behaviors of library users and potential users

Behaviors of Library Users and Potential Users

Lynn Silipigni Connaway, PhDSenior Research Scientist

University of Denver October 8, 2015

“Our traditional model was one in which we thought of the user in the life of the library…but we are now increasingly thinking about the library in the life of the user.”

(Dempsey, 2015)

Why study user behaviors?Transition from

The user in the life of the library

To

The library in the life of the user

(Dempsey, 2015)

How do you study user behaviors?• Engagement

– Build relationships– Be where they are in physical & online environments

• Research– Communicate & ask questions– Observe behaviors in physical & online environments

• Structured observations• Ethnographic methods• Data analytics & data mining

– Self-reporting• Diaries

• Assessment

Interpreting

Analyzing

Collecting

Assessment Defined

o Process of…o Definingo Selectingo Designingo Collectingo Analyzingo Interpretingo Using information to increase

service/program effectiveness

Why Assessment?

oAnswers questions:o What do users/stakeholders want & need?o How can services/programs better meet

needs?o Is what we do working?o Could we do better?o What are problem areas?

oTraditional stats don’t tell whole story

Importance of Assessment

“Librarians are increasingly called upon to document and articulate the value of academic and research libraries and their contribution to institutional mission and goals.”

(Association of College and Research Libraries, 2010, p. 6)

Formal vs. Informal Assessment

oFormal Assessment o Data driveno Evidence-basedo Accepted methodso Recognized as rigorous

o Informal Assessment o Anecdotes & casual observationo Used to be normo No longer acceptable

Steps in Assessment Process

• Why? Identify purpose• Who? Identify team • How? Choose

model/approach/method

• Commit• Training/planning

Outcomes Assessment Basics

• Outcomes: “The ways in which library users are changed as a result of their contact with the library’s resources and programs” (ALA, 1998).

• “Libraries cannot demonstrate institutional value to maximum effect until they define outcomes of institutional relevance and then measure the degree to which they attain them” (Kaufman & Watstein, 2008, p. 227).

Assessment Tools

oSurvey Researcho InterviewsoFocus Group InterviewsoStructured ObservationsoEthnographic ResearchoAnalytics

SURVEY RESEARCH

“The survey is a group of research methods commonly used to determine the present

status of a given phenomenon.”

(Connaway & Powell, 2010, p. 107)

Survey Research Advantages

o Explores many aspects of serviceo Demographic informationo Controlled samplingo High response rates possibleo Data reflect characteristics & opinions of

respondentso Cost effectiveo Can be self-administeredo Survey large numberso Online surveys (e.g., Survey Monkey) provide

statistical analysis

(Hernon & Altman, 1998)

Survey Research Disadvantages

oProduces a snapshot of situationoMay be time consuming to analyze & interpret

resultsoProduces self-reported dataoData lack depth of interviewingoHigh return rate can be difficult

(Hernon & Altman, 1998)

Checklist for Designing Surveys

o Good questions are:o Related to problem at handoMultiple choiceoOpen-endedoLikert Scale

o Clear, unambiguous, preciseo Able to be answered by subjectso Not double-barreled (“and”)o Shorto Not Negativeo Unbiased

(Janes, 1999)

Question TypesoMultiple Choice

Which of the following about being online do you worry about most? Check all that apply.

Concerns about levels of privacyConnecting with people I have never met face-to-faceA desire not to be perceived as vain or egotisticalThe risk of wasting timeOther

oOpen-endedHow did you decide when it was time to stop looking and that the answer was good enough?

o Likert ScaleVery Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied

(White & Connaway, 2011-2014)

Design Issues

oPaper or Online (e.g., Survey Monkey)oConsider order of questionsoDemographic q’s firsto InstructionsoBe specificoIntroduce sections

oKeep it simpleoPre-test!

Survey Research Interpreting Results

oObjectively analyze all datao Interpret results with appropriate level of

precisionoExpress proper degree of caution about

conclusionsoUse data as input in outcome measuresoConsider longitudinal study, compare results

over timeoQualitative data requires special attention

INTERVIEWS

Conversation involving two or more people guided by a predetermined purpose.

(Lederman, 1996)

Types of Interviews

oStructured oSemi-structuredoFormats:o Individualo Face-to-faceo Telephoneo Skype

o Focus Group

Key Components

oGood QuestionsoGood Listening SkillsoGood Interpersonal Skills

Types of Questions

• OPEN• “What is it like when you visit the

library?”• DIRECTIVE

• “What happened when you asked for help at the reference desk?”

