The purpose of this study is to evaluate two metadata schemas, AACR2+ and the International Children’s Digital Library’s metadata schema, in light of children’s information seeking behavior for book selection. While previous studies focus on the development of child-friendly interfaces, few of these studies discuss a metadata schema for children’s libraries. Given that effective information retrieval is based on well-constructed information organization, this study’s significance is its greater emphasis on information organization as a relevant factor than in previous studies. The methodology for this study consists of three parts: a meta-analysis of relevant research on children’s information seeking behaviors for book choices, a crosswalk of the metadata schemas, and a comparison of two data sets from the previous stages. The study finds that ICDL’s metadata schema tends to better reflect children’s unique information seeking behaviors for book choices as independent metadata elements than standard library cataloging does. Standard library cataloging tends to describe information reflecting children’s unique information seeking behaviors in a note area rather than describing in independent metadata elements. Therefore, by having independent and relevant metadata elements regarding the unique characteristics of children’s book choices, ICDL’s metadata schema provides more access points in a browse search system.
The purpose of this study is to understand users' motivations and intentions in the use of institutional collections on social tagging sites. Previous social tagging studies have collected social tagging data and analyzed how tagging functions as a tool to organize and retrieve information. Many studies focused on the patterns of tagging rather than the users' perspectives. To provide a more comprehensive picture of users' social tagging activities in institutional collections, and how this compares to social tagging in a more personal context, we collected data from social tagging users by surveying 7,563 participants in the Library of Congress's Flickr Collection. We asked users to describe their motivations for activities within the LC Flickr Collection in their own words using open‐ended questions. As a result, we identified 11 motivations using a bottom‐up, open‐coding approach: affective reactions, opinion on photo, interest in subject, contribution to description, knowledge sharing, improving findability, social network, appreciation, personal use, and personal relationship. Our study revealed that affective or emotional reactions play a critical role in the use of social tagging of institutional collections by comparing our findings to existing frameworks for tagging motivations. We also examined the relationships between participants' occupations and our 11 motivations.
The purpose of this study is to understand children's perceptual cognitive factors and processes during book selection. Moreover, this study aims to explore how the perceptual cognitive factors can be described in a metadata schema for children's libraries. The study contributes to the improvement of Knowledge Organization Systems (KOS) reflecting children's perceptual cognition. Current Knowledge Organization Systems (KOS) in most school and public libraries are minimally specialized for children. Most school and public libraries have been using the standard KOS, e.g., AACR2, DDC, LCSH, Sears Subject Headings. These KOS usually focus on describing characteristics of information and targeting adult user groups. However, children perceive, categorize, and name information in a different way than adults do. Due to the lack of consideration of children's cognition in KOS, children have trouble in searching for information. Therefore, it is necessary to examine how well current KOS consider children's cognition. In KOS, metadata elements correspond to conceptual aspects of information. Consequently, the study suggests how conceptual aspects of information based on children's perception can be represented in metadata elements.The findings of this study identify 14 emergent facets of information through various factors of information during the perceptual cognitive process in book selection. These factors and facets are re-analyzed within a Knowledge Organization theoretical context. This study suggests multiple characteristics of perceptual cognitive processes: 1) two different types of processes: PAL (Paying Attention by Looking) and BAR (Being Aware by Recalling); 2) direct and indirect factors of resources; and 3) concrete or abstract factors. Lastly, this study discusses how these perceptual cognitive factors can be represented in metadata schema.
Milwaukee. She has a background in computer science and worked as a programmer/analyst. She has a PhD in library and information science from the University of Western Ontario. Her research interests include social tagging, information organization on the web, classification systems, information retrieval, collaborative web technologies and the creation and visualization of structures in information organization systems.Jihee Beak has a PhD in information studies from the University of Wisconsin-Milwaukee. She is a member of the Knowledge Organization Research Group, School of Information Studies, University of Wisconsin-Milwaukee, and an editorial assistant of Knowledge Organization journal. Her major research area is information organization including metadata, children's information seeking behavior, domain analysis, social tagging, subject headings, classification theory, etc. Her dissertation is a child-driven metadata schema based on a children's book selection behavior study.
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