Web Scale Discovery and Information Literacy - Solution or Problem
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Web Scale Discovery and Information Literacy - Solution or Problem
- 1. Web Scale Discovery and Information Literacy – Solution or Problem? Sheila Corrall, University of Sheffield iSchool Mike Sweet, Credo Reference
- 2. The context for web scale discovery Social Economic • 24/7 online networked society • world financial crisis • self‐service and mutual support • exchange‐rate volaDlity • learning communiDes • service closures and job losses • Google generaDon • high unemployment Technological PoliDcal • digital asset management • public expenditure cuts • cloud compuDng • doing more with less • mobile connecDvity and apps • shared services • business use of social technology • demonstraDng value and impact
- 3. Perceptions of libraries, 2010 “When comparing libraries to search engines, overwhelmingly, Americans consider search engines to be more convenient, faster, more reliable and easier‐to‐use. Americans consider libraries to be more trustworthy and more accurate. While Americans ranked libraries ahead of search engines in trustworthiness and accuracy, this disDncDon evaporates when asked about the informa(on that is provided by search engines and libraries. Most Americans (69%) believe the informaDon they find using search engines is just as trustworthy as they would find from their library.” (OCLC, 2010, p. 40)
- 4. Next generation discovery services Commercial Open source • AquaBrowser Library • Blacklight • BiblioCommons • Fac‐Back‐OPAC (Kochief) • Ebsco Discovery Services • LibraryFind • Encore (InnovaDve Interfaces) • Rapi • Primo Central (Ex Libris) • Scriblio (WPopac) • SirsiDynix Enterprise • SOPAC (Social Opac) • Summon (Serials SoluDons) • VuFind • Visualizer (VTLS) (Breeding, 2010; • WorldCat Local (OCLC) Yang & Wagner, 2010)
- 5. Desired features of discovery services • Single search/point of entry • Did you mean . . .? − for all library materials − spell‐checking mechanism • State‐of‐the‐art web interface • RecommendaDons • Enriched content • User contribuDons e.g. book cover images, user input e.g. summaries, reviews, • Faceted navigaDon of results raDng, tagging, folksonomies e.g. dates, formats, locaDon • RSS feeds • Simple keyword search box • IntegraDon with social − on every page networking sites • Relevancy ranking • Persistent links e.g. influenced by circulaDon data (Yang & Wagner, 2010)
- 6. Web scale discovery – the story so far • Combining next‐generaDon catalogues with federated search − integraDng print and digital, local and remote, records and content • Providing access to library resources within user workflows − search from library homepage, LibGuide, uni portal, Blackboard, etc • Allowing libraries to create mulDple profiles for communiDes − subject subsets of discovery resources to avoid overwhelming users • Early reports of dramaDc impact on use of licensed resources − students able to find things easily, but not able to interpret results • ImplicaDons for informaDon literacy and reference support − from database searching to understanding and evaluaDng informaDon (Gross & Sheridan, 2011; Howard & Wiebrands, 2011; Luther & Kelly, 2011; Kenney, 2011; Way, 2010; Wisniewski, 2010)
- 7. “InformaDon literacy is knowing when and why you need informaDon, where to find it, and how to evaluate, use and communicate it in an ethical manner.” (CILIP, 2004) Seven Pillars of Information Literacy (SCONUL, 2011)
- 8. One-stop info-shopping: pros and cons ✔ Convenient, easier and ✘ Dumbing down of the faster access to informaDon informaDon search process ✔ Exposure to a wider range ✘ Less funcDonality than of sources and material naDve database interfaces ✔ Focus on higher‐order ✘ NeglecDng development of informaDon literacy abiliDes basic informaDon skills ✔ More visibility and use of ✘ Poor foundaDon for higher library scholarly resources degrees and future careers ✔ Beier value for money from investment in content
- 9. Competing visions of the library The resource‐based view InformaDon literacy view • The library is essenDally a • The library is essenDally a bundle of informaDon and place of learning other resources • It creates value through the • It creates value through use development of the ability of its disDncDve resources to find, evaluate and use • Resource uDlisaDon is the informaDon in context key performance measure • InformaDon capability is the (Barney, 1991; Wernerfelt, 1984) key performance measure
- 10. How? Advanced search opDons Librarians, faculty and grad students want more funcAonality Students need help What? Open in understanding Approved web search results scholarly content Some use content Most people Google Scholar Web scale discovery start a search (with library links) steers users back with Google to the library Single search box
- 11. Four questions for reflection and debate 1. Are web scale discovery tools a good starDng point for subject searches or for exploring new topics? 2. Will such tools help students become competent informaDon users in the work place and later life? 3. Do we need to change our informaDon literacy educaDon to fit the new discovery environment? 4. Can we augment our discovery services to support and deliver our informaDon literacy mission?
