計算機專業(yè)畢業(yè)設計外文翻譯--評價基于web的圖書館指令程序

1、<p><b>　　附件（英文翻譯）</b></p><p>　　EVALUATION OF WEB-BASED LIBRARY INSTRUCTION PROGRAMS</p><p>　　By Tess Tobin & Martin Kesselman</p><p><b>　　Purpose</b>

2、;</p><p>　　The World Wide Web (WWW) is changing the way academic libraries teach and learn. Academic libraries have embraced the potential of the WWW developing innovative ways to meet the needs of users. On

3、e of these ways is to deliver automated bibliographic instruction in the form of web-based tutorials. This paper will review recommended guidelines for web-based instruction and will provide a framework for libraries wo

4、rldwide in designing web-based instructional programs.</p><p>　　The stated purpose is to identify important design and evaluation criteria for webbased literacy/information instruction. Building on an initia

5、l investigation, the author examined library instruction literature to see what criteria was available for those wanting to create effective web-based training modules. The author also looked at non-library literature to

6、 find web-based training criteria, which was then compared to the criteria developed by library professionals. Over a two-year period, t</p><p>　　To date there are very few end-user studies in the library i

7、nstruction literature regarding online tutorials. The last section of this paper will report on assessment and usability studies of web learning modules.</p><p>　　Introduction</p><p>　　Computer

8、scientists have been researching the principals behind effective interface design of computer applications since the 1940's. Stover and Zink report that with the emergence of the World Wide Web in the early 1990'

9、s, organizations of all types are recognizing the importance of the World Wide Web as a tool, not only for gaining access to information, but also as a means of disseminating information about their activities, products,

10、 and services.</p><p>　　Academic librarians have endorsed the possibilities of the WWW and first began to use web technology to create home pages, as starting points, or gateways for searching for informatio

11、n about the library. A home page reflects the institutional character of the university or college and is unique in that it gives the library the opportunity to express its own mission and philosophy.</p><p>

12、;　　With the growth of distance learning and the need to offer services to patrons off campus as well as in the library, the libraries needed to explore other ways to deliver library information skills. The WWW provides a

13、 dynamic environment for distributing information over a large network and web-based instruction is becoming the desired tool for these new users. In the web environment it doesn't matter if the user is connecting to

14、 library resources on the computer in the library, elsewhere on cam</p><p>　　Developing an online module can be a challenge for many libraries. As librarians approach this task they should not overlook the g

15、roundwork laid by computer scientists in the field of computer interface design and computer/human interaction. The knowledge the instruction librarian brings to the task gathered from their classroom experiences and the

16、 findings from computer-assisted learning studies need to be considered when planning the design, content and evaluation of a web-based tutorial.</p><p>　　What is web-based instruction?</p><p>　

17、　Web-based training (WBT) is an innovative approach to distance learning in which computer-based training is transformed by the technologies and methodologies of the World Wide Web (WWW), the Internet, and Intranets.2 It

18、 allows self-directed, self-paced instruction in any topic. WBT is media-rich training fully capable of evaluation, adaptation, and remediation that can provide the available tools to organize and deliver content into we

19、ll-crafted teaching systems.</p><p>　　WBT has certain distinguishing characteristics, which makes it an ideal tool for bibliographic instruction. WBT is an interactive tool. It expands upon computer-based tr

20、aining with activities like discussion forums, mail lists and chat sessions. The user sets his/her pace and direction.</p><p>　　The library instruction literature points to active learning as the best means

21、to deliver bibliographic instruction.3 The interactivity component of WBT is a twoway interaction. The user inputs to the system and the system provides feedback that either reinforces the user or provides guidance for l

22、earning. This can be measured by having the user select the correct response and guide the user to continue if an incorrect response is made. WBT can also meet the needs of diverse populations and lear</p><p&g

23、t;　　Web-based training is not a collection of information pages. Presently, an examination of many library instruction pages shows that libraries have rushed to embrace this new technology and they are using it effective

