Teaching online searching in a LAN environment
| DOI | https://doi.org/10.1108/eb045248 |
| Published date | 01 April 1993 |
| Pages | 289-293 |
| Date | 01 April 1993 |
| Author | Pieter A. van Brakel |
| Subject Matter | Information & knowledge management,Library & information science |
Article
Teaching online searching
in a LAN environment
Pieter
A.
van Brakel
Department of Information
Studies,
Rand
Afrikaans
University,
PO Box
524,
Auckland
Park
2006,
South Africa
pavb@info.rau.ac.za
Abstract: Tertiary programmes for teaching online
searching consist typically of the components of an online
search system, different categories of databases, overview
of database hosts and their search facilities, methods to
create search strategies and command languages, to name
but a few. Practical experience, an integral component, is
gained by searching interactively on one or more database
hosts, where the emphasis is on search techniques rather
than the intrinsic characteristics of the databases of the
specific system. The extent of students' hands-on experience
invariably depends on the teaching unit's
budget,
which
may preclude extensive 'live' exposure. However, the
technical facilities and shared resources of a local area
network (LAN) are likely to have a significant effect on the
traditional teaching methods of online
searching.
It is now
possible, in a LAN environment, to integrate the various
information retrieval activities, for example creating and
searching personal or local databases, utilising these for
indexing,
abstracting and thesaurus
building,
searching
locally on CDROM databases which simulate the search
facilities and command languages of commercial database
hosts and, when the need
arises,
accessing their external
'online' counterparts. This article will demonstrate how the
limited concept of 'online
searching'
is broadened
when
a
LAN and local databases are utilised
in
the online teaching
process.
1.
Introduction: the term 'Online' broadened
The term 'online searching' is firmly established among in-
formation professionals and specifically among online
searchers. Interestingly enough, this is one term whose mean-
ing
has,
since its inception in the early stages of online search-
ing,
never been questioned.
Today,
the
use
of the term 'online'
generally describes a direct connection with a computer in
which the communication occurs in an interactive way. The
term 'online searching'
is
usually associated with the retrieval
of information, where the searcher's terminal (microcom-
puter) is connected to an external computer (for example that
of an online host), which holds a collection of databases in
machine-readable form. All the other extensions and vari-
ations, for example 'online database', 'online search tech-
niques', 'online systems' and so forth, refer to a similar
environment, that is searching large bibliographic or source
(e.g. full-text) databases managed by database hosts or data-
base vendors.
The interpretation of the term 'online'
by
those responsible
for teaching the theory and practice of this activity does not
differ from the above views. At tertiary level (for example a
university), the teaching of online systems (or 'online teach-
ing') implies devising methods to introduce undergraduates
to the complexities of exploring large, external databases.
Haygarth Jackson's reader
Training
and Education for Online
(1989) is a good example of consistency among teachers of
online searching. It comprises more than 30 contributions on
various aspects of teaching online searching — all of which
interpret 'online searching' in the same way as defined above.
Thus,
it can be concluded that even at faculty level consensus
exists regarding the meaning of 'online searching'. Hurd's
model for the diffusion of innovation into curricula can be
applied here to determine the level at which online searching
is incorporated with basic information retrieval courses
(1988,
pp.324 —
325).
It also provides an interesting depar-
ture point for the discussions that follow regarding 'curricu-
lum development' (or adapting the curriculum to address new
needs).
He has identified the following four stages of diffu-
sion of innovation:
Phase
1
The innovation is recognised as significant by fac-
ulty through their own research activities, interac-
tions with professional colleagues, attendance at
conferences, etc. The topic is mentioned in courses.
Phase 2 As interest becomes more widespread, faculty will
decide to introduce a course that deals entirely with
the innovation.
Phase
3
Subsequently responsibility for the course is as-
sumed by a full-time faculty member with an active
research interest in the area. Also, postgraduate
studies can be furthered by specialising in this topic.
Phase 4 Finally, the innovation becomes fully incorporated
into basic professional education as standard prac-
tice,
rather than innovative activity.
It is generally accepted that online searching per se has
passed through these four developmental stages and is now
The Electronic Library, Vol.
11,
No. 4/5, August/October 1993 289
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