how academics engage in the digital environment. “with google you are not limited. you have as...
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Connaway, L. S. (2013). How academics engage in the digital environment. “With Google you are not limited. You have as much as you can pull up.” Presented at the University of Denver, May 7, 2013, Denver, Colorado.TRANSCRIPT
The world’s libraries. Connected.
“With Google you are not limited. You have as much as you can pull up.”
How Academics Engage in the Digital Environment
University of Denver, May 7, 2013
Lynn Silipigni Connaway, Ph. D.
Senior Research ScientistOCLC
@LynnConnaway
This work is licensed under a Creative Commons Attribution 3.0 Unported License. http://creativecommons.org/licenses/by/3.0/
©2013 OCLC Online Computer Library Center, Inc.
The world’s libraries. Connected.
“I find Google a lot easier…so many journals come up and when you look at the first ten and they just don’t make any sense. I, kind of, give up.” (USU7, Female Age 19)
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• Then: The user built workflow around the library
• Now: The library must build its services around user workflow
• Then: Resources scarce, attention abundant
• Now: Attention scarce, resources abundant
Then & Now
(Dempsey, 2008)
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• Many information options
• Library resources not the first choice
• Develop effective library systems & services, to understand users’ engagement with digital environment
• Prove value
Why User Behavior Research?
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• Local to global
• Linear to linked
• Print to digital
Changes in Information Acquisition
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• Challenges
• Budget cuts
• High retirement rates
• Hiring freezes
• Opportunity
• Best value for most use
• Understand how, why, & under what circumstances individuals use systems & services
Current Environment
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• Sense-Making the Information Confluence: The Whys and Hows of College and University User Satisficing of Information Needs
• Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User and Librarian Perspectives
• The Digital Information Seeker: Report of the Findings from Selected OCLC, RIN, and JISC user Behavior Projects.
• WorldCat Study: User-Centered Design of a Recommender System for a "Universal" Library Catalogue
• Visitors and Residents: What Motivates Engagement with the Digital Information Environment
• Cyber Synergy: Seeking Sustainability through Collaboration between Virtual Reference and Social Q&A Sites
Studies
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Theory (n.): a systematic explanation for observations that relate to a particular aspect of life
(Babbie, 2013)(Connaway & Powell, 2010)
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• Helps organize facts, laws, concepts, constructs, or principles into manageable form
• Can act as guide to discovering facts
• Our research: Digital visitors and residents theory
Theory
(Connaway & Powell, 2010, p. 47-48)(White & Le Cornu, 2011)
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Research design (n.): planning, identification of the problem, theory, formulating hypotheses, and validity and reliability
(Connaway & Powell, 2010)
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Research Design
• Identify problem
• Place problem in broader theoretical framework
• Develop hypotheses
• Decide on methodology & data collection techniques
• Research is always cyclical
(Connaway & Powell, 2010, p. 47-48)
(Leedy & Omrod, 2005)
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Methodology (n.): A system of methods used in a particular area of study
(Connaway & Powell, 2010)
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• Quantitative research• Problem-solving approach
• Highly structured
• Quantification (Glazier & Powell, 1992)
• Qualitative research• Focus on observing events from
the perspective of those involved
• Understand why individuals behave as they do
• More natural approach to the resolution of research problems
• Applied research• Action based
• Evidence-based
• Evaluative-based
Types of research
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Qualitative Research Methods
• Sampling
• Observation
• Survey
• Interviews
• Focus group
• Individual
• Documents
• Questionnaires
• Diaries
• Journals
• Papers
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• Several methods:
• Semi-structured interviews (qualitative)
• Diaries (qualitative)
• Online survey (quantitative)
• Enables triangulation of data
Triangulation of Data Digital Visitors and Residents
(Connaway et al., 2012)
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• Ethnographic data collection technique
• Get people to describe what has happened
• Center on defined events or moments
Diaries
(Connaway & Powell, 2010)
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Interviews
• Allow for probing, clarification, new questions, focused questions, exploring
• Enable data collection for extended period of time
(Connaway & Powell, 2010)
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1. Describe the things you enjoy doing with technology and the web each week.