24、ly. Some librarians have created multiple pages full of text with complete verbal explanations of the objectives of the desired library skills. These sites are uninteresting and do not involve the user. Creating a table

25、of contents with links to full page documents is a misuse of the</p><p>　　An interactive component such as a quiz or feedback form tests the user's knowledge and allows the librarian to determine the eff

26、ectiveness of the learning. Without this component, the librarian cannot monitor the learning, and thus cannot adapt the module to best suit the learner. Assessing the modules and reviewing them to alleviate confusion an

27、d frustration will go a long way to help keep the learner motivated and more willing to work through the objectives and attain information literacy.</p><p>　　The content and objectives of the web-based tutor

28、ials examined for this study varies greatly. Some tutorials take the user through the physical layout of the library with maps and pictures. The next type of tutorial explains basic library skills and can offer a glossar

29、y of library terms. Another type of tutorial offers instruction on using the library's OPAC, and leads the user through the steps of locating books, magazines and other library materials. To be effective these tutori

30、als should be l</p><p>　　The next level of tutorial presents the more conceptual aspects of information literacy. These are tutorials on the research process and evaluation of sources. Some of these tutorial

31、s review various library networked databases while explaining Boolean and keyword and subject searching techniques. Searching the Internet is a focus of many tutorials, along with interactive modules that offer guideline

32、s on how to evaluate Internet sources. Each tutorial is different in design, content and instructi</p><p>　　Web Design and Evaluation Criteria by Library Professionals</p><p>　　For librarians de

33、veloping online instructional tutorials to supplement their bibliographic instruction programs, the web guidelines developed by the Library Instruction Round Table (LIRT)4, of the American Library Association should be c

34、onsidered. LIRT advocates library instruction as a means for developing competent library and information use as a part of lifelong learning. The LIRT homepage has links to the Top Ten Instruction Articles for the past t

35、hree years, and links to Library Instructio</p><p>　　The Instruction Section Teachings Methods Committee,5 a committee of the American Association of College and Research Libraries (ACRL) has also prepared w

36、eb criteria for instruction. This committee is charged with providing a forum for librarians interested in both the theoretical and practical aspects of teaching methods. These guidelines are intended to help libraries&#

37、39; efforts in webbased instruction and are more pedagogical in nature and reflective of the committee's mission to have librarian</p><p>　　The original page included Access, Design and Layout, Content a

38、nd Audience. Updates have been made and the standard on content now states that pages should be tight and concise - they convey 'just the facts' without excess verbiage. Many library tutorials are heavy on text.

39、Web-based material should not read like a book. The presentation and delivery of online information have their own unique characteristics. Research indicates that the page will either capture the attention of the user or

40、 it w</p><p>　　The evaluation criteria for design is now divided into two parts. General Design and Layout covers some basic design elements to web page development. Large pages should be broken down into di

41、screte pages. Graphics should help to convey information and not just be decorative; each page should have a clear title and includes headers and footers.</p><p>　　The newest standard, Design and Layout of I

42、nteractive Tutorial Material, incorporates interactivity into the tutorials. Exercises, which provide feedback and test whether the student has grasped the concepts, are needed. This supports the learning theory behind b

43、ibliographic instruction that the modules need to engage and promote active learning. Navigational mechanisms which allow learners to repeat or move around within the tutorial have proven to be more effective ways to pre

44、sent information </p><p>　　Last but not least, the criteria considers the audience as a necessary element. The content and links should be suitable to the user. The site should address a particular facet of

45、library instruction. This would mean that the page should clearly state the objectives and goals of the instruction unit being presented. It is important to note that the IS Teaching Methods Committee referred to the LIR

46、T Web Standards along with the guidelines and evaluation criteria used by Argus Clearinghouse6, Cybe</p><p>　　Another ACRL committee, the Instruction Section Emerging Technology Committee9 has acted more as

47、an information sharing vehicle and facilitator for librarians interested in sharing instructional materials that they have designed in a networked environment. One of the committee's projects is the ACRL/CNI Internet

