the World Wide Web where a single point of entry is provided to multiple heterogeneous search engines, whose results are combined into a single, unified hit list for the user. 21. Multimedia. Refers to information represented in more than one medium such as text, graphics, animation, video, sound, etc. 22. Online or on-line. Refers to the connectivity of a computer to a network. 23. Online access. Pertains to interactive access to a computer during the information processing cycle as differentiated from non-interactive, off- line access. 24. OPAC. (Online Public Access Catalog) An electronic version of a library’s collection catalogue, Databases accessible to the public via a PC or terminal. Software that provides user access to information contained in a library collection. 25. Online Public Access Catalogue. See OPAC. 26. Query. A string of words that is used to represent the information need of a searcher. That which the user seeks. The expression of the user’s 15 EIPICT_M3_TG information need as input to an information retrieval system. The query may be expressed as a natural language sentence, or as one or more keywords. 27. Recall. A standard measure of information retrieval performance. Recall is defined as the proportion of relevant documents retrieved in a search compared to the total number of relevant documents in the collection (database) that should have been retrieved. See also precision. 28. Relevance. An abstract measure of how well a retrieved document satisfies the user's information need. 29. Relevance Feedback. A process of refining the results of an information search by automatically feeding back into a new query any search terms identified from documents already retrieved by an earlier query and judged relevant. Typically, it is the user who makes that initial relevance judgment. 30. Stopword. A word such as a preposition or article that has little semantic content and therefore is not included when an index is generated. It also refers to words that have a high frequency across a collection and are therefore no longer considered significant for indexing purposes. The computer skips these words in searching for relevant documents. 31. Term. A single word or multi-word concept that occurs in a document, or query or index. It can also refer to words in the original text. See also keyword. 32. Thesaurus. A tool intended to simplify information retrieval by exerting a control over the indexing language used. A data structure representing knowledge in a particular subject domain and used to index and search databases. The thesaurus controls synonyms by specifying for any synonyms just one term that must always be used. It also typically organizes these terms in hierarchical structures of broader, related and narrower terms to help users with term selection. It is composed of a pre- compiled list of important words in a given domain of knowledge and a list of related (synonym) words for each entry in the list. 33. User. Same as end user. The individual providing input or using output from the computer – may be an information professional acting on behalf of a client, or the actual client (also called an end user). 34. User friendly. Used to describe an interface that is easy to learn and use. It enables the inexperienced user to interact successfully with the computer. 35. User information need. A natural language declaration of the information need of a user. The need must be converted into a query to search for it in an information retrieval system. 36. Web page. A page on the World Wide Web. End of Overview for Module 3 16 EIPICT_M3_TG Module 3 Information Seeking in an Electronic Environment Teacher’s Guide Lesson 1: How has ICT affected the Information-Seeking Behavior of Users? Introduction The lessons are presented to the students as PowerPoint slides as shown in the title slide below. The Teacher’s Guide will provide you with information and tips on how to explain each slide. It will also provide you with exercises/activities that you can ask the students to do. Module 3 Information Seeking in an Electronic Environment Lesson 1 How Has ICT Affected the Information-Seeking Behavior of Users? UNESCO EIPICT MODULE 3. LESSON 1 1 Slide 1. This is the title slide for Lesson 1 Tip Establish rapport with participants by asking the students what they understand by an electronic environment and how ICT has affected the information- seeking behavior of users. This will serve as a motivation activity by letting them know that you are interested in what they know and that you give importance to what they have to say. This would also encourage them to actively participate in the lecture / discussion. Their answers in turn, no matter how brief, they are would will help you gauge their understanding of the subject matter. There is no need to discuss their answers at this point. 17 EIPICT_M3_TG Slide 2. Rationale Tip This slide will provide justification for the lesson. You can also use it to ask the students about their own training and experiences with regard to the application of ICT to libraries. The information society has brought about developments in the way information is created, consolidated and accessed. ICT has produced larger volumes of information, new ways of packaging information and new tools for managing information. These developments require new knowledge and skills of librarians and other information workers to meet the demands of the global economy for information resources and services. This Module will attempt to help the students in coping with the challenges and opportunities advantages brought about by ICT in the area of information seeking and gathering. The Module is also intended to give the students sufficient knowledge that will eventually enable them to train other library and information personnel in their workplace or even throughout the region. Slide 3. Scope Note Slide 3 provides an overview of the scope of the lesson. There is no need for discussion at this point. Slide 4. Learning Outcomes Tip Inform the students about the learning outcomes for the lesson. There is no need for discussion at this point. Slide 5. What is information? 