Bias in search result algorithms

Matthew Reidsma recently posted about his research into search results from the Summon tool, and his work was referred to and built upon by both Barbara Fister and Dani B. Cook. Imperfections (aka bias) exist not only in information, but in tools which are meant to help us find information. It isn't just a matter of "question everything" or "question authority" but action too - not just looking for the best (that of god) in everyone but creating ways of finding the best in people and information. Creating and sharing meaning and purpose in community. Matthew's ways of allowing all users to participate in scrutinizing and questioning judgments made by corporations in order to improve information access is truly radical information literacy (Drew Whitworth). 

Text analysis

I found out that Neal Rogness in Statistics is doing research using lexical analysis (mixed methodological approach that combines quantitative statistical analysis with qualitative surveys), and he learned how to do text analysis coding mainly from Rachel Campbell in Sociology (mixed methodological approach that combines quantitative statistical analysis with in-depth qualitative interviews and focus groups).

I read the article:

Kaplan, Jennifer J; Haudek, Kevin C.; Ha, Minsu; Rogness, Neal; & Fisher, Diane G. (2014). "Using Lexical Analysis Software to Assess Student Writing in Statistics." Technology Innovations in Statistics Education, 8 (1). Retrieved from: http://eprints.cdlib.org/uc/item/57r90703

It compares using the expensive and licensed SPSS-TAS (Text Analysis for Surveys) software to the freely-open LightSIDE to do text analysis of surveys. I found the article really helpful, as it described the iterative processes of (manual) hand-coding student survey responses, defining rules, creating categories to represent ideas, building "libraries" of terms and phrases and synonyms, correcting mistakes (false positives or negatives), and representing the analyses visually. TAS "supports the Grounded Theory method of qualitative research" and can create webmaps of connections between ideas (5).

The article concludes with the goal of providing "real-time feedback to ... instructors about their students' understanding of ... concepts" (22) by using the refined TAS "libraries" "as a basis for subsequent analysis." This could be directly related to assessing teaching and student learning in various courses.

The questions I have come from the webmaps. If students make more connections between categories when they respond using disciplinary-based (statistical) ideas about a particular word, and they make different and fewer connections between categories when they respond with more colloquial usage, does that indicate that coming to  understand terminology in particular disciplinary ways correlates to or causes more connections between meanings? Do the webmaps represent our brain synapse connections?

 

SPA 499 Winter '14: Bibliotecas Universidades de Zaragoza y Navarra

Leí:

1. Biblioteca de la Universidad de Zaragoza: Plan estratégico 2013-2016 y
2. Zapiráin Sagaseta, Pedro José. (2006). Docencia y cultura bibliotecaria americana frente a la española: una experiencia. El profesional de la información. 15(1), pp. 36-42. http://dspace.unav.es/dspace/handle/10171/2878

Necesito escribir a 

1. Pedro José (Pello) sobre Uni de Navarra y la posibilidad de un intercambio para mí. Pello Zapirain Sagaseta. Biblioteca de Humanidades.Gestión y Desarrollo Web | Hemeroteca. Área temática: Comunicación. Tel. 948 425 600 ext. 803468. email: pzapirain@unav.es  
2. También a Jon Franco en Deusto.
3. A alguién de BUZ (Zaragoza) http://biblioteca.unizar.es/faq.php 

El Plan tiene mucho en común con lo que hemos logrado en nuestra biblioteca de GVSU, y se refiere a una conferencia por Lluís Anglada; cuando le busqué, vi las siguente cita:


Anglada, Lluís. (2012). Bibliotecas universitarias: cabalgando la tecnología, siguiendo al usuario. (Spanish). El Profesional De La Información, 21(6), 553-556. doi:10.3145/epi.2012.nov.01

Anglada dice que hay 5 inovaciones necesarios: repositorios y acceso abierto (eje ScholarWorks); espacios renovados (Mary Idema Pew Library y Steelcase); servicios a los investigadores por adquirir colecciones de datos (trabajamos en esto); instrumentos de descubrimiento (eje Summon / "Find Books, Articles, & More"); y libros electrónicos - especialmente PDA (patron-driven acquisitions - que practicamos aquí) y dice que "la edición universitaria" es en "crisis" y "la solución puede ser que las monografías universitarias se publiquen en electrónico" y que "se desarrollen nuevos modelos de negocio alrededor del acceso abierto" (556).

Solicité estos artículos de préstamo interbibliotecario:

• Anglada, Lluís. (2012). ¿Podemos hablar de crisis desde las bibliotecas? Anuario Think EPI: análisis de tendencias en información y documentación. 2012/1/1, 68-72.
• Anglada, Lluís. (2012). Qué harán las bibliotecas dentro de 15 años. Anuario Think EPI: análisis de tendencias en información y documentación. 2012/1/1, 65-67.

REBIUN = Red de Bibliotecas Universitarias.
CCB = Consejo de Cooperación Bibliotecaria --  para leer:

       Grupo de Trabajo de Alfabetización Informacional =

• Crear la Agenda Española de ALFIN; 
• Destacar, promover y establecer buenas prácticas; 
• Difundir información sobre las iniciativas ALFIN a nivel local, nacional e internacional
• Fomentar el desarrollo ALFIN en todos los ámbitos de la profesión y colaborar con otros sectores y organizaciones pertinentes

CI2 es el acrónimo de competencias informáticas e informacionales y surge de la Comisión intersectorial TIC (Tecnologías de la Información y las Comunicaciones) y REBIUN (Red de Bibliotecas Universitarias), como una propuesta de trabajo conjunta que tiene como objetivo la incorporación de estas competencias transversales en las universidades españolas, pero sobre todo como la evolución necesaria para adaptar las competencias informacionales al ámbito digital.

Leí: ALFARED = foro (forum) RED de Alfabeticación informacional (consorcio de varios tipos de bibliotecas con interés en ALFIN:

• Difundir los documentos claves, normas, directrices, modelos y marcos de interés para todo tipo de bibliotecas.
• Recopilar, seleccionar y difundir buenas prácticas en alfabetización informacional en todo tipo de bibliotecas y centros de documentación.
• Fomentar el intercambio de estudios, investigaciones y experiencias de profesionales interesados en impulsar la alfabetización informacional
• Convertirse en una herramienta cooperativa que favorezca el intercambio de opiniones e incentive el debate y la implicación de todo tipo de profesionales.
• Hacer disponible a la comunidad profesional y la ciudadanía informaciones, tutoriales, comentarios y propuestas de mejora de la capacidad de informarse.
• Intensificar la presencia de las bibliotecas en las políticas de alfabetización digital y aprendizaje permanente

Para leer: Programas ALFIN y Planes Estratégicos de España 
y  TESIS DOCTORAL: Lecciones aprendidas en programas de Alfabetización Informacional en universidades de Iberoamérica. Propuesta de buenas prácticas. Autor: Alejandro Uribe Tirado (en Sabbatical W'14 Documents file)

EEES = Espacio Europeo de Educación Superior

Para Colombia: http://alfiniberoamerica.blogspot.com/

Vocabulario:

• alcanzar = realizar
• aprobación = aceptación, adopción, endoso, ratificación
• aprueba = approves
• archivo (colección de fijas)
• casilla = caja (de buscar)
• confección = preparación 
• no cabe duda = no hay duda
• CRAI = Centro de Recursos para el Aprendizaje y la Investigación (learning or information commons)
• DAFO (Debilidades, Amenazas, Fortalezas y Oportunidades) = SWOT en inglés, o también en español, FODA.
• RRHH = Recursos Humanos
• encuadernados = juntados o unidos y ponerles cubierta (bound)
• encuesta = survey
• gozar = disfrutar, divertirse, pasar bien
• impreso = in print / printed (format)
• lema = tema o proposición
• llevar a cabo = lograr, conseguir, cumplir, realizar, acabar
• piso = apartamiento ("flat")
• plataforma
• porfolio o portafolio
• presenciales = f2f; semi-presenciales; sin presenciales (clases en línea)
• soja (leche de soja) = soya
• ventanilla única = el idea de "one-stop shopping" para bibliotecas - lugar (o sitio web) de hacer todo

Las letras acentuadas: á é í ó ú ü ñ ¿ ¡
 

Informed Learning & Teens

Harlan, Mary Ann, Christine Bruce, and Mandy Lupton. "Teen Content Creators: Experiences of using Information to Learn." Library Trends 60.3 (2012): 569-87.
http://search.proquest.com.ezproxy.gvsu.edu/docview/1009906531?accountid=39473

Info practices: 
1.  Gathering = learn how to interact, community expectations, tools for creating 
     content 
     (1st & 2nd Faces of informed learning: 
          1st "info awareness & communication" = gathering; 
          2nd "sourcing info" = browsing & searching)

     A.  Inspiration - ideas encountered serendipitously (not intentionally) cause 
           emotional resonance. Requires openness.
     B.  Focused browsing - more intentional, but no specific need identified, just 
          interest (e.g., bookmarks, favorites).
     C. Direct searching - specific skills needed: 
             application / doing - tutorials, search engines
             social contacts - online communities, forums 

2.  Thinking = learning by engaging with & integrating info into existing knowledge

      (3rd & 4th Faces: 

          3rd "info process" = planning & reflecting; 

          4th "info control" = musing & considering) 

     A. Choosing a community:

          1. Participatory culture - 

              a. low barriers - low cost & ease of use

              b. welcoming

              c. strong support - sharing, feedback, encouragement, mentorship

          2. Observation - 

              a. tenor of interactions

              b. social mores (rules, expectations)

              c. evaluate potential role 

     B. Evaluating authority - trusted sources provide valuable info to improve process

          1. Popularity within community

          2. Self-confidence of provider

          3. Helpfulness / usefulness for future, especially if there was a personal aesthetic 

              response.