2. Think of the ways you have used technology and the web for your studies. Describe a typical week.
3. Think about the next stage of your education. Tell me what you think this will be like.
Participant Interview Questions
(White & Connaway, 2011)
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4. Think of a time when you had a situation where you needed answers or solutions and you did a quick search and made do with it. You knew there were other sources but you decided not to use them. Please include sources such as friends, family, teachers, coaches, etc.
5. Have there been times when you were told to use a library or virtual learning environment (or learning platform), and used other source(s) instead?
6. If you had a magic wand, what would your ideal way of getting information be? How would you go about using the systems and services? When? Where? How?
Participant Interview Questions
(Dervin, Connaway, & Prabha, 2003-2005)(Radford & Connaway, 2005-2007)
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• Face-to-face group interview
• Need a trained moderator
• Explore in depth feelings & beliefs
Focus Group Interviews
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• Individual interviews, online surveys, & focus group interviews
• Flanagan (1954)
• Qualitative technique
• Focuses on most memorable event/experience
• Allows categories or themes to emerge rather than be imposed
Critical Incident Technique
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• Critical Incident Participant Interview Questions
• Think of a time when you had a situation where you needed answers or solutions and you did a quick search and made do with it. You knew there were other sources but you decided not to use them. Please include sources such as friends, family, teachers, coaches, etc.
Critical Incident Technique Digital Visitors and Residents
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Critical Incident Focus Group Interview Questions
a. Describe a time when you used WorldCat.org that you considered a success.
b. Describe a time when using WorldCat.org was unsuccessful – i.e., you did not get what you wanted.
c. Think of a time when you did not find what you were looking for, but did find something else of interest or useful to your work?
Critical Incident Technique User-Centered Design of a Recommender System
(Connaway & Wakeling, 2012)
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• Exploratory
• Literature surveys
• Experience surveys
• Analytical and Descriptive
• Others
• Cross-sectional study
• Trend study
• Approximation of a longitudinal study
• Sociometric study
• Critical incident study*
Types of Survey Studies
analytical
descriptiveexploratory
trend
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• Encourages frank answers
• Eliminates variation in the question process
• Can collect large amount of data in short period of time
• Delivery
• In-person
• Telephone
• Online
• Point of contact
Surveys/Questionnaires
(Connaway & Powell, 2010)
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Critical Incident User Online Survey Questions
Please think about one experience using chat reference services in which you felt achieved a positive result
a. Please describe the circumstances and nature of your question.
b. Describe why you felt the encounter was successful.
c. Did the chat format help your experience to be successful? If yes, how?
Critical Incident Technique Seeking Synchronicity
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Critical Incident TechniqueSeeking Synchronicity
“The Librarian threw in a cordial sign off and
encouraged me to pursue the reading. It was like
talking to a friendly librarian in person.”
VRS USERONLINE SURVEY
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Analysis (n.): summary of observations or data in such a manner that they provide answers to the hypothesis or research questions
(Connaway & Powell, 2010, p. 262)
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• Two approaches
• Ethnographic summary
• Qualitative
• Direct quotations
• “Thick description” (Geertz, 1973, p.6)
• Content analysis approach
• Numerical descriptions of data
• Tallying of mentions of specific factors
• Can be combined
Analyzing Qualitative Data
n
%(Connaway, Johnson, & Searing, 1997, p. 409)
(Connaway & Powell, 2010, p.175)(Geertz,1973, p. 6)
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I. PlaceA. Internet
1. Search enginea. Googleb. Yahoo
2. Social Mediaa. FaceBookb. Twitterc. You Tubed. Flickr/image
sharinge. Blogging
B. Library1. Academic2. Public3. School (K-12)
C. HomeD. School, classroom, computer labE. Other
Codebook
(White & Connaway, 2011-2012)
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• Qualitative research software
• Upload documents, PDFs, & videos
• Create nodes & code transcripts
• Merge files
• Queries
• Reports
• Models
Nvivo 9
(QSR International, 2011)
The world’s libraries. Connected.
“It’s like a taboo I guess with all teachers, they just all say – you
know, when they explain the paper they always say, “Don’t use
Wikipedia.” (USU7, Female, Age 19)
Direct QuotationsDigital Visitors and Residents
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Dissemination
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• Convenience is king
• Satisficing
• Google and Wikipedia
• 84% of users start with a search engine
Convenience
(Centre for Information Behaviour and the Evaluation of Research, 2008)(De Rosa, 2005)
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• Power browsing
• Scan small chunks of information
• View first few pages
• No real reading
• Squirreling
• Short basic searches
• Download content for later use
• Situational needs determine search
• Contextually based rational decisions
• Confident in skills
• Differ with discipline
• Awareness of open access is low
• Lack of understanding of copyright & signed publisher agreements
Information-Seeking Behavior
(Connaway & Dickey, 2010)(Consortium of University Research Libraries, and Research
Information Network, 2007)(Research Information Network, 2006)
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• Website hard to navigate
• Inconvenient
• Limited hours
• Distance to library
• Physical materials
• Don’t think electronic resources are library resources
• Associate with books
The library? What’s that?
(Connaway & Dickey, 2010)
The world’s libraries. Connected.
• Students
• Confident with information discovery tools
• Determine credibility by:
• Common sense (83%)
• Cross-checking (71%)
• Reputation of company/organization (69%)
• Credible recommendations (68%)
• Researchers
• Self-taught in discovery services
• No formal training (62%)
• Doctoral students learn from dissertation professor
• Confident in skills
Skills for Finding & Using Information
(De Rosa, 2006)(Research Information Network, 2006)
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• Students
• Lack of mobile access
• Library
• Website hard to navigate
• Inconvenient
• Associate with books
• Faculty
• Accessing online journal articles & back files
• Need desktop access
• Discovery of non-English content
• Unavailable content
• Irrelevant information in result list
• Lack of specialist search engines
Frustrations
(Connaway & Dickey, 2010)
The world’s libraries. Connected.
• Undergraduate Students
• Google, Wikipedia
• Also use library website and e-journals
• Human resources
• Other students/classmates
• Family & relatives
• Friends
• Graduate students
• Human resources
• Professors, advisors, mentors
• Electronic databases
Tools Used: Students
(Connaway & Dickey, 2010)(De Rosa, 2006)
The world’s libraries. Connected.
• Online resources
• 99.5% use journals as primary resource
• Google, Web of Science, PubMed, Science Direct, JSTOR
• Human resources
• 90% mention expertise of individuals as important resource
• Coworkers
• Colleagues
• Other professionals
Tools Used: Researchers
(Connaway & Dickey, 2010) (Research Information Network, 2006)
The world’s libraries. Connected.
• Visit only a few minutes
• Shorter sessions
• Basic search
• View few pages
• Backfiles difficult to access
• Content often discovered through Google
E-journals
(Research Information Network, 2009)(Wong, Stelmaszewska, Bhimani, Barn, & Barn, 2009)
The world’s libraries. Connected.
Digital Sources & Educational Stage
Emerging Interviews Establishing Interviews Embedding InterviewsExperiencing Interviews0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
26%, n=8
50%, n=5
77%, n=24
90%, n=9
70%, n=7
50%, n=5
32%, n=10
50%, n=548%, n=15
40%, n=4
20%, n=20
40%, n=4
Major Media Sites
Wikipedia
Retail
Syllabus- and discipline-based sites
The world’s libraries. Connected.
