In partial fulfillment of graduation requirements
under the supervision of Dr. James M. Kusack,
Department of Information and Library Science
School of Communication, Information, and Library Science
Southern Connecticut State University
April 2004
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Long before I began a formal course of study in librarianship at Southern Connecticut State University in January 2001, dedicated and talented librarians at my hometown public libraries, undergraduate library, law school library, and state law libraries had been my teachers and mentors while I worked my way through my initial schooling. My hometown library hired its first M.L.S.-trained director just as I was graduating; the reference desk at my undergraduate college wasn't staffed nights or weekends; and there was no reference desk whatsoever in my law school library until my final year. Thus, I was often called on to help patrons solve information problems and locate the appropriate materials. The catalogues were strictly paper cards in row upon row of drawers, and accessing journal articles from another library involved padded envelopes and express delivery rather than electronic database searches.
In law school, we had access to the earliest versions of Lexis-Nexis case law database (via a teletype terminal); many lawyers at that time saw the use of a keyboard as demeaning. Since then, publicly-available Internet sites as well as subscription databases have become vital information resources for academicians, businesses, the general public, and even school children. The rapid evolution and expansion of information makes the expertise of a professional librarian vital to the effective use of these resources. My studies and experience in the Library Science program now weave together my subject matter expertise, my experience in library work, and modern best practices in information science.
Through the development and execution of a nationally-distributed survey, the class project for Information Seeking Behavior (ILS 537, Dr. Mary Brown) brought library theories of collection development, cataloguing, reference, and library automation face to face with the needs, knowledge base, and learning styles of users.
Collection Development. In Foundations of Librarianship (ILS 503) and Acquisitions and Development (ILS 519), we analyzed the mission and goals of libraries and their application to the collection development process. In allocating budget and space to alternative resources, the role of the user was critical by recognizing functional needs, convenience, and bibliographic skills (or lack thereof).
Cataloguing. Modern electronic catalogues have largely overcome the space and labor issues of creating, filing, and updating the card catalogue. Nonetheless, our examination (Information Analysis & Organization, ILS 506) of cataloguing and shelflisting problems in the CONSULS (Connecticut State University Libraries) catalogue illustrated the problems users face in locating the appropriate materials, especially without adequate bibliographic instruction as to advanced search functions. Few understand or apply the protocols of subject headings to take advantage of the work of a professional cataloguer. The preference of respondents in our survey for a broad Internet search using Google is consistent with this.
Reference. The the skillful use of the reference interview and active reference policies as examined in Reference & Information Resources and Services (ILS 504), the professional librarian can ameliorate the users' unsophisticated understanding of information resources. Regrettably, as unobtrusive studies of user behavior have demonstrated, many fail to recognize the librarians' skills beyond locating a particular volume within their own library and distrust the librarians' subject matter expertise. While interviewing law school faculty and library staff in Legal Bibliography and Libraries (ILS 620) and Government Publications (ILS 621), it was apparent that the librarians' graduate education in law was not always well-utilized by researchers. These attitudes highlight the need to integrate bibliographic instruction with course content in academic libraries and to identify relevant information proactively in special libraries for professionals as a path to user awareness of librarians' substantive knowledge base.
Library Automation. In the age of electronic information, the professional librarian can connect users with advanced tools for research through the use of integrated library information systems (Information Systems Analysis & Design (ILS 530); Library Automation (ILS 534). In addition to traditional author-title-subject access points in the library catalogue, electronic catalogues now offer searching by keyword and often other specific categories, such as general material description, audience, curriculum, etc. Yet our survey suggests that few are familiar with these tools or make use of them. Users' searches can be guided and refined "on the fly" through information technology that is now coming into use in libraries such as intelligent agents, Internet links from catalogues to reviews, tables of contents, and sample pages. Users see these tools in popular commercial Web sites, such as Amazon.com, and will both expect and use them in library systems.
Research Methods. Quantitative research in the social sciences has often been criticized as lacking rigor, as well analyzed in our text for Evaluation and Research (ILS 680), Jeffrey Katzer, Kenneth H. Cook, and Wayne W. Crouch (1998), Evaluating information: A guide for users of social science research, 4th ed., Boston: McGraw-Hill. After studying existing research in Information Seeking Behavior (ILS 537), our class saw in practice the difficulties associated with the design and administration of a survey instrument. In addition to the observations that were made of the data collected, our group self-assessments identified areas for future research.
The full text of the papers developed from this research can be accessed via the links below within this site. Additional resources in connection with this study and abstracts of other reported research can be viewed at my Information Seeking Behavior Web site, created for this course.
Unstructured Searching in a Structured Query World
Did
We Get It Right? An Examination of Student Web Sites In Light of Information
Behavior Studies
Incorporating
Information Behavior Research To Personalize Library Services
Public Catalogue Construction. After several weeks developing our understanding of descriptive cataloguing, MARC protocols, and Cuttering procedures to develop a logical shelflisting order, Dr. Eino Sierpe asked us to carefully examine the CONSULS cataloguing of works by and literary criticism of Heinrich Boll, a German literary author with a single LC classification number and Cutter number. The first step was to select which of the duplicate records to eliminate and which to use, evaluating the quality of the cataloguing data. This essay establishes the criteria used for the assignment
Shelflisting Analysis for Heinrich Boll in CONSULS. By identifying conflicts and errors in the CONSULS catalogue records for Heinrich Boll, we identified issues that are relevant to any large, collaborative catalogue.
Revised Shelflist for Heinrich Boll. From over 70 entries initially (many in the original German and some translated to other non-English languages), corrected and adjusted Cutter numbers generated a logical and integrated shelflist for the combined college libraries.
Technology Development Plan for Collister Library. Using the methodologies taught in Library Automation and Information Systems, I developed a detailed plan to implement an electronic catalogue for my church's library (see details in Applied Knowledge pages of this site).
Classified and Indexed Abstracts of Professional Journal Articles. Principles of indexing and abstracting were applied to professional journal articles on information-seeking behavior, creating author, subject, and classified listings of the articles which linked to the body of the abstracts. Abstracts included metadata and bibliographical citations, with references to online availability.
Throughout my graduate coursework, I have sought to be of service to my community through the librarianship skills which I have acquired and to enhance my understanding of the application of information science theory. These projects synthesized my subject matter expertise and the library management, technical services, and user services.
Connecticut
Association for the Gifted, Inc.
Pomperaug
Elementary School
Koinonia eLibrary
Academic Libraries (Southern Connecticut State University, Cheshire Academy, Capital Community College Library)
The thrill of the hunt for information has inspired my love of libraries, even before my first formal paycheck as a library page at my hometown library while in high school. My resume now includes the theoretical underpinnings of librarianship through my graduate studies and internships. Some of those who have seen my recent library and information science work have graciously supplied letters of reference. I now feel well-prepared to present my credentials for career positions as a reference librarian, particularly where my specific subject knowledge can amplify my understanding of patrons' research needs, such as in an academic or special library.
Problems? Questions? E-mail Barbara J. Hampton.
Last updated: 12 January 2006