Children's perceptual cognitive factors in book selection and metadata schema: Pilot study

Abstract

AbstractThe purpose of this study is to understand children's perceptual cognitive factors and processes during book selection. Moreover, this study aims to explore how the perceptual cognitive factors can be described in a metadata schema for children's libraries. The study contributes to the improvement of Knowledge Organization Systems (KOS) reflecting children's perceptual cognition. Current Knowledge Organization Systems (KOS) in most school and public libraries are minimally specialized for children. Most school and public libraries have been using the standard KOS, e.g., AACR2, DDC, LCSH, Sears Subject Headings. These KOS usually focus on describing characteristics of information and targeting adult user groups. However, children perceive, categorize, and name information in a different way than adults do. Due to the lack of consideration of children's cognition in KOS, children have trouble in searching for information. Therefore, it is necessary to examine how well current KOS consider children's cognition. In KOS, metadata elements correspond to conceptual aspects of information. Consequently, the study suggests how conceptual aspects of information based on children's perception can be represented in metadata elements.The findings of this study identify 14 emergent facets of information through various factors of information during the perceptual cognitive process in book selection. These factors and facets are re‐analyzed within a Knowledge Organization theoretical context. This study suggests multiple characteristics of perceptual cognitive processes: 1) two different types of processes: PAL (Paying Attention by Looking) and BAR (Being Aware by Recalling); 2) direct and indirect factors of resources; and 3) concrete or abstract factors. Lastly, this study discusses how these perceptual cognitive factors can be represented in metadata schema.