RATIONALE+PAPER


 * Term Project: Rationale Paper**

 Insert links to our OPAC and wiki here 
 * Quick question? When the term "full record" is used, should it be capitalized? It seems to vary in this document and I am not sure which way it should go.**

// Latimer // // Road // // Elementary School //// is located in the western region of //// Surrey ////, B.C. It has a current enrollment of 220 students from Grades 4 to 7. Our s chool' s mission is // // to empower children to reach their personal best by becoming life-long learners. // //Staff, p arents,  c ommunity members, and s tudents work together to meet our school goals of literacy and <span style="color: rgb(239, 57, 57)">the integration of technology into the curriculum.//
 * Setting and <span style="color: rgb(240, 71, 83)">C lientele**

The <span style="color: rgb(248, 42, 42)">professional and research <span style="color: rgb(247, 59, 59)">and (delete and) literature that we reviewed <span style="color: rgb(240, 45, 45)">commonly <span style="color: rgb(237, 38, 38)">(delete commonly) outlined<span style="color: rgb(246, 44, 44)"> (outlines instead of outlined) the <span style="color: rgb(242, 49, 49)">difficulties (changes troubles to difficulties) that students of all ages <span style="color: rgb(239, 11, 11)">have (face instead of have) while <span style="color: rgb(248, 48, 48)">(when instead of while) completing OPAC searches. Harris (2008) states that “OPACs suck” because they are tools that are not meeting user<span style="color: rgb(246, 40, 40)">s' needs. He feels that unless the user is a librarian, catalog<span style="color: rgb(240, 45, 45)">ue users do not need to see MARC records, <span style="color: rgb(233, 58, 58)">nor (or instead of nor) the standard display of information. Casey (2007) echoes this sentiment with comments from the catalog<span style="color: rgb(241, 59, 59)">ue user<span style="color: rgb(233, 58, 58)"> perspective as someone (delete perpective as someone) who doesn’t care what goes into creating the perfect catalog<span style="color: rgb(248, 53, 53)">ue because he has different needs <span style="color: rgb(240, 51, 51)">from the catalog (delete) than the librarian does. Everhart & Hatcher (2005) discuss the constraints of subject vocabulary and the mystery of Boolean logic and suggest that school librarians add more <span style="color: rgb(246, 60, 60)"> “user-friendly” terms <span style="color: rgb(239, 62, 62)">in to <span style="color: rgb(245, 50, 50)">(delete in from into) the subject curriculum field of the MARC record.
 * Summary of <span style="color: rgb(240, 51, 51)">C onsulted <span style="color: rgb(240, 61, 61)">L iterature on <span style="color: rgb(243, 68, 68)">B ibliographic <span style="color: rgb(237, 38, 38)">D isplays **

Other authors outline the positive features of existing OPACs <span style="color: rgb(246, 40, 40)">specifics of what is helpful to OPAC users (delete specifics of what is helpful to OPAC users). Luk (1996) worked with English and Cantonese focus groups to identify the most important and desired components of an online catalogue. Her study concluded that title, author, subject<span style="color: rgb(241, 80, 80)">**,** <span style="color: rgb(245, 56, 56)">and the summary are the most useful elements in a bibliographic record and that the ISBN is rarely required. In <span style="color: rgb(240, 40, 40)">agreement with Luk is (delete agreement with Luk) another article**,** Carlyle & Timmons (2002) discuss an <span style="color: rgb(246, 44, 44)">in-depth study of <span style="color: rgb(241, 65, 65)">a random selection of (delete a random selection of) MARC records**<span style="color: rgb(243, 27, 27)">, **concluding that the author, title, publication <span style="color: rgb(242, 33, 33)">(publishing instead of publication) information<span style="color: rgb(246, 60, 60)">, and subject fields are <span style="color: rgb(241, 59, 59)">the ones most commonly used <span style="color: rgb(240, 40, 40)">and efficient for (delate and efficient for) by <span style="color: rgb(239, 26, 26)">school-aged OPAC searchers.

