A Child-Driven Metadata Schema: a Holistic Analysis of Children's Cognitive Processes During Book Selection Jihee Beak University of Wisconsin-Milwaukee
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University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations 5-1-2014 A Child-Driven Metadata Schema: A Holistic Analysis of Children's Cognitive Processes During Book Selection Jihee Beak University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Library and Information Science Commons Recommended Citation Beak, Jihee, "A Child-Driven Metadata Schema: A Holistic Analysis of Children's Cognitive Processes During Book Selection" (2014). Theses and Dissertations. 449. https://dc.uwm.edu/etd/449 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. A CHILD-DRIVEN METADATA SCHEMA: A HOLISTIC ANALYSIS OF CHILDREN’S COGNITIVE PROCESSES DURING BOOK SELECTION by Jihee Beak A Dissertation Submitted in Partial Fulfillment of the Requirement for the Degree of Doctor of Philosophy in Information Studies at The University of Wisconsin-Milwaukee May 2014 ABSTRACT A CHILD-DRIVEN METADATA SCHEMA: A HOLISTIC ANALYSIS OF CHILDREN’S COGNITIVE PROCESSES DURING BOOK SELECTION by Jihee Beak The University of Wisconsin-Milwaukee, 2014 Under the Supervision of Professor Hope A. Olson, and Professor Richard P. Smiraglia The purpose of this study was to construct a child-driven metadata schema by understanding children’s cognitive processes and behaviors during book selection. Existing knowledge organization systems including metadata schemas and previous literature in the metadata domain have shown that there is a no specialized metadata schema that describes children’s resources that also is developed by children. It is clear that children require a new or alternative child-driven metadata schema. Child-driven metadata elements reflected the children’s cognitive perceptions that could allow children to intuitively and easily find books in an online cataloging system. The literature of development of literacy skills claims that the positive experiences of selecting books empower children’s motivation for developing literacy skills. Therefore, creating a child- driven metadata schema not only contributes to the improvement of knowledge organization systems reflecting children’s information behavior and cognitive process, but also improves children’s literacy and reading skills. ii Broader research questions included what metadata elements do children like to use? What elements should a child-driven metadata schema include? In order to answer these research questions, a triangulated qualitative research design consisting of questionnaires, paired think-aloud, interview, and diaries were used with 22 child participants between the ages of 6 and 9. A holistic understanding of the children’s cognitive processes during book selection as a foundation of a child-driven metadata schema displays an early stage of an ontological contour for a children’s knowledge organization system. A child-driven metadata schema constructed in this study is apt to include different metadata elements from those metadata elements existing in current cataloging standards. A child-driven metadata schema includes five classes such as story/subject, character, illustration, physical characteristics, and understandability, and thirty three metadata elements such as character’s names and images, book cover’s color, shape, textured materials, engagement element, and tone. In addition, the analysis of the relationship between emergent emotional vocabularies and cognitive factors and facets illustrated the important role of emotion and attention in children’s information processing and seeking behaviors. iii © Copyright by Jihee Beak, 2014 All Rights Reserved iv TABLE OF CONTENTS CHAPTER PAGE 1. Introduction --------------------------------------------------------------------------------- 1 1.1. An anecdotal motivation for the study ---------------------------------------------- 1 1.2. Background: The current situations of metadata schemas for children --------- 2 2. Literature review and conceptual framework --------------------------------------- 6 2.1. Children’s information behavior ----------------------------------------------------- 7 2.1.1. Children’s information seeking/searching behavior ---------------------- 7 2.1.1.1. Main project of retrieval systems for children -------------------- 7 2.1.1.2. Common findings: Keyword search vs. Browsing search ---- 10 2.1.1.3. Children’s information seeking behavior related to book selection -------------------------------------------------------------------------- 13 2.1.2. Interface design --------------------------------------------------------------- 15 2.1.3. Information organization for children ------------------------------------- 19 2.1.3.1. Categorization / Subject hierarchies ------------------------------ 20 2.1.3.2. Naming --------------------------------------------------------------- 25 2.1.3.3. Metadata schemas --------------------------------------------------- 28 2.2. Key concepts to this research from the literature -------------------------------- 34 2.2.1. Children ------------------------------------------------------------------------ 34 2.2.2. Metadata schema ------------------------------------------------------------- 37 2.2.3. Information -------------------------------------------------------------------- 40 2.2.4. Context ------------------------------------------------------------------------- 41 2.3. Dominant and alternative perspectives in the discourse ------------------------ 43 v 3. Methodology ------------------------------------------------------------------------------- 49 3.1. Research questions ------------------------------------------------------------------- 49 3.2. Research design ----------------------------------------------------------------------- 52 3.2.1. Recruitment ------------------------------------------------------------------- 52 3.2.2. Participants -------------------------------------------------------------------- 53 3.2.2.1. Age and grades ------------------------------------------------------ 57 3.2.2.2. Library use ----------------------------------------------------------- 59 3.2.3. IRB and confidentiality ------------------------------------------------------ 59 3.3. Data collection ------------------------------------------------------------------------ 59 3.3.1. Data collection methods ----------------------------------------------------- 59 3.3.1.1. Questionnaires: Demographic questionnaire and background questionnaire --------------------------------------------------------- 60 3.3.1.2. Observation of children’s interaction with books: Paired think aloud method --------------------------------------------------------- 61 3.3.1.3. Interview with children: Think after ------------------------------ 66 3.3.1.4. Diaries ---------------------------------------------------------------- 67 3.4. Data collection procedures ---------------------------------------------------------- 68 3.4.1. Initial meeting and background questionnaire ---------------------------- 68 3.4.2. Library visits ------------------------------------------------------------------ 69 3.4.3. Library settings --------------------------------------------------------------- 69 3.5. Data analysis -------------------------------------------------------------------------- 71 3.6. Limitations ---------------------------------------------------------------------------- 75 4. Findings ------------------------------------------------------------------------------------ 77 4.1. Initial meeting and background questionnaire ------------------------------------ 77 vi 4.1.1. Description of the children -------------------------------------------------- 77 4.1.2. When I go to libraries or bookstores…? ---------------------------------- 92 4.2. Emergent factors and facets in children’s book selection ----------------------- 94 4.2.1. Distinction between factors and facets ------------------------------------ 94 4.2.2. Main cognitive factors and facets ------------------------------------------ 95 4.2.3. Stories (Picture books or fiction) ------------------------------------------- 98 4.2.4. Subjects (Non-fiction) ------------------------------------------------------- 99 4.2.5. Series or chapter books ---------------------------------------------------- 101 4.2.6. Characters -------------------------------------------------------------------- 103 4.2.7. Genres ------------------------------------------------------------------------ 104 4.2.8. Illustrations ------------------------------------------------------------------ 107 4.2.9. Physical characteristics ---------------------------------------------------- 110 4.2.10. Difficulty -------------------------------------------------------------------- 113 4.2.11. Familiarity ------------------------------------------------------------------- 114 4.2.12. Novelty ----------------------------------------------------------------------- 115 4.2.13. Recommendation and award ---------------------------------------------- 116 4.2.14. Engaging elements ---------------------------------------------------------- 117 4.2.15. Bibliographical information ----------------------------------------------- 119 4.3. Emergent vocabularies of emotion (EVE) --------------------------------------- 120 5. A child-driven metadata schema ---------------------------------------------------- 127 5.1. Introduction --------------------------------------------------------------------------