CBL: COMPUTER-BASED LEARNING or COMPUTER-BASED LIBRARY?

Christopher Khoo & Sylvia Yap

National University of Singapore Library
Singapore 0511

Keywords: Computer-based learning, Hypertext, Libraries, Online public access catalogs, Project Zen, Singapore, Training, User education, User instruction

Abstract: The paper discusses the use of computer-based learning (CBL) for library user education and staff training. CBL packages should not be developed as stand-alone packages but should be linked with the computerization of the various functions of the library. CBL applications being developed at the National University of Singapore Library are described. Related management issues are also discussed.

 
1. INTRODUCTION

Librarians have recognized the potential of computers in aiding user education and staff training since the late1960's. Computer-based learning (CBL) was, however, not widely used until recently because of the high cost of computers, and because libraries were concentrating their efforts on computerizing their cataloging, circulation and other routine functions. With the availability of powerful and relatively inexpensive microcomputers with improved graphics capabilities, as well as other information technologies like networking, optical disks and authoring tools, computer-based instruction is now a cost effective alternative to human instruction.

CBL is poised to make an impact on all library functions.

The advantages of using the computer for user education and staff training have been discussed by many writers (See for example Pask 1988). Some of the advantages put forward are:

• The user can control the pace and even the direction of the learning process.

• Library instruction and staff training can be made more consistent in quality.

• The librarian does not have to spend so much time providing the same information to different users.

• Users who are reluctant to approach the librarian for help can first try to obtain the required information from the computer.

• In the absence of a librarian, the computer can be used as a limited surrogate librarian.

 In this paper, we shall explore how computer-based learning can be made an integral part of the total library computerization program.

2. GUIDELINES FOR DEVELOPING LIBRARY COMPUTER-BASED LEARNING

When developing library CBL packages, we should bear two things in mind:

• CBL should be seen as part of the library's total computerization program.

• In a library, the information providing function takes precedence over the teaching function.

 CBL packages should not be designed as stand-alone systems but should, where possible, be linked with the other computerized library functions or be developed to perform other library functions. For example, CBL packages can draw on information already stored in the library's online catalog, or they can be extended to perform information providing and advisory functions. The aim should be to develop multi-function packages with teaching as a facet or module. It is important to recognize the difference between using CBL in schools and CBL in libraries. The primary function of a school is teaching while the main emphasis in a library is the provision of information. When a user queries the library system, the system should first try to provide the user with the information he needs. Only when the system cannot directly provide the information should the user be guided to obtain the information himself.
 

3. LIBRARY ORIENTATION

Perhaps the most useful instructional package for a library is the computer-based library orientation package for new users. One such package, called Project ZEN, was developed for the National University of Singapore (NUS) Science Library by Jesse Sng and Richard Chow (Sng & Chow 1989), two students from the University's Dept. of Information Systems and Computer Science. The package was developed using HyperCard, a hypertext authoring tool for Mackintosh microcomputers. The system was designed to be both a computer-guided library tour and a general information system on library services, facilities and resources.

The main selection screen of Project ZEN is shown in figure l. If the user selects Brief Guide on this screen, he is given a quick "tour" with brief information on various aspects of the library. The user can, however, explore a topic in greater depth at any point during the "tour" by using the "links" and trails set up in the system.

The user can also opt for free exploration. The hypertext system supports free exploration because related information are linked by electronic "see also" references. The "buttons" labelled Facilities, Services, Resources, Catalogs, Floor Plans on the main selection screen (figure 1) controls initial access to Project ZEN's information files. For example, by selecting Floor Plans the user retrieves floor plans showing the location of materials, services and facilities. The user, however, is not restricted to viewing floor plans. Links have been established between the floor plans and detailed information about the services, facilities and resources indicate on the plans. Consequently, while viewing a floor




plan, the user can point at a location and obtain more information about materials and services available at that location. When the relevant screen is displayed, he can click a "button" to find out the loan period or click at a word to get a definition of the word as used by the library.

This kind of non-linear free-exploration capability makes a hypertext system ideal for a library orientation package. By navigating the links and trails in the system, the user can explore the library (or its electronic representation) in a way not otherwise possible. Writers who have reported the use of hypertext systems for library orientation include Ertel (1989), Kesselman (1988) and Vaccaro (1989).

Project ZEN is also an information system. Users who want specific information about the library need not meander through the system looking for the information. There is a Table of Contents giving an alphabetic listing of topics covered by the system. By selecting a topic on this list, the user can retrieve just the screen containing the relevant information.

Extensions to Project ZEN that are being planned include an online reference assistance module, a bibliographic instruction module, and a keyword search facility. The keyword search facility will make Project ZEN an information retrieval system.

4. ONLINE PUBLIC CATALOG

The difficulties encountered by users when using an online catalog have been extensively studied and reported. (See Hildreth (1985) for a review of the literature.) To search an online catalog successfully requires knowledge of the system and knowledge of search strategies. It appears therefore that this is a good domain for applying CBL techniques.

