virtual reference and information behaviors of researchers
TRANSCRIPT
Lynn Silipigni Connaway, Ph.D.
RLG European Partners Meeting
18 September 2009
Virtual Reference and Information
Behaviors of Researchers
RLG European Partners Meeting18 September 2009
User StudiesUser Studies
• Research to understand needs of diverse user population
• Design services to meet users’ needs
RLG European Partners Meeting18 September 2009
Information EnvironmentInformation Environment
• Rapidly changing user characteristics• Information-seeking
preferences• Communication & behavior
patterns
• Global economics• Decrease in funding sources• Ongoing budget cuts
• Informed decision-making
RLG European Partners Meeting18 September 2009
Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, & Librarian Perspectives
Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, & Librarian Perspectives
• IMLS, OCLC, & Rutgers University funded project
• Four phases:Focus group interviewsAnalysis of 850 QuestionPoint live chat transcriptsOnline surveys
137 VRS Users184 VRS Non-users
Telephone interviews 76 VRS Users 107 VRS Non-users
RLG European Partners Meeting18 September 2009
Online Surveys & Telephone InterviewsOnline Surveys & Telephone Interviews
• Descriptive statistical analysis• Demographics• Multiple choice (surveys only)• Likert-type (surveys only)
• Qualitative analysis• Open-ended questions • 2 critical incident (CI) questions
RLG European Partners Meeting18 September 2009
Identifying Academic RespondentsIdentifying Academic Respondents
Undergraduate students • Education: Some college• Age: Between15-18 and 19-28
Graduate students • Education: Some graduate school or Masters’
degree• Age: Between 19-28 and 29-35
Earned doctorates • Education: Doctoral degree• Age: 19-65+
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Academic RespondentsAcademic Respondents
Results for academic respondents
• Basic information behaviors• Experiences with libraries• Reasons for using libraries• Alternate information sources• Use of Virtual Reference Services
• Factors in successful and unsuccessful interactions
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Academics’ Information Behaviors
Academics’ Information Behaviors
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Seeking Basic Information: Non-User Undergraduate Students
Seeking Basic Information: Non-User Undergraduate Students
• Human resources• Colleagues• Librarians• Teachers
• Internet
• Find information themselves
RLG European Partners Meeting18 September 2009
Seeking Basic Information: Non-User Graduate StudentsSeeking Basic Information: Non-User Graduate Students
• Human resources• Google• Find information
themselves,
but also
• Library• Library website• Journals• Library databases• Librarian
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Seeking Basic Information: Non-User DoctoratesSeeking Basic Information: Non-User Doctorates
A different kind of behavior
• “Go to the physical library”
… or,
• “It depends…”
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Experiences with the Library:All Academic Non-UsersExperiences with the Library:All Academic Non-Users
• Usually successful interactions with librarians
• Feel comfortable with the librarian (especially doctorates)
• Profit from the librarian’s knowledge
RLG European Partners Meeting18 September 2009
Experiences with the Library:Non-User Undergraduate & Graduate Students
Experiences with the Library:Non-User Undergraduate & Graduate Students
• Believe the mode of communication with librarian contributes to successful interaction
• Perception of librarian• Helpful• Approachable • Friendly
RLG European Partners Meeting18 September 2009
Experiences with the Library:Non-User Undergraduate & Graduate Students
Experiences with the Library:Non-User Undergraduate & Graduate Students
Highly value
• Getting an answer
• Getting a BOOK • Library brand
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Texting12%15
Email27%33
Phone12%14
FtF49%60
FtF Preferred
“I most enjoy using”
Experiences with the Library:Non-user Net Gens (N=122)Experiences with the Library:Non-user Net Gens (N=122)
RLG European Partners Meeting18 September 2009
Experiences with the Library:Non-User DoctoratesExperiences with the Library:Non-User Doctorates
Perception of Librarian• Helpful• Approachable• Good demeanor• Knowledgeable• Professional
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Reasons for Using the Library:Non-User Undergraduate Students
Reasons for Using the Library:Non-User Undergraduate Students
• School work or research
• Reliable information• Books• Breadth and depth of
resources
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Reasons for Using the Library:Non-User Graduate StudentsReasons for Using the Library:Non-User Graduate Students
• School work/research
• Good place to start• Resources available
• Academic journals• Databases• Entertainment (!)
