Your search found 3049 results.

Descriptors:
Online Catalogs; Information Retrieval; Online Searching; Search Strategies; Authors; Academic Libraries; Access to Information; Data

Abstract:
Linked data stores house vetted content that can supplement the information available through online library catalogs, potentially mitigating failed author searches if information about the author exists in linked data formats. In this case study, a total of 689 failed author index queries from a large Midwestern academic library's online library catalog were re-run in seven linked data sources (Open Library, DBpedia, Freebase, New York Times Linked Open Data, NNDB, Virtual International Authorities File, and the Library of Congress Name Authorities), with 534 (78 percent) of the failed catalog queries yielding at least one hit in one of the repositories. Over half of the failed online library catalog queries examined were incorrectly formulated (n = 369), implying that some searchers of online library catalogs are unclear about the mechanics of left-anchored searching in author indexes. As a first step in becoming part of the linked data information ecosystem, librarians should consider providing access to existing linked data stores through the online library catalog as a way of mitigating failed author searches for personal names. Librarians should also consider facilitating author searches by only permitting keyword searches of the author index, continuing to carefully maintain authority records for authors in their collections, and facilitating discovery and the explicit statement of relationships through the future use of linked data in library catalogs. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Usability; Web Sites; Electronic Publishing; Electronic Libraries; Research Libraries; Academic Libraries; Information Seeking; Documentation; Online Searching; Graduate Students

Abstract:
This article reports results from an empirical usability evaluation of Human-Animal Bond Research Initiative Central as part of the effort to develop an open access research repository and collaboration platform for human-animal bond researchers. By repurposing and altering key features of the original HUBzero system, Human-Animal Bond Research Initiative Central hosts previously published materials from related disciplines and an extensive bibliography, in addition to traditional hub materials such as tools and datasets. Seven graduate students in the College of Veterinary Medicine at Purdue University participated in the usability evaluation. Tasks included exploring the system, finding an article in the repository, submitting an article to the repository, adding bibliographic information of an article to the repository, and using interaction features such as user groups. Participants also answered open questions regarding their overall experience and rated Human-Animal Bond Research Initiative Central's usability using the System Usability Scale. Response measures included task successfulness, navigational steps, task time, participant comments, and behavior notes recorded by the researcher. Results of the evaluation showed that the overall user experience of Human-Animal Bond Research Initiative Central was satisfactory but also indicated a number of usability issues. Participants had difficulty inputting metadata such as resource type and author information when submitting an article to the repository. There were also interface design issues regarding layout and consistency. It is expected that findings from this study and the evaluation methodology can be extended to the development and evaluation of similar research repository systems. (Contains 4 tables and 12 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Usability; Search Engines; Online Searching; Search Strategies; Online Catalogs; Comparative Analysis; Academic Libraries; Use Studies; User Satisfaction (Information); Undergraduate Students; Graduate Students

Abstract:
Web-scale discovery systems are gaining momentum among academic libraries as libraries seek a means to provide their users with a one-stop searching experience. Illinois State University's Milner Library found itself in the unique position of having access to two distinct discovery products, EBSCO Discovery Service and Serials Solutions' Summon. Two researchers at Milner conducted a usability study for the former product in 2010, and now two other researchers, including one involved with the EBSCO Discovery Service study, have conducted the same study on the latter product. The goals of the study were twofold: first, to identify user behavior while using discovery systems' search features and to see whether using these features would improve the user's searching experience, and second, to compare user experiences with EBSCO Discovery Service and Summon at Illinois State University. The similarities and differences in user expectations, use, manipulation, and satisfaction with both discovery tools are explored in this article, with the ancillary hope that libraries investigating discovery tools might be able to make a more thoroughly informed choice in acquiring their own Web-scale discovery system. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Navigation (Information Systems); Online Searching; Hypermedia; Predictor Variables; Program Effectiveness; Information Retrieval; Cognitive Style; Feedback (Response); Cognitive Structures; Metacognition; Search Strategies; Search Engines; High School Students; Educational Experiments; Computer Software Evaluation; Educational Technology; Computer Software; Use Studies; Comparative Analysis; Visual Aids

Abstract:
It is critical that students learn how to retrieve useful information in hypermedia environments, a task that is often especially difficult when it comes to image retrieval, as little text feedback is given that allows them to reformulate keywords they need to use. This situation may make students feel disorientated while attempting image searching. This study thus designed an image navigation tool, location-based hierarchical navigation support (LHINS), which can dynamically construct a compact WordNet-based hierarchy augmented by location. Using this tool, learners can assimilate new information based on their existing knowledge structure, thus avoiding cognitive overload so as to scaffold their metacognitive skills. Sixty-four high school students were invited to take part in an experiment to test the efficacy of the proposed tool compared to a normal keyword-based search (NKBS) system. The experiment evaluated not only the students' task completion time in the NKBS and LHINS groups, but also their keyword reformulation process, in order to determine the differences in their metacognitive skills. The results revealed that the LHINS group tended to complete the tasks faster and develop better metacognitive skills related to keyword reformulation as compared to the NKBS group. This finding suggests that an image search engine, enhanced by a compact hierarchical navigation tool, can help learners develop better search strategies. When examining how learners with different cognitive styles used the tool, the results showed that learner performance depends on cognitive style, as well as the image retrieval system used, and thus a more detailed investigation of the interaction between the tool and cognitive styles was conducted. Based on these results, several suggestions are derived for designing a more powerful image navigation tool. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Undergraduate Students; Online Searching; Internet; Information Seeking; Science and Society; Synthesis; Information Sources; Critical Reading; Conflict; Information Literacy; Reading Comprehension; Memory; Expertise; Health Materials; Information Technology; Foreign Countries

Abstract:
Past research has shown that readers often fail to notice conflicts in text. In our present study we investigated whether accessing information from multiple documents instead of a single document might alleviate this problem by motivating readers to integrate information. We further tested whether this effect would be moderated by source expertise. One hundred undergraduates read the same medical information purportedly written by either medical experts or laypeople, which was presented as one document or spread across four documents. Results revealed partial support for our hypotheses. Readers of multiple documents exhibited superior memory for conflicts and provided a more balanced description of conflicting information in essays they wrote. Variation of author expertise moderated the effect of presentation format in the essay task but not on the memory test. The results extend previous research by showing that multiple documents reading also stimulates the integration of "conflicting" information. (Contains 2 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Records; Internet; Academic Degrees; Higher Education; Online Searching; Student Recruitment; Computer Software; Prediction; Academic Achievement; Teaching Methods; Data

Abstract:
Data mining hinges on one reality about life on the Web: What you do there leaves behind a trail of digital bread crumbs. Companies scoop them up to tailor services, like the matchmaking of eHarmony or the book recommendations of Amazon. Now colleges, eager to get students out the door more efficiently, are awakening to the opportunities of so-called Big Data. Welcome to college, quantified: Data mining produces customized recommendations for courses in which students are likeliest to succeed, and for how they should be taught. The new breed of software can predict how well students will do before they even set foot in the classroom. It recommends courses, Netflix-style, based on students' academic records. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Identification; Evidence; Psychotherapy; Counseling Techniques; Attendance Patterns; Effect Size; Group Therapy; Intervention; Meta Analysis; Control Groups; Online Searching; Clinical Diagnosis; Adults; Compliance (Psychology)

Abstract:
Objective: Rates of nonattendance for psychotherapy hinder the effective delivery of evidence-based treatments. Although many strategies have been developed to increase attendance, the effectiveness of these strategies has not been quantified. Our aim in the present study was to undertake a meta-analysis of rigorously controlled studies to quantify the effects of interventions to promote psychotherapy attendance. Method: The inclusion criteria were that studies (a) concerned attendance at individual or group psychotherapy by adults, (b) used a randomized controlled trial design to test an attendance strategy, and (c) used an objective measure of attendance. Computerized literature searches and hand searching resulted in a total of 31 randomized controlled trials that involved 33 independent tests of strategies for reducing treatment refusal and premature termination (N = 4,422). Effect sizes from individual studies were meta-analyzed, and moderator analyses were conducted. Results: Interventions had a small-to-medium effect on attendance across studies (d[subscript +]= 0.38). Interventions to reduce treatment refusal and premature termination were similarly effective (d[subscript +]= 0.37 and 0.39, respectively). Choice of appointment time or therapist, motivational interventions, preparation for psychotherapy, informational interventions, attendance reminders, and case management were the most effective strategies. Diagnosis also moderated effect sizes; samples with a single diagnosis benefited more from attendance interventions compared to samples with a variety of diagnoses. Conclusions: Interventions to increase attendance at adult psychotherapy are moderately effective. However, relatively few studies met the strict study inclusion criteria. Further methodologically sound and theoretically informed interventions geared at increasing attendance are required. (Contains 3 tables, 3 figures, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Research Libraries; Library Services; Feedback (Response); Usability; User Satisfaction (Information); User Needs (Information); Library Research; Research Projects; Student Surveys; Case Studies; Foreign Countries; Questionnaires; Online Surveys; Search Engines; Online Searching