- 12. Web‐scale Discovery– What’s Missing from this Library Answer to Google? Session Dtle here Charleston Conference 2011
- 13. Agenda • Known Item vs. Exploratory Searching • On the Open Web: Google vs. Wikipedia • In The Library: Web‐scale Discovery Systems • Something’s Missing: InformaDon Literacy Skill Reinforcement
- 14. InformaDon Literacy Skills • Finding research tools beyond Google and Wikipedia • Understanding the purpose of the library • NavigaDng the library • Assessing quality and reliability of informaDon • Discerning between different types of materials • ConducDng effecDve searches • Narrowing topics • CiDng sources & avoiding plagiarism The ERIAL Project: hip://www.erialproject.org/
- 15. Not All Searches Are the Same Known Item Searching Exploratory Searching -Have specific information -Information (article, book, journal, etc.) Need -Need general information in mind -Opportunity for -Lack subject orientation or -Familiar with keywords or Information familiarity with keywords relevant search terms Literacy Skill -Need guidance to start -Know where to start Reinforcement searching (website, database, stacks)
- 17. Known Item Searching in Google Genome DNA forterre
- 22. Wikipedia • Advantages – Provides background and vocabulary – Comprehensive, consistent, easy to access and use – Provides potenDally useful links • LimitaDons – Not always trustworthy – Not customized for audience – Doesn’t acDvely promote informaDon literacy skills
- 26. PossibiliDes • What is the Wikipedia equivalent for the library and Webscale Discovery Systems? • What could we do with these tools?
- 27. Online Reference Services • Blending of contextual content, searching and links • Comprehensive coverage from authoritaDve sources • Giant, interconnected encyclopedia • Easily digesDble presentaDon of informaDon
- 28. Online Reference Services • Links to library curated resources • Tools for exploraDon and narrowing of topics • IntegraDon with relevant tools, inc. discovery • Help and tutorials to build informaDon literacy skills
- 33. Summary • Discovery systems are powerful tools • Online Reference Services have the potenDal to complement discovery systems AND promote informaDon literacy skills
- 35. Define information need Access, search, find, retrieve Evaluate currency and accuracy Manage and organize Integrate and synthesize Create, adapt, summarize Communicate and present Novice • Advanced Beginner • Competent • Proficient • Expert
- 36. InformaDon Literacy • key factors to library/faculty informaDon literacy success (as stated by the ERIAL Project: hip://www.erialproject.org/). – Finding research tools beyond Google and Wikipedia – Understanding the purpose of the library – NavigaDng the library – Assessing quality and reliability of informaDon – Discerning between different types of materials – ConducDng effecDve searches – Narrowing topics – CiDng sources & avoiding plagiarism
- 38. Library’s Answer to Wikipedia • Provide relevant contextual informaDon • AuthoritaDve sources • Curated links to local resources • Help and tutorials to build informaDon literacy skills • Provide for alternaDve modes of topic exploraDon – VisualizaDon tools – Related vocabulary • Integrated in key educaDon systems, including Discovery Systems
- 40. It is not content, but context that will maier most a decade or so from now… Paul Saffo, InsDtute for the Future Wired, March 1994
- 41. It’s the Context, Stupid “The scarce resource will not be stuff, but point of view... The future belongs to neither the conduit or content players, but those who control the filtering, searching, and sense‐making tools we will rely on to navigate through the expanses of cyberspace.” (Saffo, 1994)
- 42. Four questions for reflection and debate 1. Are web scale discovery tools a good starDng point for subject searches or for exploring new topics? 2. Will such tools help students become competent informaDon users in the work place and later life? 3. Do we need to change our informaDon literacy educaDon to fit the new discovery environment? 4. Can we augment our discovery services to support and deliver our informaDon literacy mission?