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Reasons for Using the Library:Non-User DoctoratesReasons for Using the Library:Non-User Doctorates
Reliable and Vetted Information
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Alternative Information Sources:All Academic Non-Users Alternative Information Sources:All Academic Non-Users
When thinking of a time they chose not to use the library…
Used the Internet instead
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Alternative Information Sources:Non-User Graduate Students & Doctorates
Alternative Information Sources:Non-User Graduate Students & Doctorates
When thinking of a time they chose not to use the library…
• Graduate students• Colleagues
• Doctorates • Other experts in the
field
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Academic Use of Virtual Reference
Academic Use of Virtual Reference
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When Chat Reference is First Choice:Undergraduate & Graduate Student Users
When Chat Reference is First Choice:Undergraduate & Graduate Student Users
• Undergraduate students• Simple questions• Cannot find
themselves
• Graduate students• “Quick help”
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Would Recommend VRS:All Academic UsersWould Recommend VRS:All Academic Users
• Undergraduate students• After-hours availability
• Graduate students• Speed, efficiency, and
ease of use• Complain about slow
response time
• Doctorates • Convenience
RLG European Partners Meeting18 September 2009
Relational Theory & Interpersonal Communication in VRS
Relational Theory & Interpersonal Communication in VRS
• Every message has dual dimensions
-- both content and relational
(Watzlawick, Beavin, & Jackson, 1967)
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Positive VRS Critical Incidents:Undergraduate StudentsPositive VRS Critical Incidents:Undergraduate Students
Librarian’s POSITIVE
ATTITUDE
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Positive VRS Critical Incidents:Undergraduate StudentsPositive VRS Critical Incidents:Undergraduate Students
Obtaining specific resources: • Quickly• Conveniently• Accurately
Getting the question answered!
RLG European Partners Meeting18 September 2009
Negative VRS Critical Incidents:Undergraduate StudentsNegative VRS Critical Incidents:Undergraduate Students
• Not answering the question
• Slow answer to the question
• Librarian is busy
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Positive VRS Critical Incidents:Graduate StudentsPositive VRS Critical Incidents:Graduate Students
• Obtaining specific resources
• Librarian walking the user through a task
• Answering the question
• Convenience
… but also ...
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Positive VRS Critical Incidents:Graduate StudentsPositive VRS Critical Incidents:Graduate Students
• Appropriate level of bibliographic instruction
• Librarian follow-up
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Negative VRS Critical Incidents:Graduate StudentsNegative VRS Critical Incidents:Graduate Students
• Specific resources are• Lacking• Missing
• Shortage of library staff
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Negative VRS Critical Incidents:Graduate StudentsNegative VRS Critical Incidents:Graduate Students
• Being intimidated by the librarian
• Librarian’s poor communication skills
• Poor use of question clarification
• Threatening nonverbal behavior
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Positive VRS Critical Incidents:DoctoratesPositive VRS Critical Incidents:Doctorates
• Specific resources available
• Quick• Convenient• Librarian’s positive
attitude
RLG European Partners Meeting18 September 2009
Positive VRS Critical Incidents:DoctoratesPositive VRS Critical Incidents:Doctorates
Librarian’s special
KNOWLEDGE
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ConclusionsConclusions
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Summary: Undergraduate StudentsSummary: Undergraduate Students
• Seek information • Humans• Internet• Own efforts
• Use library to get answers and books
• Want quick, convenient resources
• Want good answers
• Value a librarian’s positive attitude
RLG European Partners Meeting18 September 2009
Summary: Graduate StudentsSummary: Graduate Students
• Seek information• Colleagues• Library• Internet
• Value specific scholarly resources available
• In specific interactions• Want to obtain the best
resources• Value convenience and
efficiency• Praise librarian follow-up
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Summary: DoctoratesSummary: Doctorates
• Value librarians
• Seek information• Reliable and vetted • Expert colleagues• Specific scholarly resources
• In specific interactions• Want resources quickly and conveniently• Value librarians’
• Positive attitude• Knowledge
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Recommendations:Academic LibrariansRecommendations:Academic Librarians
• Understand the diversity of users
• Maintain the strength and breadth of library resources
• Interact with a positive, professional attitude
• Provide help in a timely, efficient manner
RLG European Partners Meeting18 September 2009
Recommendations: Academic VRS ProvidersRecommendations: Academic VRS Providers
• Highlight convenience of the service• Undergraduates: 24/7• Graduates & Doctorates: Time of need
• Offer the same quality of reference services• Undergraduates: Quick answers to questions• Graduates: Resources & bibliographic
instruction• Doctorates: Specialized knowledge
• Maintain positive attitude
Questions & Discussion
Lynn Silipigni Connaway, [email protected]
Special thanks to Timothy J. Dickey and Erin Hood
Questions & Discussion