نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه علم اطلاعات و دانش شناسی، دانشکدگان مدیریت، دانشکده مدیریت دولتی و علوم سازمانی، دانشگاه تهران، تهران، ایران
2 گروه علم اطلاعات و دانش شناسی، دانشکدگان مدیریت، دانشگاه تهران، تهران، ایران
3 گروه علم اطلاعات و دانش شناسی، دانشکده مدیریت دولتی و علوم سازمانی، دانشکدکان مدیریت، دانشگاه تهران، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Purpose: Metadata serves as an intermediary in the discovery, access, and sharing of resources between users and information. The distinct ways children think compared to adults make the use of existing metadata models challenging for this user group. As users of information systems, children have different needs and developmental characteristics than adults; factors such as cognitive development, memory, information recall ability, socio-emotional development, and physical development influence their interaction with information retrieval systems. Designing a child-centered metadata model for organizing information resources is therefore essential for improving children's access to information. This research aimed to design a metadata model for organizing information resources from children's perspectives.
Methodology: This study employed a qualitative approach using the seven-step meta-synthesis method by Sandelowski and Barroso. This method was chosen based on the need to systematically synthesize scattered findings and develop a comprehensive framework for understanding children's cognitive-perceptual dimensions. The research population comprised relevant articles in three main areas: children's information behavior, selection of information resources, and child-centered metadata. Valid specialized thesauri were used to determine keywords. The search focused on sources addressing the perspectives of children, parents, educators, and child experts on the selection and organization of children's information resources; sources referring to existing metadata standards were excluded. After a systematic search of Persian (Magiran, Normags, IranDoc, SID, Civilica) and English (Web of Science, Scopus, Emerald, ScienceDirect, ProQuest, Google Scholar) databases and applying critical appraisal criteria, 18 articles were selected and coded. Research validity was ensured using critical appraisal skills program guidelines, and reliability was achieved through consultation with three experts and auditing by a metadata specialist. A descriptive coding process, wherein key concepts were extracted and categorized while preserving the original context of the text, was conducted in three stages under the supervision of two researchers. The calculation of Cohen's kappa coefficient (κ = 0.89) confirmed the reliability and validity of the coding analysis.
Findings: Data analysis led to the extraction of 128 initial codes. After merging similar codes, these were categorized into 16 main concepts and three categories: 1) Resource-related attributes (including: bibliographic information concepts, book cover, storybooks, image or images, character or characters, item or entity, physical specifications, genre, series/sequel, and non-fiction), 2) User-related attributes (including: emotions, familiarity or prior knowledge, and comprehensibility), and 3) User-Resource shared attributes (including: novelty, appeal, and complexity). In response to the second research question, since most extracted metadata was descriptive, the child-centered metadata model was developed relying on the Dublin Core Metadata Initiative (DCMI) and the DCMI framework. This model emphasizes the development of descriptive elements with a child-centered approach without prescribing predetermined values. The model's structure follows an attribute-value pair framework, where the attribute refers to a descriptive aspect of the resource (e.g., title) and the value refers to the associated data (e.g., book name). The model's core elements include Name, Definition, Comment, Refinement, and Value Type, some of which are mandatory and others optional. The grouping of these elements was based on children's cognitive criteria. In this model, redundant elements were consolidated under broader related categories, and non-operationalizable components were eliminated. Analytically, the present model does not cover the value space of data, such as documentation files, subject headings, and specific children's thesauri. Attention to children's cultural, social, and cognitive metadata in various information retrieval contexts is necessary to complete the model and improve children's information access.
Conclusion: The final model presented can serve as a scientific framework for organizing children's resources in libraries and information centers, representing an effective step towards improving information services for this age group. This flexible model allows for the utilization of existing standards, such as subject headings, and while maintaining standardization principles, enables adaptability to diverse needs in describing children's resources.
Keywords: metadata, information organization, information retrieval, information behavior, information resources, child
کلیدواژه‌ها [English]
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