Introduction

Information access and retrieval has generated significant research output over recent decades. This chapter examines issues in evaluating information retrieval systems and techniques. It then identifies issues involved in practical use of such systems. Sources from the information science and computing literature feature in addressing such issues. Illustrative studies are assessed for quantity and quality. The chapter concludes by describing priorities for future research. The chapter is followed by two special topics examining the research evidence on searching aptitudes and characteristics, and the merits of different interfaces.

What is evidence-based information access and retrieval?

In their fifth domain, Information Access and Retrieval, Crumley and Koufogiannakis (2002) consider ‘creating better systems and methods for information retrieval and access’. Information retrieval (IR) is: ‘the science and practice of identification and efficient use of recorded media. Although … traditionally concentrated on the retrieval of text from the … literature, the domain over which IR can be applied effectively has broadened considerably …’. (Hersh et al., nd).

Asking the question

Budd and Miller (1999) highlight three particular questions from this domain:

Evaluation of information technologies provides a particular challenge to evidencebased information practice. Frequently, innovative technologies are adopted uncritically as a ‘good thing’ and evaluation viewed as an unwelcome ‘brake’ to technological advance.

Marcum (2003) identifies several key questions for the digital library:

The developing information environment and changing expectations and demands of library users have blurred the distinction between collection management and information access and retrieval, where digital libraries are concerned. Indeed, the third question, from the education domain, suggests that a holistic approach to question identification and subsequent resolution may be preferable. Such an interpretation is supported by Marcum's observation that we need to learn a lot more than we now know about the use of digital resources, their preservation, and the training needed for operating the library of the future.