2. © Tefko Saracevic 1 Principles of Searching [17:610:530] or ‘e530’ for short Overview of the course and a bit of history

3. © Tefko Saracevic 2 Table of content 1.Summary of sundry requirementsSummary of sundry requirements 2.Basic definitionsBasic definitions 3.SyllabusSyllabus 4.Why? Rationale & objectivesWhy? Rationale & objectives 5.What? Themes and topicsWhat? Themes and topics 6.How? Goings onHow? Goings on 7.A bit of historyA bit of history

4. © Tefko Saracevic 3 1.Summary of sundry requirements Described in detail in: “Before the start: what you need to have and know, and how to get it” and in the Syllabus and in eCollege tutorials (follow the links there)

5. © Tefko Saracevic 4 Before Prerequisite courses: none –but this course is a pre- or co-requisite for many other courses Have a Rutgers University Computing Services (RUCS) email account (NetID) –full access to online resources in Rutgers University Libraries (RUL) requires using your Rutgers NetID –get a RUL card for other library services –but you can use any email address for course communication Know how to use RUL –particularly use from home & use of electronic resources e.g. getting journal articles –many instructions on RUL site Have a DIALOG account –will get it from the instructor –will get other accounts as time goes by

6. © Tefko Saracevic 5 Required competencies eCollege: – please take the eCollege tutorial before the course Email: (of course) –be comfortable incl. with attachments Word & PowerPoint (also "of course") –take tutorials, as necessary –(I am still taking them when I need to finesse something) Computer, internet, the web –be comfortable, take tutorials –e.g. logins, file transfer, download Rutgers has many computing services for students, –including myRutgers, a personalized portal –explore and use them

7. © Tefko Saracevic 6 How to get them? A must: MLIS bootcamp tutorials –created by MLIS students for "MLIS students on some of the many technical skills that they will need in order to have a successful school year.“ Even if you know, review them! Required competencies could be gained and sharpened through MLIS and Rutgers tutorials, as well as many other online tutorials Please review your competencies through these tutorials! –these topics will NOT be covered in the course, but are assumed. FULLY! Links to all are in mentioned course documents

8. © Tefko Saracevic 7 Communication Email –through eCollege email functions whole class one-on-one by group eCollege Chat –discussion room or rooms groups have own chat room could be on different topics could be private –ClassLive - a live chat room By phone –instructor will provide times when available In person –drop in to SCILS and see me or lets meet at some conference or event

9. © Tefko Saracevic 8 Coursework Course Home Page –announcements –Course Checklist Class Lounge –like a blogspace; use for blog –introduce yourself Threaded discussion –simulates class discussion –depended on module & topic discuss, reply, comment… Dropbox –submitting & retrieving assignments –graded assignments returned

10. © Tefko Saracevic 9 Coursework (cont.) Journal place where you can make notes & record thoughts option of sharing Document sharing uploading & downloading documents by instructor & students but other documents from RUL directly Webliography relevant sites submitted by instructor & students; could be annotated Calendar schedule of course events Gradebook providing grades& comments

11. © Tefko Saracevic 10 Student groups Groups of three or four colleagues will be formed –each group will have a letter designation & a name you chose –in addition to group chat room and email you can work out among yourselves a method for communication, exchanges Why groups? –foster easier and multiple exchanges –form a small discussion assembly –help each other, raise questions, explain, discuss … outside of more formal channels Groups will work together as necessary & should cooperate as to exercises A group will present some of the results together

12. © Tefko Saracevic 11 2. Basic definitions These are really basic, and many more will be presented during the course and found in readings

13. © Tefko Saracevic 12 prin′ci′ple [prinsəp′l] (noun) (courtesy of Encarta Dictionary) 1.basic assumption an important underlying law or assumption required in a system of thought 2.ethical standard a standard of moral or ethical decision-making 3.way of working the basic way in which something works 4.source the primary source of something All fit this course, but which one fits best?

