Librarians becoming competent: Technology acceptance in the workplace Sarah-Jane Saravani LIANZA Conference, Hamilton, 22 October, 2013

Background Preparedness of vocational education and training (VET) sector library staff in Australia and New Zealand to deliver services to mobile technologies

Purpose To determine Skills, knowledge and competencies required by library staff to develop and deliver mobile library services in the VET sector Specific on-the-job training required by VET sector library staff to acquire the skills, knowledge and competencies to develop and deliver mobile technology services

The Mobile Library Delivers information and learning materials on mobile devices to allow access to anyone from anywhere at any time (Ally, 2008) e-libraries without the need of cables (Jaradat, 2012) Emphasis on the user being mobile rather than the device

Methodology Sample: 14 VET libraries – 6 TAFE, 8 ITP 3 positions – Library Manager, Systems Librarian, Qualified Librarian Student library users from same institutions Research design: Sequential mixed methods

Technology acceptance model Adapted from “User Acceptance of Information Technology: Toward a Unified View,” by V. Venkatesh, M. G. Morris, G. B. Davis and F. D. Davis, 2003, MIS Quarterly, 27(3), p. 447.

UTAUT - modified

Determinant constructs UTAUT determinantDefinition Performance Expectancy (PE) Degree to which an individual believes that using the system will help him/her to attain gains in job performance Effort Expectancy (EE)Degree of ease associated with use of the system Social Influence (SI) Degree to which an individual perceives that important others believe he/she should use the new system Facilitating Conditions (FC)Degree to which an individual believes that an organisational and technical infrastructure exists to support the system

Moderator constructs Service length Service experience (position) Voluntariness of use Technology competence

Hypotheses H1. The influence of performance expectancy on behavioural intention will be moderated by service length, service experience and technology competence, such that the effect will be stronger for shorter service length, for service experience that excludes the position of Library Manager, and for greater technology competence.

H2. The influence of effort expectancy on behavioural intention will be moderated by service length, service experience and technology competence, such that the effect will be stronger for greater service length, for service experience that excludes the position of Systems Librarian, and for lesser technology competence.

H3. The influence of social influence on behavioural intention will be moderated by service length, service experience, voluntariness of use and technology competence, such that the effect will be stronger for shorter service length, for service experience that excludes the position of Library Manager, particularly in mandatory situations and for lesser technology competence.

H4. The influence of facilitating conditions on use behaviour will be moderated by service length and technology competence, such that the effect will be stronger for greater service length and greater technology competence.

Skills and Knowledge Required 3 main factors: Technology immersion Attitude Knowledge of patron behaviour

Staff with an interest in technology taught themselves skills and acquired knowledge while others held back

Professional Development Colleagues as mentors – Qualified Librarians Mapping competencies to job descriptions and KPIs – Library Managers Technology showcases, innovators determining gaps – Systems Librarians

Training Delivery Action-based, applied learning Hands-on, self-paced learning Time availability Access to technology No PowerPoints Please Champions/early adopters guide colleagues, available at point of need

Thank you