NEW MODELS FROM OLD TOOLS

1. NEW MODELS FROM OLD TOOLS CAROL L. TILLEY and KATHRYN LA BARRE Graduate School of Library and Information Science University of Illinois ISKO 2010 Partial funding provided by an OCLC/ALISE LISR Program Grant

2. Presentation Overview Why folktales? Who and what is being studied? What methods are we using? What have we learned so far? How will we proceed?

3. Why Folktales? They are complex information resources. Catalog records often omit critical information. Standard tools for access are often complex and out of date. No single type of user predominates their use.

4. About Folklore and Folktales • Field of study is relatively new and dynamic. • Basic requirements— • Conveyed orally or informally demonstrated • Traditional in nature • Has natural variants • No systematic definition of folktales. • Several scholarly traditions of engaging folktales.

5. Discovery and Access Tools • Tale types • Narrative or plot structure • Sequence of motifs • Motifs • Actors • Items • Single incidents “Some ideas have been so recurrent in tradition that we may encounter and recognize them in a great number of ‘texts’” (Toelken, 1996, p. 209).

6. Who and What is Being Studied? • Four scholars at GSLIS • Intentional folklorists • Teach youth-services librarianship • Are storytellers • Folktales Collections • ~1200 volumes included at the Center for Children’s Books • Primarily published for a juvenile audience • Publication dates range from 1880 - 2010

7. Our Research Questions [P1] scholar [P2] practitioner [P3] lay user RQ1) What kinds of information seeking tasks are evident for people seeking folktales? Are tasks shared across groups? RQ2) What characteristics of an information retrieval interface best support tasks? RQ3) To what extent do current bibliographic records support tasks? What improvements are suggested by facet and task analysis?

8. What Methods Are We Using? • Task analysis • Repertoire of techniques • Approaches • Semi-structured interviews • Simulation interviews • Observation • Facet analysis • “Sorting of terms in a given field into homogeneous mutually exclusive facets each derived from the parent universe by a single characteristic of division.” (Vickery, 1960). • Steps • Mapping the scope • Labeling and sorting • Clustering and ordering

9. What Have We Learned So Far? / TASK

10. What Have We Learned So Far? / FACET Agent (by origin) (by mode) (by role) (by occupation) (by function) Relation (language) (award) (review) (by origin) (by form) (by function) (by level) (by aggregation) Place (by origin) (of setting) (of publication) (of item) Time (by origin) (of setting) (of publication) Elements (type) (motif) (character) (theme) (illustration) Documentation (bibliography)(index) (note) (acknowledgment) (table of contents) Performance (aspects) (strategies) (values) (interpretation) (role) (function) Transmission (aspects) (strategies) (reception) (values) (function) (role) Viewpoint (?)

11. AFS Ethnographic Thesaurus A General ethnographic concepts. B Belief and worldview  C Ritual-belief manifest  D Health  E Migration and Settlement  F Human Dynamics  G Law and Governance H Education I Entertainment J Art K Language L Verbal Arts and Literature M Music N Dance P Material Culture Q Foodways R Work S Performance T Transmission U Beings V Space and Place W Time X Disciplines- Fields of study. Y Research, Theory, and Methodology Z Documentation

12. Desired Features for Discovery & Access • Searchable fields for source notes, cultural attributions • Descriptor fields for characters and other motifs • Integration of learning standards, suggested audience for performance • Other: directed searching and serendipitous discovery, full-text or extended synopses

13. Prototype Record Agent MARC 245/700 Relation MARC 510, 586, 76X-78X, [RDA linking] Place MARC 260, 751 [of setting] Time MARC 260 [of setting] Elements MARC 6XX (type) (motif) Documentation (MARC 5XX) (note) (acknowledgment) Performance (aspects) (strategies) (values) (interpretation) (role) (function) Transmission (aspects) (strategies) (reception) (values) (function) (role) (restrictions)

14. How Will We Proceed? • Task-Side • Conduct simulation interviews with scholars • Interview additional scholars and practitioners • Observe scholars and practitioners • Facet-Side • Analyze interviews • Full facet analysis of classifications and controlled vocabularies for folklore • General • Refine prototype record description • Broaden scope of test collection • Encode sample materials using prototype record description

15. THANKS! QUESTIONS?

20. Non-circulating collection of more than 16,000 recent* and historically significant trade books for youth, birth through high school, plus review copies of nearly all trade books published in the U.S. in the current year. FOCUS Folktale and storytelling collection (1200+volumes) 1880-2010 Local records imported into Koha ILS

21. Facet exemplars Footer

22. High level categories

25. Influences Kuhlthau’s (2005) call for greater connection between the study of users' information-seeking behaviors and the design of information retrieval systems On the Record: Report of The Library of Congress Working Group on the Future of Bibliographic Control (2008). • integrating user-contributed data into library catalogs (4.1.2), • encouraging application of—and cross-referencing with—other controlled subject vocabularies (4.3.3), • supporting ongoing research about bibliographic control (5.1.2).

26. Study Overview : Task Analysis • Repertoire of techniques (Vakkari, 2003) • Commonly associated with user-centered interface design • Also used to investigate information-seeking processes • Task is information-seeking activity necessary to complete a goal (cf. Xie, 2008). • Working Minds: A Practitioner's Guide to Cognitive Task Analysis (2006). Crandall, Klein, Hoffman.

27. Task Analysis • Repertoire of techniques (Vakkari, 2003) • Commonly associated with user-centered interface design • Also used to investigate information-seeking processes • Task is information-seeking activity necessary to complete a goal (cf. Xie, 2008). • Working Minds: A Practitioner's Guide to Cognitive Task Analysis (2006). Crandall, Klein, Hoffman.