18 EIPICT_M3_TG Note Information is the physical representation of abstractions that can cause a change in a person’s state of knowledge. It can be a word, a printed page, a museum object, a diagram, or a whole book, article or audio-visual material. It is anything that can change a person’s state of knowledge about something. It is useful in decision-making. Tip This definition of information provides a reason for information seeking. Provide examples where learning occurs because of new information. Slide 6. What is the Impact of ICT on Information Resources and Tools for Access? Note ICT has affected the way libraries operate and provide services. Materials acquired are now combinations of print, digital and multimedia. Catalogs are now online as OPACs or WebPACs. It has also changed the way librarians manage information. Tip Before proceeding to the discussion of information seeking, discuss the meaning of a digital information environment by giving examples. For example, you can point out that abstracts and indexes typically are no longer in print but on CD-ROM, online or available via the Internet. Show the OPAC of the Library of Congress to demonstrate an online catalog: http://catalog.loc.gov/). Slide 7. Information Resources 19 EIPICT_M3_TG Note ICT has caused changes in the representation of knowledge - from analog to digital. The shift has led to: New information formats: Multimedia information can be created, stored and distributed in digital format as CD-ROMs, DVDs or on hard disks and other digital storage media. New ways of distributing and accessing information: Tools to access, full- text and multimedia information can be accessed from remote sites via telecommunications facilities. New information services: Tools to access information can be used even from remote sites via LANs and WANs. New knowledge and skills being required of librarians. Activity 3.1.1 Ask the students to access encyclopedias and dictionaries on CD-ROMs, full- Module 3 text e-journals, e-books, etc. on the Internet using the following URLs: Lesson 1 Merriam-Webster Online: http://www.m-w.com/ e-journals: http://www.library.ucsb.edu/istl/ e-books: http://promo.net/pg/ Tip You can also ask the students if they are using CD-ROMs and/or DVDs and/or the Internet for the same databases. Ask them to describe their CDs and if they are popular with their users. Slide 8. Impact of ICT on the library Note The digital information environment has changed the way information is handled in libraries: Information creation Information collection Information preservation 20 EIPICT_M3_TG Information communication Information consolidation Slide 9. Library Services in a Digital Environment Note Libraries have evolved from paper-based institutions to electronic libraries with their own digital collections and access to digital collections outside their libraries. Librarians have seen the death of the card catalog and the birth of the automated catalog. Librarians have seen the death of printed reference materials and the birth of electronic references on CD-ROM, DVD or the Internet. They have also seen the birth of the digital library and the virtual library. Slide 10. An Automated library Slide 11. Electronic Library Model Tip Use slides 11-12 to briefly differentiate between an automated library and an electronic library. Note An automated library uses ICT to improve the efficiency of its technical and reader services functions. An electronic library is concerned with information services to clients. In an automated library, the library owns and houses all collections in the building. The collection could be a mix of print, audio-visual and digital. It has automated functions that may or may not be integrated. It may or may not have access to the Internet, but it does not provide digital information services remotely. 21 EIPICT_M3_TG In an electronic library, the collection is a mix of print, audio-visual and digital resources. It has automated functions that may or may not be integrated. The difference lies in the services provided that offer digital information resources from onsite and remote sites to onsite and remote clients. The Internet is not only used for accessing information but also for delivering information. Slide 12. Impact of the Digital Environment on Librarians: New Roles Note The new role of librarians includes the use and management of ICT resources and systems for: Information creation - OPACs, abstracts and indexes on CD-ROM or online, Web pages, bibliographies, etc. Information collection - online selection and acquisition of information. Information consolidation – online bibliographies, packaging of information. Information preservation. Information communication - email, push technology. The role of librarians has been greatly affected by ICT. The traditional roles remain but new roles have been added because the formats of information packages and the tools have changed. Librarians now use computers and the Internet to create, collect, consolidate, communicate and preserve information. In the past users had to come to the library to obtain information. Today, they can also avail themselves of information remotely. The librarian has to promote the resources of the library because the information market has become very competitive. The librarian has to pull and push information to the users and understand their needs to be able to provide the