Download - User-centered Decision Making: A New Model for Developing Academic Library Services and Systems
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User-centered Decision Making:
A New Model for Developing Academic Library Services & Systems
Helsinki, Finland 12 August 2012IFLA 2012 Conference
Lynn Silipigni Connaway, Ph.D.Senior Research Scientist, OCLC
Donna Lanclos, Ph. D.
Associate Professor for Anthropological Research, University of North Carolina, Charlotte
David White
Co-manager, Technology Assisted Lifelong Learning, University of Oxford
Erin HoodResearch Support Specialist
Alison LeCornu, Ph. D. Academic Lead (Flexible Learning), The Higher Education Academy
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Then & Now
• 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
(Dempsey, 2008)
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The StudyDigital Visitors and Residents
Digital Visitors & Residents
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Visitors & Residents
(White & Connaway, 2011-2012)
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Video: http://is.gd/vanrvideo
First Monday Paper: http://is.gd/vandrpaper
(White & Connaway, 2011)
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Triangulation of Data
• Several methods:
• Semi-structured interviews (qualitative)
• Diaries (qualitative)
• Online survey (quantitative)
• Enables triangulation of data
(Connaway et al., 2012)
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Diaries
• Ethnographic data collection technique
• Get people to describe what has happened
• Center on defined events or moments
(Connaway & Powell, 2010)
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Interviews
• Allows for probing, clarification, new questions, focused questions, exploring
• Enables data collection for extended period of time
(Connaway & Powell, 2010)
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Phase 1
• Individual Interviews
• Emerging (secondary school/1st year undergraduates
• 31 (16 US, 15 UK)
• Establishing (2nd-3rd year undergraduates)
• 10 (5 US, 5 UK)
• Embedding (postgraduates, PhD students)
• 10 (5 US, 5 UK)
• Experiencing (scholars)
• 10 (5 US, 5 UK)
• Began data analysis
• Quantitative data:
• Demographics, number of occurrences of technologies, sources, & behaviors
• Qualitative data:
• Themes & direct quotes (White & Connaway, 2011-2012)
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Phase I & 2: Participant Demographics
• 61 participants
15 secondary students
46 university students & faculty
34 females
27 males
38 Caucasian
5 African-American
2 Multi-racial
1 Asian
2 Hispanic
13 Unidentified(White & Connaway, 2011-2012)
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US vs. UK Emerging Participant University Majors
US (9 of 16)
• 5 Engineering
• 1 Political Science
• 1 Business
• 1 Physics
• 2 Undeclared
UK (7 of 16)
• 3 Teaching
• 1 Chemical Biology
• 1 Chemistry
• 1 History
• 1 Languages
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Participant Interview Questions
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.
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Participant Interview Questions
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?
(Connaway & Radford, 2005-2007)(Dervin, Connaway, & Prabha, 2003-2005)
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Codebook
I. Place
II. Sources
III. Tools
IV. Agency
V. Situation/context
VI. Quotes
VII. Contact
VIII. Technology Ownership
IX. Network used
(White & Connaway, 2011-2012)
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Codebook
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
(White & Connaway, 2011-2012)
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SnapshotsEmerging Educational Stage
Emerging is late stage secondary school & 1st year undergraduate
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Snapshots of Emerging Findings
visitors
Residents
Hours spent online/ wk
>10 hrs
<6 hrs
Residents
Visitors
Online study habits
?
Changes in
academic life??
Evaluating info and websites?
Online
presence?
VisitorResiden
t
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!
!
Characteristics of Visitors
See web as untidy garden
shed
VisitorThinking takes place
offline
Anonymous
Caution: identity theft,
privacy
Use technology to
maintain relationships
Face-to-face contact
Technology for formal
needs
!
Select most
appropriate tool for
task
Anatomy of an
Emerging Visitor
Passive
online
presenc
e
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!
!
Characteristics of Residents
See web as place where friends meet
Resident
Visible online
presence
?
Popularity determines
reliability
Express identity in SN
Sense of community
Distinctions blurred
Anatomy of an
Emerging Visitor
Express opinions
onlineonline offline
persona content
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ThemesWhat We Learned
A closer look
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Convenience is King
• Convenience dictates choices
• Is it readily accessible online?
• Does it contain the needed information & is it easy to use?
• How much time will it take to access & use the source?
• Is it a familiar interface and easily navigable interface?
• Wikipedia Convenience is king
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The Learning Black Market
There are alternate ways to get info you need
•Covert online study habits
• Wikipedia
• Don’t cite
• Widely used
• Guilt
•Perception that students & teachers disagree
• Quality sourceshttp://wp.me/pLtlj-fH
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Syllabus & discipline based sites
Major media site
Retail
Other
University websites
University databases
iPlayer/TV
Photo sites
Exam board
No
n
En
glis
h
La
ng
ua
ge
Dic
tion
ary
Text
bo
ok
we
bsi
tes
Fan sites
Disc Ch
Sources
(White & Connaway, 2011-2012)
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Information Evaluation
• Information evaluation
•Popular = correct
•Nervous about which sources are valid
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What does this mean for practice?
Practical advice for librarians
The Takeaway
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Making the Library More Attractive
• Library systems as search engines & web services
• Advertise resources, brand & value
• Provide search help at time of need
• Chat & IM help during search
• Suggestions for misspellings
Need help?
(Connaway & Dickey, 2010)
(De Rosa, 2005)
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Making the Library More Attractive
• Convenience
• Instant gratification at a click
• Accurate answers to questions
• Access to full-text sources
• User-centered development approach
• Metadata creation
• Interface design
• Services & systems
• Digital platforms
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Amazon.com
Westerville Public Library
Making the Library More Attractive
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Librarians’ Role
•Meet practice & authority
• Include Wikipedia & Google within larger search strategy
• Correct Wikipedia inaccuracies
•Educate
• Provide information & digital literacy instruction
• Identify critical evaluation skills
• Teach early in educational stage
•Expert curation of links
• Add accurate links to authoritative sources
Educate early
(Connaway, Lanclos, White, Le Cornu, & Hood, 2012)
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Selected Bibliography
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., & 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., Lanclos, D., White, D. S., 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.
Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara, CA: Libraries Unlimited.
Connaway, L. S., Radford, M. L., & OCLC Research. (2011). Seeking synchronicity: Revelations and recommendations for virtual reference. Dublin, Ohio: OCLC Research. http://www.oclc.org/research/activities/synchronicity/default.htm
Connaway, L.S., White, D., & Lanclos, D. (2011). Proceedings of the 74 th ASIS&T Annual Meeting, 48. “Visitors and residents: What motivates engagement with the digital environment?” Silver Spring, MD: Richard B. Hill.
Cool, C., & Spink, A. (2002). Issues of context in information retrieval (IR): An introduction to the special issue . Information Processing and Management: An International Journal, 38(5), 605-611.
Dempsey, L. (2008). Always on: Libraries in a world of permanent connectivity. First Monday, 14(1). Retrieved from http://www.firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2291/207
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Selected Bibliography
De Rosa, C. (2005). Perceptions of libraries and information resources: A report to the OCLC membership. Dublin, Ohio: OCLC Online Computer Library Center (p.1-8).
Dervin, B., Connaway, L. S., & Prabha, C. (2003-2005). Sense-making the information confluence: The hows and the whys of college and university user satisficing of information needs. Funded by the Institute for Museums and Library Services (IMLS). Retrieved from http://www.oclc.org/research/activities/past/orprojects/imls/default.htm
DeSantis, N. (2012 January 6). On Facebook, Librarian Brings 2 Students From the Early 1900s to Life. Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/on-facebook-librarian-brings-two-students-from-the-early-1900s-to-life/34845
Geertz, C. (1973). The interpretation of cultures: selected essays. New York: Basic Books, 6.
Gilster, P. (1997). Digital literacy. New York: Wiley.
Glaser, B.G., & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago: Aldine Pub. Co., 273.
Helsper, E. J. & Eynon, R. (2009). “Digital natives: Where is the evidence?” British Educational Research Journal, 36(3), 503–520.
Holton, D. (2010, March 19). The digital natives/digital immigrants distinction is dead or at least dying. [Web log comment]. EdTechDev . Retrieved from http://edtechdev.wordpress.com/2010/03/19/the-digital-natives-digital-immigrants-distinction-is-dead-or-at-least-dying/
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Selected Bibliography
Kennedy, G., Judd, T. & Dalgarno, B. (2010). “Beyond natives and immigrants: Exploring types of net generation students,” Journal of Computer Assisted Learning, 26(5), 332–343.
Kvale, S. (1996). IntervVews: an introduction to qualitative research interviewing. Thousand Oaks, Calif: Sage Publications, 133-135.
Lankshear, C. & Knobel, M. (Eds.) (2008). Digital literacies: Concepts, policies and practices. New York: Peter Lang.
Margaryan, A. & Littlejohn, A. (2008). Are digital natives a myth or reality?: Students’ use of technologies for learning. Retrieved from http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf, accessed 15 August 2010.
McKenzie, J. (2007). Digital nativism, digital delusions, and digital deprivation. From Now On: The Educational Technology Journal, 17 (2). Retrieved from http://www.fno.org/nov07/nativism.html\
Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, M. (2001b). “Do they really think differently?” On the Horizon, 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf
Radford, M. L., & Connaway, L. S. (2005-2007). Seeking synchronicity: Evaluating virtual reference services from user, non-user, and librarian perspectives. Funded by the Institute for Museums and Library Services (IMLS). Retrieved from http://www.oclc.org/research/activities/synchronicity/default.htm
Radford, M. L., & Connaway, L. S. (2010). “I stay away from the unknown, I guess.” Measuring impact and understanding critical factors for millennial generation and adult non-users of virtual reference services. In online proceedings of the Fifth Annual iConference. University of Illinois at Urbana-Champaign, February 3-6, 2010. http://nora.lis.uiuc.edu/images/iConferences/2010papers2_Page-Zhang.pff
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Stoerger, S. (2009). The digital melting pot: Bridging the digital native–immigrant divide. First Monday, 14(7). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2474/2243
Wasserman, S. (2012, June 18). The Amazon effect. The Nation. Retrieved from http://www.thenation.com/article/168125/amazon-effect
White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3171/3049
White, D. (2008, April 23). Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents. [Web log comment]. TALL Blog: Online Education with the University of Oxford. Retrieved from http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/
White, D. S., & Connaway, L. S. (2011-2012). Visitors and residents: What motivates engagement with the digital information environment. Funded by JISC, OCLC, and Oxford University. Retrieved from http://www.oclc.org/research/activities/vandr/
Whyte, W.F. (1979). On Making the Most of Participant Observation. The American Sociologist 14 , 56-66.
Selected Bibliography
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The researchers would like to thank Alyssa Darden for her
assistance in team activities and preparing this presentation.