“i just type it into google and see what comes up…” positioning the library in the life of the...

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“I just type it into Google and see what comes up…” Positioning the Library in the Life of the User Lynn Silipigni Connaway, PhD Senior Research Scientist OCLC UX Team Dublin, Ohio March 22, 2016

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Page 1: “I just type it into Google and see what comes up…” Positioning the library in the life of the user

“I just type it into Google and see what comes up…”

Positioning the Library in the Life of the User

Lynn Silipigni Connaway, PhDSenior Research Scientist

OCLC UX Team Dublin, OhioMarch 22, 2016

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• Began collecting data 2003– How and why people get information– Use of virtual reference services & social question &

answer sites– International scope

• US• UK• Spain• Italy

User Studies

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• Interviews– Individual semi-structured– Focus group

• Online surveys• Log analysis• Engagement & behavior mapping

Data Collection Methods

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FINDINGS: TOOLS

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WhatsApp was discussed by the majority of interviewees in Spain & Italy but rarely mentioned by US or UK.

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At least 80% of UC3M, UOC, & UK Faculty mentioned Tablets, only 40% of US Faculty mentioned them.

Smart Phones were mentioned by 79%- 100% of all Faculty.

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FINDINGS: SOURCES

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60% of UK Faculty & 50% of UC3M Faculty spoke of their University Web sites, while only 22% of UOC Faculty & none of the US mentioned them.

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“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

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“I used to seek information in Wikipedia, even my colleagues said that there are wrong things on it…but I said Enciclopedia Larousse [Traditional encyclopedia] also have mistakes…the only difference is that it is printed and is impossible to correct the mistakes once you have the printed version…Mistakes are not about technology, are about people.”

(Digital Visitors and Residents, UOCFE6, Male, Age 53, Computer Science)

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Librarians rarely were mentioned by Students of any groups. Faculty of all groups, mentioned librarians more often, yet still less than half of the time.

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“It’s like, it’s like, you don’t want to go “So which shelf are you pointing at?” Because, I mean, once they do their famous point, it’s just like…” (Seeking Synchronicity, Focus Group 6 participant, Female, High School Student)

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“I haven’t called them, I don’t think I’ve ever talked to the librarians here since I’m not in the building much.”

(Digital Visitors and Residents, USU4, Male, Age 19, Engineering)

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“...my father knows a lot...I trust him.... If he tells me to look at this page, or he shows me one of his books, even if they are old-fashioned.”

(Digital Visitors and Residents, UOCU2, Female, Age 28, Information Sciences)

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FINDINGS: PLACE

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Social Media was mentioned at least 80% of the time by participants between 12-54 years old.

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Social Media was mentioned highly across all Faculty groups, with Facebook being mentioned the most.

FacebookUC3M: 80%US: 80%UK: 100%UOC: 89%

TwitterUC3M: 70%US: 40%UK: 100%UOC: 89%

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100% of UOC Faculty participants mentioned the Academic Library, contrasting sharply with only 60% of US Faculty, 40% of UK Faculty, & only 10% of UC3M Faculty.

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“Whatever their performance level, students report that they prefer to study in the library… libraries offer places where they can focus, and focus makes their study time more effective.”

(Thaler and Pittman 2015, 10)

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Centrality of Google and search engines

“…I just think it’s [VLE web site] too complicated and it’s limited, that I just carried on going on Google.” (Digital Visitors and Residents, UKS6, Female, Age 16, Secondary School Student)

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“You spend many hours, with Saint Google. We entrust ourselves to Saint Google, and that solves it for us.” (Digital Visitors and Residents, UOCFI6, Male, Age 53, Arts & Humanities)

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FINDINGS: CONTACT

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Last year high school & first year undergraduate students did not mention email as much as others. As they progressed through their academic studies, 100% of them mentioned email for “official academic things.”

Email mentioned by 100% of upper level undergraduate & graduate students & faculty.

A undergraduate student referred to “Jurassic email.”

(Universita Cattolica del Sacre Cuore, Female, Age 19)

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78% of UOC Faculty mentioned Media Posting as a means of professional dissemination, while only 40% of UC3M, 20% of US, & none of the UK Faculty mentioned it.

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FINDINGS: MOTIVATION

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33% of UOC Faculty avoided posting to Social Media. None of the other Faculty groups spoke of this disinclination to post to Social Media.