48、 Education Project10, which has developed selection criteria used to review and evaluate instructional materials libraries wish to post on the web. The ten criteria statements require tha</p><p>　　Web Design

49、 and Evaluation Criteria in Non-Library Sources</p><p>　　Business organizations delivered instructional models via the web long before the library community. Large corporations, which have spent millions on

50、training, have found more cost-effective and successful ways of teaching employees using this platform. Their experience and research in this arena is valuable to librarians planning web-based tutorials. There are many s

51、ites that cover web design for training, but there are two worth mentioning for this study.</p><p>　　Walt Howe has posted a series of articles called Web Page Quality12 including Evaluating Quality, Producin

52、g Quality Web Page Content, and Creating Web Page Design which have been covered in the library guidelines. Test Your Pages is an important component that does not appear in any of the library guidelines up to now.</p

53、><p>　　Another site useful for this study is the WBT Information Center13. The section Primer has rules for Good Web Design and The Development Process guides one through the essential steps for developing web-

54、based training from user analysis, interface design, usability testing, instructional design, scripting and coding. The Center also has links to Web Style Guides, Discussion Groups and Articles and Position Papers on web

55、-based training. This site is attractive and is one stop shopping for those i</p><p>　　Assessment and Usability Studies</p><p>　　Evaluating instructional programs is essential. This appears to b

56、e the step lacking from the library guidelines and is absent in 90% of the library tutorials examined. There is no one way to evaluate student learning, and librarians have struggled with this issue long before web-based

57、 instruction.</p><p>　　Assessment can take many forms. Librarians could do a pretest and a posttest. It could be an evaluation form distributed after the class or it could simply, be a question and answer se

58、ssion. These formats cannot be included in many web-based training programs due to constraints of the software.</p><p>　　Usability studies are one way to make formal evaluations. Time, money and staffing are

59、 required. At the recent Association of College and Research Libraries Annual Conference in Detroit, Michigan in the presentation, "The User is the Expert, "14 three librarians reported on their experience usin

60、g usability studies to inform gateway and tutorial web designs. The design should be user-centered and the methods to achieve can include the more costly but accurate testing methods of formal usability t</p><

61、p>　　The IFLA Study</p><p>　　The IFLA Study and presentation includes a detailed examination of these criteria while highlighting worldwide library websites that demonstrate effective use of these design f

62、eatures. The presentation will also review the library use of new webbased courseware products now on the market such as WebCT.</p><p>　　The Web is not a static environment and so any guidelines drawn up for

63、 web-based instruction have to change with the technology. The fact that these guidelines are being updated is a healthy sign that librarians are sharing the successes and the mistakes they have encountered when developi

64、ng a web-based library. This is one of the best forms of evaluation. This is a sound progression and it is important that the focus of library instruction remains developing life-long learners and technology is</p>

65、<p>　　評價基于Web的圖書館指令程序*</p><p>　　作者：苔絲托賓和馬丁賽爾曼</p><p><b>　　目的</b></p><p>　　萬維網（WWW）是改變了高校圖書館教學和學習。大學圖書館已經接受了潛在的WWW發(fā)展創(chuàng)新的方式滿足用戶的需求。這些方式之一是提供自動化的Web表單書目教學的輔導材料。本文將審查建

66、議的指導方針基于網絡的教學，并提供一個網上圖書館的設計全球框架為基礎的教學計劃。</p><p>　　據稱目的是確定重要的設計和評估基于網絡的掃盲標準/信息指令。在初步調查的基礎上，作者文學教學研究圖書館，看看是什么標準，對于那些希望建立有效的網絡提供者的培訓模塊。作者還研究了非圖書館文獻，找到網頁為基礎的培訓標準，這是當時比較的圖書館專業(yè)人員制定的標準。過去一兩年內，提交人能夠注意到一個進度和由圖書館專業(yè)人員，

67、反映，不僅發(fā)展的指導方針的轉變，在技術本身的改進，但圖書館更好的理解什么元素需要結構有效的在線書目教學計劃。圖書館準則審查了書目指示確定的可用性和不足的既定標準內，目前的研究情況。 </p><p>　　迄今為止，很少有最終在圖書館指令有關在線教程文學的用戶研究。本文的最后一節(jié)將報告評估和學習模塊的網絡可用性研究。 </p><p><b>　　導言 </b><

