OCLC Research in brief

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<p>PowerPoint Presentation</p> <p>Milan, Italy 23 November 2015OCLC Research in BriefLynn Silipigni Connaway, PhDSenior Research Scientistconnawal@oclc.org@LynnConnawayTitia van der WerfSenior Program Officertitia.vanderwerf@oclc.org</p> <p>1</p> <p>Question: what does oclc research do?</p> <p>2</p> <p>Objective</p> <p>Explore and address challenges facing libraries and archives in a rapidly changing information technology environment.</p> <p>3</p> <p>Main areasof research:</p> <p>The OCLC Research agenda evolves around 4 main themes:1) Research collections and support: under this theme, our work informs current thinking about research collections and the emerging services that libraries are offering to support contemporary modes of scholarship. With regards to research collections the focus is on a) institutional research assets and outputs, b) digitized special collections as raw materials of scholarship, and c) archival, including born-digital, collections. In terms of new services, we are helping libraries transition their capacities to accommodate an evolving scholarly record, including e-scholarship, data curation, emerging open access imperatives, etc.</p> <p>2) Understanding the system-wide library: this theme looks at library networks and cooperative networks with other stakeholders, with a focus on resource sharing. The research aims to improve our understanding of the factors that guide institutions in their sourcing and scaling choices as they seek maximum impact and efficient provision of library collections and services. Inter-library loan networks is an obvious example.</p> <p>3) Data Science: this theme is devising new ways a) to transform traditional library data into data that integrates better into the Web (e.g. linked data) and b) to mine bibliographic records and extract new meaning and insights, and enrich the data (e.g. VIAF).</p> <p>4) User Studies: this theme looks at the ways in which individuals engage with technology; how they seek, access, contribute, and use information; and how and why they demonstrate these behaviors and do what they do. We're collaborating with librarians to ensure that the design of future library services puts the user in the centre.</p> <p>The following 4 slides will give one example of a research activity under each of the 4 themes. There are too many activities to be exhaustive in this brief presentation.4</p> <p>1. Research collections &amp; supportResearch supportAuthority records and identifiers in library workflows that support research information managementRegistering researchers in authority filesScholar affiliation and organizational ids</p> <p>Person Entity Lookup Pilot</p> <p>Research support is about university libraries supporting their own parent institution and their own researchers, in a local university setting. Support services include: helping with data management policies and plans; helping register research information and the universitys output; helping with the metrics to measure university impact and highlight research reputation; etc.</p> <p>University libraries increasingly register the researchers affiliated with their own university and the outputs they produce. We are working with libraries to explore new modes of tracking and registering researcher identifiers and compiling their scholarly output. Registering researchers in some type of authority file or identifier system is becoming more important. The report presents functional requirements and recommendations for different stakeholders (researchers, funders, university administrators, librarians, publishers, etc.). It also provides an overview of the researcher identifier landscape, changes in the field, emerging trends, and opportunities. It is written in collaboration with 14 experts from the field.</p> <p>More recently, we are also looking at organisational identifiers that are needed to validate the affiliation of researchers and that can help disambiguate researchers names. To this end we have formed a Research Task Force on Organisations in ISNI.</p> <p>As a result of OCLC Researchs work in this area and in the area of linked data, OCLC as an enterprise, has gained better insight in the needs of libraries for person reconciliation services and has started a Person Entity Lookup Pilot.</p> <p>5</p> <p>2. Understanding the system-wide libraryUnderstanding the collective collectionAnalyzing the aggregate of library print collections Understanding the Collective Collection: Towards a System-wide Perspective on Library Print Collections</p> <p>Replicating this for other regions (UK, NL)</p> <p>Libraries and the organizations that provide services to them are devoting more attention to system-wide organization of collectionswhether the "system" is a consortium, a region or a country. Sharing data in WorldCat makes it possible to look at the aggregates of library collections (e.g. the aggregate of the ARL-libraries in the US, of the RLUK libraries in the UK) and to analyze their characteristics and derive intelligence about the collective collection represented by the aggregate. We are doing several such studies to help libraries take a system-wide perspective and to enable them to take well-informed policy decisions.Libraries are beginning to evolve arrangements that facilitate long-term shared management of the print literature as individual libraries begin to manage down their local capacity. </p> <p>6</p> <p>3. Data ScienceLinked DataExtracting entities from records and weaving library data into the web of data(Linked Data research)</p> <p>The EntityJS Research Project</p> <p>OCLC Research is carrying out Linked Data-related activities, such as:data modeling, contributing to best practices and standardization (W3C, BIBFRAME), publishing WC-dataset as linked data, surveying the field to explore how libraries are publishing and consuming linked data,prototyping new applications based on linked data.The EntityJS project is such a prototype effort, testing the process of transforming bibliographic records to triples and getting some real-life RDF experience.</p> <p>7</p> <p>4. User StudiesThe users libraries serveDigital Visitors and Residents: What Motivates Engagement with the Digital Information Environment?</p> <p>Replicating this for other regions (Spain, Italy)</p> <p>The University of Oxford and OCLC Research, in partnership with the University of North Carolina, Charlotte, have been collaborating to investigate the theory of digital residents and visitors with learners in different educational stages. This work is helping libraries understand how learners/students engage with the Web and how library services and websites can be redesigned to attract and sustain new groups of lifelong learners. This research is being replicated in different regions (the US, the UK, Spain) and will support comparison of students' digital learning strategies in different cultural contexts.Thanks to the 8</p> <p>http://www.oclc.org/research/themes/user-studies.html</p> <p>User Studies: Libraries are impacted by the ways in which individuals engage with technology; how they seek, access, contribute, and use information; and how and why they demonstrate these behaviors and do what they do. We're collaborating with librarians to shape their services around a set of expectations that have been influenced by consumer technologies and modern research and learning environments. By providing the library community with behavioral evidence about individuals perceptions, habits, and requirements, we can ensure that the design of future library services is all about the user.</p> <p>9</p> <p>Digital Visitors and Residents: What motivates engagement with the digital information environment?PartnersJISC (UK funding body)</p> <p>OCLCLynn Silipigni Connaway, Ph.D.Erin M. Hood, M.L.I.S.</p> <p>Oxford UniversityDavid White Alison Le Cornu, Ph.D.</p> <p>University of North Carolina, CharlotteDonna Lanclos, Ph.D.</p> <p>Image: http://www.flickr.com/photos/myxi/712710373/</p> <p>The Digital Visitors and Residents (V&amp;R) project is a US/UK collaborative project, funded by JISC, OCLC Online Computer Library Center, Inc., Oxford University, and the University of North Carolina, Charlotte. This paper reports the initial findings of a three-year longitudinal study to identify how late-stage secondary school and first-year undergraduate students in the US and UK, referred to here as members of the Emerging educational stage, engage with technology and information sources. The assumptions embedded in traditional academic library services and systems and the existing disconnect between the everyday information-seeking behaviors of members of the Emerging stage (last year high school/secondary school or first year college/university) are examined. Initial results highlight the importance of convenience as a crucial factor in information-seeking behavior. There also are indications that as users progress through the educational stages, the digital and information literacies they employ do not necessarily become more sophisticated. (Connaway, Lanclos, and Hood, 2013)</p> <p>Connaway, Lynn Silipigni, Donna Lanclos, and Erin M. Hood. 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 &amp; Research Libraries (ACRL) 2013 conference, April 10-13, 2013, Indianapolis, IN, 2013, http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/Connaway_Google.pdf. </p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.</p> <p>10</p> <p>About Digital Visitors and Residents</p> <p>Identify individuals modes of engagementHow they acquire their informationWhy they make their choices</p> <p>(White, Connaway, Lanclos, Hood, and Vass 2014)</p> <p>Image: https://www.flickr.com/photos/ameteorshower/7003279005/</p> <p>V&amp;R project identify how individuals engage with technology and sources how they acquire their information why they make the choices that they do. Understand the contexts that surround engagement with digital resources, spaces, and tools (InfoKit Intro)</p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.</p> <p>White, David, Lynn Silipigni Connaway, Donna Lanclos, Erin M. Hood, and Carrie Vass. 2014. Evaluating Digital Services: A Visitors and Residents Approach. http://www.jiscinfonet.ac.uk/infokits/evaluating-services/.</p> <p>11</p> <p>V&amp;R Framework</p> <p>(White and Le Cornu 2011)#vandrVisitors and Residents resources http://goo.gl/vxUMRD </p> <p>This is a continuum and individuals may display visitor or resident characteristics in different contexts and situations.</p> <p>Visitors functional use of technology often linked to formal need less visible/more passive online presence more likely to favor face- to- face interactions </p> <p>Residents significant online presence and usage high level of collaborative activity online contributions to the online environment in the form of uploading materials, photos, videos.</p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.12</p> <p>Visitor Mode</p> <p>Functional use of technologyFormal needInvisible online presenceInternet is a toolbox</p> <p>(White and Connaway 2011-2014)</p> <p>Image: http://www.flickr.com/photos/31442459@N00/7648151218</p> <p>Visitors: functional use of technology, often linked to formal need (such as use of software for specific coursework, or organising meetings through email contact); less visible/more passive online presence, more likely to favor face- to- face interactions (even as they use the internet to organize/schedule those interactions) </p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.</p> <p>13</p> <p>Resident Mode</p> <p>Visible and persistent online presenceCollaborative activity onlineContribute onlineInternet is a place</p> <p>(White and Connaway 2011-2014)</p> <p>Image: http://www.flickr.com/photos/15216811@N06/8521338394</p> <p>Residents: significant online presence and usage; high level of collaborative activity online; contributions to the online environment in the form of uploading materials, photos, videos.</p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.</p> <p>14</p> <p>Educational Stages</p> <p>(Connaway, White, and Lanclos 2011)</p> <p>1. Emerging (Late stage secondary school/First year undergraduate); 2. Establishing (Second/third or third/fourth year undergraduate); 3. Embedding (Postgraduates, PhD students); 4. Experienced (Scholars).</p> <p>Connaway, Lynn S., David White, and Donna Lanclos. 2011. Visitors and Residents: What motivates engagement with the digital information environment? Proceedings of the 74th ASIS&amp;T Annual Meeting 48: 1-7. </p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.</p> <p>15</p> <p>Data Collection Tools4 Project PhasesSemi-structured interviewsDiaries/monthly semi-structured interviewsWrittenVideoSkype or telephoneSecond group of semi-structured interviewsOnline survey</p> <p>(White and Connaway 2011-2014)</p> <p>Image: https://www.flickr.com/photos/colorblindpicaso/3399410617/</p> <p>Data Collection ToolsSemi-structured interviews (initial interviews)Diaries/monthly semi-structured interviews by Skype or telephoneOnline survey (on-going)</p> <p>White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors &amp; Residents: What Motivates Engagement with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.</p> <p>16</p> <p>Project PhasesPhase 1: Interviews31 (16 US/15 UK) Emerging (Last year of secondary/high school &amp; first year of university)10 (5 US, 5 UK) Establishing (2nd-3rd year undergraduates)10 (5 US, 5 UK) Embedding (Postgraduates, PhD students)10 (5 US, 5 UK) Experiencing (scholars)</p> <p>Some Phase 1 participants agreed to submit monthly diaries </p> <p>(White and Connaway 2011-2014)</p> <p>Image: https://www.flickr.com/photos/istolethetv/519756811/</p> <p>Phase 1 Individual InterviewsEmerging (secondary school/1st year undergraduates: 31 (16 US, 15 UK)Establishing (2nd-3rd year undergraduates): 10 (5 US, 5 UK)Embedding (p...</p>