NetNews Usenet Archive 1993 #3/NN_1993_3.iso/spool/bit/listserv/librefl/1499

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Date:         Tue, 26 Jan 1993 21:34:09 EDT
Sender:       Discussion of Library Reference Issues <[e-mail]>
From:         Diane Kovacs <[e-mail]>
Subject:      Re: Reference Use of the Internet
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              26 Jan 93 19:11:29 CST from <[e-mail]>
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Its about 23 k
Di
DRAFT DRAFT DRAFT
This draft is provided for your personal use only.
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Chapter for Oryx Press publicaton _Information Highways_.
Eds. Dennis Brunning and George Machovec
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A Model for Planning and Providing Reference Services Using
Internet Resources

Diane K. Kovacs, Kent State University
Barbara F. Schloman, Kent State University
Julie A. McDaniel, Ohio Wesleyan University

Introduction
_____________
The dream of the "electronic library" is coming closer to
reality because of the capabilities for information access
that the networks present.  Already the Internet and the
Bitnet encompass a vast array of information resources that
are increasingly being used both by librarians and the users
they serve.  The passage of the National Research and
Education Network (NREN) bill ensures development of a
national infrastructure that will provide increased access to
the national computer networks by both academic and public
institutions.  The Bitnet is being absorbed into the
Internet.  The phrase Internet resources used in this article
refers to the Internet and Bitnet resources. Libraries have
been identified as a key location for public access to these
networks.

More users are finding that use of network resources
complements their traditional information seeking behavior.
The networks allow them to communicate with their colleagues
in ways that supplement paper correspondence, telephone
conversations and professional conferences.  As the potential
of the Internet as a publishing medium begins to be
developed, electronic journals (e-
journals) are gaining legitimacy as conveyors of the
scholarly record.

In a recent study, a group of expert observers -
moderators/editors of scholarly electronic conferences (e-
conferences) and e-
journals - observed the active use of e-conferences to
establish collaborative research and publishing efforts and
to exchange information crucial to research projects.  Most
importantly, a trend was identified of users using electronic
communication to replace traditional communication via
telephone and postal mail.1

Many network resources are similar to traditional sources and
services with which librarians and researchers have
familiarity.  For example, data files, e-texts, and e-
conference archives are comparable to online fulltext
databases.  E-conferences (discussion lists, electronic
newsletters, mailing lists, electronic forums, interest
groups, etc.) parallel professional conferences and their
activities and proceedings.  E-journals are equivalent to
print journals in terms of format and intent.  Library
catalogs and other bibliographically-oriented databases
mirror the print and locally-
based systems with which users are familiar.

Despite this similarity in function, and sometimes in form,
between network resources and traditional information
sources, users are often intimidated by this network medium:
What is available?  Where is it?  How do I get to it?  Once
obtained, the sheer quantity of information that can and is
stored in electronic form confronts users with the need to
filter and organize it for personal use.

Librarians' Role
_________________

Librarians, based on their training and experience, are the
most appropriate intermediaries to assist in connecting users
with these network resources.  Librarians have been at the
forefront of using the Internet to provide resources of use
to their own discipline.  A recent study also shows that a
significant number of reference librarians have begun to use
Internet resources in providing reference services to users.2

It is most appropriate that librarians mediate between the
user and information resources in a network environment just
as within the print environment.  Our professional role has
traditionally been to identify resources, enhance modes of
access to them, and enable users to connect with and use
appropriate sources.  Network resources provide an
opportunity for us to extend ourselves professionally within
this new medium to provide meaningful service to our users.

Hierarchy of Information Skills
_______________________________

A hierarchical model of information skills is offered as a
framework by which librarians can design services to mediate
use of network information sources by their users (Figure 1).
The model suggested was initially proposed for developing a
user instruction program.3 However, it has also been utilized
in the broader context of strategic planning of information
services by a reference department.4

-----------------------------------------------------------
Figure 1 here
------------------------------------------------------------
 The specific application of the hierarchy presented here is
for the planning and provision of information services using
Internet resources.  The hierarchy is particularly useful
because it delineates the types of information needs users
have and suggests the skills and services necessary to
satisfy those needs.  In the network environment, users face
the tremendous diversity and disorganization of network
resources, plus the need to learn new protocols for access.
Librarians' professional training and experience uniquely
prepares us to perform a mediating role between users and
network information resources.
 The following is a discussion of the levels of the hierarchy
and how they relate to users' needs for network resources and
the librarian's role.

