Search Interview Techniques, Information Gain, and User Satisfaction with Online Bibliographic Retrieval Services.

Autor/inn/en	Auster, Ethel; Lawton, Stephen B.
Institution	Toronto Univ. (Ontario). Faculty of Library and Information Science.
Titel	Search Interview Techniques, Information Gain, and User Satisfaction with Online Bibliographic Retrieval Services.
Quelle	(1982), (140 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; College Libraries; Higher Education; Information Needs; Interviews; Literature Reviews; Online Systems; Path Analysis; Questioning Techniques; Questionnaires; Records (Forms); Reference Services; Relevance (Information Retrieval); Tables (Data); User Satisfaction (Information) + Suchen Sie Ihr Suchwort? College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Hochschulbildung; Hochschulsystem; Hochschulwesen; Information need; Informationsbedürfnis; Interviewing; Interviewtechnik; Online; Pfadanalyse; Befragungstechnik; Fragetechnik; Fragebogen; Formularsammlung; Literaturdienst; Relevance; Information retrieval; Informationsgehalt; Tabelle; Benutzerfreundlichkeit
Abstract	This research study involved a systematic investigation into the relationships among: (1) the techniques used by search analysts during preliminary interviews with users before engaging in online retrieval of bibliographic citations; (2) the amount of new information gained by the user as a result of the search; and (3) the user's ultimate satisfaction with the quality of the items retrieved. A series of controlled experiments, which involved two search analysts (Canadian university librarians) and 150 users, were conducted to explore the effects of two interview techniques: the conscious use of "open" and "closed" questions, and the use of pauses of different lengths by search analysts during the online negotiation interviews. Analytical techniques included two-way analysis of variance and path analysis of data. Among the findings were the following: the asking of open and closed questions had a modest effect on the amount learned by users; the type of pause did have a significant effect on the amount clients learned; the average user's satisfaction was higher when open questions were asked; overall satisfaction was lower when moderate pauses were used; those learning most about their topic were, overall, more satisfied than those who learned less; and those placing high importance on the information obtained tended to have lower satisfaction scores. (Author/ESR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC