Identification of re-finding tasks and search difficulty

We address the problem of identifying if users are attempting to re-find information and estimating the level of difficulty of the re-finding task. Identifying re-finding tasks and detecting search difficulties will enable search engines to respond dynamically to the search task being undertaken. To this aim, we conduct user studies and query log analysis to make a better understanding of re-finding tasks and search difficulties. Computing features particularly gathered in our user studies, we generate training sets from query log data, which is used for constructing automatic identification (prediction) models. Using machine learning techniques, our built re-finding identification model, which is the first model at the task level, could significantly outperform the existing query-based identifications. While past research assumes that previous search history of the user is available to the prediction model, we examine if re-finding detection is possible without access to this information. Our evaluation indicates that such detection is possible, but more challenging. We further describe the first predictive model in detecting re-finding difficulty, showing it to be significantly better than existing approaches for detecting general search difficulty. We also analyze important features for both identifications of re-finding and difficulties. Next, we investigate detailed identification of re-finding tasks and difficulties in terms of the type of the vertical document to be re-found. The accuracy of constructed predictive models indicates that re-finding tasks are indeed distinguishable across verticals and in comparison to general search tasks. This illustrates the requirement of adapting existing general search techniques for the re-finding context in terms of presenting vertical-specific results. Despite the overall reduction of accuracy in predictions independent of the original search of the user, it appears that identifying “image re-finding” is less dependent on such past information. Investigating the real-time prediction effectiveness of the models show that predicting ``image'' document re-finding obtains the highest accuracy early in the search. Early predictions would benefit search engines with adaptation of search results during re-finding activities. Furthermore, we study the difficulties in re-finding across verticals given some of the established indications of difficulties in the general web search context. In terms of user effort, re-finding “image” vertical appears to take more effort in terms of number of queries and clicks than other investigated verticals, while re-finding “reference” documents seems to be more time consuming when there is a longer time gap between the re-finding and corresponding original search. Exploring other features suggests that there could be particular difficulty indications for the re-finding context and specific to each vertical. To sum up, this research investigates the issue of effectively supporting users with re-finding search tasks. To this end, we have identified features that allow for more accurate distinction between re-finding and general tasks. This will enable search engines to better adapt search results for the re-finding context and improve the search experience of the users. Moreover, features indicative of similar/different and easy/difficult re-finding tasks can be employed for building balanced test environments, which could address one of the main gaps in the re-finding context

Les compétences informationnelles des futurs enseignants québécois sur le Web

Bien que les apprenants québécois de tous les niveaux d’éducation cherchent majoritairement vers le Web pour trouver de l’information dans le cadre de leur formation, bon nombre d’entre eux présentent des difficultés pour obtenir celle dont ils ont besoin. Face à cette nouvelle réalité, les enseignants actuels et futurs ont certes pour mission de développer les compétences informationnelles des apprenants, à savoir leurs compétences de recherche, d’évaluation et d’utilisation de l’information, mais sont-ils pour autant bien préparés pour le faire? La présente étude vise donc à vérifier si les futurs enseignants québécois possèdent les compétences nécessaires pour chercher, évaluer et utiliser de l’information pour répondre à leurs propres besoins informationnels et s’ils sont adéquatement formés pour enseigner ces compétences à leurs élèves. Afin d’atteindre cet objectif général de recherche, la présente thèse s’appuie sur un cadre conceptuel élaboré autour de trois éléments complémentaires : le concept de compétences informationnelles, le processus de recherche et de traitement de l’information et les méthodes d’enseignement des compétences informationnelles en milieu scolaire. Pour atteindre les objectifs spécifiques de recherche qui ont découlé de la synthèse de ces éléments, cette thèse a eu recours à une méthodologie mixte mariant sondage, entrevues et observations auprès de 353 futurs enseignants d’une université québécoise. Dans un premier temps, nous avons décrit et analysé leurs pratiques déclarées et effectives en recherche et traitement d’information sur le Web. Les principaux résultats concernant la recherche d’information démontrent que la majorité des futurs enseignants font figure de novices alors qu’ils planifient peu ou pas leurs recherches, emploient des stratégies de recherche basiques et diversifient peu les outils de recherche pour arriver à leurs fins, Google dominant largement. Dans un deuxième temps, les principaux résultats au sujet du traitement d’information montrent que la plupart des futurs enseignants évaluent l’information trouvée selon plusieurs critères dont la vérifiabilité de l’information et son utilisation à des fins d’enseignement et d’apprentissage. De plus, on constate que si la majorité d’entre eux sont en mesure de synthétiser l’information trouvée sur le Web, il reste que seule une minorité cite les sources utilisées. Dans un troisième temps, nos résultats dénotent que la formation initiale en compétences informationnelles est nettement insuffisante aux yeux des futurs enseignants, celle-ci étant principalement concentrée en début de baccalauréat sous la forme d’ateliers offerts par la bibliothèque. Parallèlement, les résultats démontrent que la majorité des futurs enseignants mettront davantage l’accent sur l’enseignement de l’évaluation et l’utilisation de l’information que sur sa recherche sur le Web. De fait les élèves seront sensibilisés à évaluer l’information trouvée selon une multitude de critères et à faire attention au plagiat. Dans un dernier temps, les résultats de notre étude sont synthétisés et analysés à la lumière de la littérature et des pistes de recommandations sont proposées dans le but d’améliorer la formation initiale en compétences informationnelles.While Québec’s students from elementary schools to university now mainly use the Web to find information for their studies. many have difficulties getting the information they need. Faced with this new reality, inservice and preservice teachers must give students the proper information literacy training, that is to learn how to search, evaluate and use information to meet their needs. This study aims to analyze if Québec’s preservice teachers have the information literacy competencies to meet their own needs and if they are adequately trained to teach information literacy. To achieve this goal, this research uses a conceptual framework developed around three complementary elements: the information literacy concept, the information seeking process, and information literacy teaching methods. To meet the specific research objectives that resulted from the synthesis of these elements, a mixed methodology combines data collected from a survey, interviews and observations conducted with 353 preservice teachers of a university in Québec. Results on reported and actual practices of the students’ information seeking process on the Web show, firstly, that a majority of them are novice information searchers, as they plan little or not at all their research on the Web, use basic search strategies, and scarcely diversify their research tools, with Google as their preferred tool by far. Secondly, results show that most preservice teachers evaluate the information they find on the Web according to several criteria, including information verifiability and potential use for teaching and learning. But while a majority of preservice teachers are able to synthesize the information found on the Web, only a minority cites correctly their sources. Thirdly, results indicate that preservice teachers perceive their initial training in information literacy as clearly insufficient, for it has been mainly received at the beginning of their program and in the form of workshops by the university’s librarians. Our results also show that while a majority of preservice teachers plan to teach how to evaluate information found on the Web using many criteria and educate them about plagiarism, they will put less emphasis on teaching how to search for information on the Web. We conclude our study by summarizing and analyzing our results in the light of the existing literature and offering recommandations to improve information literacy teacher training