1. Awareness of information services and resources
____________________________________________________

Knowing what is available on the networks probably poses one
of the biggest challenges for librarians and users alike. In
order to serve users at this level, librarians need
familiarity with the types of network resources and what they
might be used for.  As indicated earlier, the types parallel
what is known in the print world.  Full-
text resources include:  data files, journals, electronic
texts (e-
texts), e-conference archives.  Interactive access to experts
is provided through electronic conferences and their several
forms (e.g., e-conferences, newsletters, mailing lists,
interest groups).  Bibliographic sources are identified
through library catalogs and various types of indexes to the
literature.

As in the print world, a given information resource can often
serve different information needs.  Sometimes, a user will be
well-
served to be made aware of an existing source and directed to
it.  Other times, the librarian may be aware that the
resource can be tapped to obtain specific information.  For
example, a graduate student in English Literature might be
looking for information on current research on Finnegans
Wake, artificial intelligence, AIDS, or the works of Jane
Austen.  The reference librarian might provide that student
the best service by informing him/her of the existence of an
e-conference on any of those subjects.  E-conferences are a
great way to "connect" with current thinking in the field by
identifying experts and those with related interests.
However, when that same librarian is asked if an audio tape
for Gaelic language training exists, s/he might search the
archives of that e-conference might to provide the needed
piece of information.  In this actual case, a nearby library
held the material but locating it was made difficult by not
having the actual title of the audio tapes, which were in
Gaelic.  The Gaelic-L@IRLEARN e-conference archives search
retrieved several titles.

In providing service at this level, librarians will need to
promote the existence of network resources to their users.
This may be handled through established library communication
channels (e.g., library newsletters, library guides,
reference desk service, individual consultation, and
bibliographic instruction).  The library's existing
electronic connectivity with users provides another valuable
communication link.  The library might promote the
availability of network resources through an electronic
newsletter or campus-wide information server.  Specialized
messages might be sent to appropriate departments for
distribution through their local area network.  A type of
"reader's advisory role" is possible for librarians who work
with a specific clientele. As those librarians find
potentially useful new resources through their own e-
conferences or explorations, they can notify individuals who
might be interested.  The "forward" function available in
most e-
mail software makes these alerts very easy to pass on to
selected faculty or students.

2. Understanding the information structure of a discipline
__________________________________________________________

Just as the structure of the print literature within a given
discipline differs from that in another, electronic resources
can have a different flavor as well.  Librarians working with
users in specific disciplines will need to gain an
understanding of the forms of network resources that are
developing in those areas.  For example, in the humanities,
significant efforts are being made to make literary texts
available through the Internet.  For example, the works of
Shakespeare are being put into electronic form by scholars
participating in SHAKSPER@utoronto, the works of Dante and
much other literature is also available from a variety of
Internet sites.  In the social sciences, data files such as
the Institute for Research in Social Science's Public Opinion
Item Index are being made available on the Internet.  In
biology the data files of the Human Genome Mapping project
are made available to participating scholars. These are just
a few examples of information and data being made available
through the Internet.

In addition to the types of resources that support work
within a discipline, access to communication among colleagues
within a specialized field reveals characteristics of that
area as well.  Historically, librarians have been well aware
of the role of the "invisible college" in the development of
a discipline.  It is now possible to introduce students and
researchers to the "electronic invisible colleges" and for
them to observe the development of an idea via an electronic
medium.

Librarians will want to integrate these electronic resources
into their own understanding of a discipline's information
structure in order to be able to convey it to others.
Traditionally, librarians have used such frameworks to
provide the proper lens to work with given users and to
design services for them.  Often these frameworks are
presented to students in bibliographic instruction sessions
for courses within their majors or through individual
consultation.  Given the rapidity of change in network
resources, attention also needs to be paid to faculty who are
interested in updating their understanding of available
resources within their own discipline or for
interdisciplinary or multidisciplinary areas in which they
are interested.  This might take the form of workshops for
faculty in given departments or disciplines.

3. Analysis of information problems/needs
_____________________________________________________________

An analysis of a user's information need is the central
objective of the reference interview, regardless of the
setting.  In dealing with network resources, reference
consultation by appointment is the ideal situation in which
to analyze a user's need and the possible resources that
might be useful.  In addition to a basic understanding of the
Internet and its resources, a librarian will draw upon the
"tools" that aid in identifying resources.  The finding tools
include directory resources such as Hytelnet5 and LIBS6
through which users can identify resources and finding
services such as Archie and WAIS.  Archie servers can assist
in locating e-texts, WAIS servers can assist in locating and
searching or browsing e-texts.

