Journal of Studies in Library and Information Science

Abstract Purpose: The purpose of this research is to consider the extent to which electronic resource’s worksheet of National Library of Iran has used the existing & appropriate fields of UNIMARC & MARC21 for electronic resources and the changes rate of the UNIMARC fields in this worksheet was determined. Methodology: At first all the essential fieldsof these two formats for electronic resources were identified and a mapping table of UNIMARC to MARC21 was prepared. The researchers made a unit worksheet by merging of educational CD, CDs without music and electronic resources worksheets of National Library and compared it with the identified fields of UNIMARC & MARC21. Findings: fields 481 & 482 introducing new concepts were not found in UNIMARC & MARC21. The concepts of some were changed in order to change "Roman Numbers" to "Sequential Numbers" and from "Copy Date" to "Tale Date". These subfields with their new concepts were not in UNIMARC & MARC21. The findings revealed that UNIMARC and MARC21 didn't have 51 & 84 subfields of electronic resource worksheet respectively, and electronic resources’ worksheet didn’t have 51 fields and 55 subfields of UNIMARC and 109 MARC21 fields. Suggestions: Our suggestion is to apply unused fields & subfields of UNIMARC inelectronic resource’s worksheet. For a more complete and compatible worksheet, attention to unused MARC21 fields and subfields and having them confirmed by PUC is necessary. Values: Electronic resources’ worksheet of National Library is based on UNIMARC. Comparing it with UNIMARC showed the unused potentials of UNIMARC. Since MARC21 is more updated, has more metadata schemes and is used by many countries, identifying and using the MARC21 fields for Electronic resources can make a more adapted Iranian worksheet for new demands in this age.

Abstract Purpose: The purpose of the present research is to study a 10-year citation analysis of educational management masters dissertations in Faculty of Education and Psychology, Tarbiat Moallem University. Research methodology: by using a citation analysis method, MA dissertations of educational management course for a 10-year period were analyzed. The population included 120 defended MA dissertations during the same period. Findings: The findings showed that books were used more than journals and Persian resources more than English ones. The most cited journals in Persian and in English were “Management in Education” (n=50, 15.97%) and “The learning organization” (n=14, 3.02%), respectively. Besides, only 16.37% of resources were up-to-date and the topics were mostly repetitive. Conclusion: The study showed that books were used more than journals and other resources that might be somehow newer. Besides, Persian resources were used more than English ones that that are written in the world lingua franca. One of the reasons why dissertations topics are repetitive might be the weakness of the students’ English proficiency that leads to not using English journals.

Abstract The development of information databases and emergence of a  variety of earch engines led to an increase in the need for using  efficient practices and strategies. In this research, the impact of expanding quesry on the accuracy of the retrieved items and satisfaction of the users are investigated in two phases. In the first stage, general vocabulary and expressions found before and after subject words in Web resources were identified. In the second stage,  asurvey was conduced through which the data was obtained through the list of key words and general expressions extracted  in the first stage and by search sheets. The study population consisted of LIS fourth year and third year students of Shiraz University. Findings showed that out of the 272  key words and general expressions 168 and 104 key words and general expressions  were used before and after the searched subject key words, respectively. There were no significant differences between non-expanded search, expansion using ASK search engine’s suggested patterns and expanded query using key words and general expressions in terms of accuracy. However, users’ satisfaction was significantly increased when using expanded query in ASK suggested patterns and key words and general expressions compared to non-expanded query.

Abstract The present research deals with the scientific wealth concept, presenting a framework for the measurement and manifestation of its geographical dispersion and studying the dispersion of scientific wealth in Iran. The purpose of the research is to study the cooperation rate of Iran’s provinces in scientific production as well as their use of it. The data employed in this research is the dissertations and journal articles available through IRANDOC databases. The theoretical foundations of scientific production and a literature review concerning it have been studied firstly. Then scientific wealth indices have been studied and categorized. 31 Iran’s provinces have been surveyed based on the main criteria of cooperation rate in scientific production and use rate of the produced items. Eventually, provinces have been ranked based on their cooperation rate in scientific production of the country using five different indices and the rich, medium, and poor provinces designated. Results indicate that some 70% of country’s scientific wealth belongs to only 20 provinces. Results also indicate that Tehran has a very large proportion of country’s scientific wealth considering all criteria. Results, while presenting an illustration of the geographic dispersion of country’s scientific wealth, can help to plan a balanced development for the whole areas of the county.

Abstract The present research attempted to determine the role of factors affecting information behavior of undergraduate students of Behbehan Higher Education Complex. The study also attempted to find the relationship between self-efficacy and searching library and the Internet information resources. The research population consisted of 933 first-year to fourth-year students, among whom 300 students were selected through random stratified sampling. The research is of a descriptive (correlation) type. The information gathering tools were two questionnaires: a questionnaire designed by Waldman (2003); and the second, a researcher-made questionnaire designed on Hajinejad Shirazi’s questionnaire (2007). The validity of the questionnaires were measured through face-validity method, and their reliability by Cronbach's alpha; and were 0.78 and 0.76, respectively. To analyze the data, frequency, Pearson's coefficient, repeated analysis of variance, repeated Friedman test, and multiple analyses of variance were used. The results revealed that there were significant differences among students as regards to information behavior variables. Students believed that "information-seeking", "information needs", information use", “barriers to access information", and "information resources" had the highest effects on their information behavior, respectively. They also ranked barriers to access information they need as: non-availability of information resources in/through the library, lack of time, and unfamiliarity with searching print information resources. In terms of the methods by which students acquire the information they need, students ranked direct reference to internet resources, asking assistance from their friends and classmates, and then referring to and consulting with librarians, respectively. Multiple analyses of variance showed that male and female students were different in "information needs” and "barriers to access information". Further, students from different disciplines were different in "self-efficacy", "information-seeking" and "information use". The students with different arrival years (freshmen, sophomores, juniors, and seniors) were significantly different in relation to information behavior and self-efficacy variables. Findings also showed that barriers to access information and information-seeking (from information behavior variables) had a significant correlation with self-efficacy; while, the rest did not. In terms of self-efficacy, there was not a significant difference between males and females, although females had a higher self-efficacy than male students. The fourth-year students had the highest self-efficacy.