Dimensional standard alignment in K-12 digital libraries

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Dimensional standard alignment in K-12 digital libraries: assessment of self-found vs. recommended curriculum

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International Conference on Digital Libraries archive
Proceedings of the 9th ACM/IEEE-CS joint conference on Digital libraries table of contents

Austin, TX, USA

SESSION: 1 table of contents

Pages 11-14

Year of Publication: 2009

ISBN:978-1-60558-322-8

Authors

Byron Marshall	Oregon State University, Corvallis, OR, USA
René Reitsma	Oregon State University, Corvallis, OR, USA
Malinda Zarske	University of Colorado at Boulder, Boulder, CO, USA

Sponsors

SIGIR: ACM Special Interest Group on Information Retrieval
SIGWEB: ACM Special Interest Group on Hypertext, Hypermedia, and Web
ACM: Association for Computing Machinery

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ACM New York, NY, USA

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ABSTRACT

Enhancing the experience of digital library users depends, in part, on recognizing and understanding user tasks. In the context of K-12 educational libraries this means that we must understand how K-12 teachers interact with such libraries and how they assess the relevance of documents found or encountered. This paper presents the results of an experiment in which K-12 teachers scored the relevance of curriculum they found themselves and the relevance of documents their colleagues found and recommended. We found that teachers apply a significantly more detailed notion of relevance, both qualitatively and quantitatively, when searching for as compared to evaluating recommended curricula. Differences were observed in both relevance judgments and system interaction logs. These variations may be useful in identifying user intent and in dynamically adapting the behavior of digital libraries of educational material.

REFERENCES

Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.

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