Undergraduate Students Still Experience Difficulty Interpreting Library of Congress Call Numbers
Notice bibliographique
Résumé
Objective – To explore how undergraduate students interpret Library of Congress call numbers when trying to locate books. Design – Multiple case study. Setting – A public, residential university in Illinois, United States of America. Subjects – 11 undergraduate students (10 upper division, 1 freshman; no transfer students included). Methods – A qualitative approach was adopted, with a multiple case study design used to facilitate the collection of data from several sources. Students were recruited for the study via convenience and snowball sampling. Participants who volunteered were interviewed and requested to complete a task that required them to organize eight call numbers written on index cards in the correct order. Interviewees were also asked about any instruction they had received on interpreting call numbers, and their experiences locating materials in other libraries and bookstores. Responses were then coded using colours to identify common themes. Main Results – The study reported that there was little correlation between the students’ own estimation of their ability to locate materials and their actual performance in the index card test. Five students who reported that they could find materials 75-100% of the time performed poorly in the test. Of the 11 participants, only 4 ordered the cards correctly, and in 1 such case this was by fortune rather than correct reasoning. Of these, three self-reported a high level of confidence in their ability to locate material, whilst one reported that he could only find the material he was looking for approximately half of the time. Of the seven students who incorrectly ordered the cards, no two students placed their cards in the same order, indicative that there is no clear pattern in how students misinterpret the numbers. During the interview process, five students stated that they experienced more difficulty locating books in bookstores compared with the library. Conclusion – Based on the findings of the study, the authors recommend several interventions which could help students to locate material within the library, namely through improved signage in shelving areas including the listing of subjects and colour-coding, as well as integrating training on understanding call numbers into subject-based instruction. The possibility of using online directional aids such as QR codes and electronic floor maps is also suggested as a strategy to help orient students.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,006 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».