ERIC Number: ED377869
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Systems Analysis for Librarians and Information Professionals. Library Science Text Series.
Osborne, Larry N.; Nakamura, Margaret
Systems analysis is about problems and their solutions. Analysts are warned that in a field of constant change, this text can only provide some of the needed tools and information, not all of the answers. Wise systems analysts never become fixed on one technique or technology, knowing that they will change, but instead focus on learning continually and constantly preparing for more change. Systems theory and philosophy are discussed with respect to modern practice and system choice, but the focus of this text is on the practical use of systems analysis in information environments. The process of systems analysis and design is presented step-by-step, following the outline from the structured analysis and design paradigm developed by Tom DeMarco and Peter Yourdon in the 1970s, with added sections dealing with aspects of the process that are of special interest to information professionals. Chapters include: (1) "Understanding Systems Analysis"; (2) "The Historical Development of Systems Analysis"; (3) "Addressing the Human Element"; (4) "Identifying and Defining Problems"; (5)"Collecting Data"; (6) "Analyzing and Arraying Data in Flowcharts"; (7) "Designing Data Flow Diagrams"; (8) "Using Other Array Methods"; (9) "Designing the System"; (10) "Presenting the System"; (11) "Selecting the System"; (12) "Managing a Project"; (13) "Proving the System"; and (14) "Implementing the System." Contains approximately 30 references. (MAS)
Descriptors: Decision Making, Information Scientists, Information Technology, Integrated Library Systems, Libraries, Models, Needs Assessment, Problem Solving, Systems Analysis, Systems Analysts, Systems Approach, Systems Building, Theories, User Needs (Information)
Libraries Unlimited, Inc., P.O. Box 6633, Englewood, CO 80155-6633 ($42).
Publication Type: Books; Guides - Classroom - Learner
Education Level: N/A
Authoring Institution: N/A