4. Retrieval of information
_____________________________________________________________

Once librarians and library users are aware of Internet
resources, the next step is to learn how to retrieve them.
Ideally, they will have an opportunity to receive training in
retrieval of information from the Internet.  This should
include an introduction to what the Internet is, how to gain
access, basic protocols for connecting to remote resources
and obtaining files.  Such instruction may be available
through academic computing services or through departmental
programs.  Librarians may, however, determine it is necessary
to incorporate this basic content into their instructional
efforts - in addition to information on specific Internet
resources and their use. This instruction may take place as
part of reference desk service, although the complexity of
the Internet retrieval methods may require a significant
investment of time with a neophyte user.  One-on-one
consultation with users is an ideal forum, albeit a costly
one.

Group instruction is the most efficient means to teach access
and retrieval from the Internet.  Clearly, the sessions are
more meaningful to users if hands-on experience can be
offered as well.  Instruction on specific resources may
include developing search strategies and using system-
specific commands.

End-user aids may also be useful instructional devices to
nurture the self-sufficient or remote user.  Users can be
directed to front-
end programs, already presented in section 3, such as
Hytelnet or LIBS
The Gopher front end software7 can be used to provide user-
friendly menu access to Internet resources for users on local
library computer networks.  The librarians can configure the
Gopher front end to provide access to selected Internet
resources to users, including information intended
specifically for local use.

E-conference and e-journal information requests can be
referred to the Directory of Scholarly Electronic
Conferences8 or the Directory of Electronic Journals9.  These
provide directions for subscribing and for archive searching.

Once useful material is identified, users need to know the
next retrieval step to obtain it--whether it is through
electronic file transfer protocol, traditional interlibrary
loan, or commercial document delivery.

The understanding gained from the first three levels of the
hierarchy in combination with the retrieval skill at this
level provide the very essence of the skills necessary to
capitalize on Internet resources.  Some of the most
accomplished faculty on a campus may not have acquired
networking skills.  Many are aware of the electronic world
"out there" and welcome assistance in being brought up to
speed in this area so that they can incorporate network
resources into their information seeking.  Because faculty
have the greatest influence on what their students are
exposed to and learn, there is added benefit for the library
in developing programs that address faculty skill needs.

As one example of an ongoing program, the Kent State
University Libraries' "60 Minute Seminar" series for faculty
highlights a wide range of electronic information sources,
including those available through the Internet.  Some
sessions are team-taught with a representative from Academic
Computing Services.  Most seminars offer hands-on experience.
The response has been very positive and has built strong
rapport with individual faculty and departments on campus.
Additionally, working with faculty, the Libraries have begun
to integrate Internet resources into lectures for graduate
students in art, English, ethnomusicology, history, nursing,
romance languages & literature.
5. Evaluation of information
_____________________________________________________________

One role that librarians play in the use of print resources
is to assist users in developing criteria for evaluating the
information that they find.  The key issues in an electronic
environment are:

     1. Don't believe everything you read.
     2. Who is the author?
     3. Is the source credible?

Students, in particular, have a tendency to believe that
everything they read on a computer must be "true" and that
information obtained via a computer represents all that is
needed.10  Library instructional efforts need to address
these misconceptions.

Some Internet resources do not offer useful scope notes up
front, nor do they acknowledge the credentials of the
producers.  We can expect that continuing efforts to describe
and classify Internet resources will at least partially
address these deficiencies. Instruction or caveats to
individuals are called for.  Librarians can point out, for
example, that many e-conferences and e-
journals have no established editing or reviewing process.
There is also the possibility that writers simply provide
"data" or "facts" based on what they remember while
responding to a message, rather than consulting other sources
for exact information.  Most e-
conferences are conversational.  When asked, most writers
will locate an authoritative source to support their
statements.  The possibility of typos is also a potential
hazard for readers who may want to believe everything they
see on an e-conference.  Conversely, many new e-journals are
taking particular pains to insure that a peer review process
is in place.





6. Management of information
_____________________________________________________________

Librarians are increasingly familiar with aiding users in
developing techniques to manage bibliographic information.
Working with computer services personnel, a more
comprehensive instructional program for managing network
information could also be provided.