68、/p><p>　　計算機科學家一直在研究有效的背后的計算機應用程序界面設計以來的校長1940年。 Stover和辛克報告說，隨著萬維網在90年代初，所有類型的組織的出現已認識到作為一個工具的萬維網的重要性不僅為獲取信息，而且還作為一種傳播手段，有關的活動，產品和服務。</p><p>　　學術圖書館都贊同的WWW的可能性和剛開始使用的網絡技術，以創(chuàng)建為出發(fā)點，或網關主頁，為有關圖書館信息檢索。

69、一個主頁，反映了大學或學院的機構性質，是因為它給圖書館的機會表達自己的使命和理念獨特。 </p><p>　　隨著遠程教育的發(fā)展和需要提供校外服務，顧客以及在圖書館，圖書館需要探索其他途徑來實現圖書館信息技能。萬維網提供分發(fā)了一個大型網絡和網絡信息的動態(tài)環(huán)境為基礎的教學正在成為這些新用戶的理想工具。在網絡環(huán)境中也不要緊，如果用戶要連接到庫中的計算機圖書館資源，在校園內或其他地方從他/她的家。 </p>

70、<p>　　開發(fā)一個在線模塊可以成為許多圖書館的挑戰(zhàn)。由于圖書館執(zhí)行這項任務，他們不應該忽視在計算機界面設計和計算機/人機交互領域的計算機科學家奠定了基礎。指令的知識圖書館帶來的經驗，從他們的教室中收集的任務，從計算機的結果輔助學習研究，需要考慮在規(guī)劃設計，內容和網絡的評估為基礎的教程。 </p><p>　　什么是網絡為基礎的教學？ </p><p>　　基于Web的培訓（

71、簡稱WBT）是一種創(chuàng)新的方法，遠程學習中，基于計算機的培訓是由技術和萬維網（WWW）的方法改變，互聯網和Intranets.2它允許自我導向，自我節(jié)奏教學的任何話題。網上學習是富媒體培訓充分的評價，適應能力和修復能力，能夠提供可用的工具來組織和實施好到內容制作的教學系統(tǒng)。 </p><p>　　網上學習有一定的顯著特點，這使得它成為書目教學的理想工具。網上學習是一個互動的工具。它詳細闡述了基于計算機的如論壇，郵件

72、列表和聊天會話活動的培訓。用戶設置他/她的速度和方向。 </p><p>　　圖書館文學教學點的最佳手段，積極的學習書目instruction.3提供的網上學習交互組件是一個twoway互動。用戶輸入到系統(tǒng)，該系統(tǒng)提供的反饋，要么加強了用戶或提供學習指導。這可以衡量有用戶選擇了正確的反應和指導用戶如果繼續(xù)作出不正確的反應。網上學習也能滿足不同人群和學習方式的需要。多與在線培訓模塊使用可以幫助所有類型的學習風格的媒

73、體 - 視覺，語言和聽覺。 </p><p>　　基于Web的培訓，是不是信息的網頁集合。目前，許多圖書館的教學網頁的研究表明，圖書館已送往接受這一新技術，他們有效地使用它。有些圖書館已經創(chuàng)建了所需的技能庫的目標，完成口頭解釋多個網頁文本完全。這些網站是無趣的，不涉及用戶。創(chuàng)建與整頁文件的鏈接目錄是該技術的濫用，而不是互動的學習工具。 一個如測試或反饋表交互式組件測試用戶的知識，并允許圖書館確定的學習成效。如果沒

74、有這一部分，圖書館無法監(jiān)控學習，因此無法適應模塊最適合的學習。評估模塊和審查，以紓緩混亂和挫折，將大大地有助于保持學習者的動機，更愿意通過實現的目標和信息素養(yǎng)。</p><p>　　內容和目標的網絡為基礎的這項研究審查指南差別很大。一些教程采取通過了地圖和圖片庫的物理布局的用戶。該教程講述了基本圖書館的技能和能提供圖書館術語下一個類型。另一項關于使用圖書館的OPAC型教學教程提供，并導致通過定位書籍，雜志和其他圖

75、書館資料的步驟用戶。為了有效這些教程應該學習單元，以促進圖書館的體制需要和有關的資料庫，圖書館wises技能的用戶能夠實現。</p><p>　　在下一階段的教程介紹了更多的信息素養(yǎng)的概念方面。這些都是在研究過程和來源的評價教程。這些教程的一些審查各圖書館的網絡數據庫，同時解釋布爾和關鍵字和主題搜索技術?；ヂ摼W搜索是許多教程重點，以及以互動模塊，關于如何評估網絡資源提供指引。每個教程是不同的設計，內容和教學水平，

76、反映了個性和各圖書館的性質。 </p><p>　　網頁設計及評價標準的圖書館專業(yè)人員 </p><p>　　對于圖書館開發(fā)在線教學輔導，以補充它們的書目指令程序，在網上圖書館教學圓桌會議（LIRT）4，美國圖書館協(xié)會制定的準則應予以考慮。 LIRT主張作為發(fā)展的主管圖書館和信息作為終身學習的一部分使用的方法庫指令。該LIRT網頁已過去三年鏈接十大教學章程，并在圖書館教學教程的鏈接。今年7

77、月，1997年LIRT研究委員會在網站上發(fā)布了評價標準頁。在這三個基本元素LIRT建議包括在網頁被訪問的時間，設計和內容。本頁面已經發(fā)展，現在是所謂的Web標準與準則。關于訪問部分不再是因為Web瀏覽器和服務器組成部分，已成為更快，更穩(wěn)定。內容和設計元素更簡單和列表技術要點。最重要的是避免，而不是什么使上提供了一個很好的網頁標準元素。新增加的網頁是“程序/技術?！边@一新元素是指HTML編碼和決議的要求和設置。網絡標準和指南是有用的，從技

78、術角度和指導圖書館員應檢討。 </p><p>　　該指導課教方法委員會，五日起，高校和研究圖書館（證書撤消列表）美國會委員會還編寫了教學網絡標準。該委員會將負責提供一個無論是教學方法的理論和實踐方面感興趣的圖書館論壇。這些準則的目的是幫助基于網絡的教學圖書館的努力，而且更教學性質，該委員會的任務有圖書館反映在他們的教學事業(yè)的成功。由于網上教學是很多，準則是徹底的新格式，設計標準是與什么是成功的網上培訓計劃一致。

79、這些指導方針，更新了過去兩年來3次，都跟上了技術的進步。</p><p>　　原來的網頁中獲取，設計和布局，內容和觀眾。已更新和內容標準已經規(guī)定，網頁應嚴密和簡潔 - 他們傳達'空話，只是沒有多余的事實'。許多圖書館的教程是大量的文字。基于Web的材料不應看像一本書。的介紹和網上信息傳遞有自己獨特的特點。研究表明，網頁要么捕獲用戶的注意或不會。 </p><p>　　設計的

80、評價標準也分成兩部分。一般的設計和布局包括一些基本設計元素到網頁的發(fā)展。大型網頁應該被分解為獨立的網頁。圖形應有助于傳遞信息，而不只是裝飾，每一頁應具有明確的所有權，包括頁眉和頁腳。 </p><p>　　最新標準，設計與互動教程材料布局，將其納入教程的互動性。演習，提供反饋，并測試學生是否已掌握的概念，是必要的。這背后的支持書目學習理論教學的模塊需要積極參與和促進學習。導航機制，使學習者重復或移動到周圍教程已證

81、明是更有效的方式提交資料，它不僅是訪問，但它是保留。 </p><p>　　最后但并非最不重要的標準認為，作為一個必要組成部分觀眾。內容和鏈接應適用于用戶。該網站應處理的指示，特別是圖書館的一個方面。這將意味著該網頁應明確的目標和指導單位的目標而提出的。重要的是要注意的教學方法委員會提到LIRT Web標準與準則和阿古斯Clearinghouse6，Cyberstacks7和使用的參考館藏發(fā)展的評價標準：在選擇M