Walter Minkel celebrates the fact that school library automation systems have changed significantly over the past ten years. He believes that systems which allow for integration and sharing, web and database searches, centralized cataloguing services, and the generation of specialized reports, provide better service to library patrons. After reviewing these articles and <span style="color: rgb(241, 50, 50)">more (delete more) <span style="color: rgb(243, 43, 43)">others li <span style="color: rgb(236, 14, 14)"><span style="color: rgb(243, 43, 43)">ke them, our group had a platform <span style="color: rgb(250, 41, 41)">from which <span style="color: rgb(235, 40, 40)">to start our <span style="color: rgb(247, 29, 29)">for <span style="color: rgb(240, 25, 25)"><span style="color: rgb(247, 29, 29)"> great (delete for great) discussion <span style="color: rgb(243, 68, 68)">on what makes an when selecting the features for our (delete when selecting the features for our) ideal bibliographic display.


 * Comments <span style="color: rgb(241, 59, 59)">on (delete on) and <span style="color: rgb(242, 44, 44)">R eactions <span style="color: rgb(237, 33, 33)">to (delete to) About the OPACs <span style="color: rgb(208, 17, 17)">O bserved**

After individually reviewing a variety of OPACs, group members agree<span style="color: rgb(240, 66, 66)">d that keeping <span style="color: rgb(226, 18, 18)">it (delete it) the OPAC simple and <span style="color: rgb(24, 2, 2)"><span style="color: rgb(17, 14, 14)"><span style="color: rgb(22, 19, 19)">user-friendly  <span style="color: rgb(245, 36, 36)">sets a stage for an OPAC that (delete sets a stage for an OPAC that) enables <span style="color: rgb(241, 70, 70)">users to have maximum access to library resources.<span style="color: rgb(239, 37, 37)"> Created by Follet**,** Destiny was a favourite reviewed by group members as the search page is clear and concise<span style="color: rgb(238, 23, 23)">, leading to a well organized search results page that includes the call number and <span style="color: rgb(246, 44, 44)">a “sneak peak” feature that shows the resource<span style="color: rgb(242, 44, 44)">'s cover. Spydus Kids by Sanderson also had a similar <span style="color: rgb(241, 85, 85)">(delete similar) simple search page but <span style="color: rgb(247, 34, 34)">it was not favored by group members <span style="color: rgb(241, 34, 34)">as (delete as) because the images chosen for the nine subject buttons <span style="color: rgb(246, 60, 60)">are (delete are) were not <span style="color: rgb(243, 22, 22)">all (delete all) appealing and lead to many more unappealing images. For our target audience, the group felt that too many search options <span style="color: rgb(247, 43, 43)">can (delete can) could lead to confusion especially <span style="color: rgb(237, 49, 49)">when (delete when) if <span style="color: rgb(240, 45, 45)">users were distracted by <span style="color: rgb(245, 15, 15)">the unappealing images that represent<span style="color: rgb(238, 17, 17)">ed them. Endeca is the OPAC used by the <span style="color: rgb(243, 48, 48)"> Phoenix Public Libraries and <span style="color: rgb(247, 74, 74)">it offers a variety of unique functions. Searches conducted <span style="color: rgb(233, 37, 37)">peruse (delete peruse) survey the entire website which results in a variety of formats appearing as search results (i.e. books, music, downloadable materials, movies, government documents, maps, newspapers, magazines, historical images). Other features to highlight include a “sort by options” function, “most borrowed materials” statistics, “award winners” information, “ratings and reviews” link, notes about the resource<span style="color: rgb(240, 51, 51)">**,** and a “more like this” link. Although we found some of these features to be too <span style="color: rgb(244, 47, 47)">deep (delete deep) detailed for the simple searches our Grade<span style="color: rgb(240, 36, 36)"> 4 – 7 audience would conduct, we did agree <span style="color: rgb(234, 52, 52)">on (delete on) that using the “more like this link” under a “Future Explorations” function where students could look beyond the resource being observed**<span style="color: rgb(241, 19, 19)">, ** <span style="color: rgb(243, 83, 83)">would be beneficial. Another OPAC <span style="color: rgb(243, 53, 53)">that we reviewed <span style="color: rgb(238, 79, 79)">is (delete is) was called Aquabrowser. This OPAC included a feature not seen on many other OPACs called a tag cloud. This feature uses colours to highlight translations, associations, spelling variations**<span style="color: rgb(237, 59, 59)">, ** and a discovery trail. The spelling variation feature <span style="color: rgb(246, 49, 49)">would be <span style="color: rgb(237, 29, 29)">(delete would be) was one that we <span style="color: rgb(244, 42, 42)">feel (delete feel) felt would be very important for our target audience because <span style="color: rgb(246, 49, 49)">our (delete our) experience tells us that <span style="color: rgb(242, 28, 28)">most (delete most) many Grade 4 – 7 students searching an OPAC are often unfamiliar with <span style="color: rgb(241, 39, 39)">their (delete their) the words they are <span style="color: rgb(240, 20, 20)">spelling (delete spelling) using during a simple search. Other OPACs were observed but in general, we referred to Destiny on a regular basis <span style="color: rgb(240, 61, 61)">as (delete as) because we all agreed <span style="color: rgb(229, 21, 21)">that it was the OPAC that best suited our audience. <span style="color: rgb(249, 47, 47)">and (delete and and capitalize At) At the same time, <span style="color: rgb(244, 52, 52)">we simplified <span style="color: rgb(235, 15, 15)">the (delete the) Destiny's search results page and added and deleted certain information shown on <span style="color: rgb(244, 47, 47)">the <span style="color: rgb(240, 51, 51)">F ull <span style="color: rgb(245, 41, 41)">R ecord display. These differences and similarities will be discussed in the rationale.

