整合檢索系統與資訊素養

1. 整合檢索系統與資訊素養 柯皓仁 交通大學圖書館

2. 大綱 • 整合檢索系統概論 • 整合檢索系統功能介紹 – 以MetaLib為例 • 整合檢索系統與資訊素養 • 結論

3. 整合檢索系統的定義 • 隨著電子資源的成熟與普及，各圖書館所購置的電子資源與日俱增，讀者在研究與學習上得以有足夠的資訊，但由於各電子資源系統分散在世界各個不同的地點與主機，當需要查詢資料時，讀者必須一一透過不同廠商的介面與檢索方式，才能蒐集到完整的資料，不但耗時費力，也對圖書館之推廣講解造成相當的負荷。 • 電子資源整合檢索(Federated Search)系統可解決前述問題 • Broadcast Search、MetaSearch、Parallel Search Cross-Database Search、Integrated search • 電子資源整合檢索系統允許使用者透過單一檢索介面(Common Search Interface)同時(Simultaneous)且即時(On the Fly)檢索多個電子資源。

4. Unified UI Broker/Agent/Value-added Service Electronic Resource 1 Electronic Resource 2 Electronic Resource 3 Federated Search • Federated search, Metasearch , parallel search,broadcast search, cross-database search, search portal • Allows search and retrieval to cross multiple databases, sources, platforms, protocols, and vendors at once

5. Centralized Union Catalog

6. Complicated Standard

7. http://metacat.ntu.edu.tw/metacat/app

8. 整合檢索系統功能介紹 – 以MetaLib為例

9. 快速查詢

10. 整合查詢

11. 整合檢索進度回報畫面

12. 整合查詢結果列表

13. 檢視書目資料

14. Link Resolver -- SFX

15. SFX • SFX is a context-sensitive OpenURL link resolver • Accepts OpenURL as input from Information source • Analyses contents of OpenURL • Evaluates Appropriate Services based on Metadata • Dynamically computes links to Target Services

16. SFX Triggered from WOS

17. Google Scholar • Google Scholar provides a simple way to broadly search for scholarly literature. • From one place, you can search across many disciplines and sources: peer-reviewed papers, theses, books, abstracts and articles, from academic publishers, professional societies, preprint repositories, universities and other scholarly organizations. • Google Scholar helps you identify the most relevant research across the world of scholarly research. http://scholar.google.com/scholar/about.html

18. Features of Google Scholar • Search diverse sources from one convenient place • Find papers, abstracts and citations • Locate the complete paper through your library or on the web • Learn about key papers in any area of research http://scholar.google.com/scholar/about.html

19. Can you get all fulltexts from Google Scholar ? • Not really… • Green Road – YES • Toll Access – No (Unless your institution has subscription) • Some search results in Google Scholar are only citation – you can link to SFX to get the full text This is a citation found in ACM, but its full text belongs to Elsevier

20. Google Scholar + SFX

21. 個人化功能

22. 整合檢索系統與資訊素養

23. Information Literacy Defined • Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information • Information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability.

24. Information Literacy Competency Standards for Higher Education • The information literate student determines the nature and extent of the information needed. • The information literate student accesses needed information effectively and efficiently. • The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

25. Information Literacy Competency Standards for Higher Education (Cont.) • The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. • The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

26. Standard One • The information literate student determines the nature and extent of the information needed. • The information literate student defines and articulates the need for information. • The information literate student identifies a variety of types and formats of potential sources for information. • The information literate student considers the costs and benefits of acquiring the needed information.