Abstract:
In September 2011, Flinders University Library launched FindIt@Flinders, the Primo discovery layer search to provide simultaneous results from the Library's collections and subscription databases. This research project was an exploratory case study which aimed to show whether students were finding relevant information for their course learning and research. The Library staff ran usability sessions and an online survey with students. These two methods identified the Primo elements participants were finding useful or not useful, and any problems they encountered. The results of the study provided mostly positive feedback and informed the Library about aspects of Primo that could be modified to create a better user experience. The feedback has also been incorporated into student training plans to ensure the most useful approaches to FindIt@Flinders are communicated to students. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Interdisciplinary Approach; Social Studies; Foreign Countries; Internet; Social Life; Course Content; Relevance (Education); Online Searching; Search Strategies; Search Engines; Visual Learning; Content Analysis; Illustrations; Instructional Material Evaluation; Cross Cultural Studies; Literature Reviews

Abstract:
Social Studies Course is a lecture that ensures the students to recognize their society and the world, to involve into the social life actively towards the solution of the problems they have faced with in this respect. However, the researches indicate that this course is one of the least favorite courses by the students. Although there are various reasons for the fact that the status of social studies is low among the students, it is also important how the content of the course is reflected to them. It is a common knowledge that in 21st century, the students spend most of their time on computer and internet. As well as they explore the facts those are challenging and within their field of interest, the students also do their homework, which is asked from them, through internet. Therefore, the image of social studies, that is introduced them via internet, comes into prominence. When the permanence and effect of the images on the human memory is regarded, the said images gain more value. Also, the images of social studies over the internet are important with respect to reflect the point of view towards this course. In this respect, within the scope of document analysis in this research, by making restriction from the detailed search option of the Google search motor, 300 visual images those are involved under the headlines of "social studies" in United States of America and "social studies" in Turkey, have been subjected to analysis. As the result of the research, it has been recognized that mostly geographical aspects of the social studies are brought into prominence over the images, and subjects and interdisciplinary structures those are included in social studies have not been reflected so much. (Contains 12 tables and 31 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1033K) |  More Info:
Help Find in a Library

Descriptors:
Health Education; Attitude Change; Adolescents; Age; Music; Listening; Young Adults; Online Searching; Hearing (Physiology); Risk; Hearing Impairments; Program Effectiveness; Consciousness Raising; Behavior Change; Acoustics

Abstract:
Introduction: Adolescents and young adults have been shown to be the age group most at risk of music-induced hearing loss (MIHL), which is already evident and increasing among this group. Objective: The purpose of this review is to provide further insight into the effectiveness of education programmes on attitude and behaviour towards loud music exposure in adolescents and young adults, and to suggest positive and influential ways of delivering hearing health education. Methods: Literature searches were conducted using various databases, including PubMed, Google Scholar and Cumulative Index to Nursing and Allied Health Literature (CINAHL). Authors went through the abstracts of these articles to identify those which were potentially relevant; subsequently the full articles were retrieved. Results: This review highlights the dangers of significant exposure to music on hearing mechanics in adolescents and young adults, and shows that this danger continues to increase with modern music culture. Because the consequences are not immediate, it is difficult for the young to perceive the seriousness of a problem that may not present itself for many years. Conventional education may go a little way in helping to raise awareness but a raised awareness of consequences does not, in itself, change behaviour. There is a significant gap in literature regarding effective methods of education that will inspire attitude change, and have a bearing on actions. Conclusion: This review has concluded that there is a lack of understanding of how to best influence and educate adolescents and young adults in a way that will motivate and encourage a change in listening habits. It is of vital importance that these groups are made aware of the immediate and future dangers, and how changes in listening behaviour do not necessarily lower their enjoyment. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website