A CBL package for teaching online catalog use should not be developed as a stand-alone package. It should exist as an instructional or advisory function embedded in the online catalog user interface. Such an interface should incorporate an expert system for diagnosing user error and for suggesting ways to improve a search.

We have suggested earlier that a library CBL package should teach the user only those things that the computer cannot do. The computer should take over as much of the burden of searching as possible. For example, when searching an author's name, the user should not need to enter the name in the order stored in the database. If the name cannot be found as entered, the interface should automatically permute the name for searching or carry out a keyword search on the author field.

Subject searching is particularly difficult for users. Markey (1986) identified three major difficulties faced by users doing online subject searching:

• Finding the right subject heading to use in a search statement
• Increasing the result when no or too few records are retrieved

• Reducing the result when a large number of records is retrieved.

 An online help system can suggest ways of improving search results- "Any such message should tell the user what to do, how to do it, and why it may improve results. In the case of no or few retrievals, the online suggestions may include shortening the search phrase or word, substituting synonyms or more general terms for the initial search words, or re-trying the search using a different search method ..." (Hildreth 1987). If a search retrieves too many records, the system can suggest that the user enter additional search words.

Where possible, the interface should automatically reformulate a search statement and either execute it or present it to the user for approval.

Whatever strategy the computer automatically carries out, it should inform the user and explain the potential consequences or limitations of the strategy, This indirect form of instruction will teach the user the concepts, different strategies, limitations and complexities of online searching.

An online catalog should cater to users with different levels of experience with the system. It has to be easy enough for first-time users, providing them ample help messages and menus. On the other hand, it should provide more experienced users with a shorter way of expressing their search requests perhaps by way of a command language. The online catalog has to gently lead the new user to become an experienced user, possibly by displaying the user's requests in the system's command language and pointing out shortcuts. This is another indirect form of CBL.

A logical extension to an online catalog is to link it with an online reference assistance package. Suppose a user searches the online subject catalog for the biography of Carl Sagan. If the system fails to find a book on Carl Sagan, it can suggest that the user check a biographical tool like American Men and Women of Science. If the system has access to American Men and Women of Science either on CD-ROM or in an external database, the online catalog can automatically search for and display the information. Similarly, if the catalog cannot find a book on a particular subject, it can suggest searching a relevant index for journal articles instead.

5. BIBLIOGRAPHIC INSTRUCTION

NUS Science Library is planning to develop a package that will provide bibliographic instruction as well as reference assistance. The instructional program will cover the following areas:

• The features of different types of library tools

• Use of reference tools including specific indexes and abstracts

• How to look for different types of information

• How to formulate literature search strategies

• How to interpret bibliographic references.

 The knowledge base used for the instructional program will also be used to provide reference assistance. It is not only logical and feasible to integrate the two functions, it is more cost effective as well: "It is therefore reasonable to consider using a single knowledge base to drive both an expert system for giving reference advice and an ICAI [intelligent computer-assisted instruction] system for giving reference instruction. In fact, this technique has already been used in other fields, notably the field of infectious medicine, where the same knowledge base is used to drive both MYCIN, an expert system for helping diagnose infectious diseases, and GUIDON, an ICAI system for training experts to do that diagnosis. ... Considering the amount of effort required to create a knowledge base on the reference process, the cost effectiveness of any such attempt would be increased by using it for more than one purpose." (Parrott 1988) Parrott (1988) described an instructional cum reference assistance package being developed at the University of Waterloo. What kind of knowledge would the system need to carry out the two functions? • Basic concepts about the function of different kinds of tools (e.g. What kinds of information are usually found in a dictionary?)

• Information on the use of specific reference tools. (This part of the knowledge base will grow as reference librarians enter their experiences regarding the use of each tool.)

• Reference interviewing techniques

• Search strategies

• Rules for interpreting citations.

 While in the reference assistance mode, the system should provide an indirect kind of instruction. For example, instead of just giving the user a list of reference tools to consult, the system should explain why it suggests those tools.

6. STAFF TRAINING

CBL can be used both for training new staff and for providing continuing education to other library staff. Packages described in the previous sections can be used for training staff. They may, however, have to be expanded or supplemented by other instructional techniques because while users need be given only the information they require, staff need to know and understand the information in greater detail. Potential areas for applying CBL to staff training include:

• Processing of materials (including cataloging, serials check-in and physical processing of materials)

• Reference skills

• Teaching library attendants how to shelve books in the correct order

• Procedures for carrying out certain services (like how to charge a book)

• Procedures for handling exceptional situations (e.g. what to do when the fire alarm or anti-theft alarm is triggered.)

• Library policies.

 Glogoff et al. (1984) described a computer-based training program for cataloging department staff, while Rawlins (1982) reported the use of CBL for instructing library student workers. REFSIM, the bibliographic instruction cum reference assistance package described by Binkley (1987), uses simulation to teach reference interviewing techniques. The system is able to analyze the simulated reference interview session and indicate whether the librarian overlooked asking certain clarification questions. REFSIM also uses the Socratic method to teach reference search strategies. The " Socratic tutor" attempts, by using counter-examples, to show that the librarian's reason for prescribing a certain strategy is incorrect or insufficient. Simulation techniques can be used to teach staff how to shelf read and shelve books in the correct order. A graphic representation of a shelf of books can be displayed on the screen. Using a " mouse" or some kind of pointing device, the staff member can drag a book to the correct position on the shelf. Shelving a book at an incorrect position would elicit a message from the system explaining why the book is not in the correct place.