27. Research Discovery Process • Initiation (recognizing the information need) • Selection (identification) • Exploration (general investigation) • Formulation (focusing the topic) • Collection (gather information) • Presentation Indicator one • 學生的習慣：先找了再說 • 整合檢索系統可以提供學生廣泛搜尋的機制(允許學生發覺資料在各學科領域的重疊狀況) – 符合學生的習慣 • 在未想好檢索詞以及議題的概念之前，貿然使用整合檢索系統，可能會導致回傳結果過多，造成資訊過載，並影響後續議題設定

28. 如何評估資源的重要性？ • Currency and scope • Source type: peer-reviewed journal, directory, statistical databases, Web site… • 整合檢索系統讓學生們不去想這些 • 學生也可能錯誤地認為整合檢索系統內的資源就是圖書館可以提供的所有資源

29. Standard Two • The information literate student accesses needed information effectively and efficiently • The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. • The information literate student constructs and implements effectively designed search strategies. • The information literate student retrieves information online or in person using a variety of methods.

30. Performance Indicator 1 • 大學生或剛入門的研究生通常都不知道要找哪一個資料庫 • 整合檢索系統提供了有效的幫助 • 使用者通常不會很努力地找很多資料庫，但透過整合檢索系統，或許可以讓他們多找一些資料庫(擴展搜尋範圍) • 整合檢索系統裡的主題組織(Subject organization)是不是有用? • 有些學校會有預設的搜尋資料庫 • 經過整合檢索系統的使用，使用者或許會發現哪些資料庫是比較適合他們的 • Name recognition and resource discovery • 使用者是否了解：並不是所有的資料庫都可以整合檢索？

31. Performance Indicator 2 • 學生習慣用Keyword檢索 • 整合檢索系統僅能以各資料庫系統的最大公因數設計檢索介面 • 各資料庫系統的進階功能往往無法收納於整合檢索系統中 • Source type, content type, thesauri… • 整合檢索不利於使用者發展複雜的檢索策略 • 最有效的檢索介面還是底層的資料庫系統

32. Thesaurus Example

33. Thesaurus Example (Cont.)

34. Vocabulary Browsing Example

35. Performance Indicator 3 • Link resolver (such as SFX) • 可縮短使用者取得資料全文的時間 • 讀者還是得了解何謂索書號 or 何謂館際合作

36. Standard 3 • The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. • How to evaluate results of federated search • Source types (peer-reviewed journals, magazine…) • Citation information • Resource grouping – apple vs. orange ? • Federated searching is only appropriate when the same resources are searched ? • Business  book; Psychology  periodical • Relevance ranking

37. ASE in EBSCO – Source types

38. LISA in CSA – Source types

39. Source Types ?

40. Citation Information

41. Resource Grouping

42. Relevance Ranking ?

43. De-dup and importance of information

44. Standards Four and Five • The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. • The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. 跟整合檢索系統較無關聯

45. 結論 • 整合檢索系統 • 提供使用者針對多種類型的資料來源進行廣泛搜尋，使用者可對其研究議題有立即之概括了解 • 讓使用者認識更多資料庫 • 可進行跨領域的檢索 • Link Resolver讓使用者更容易取得資料原文 • 提供館員更多指導讀者的機會 • 可藉整合檢索系統教育讀者資訊素養的概念 • 資料庫的特性、資料庫涵蓋的資料範圍、搜尋技巧、搜尋結果的評估

46. 結論(續) • 在適切的教育之後，整合檢索系統對使用者資訊素養能力的影響並不大 • 反過來說，整合檢索系統讓使用者了解到圖書館提供了哪些資源，並鼓勵對圖書館資源多加利用 • 圖書館的責任在於協助使用者有效地運用這些工具 • 教育使用者如何分辨不同類型的資料庫 • 教育使用者如何形成檢索策略(縮寫、同義字…等) • 減少個別資料庫的介紹(特性與檢索方法)，著重於一般性的檢索技巧 • 教育使用者如何評估與使用資源(篩選檢索結果、分辨資料來源類型) • 思考如何設定整合檢索系統 • 整合檢索系統對初學者是一個有效的工具

47. 參考資料 • Cox, C. An Analysis of the Impact of Federated Search Products on Library Instruction Using the ACRL Standards. Portal: Libraries and the Academy. 6 (3), 2006. • ACRL. Information Literacy Competency Standards for Higher Education. http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm