KID'S CATALOG and KID'S CATALOG WEB
A review of CARL's OPACs for children

"An [OPAC] should always assume that its fundamental goal is to put the user into place in a complex web of relationships and then to set the user free to explore that web" (Yee, 1998, 7).

Introduction
Library catalogs, by their very definition, are designed to organize and facilitate the organization of and cross-reference to information contained within a library collection. Yee recognizes that an OPAC user is involved in complex relationships not only with the bibliographic information itself, but also with the software or interface that gives access to the bibliographic information. Adult users are often stumped by these relationships, as they are generally coached in terms that are meaningless to the average user: Dewey, LC Subject Headings. It is incomprehensible to expect that children can fruitfully use text-dominant DOS driven OPAC systems, yet that is precisely what is often found in the youth services departments of many public library systems in the United States.

Purists may argue that children need to learn about Dewey classification and subject headings as early as possible so that they may use a library effectively to meet their information needs, and become accustomed to traditional methods of information classification. However, many classifications systems were designed originally for use by librarians trained in classification, and not by patrons, and therefore are difficult to use by the average person. As such, it is no wonder that adults and children both struggle with finding citations to library resources in an OPAC.

Research into the information seeking behavior of children clearly shows that they need a classification system that speaks to their needs, and takes into account their unique cognitive and developmental issues (Külper, Schulz and Will, 1997, 207). For example:

Given the unique needs and abilities of children, when it comes to OPACs, "one size does not fit all" (Solomon, 1994). Children require their own systems for efficient information retrieval, and two systems that were designed with children's information seeking behavior in mind are Kid's Catalog and Kid's Catalog Web.

Kid's Catalog
It is necessary to look at cognitive and developmental issues when reviewing any OPAC for children. Kids's Catalog is age appropriate for children ages seven to eleven, corresponding roughly with Piaget's concrete operational stage of development. During this stage, children are developing classification skills, and are learning to cope with multiple perspectives. The development of the classification skills are key to being able to fruitfully use an OPAC, which by definition, is a library tool to aid in finding information that has been broken down into classes and sub-classes. This development includes skills and abilities to classify or divide things into sets or subsets and to consider their interrelationships. An example of this would be the ability of a child in the concrete operational stage to understand a family tree - that a person on that tree can be a grandparent, mother, daughter and sister - all at once (Santrock, 1996). A child "who understands this classification system can move…vertically, horizontally, and obliquely" throughout the system (Santrock, 227). Also, by age seven, children have developed most of the fine motor skills needed to use a mouse and keyboard in order to effectively use an OPAC.

Kids's Catalog addresses many of the research findings vis a vis children's information-seeking behavior when using an OPAC. Kid's Catalog allows children to access information through six designated access points (Type Search, Explore, FindIt!, Best Stories, Help and Events). Some of the known difficulties that children have with OPACS, such as spelling, typing, alphabetizing and Boolean logic have been successfully addressed by the interface, which seems to be modeled somewhat on the Science Library Catalog (Hirsh, 1997). The interface also takes into account the skills that many children already possess, such as browsing, recognizing relevant topics, navigating hierarchical displays, and using a mouse (Hirsh). Navigation is generally very intuitive through the use of icons, such as an arrow to move forward or backward, a house for "home," and a question mark for "help." The minimal-text graphical interface is also intuitive and very easy to use, as demonstrated by the FindIt! and Explore functions which arrange subjects under headings that children can easily understand (i.e., "Kid's Problems, "Science," "Holidays.") Type Search is a bit harder to use, but the addition of a spell checker provides alternative spellings and useful feedback when the user misspells a word. Indeed, Type Search may only be useful to older children, adults, and library staff, as research has shown that younger children (i.e., 1st graders) struggle with a keyboard (Solomon). Type Search also increases the age appropriateness of the catalog for those searchers who are familiar and comfortable with an OPAC, and allows librarians or parents to easily look for a known item, author, or subject without browsing through categories of subjects. The one drawback of Type Search is that it does not contain a keyword search function.

Browsability is an important factor in OPACs in order to encourage children to explore the many items that may relate to their information needs. Research shows that children don't plan or refine their searches, and generally don't use prior knowledge vis a vis search terms when conducting a search (Schater, Chung, and Dorr, 1998). Indeed, research shows that children prefer to browse rather than search. Kid's Catalog was clearly designed with browsing in mind, and the browsability of Kid's Catalog is tremendous. Only in Type Search are users immediately presented with a list of titles to browse. Explore, FindIt!, and Best Stories are designed to make users want to browse the holdings for a particular subject. Those functions are designed so that kids who have a problem with spelling and alphabetization can easily find information on their topics without having to worry about how to spell a word correctly.

