how to find out more about library use a choice of research methods ? michael stöpel user...
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How to find out more about library use A choice of research methods ? Michael Stöpel User Services & Instruction Librarian American University of Paris . Agenda. ‘ Overview ’ of research methods My research project on library use Data- gathering Data- analysis. - PowerPoint PPT PresentationTRANSCRIPT
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How to find out more about library use
A choice of research methods ?
Michael StöpelUser Services & Instruction Librarian
American University of Paris
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Agenda
‘Overview’ of research methodsMy research project on library use
1. Data-gathering 2. Data-analysis
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Quantitative
Examples : surveys, experiments, pre-determined instruments that yield statistical data (e.g. weblogs)
Aim • Big picture (advantage of
numbers over words)• General information • Data is easy to gather and to
analyze
Problems • Interpretation of results• Biased questions• Difficult to understand
behavior/information without having possibility to ask
Qualitative
Examples : observations (e.g. participative or non-participative), interviews (e.g. semi-structured, narration, focus groups)
Aim • In depth understanding• Being as close as possible to
social reality to understand
Problems • Socially expected replies• Constructed reality in
narration; story telling?• Interpretation of results
“There is not one way to do social [library] research” (Babbie 19)
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Which research methods?… all methods have particular strengths and weaknesses and you need to know what they can and cannot do before you use them. But as you will also see, they can often be used together. When planning a research project you should always consider whether a combination of qualitative and quantitative techniques might not be richer and more satisfactory account. (Deacon 11)
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There is ‘no book’ only various images of it from different points of view and all the different images are equally
‘true’. (Babbie 8)
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Match between problem and approachCertain type of social research problems call for specific approaches.
[…] qualitative research is explanatory and is useful when the researcher does not know the important variables to examine. (Creswell 18)
[…] a quantitative researcher may want to both generalize the findings to a population and develop a detailed view of the meaning of a phenomenon or concept for individuals. (Creswell 22)
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Examples for match between problem and research approachImprove library homepage (in cooperation with
AUP professor Claudia Rhoda) – Fall 2010Focus groups, usability testing, online survey,
observations, and staff interviews Improve library space (AMICAL research lead by
Nancy Foster) – Fall 2009/Spring 2010 Observation, mapping interviews, and photo
elicitation interviewsImprove library use (American University of Paris
research project) – Fall 2009/Spring 2010In-class survey and semi-structured interviews
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‘Quality of data they built upon’More specifically, to the various data-capture methods available, for methods determine results, and this is never truer than in the case of information needs assessments, which probe beneath the visible surface of people’s actual behavior. Indeed, the methods utilized for collecting the data are a crucial measure of the quality and worth of the picture of need with which we are presented […] : after all, being the ones who take decisions, determine policies and act on the basis of information needs studies, they [information professionals] have to be well aware of the value of the data they build upon. (Nicholas and Herman 138)
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Guiding ideas of library research is to obtain high quality of dataorganize the data into information obtain knowledge
By describing the information, make information meaningful
get a better understanding of what is going on, add layers of information to understand and
obtain knowledge ‘thick’ description (Geertz)
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My project
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Library use – how to make information more meaningful?
Understand library use and non-use (student behavior) in order to fine tune services
1. Form an institutional perspective – measure the role of the library
How many students – in a situation of explicit information need – use the library and to what extend?
2. Another perspective on library use - learn from non-users (user perspective)
What are the ‘road blocks’ to library use? Definition of non-user: student who - in a situation of
information need - does not use the library to study and does not use the library’s resources.
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Data-gathering – mixed approachQuantitative approachIn-class survey Random sample (all
classes Friday period 2)Handed out questionnaire
only in classes with identified information need!
Questionnaire refers only to the specific class
110 responses (14,42 % representativeness)
Average response rate: 67.48%
Qualitative approachIndividual interviews with
non-usersFollow them through
their researching process (from the topic to the paper)
11 interviewsRecruitment difficult
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Data-analysis - quantitative part
Students are doing well according to the survey! 79% library users - 21% library non users
Out of 79% library users …40% of the users come (physically) ‘once a month’ or ‘twice per semester’
45% of the users come ‘once a week’ Think about information need in class – is there a
need to come to the library?
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Library use/non-use by course
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Adding information to the picture BA 2xx AH 2xxType of assignment (10
page paper on the syllabus)
Class attendance 61.50%Professor not involved in
First Bridge – rarely in contact with the library
No books are on reservesTopic of course : Internet
Marketing
Type of assignment (10 page paper with academic resources mentioned on the syllabus)
Class attendance 100%Professor involved in
First Bridge Books are on reserves Topic of course :
Renaissance in France
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Data-analysis - qualitative part Reasons for library non-use are located in three areas:
1. Context2. Situation of information need 3. Situation of research and writing
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ContextI am not a ‘library user’ Habits (i.e. everyday searching) Time factor – fast and easy“I already wrote a paper on the same topic”
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Situation of information needTypes of assignment (i.e. creative
writing)Easy assignment“Only the text given in class”Professor gives all information The ‘easy’ grader
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Situation of research and writingLibrary building
Too far away, not pleasing Missing equipment
Library collection Information is not there Collection is not up-to-date (stock market) New types of information (blogs, youtube)
Library webpage Too complicated (=time consuming) Not pleasing
Better alternatives (services) Other libraries Internet – “you can’t beat google” (faster and easier)
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Some qualitative aspects …• Reason for library non-use is many times a mix of reasons• One paper library use/one paper no library use• Stressful situation (many papers to write) – fast and easy information • It is not all about libraries
Too far away, too noisy (see AUP Library survey 2006) Difficulties with library home page
Not easy enough (43%) Do not know how to use it (13%)
Where do non-users find information? Google (73.1%) Wikipedia (50.0%) Professor (46.2%)
… and some quantitative addings
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Coming back - how to find out more ?
1. It is not about a choice of research methods but about making research mehods work together
2. Make it meaningful by ‘thick’ description
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Work cited
Babbie, Earl R. The Practice of Social Research. Belmont, CA: Wadsworth Pub., 1992. Print.
Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Los Angeles: Sage, 2009. Print.
Deacon, David. Researching Communications: A Practical Guide to Methods in Media and Cultural Analysis. London: Arnold, 1999. Print.
Dollinger, B. 2003, "Computergestuetzte Benutzerbefragung der UB Augsburg. Methodische Anmerkungen und Perspektiven fuer Online Erhebungen.", Bibliotheksdienst, vol. 37, no. 7, pp. 876-885. Web.
Foster, Nancy Fried., and Susan Gibbons. Studying Students: The Undergraduate Research Project at the University of Rochester. Chicago: Association of College and Research Libraries, 2007. Print.
Geertz, Clifford. The Interpretation of Cultures: Selected Essays. New York: Basic, 1973. Print.
Nicholas, David, and Ian Rowlands. Digital Consumers: Reshaping the Information Professions. London: Facet, 2008. Print.
Nicholas, David, and Eti Herman. Assessing Information Needs in the Age of the Digital Consumer. London: Routledge, 2009. Print.
Oakleaf, Megan. "Are They Learning? Are We? Learning and the Academic Library." Library Quarterly. 81(1). 2011. Web.
Oudshoorn, Nelly, and T. J. Pinch. How Users Matter: The Co-construction of Users and Technology. Cambridge, MA: MIT, 2005. Print.
Horx, Matthias Was Kommt Nach Der Informationsgesellschaft?: 11 Antworten. Gutersloh: Bertelsmann Stiftung, 2002. Print.