14. © Tefko Saracevic 13 sear ′ ching, search [surch] (verb, noun, adjective) 1.penetrating or probing observing acutely or examining thoroughly 2.examine thoroughly to look into, over, or through something carefully in order to find somebody or something 3.examine computer file to examine a computer file, disk, database, or network for particular information 4.discover something by examination to discover, come to know, or find something by examination All fit, but no. 3 fits this course particularly well

15. © Tefko Saracevic 14 3. Syllabus Only an outline is given here. The document is long and detailed. Basic to everything we are doing. Worth a periodic consultation, particularly as to assignments, final project, formats, bibliography, etc etc etc

16. © Tefko Saracevic 15 Content of syllabus Course description –as in the catalog Rationale of the course – Why? –motivation and justification for the course summarized in next section –all course sections – modules – start with a Why? and then go on to What? And How? Before the start: what you need to have and know, and how to get it –we already went through this Course purpose and objectives –summarized in section 4 Organization of the course –summarized in section 5

17. © Tefko Saracevic 16 syllabus cont. Coursework –summarized in section 6 –answers FAQ, so before asking it is good to consult syllabus Method of assessment –how you will be graded Academic integrity –Rutgers policy and statements on Student responsibility and Faculty responsibility –Plagiarism policy Bibliography –readings and how to obtain them

18. © Tefko Saracevic 17 4. Why? Rationale & objectives Now we are finally getting to the stuff that the course is all about

19. © Tefko Saracevic 18 Why we have this course? Details in syllabus & course outline, summary herecourse outline Number & variety of information resources is HUGE –growing at a very high rate - called “information explosion” Great many people search for information –few do it well –even fewer know how well they are doing As professionals, librarians were always concerned with searching for information on behalf of users –with the advent of electronic information resources and the web, searching has changed in many ways

20. © Tefko Saracevic 19 Why? cont. Searching has become a complex process involving interaction between people, information, & technology A professional understands complex processes & interactions involved in searching and putting them effectively to practice You are asking: –How do I search effectively and efficiently a variety of information resources for users? –How do I evaluate what was searched and provided?

21. © Tefko Saracevic 20 Course objectives Integrated understanding of: Content: Subject, structure & vocabularies of information resources Systems: Models of information retrieval (IR) systems, search engines & digital libraries as used in searching Human-human interaction: User information seeking as the context for searching; mediation & interviewing Human-computer interaction: Principles for effective searching & variations in search strategies & tactics Results: Alternatives in presentation of results to users; evaluation of results Professional concerns: Ethical norms & life-long learning.

22. © Tefko Saracevic 21 In order to search you need an understanding of: Results: What & how to present; evaluate Content: What is in the sources? How is it organized? Systems: Where? What kinds? IR, web, dig libraries... Human-human interaction: How? You and the user Human-computer interaction: How? You and the computer Professional conduct: ethics …

23. © Tefko Saracevic 22 Symbolically... ? Results Content System HHI HCI Professionally

24. © Tefko Saracevic 23 What will the course NOT do? Create professional searchers or “extreme searchers” out of you Make you an expert on databases, systems, information retrieval, search engines, the web

25. © Tefko Saracevic 24 What will the course DO? Provide you with a practical & theoretical foundation and framework on basis of which you can then: –develop into a professional searcher or technical assistant to users –grow & evolve with the field –adjust to inevitable changes in the world of searching –eventually, depending on your other courses & life-long learning, become an expert

26. © Tefko Saracevic 25 About the course It is demanding –but so is searching as professional work It is challenging –but so is searching There is a lot of thinking There is a lot of work But there is a lot –that can be learned –that can be used in practice in other courses –that will stay with you throughout your career –upon which you can build And the course is rewarding –and so is searching professionally

27. © Tefko Saracevic 26 5. What? Themes and modules Organization of the course as to coverage with emphasis on modules as basic units

28. © Tefko Saracevic 27 Organization Semester lasts 16 weeks Course has 16 modules – one for each week of the semester Modules are grouped into themes – there are 8 themes following objectives: A.At the start (module1) B.Content (modules 2 &3) C.Systems (modules 4, 5 & 6) D.Human-computer interaction (modules 7, 8 & 9) E.Human-human interaction (modules 10 & 11) F.Results (modules 12 & 13) G.Professional concerns (modules 14 & 15) H.At the end (module 16)

29. © Tefko Saracevic 28 Modules Each module has an outline as to: Title of the module Why? the rationale for presenting this module and questions you should ask What? a list of topics covered in the module How? presentation and tasks for the module –elaborated in section 6

30. © Tefko Saracevic 29 Topics covered Theme A: AT THE START Module 1. Overview of the course and a bit of historyOverview of the course and a bit of history B. CONTENT 2. Types and structures of information resourcesTypes and structures of information resources 3. Types and structures of vocabulariesTypes and structures of vocabularies C. SYSTEMS 4. Information retrievalInformation retrieval 5. Interaction in information retrievalInteraction in information retrieval 6. Search engines. Digital librariesSearch engines. Digital libraries

