Artificial Intelligence Lab, Department of MIS, University of Arizona / In information facilities such as libraries, finding documents that are relevant to a user query is difficult because of the indeterminism involved in the process by which documents are indexed, and the latitude users have in choosing terms to express a query on a particular topic. Reference librarians play an important support role in coping with this indeterminism, focusing user queries through an interactive dialog. Based on thirty detailed observations of user/librarian interactions obtained through a field experiment, we have developed a computational model designed to simulate the reference librarian. The consultation includes two phases. The first is handle search, where the userâ s rough problem statement and a user stereotyping imposed by the librarian are used in determining the appropriate tools (handles). The second phase is document search, involving the search for documents within a chosen handle. We are collaborating with the university library for putting our model to use as an intelligent assistant for an online retrieval system.

In an earlier paper the authors discussed reference services in two university libraries and suggested changes to the services based on a user survey. They also quoted research into staff and student use of information resources. Although libraries have no difficulty in compiling quantitative data, the use of such qualitative research to delve beyond the statistics, in order to better understand user needs, perceptions and behaviours, is a recent development at Harbin Engineering University Library, China. However, at the Library of the University of Northumbria in England there is a long history of using research to evaluate services. This paper gives a very brief introduction to the value of qualitative re-search in evaluating services and providing a sound basis for management decisions about staffing and service delivery. Some of the methods used at the two universities are outlined. Finally, two case studies of research projects, one from each university, will be described and the extent to which they have resulted in changes to policies or practices will be examined.

This paper is an abridged version of my thesis for an M.A. in Communications Studies granted by the University of Calgary. I presented it at the National Communication Association 2004 Convention in Chicago, IL (Session 1536). I decided not to have it published in the conference proceedings. / Based on the ethnographic data collected from the workplace of an academic library, I argue that workplace learning (WL) is a situated socio-cognitive process. It is expedited by knowledge management (KM), which is a collective effort to generate, share, and institutionalize work-related knowledge. KM is inherent in the face-to-face conversational interactions embedded in planned formal training, planned informal sharing, and spontaneous informal learning. When face-to-face interaction is not possible, KM is accomplished through textualization. It helps the members of the workplace acquire new work-related knowledge and integrate it to their common, contextualized knowledge base. The contents of the knowledge base are manifested in the membersâ professional practices and explicated by their professional/communal discourse. By virtue of their distinctive practices and discourse, the members form a community of practice (CoP) and gain their professional/communal identity. Whenever they engage in KM, perform their practices, and/or use their discourse, they authenticate their professional/communal identity and enact their CoP.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 204-223).

Report (M. Eng.)--Virginia Polytechnic Institute and State University, 1991. / Includes bibliographical references (leaves 139-148). Also available via the Internet.

Thesis--Rutgers University. / Vita. Photocopy of typescript. Ann Arbor : University Microfilms, 1977.--21 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 142-146).

Thesis (Ph. D.)--Rutgers, the State University of New Jersey, 1993. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 315-329).

Thesis (Ph. D.)--Columbia University, 1989. / Includes bibliographical references (leaves 282-287).

Thesis (Ph. D.)--Columbia University, 1989. / Includes bibliographical references (leaves 282-287).

Thesis (Ph. D.)--Florida State University, 1989. / Includes bibliographical references.