However, there are few empirical investigations into the particular interests of talented boy readers to guide teachers who wish to provide students with a rich selection of texts from which to choose. Many literacy researchers have also concluded that teachers can improve students’ (especially boys’) attitudes toward reading by offering opportunities within the literacy curriculum for students to choose reading materials based on their own personal interests. Researchers concerned with curriculum differentiation for gifted and talented students have long promoted the benefits of providing opportunities for students to explore their personal interests within the regular curriculum. Therefore, by having independent and relevant metadata elements regarding the unique characteristics of children’s book choices, ICDL’s metadata schema provides more access points in a browse search system. Standard library cataloging tends to describe information reflecting children’s unique information seeking behaviors in a note area rather than describing in independent metadata elements. The study finds that ICDL’s metadata schema tends to better reflect children’s unique information seeking behaviors for book choices as independent metadata elements than standard library cataloging does. The methodology for this study consists of three parts: a meta-analysis of relevant research on children’s information seeking behaviors for book choices, a crosswalk of the metadata schemas, and a comparison of two data sets from the previous stages. Given that effective information retrieval is based on well-constructed information organization, this study’s significance is its greater emphasis on information organization as a relevant factor than in previous studies. While previous studies focus on the development of child-friendly interfaces, few of these studies discuss a metadata schema for children’s libraries. The purpose of this study is to evaluate two metadata schemas, AACR2+ and the International Children’s Digital Library’s metadata schema, in light of children’s information seeking behavior for book selection.
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