The placement of the icons is consistent, clear and easily recognizable throughout the various screens of the OPAC. Users can easily count on their function to take them home, or back and through previously visited screens. As such, the OPAC supports the user's memory; the user doesn't have to remember a series of commands or complicated icons in order to navigate through the OPAC. Some of the icons are somewhat babyish; the use of the building block icons in FindIt! limit the appeal of the catalog to younger children. The OPAC is fun to use and the organization of the information in hierarchical format in the Explore and Find It! features makes looking for information on a specific topic a breeze. In fact, the OPAC is so easy to use that users do not have to make a concerted effort to read manuals or on-line help, as is necessary with some other CD-ROM software packages produced for children. Also, the Explore function is a motivator to seek out interesting topics, and an increase in motivation will result in an increase in depth and breadth of searching (Solomon). FindIt!, which is useful for locating information on three access points (subject, author and series) seems carefully designed to take into account Solomon's finding that children look for the same 100 terms 50% of the time. The only confusion arises from the mixing of multiple formats and languages in the title list that is ultimately presented to the user, which is discussed in greater detail below.

While the placement of the icons is consistent throughout the various screens and functions, there are some problems with the consistency of the graphics themselves. For example, the icon for a subject search in the Find It! function is different from the subject icon on the Type Search page. It is important that icons be very consistent and of the highest quality in order to alleviate navigation-related disorientation. Külper, Schulz and Will (1997) found that icons are more important than text, and that text is generally ignored, and "…as long as there are graphics children will go by the graphics no matter how large the letters of the text" (Külper, Schulz and Will, 210). Thus, icons have to be superb representations of the subject matter, and must be consistent throughout the OPAC. In some areas of Kid's Catalog icons are repeated for different subject matters. For example, the broken-heart icon is used for "emotions," as well as for "romance," and this is confusing for users who, in using the OPAC, are learning to recognize icons and possibly rely on them heavily in the course of their OPAC search. Another example occurs where the icon for "home" and "where to find it" are both houses.

There are other points that need to be addressed and which should be modified for Kid's Catalog Web. Titles of all items should be a different color from the rest of the text of the bibliographic record in the list of items found, so that the user can easily distinguish the title of the works from the call number, author, and format. Also, when the user clicks on a title from the list presented, the arrows on the bibliographic record are somewhat confusing. I expected to see more of the same bibliographic record, but I advanced to the next record on the list. The addition of some minimal text (i.e., "next item") would clarify the navigation. Except for "Chapter Books" under "Best Stories," titles are not alphabetized, nor are items arranged by format. The list of titles presented should be alphabetical either by author or by title, in order to organize better the search results presented to the user. In many cases it is not clear how items are arranged. Various formats of materials (i.e., language, audio tapes, CDs, books) should be separated, and in exploring the OPAC, I did not find any way to limit a search by format, location, or language; the only limiting I saw was to limit the search to specific access points. Also, when viewing the full bibliographic record, "location" is confusing when describing whether or not a book is available. "Status" might be a better label for that field. The map feature is terrific, and helps children relate citations in the OPAC to actual items in on the shelves (Schater, Chung, and Dorr, 1998).

Explore is my favorite of all of the Kid's Catalog functions. The information is presented in a hierarchical, logical manner that does not require knowledge of LC subject headings. This method of organization is an open invitation for children to browse the catalog, while drilling down to find materials on a specific topic. I would love to have access to this function of the OPAC when assisting a child who has to write a paper on a topic or report, and who has not yet thought of a topic, or if he has, is having problems narrowing the topic. There are some problems with the hierarchical arrangement. While the hierarchy of the major categories is clear, some of the sub-categories are not as easily understandable. For example, upon choosing "Mexico" under the "Countries" category, the user is then presented with a variety of topics that sometimes seem to overlap. For example, one choice under "Mexico" is "Aztecs." Next to that button is "Indians of Mexico." Of course, Aztecs are Indians of Mexico, so I assumed that the bibliographic records linked to "Indians of Mexico" would include bibliographic records contained in "Aztecs." However, that did not seem to be the case; some but not all items in "Aztecs" are contained within "Indians of Mexico."