31. © Tefko Saracevic 30 Topics covered (cont.) D. HUMAN-COMPUTER INTERACTION 7. Search techniques and effectivenessSearch techniques and effectiveness 8. Advanced searchingAdvanced searching 9. Web search and the invisible webWeb search and the invisible web E. HUMAN-HUMAN INTERACTION 10. Information seeking. User modelingInformation seeking. User modeling 11. Mediation between search intermediaries and usersMediation between search intermediaries and users

32. © Tefko Saracevic 31 Topics covered (cont.) F. RESULTS 12. Evaluation of search sources and resultsEvaluation of search sources and results 13. Presentation to usersPresentation to users G. PROFESSIONAL CONCERNS 14. Ethics. Competitive intelligenceEthics. Competitive intelligence 15. Keeping up: sources for life- time learningKeeping up: sources for life- time learning H. AT THE END 16. Student presentations and conclusionsStudent presentations and conclusions

33. © Tefko Saracevic 32 6. How? Goings on Coursework: Ways and means we are going about doing the course AND schedules

34. © Tefko Saracevic 33 Mix The course is a mix of –theory –experimentation –practice Why theory? –base for further understanding & professional development knowing theory separates learning from “training”, a professional from a technician or paraprofessional –nothing more practical than a good theory –theory endures through changes in systems & software theory makes learning new systems easier –theory helps with understanding & helps learning “stick”

35. © Tefko Saracevic 34 Structure of coursework Each module has: 1.a lecture on the module topic 2.assignments as to readings 3.exercises for searching 4.tips for thought There is also a term project –a semester long task focusing on providing a search service to a selected user

36. © Tefko Saracevic 35 Schedule Assignments and exercises for each module are done on a weekly basis starting Monday, due on the next Monday The semester long term project is due on the Monday after the last class week, with two progress reports as scheduled (1/3 and 2/3 into the semester) Schedule is provided on course site

37. © Tefko Saracevic 36 Lectures Each module has a lecture on the topic –lectures are in PowerPoint –best viewed if downloaded & then run on own computer go to Doc Sharing; Select View: Lectures; & open, save from there –most lectures contain some links to other sites, providing further explanation, examples, or resources –some lectures slides have notes with further explanatory text terms/phrases that have a * (asterisk) have associated notes

38. © Tefko Saracevic 37 Assignments Assignments refer to READINGS ONLY –associated with module topic and lecture –some readings are required – they have to be summarized and summaries turned in –other readings are for read-only and discussion or reference Full citation to readings is in the bibliography Readings are either at RUL, on class web site, or the web –sometimes you will have to search (after all this is a searching class!)

39. © Tefko Saracevic 38 Summaries (for required readings only) Provide a brief synthesis of main ideas, facts AND –possibly a critical review e.g –relate to (points added for this): relevant personal, professional experiences with library & information services; examples translation/implication for practice other readings, topics, courses, project, exercise and/or raise questions for discussion and discuss with group Format, style: format as prescribed in syllabus but style of summaries is your choice

40. © Tefko Saracevic 39 Tips for summaries Start with heading as prescribed –points deducted if not Use APA style Two to three pages maximum Use 12 point font –single space –1 inch margins Submit on time React to readings Tie in with practice Integrate w/ other knowledge, experience and course work Demonstrate thought & learning Include questions and criticism Do not merely summarize readings FORMAT: CONTENT:

41. © Tefko Saracevic 40 Exercises Purpose: to obtain practical training in a variety of systems –the purpose is NOT to teach you a given system, but to provide searching experiences that can be generalized & later sharpened, improved On a weekly basis as assigned –using DIALOG, LexisNexis, web, search engines, digital libraries … –or search for answers for given questions –or use a variety of tactics & features Work cooperatively in groups At times independent of lecture topic –but has its own logic in progression

42. © Tefko Saracevic 41 Examples of first few exercises Involves DIALOG* Take DIALOG tutorials LEARN & PRACTICE: –Contents of databases –Structure of databases & records - BLUE SHEETS –Basic search commands –Basic output commands –Logical operators, execution –Truncation –Searching in fields –DIALINDEX; OneSearch

43. © Tefko Saracevic 42 Tips for thought Informal –questions, ideas to be pondered on your own –guidelines for further learning & exploration on your own –sometimes things to lighten up You can contribute Can be used in group discussion But there is nothing that is required, nothing to turn in