82、anual8和修訂他們的標準。</p><p>　　另一個證書撤消列表委員會，指導課新興技術Committee9充當車輛信息的交流和分享，他們在網絡環(huán)境而設計的教材更感興趣的圖書館推動者。該委員會的項目之一是證書撤消列表/ CNI教育Project10，該公司開發(fā)了用于審查和評價圖書館教材的選擇標準要張貼在網上。發(fā)言的10項標準要求，信息準確，材料，內容和語言是明確的，提供教學材料使用技術，使該材料良好的網頁設計

83、有效利用（圖形，例子，互動元素）和材料增強學習經驗。該委員會還成立了網絡教育對眾多有聯系的培訓資源Bookmark11，圖書館教學研究和網頁設計。</p><p>　　網站設計和評估標準，非圖書館資源</p><p>　　商業(yè)組織提供通過網絡早在圖書館界的教學模式。大型企業(yè)，已花費了數以百萬計的訓練，發(fā)現更具成本效益和成功的教學方法，雇員使用這個平臺。他們的經驗和在這一領域的研究是有價值的

84、圖書館計劃以網絡為基礎教程。有跡象表明包括培訓網頁設計，但有兩個值得一提的這項研究的許多網站。</p><p>　　沃爾特豪已發(fā)布了一系列文章，呼吁網頁Quality12包括評價質量，生產質量的網頁內容，并建立網頁設計已在圖書館指引的適用范圍。測試網頁的一個重要組成部分，這并不在圖書館準則的任何似乎到現在。</p><p>　　這項研究的另一種有用的是網站的WBT信息Center13。該科

85、已好入門網站設計和發(fā)展進程的指導，通過發(fā)展網絡的重要步驟之一的，規(guī)則的用戶分析，界面設計，可用性測試，教學設計的培訓，腳本和編碼。該中心還為Web風格指南，小組討論和文章和意見書鏈接基于網絡的培訓。這個網站是有吸引力的是那些在創(chuàng)建Web教學指導方針和材料的興趣一站式采購。</p><p><b>　　評估和可用性研究 </b></p><p>　　評價教學計劃是必不可

86、少的。這似乎是從圖書館的步驟缺乏指引，并在90％的圖書館教程缺席審查。沒有一個辦法來評估學生的學習，和圖書管理員奮斗這個問題早在網絡教學。 </p><p>　　評估可以采取多種形式。圖書館可以做一測和后測。這可能是一份評估表格后，分發(fā)或類可以簡單地說，是一個答問大會。這些格式不能被包括在許多基于網絡的培訓計劃，由于該軟件的限制。</p><p>　　可用性研究的一種方式作出正式評價。時間

87、，資金和人員配備是必需的。在高校和研究圖書館協(xié)會年度會議在底特律，密歇根州在最近協(xié)會介紹，“用戶是專家，”14三圖書館他們的經驗報告使用可用性研究通知網關和教程網頁設計。設計應以用戶為中心和實現的方法可以包括較為昂貴，但正式的可用性測試，焦點小組，小組測試和調查精確的測試方法。成本更低，不太精確的設計手段，步行得來，啟發(fā)式評估，卡片分類，匹配測試或圖標直觀評價和現場測試。結果表明，學生的一些嘗試分配意義的顏色，通過幀導航是棘手的，不在教

88、程鏈接混亂。</p><p><b>　　國際圖聯的研究</b></p><p>　　國際圖聯的研究和編制，包括對這些標準的詳細檢查，同時強調全球圖書館網站，展示了這些設計功能的有效使用。在演示文稿將檢討市場新基于網絡課件庫現在使用的產品，如WebCT。</p><p>　　網絡不是一個靜態(tài)的環(huán)境，所以得出的任何指引，網絡為基礎的教學必須改變與