Contact & Educational Stages
Emerging Interviews Establishing Interviews Embedding Interviews Experiencing Interviews0%
20%
40%
60%
80%
100%
120%
55%, n=17 60%, n=6
40%, n=4
84%, n=26
90%, n=9
70%, n=7 70%, n=7
30%, n=3
10%, n=10
52%, n=16
100%, n=10 100%, n=10 100%, n=10
Face-to-Face
Phone calls
IM, Chat
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The word “librarian” only mentioned once in original interviews by Emerging Stage participants as a source of information
One participant referred to “a lady in the library who helps you find things” (USU5, Male, Age 19)
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• Improved OPACs
• Full text, online accessible
• Seamless discovery to delivery
• Access more important than discovery
• Mobile access
What can we change?
The world’s libraries. Connected.
• Advertise resources, brand, & value
• Provide search help at time of need
• OPAC & library web site
• Chat & IM
• Mobile technology
• Design all of our systems with users in mind
• Familiar formats
• Model services on popular services
What can we do?
The world’s libraries. Connected.
“By focusing on relationship building instead of service
excellence, organizations can uncover new needs and
be in position to make a stronger impact.”
(Matthews, 2012)
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References
ACRL Board of Directors. (2011). Standards for libraries in higher education. ACRL Association of College & Research Libraries. Retrieved from http://www.ala.org/acrl/standards/standardslibraries
Bertot, J. C., Berube, K., Devereaux, P., Dhakal, K., Powers, S., & Ray, J. (2012). Assessing the usability of WorldCat Local: Findings and considerations. The Library Quarterly, 82(2), 207-221.
Centre for Information Behaviour and the Evaluation of Research. (2008). Information behaviour of the researcher of the future: A CIBER briefing paper. London: CIBER.
Connaway, L. S., & Clough, P. (2010-2013). User-centered design of a recommender system for a “universal“ library catalogue. Funded by Arts and Humanities Research Council (AHRC). Retrieved from http://www.oclc.org/research/activities/recommender/default.htm
Connaway, L. S., & Dickey, T. J. (2010). The digital information seeker: Report of the findings from selected OCLC, RIN, and JISC user behaviour projects. Retrieved from http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf
Connaway, L. S., & Dickey, T. J. (2010). Towards a profile of the researcher of today: What can we learn from JISC projects? Common themes identified in an analysis of JISC Virtual Research Environment and Digital Repository Projects. Retrieved from http://ie-repository.jisc.ac.uk/418/2/VirtualScholar_themesFromProjects_revised.pdf
Connaway, L. S., Dickey, T. J., & Radford, M. L. (2011). “If it is too inconvenient I’m not going after it:” Convenience as a critical factor in information-seeking behaviors. Library & Information Science Research, 33(3), 179-190.
Connaway, L. S., Johnson, D. W., & Searing, S. (1997). Online catalogs from the users’ perspective: The use of focus group interviews. College and Research Libraries, 58(5), 403-420.
Connaway, L. S., Lanclos, D., White, D., Le Cornu, A., & Hood, E. M. (2012). User-centered decision making: A new model for developing academic library services and systems. IFLA 2012 Conference Proceedings, August 11-17, Helsinki, Finland.
The world’s libraries. Connected.
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Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians (5th ed.). Westport, CT: Libraries Unlimited.
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Connaway, L. S., & Wakeling, S. (2012). To use or not to use Worldcat.org: An international perspective from different user groups. (OCLC Internal Report).
Connaway, L. S., White, D., Lanclos, D., & Le Cornu, A. (2013). Visitors and Residents: What motivates engagement with the digital information environment? Information Research, 18(1). Retrieved from http://informationr.net/ir/18-1/infres181.html
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Dempsey, L. (2013, January 23). The inside out library: Scale, learning, engagement. Presented at Hacettepe University, Beytepe, Ankara, Turkey.
De Rosa, C. (2005). Perceptions of libraries and information resources: A report to the OCLC membership. Dublin, OH: OCLC Online Computer Library Center.
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The world’s libraries. Connected.
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Questions & Discussion
Lynn Silipigni [email protected]@LynnConnaway