While the metaphor of the help robot is creative, it is somewhat dated. The help button is not very helpful; if a help button is present in the OPAC, it should assist the user in using the OPAC. Solomon (1994) found that requests for help increase with age. Thus, more on screen help for older children would be useful, and help should clearly spell out alternatives for the user in the event that no items are retrieved in a search.

The Best Stories section is a nice addition, and would be used as much by parents and librarians in assisting with reader's advisory as by children. The fact that Kid's Catalog is so easily customizable would make it easy for the library to post reading lists relating to school assignments or summer reading programs. The Events function is a nice touch, although I wonder how many children actually use this feature.

All in all, the Kid's Catalog interface is intuitive, and information is organized in a child-friendly, logical manner that makes searching a breeze.

Kid's Catalog Web
The purpose of an OPAC is to find and display items that the library holds in its collection or has access to. As stated by Yee, an OPAC is:

A computer-based and supported library catalog (bibliographic database) designed to be accessed via terminals so that library users may directly and effectively search for and retrieve bibliographic records without the assistance of a human intermediary such as a specially trained member of the library staff (Yee, 5, quoting ALA Glossary of Library and Information Science).

With Kid's Catalog Web, CARL is changing the OPAC's purpose by bringing to users the ability to not only locate citations to information, but also display the full-text of some information. As such, it isn't only a "catalog" anymore, which is generally a search engine. It is more correctly called an OPAR (online public access resource).

While the concept is revolutionary, there are several issues that should be addressed vis a vis the delivery of the information. Designing any type of resource for the Web is very different from designing for a CD-ROM environment. While the Web offers a plethora of options in format and delivery, those same options can limit the usefulness of the Web. For example, browser technology limits the ways in which information can be delivered in a logical manner. Scrolling is usually necessary, as it is impossible to design for all monitor sizes to get the information on one screen. Following external hypertext links can lead the user in to a cyber black hole, unable to return to Kid's Catalog Web. As such, navigation in a web-based OPAC is one of the most important issues for the site designer to consider.

Navigational methods have to be clearly outlined for the user and not left to guesswork, as users need a perceivable structure of where they are in relation to the information space. Users have to know where they are, and where they need to go (Dieberger, 1997). In other words, tell users how to navigate, and how to use the OPAC! Warn users that they may need to scroll to see everything on a page. Hypertext links to sources outside of the OPAC will take the user outside of the OPAC space where navigation is carefully mapped out and into the unknown realm of cyberspace, over which a site designer has no control. The user may not be able to get back to the home site once he leaves it (Jones and Farquhar, 1997). Users should not have to rely on the browser's back button for effective navigation (Cockburn and Jones, 1996). I think it is necessary to add arrows and other navigational icons to the main frame of the catalog, so that kids are not forced to rely on the browser’s back and forward buttons, especially if libraries will have the configuration option of limiting the browser’s tools, such as the aforementioned buttons.

Kid's Catalog Web makes effective use of frames to keep the user oriented as to where in the catalog he is exploring (i.e., Cedric the Robot saying "You're in Explore") when the user is inside of the Kid’s Catalog Web environment. However, once the user leaves that environment, the frames cause much disorientation. For example, upon clicking on the "Parents" or "Teachers" links in the upper frame, a new window opens. However, when clicking on a Web resource such as "Indians of Texas" within the "History of Texas" topic in "Explore," a new window does not open, and the information from that external site is contained within the Kid’s Catalog main frame, with CARL's URL displayed rather than that of the external site. Although this is disorienting because the user has no idea he has left the CARL site based on the URL displayed, and sites are difficult to cite to due to lack of URL, I prefer this method to opening external windows, which I think may disorient children even more; children may not realize that they have opened external windows, and may be disoriented when the browser's "back" button does not function to leave that window. Another issue involves scrolling. Scrolling is a necessary evil, as many users hate to do it. As such, scrolling should then be made as fun as possible. For example, the Bücherschatz children's catalog has the right-side scroll bar in the form of a ladder.

The use of an exciting metaphor could be a powerful incentive to get a child to fully explore Kid's Catalog Web. The current metaphor of Cedric the Robot is somewhat dated, and not very interesting. Kids already see the computer as a type a robot, and a better metaphor might personalize or humanize the tool. One metaphor that could be investigated is that of a rainforest exploration, with the scrollbar on the right side of the screen depicted as a jungle vine/ladder that must be climbed or descended to reach more resources on the exploration. A metaphor such as this, combined with a ladder-like scroll bar could make scrolling an adventure.

Users expect a system to confirm when a selection has been made, and hypertext links should be consistently designed and implemented throughout the Web site. The color of the links, with a change in color for a followed link can cut down on navigation-related disorientation (Jones and Farquhar, 1997). "Mouse overs" would also be useful to highlight links in the form of images, as well as the use of audio to reinforce a selected link; these features do not exist in the Kid's Catalog Web prototype. Icons must be consistent to not add to navigation-related disorientation in a Web-based OPAC environment. Graphics and icons can enhance the user's understanding and recall of information, and as such, should be treated with as much importance as text (or greater importance) (Large, 1996). Also, icons should be linked and not static as they are in the Kid’s Catalog Web prototype. I kept expecting to be able to click on the icons in the "History of Texas" page (i.e., "Library Materials," "Other Websites") and was disappointed and disoriented that these icons, unlike all others in the OPAC, were not linked.

It will be a challenge to transfer the navigational ease found in Kid's Catalog to the Web version without disorienting the user. I found the presentation of information confusing after drilling down to the "History of Texas" page in "Explore." The icon and label for "Other Websites" is unclear, as the user has not been told that "Photographs" and "Oral History" are also Web sites. Since icons represent all topics and categories in Kid's Catalog, it was a shock to see how text-based the Web version is at this level. But the most confusing issue is the mixing of topics and format. For example, the "History of Texas" page presents format of materials at the same time as the user is still making choices in content/subject. Under the subheading "Library Materials," children are still asked to make a choice in subtopics (i.e., "The Alamo," "Apaches," etc…) while simultaneously being presented with choices in format (i.e., "Photographs," "Other Web Sites," "Oral History"). A better way to organize the information might be to have the links to Websites, Photographs, and Oral History presented after presentation of the subtopics. The presentation of the subtopics is conceptually depicted below:

The "General/All History" section would then contain information contained within all "History of Texas" subtopics, as well as any information on Texas history as identified in the MARC record. A child needing information on "The Alamo" would click on "The Alamo" link and be presented with the following, conceptually represented below:

The above conceptual model would encourage browsing of the entire collection, rather than presenting Web resources so soon in the hierarchy. Materials are separated by format, so that those who are not interested in materials in another language, video, or audio materials can go straight to Web links, fiction or fact books. In my work at a public library, I have noticed that many children have assignments in which they are required to use information in a variety of formats, including books, encyclopedias, magazine articles, and Web sites. Users could be linked directly to an electronic encyclopedia article about the topic to begin their research and then progress to other resources as needed. Users could also search for full-text magazine articles if CARL is able to partner with a vendor. Icons that are consistent throughout Kid's Catalog Web would represent each format in the conceptual model. The icons should change in some way (i.e., a change in color) when the mouse is dragged over them, and when clicked upon, voice the name of the category. The addition of audio would help to increase interest in the topic, and also expand the OPAC's audience by including those with low literacy levels. Related topics are include as Solomon (1994) noted that cross-references from children's natural language entry terms to LCSH (i.e., clothes to costumes) would be a leap forward. As such, another leap forward would be to include "related topics" similar to those included in a typical World Book Encyclopedia entry so that children can expand or narrow their topic as needed.

In the suggested design, the child who wishes to see photographs would click on the appropriate link and be taken to the "Western History Photo Collection." The Fact Books link would present the child with a list of non-fiction books on the Alamo, while Story Books would give the child a list of fictional works related to the Alamo. The Websites link could present links to "Indians of Texas," "The Alamo," "Historical Flags of Texas," "Lone Star Junction," and "Texas History Sources." The Related Topics link could provide the child a list of related topics, such as "Latinos in Texas" and the "Mexican War" that are related to the chosen topic of "The Alamo," such as conceptually illustrated below:

From my experience working in Adult Reference at a public library, many of the patrons who seek help at the Adult Reference desk are children and their parents looking for information so that the child can complete his homework. They have already visited the children's section of the library, and have found that the "J" books are too babyish for their assignment. I have seen this occur in children as young as nine years old, but is more common in the age range 10-13. As such, other non "J" books should be listed as resources, in the event that the child requires more substantial research sources than those found in the children's section. Again, this would also increase the age range and appeal of the OPAC. A conceptual representation of the screen presented to a user needing fact books in English on the Alamo is shown below:

I am unable to comment on the lists of materials ultimately presented to the user as the result of a search because, unfortunately, I was never able to get to the lists of materials in Kid’s Catalog Web due to some problem with the prototype. From Ms. Busey’s presentation to the class, I do remember that the lists consisted of heavy text, and that users were confronted with the confusing option of "changing databases." While adults might look for that option, it seems that it might be confusing to children.