right information at the right time to the right client. The functions of cataloguing and reference have merged to provide the best possible access to information. Activity 3.1.2 Ask the students to describe their roles and responsibilities in their respective Module 3 libraries and the role played by ICT in carrying out these roles. Lesson 1 Slide 13. Impact of the Digital Environment on Librarians: New Knowledge 22 EIPICT_M3_TG Note Because of the new roles of librarians, they need new knowledge specifically about information needs and information-seeking behavior as well as subject knowledge, since information-seeking behavior is dependent on the existing knowledge base of the searcher. In an electronic or digital environment, librarians can be referred to as information specialists. Librarians as information experts match users to resources to satisfy specific information needs. Reference service in libraries has evolved into digital reference service because of ICT. Slide 14. Impact of ICT on the User Note Because of the new formats for information resources and new information tools, users often prefer the use of digital information and ICTs to access and organize information. The shift from print to digital information had an impact on libraries, information centers and other institutions directly involved in processing information as well as on the user. Users have to acquire new knowledge and skill in information searching. Tip Emphasize the new information services found in an electronic library such as downloading of information, document delivery via email, accessing full-text journals, etc. Slide 15. What Is Information-Seeking? Note Information seeking is a directed purposeful activity. It is different from information retrieval, because retrieval implies that the information has previously been stored. Searching is the behavioral manifestation of information seeking. Strategies can be formal (analytical strategies that require planning) or informal (browse strategies that proceed as cues arise during the 23 EIPICT_M3_TG search process). Slide 16. Ways to Represent Documents to Support Information Seeking Tip ICT has also brought about the creation of new access tools. Demonstrate the new tools by accessing the following site: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html Slide 17. Information-Seeking Tools Note The digital information environment has led to changes in the tools used to identify and access information. The tools include OPACs, WebPACs, search engines, the World Wide Web, etc. Librarians have seen the death of the card catalog and printed abstracts and indexes with the birth of the computer and the Internet. Everyone is concerned with fast reliable access.. Activity 3.1.3 Ask the students to say something about their libraries. Ask questions such as: Module 3 Is your library automated? Do you have Internet access? If any of the Lesson 1 participants have a WebPAC, ask them to show it to the class Demonstrate the use of search engines, online databases on the Internet, etc. Ask the students if they have online indexes. Ask them to access these indexes so that students can search them. Slide 18. An Illustration of Information-Seeking Procedures Using Computers and the Internet Note Recent and emerging developments in the area of computing, telecommunications, networking and resource sharing have made access to 24 EIPICT_M3_TG telecommunications, networking and resource sharing have made access to information anytime, anywhere possible. Users’ needs studies are usually conducted by libraries and information centers to determine the information requirements of their users. Slide 19. What is Information-Seeking Behavior? Notes Information-seeking behavior refers to the series of activities that a user performs when seeking information. It is dependent on the reasons for seeking information and the starting knowledge of the individual. Slide 20. Behavioral Model of Information-Seeking or Literature Searching Note Information-seeking behavior includes the motivations or reasons for searching and the steps taken to acquire new knowledge about the subject matter or topic. A behavior model by Chun Wei Choo, Brian Detlor, and Don Turnbull, indicates that motivations (strategies and reasons for viewing and searching) and moves (tactics used to find and use information) may be helpful in analyzing web information seeking. The model was constructed by distinguishing between modes of organizational scanning and generic moves of information seeking (A behavioral model of information seeking on the Web: Preliminary study of how managers and information specialists use the Web. 1998 ASIS Annual Meeting Contributed Paper). Slide 21. Strategies in Information-Seeking Note Information-seeking strategies can be examined in terms of sources and methods. Sources refer to the locations of the information. Method refers to the manner in which the information is sought. Information can be recalled from the seeker’s own memory, gathered informally from friends or colleagues, or from personal formal sources of information such as books, journals and files. 