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FINDINGS: AGENCY

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Convenience/Ease of Use/Accessibility as reasons for selecting a source were mentioned often by all groups.

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Satisficing…What is enough information?

“…I needed the answer, my maths, I was doing an exercise, I got stuck on a question, I still had the rest of the exercise to go and I had like an hour to do it and I just wanted the formula and the quickest way to do it was to type it into Google and it came up.”

(Digital Visitors and Residents, UKS2, Female, Age 17, Secondary School Student)

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“People lack patience to wade through content silos…”

(Connaway 2015, 134)

“Yes, it [Matrix film plug-in to brain] - sort of makes information gathering effortless and without having to sort of manually go through and separate the chaff from the wheat.”

(Digital Visitors and Residents, UKU10, Male, Age 20, Law)

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Multi-tasking

“So, I’ll be like looking over at that and then like either Facebook or my email will beep at me and I’ll click on that, see who sent me something and then go back to working. So, it’s always, kind of, open and there.”

(Digital Visitors and Residents, USU4, Male, Age 19, Engineering)

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#vandr

FINDINGS: SITUATION/CONTEXT

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Motivation and behaviors change based on context and situation “At first I started looking

online, and it was a little bit overwhelming…I ended up reaching into my mom’s cupboard and using a recipe that I found in one of her old cookbooks. The recipe was just what I was looking for...” (Digital Visitors and Residents, USS3, Emerging, Female, Age 17, High School Student)

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V&R MAPPING

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V&R Framework

(White and Le Cornu 2011)

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

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(Connaway and White for OCLC Research 2012)

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#vandr

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o

Personal

Institutional

Vis

itor

Resident

Twitter

Facebook

TripAdvisor

Yelp

StackOverflow

PeninsulaLibrarySystem

GitHub

OpenTable

Flickr

GM

ail

Out

look

Goo

gle

Sea

rch

4 W

ork

Goo

gle

Sea

rch

4 P

lay

Skype

Google Drive

LinkedInGoogle/Bing

Webmaster Tools

weatherwest

Google Analytics

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WHAT CAN WE DO?

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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

(Connaway 2015)(Dempsey 2015)

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“If my other friends recommended it to me and used chat reference services themselves I might be convinced to try them...”

(Seeking Synchronicity, NOS-94938, Female, Age 15-18)

Build relationships

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Promote resources available to users

“Sometimes libraries are

closed and i need help so this [VRS]

would be a great alternative. This

method should me advertised more.” (Seeking Synchronicity, NOS-36503,

Female, Age 15-18)

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It’s time for a change

“Librarians have an opportunity to become part of users’ social networks and to put resources in the context of users’ information needs.”

(Connaway 2015, 23)

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…be where our users need us

“Our experience with a proactive chat model… showed us that there is indeed a ready-made market for our services right on our own library pages...”

(Zhang and Mayer 2014, 205)

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Model Services on Popular Services

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Space for socializing and work groups

“We do go to the library or somewhere quiet where we can just get our work done together...”

(Digital Visitors and Residents, UKU3, Female, Age 19, French and Italian)

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“Library is a growing organism.” (Ranganathan 1931)

Use what you knowLearn what you don’t knowEngage in new ways

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Discussion & Questions

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Thank You!Lynn Silipigni Connaway, PhDSenior Research [email protected]

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Connaway, Lynn Silipigni. 2013. “Meeting the expectations of the community: The engagement-centered library.” Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library, edited by J. Janes, 83–88. Lanham, MD: Scarecrow Press.

Connaway, Lynn Silipigni, comp. 2015. The Library in the Life of the User: Engaging with People Where They Live and Learn. Dublin, OH: OCLC Research. http://www.oclc.org/content/dam/research/publications/2015/oclcresearch-library-in-life-of-user.pdf.

Connaway, Lynn Silipigni, and Ixchel M. Faniel. 2015. “Reordering Ranganathan: Shifting user behaviours, shifting priorities.” SRELS Journal of Information Management 52, no. 1: 3–23. http://i-scholar.in/index.php/sjim/article/view/60392/51360.

Connaway, Lynn Silipigni, Donna M. Lanclos, and Erin M. Hood. 2013. “‘I always stick with the first thing that comes up on Google…’ Where people go for information, what they use, and why.” EDUCAUSE Review Online (6 December), http://www.educause.edu/ero/article/ialways-stick-first-thing-comes-google-where-people-go-information-what-they-use-and-why.

Connaway, Lynn Silipigni, Donna Lanclos, and Erin M. Hood. 2013. “‘I find Google a lot easier than going to the library website.’ Imagine Ways to Innovate and Inspire Students to Use the Academic Library.” Proceedings of the Association of College & Research Libraries (ACRL) 2013 conference, April 10-13, 2013, Indianapolis, IN. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Connaway_Google.pdf.

Connaway, Lynn Silipigni, Donna Lanclos, David White, Alison Le Cornu, and Erin M. Hood. 2012. “User-centered decision making: A new model for developing academic library services and systems.” IFLA World Library and Information Congress 2012 Helsinki Proceedings: Libraries Now! Inspiring, Surprising, Empowering. http://conference.ifla.org/sites/default/files/files/papers/wlic2012/76-connaway-en.pdf.

References

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Connaway, Lynn Silipigni, and Marie L. Radford. 2005-2007. Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, and Librarian Perspectives. Funded by Institute for Museums and Library Services Research Grant. http://www.oclc.org/research/activities/synchronicity/default.htm.

Connaway, Lynn Silipigni, Marie L. Radford, Timothy J. Dickey, Jocelyn De Angelis Williams, and Patrick Confer. 2008. “Sense-making and synchronicity: Information-seeking behaviors of Millennials and Baby Boomers.” Libri 58, no. 2: 123–135. http://www.oclc.org/content/dam/research/publications/library/2008/connaway-libri.pdf.

Connaway, Lynn Silipigni, David White, Donna Lanclos, and Alison Le Cornu. 2013. “Visitors and Residents: What motivates engagement with the digital information environment?” Information Research 18, no. 1, http://informationr.net/ir/18-1/infres181.html.

Dempsey, Lorcan. 2012. “Thirteen Ways of Looking at Libraries, Discovery, and the Catalog: Scale, Workflow, Attention.” EDUCAUSE Review Online, http://www.educause.edu/ero/article/thirteen-ways-looking-libraries-discovery-and-catalog-scale-workflow-attention.

Dempsey, Lorcan. 2015. “Environmental Trends and OCLC Research.” Presented at the University of Notre Dame, Notre Dame, Indiana, September 28. http://www.oclc.org/content/dam/research/presentations/dempsey/dempsey-notre-dame-oclc-research-2015.pptx.

DeSantis, Nick. 2012. “On Facebook, Librarian Brings 2 Students From the Early 1900s to Life.” The Chronicle of Higher Education, January 6. http://chronicle.com/blogs/wiredcampus/on-facebook-librarian-brings-two-students-from-the-early-1900s-to-life/34845.

References

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Prabha, Chandra, Lynn Silipigni Connaway, Lawrence Olszewski, and Lillie Jenkins. 2007. “What is enough? Satisficing information needs.” Journal of Documentation 63, no. 1: 74–89. http://www.oclc.org/content/dam/research/publications/newsletters/prabha-satisficing.pdf.

Radford, Marie L., and Lynn Silipigni Connaway. 2007. “‘Screenagers’ and Live Chat Reference: Living Up to the Promise.” Scan 26, no. 1: 31–39. http://www.oclc.org/research/publications/archive/2007/connaway-scan.pdf.

Radford, Marie L., Lynn Silipigni Connaway, and Chirag Shah. 2011-2013. Cyber Synergy: Seeking Sustainability through Collaboration between Virtual Reference and Social Q&A Sites. Funded by the Institute of Museum and Library Services (IMLS), Rutgers University, and OCLC. http://www.oclc.org/research/activities/synergy/default.htm.

Ranganathan, S. R. 1931. The Five Laws of Library Science. London: Edward Goldston, Ltd.

Rushkoff, Douglas. 1996. Playing the Future: How Kids’ Culture Can Each Us to Thrive in an Age of Chaos. New York: HarperCollins.

Thaler, Mark, and Tim Pittman. 2015. “A Student View of Academic Libraries.” Dialogue 27: 10-11.

White, David S., and Lynn Silipigni Connaway. 2011-2014. Digital Visitors and Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr.html.

References

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Zhang, Jie, and Nevin Mayer. 2014. “Proactive Chat Reference: Getting in the Users’ Space.” College & Research Libraries News 75, no. 4: 202-205.

Zickuhr, Kathryn, Harrison Rainie, and Kristen Purcell. 2013. Library Services in the Digital Age. Washington, DC: Pew Research Center’s Internet & American Life Project.

References