     C. Musing - unaware / subconscious inspiration (idea in background)

     D. Considering - exploring inspirational sources in depth (collecting, reading, 

          responding, interacting, emulating)

     E. Planning - discussion / conversation (bouncing ideas around)

     F. Reflecting - by trial & error, & problem solving

3.  Creating 

     (5th & 6th Faces:

          5th "knowledge construction" = modeling

          6th "extending knowledge base" = composing)

 

     A. Participating - commenting & liking - building a library of content attached to

          their profile

     B. Copying - copy & apply content in order to: master tools & techniques, & build 

         confidence

     C. Modeling - use others' content as a guide but apply techniques / choices 

         differently

     D. Composing - new, original content demonstrates: knowledge of skills, 

          community practices, & creative engagement with info.

Threshold concepts

Meyer, Jan H.F., Ray Land, and Caroline Baillie (eds.). Threshold Concepts and Transformational Learning. Sense Publishers, 2010.

Page 3 definition of "proactive knowledge." Page 7 = correspondence to deep learning as extended by Ramsden to include the transfer of knowledge to new situations/problems, & the application of informed learning. Page 9 includes alertness, positive attitude, & ability to apply knowledge as part of "proactive knowledge." Alertness has to include "weakly cued" situations (p.12), & include "freeform noticing & self-initiated engagement" -- "intrinsic motivation" (p.14). Page 16 despite this book's denial of "deep learning" and phenomenography, it acknowledges the need to accept variation, disciplinary contexts, process, & transformation (variation theory, etc., are part of C. Bruce's underpining of informed learning).

--------------------------------------------------------------------------------------------------

Christine S. Bruce, Mary M. Somerville, Ian Stoodley, Helen Partridge (2013), Diversifying Information Literacy Research: An Informed Learning Perspective, in Mark Hepworth, Geoff Walton (ed.) Developing People’s Information Capabilities (Library and Information Science, Volume 8), Emerald Group Publishing Limited, pp.223-240. DOI: 10.1108/S1876-0562(2013)0000008018 ; http://library.catalog.gvsu.edu/record=b3570873~S19

"Informed learning attends to variation in peoples' information experiences rather than their skills or attributes. Within the framework of informed learning, ... information literacy education ... [is] changing awareness of people's experiences of using information to learn" (225). "a holistic approach to understanding information use" ... takes into account the interrelations between people and their environment" (226).

"Key principles... include:  ...

• ... simultaneous attention to information use and discipline content.
• Emphasizing learners' awareness, either of different aspects of how they use information to learn, or of different facets of one aspect....
• ...inseparable connection between people and their world," (226-7)

"holistic social context...importance of each individual as a contributing member of the social group.... reciprocal relationships between one's social groups and the natural world. ... involved all dimensions of one's being while providing both personal development and technical skills through participation in community life.... essentially a community integrated expression of environmental education" (Cajete, 1994, p. 26 as quoted in Bruce et al, p.234).
"lives are truly and profoundly connected to other people and the physical world, reflecting a deep relationality" (ibid).

"Such a framework suggests a way of being in the world, as well as experiencing the world, in which learning is cultivated within a community culture that values information and knowledge closely intertwined with the experience of using information to learn. This approach to learning departs significantly from Western societies' assumptions about information and learning" (234).

"In the interpretive tradition...some researchers focus on...the way in which people in different contexts build meaning together...."
"learning groups or communities ... are grounded in specific contexts. Significant diversity exists in the kind of information or knowledge that is valued.... In spiritually grounded cultures, ... emphasis [lies] on experiencing information as transformational and subjective.... Information in these cultures appears also as purposeful and intentional" (235). "... information...becomes part of a process that determines action, enables insights, creates a work of art" (Bruce, 2008, p.101, as quoted in Bruce et al, p. 236).

"Such insights highlight the need for educators...to ensure that they understand the information experience of the communities they serve instead of assuming the validity of pre-existing information literacy standards and models" (236).

"it may not be useful to continue to treat academic, workplace and community settings as separated" (Lloyd, 2010, as summarized in Bruce et al, p.237) ... "perspectives intermingle" (237).

"Understanding information experience from multiple perspectives ... has the potential to guide...practitioners, in refining their practice, since the experience of information use is pervasive across settings" (237).

"Future agendas"
"d. The need to enquire into whether the language of informed learning counters the dominating assumption that information literacy is comprised of skills and behaviours to be learned" (237).

[Conclusion]
"information use...is...creative, transformational and collectively achieved. [rather than paternalistic, "controlled and correct"] ... socially grounded ways of understanding...constructed in and through relationships; [w/fac liaisons, e.g., DW, VV, MV] spiritual information and spiritual experiences as different from conventional understandings..." (238).

TO READ:
Harlan, Mary Ann, Christine Bruce, and Mandy Lupton. "Teen Content Creators: Experiences of using Information to Learn." Library Trends 60.3 (2012): 569-87.
http://search.proquest.com.ezproxy.gvsu.edu/docview/1009906531?accountid=39473

Somerville, Mary M., and EchoHawk, Dana. (2011). Recuerdos Hablados/Memories spoken: Toward the co-creation of digital knowledge with community significance. Library Trends, 59(4), 650-662.  http://search.proquest.com.ezproxy.gvsu.edu/docview/868866506?accountid=39473