28. OBSTACLES DISCIPLINARY: Tale names vary Tale motif / theme variants (Cinderella) ACCESS / DISCOVERY: Misunderstand use of type and motif indexes Publication overtakes indexing Catalogs have limited cross-references

29. Study Overview : Facet Analysis “Sorting of terms in a given field into homogeneous mutually exclusive facets each derived from the parent universe by a single characteristic of division.” (Vickery, 1960). Steps: Define the subject field Examine materials that reflect user interests Develop a list of characteristics, concepts or categories Sort these terms into facets

30. Facet analytical approach: Proper and rigorous practice of facet analysis by observing the rules of logical division. (Broughton, 2001, p. 67; Mills, 2004, p. 268) • one characteristic of division is applied at a time [conceptual analysis] • division steps should be logical and proximate • division should be exhaustive (Mills, 2004, pp. 551). Footer

31. Facet Analysis (FA)Faceted classification (FC) FA - (analytical technique) • Listing of characteristics of the entities in a universe (exhaustive, mutually exclusive) FC - (synthetic structure) • Division of entities in a universe (by one characteristic at a time) FC – (structure of synthesis) • Synthesis – combine relevant facets: • Schedule of terms for description • Assignment of notation

32. facet analysis Identify domain / entities • Mapping the scope • (Context) Examine the domain • (Content) Survey the literature • (Users) Who? Information needs? • Label/ sort • Begin analysis with a list of “standard categories” (provisional guide) PMEST/ Who/ Where/ How/ What/ When • Result: set of homogeneous mutually exclusive groups (facets) • Formulate every distinctive logical category and possible relation • Cluster /order • In-depth analysis of categories • Cluster terms/ objects into arrays or groups which share a common characteristic

33. LIMITATION SMALL NUMBER OF SUBJECTS COLLECTION = JUVENILE FOLKTALES BIAS = COLLEAGUES MITIGATION PHASE 2: LIBRARIANS / TEACHERS / STORYTELLERS INDEX AND VOCABULARIES INCLUDED IN ANALYSIS ONE RESEARCHER CONDUCTED TASK ANALYSIS / ANOTHER FACET ANALYSIS

34. NEXT STEPS • Task • Conduct think-aloud tasks with scholars • Interview additional scholars • Interviews with practitioners • Facet analysis of interviews • Facet • Full facet analysis of classifications • and controlled vocabularies for folklore • Refine prototype record structure • Features task-focused facets

35. DISSEMINATION Pirmann, C. iConferencePOSTER #54 Folktales and Folksonomies: Investigating the Utility of Tags as a Means of Description for Folktales. New Models from Old Tools: Leveraging an Understanding of Information Tasks and Subject Domain to Support Enhanced Discovery and Access to Folktales. (2010). In Paradigms and Conceptual Systems in Knowledge Organization, Proceedings of the Eleventh International Conference of the International Society for Knowledge Organization. Facets, Search and Discovery in Next Generation Catalogs: Informing the Future by Revisiting Past Understanding. (2010). In Paradigms and Conceptual Systems in Knowledge Organization, Proceedings of the Eleventh International Conference of the International Society for Knowledge Organization. Project report: Folktales and Facets: Final report to OCLC/ALISE IDEALS: http://hdl.handle.net/2142/14887

36. Special thanks: Betsy Hearne. Practicum students: Carrie Pirmann, Diana Weaver. Student volunteers: Laura Rancani, Tina Ladika, Anna Peterson, Daniel Burkhalter, Ata Bird, and Patricia Rosario. The Center for Informatics Research in Science and Scholarship (CIRSS) The Center for Children’s Books Colleagues at the Metadata Roundtable Sandy Wolf and Michael Norman GSLIS Research Services: Amit Kumar, Nav Khanal, and Adam Kehoe.

37. FACETS AND FOLKTALES PHASE 1 FUNDED BY: ✪ OCLC/ALISE LISRG GRADUATE SCHOOL OF LIBRARY & INFORMATION SCIENCE, UIUC

38. Facets and Folktales: Study Overview Phase One (Supported by OCLC/ALISE and ongoing) • Task Analyses of scholarly informants' information seeking • Facet analysis of the collection and common access methods • Importing existing records into a KOHA implementation • Developing a prototype for enhanced records. Phase Two (Practitioner informants) Phase Three (Lay informants)

39. COLLECTED DATA INTERVIEWS BIBLIOGRAPHIC RECORDS (local / WorldCat / Indiana University) BOOK CONTENT (ToC / reviews / index / introduction – notes) LITERATURE TYPE and MOTIF INDICES Aarne-Thompson-Üther

40. tale type and motif indexes “some ideas have been so recurrent in tradition that we may encounter and recognize them in a great number of ‘texts’” (p. 209). Tale type narrative or plot structure specific sequence of motifs. Motif recurring elements from which tales are constructed. Thompson (1946): actors, items, single incidents.

41. FOLKLORE Fairy tales Folktales

42. Definitions of folklore are largely idiosyncratic, • Three basic requirements: • the object under scrutiny must be conveyed either orally or • informally demonstrated; • 2) it must be traditional in nature; and • 3) the object must have natural variants as a consequence of its • informal transmission • (Brunvand, 1996).

43. TRADITIONS Literary approach ORIGIN Historical-geographic ORIGIN Structuralist tradition FORM MEANING Psychoanalytic school MEANING Narrative structure tradition STYLE

44. Image credits: Gazing child: http://gallery.photo.net/photo/6364197-lg.jpg Lady with a horse: http://lisb.files.wordpress.com/2007/07/ Rackham illustrations: http://childillustration.blogspot.com/2009/11/willy-pogany-folktales.html