Information systems for children : explorations in information access and interface usability for an online catalog in an elementary school library

목차 (Table of Contents)

• CONTENTS
• CHAPTER 1 INFORMATION SYSTEMS FOR CHILDREN? = 1
• General Interests = 3
• Related Research and the Research Context = 5
• Research Objectives = 10
• Organization of the Presentation = 11
• CHAPTER 2 ISSUES IN INFORMATION ACCESS = 12
• Index Languages = 13
• Record Formats = 14
• MARC Cataloging Records and LCSH = 14
• Online Public Access Catalogs(OPAC) = 15
• Terminological Control = 16
• Descriptor Combination = 18
• Conceptual Structure = 19
• Indexing Consistency = 21
• Indexing Orientation = 22
• Lead-in Vocabulary = 24
• Indexing Exhaustivity = 24
• Indexing Specificity = 25
• Summary = 27
• CHAPTER 3 ISSUES IN INTERFACE USABILITY = 28
• Educational Environment = 28
• Cognitive Development = 29
• Pre-operations-Intuitive Subperiod = 31
• Concrete Operations = 32
• Formal Operations = 32
• Discussion = 33
• Development of Human Information Processing Capacity = 33
• Mental Models = 37
• Semantics, Concepts, and Categories = 40
• Semantics = 41
• Concepts = 42
• Categories = 44
• Communicative Competence = 46
• Summary = 49
• CHAPTER 4 METHODOLOGY = 50
• A Note on Technology = 51
• Research Approach = 53
• Setting and Population = 54
• Data Collection Methodology = 55
• Observation = 56
• Shagging = 56
• Focused Observations = 56
• Interviews = 58
• Think Aloud Protocols = 60
• Video Tapes = 61
• Overview = 61
• Document Analysis = 66
• Curriculum = 66
• Terminology = 67
• Mandarin Documentation = 67
• System Databases = 67
• User Products = 67
• Data Analysis = 68
• Database Development = 68
• Categorization = 69
• Analytical Display = 73
• Analytical Reporting = 74
• Member Checks and Peer Examination = 75
• CHAPTER 5 THE CONTEXT OF THE RESEARCH = 77
• The School = 77
• Staff = 78
• Student Profile = 79
• OPAC Users = 83
• Curriculum = 85
• Library／Media Center = 86
• The OPAC = 87
• The OPAC Task = 98
• Instructional Experiences = 106
• Significant Events = 108
• CHAPTER 6 CHILDREN'S INITIATING ACTIONS = 115
• Development of Frameworks for Action = 115
• Skills, Rules, Knowledge = 116
• Skills = 116
• Rules = 119
• Knowledge = 120
• Discussion = 120
• Intentions = 121
• Opening Moves = 128
• Simple／Direct Moves = 130
• Simple／Indirect Moves = 131
• Complex／Direct Moves = 133
• Confused Moves = 136
• Exploratory Moves = 144
• Ritual Moves = 145
• CHAPTER 7 CHILDREN'S SEARCH STRATEGIES = 146
• Planned Strategies = 147
• Planned Author Strategy = 149
• Planned Title Strategies = 152
• Planned Multiple Concepts Strategy = 156
• Planned External Support Strategies = 158
• Prototypes = 158
• Subject Heading Lists = 161
• Adult Assistance = 163
• System Feature Strategies = 166
• Multiple Access Points = 166
• Truncation = 170
• Screen Instructions = 172
• Index Function Strategies = 172
• Reactive Strategies = 174
• Shifts in Focus = 175
• Subject to Title Shift = 176
• Title to Subject Shift = 179
• Subject to Author Shift = 181
• Title to Author Shift = 182
• Subject to Title to Author Shift = 183
• Interest Shift = 184
• Discussion = 185
• Search Term Relations = 186
• Broader Term = 188
• Narrower Term = 190
• Coordinate Terms = 194
• Multiple Concepts = 202
• Word Form = 209
• Monitoring of Performance = 211
• External Supports = 214
• Adult Assistance = 215
• Subject Heading Lists = 220
• Cooperative Action = 221
• Memory Supports = 225
• Rehearsal = 225
• Written Record = 226
• Summary = 228
• CHAPTER 8 PATTERNS OF SUCCESS AND FAILURE = 236
• Patterns of Success = 236
• Patterns of Breakdown = 241
• Fundamental Skills = 243
• OPAC Skill = 243
• Reading Skill = 245
• Spelling／Keyboard Skills = 246
• Overview of Skill Breakdowns = 248
• Procedural Rules = 249
• Syntax = 249
• Query Form = 250
• Focus = 252
• Overview of Rule-Based Breakdowns = 254
• Knowledge-Based Interactions = 254
• Lack of Conditional Knowledge = 255
• Lack of Processing Knowledge = 257
• Lack of Content Knowledge = 259
• Overview of Knowledge-Based Breakdowns = 261
• Summary = 261
• CHAPTER 9 SEARCH TERMS AND INFORMATION ACCESS = 266
• Children's Search Language = 267
• Similarity／Variety = 267
• Predictability／Uncertainty = 274
• Simplicity／Complexity = 274
• First Grade = 277
• Second Grade = 277
• Third Grade = 281
• Fourth Grade = 283
• Fifth Grade = 286
• Sixth Grade = 288
• LCSH Examples = 291
• Keyword Retrieval = 297
• Information Access : Options & Opportunities = 299
• CHAPTER 10 IMPLICATIONS FOR RESEARCH AND DESIGN = 303
• Methodology for Understanding Users = 304
• User Actions and Success／Failure = 308
• Information Access Issues = 308
• Terminological Control = 308
• Descriptor Combination = 309
• Conceptual Structure = 310
• Indexing Consistency = 310
• Indexing Orientation = 311
• Lead-In Vocabulary = 311
• Indexing Exhaustivity = 311
• Indexing Specificity = 312
• Interface Usability Issues = 312
• Educational Environment = 312
• Cognitive Development = 313
• Human Information Processing System = 313
• Mental Models = 314
• Semantics, Concepts, and Categories = 315
• Communicative Competence = 315
• Implications for Interface Design = 316
• The Invisible Interface = 317
• Structures for Conceptual Organization = 318
• Design for Learning = 319
• User Tailoring = 320
• Flexibility in Use = 321
• REFERENCES = 323