25 EIPICT_M3_TG The seeker, on the other hand, may conduct a planned investigation to identify the sought information in libraries, via electronic networks or by using a variety of information services. Methods can be categorized as analytical strategies and browsing strategies. Slides 22 to 25 discuss some research findings about information seeking. Slide 22. Selected Research on Information-Seeking Tip This slide lists some research work on information seeking and strategies for information searching. There is no need to discuss the slide at this point as the research will be discussed in subsequent slides. Slide 23. Aguilar, Weick and Daft Tip Information- seeking behavior depends on the present status of the knowledge of the individual and on the information need. Discuss the modes of organizational scanning in terms of these parameters. Notes Undirected viewing refers to the use of the Internet to broadly scan resources without a specific topic in mind. The objective is to browse available information. The tactic is called “visioning,” an attempt to find something interesting that can be pursued further. The specific information need is thus identified after a number of resources have been browsed. In conditioned viewing, the user already has a topic in mind but would like to learn more about it. The user therefore becomes more discriminating in searching and identifying useful information. When the user is already focused on a topic, the information-seeking behavior becomes more directed. The user is selective in the search and is able to formulate queries to obtain satisfactory results. This step is called an informal search. 26 EIPICT_M3_TG As the search narrows down to a set of resources, the user executes a formal search and retrieves relevant information on the specific topic in mind. As the need becomes more specific, the moves or tactics become more formal. Information searching moves from browsing to retrieving as the need becomes more specific. Slide 24. Ellis (1989), et. al. Notes The Ellis model begins with a broad scanning followed by systematically searching for information from available resources. The steps in the model are: Starting: Possible sources of relevant information o OPAC o WebPAC o Abstracts and indexes on CD-ROM/Internet o Internet, using search engines Chaining: Follow up leads o Cited references o Possible subject headings o Listed sources (Located by search engines) Browsing: Scanning relevant documents o Retrieving and evaluating relevant documents Differentiating: Selecting documents o Selecting from among relevant documents by bookmarking, copying, etc. Monitoring: Keeping abreast of developments o Regular scanning of possible sources of relevant documents o Receiving site updates through push technology, SDI profiles, etc. Extracting: Reading a particular source and selecting information from it Slide 25. Marchionini (1996) Note Marchionini describes browsing modes as directed, semi-directed and undirected. In directed browsing, the searcher has a specific topic in mind and searching behavior follows a predetermined path. In semi-directed browsing, 27 EIPICT_M3_TG the searcher has a vague idea about his the topic and tries to gather information that will enable him/her to become more focused. In undirected browsing, the searcher has some interest in the topic and searches the resources to get a better view of the topic or to find another topic. Marchionini’s information-seeking model follows the following steps: Recognition and acceptance of a problem Definition and understanding of the problem Choice of a search system Formulation of the query Execution of the search Examination of results Extraction of useful information Reflection and iteration as necessary or conclusion of the search Slide 26. The Information-Seeking Process Note Slide 26 is an illustration of the steps in information seeking. It begins with the problem and ends with a synthesis of the results of the search for information. Slide 27. Conclusion: ICT has greatly affected the Information Environment Note ICT has greatly affected libraries, librarians and information seekers. The behavior of users depends greatly on the existing knowledge base of the searcher. This is also true of librarians who assist users in their search. In certain cases, the librarian conducts the search and also repackages the information for the user. New knowledge and new skills are required of librarians and information seekers to enable them to use the new information formats and tools in searching for and repackaging information. Librarians must be able to analyze a reference query to respond appropriately and determine the best resources that will provide the answer to the query. The information-seeking process has remained the same but the tools have changed and therefore information-seeking behavior has changed to include new tools and new formats of information. 28 EIPICT_M3_TG Assessment Assessment 3.1 Module 3 Answer the following: (10 points each) Lesson 1 1. Describe how researchers seek information in your library. 2. Has ICT affected the information-seeking behavior of researchers in your library? If yes, how? End of Lesson 1 Module 3 29 EIPICT_M3_TG Module 3 Information Seeking in an Electronic Environment Teacher’s Guide Lesson 2: What Principles and Skills are needed in Searching Information Systems? Introduction The lessons are presented to the students as PowerPoint slides as shown in the title slide below. The Teacher’s Guide will provide you with information and tips on how to explain each slide. It will also provide you with exercises/activities that you can ask the students to do. Module 3 Information Seeking in an Electronic Environment Lesson 2 What Principles and Skills Are Needed in Searching Information Systems? UNESCO EIPICT MODULE 3. LESSON 2 1 Slide 1. This is the title slide for lesson 2 Tip Establish rapport with participants by asking the students what they understand by an electronic environment and how ICT has affected the information- seeking behavior of users. This will serve as a motivation activity by letting them know that you are interested in what they know and that you give importance to what they have to say. This would also encourage them to actively participate in the lecture / discussion. Their answers in turn, no matter how brief, will help you gauge their understanding of the subject matter. There is no need to discuss their answers at this point. 