• REFLECTIVE• “It sounds like you had trouble with the

mobile app?”• CLOSED

• “Have I covered everything you wanted to say?”

Neutral, Leading, & Loaded Questions

• NEUTRAL“What are your impressions of Raynor Memorial Libraries?”

• LEADING“You don’t like the librarians at

Raynor Memorial Libraries, do you?”

• LOADED“How many other unreasonable

requests have you made to our librarians?”

Interviews: Advantages

oFace-2-face interactiono In-depth informationoUnderstand experiences & meaningsoHighlight individual’s voiceoPreliminary information to “triangulate”oControl samplingoInclude underrepresented groups

oGreater range of topics

Interviews: Disadvantages

oTime Factorso Varies by # & deptho Staff intensive

oCost Factorso Higher the #, higher the cost

oAdditional Factorso Self-reported datao Errors in note taking

possible

Conducting Interviews

oObtain permission to use informationo Report and/or publication

oCreate safe climate, assure confidentialityoBe prepared, flexible, & stay on taskoListen & know when to probeoAccept that some interviews won’t go welloThank them!

FOCUS GROUP INTERVIEWS

“…interview of a group of 8 to 12 people representing some target group and centered on a single

topic.”

(Zweizig, Johnson, Robbins, & Besant, 1996)

Focus Group Interviews: Advantages

oAdvantages of individual interviews plus…oTake less time.oCreate synergyo Comments stimulate otherso Unexpected insight

oAccess needs of under-served or underrepresented groups

Focus Group Interviews: Disadvantages

oPlanning & administrative timeoExperienced moderator required oParticipants may be too quiet or too outspokenoParticipants may not have sufficient timeoAnalysis, summarization & interpretation of

responses difficult

WorldCat Focus Group Questions

1. Tell us about your experiences with WorldCat.org2. Describe a time when you used WorldCat.org that you considered a success.3. Describe a time when using WorldCat.org was unsuccessful – i.e., you did not get what you wanted.4. 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?5. If you had a magic wand, what would your ideal WorldCat.org provide? How would you go about using it? When? Where? Why?

(Connaway & Wakeling, 2012)

Conducting Focus Group Interviews

oObtain permission to use information & if tapingo Report and/or publication

oEnlist note-taker or, if recording, check equipment, bring back-up

oBegin by creating safe climate

Conducting Focus Group Interviews

oHelp quiet people talk, limit talkative peopleoDesign well constructed guide, including:o Introduction (purpose, ground rules)o Small set of questions (4 or 5 tops!)o Relevant major/probe questions

oEffective listening essential

Individual Interviews & Focus Group Interviews Analysiso Review notes/transcribe tapeso Ways to analyze:oCode data into pre-determined categoriesoUse data to identify categoriesoUse data for summary statements “capture the

essence”o Compare all groupso Compile & summarizeo Look for trends/patternso Don’t overgeneralize from results

Individual Interviews & Focus Group Interviews Reporting Resultso Parts of Reporto List of issueso Explain how data collected/analyzedo Summary of findings: What was said on each

issue?o Sample quotes (anonymous)o Interviewer’s impressionso Recommendations:o Short term (low hanging fruit)o Long term

Individual Interviews & Focus Group Interviews Limitationso Difficult to generalizeo May not be representativeo Analyzes perceptions, not factso Subjective analysis (reliability)o Raw data could be misleadingo Results can be limited by:oPoor/inexperienced moderator/ intervieweroPoorly constructed discussion guide/interview

questions o Compensate by combining methods.

STRUCTURED OBSERVATIONS

Systematic description focusing on designated aspects of behavior to

test causal hypotheses.