CBL can also be used to instruct staff in library policies and practices.

Staff can be taught how to interpret and apply rules by giving them hypothetical situations and offering a series of choices. Simulations, where development costs can be justified, can be particularly effective. Staff training packages can replace staff manuals. In fact, electronic manuals can be more effective than printed manuals- Using a hypertext system, rationales for rules can be unobtrusively stored in the system. Precedents and descriptions of hypothetical situations can be stored as examples of how the rules should be interpreted.

7. CBL PACKAGES AS MANAGEMENT TOOLS

Regular feedback from users about the library services, facilities and collection is essential for the continual improvement of the library service. Such feedback is time-consuming to collect. CBL packages can help collect feedback not only about the CBL package but also about the library in general. Three possible kinds of feedback that a CBL package can collect are:

• Use statistics

• Comments from users

• Answers to quizzes

 Project ZEN collects statistics on the number of accesses to each module. This helps librarians identify which parts of the program are heavily accessed and perhaps need greater attention. The statistics also help identify parts of the package that are seldom used. Librarians can then try to find out why they are not used. Perhaps more links or trails to the little-used parts should be created. CBL use statistics can also suggest which aspects of the library service users are most interested in or have most trouble with.

Project ZEN also allows users to enter comments from any part of the system. The comments are collected in a comments stack or file. The place where the comment was made is tagged to the comment so that the librarian can know which module gave the user particular problems. Comments and complaints about library services and policies can be reviewed by library administrators with a view to improving library services and procedures.

Wrong answers to quizzes and exercises can be collected so that librarians can identify the concepts that tend to give users problems. Also, the library administrator can obtain feedback on how well staff understand procedures and policies by their scores on quizzes. Staff who do not perform well on the quizzes can be given closer attention.

8. PLANNING FOR CBL DEVELOPMENT

Libraries contemplating using CBL should plan and establish policies for developing CBL packages in a systematic and cost effective way. A major concern of library administrators is the availability and cost of suitable hardware and software. The environment at the National University of Singapore is conducive to introducing CBL in the library. As part of its continuing effort to create a computer intensive environment, the University is introducing more microcomputers on campus for CBL purposes. A cluster of microcomputers for CBL use has been placed in each library.

Hypertext authoring tools for microcomputers, such as HyperCard (for Macintosh) and Owl International's Guide (for IBM PC and Macintosh), are now available. Hypertext systems appear to be particularly suitable for library CBL packages because they support non-linear browsing.

Availability of manpower and expertise is another major concern for library administrators as developing CBL packages is a skilled task and a labor intensive endeavor. For an academic library, collaborating with the university's computer science department is one solution. Such a link exists between the National University of Singapore Library and the University's Department of Information Systems and Computer Science. Project ZEN is the fruit of one such collaboration. Joint projects also give participating students the opportunity to get to know and appreciate library functions in some depth. Library staff who are computer literate or have particular aptitude for designing screens, interfaces and instructional packages should be identified and appointed to coordinate or help with the projects.

Ways of increasing the cost effectiveness of CBL packages include:

• Developing CBL " shells" or packages that can be adapted for other purposes or other libraries. For example, Project ZEN has been designed such that it can easily be adapted for use in other libraries on campus by editing some of the information.

• Making the CBL packages widely available to users. Strategies include making the product available on the university network and on various local area networks on campus. The NUS Science Library has plans to install Project Zen on some microcomputers in the Science Faculty's CBL Lab.

• Promoting the packages by reporting them in campus newsletters and publicizing them with colorful posters. A microcomputer with the library orientation package can be placed in a prominent place in the library. The introductory screen of the package must be eye-catching, perhaps with animated graphics to draw the attention of users.

9. CONCLUSION

In this paper we have suggested how CBL can be integrated with library functions. A library orientation package can be designed to function as an information system on materials, services and facilities available in the library. The online catalog can include an intelligent interface to guide and teach the user how to search the catalog. A bibliographic instruction package can be coupled with a reference assistance package, both utilizing the same knowledge base. CBL packages for staff training can function as information systems and an electronic manual. All these various CBL packages can be linked together so that a user or a staff member searching at one terminal can be referred to the CBL or information system that can best help him.

CBL packages are management tools. They can be designed to yield management information that can be used to improve the CBL system and/or improve library services and procedures.

The integration of CBL with library functions is a step towards the ideal total library system consisting of multi-media databases and knowledge bases linked together by one intelligent interface that acts as an intermediary, an adviser and an instructor.

The authors would like to thank Mrs Peggy Hochstadt, the Chief Librarian, for her encouragement and suggestions; and Mrs Chris Khoo for her helpful comments on an earlier draft of the paper.
 
 

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