30 EIPICT_M3_TG Slide 2. Rationale Tip This slide will provide justification for the lesson. You can also use it to hear about their own training and experiences with regards to the application of ICT in libraries. Note In Asia, many librarians have not obtained adequate training in ICT due to a lack of expertise among their ranks and in most library schools in the region. This module will attempt to provide adequate ICT knowledge and skill to the students/students to help them cope with the challenges and take advantage of the changes brought about by ICT in their work. It is hoped that that the students will gain sufficient knowledge for them to train other library and information personnel in their workplace or even throughout the region. Slide 3. Scope Note This slide will provide students with an overview of what the lesson will cover. Slide 4. Learning outcomes Note This slide will provide the students with an overview of what to expect from the lesson. Slide 5. Steps in Information-Seeking 31 EIPICT_M3_TG Note Information seeking begins with a problem that the researcher wants to solve. It can also begin with an idea that the researcher wants to be clear about. It ends when the searcher finds the information that he seeks. Slide 6. The Information-Seeking Process Tip This is just an illustration of the steps in the information- seeking process. Point out the feedback mechanism to the three boxes. Define the problem. Choose an information resource and formulate a query. Slide 7. Defining the Problem: Using Concept Maps Note This slide will provide the students with an illustration of how a concept map is done. The concepts and their synonyms are written down to provide the researcher with the range of concepts that could be used in searching. Slide 8. Defining the Problem: Using Mind Maps Note Another method is called mind mapping. The method can help define the scope of the problem. It was invented by Tony Buzan. Traditionally ideas are written as a list. In mind-mapping notes or ideas are written as a two dimensional structure which shows the relationship between ideas and their relative importance. The mind map makes connections between topics obvious. The Laws of mind mapping: (Memories and Marvels, Unesco, 2002) Start with a colored title or image in the centre of the page representing your topic. Draw lines representing branches of the five most important aspects of your topic. 32 EIPICT_M3_TG Label each branch with an image or a single word or phrase. Create sub-branches from each topic branch. Use colors and images to enhance memory and stimulate the brain. Use arrows to show relationships. Use codes, shapes or similar colors to show links between related ideas. Activity 3.2.1 Ask each student to prepare a concept or mind map for one of the following Module 3 queries: Lesson 2 What is library automation? Why are there different colors in a rainbow? How are candles made? Why is the sewing machine a great discovery? Why is gold valuable? Ask each student to state his objective in preparing a concept map. For example, is it for a class in philosophy, science, etc. Is it to write a report? Is it for a news item? This objective will shed light on the extent/scope of the search and therefore the nature of the keywords or descriptors to be identified. Slide 9. Stop Words Tip Inform the students about words that are not necessary in making concept maps because they are not searched/indexed by the search engines and the subject editors. Inform them also about variations in stop word lists among search engines and subject directories. Give examples of when the words may be used. For example, when searching for titles with such words like “To Be or not to Be.” Have them take note of the quotation marks Slide 10. Eisenberg and Berkowitz (1996) Notes Slide 19 illustrates a model of the information-seeking process. It is a very popular model for teaching K-12 users about information seeking. It is based 33 EIPICT_M3_TG on the problem-solving process. The model develops the critical thinking skills of students rather than the skill in using specific databases. The Big6 is thoroughly discussed in http://www.big6.com/showarticle.php?id=16 Slide 11. Information Resources and Tools Tip Remind the students of the use of the different search tools such as library catalogs, indexes, dictionaries, bibliographies, etc. The success of a search depends on the database search and the purpose of the search. For example: If the searcher needs a book, the best resource is the library catalog. If the searcher needs an article, the best resource is the periodicals index. Slide 12. The Tool Set for Formulating the Search Statement Note After the concept map has been prepared, the searcher is now ready to formulate the query statement. The query will contain the concepts and the operators recognized by the specific search tool. In general, Boolean operators are used. Some databases, however, have interfaces that provide boxes where the concepts can be entered and buttons to select the individual operators. Tip Take note of the tool set available in formulating the query. Take note also that variations occur among databases. Slide 13. Formulating the Search Statement Tip Provide the following example. For the query: How are paper flowers made? Concepts: 34 EIPICT_M3_TG Flowers Paper Manufacture Blooms Papier Design Roses Artificial Hobbies Query statement: (Flowers OR Roses OR Blooms) AND (Paper OR Papier OR Artificial) AND (Manufacture OR Design OR Hobbies) Before concluding the activity, ask some questions to recall and reinforce the information and concepts taught in the lesson.. Activity 3.2.2 Ask each student to prepare search statements for the concept map in the Module 3 previous activity. Lesson 2 Slide 14. Modifying the Search Note Sometimes the search statement will not provide the needed answer. Modification of the search statement, concept map or a change of database might be necessary. Activity 3.2.3 Ask the students to execute their search statements and modify them as Module 3 necessary. Lesson 2 Tip Sometimes the search statement will not provide the needed answer. Modification of the search statement, concept map or a change in database search might be necessary. Before concluding the activity, ask some questions to recall and reinforce the information and concepts taught in the lesson. 