The first page <span style="color: rgb(246, 81, 81)">that a user sees <span style="color: rgb(16, 14, 14)"><span style="color: rgb(246, 81, 81)"> <span style="color: rgb(245, 50, 50)"> when <span style="color: rgb(244, 62, 62)">they (delete they) he/she <span style="color: rgb(243, 32, 32)"> visit<span style="color: rgb(236, 24, 24)">(s) the OPAC<span style="color: rgb(240, 15, 15)"> is designed <span style="color: rgb(247, 59, 59)">to allow the user (delete to allow the user) to launch <span style="color: rgb(253, 43, 43)">him/her into the type of search he/she wishes<span style="color: rgb(249, 47, 47)"> to initiate: basic or advanced. These two types of searches were included <span style="color: rgb(244, 37, 37)">since (delete since) because the catalogue will be used by students in grades 4 to 7 who will be developing their capacity to use a more advanced search process and Boolean terminology. This first page was created using a blue and white template, and all subsequent pages match. It was agreed that a dark font on a white background was easy to read. The simple and uncluttered design minimizes distracting features, and allows the user to quickly scan the page and find what they are looking for. Symbolic <span style="color: rgb(247, 29, 29)">graphics (delete graphics) icons were chosen to render the page more visually interesting<span style="color: rgb(234, 16, 16)">, but also to assist students who <span style="color: rgb(244, 52, 52)">read with difficulty (delete read with difficulty) have difficulty reading. There is a “Home" link at the top of this page, which takes the searcher to the <span style="color: rgb(240, 51, 51)">school's (delete school's) library's home page. Most students will use the 'basic' search therefore it appears first on the page. Graphics are appealing to both younger and older students so <span style="color: rgb(243, 63, 63)">they (delete they) the icons appear first. Graphics also appeal to visual learners and those who struggle with language. The 'title' and 'author' search features are also common starting points for students; therefore, they were included first. The “subject” search feature appears third, as it is the next mostly commonly used search. <span style="color: rgb(245, 77, 77)">In our experience, “k eyword” and “series” <span style="color: rgb(245, 41, 41)">searches are <span style="color: rgb(245, 56, 56)">less (delete less) not as common<span style="color: rgb(245, 46, 46)"> <span style="color: rgb(246, 44, 44)">and <span style="color: rgb(246, 70, 70)">therefore (delete and therefore) so <span style="color: rgb(245, 71, 71)">were (delete were) we included <span style="color: rgb(239, 37, 37)">them at the end of the “basic” search options.
 * Web <span style="color: rgb(236, 19, 19)">P age 1: Basic Search/Advanced Search <span style="color: rgb(245, 66, 66)">P age**

The advanced search utilizes the author, title, and subject search capabilities linked by Boolean terminology. This is a simpler form of <span style="color: rgb(248, 42, 42)">an (delete an) advanced search<span style="color: rgb(243, 48, 48)"> as other (delete as other) than other OPACS use. <span style="color: rgb(249, 57, 57)">additional search features, such as publishing date, material type, etc. (delete additional features....etc.) Our advanced search is simplified in order to teach necessary skills and make it less confusing for kids.

<span style="color: rgb(240, 61, 61)"> In (delete In) When initiating a basic search, the user will type <span style="color: rgb(247, 8, 8)">in (delete in) the words into the basic search bar. The user will then select the appropriate type of search <span style="color: rgb(245, 36, 36)">graphic (delete graphic) icon to click on <span style="color: rgb(241, 39, 39)">and (delete and) in order to continue their search. In the basic search, the title will link to a list of <span style="color: rgb(249, 88, 88)">the (delete the) titles matching the search. The author will link to a list of resources whose authors match the search. The subject will link to a list of resources matching the subject search. The keyword will link to a list of resources which contain the keyword in their bibliographic records. The series will link to a list of resources from the identified search.

<span style="color: rgb(235, 76, 76)"> In (delete In) When initiating an advanced search, the user will type <span style="color: rgb(247, 75, 75)">in <span style="color: rgb(240, 45, 45)">the <span style="color: rgb(247, 75, 75)">(delete in and the) <span style="color: rgb(244, 31, 31)">specific words into the advanced search bars <span style="color: rgb(238, 89, 89)">according to (delete according to) depending on <span style="color: rgb(245, 41, 41)">which <span style="color: rgb(247, 43, 43)">search (delete search) features <span style="color: rgb(247, 74, 74)">they (delete they) he/she wish(es) to employ<span style="color: rgb(247, 54, 54)"> to narrow their search (delete to narrow...). The user can also select combinations of the Boolean terms. Once terms are entered, the searcher must click the magnifying glass to initiate the search.
 * Web <span style="color: rgb(239, 31, 31)">P age 2: “Title” <span style="color: rgb(239, 52, 52)">S earch <span style="color: rgb(243, 27, 27)">R esults <span style="color: rgb(248, 68, 68)">L ist**

Once a user has selected a “title” search (in this case, “reptiles and amphibians”) from the catalogue’s main page, he or she will be linked to an alphabetical results list of titles which match the terms used. At the end of each title listed, there is a small graphic added (<span style="color: rgb(17, 14, 14)"><span style="color: rgb(14, 12, 12)"><span style="color: rgb(235, 25, 25)">B  ook, DVD, Audio Book and Web Link) as a quick <span style="color: rgb(244, 47, 47)">format (delete format) form of identification. The graphics guide is provided at the bottom of the screen so that searchers know what each icon means<span style="color: rgb(247, 54, 54)">; (delete ; add . and capitalize T in this). This will become <span style="color: rgb(240, 25, 25)">second-nature <span style="color: rgb(248, 53, 53)">as (delete as) to students <span style="color: rgb(248, 68, 68)">as they use the OPAC <span style="color: rgb(247, 69, 69)">more frequently, but for beginners, this design feature is critical. The number in rounded parentheses after the author’s name identifies the number of copies available. This number is in blue font so that it stands out. For the purpose of this assignment, the title //Reptiles and Amphibians// is bold, blue**<span style="color: rgb(243, 68, 68)">, ** and underlined <span style="color: rgb(243, 73, 73)">as (delete as) because this is what the searcher would see when moving his or her cursor over the titles. All titles would be hotlinked to their fu<span style="color: rgb(243, 43, 43)"> ll re<span style="color: rgb(244, 37, 37)"> cord. Clicking on "Catalogue" or "Library search" takes the searcher back to the catalogue’s main page <span style="color: rgb(249, 77, 77)">page (delete duplicate page) so he or she can change or refine the search as needed.


 * Web <span style="color: rgb(248, 42, 42)">P age 3: Full <span style="color: rgb(247, 74, 74)">R ecord <span style="color: rgb(243, 63, 63)">D isplay for //Reptiles and <span style="color: rgb(240, 81, 81)">A mphibians//**

With Grade 4 - 7 students in mind, we decided to keep the full record page simple yet rich in needed information. In the top banner, we <span style="color: rgb(246, 70, 70)">have (delete have) included navigational features (Library Search, Search Results, reptiles and amphibians) which traces the user’s search path and records the pages he or she has viewed to get to the current page. Each step in the path is hotlinked to allow users to go back with ease to the pages they saw previously. If a student views the reptiles and amphibians record and it does not look like the resource he or she is looking for, he or she can click on the "Search Results" words and be taken back to explore other resources that appeared in that title search. “Catalogue” takes the user to the catalogue’s main page, and “Results” takes the user to the title results page (another path tracker).

The title, author, <span style="color: rgb(240, 71, 71)">and illustrator are in the first section of our full record. We chose to accompany the title with a picture of the book cover. This provides a visual reference point for the resource <span style="color: rgb(240, 71, 71)">as well as (and it) appeals to visual learners. Under the book cover we included the call number in a bold blue box to draw attention to it. We put it directly under the picture as we felt the picture would most likely be one of the first things the user would look at. Centered at the top of the full record display is the title, author**<span style="color: rgb(246, 49, 49)">, ** and illustrator information. This is bold and easy to read so that it stands out, but <span style="color: rgb(245, 61, 61)">is (delete is) not so large that it takes away from the graphics on either side of it. On the right side of the title, author, and illustrator information, is a combination of graphic<span style="color: rgb(245, 71, 71)">(s) and text that identifies the type of resource (Children’s Book). We chose to add this because it differentiates between a teacher's resource and a children's book for our two user groups. We chose not to put the reading level or interest level there so as not to deter student readers from exploring that resource because it is "too young" or "too easy" for them.

The availability of the resource is located next in its own space<span style="color: rgb(248, 79, 79)"> so as to allow <span style="color: rgb(243, 79, 79)">all (delete all) users to quickly identify its availability before spending time locating it in the library. Below this is a brief summary of the book’s content. <span style="color: rgb(239, 82, 82)">The s ummary is given high priority on the page because in many cases, it will help determine whether the student/teacher continues to look at the rest of the record. It tells them if this resource will meet their needs or appeal to their interests. The reading level of this summary was written for a Grade 4-7 audience so that students who are looking for very specific information can read this summary to determine if it is suitable before <span style="color: rgb(237, 59, 59)">obtaining (delete obtaining) locating it <span style="color: rgb(244, 62, 62)">on the shelf.

The next section, titled "Further Exploration<span style="color: rgb(241, 59, 59)">**,** " was chosen instead of subject headings because it sounds more interesting and intriguing. The visual images are definitely more appealing to younger students than simply listing the possible subject searches in text only. It provides further insight and information for students and does so in an appealing way using appealing graphics. It is placed centrally so students do not have to scroll down to access it. All five “Further Exploration" graphics are hotlinked to provide teachers and students with links to related information by author(s), illustrator(s), subject(s) and series (Our World). Grade 4-7 students would use these Further Explorations links when looking for information related to a resource they have found for recreational reading as well as for projects, assignments<span style="color: rgb(231, 24, 24)">, or other school-related tasks.<span style="color: rgb(239, 37, 37)">For the purpose of this assignment, only Peter Wright is linked so the instructor can see how an author search would work. (move this sentence back to this paragraph not the next one)