Structured Observations: A Guide

oDevelop observational categorieso Define appropriate, measurable actso Establish time length of observationo Anticipate patterns of phenomenao Decide on frame of reference


Recording Observations

oRating scaleso “All-or-none” categoriesoChecklists of categories oAudiovisual equipmento Useful for overall view of behavioro Analyze closely later


Increase Observation Reliability

oDevelop definitions of behavioroTrain observers oAvoid observer biasoTake behaviors at face value


Usability Testing History

oHuman ethnographic observation o Ergonomics o Cognitive psychology

oBecame popular in 1980s


ETHNOGRAPHIC RESEARCH

Rich description


Ethnographic research

o Incredibly detailed dataoTime consumingo Establishing rapporto Selecting research

participantso Transcribing observations

& conversationso Keeping diaries

(Connaway & Powell, 2010, p. 175)(Khoo, Rozaklis, & Hall, 2012, p. 83)

Participant/Immersive Observations

oMove into the setting as deeply as possible

oDisturb participants as little as possible

oParticipant observationo Open, direct interaction and

observation as part of the group


Photo diaries

o Elicitation tool o Jog interviewees’ memory

of detail about a person, place or event

o Ask participants to take a short set of photoso List of things you want

them to photographo Conduct follow-up interviews

for context of photo

(ERIAL Project, The, 2011, p.13)(Foster & Gibbons, 2007, p. 40)

Diaries

oEthnographic data collection technique

oGet people to describe what has happened

oCenter on defined events or moments

(Connaway & Powell, 2010)

Participant/Immersive ObservationsoUnobtrusive observationo Disguisedo Field-basedo Indirecto Reactive

oObtrusive observationo Build rapport with participantso Informal for conversationo Formal to reinforce nonjudgmental interaction


ANALYSIS

“…summarize observations or data in such a manner that they provide

answers to the hypothesis or research questions.”


AnalysisoCollection of data affects analysis of data

o Ongoing processo Feeds back into research designoTheory, model, or hypothesis must grow from

data analysis

Analyzing Datao Two approachesoEthnographic summaryo Qualitativeo Direct quotationso “Thick description”

(Geertz, 1973, p.6)oContent analysis approacho Numerical descriptions of

datao Tallying of mentions of

specific factorso Can be combined (Connaway & Powell, 2010. p.175)

(Connaway, Johnson, & Searing, 1997, p. 409)(Geertz, 1973. p. 6)

ANALYTICS

(Bichsel, 2012, p. 6)

“Analytics is the use of data, statistical analysis, and explanatory and predictive

models to gain insights and act on complex issues.”

Analytics

oUnderstand, analyze, & visualize patterns of activitieso Checkoutso Returnso Recent acquisitionso Print & eBooks o Aggregate collections

(Harvard University Library, 2010)

Log Analysis

o Can be integrated with other methods

o Unobtrusively identify user patterns and systems

o MacroanalysisoAnalysis of aggregate

use data & patternso MicroanalysisoAnalysis of individual

search patterns

(Connaway & Snyder, 2005)

RESEARCH DESIGN


“…a description of the proposed research. Almost always written for the specialist rather than the lay person.”

Mixed Methods & Triangulationo Triangulation

o Multiple methods of data collection (e.g., interviews (individual & group), observation, survey)

o Benefits of Mixed MethodsoConvergence, corroboration, correspondence,

complementarity of results from 1 method with results from another

oDevelopment - Use results from 1 method to help develop or inform another

o Initiation - Recasting of questions or results from 1 method to another

oExpansion - Extend breadth & range of enquiry by using different methods

Key Questions for Mixed Methods

oUse methods simultaneously or sequentially? oWhich method, if any, has priority? Why?oWhy mixing? E.g., triangulation, explanation, or

exploration? oHow do mixed methods impact data analysis?o Analyzed sequentially, integrated analysis,

cross-method analysis?

Outcomes of Mixed Methods

oValidity - enhancedoOffset - weaknesses & draw on strengthsoCompleteness- more comprehensive accountoExplanation - one method helps explain

findings of another.oUnexpected results - surprising, intriguing, add

to richness of findings

VISITORS & RESIDENTS

About Digital Visitors and Residents

o Identify how individuals engage oHow they acquire their informationoWhy they make their choices

(White, Connaway, Lanclos, Hood, & Vass, 2014)

V&R Framework

(White & Le Cornu, 2011)

#vandrVisitors and Residents resources http://goo.gl/vxUMRD

http://goo.gl/vxUMRD

Educational Stages

(Connaway, White, & Lanclos, 2011)

Data Collection Tools

o4 Project Phaseso Semi-structured interviewso Diaries/monthly semi-

structured interviewso Writteno Videoo Skype or telephone

oSecond group of semi-structured interviews

oOnline survey(White & Connaway, 2011-2014)

Project Phases

oPhase 1: Interviewso31 (16 US/15 UK) Emerging (Last

year of secondary/high school & first year of university)

o10 (5 US, 5 UK) Establishing (2nd-3rd year undergraduates)

o10 (5 US, 5 UK) Embedding (Postgraduates, PhD students)

o10 (5 US, 5 UK) Experiencing (scholars)

Some Phase 1 participants agreed to submit monthly diaries (White & Connaway, 2011-2014)

Participant Interview Questions

Selected Questions2. Think of the ways you have used technology

and the web for your studies. Describe a typical week.

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.


Interviews: Time, Convenience, Ease of Use


Emerging (N=43)

Establishing (N=10)

Embedding (N=10)

Experiencing (N=10)

0%

20%

40%

60%

80%

100%

120%

17, 40% 4, 40%5, 50% 5, 50%

39, 91%10, 100% 10, 100%

9, 90%

Available Time Convenience, Ease of Use

Interviews:Place


Emerging (N=43)

Establishing (N=10)

Embedding (N=10)

Experiencing (N=10)

0%

20%

40%

60%

80%

100%

120%

41, 95%10, 100% 10, 100%

9, 90%

9, 21%

5, 50% 5, 50%

7, 70%

14, 33% 5, 50% 3, 30% 4, 40%

35, 81%9, 90%

7, 70%

5, 50%

Facebook Twitter YouTube Wikipedia

Interviews:Means of Contact


Emerging (N=43)

Establishing (N=10)

Embedding (N=10)

Experiencing (N=10)

0%

20%

40%

60%

80%

100%

120%

35, 81%

10, 100% 10, 100% 10, 100%

26, 60% 6, 60%

4, 40%

7, 70%

33, 77%

9, 90%

7, 70%

7, 70%

Email Face-to-Face Phone Call

Diarists

Phase 2: Diaries & Follow-Up Interviews22 Diarists (10 UK/12 US):o66 diaries collectedo53 follow-up diarist

interviews conducted

oConducted and collected from April 2011 through October 2013


Diarist Monthly Interview Questions

Selected Questions2. Think of a time fairly recently

when you struggled to find appropriate resources to help you complete an ACADEMIC assignment. What happened?

3. Explain a time in the past month when you were successful in getting what you needed in a PERSONAL situation. What steps did you take? (White & Connaway, 2011-2014)

Diary Submission Example


Project PhasesoPhase 3o Interviews of second

group of 12 Emerging stage students (6 US/6 UK)

oPhase 4o In-depth online surveyo 150 participants (90 US/60 UK)


Phases 1-4 Demographics

Ages of Interview, Diary, and Online Survey Participants

Demographic Age Band

Interview

s12-18

Online

Survey

12-18

Interviews 19-25

Online

Survey

19-25

Interviews

26-34

Online

Survey

26-34

Interviews

35-44

Online Survey35-44

Interviews

45-54

Online

Survey

45-54

Interviews

55-64

Online

Survey

55-64

Interviews64+

Online

Survey

64+

Emerging 25 23 14 15 2 0 1 4 0 0 1 0 0 0

Establishing 1 1 5 38 3 2 1 1 0 0 0 0 0 0

Embedding 0 0 6 15 1 18 0 5 3 1 0 2 0 1

Experiencing 0 0 0 0 0 3 3 7 5 6 2 6 0 2


Online Survey: Questions 4-6:Place

Emerging N=42

Establishing N=42

Embedding N=42

Experiencing N=24

0%

10%

20%

30%

40%

50%

60%

70%

16, 38%

25, 60%

19, 45%

15, 63%

1, 2%

6, 14%

6, 14%2, 8%

1, 12%

2, 5%

9, 21%

0, 0%

Search Engine Social Media Library


Online Surveys: Questions 4-6:Sources

Emerging N=42

Establishing N=42

Embedding N=42

Experiencing N=24

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

26, 62%30, 71% 29, 69%

19, 79%

19, 45%

27, 64% 27, 64% 15, 63%23, 55%

20, 48% 20, 48% 11, 46%

6, 14% 7, 17%10, 24%

2, 8%

Digital Websites Human Physical


Online Survey: Questions 4-6:Sources

12-18 N=24

19-25 N=68

26-34 N=23

35-44 N=17

45-54 N=7

55-64 N=8

64+ N=3

17, 71%

43, 63%

15, 65%

13, 76%

7, 100%

6, 75%

3, 100%

14, 58%

39, 57%

14, 61%

8, 47%

5, 71%

5, 63%

3, 100%

14, 58%

37, 54%

11, 48%

4, 24%

4, 57%

3, 38%

1, 33%

6, 25%

10, 15%

5, 22%

2, 12%

1, 14%

1, 13%

Digital Websites Human Physical


“Like, if two of them say the same thing then that must be right.”

(Digital Visitors and Residents, USS4, Male, Age 17, High School Student)

Assessing Non-Traditional Sources:Determining Credibility and Authority

“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.’”

(Digital Visitors and Residents, USU7, Female, Age 19, Political Science)

The Learning Black Market

Interviews:Source

Emerging (N=43)

Establishing (N=10)

Embedding (N=10)

Experiencing (N=10)

0%

10%

20%

30%

40%

50%

60%

70%

21, 49%

5, 50%

4, 40%

1, 10%

25, 58%

5, 50%4, 40%

1, 10%

23, 53% 5, 50%

3, 30%2, 20%

Father Mother Extended Family


Interviews:Source

Emerging (N=43)

Establishing (N=10)

Embedding (N=10)

Experiencing (N=10)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%33, 77%

7, 70%

4, 40%4, 40%

22, 51%6, 60%

4, 40%

5, 50%

9, 21%4, 40%

3, 30%

6, 60%

Friends/Colleagues Peers Other


Interviews:Source

Emerging (N=43)

Establishing (N=10)

Embedding (N=10)

Experiencing (N=10)

0%

10%

20%

30%

40%50%

60%

70%

80%

90%

100%

13, 30%

2, 20%

3, 30%

2, 20%5, 12%

0, 0%

1, 10% 2, 20%

37, 86% 9, 90%

6, 60%

2, 20%

Experts/Professionals Libraries Teachers/Professors


The word “librarian” never mentioned 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)

(Connaway, Lanclos, & Hood, 2013)

Convenience trumps all other reasons for selecting and using a source

“Convenient” Isn’t Always Simple

“And so like my parents will always go, ‘Well look it up in a book, go to the library.’ And I’ll go, ‘Well

there’s the internet just there.’”

(Digital Visitors and Residents, UKU5, Emerging, Female, Age 19, Chemistry)

MAPPING VISITOR & RESIDENT BEHAVIOR

Mapping

MAPPING EXERCISE & DISCUSSION

Implications

• Spend less time on unproven strategies

• Accelerate learning in a time of change

• Find better ways of scaling learning and innovation

(Dempsey, 2015)

Recommendations

o Improve online catalogso Community as content

oFull text, online accessibleoSeamless discovery to

deliveryo Access more important

than discoveryo Mobile access

oPresence in social networkso FacebookoTwitter

Recommendations

oAdvertise resources, brand, and value

oProvide search help at time of needo Chat & IMo Mobile technology

oDesign user-centered systemso Familiar formats

oModel library services on popular services

oBuild relationships

Know Your Community

oMobileoEasy, Elegant, & EngagingoContentoCurationoPhysical Presence

(Roskill, 2014)

“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)

Visitors and Residents: What motivates engagement with the digital information environment?Partners

• JISC (UK funding body)

• OCLC• Lynn Silipigni Connaway, Ph.D.• Erin M. Hood, M.L.I.S.

• Oxford University• David White • Alison Le Cornu, Ph.D.

• University of North Carolina, Charlotte• Donna Lanclos, Ph.D.• Carrie Vass

(Connaway, Lanclos, & Hood, 2013)

References• ALA/ACRL. (1998). Task force on academic library outcomes assessment report. Available:

http://www.ala.org/Content/NavigationMenu/ACRL/Publications/White_Papers_and_Reports/Task_Force_on_Academic_Library_Outcomes_Assessment_Report.htm.

• Association of College and Research Libraries. (2010). Value of academic libraries: A comprehensive research review and report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries.

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• 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.

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http://www.educause.edu/ecar



http://www.educause.edu/ero/article/i-always-stick-first-thing-comes-google-where-people-go-information-what-they-use-and-why

http://www.educause.edu/ero/article/i-always-stick-first-thing-comes-google-where-people-go-information-what-they-use-and-why

http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Connaway_Google.pdf

http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Connaway_Google.pdf

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LYNN SILIPIGNI [email protected]@LYNNCONNAWAY

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