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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1967
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED020767 |
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| _version_ | 1867181126783598593 |
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| author | KRIKELAS, JAMES |
| author_facet | KRIKELAS, JAMES KRIKELAS, JAMES |
| collection | Education Resources Information Center |
| contents | THE EFFECT OF ARRANGEMENT ON THE USE OF LIBRARY CATALOGS--AN EXPERIMENTAL STUDY OF A DIVIDED AND A DICTIONARY CATALOG. FINAL REPORT. KRIKELAS, JAMES Catalogs Comparative Analysis Information Storage Libraries Library Catalogs Library Science THE PURPOSE OF THE STUDY WAS TO DETERMINE IF DIVIDING A TRADITIONAL DICTIONARY CATALOG TO CREATE A SEPARATE FILE FOR SUBJECT ENTRIES WOULD RESULT IN MORE EFFECTIVE USE OF LIBRARY CATALOGS. A SET OF SEARCH QUESTIONS WAS DEVELOPED AS THE DATA COLLECTION INSTRUMENT. TWO CATALOGS--THE UNIVERSITY OF ILLINOIS' DICTIONARY CATALOG AND THE UNIVERSITY OF WISCONSIN'S CATALOG DIVIDED INTO SUBJECT AND NON-SUBJECT ENTRIES--WERE SELECTED AND THE APPROPRIATE SECTIONS VERIFIED AS TO SIMILARITY OF SIZE AND COMPLEXITY. PARTICIPANTS WERE UNDERGRADUATE STUDENTS RANDOMLY SELECTED AT THE TWO UNIVERSITIES. EFFECTIVE USE OF THE CATALOG WAS MEASURED BY A MEAN SUCCESS SCORE REPRESENTING THE ABILITY OF PARTICIPANTS TO SELECT APPROPRIATE SUBJECT REFERENCES IN RESPONSE TO QUESTIONS. IT IS CONCLUDED THAT FOR A SERIES OF QUESTIONS REPRESENTING DIFFERENT LEVELS OF DIFFICULTY AND FOR A FARILY LIMITED RANGE OF CATALOG USE HABITS AND ABILITY, CHANGE IN THE ARRANGEMENT OF LARGE CATALOGS WOULD NOT RESULT IN MORE EFFECTIVE USE. THERE IS ALSO NO EVIDENCE TO INDICATE THAT ONE TYPE OF CATALOG IS SUPERIOR TO THE OTHER. THIS DOCUMENT WAS SUBMITTED AS A PH.D. THESIS UNDER THE TITLE "THE EFFECT OF ARRANGEMENT ON THE SUCCESSFUL USE OF LIBRARY CATALOGS" TO THE GRADUATE COLLEGE OF THE UNIVERSITY OF ILLINOIS. (AUTHOR/CC) |
| format | Recurso educativo Open Access |
| id | eric_ED020767 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1967 |
| record_format | eric |
| spellingShingle | THE EFFECT OF ARRANGEMENT ON THE USE OF LIBRARY CATALOGS--AN EXPERIMENTAL STUDY OF A DIVIDED AND A DICTIONARY CATALOG. FINAL REPORT. KRIKELAS, JAMES Catalogs Comparative Analysis Information Storage Libraries Library Catalogs Library Science THE EFFECT OF ARRANGEMENT ON THE USE OF LIBRARY CATALOGS--AN EXPERIMENTAL STUDY OF A DIVIDED AND A DICTIONARY CATALOG. FINAL REPORT. KRIKELAS, JAMES Catalogs Comparative Analysis Information Storage Libraries Library Catalogs Library Science THE PURPOSE OF THE STUDY WAS TO DETERMINE IF DIVIDING A TRADITIONAL DICTIONARY CATALOG TO CREATE A SEPARATE FILE FOR SUBJECT ENTRIES WOULD RESULT IN MORE EFFECTIVE USE OF LIBRARY CATALOGS. A SET OF SEARCH QUESTIONS WAS DEVELOPED AS THE DATA COLLECTION INSTRUMENT. TWO CATALOGS--THE UNIVERSITY OF ILLINOIS' DICTIONARY CATALOG AND THE UNIVERSITY OF WISCONSIN'S CATALOG DIVIDED INTO SUBJECT AND NON-SUBJECT ENTRIES--WERE SELECTED AND THE APPROPRIATE SECTIONS VERIFIED AS TO SIMILARITY OF SIZE AND COMPLEXITY. PARTICIPANTS WERE UNDERGRADUATE STUDENTS RANDOMLY SELECTED AT THE TWO UNIVERSITIES. EFFECTIVE USE OF THE CATALOG WAS MEASURED BY A MEAN SUCCESS SCORE REPRESENTING THE ABILITY OF PARTICIPANTS TO SELECT APPROPRIATE SUBJECT REFERENCES IN RESPONSE TO QUESTIONS. IT IS CONCLUDED THAT FOR A SERIES OF QUESTIONS REPRESENTING DIFFERENT LEVELS OF DIFFICULTY AND FOR A FARILY LIMITED RANGE OF CATALOG USE HABITS AND ABILITY, CHANGE IN THE ARRANGEMENT OF LARGE CATALOGS WOULD NOT RESULT IN MORE EFFECTIVE USE. THERE IS ALSO NO EVIDENCE TO INDICATE THAT ONE TYPE OF CATALOG IS SUPERIOR TO THE OTHER. THIS DOCUMENT WAS SUBMITTED AS A PH.D. THESIS UNDER THE TITLE "THE EFFECT OF ARRANGEMENT ON THE SUCCESSFUL USE OF LIBRARY CATALOGS" TO THE GRADUATE COLLEGE OF THE UNIVERSITY OF ILLINOIS. (AUTHOR/CC) |
| title | THE EFFECT OF ARRANGEMENT ON THE USE OF LIBRARY CATALOGS--AN EXPERIMENTAL STUDY OF A DIVIDED AND A DICTIONARY CATALOG. FINAL REPORT. |
| topic | Catalogs Comparative Analysis Information Storage Libraries Library Catalogs Library Science |
| url | https://eric.ed.gov/?id=ED020767 |