The section titled “Curriculum-Related Information” was selected primarily because it is useful to teachers as well as the parents of students who have access from home computers and are using this OPAC. In other OPACs, this section is called “Other Information” or “Additional Information<span style="color: rgb(247, 74, 74)"> ,” but we felt it needed a more specific heading that would appeal to teachers and parents. Its placement on the full record display was given more priority than the remaining elements of the ISBD. Although students will not likely look beyond the "Further Exploration" section, teachers will find this information useful <span style="color: rgb(242, 28, 28)">to determine (delete to determine) in determining whether or not the resource meets the needs of their<span style="color: rgb(241, 65, 65)"> curriculum. Curriculum links are hotlinked directly to the BC Ministry of Education curriculum documents so a teacher can see <span style="color: rgb(242, 58, 58)">during their search how (delete during their search how) exactly <span style="color: rgb(243, 63, 63)">how the resource <span style="color: rgb(238, 63, 63)">will <span style="color: rgb(247, 54, 54)">(delete will) <span style="color: rgb(245, 25, 25)">fits into the curriculum they are teaching. Grade 4-7 students may not use this feature unless they are taught <span style="color: rgb(246, 70, 70)">how to.

The final section titled “Additional Information” was chosen to encompass the remaining elements of the ISBD in the full record. Some OPACs call this “Publication Information.” <span style="color: rgb(254, 42, 42)">Although it is placed last on the full record<span style="color: rgb(245, 25, 25)">, but (delete but) it is still an <span style="color: rgb(241, 59, 59)">available and (delete available and) important <span style="color: rgb(246, 30, 30)">and necessary section. This information is not widely used by students in this age group.


 * Web Page 4: Peter Wright<span style="color: rgb(245, 71, 71)">'s other works (delete other works) <span style="color: rgb(247, 38, 38)">P age**

This page provides an alphabetical title results list when an author search is performed. Because this is not a fully working catalogue, the author search has been hotlinked from the full record. Upon accessing this page, the user will see a list of the selected author’s materials. Included in each listing are <span style="color: rgb(243, 57, 57)">the title, author, and illustrator (if applicable). There is also a picture of the book’s cover and the call number <span style="color: rgb(246, 65, 65)">to (delete to) which provides <span style="color: rgb(243, 88, 88)">the (delete the) a physical address <span style="color: rgb(249, 57, 57)">to (delete to) for the resource. The publication date is included to inform students and teachers of how current the resources are (which may impact selection). At this point <span style="color: rgb(248, 37, 37)">of (delete of) in the search<span style="color: rgb(244, 26, 26)">, other publishing information is irrelevant to most users. The graphic under<span style="color: rgb(248, 63, 63)">neath the title and author indicates what type of resource it is**<span style="color: rgb(238, 63, 63)">, ** which <span style="color: rgb(242, 49, 49)"> is important to library patrons because they <span style="color: rgb(243, 79, 79)">will know what to expect when they click on the “Details” link. If they don't want a DVD, they won't click on that resource. The “Details” link takes the searcher to the <span style="color: rgb(242, 44, 44)">f ull <span style="color: rgb(239, 57, 57)">r ecord where they can find out more about the resource. For the purpose of this assignment, only the “Reptiles and amphibians” title will <span style="color: rgb(240, 76, 76)">(delete will) works. Finally, the availability of the resource is indicated on the right side of the listing so the searcher knows whether to continue looking for a specific item listed. The information we’ve selected to be included on this page is intended to provide a brief glance of what the Full Record will include.

The navigational features in the blue banner <span style="color: rgb(242, 54, 54)">referred to on previous pages <span style="color: rgb(242, 58, 58)"> occur <span style="color: rgb(241, 70, 70)"><span style="color: rgb(237, 64, 64)"> also on this page and (delete phrase) serve the same purpose <span style="color: rgb(245, 66, 66)">as they do on the previous pages; they record the path the searcher has taken and allow him/her to access different stages of the search.


 * Web <span style="color: rgb(246, 60, 60)">P age 5:** **Subjects <span style="color: rgb(243, 57, 57)">C losest to "reptiles and amphibians"**

This page provides an alphabetical <span style="color: rgb(250, 41, 41)">list based on SEARS (delete phrase) list of <span style="color: rgb(240, 61, 61)">the subject headings closest to “reptiles and amphibians” when the “Subject” feature is selected from the Basic Search on the catalogue’s main page. <span style="color: rgb(243, 57, 57)">A s ubject search creates a list of <span style="color: rgb(245, 71, 71)">the (delete the) terms that are closest to the subject search entered by the searcher. The square brackets at the end of each subject heading indicate how many items are available for each subject result.