35 EIPICT_M3_TG Slide 15. Thesaurus and Subject Headings List Note Sometimes the search will not be satisfactory because the terms used are not recognized by the access tools. Thesauri and subject heading lists may be consulted for structured vocabulary lists. Activity 3.2.4 Ask the students to formulate a search query for: “What is the future of e- Module 3 resources? Lesson 2 Tip Discuss e-resources after the activity. Slide 16. Evaluating Information Resources Note E-resources are evaluated using the same criteria as for print resources. For the Internet, site credibility and speed of access and download are additional criteria. Slide 17: Synthesizing Results Tip Emphasize the importance of adhering to the provisions of copyright law when synthesizing the results of the search. The importance of the intellectual property rights (IPR) of an individual must be emphasized with or without the benefit of registration for copyright. For example, even unpublished materials are covered by IPR.. 36 EIPICT_M3_TG Activity 3.2.5 Ask the students to search for the text of the copyright law in their respective Module 3 countries. Lesson 2 Slide 18. Citing Results Tip Emphasize the importance of citing sources. Activity 3.2.6 Ask the students to access the sites for the APA Manual and the MLA Manual. Module 3 Ask them to specifically look at how resources are cited. Ask them to use these Lesson 2 methods in citing the pages that they have gathered. The following are standards that you can follow: APA style manual. http://www.apastyle.org/ MLA style manual. http://www.mla.org/styl Slide 19. Advantages of Using Electronic Online Searching Tip Compare with the advantages of manual searching. Slide 20. Disadvantages of Relying Solely on E-Resources Note Sometimes the search will not be satisfactory because the Internet is not complete. It is a huge depository of information. No one person or group has the authority or capacity to index all the information in it and not all 37 EIPICT_M3_TG information is published on the Internet. Knowledge representation is the key to building intelligent access to information. Print information must also be used in information seeking. Activity 3.2.7 Ask the students to access the ontology server at the site: Module 3 http://www-ksl-svc.stanford.edu Lesson 2 This site can be used to access, create, edit and browse ontologies. Slide 21. Conclusion Note There are many models for information seeking or searching. It is important to define your problem well so that concepts could readily be identified. These concepts are the terms used in formulating a search strategy. Assessment Assessment 3.2 Using principles learned in activity no. 6, cite one of each. (10 points each) Module 3 1. Book Lesson2 2. Audio-visual material 3. Article in a journal 4. article on a CD-ROM 5. Article form the Internet. End of Lesson 2 and Module 3 38 EIPICT_M3_TG Module 3 Information Seeking in an Electronic Environment Evaluation Form Instructions: To help us enhance the quality and effectiveness of the Modules in the Training Programme, please complete and return this evaluation form to the teacher. Please rate Module # 3 on the following categories using the scales below by drawing a circle around the appropriate number. 5 = Strongly Agree [SA] 4 = Agree [A] 3 = Not Sure [N] 2 = Disagree [D] 1 = Strongly Disagree [SD] 1. Objectives and Content SA A N D SD Were the Module objectives clearly stated? 5 4 3 2 1 Were the objectives achieved? 5 4 3 2 1 Were the topics presented relevant to your work? 5 4 3 2 1 Was the Module structured in a logical way? 5 4 3 2 1 Were the activities appropriate to the content of this Module? 5 4 3 2 1 Was the Module easy to follow? 5 4 3 2 1 Was the Module interesting and enjoyable? 5 4 3 2 1 Were your expectations met? 5 4 3 2 1 2. Presentation SA A N D SD Were the concepts and techniques explained clearly? 5 4 3 2 1 Were you encouraged to actively participate during the Module? 5 4 3 2 1 Were your individual questions/problems discussed to your 5 4 3 2 1 satisfaction? Was the Module well paced? 5 4 3 2 1 Were the lessons presented in a clear and well organized manner? 5 4 3 2 1 3. Teacher SA A N D SD Was the teacher knowledgeable in the subject matter? 5 4 3 2 1 Did the teacher present the material effectively? 5 4 3 2 1 Did the teacher show interest in and enthusiasm for the subject? 5 4 3 2 1 Was the teacher effective in answering questions clearly and 5 4 3 2 1 constructively? 39 EIPICT_M3_TG 4. Learning Environment SA A N D SD Are the Module materials easy to read? 5 4 3 2 1 Were the manual and the other handouts useful? 5 4 3 2 1 Were the visual aids useful? 5 4 3 2 1 Was the venue suitable? 5 4 3 2 1 Was the time frame appropriate? 5 4 3 2 1 5. Before the training began, how experienced were you with the subject? 1 (Beginner) 2 (Intermediate) 3 (Advanced) 4 (Expert) 6. How useful was the training for your level of experience? 1 (Not Useful) 2 (Fairly Useful) 3 (Useful) 4 (Very Useful) 7. Do you feel you have gained new skills and knowledge? Yes No 8. What is the most important concept or skill that you learned in this Module? __________________________________________________________________ __________________________________________________________ 9. What is the least important concept or skill that you learned in this Module? __________________________________________________________________ ____________________________________________________________ 10. What additional information should be included in the Module? __________________________________________________________________ __________________________________________________________________ 11. What did you like most about the training materials? __________________________________________________________________ __________________________________________________________________ 12. What did you like least about the training materials? __________________________________________________________________ __________________________________________________________________ 13. Other comments or suggestions? __________________________________________________________________ __________________________________________________________________ THANK YOU! 40                              UNESCO BANGKOK  Bangkok, Thailand  2006            UNESCO Bangkok,     UNESCO Bangkok. III. Japanese Funds in Trust.   IV. Title.                                          EIPICT_M3_ST Module 3 Information Seeking in an Electronic Environment Student’s Text Table of Contents General Guidelines 4 Introductory Note Rationale Content of the Training Program Prerequisites Materials and Equipment Typographical Conventions Overview 7 Introduction Learning Outcomes Course Schedule Course Outline Grading Policy The Lessons Lesson 1 11 Lesson 2 20 Appendix Appendix 1: List of Activities 27 Appendix 2: Reading/Reference List 30 Appendix 3: Glossary 31 3 EIPICT_M3_ST Empowering Information Professionals: A Training Programme on Information and Communication Technology General Guidelines for the Student Introductory Note Library schools are now changing their curricula to produce graduates who are prepared for the changing service requirements in libraries. The majority of practitioners, however, graduated before the advent of the Information Age or studied in schools that did not teach ICTs for various reasons. This group of practitioners is now finding itself unprepared for the new demands of the profession. This Training Programme is in response to this identified need. People working in libraries and information centers are the primary target group of the Training Programme. It is intended to provide them with the knowledge and skills to deal with the application of ICTs to library and information services. It is also intended for use by teachers of students in library schools and of personnel in library and information centers. The Package has been developed by the UNESCO Asia and Pacific Regional Office with funding from the Japanese Funds in Trust for Communication and Information. Rationale In 1961, Marion Harper Jr. wrote, “To manage a business well is to manage its future; and to manage the future is to manage information.”1 Less than 25 years later, John Naisbitt, in discussing the ten megatrends in his opinion were happening in the US, said “None is more subtle, yet more explosive, I think than this first, the megashift from an industrial to an information society.”2 According to Naisbitt, “In 1950, only 17 percent of us worked in information jobs. Now more than 60 percent of us work with information as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers, insurance people, bureaucrats, lawyers, bankers and technicians.” He groups librarians among professional workers who “are almost all information workers…”3 Today, society is in the “Information Age,” an age where information is power. 1 Harper, Marion Jr. 1961. “New profession to aid management,” Journal of Marketing, January, p. 1 2 John Naisbitt entitled Megatrends : Ten new directions transforming our lives (New York, N.Y. : Warner Books, 1982), p11 3 Ibid, p. 14-15 4 EIPICT_M3_ST Content of the Training Programme The Training Program contains nine modules: Module 1 - Introduction to Information and Communication Technologies Module 2 - Introduction to Library Automation Module 3 - Information Seeking in an Electronic Environment Module 4 – Creation and Management of Databases Using CDS/ISIS Module 5 - The Internet as an Information Resource Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running Module 7 - Library Management and Promotion Module 8 - Digital Libraries and Open Access Module 9 - Intellectual Property Rights in the Digital Age The Student’s Text contains the following: General Guidelines Introductory Note Rationale Content of the Training Programme Prerequisites Typographical Conventions Overview of Module Learning Outcomes Schedule Module Outline Grading Policy Lessons List of Activities Reading/Reference List Glossary Prerequisites The student must have a genuine interest in understanding the impact of new information technologies on the practice of Library/Information Service. Typographical Conventions The following conventions are used through out the module. Course Guide General introduction to the Modules 5 EIPICT_M3_ST Course Objectives
General introduction to the learning outcomes of the Module Note General note to the teacher and additional information Tip Teaching tips and supplemental materials Activity Activity for the students Assessment Questions/Activities to measure learning End of General Guidelines 6 EIPICT_M3_ST Module 3 Information Seeking in an Electronic Environment Student’s Text Overview This is the Student’s Text of Module 3 of Empowering Information Professionals: A Training Programme on Information and Communication Technology. Module 3 is about information seeking in an electronic environment. Module 3 covers the basic concepts of information seeking in an electronic environment. Learning Outcomes
The goal of this Module is to provide the practicing librarian with the skills and knowledge needed to seek information in an electronic environment. By the end of the Module, the student must be able to Appreciate the impact of ICTs on the information industry and services. Know the different formats of information resources. Know new ways of representing information in an electronic environment. Understand the information-seeking behavior of users in an electronic environment. Appreciate the impact of ICTs on the librarian and other information professionals. Understand the principles of searching information systems. Use a variety of search techniques. Formulate search strategies/queries using both controlled and natural language as appropriate. Use a range of information systems (OPACs, the Web, CD-ROMs). Appreciate the importance of interface design. 7 EIPICT_M3_ST Schedule Day Lessons 1-2 Lesson 1: How have ICTs affected the information-seeking behavior of users? 3-4 Lesson 2. What principles and skills are needed in searching available information systems? Module Outline Lesson 1. How have ICTs affected the information-seeking behavior of users? Scope Objectives Impact of ICTs on the information At the end of the lesson, students should be industry and services. able to: Format of information resources. Appreciate the impact of ICTs on the Representation of information seeking information industry and services. tools. Know the different formats of Impact of ICTs on the user. information resources. Information needs. Know new ways of representing Information seeking behavior. information in an electronic environment. Methods to support user information Understand the information-seeking needs. behavior of users in an electronic Impact of ICTs on the librarian and environment. other information professionals. Appreciate the impact of ICTs on the librarian and other information professionals. Lesson 2. What principles and skills are needed in searching information systems? Scope Objectives Principles of searching a range of By the end of the course, the student must be information systems. able to: Using a variety of search techniques. Understand the principles of searching Formulating search strategies/queries. information systems. Using selected information systems Acquire skill in using a variety of search (OPACs, CD-ROMs, Web, etc.). techniques. Impact of interface design. Acquire skill in formulating search strategies/queries using both controlled and natural language as appropriate. Acquire knowledge and skill about using a range of information systems (OPACs, the Web, CD-ROMs). Appreciate the importance of interface design. 8 EIPICT_M3_ST Grading Policy A score of 50 points is needed to pass the Module. The breakdown of the points for the module assessment is as follows: Lessons Points Lesson 1: How have ICTs affected the information-seeking behavior of users? 20 Lesson 2.What principles and skills are needed in searching information 50 systems? Total 70 End of Overview Module 3 9 EIPICT_M3_ST Module 3 Information Seeking in an Electronic Environment Student’s Text The Lessons Lesson 1: How have ICTs affected the Information-Seeking Behavior of Users? Lesson 2: What Principles and Skills are needed in Searching Information Systems? 10 EIPICT_M3_ST Lesson 1: How have ICTs affected the Information-Seeking Behavior of Users? Slide 1 ___________________________________ Module 3 Information Seeking in an ___________________________________ Electronic Environment ___________________________________ Lesson 1 ___________________________________ How has ICT affected the Information- Seeking Behavior of Users? ___________________________________ UNESCO EIPICT MODULE 3. LESSON 1 1 ___________________________________ ___________________________________ Slide 2 Rationale ___________________________________  The format and the mode of access ___________________________________ to information resources have changed because of the electronic environment in libraries and the ___________________________________ industry brought about by ICTs  Libraries, librarians and users have to ___________________________________ cope with the challenge and make use of the advantages brought about by ICTs ___________________________________ UNESCO EIPICT MODULE 3. LESSON 1 2 ___________________________________ ___________________________________ Slide 3 ___________________________________ Scope of the Lesson  Impact of ICT on the information industry and ___________________________________ services o Format of information resources ___________________________________ o Representation of information-seeking tools Impact of ICTs on the user  o Information needs ___________________________________ o Information-seeking behavior o Methods to support user information needs ___________________________________  Impact of ICTs on the librarian and other information professionals UNESCO EIPICT MODULE 3. LESSON 1 3 ___________________________________ ___________________________________ 11 EIPICT_M3_ST Slide 4 Learning Outcomes ___________________________________ By the end of the lesson, the student must be able to: ___________________________________  Appreciate the impact of ICTs on the information industry and services ___________________________________  Know the different formats of information resources  Know new ways of representing information in an ___________________________________ electronic environment  Understand the information-seeking behavior of users in an electronic environment ___________________________________  Appreciate the impact of ICTs on the librarian and other information professionals UNESCO EIPICT MODULE 3. LESSON 1 4 ___________________________________