As the user proceeds to look at the materials contained within the various formats (i.e., "Fact Books," "Websites," etc…) he should be able to mark each resource he is interested in, maybe in the form of a check box next to each item, with the result being a marked list of resources that can be printed at the end of the search session.

This suggested hierarchical presentation of information by format in the form of tiled windows of different but complementary colors might cut down on information overload. According to Ms. Busey, usability studies have demonstrated that kids have a big problem with overload. By helping children look only at the format they need/want, information overload could be lessened.

The design prototype represented in Kid's Catalog Web is revolutionary. By bringing together traditional library resources, Web sites, and possibly online databases, children can find a plethora of information on a given topic in various formats. In words of Ms. Busey, " Kid's Catalog Web is designed to market library collections so kids don't reach for an encyclopedia." In other words, the purpose of Kid's Catalog Web is to get the kids to browse the OPAC and explore the library collection, and have access to as many resources on a given topic as possible. However, Kid's Catalog Web as currently designed actually could have the opposite result in limiting a child's desire to explore the resources presented as search results, and therefore limit browsing rather than enhance it. From my limited experience in a public library setting, children are apt to use the resource that is most easily available, regardless of its authority. As such, will children simply rely more on the Web links in Kid's Catalog Web under any given topic, and skip exploring the print materials altogether? I have seen children waste substantial amounts of time looking for information on the Web (i.e., how to spell or define a word), without thinking to pick up a print resource like a dictionary. Without proper bibliographic instruction on authority of sources, and when to use different formats, I fear that children will rely more heavily on the Web, and bypass possibly richer resources. Thus, Web resources should not be presented until the subtopic is chosen, and should then be presented as a choice of format, along with other materials in order to encourage maximum browsing of the entire collection. The current design of Kid's Catalog Web is more like a Web resource that also happens to be an OPAC, rather than an OPAC that also includes Web resources.

By separating the Web resources as suggested above, CARL can differentiate its product from its competitors while providing a comprehensive learning environment. The Web links could be packaged separately by CARL and sold as an add-on product to the Web-based OPAC interface, or the OPAC could be sold with a base package of Web links, along with a monthly updating service. While it may present legal difficulties for CARL to sell Web sites authored by others, it probably wouldn't be an issue to sell maintenance and updating a collection of links. While public libraries and school library media centers like to develop their own Web links, many would probably welcome (and be happy to purchase) a package of Web links (or updates) that can be integrated into the subjects represented in the pre-constructed OPAC searches. Another add-on product to the OPAC interface could be the ability to search online magazine indices. In other words, the base product (the OPAC) when sold could include the packaged Web links and the online magazine indices, or at the discretion of the customer, they could be omitted. This would broaden the target market to medium and small libraries and school systems who may not have the resources for extensive printing and other hardware that goes hand-in-hand with patrons using the Internet.

It would also be helpful to give libraries the option to disable the browser as much as possible, to avoid children surfing the Web and therefore just using Kid's Catalog Web as a search engine. Kid's Catalog Web should be positioned as a Web-based OPAC that allows access to selected Web resources, rather than positioned as a Web browser that also allows access to an OPAC.

Conclusion
I hope that CARL continues to produce Kid’s Catalog in a CD-ROM format so that those libraries who do not yet have Internet access (or have very limited access) can have the option of an exciting, logical and efficient OPAC for children. I also do not envy CARL’s designers, who have the formidable task of transferring the wonderful, easily navigable Kid’s Catalog for CD-ROM into the Web environment. While the Web offers a dynamic platform for the delivery of children’s OPACs, it also brings with it the navigational problems inherent with the currently available browsers. The format of information, along with the design of intuitive icons, must be considered to be of utmost importance to the design of an effective, exciting, and marketable Kid's Catalog Web product.

Bibliography