By listing the closest terms, searchers can choose the one that is most applicable to what they are looking for. It may provide them with options they hadn't even thought of. We included this because if we had done the results page with just titles, searchers wouldn't have <span style="color: rgb(246, 40, 40)">had the opportunity to see these broader subject categories and it might take longer for them to find exactly what they are looking for (if they even know). The list of subject terms mimics searches done in many databases which list the closest terms and allow the user to make an educated choice. For the purpose of this assignment, one link has been highlighted and underlined in blue and <span style="color: rgb(250, 66, 66)">it links to a more detailed list of 16 resources that fit under this subject heading. In an actual working catalogue, the searcher would be able to scroll over each subject result and it would highlight/underline in blue, as well as link to a more detailed list of the resources in that category.

The navigational features in the blue banner <span style="color: rgb(242, 54, 54)">referred to on previous pages <span style="color: rgb(242, 58, 58)"> occur <span style="color: rgb(241, 70, 70)"><span style="color: rgb(237, 64, 64)"> also on this page and (delete phrase) serve the same purpose <span style="color: rgb(245, 66, 66)">as they do on the previous pages; they record the path the searcher has taken and allow him/her to access different stages of the search.


 * Web <span style="color: rgb(248, 73, 73)">P age 6**: **Titles with <span style="color: rgb(243, 57, 57)">S ubject "Reptiles - - Amphibians - - Non-Fiction"**

This page was designed to mimic the display seen on the author search results page. We <span style="color: rgb(249, 62, 62)">have (delete) maintained the organization of <span style="color: rgb(247, 59, 59)">the listing (<span style="color: rgb(242, 74, 74)">delete the listing) this page and <span style="color: rgb(246, 60, 60)">their (delete their) its features for consi<span style="color: rgb(248, 37, 37)">s tency <span style="color: rgb(245, 50, 50)">purposes.

The navigational features in the blue banner <span style="color: rgb(242, 54, 54)">referred to on previous pages <span style="color: rgb(242, 58, 58)"> occur <span style="color: rgb(241, 70, 70)"><span style="color: rgb(237, 64, 64)"> also on this page and (delete phrase) serve the same purpose <span style="color: rgb(245, 66, 66)">as they do on the previous pages; they record the path the searcher has taken and allow him/her to access different stages of the search.

Additionally, the “Next Page” feature <span style="color: rgb(249, 62, 62)">in the bottom <span style="color: rgb(248, 58, 58)">(delete in the bottom) which can be found on the <span style="color: rgb(243, 68, 68)">right hand side of this page<span style="color: rgb(248, 58, 58)">**,** would also be linked to the second page of results in a real catalogue.


 * Searcher’s Route/Path**

The route/path/series of steps the searcher would take to get to each display has been described in the explanation of each web page. However, in the context of a Basic Search<span style="color: rgb(242, 58, 58)">, the searcher would use the following steps:

(a) A search using an author's name - type in the name of the author and then click on <span style="color: rgb(242, 54, 54)">the “author” <span style="color: rgb(243, 57, 57)">icon - a new page with all resources linked to the specified author would appear in a list

(b) A search using a title - type in the title and click on <span style="color: rgb(243, 48, 48)">t <span style="color: rgb(246, 55, 55)">he “title” <span style="color: rgb(241, 59, 59)">icon - a new page with all resources <span style="color: rgb(239, 37, 37)">with (delete with) containing the specified title would appear in a list - select the desired resource - the Full Record which contains the call number, availability, a summary, links to the author (s), series, curriculum links, related books and publishing information would appear

(c) A search using a subject heading - type in the subject and click on <span style="color: rgb(239, 42, 42)">the “subject” <span style="color: rgb(244, 67, 67)">icon - a new page with all resources linked to this subject would appear in a list - select the desired subject heading - a list of titles with the desired subject heading would appear - select the desired resource - the Full Record which contains the call number, availability, a summary, links to the author (s), series, curriculum links, related books and publishing information would appear