Key skills in information management include:

     1. Moving information from a remote Internet location
        to a local computer.
     2. Online file/directory management.
     3. Database and bibliographic software use (e.g. DBase,
        Pro-Cite, Reference Manager).

This area presents an opportunity for librarians to cooperate
with computer services personnel.  Librarians can provide
users with some assistance, but should also be able to refer
them to computer services for more in-depth technical
assistance.  Likewise, computer services personnel should be
able to refer users to librarians for research assistance.
 Librarians need to be able to inform users about
telecommunications software, such as Kermit and Procomm, and
how to download files from mainframe computers to
microcomputers.  These skills are often included in
instruction for CD-ROM databases and can be incorporated for
network resources in a similar manner.  Librarians must also
be minimally familiar with the operating systems available on
campus mainframes in order to help remote users access the
Internet from their particular connection - e-mail account,
public Internet accessible terminal, etc.

Database and bibliographic software presents a complex issue.
The librarian's role can be as simple as making users aware
of their existence and value, or as complex as helping them
to build their own databases.  Future developments in
software for the scholar's workstation will have a profound
impact on how network information can be managed.

7. Contribution to the knowledge store
_____________________________________________________________

Finally, librarians will support users as they interact with
the electronic medium by contributing to the knowledge base
of their discipline.  This may be when they are preparing a
submission to an e-journal for which the contributors need to
obtain the "instructions for authors;" or the users may need
to know how to cite an electronic resource for a submission
to a conventional print publication.  This is an area where
librarians will be able to provide assistance.
Conclusions
___________

As Internet resources continue to proliferate and
connectivity is extended to an ever-widening user group, it
is incumbent upon libraries to incorporate awareness of these
resources and the means of accessing them into their
reference services and instructional programs.  The nature of
the Internet and the variability of its resources requires
time devoted to training of staff and for planning. The
hierarchy of information skills is proposed as a framework
for identifying the skills needs by staff and users alike and
for planning how Internet resources might be integrated into
services offered.  As users begin incorporating electronic
resources into their information frameworks, librarians must
be prepared to assist them with traditional information
seeking skills and behaviors--awareness of what is needed and
available, evaluation and management of information and
addition to the knowledge store.  Librarians are familiar
with these concepts but need to become familiar with Internet
resources and identify ways to incorporate   ate them into
library services.


Notes
_______________

1.  Michael J. Kovacs and Diane K. Kovacs, "The State of
Scholarly Electronic Conferencing". ENRAP:  Electronic
Networking Research, Applications, and Policy 1, no. 2
(1991): 29-36.

2.  Diane K. Kovacs and Kara Robinson of Kent State
University surveyed 58 Library and Information Science E-
conferences in Spring 1992.  The data shows that 37.5% of
those surveyed have used Internet resources in providing
reference services (article submitted to JASIS).

3.  Craig A. Mulder and Jayne M. Campbell, "Integrating
Information Literacy Concepts into an Education Program,"
Paper presented at the annual meeting of the Medical Library
Association, Boston, MA.

4.  Barbara F. Schloman,"Managing Reference Services in an
Electronic Environment," Reference Librarian (in press).

5.  Billy Barron at University of North Texas compiles a
directory of Internet accessible resources which Peter Scott
and Earl Fogel of University of Ottawa makes available via
the HYTELNET hypertext front end software for Dos, Macintosh,
Unix, and Vax VMS systems. More information can be obtained
by addressing an e-mail message to [e-mail].

6.  Art St. George of University of New Mexico compiles a
directory of Internet accessible resources which Mark Resmer,
Sonoma State University makes available via L the LIBS front
end software
7. Gopher was developed at the University of Minnesota. It is
an interface for a network distributed database.  More
information can be obtained by addressing an e-mail message
to boombox.micro.umn.edu

8. Diane K. Kovacs, Directory of Academic Electronic
Conferences (1990-)  available as ACADLIST.FILE1,
ACADLIST.FILE2, ACADLIST.FILE3, ACADLIST.FILE4,
ACADLIST.FILE5, ACADLIST.FILE6, ACADLIST.FILE7from
LISTSERV@KENTVM and via anonymous FTP from ksuvxa.kent.edu).

9.  Michael Strangelove, Directory of Electronic Journals.
Information on availability can be obtained by addressing an
e-mail message to [e-mail].

10.  Estabrook, Leigh, "The Human Dimension of the Catalog:
Concepts and Constraints in Information Seeking." Library
Resources and Technical Services. (January/March 1983): 68-75
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