44. © Tefko Saracevic 43 Term project purpose A reality exercise designed to give you in depth experience that you will encounter in your professional life –involves every aspect of searching from start to end Experiences to be shared among classmates, so that you can learn from each other It will take time and effort, thus do NOT procrastinate

45. © Tefko Saracevic 44 Term project Select a specific user with an inf. need to do an online search –no family or significant others* Interview the user –if necessary several times with feedback Construct a user model Select resources for searching Construct search strategies & conduct searching - reiterate Organize results for presentation Present results to user; evaluate Write a technical report

46. © Tefko Saracevic 45 Term project deliverables There are two: 1.A report to the user suggest you follow presentation guidelines as suggested in module 13 module 13 does NOT have to be presented to the instructor or class – it is between you and your user! 2.A technical report to the instructor discussed next and in the syllabus at length

47. © Tefko Saracevic 46 Technical report (details in the syllabus) Selection of user: who? User question & model –what task? how much knows? what topics? terminology? priorities? Mode & results of interviews Summary of search tactics & approaches, dynamics Changes in user model, user definition of problem Changes in searching & you Evaluation of your effort & learning –what does or does not work? –what effects of decisions? –what would you do differently? –this section VERY important!

48. © Tefko Saracevic 47 7. A bit of history A short chronology rather than history

49. © Tefko Saracevic 48 Antecedents Europe before WWII –strong documentation movement Universal Decimal Classification, indexing of scientific literature In the US right after WWII concern about information explosion, particularly in science –Vannevar Bush’s classic article “As we may think” in Atlantic Monthly in 1945 stirred imagination & funding problem: “the massive task of making more accessible a bewildering store of knowledge.” solution: use of new technology, “Memex” as idealized model can you find it?

50. © Tefko Saracevic 49 Beginnings NSF acts of 1950 & 1958 mandate support for scientific information –to this day supports research & development in this area, including digital libraries –sparked involvement from many fields & many funded projects 1951 Calvin Mooers coined term “information retrieval” (IR) 1950’s mechanized IR systems emerged Societies and conferences emerged related to problems of IR and broader issues

51. © Tefko Saracevic 50 Onto the real world 1960s saw computer applications for IR blossoming Also library automation emerged, incl. MARC Late 1960’s: Medline, the online version of MEDLARS (Nat. Libr. of Medicine) came out –this was online way before the internet & web Early 1970’s: DIALOG and ORBIT established – commercial online vendors (ORBIT later merged into other vendors) Professional searching grew at high rate

52. © Tefko Saracevic 51 Research In 1960’s Gerald Salton & his students in computer science pioneered research into advanced IR methods –addressed technical or system side of IR –great many good results over decades –but it took decades before results applied commercially, but today all vendors & search engines use it –continues to this day internationally –particularly under TREC (Text Retrieval Conference) (find it?) Research and IR still closely connected –source of advances

53. © Tefko Saracevic 52 Research (cont.) 1970s & 80s also saw emergence of research dealing with the human (user) side of IR –addressed users, use of information & IR systems –basic notions, such as relevance In the 1990’s till present areas: –interaction in IR, or human-computer interaction –information seeking –human information behavior Human and system side of research do not mesh well –still & unfortunately

54. © Tefko Saracevic 53 Net Internet first went live in 1969 as ARPANET, an inter-university netInternet –in 1983 replaced by TCP/IP protocol still in use today – i.e. present internet was born –in 1990 became NSFnet, broadening reach significantly –in 1992 NSF pulled out & offered to broad public & commercial use By 1980s it became a force –by 1990’s it took the world In 1991 Tim Berners-Lee developed world wide web world wide web –in 1993 first browser developed (Mosaic to become Netscape) –became fastest growing & spreading technology in history Search engines –Yahoo launched in 1993 & Google in 1999 –affected searching enormouslysearching – today over 3000 search engines in over 150 countries

55. © Tefko Saracevic 54 Digital libraries Emerged in mid 1990s Involved –massive research programs ( still going on) –massive investments by libraries changed the library landscape particularly as to access & searching –the two don’t communicate much Brought together IR & libraries Today vast international presence –many institutions in addition to libraries involved, e.g. museums, societies Major resource (& headache) for searchers –large variety of texts, images, sounds digitized all over the world

56. © Tefko Saracevic 55 Future?

57. © Tefko Saracevic 56 A perspective: searching is a journey of discovery

58. © Tefko Saracevic 57 another perspective …

59. © Tefko Saracevic 58 still another perspective