1. Factors Motivating Use of Digital Libraries
Flora McMartin, Broad Based Knowledge
Alan Wolf, Unv. of Wisconsin, Madison
Ellen Iverson, Carleton College
Cathy Manduca, Carleton College
Glenda Morgan, California State University

2. About Focus Groups 11 groups; 60 participants (April - November, 2005)
1 research university, 1 community college, 4 primarily teaching colleges, 2 HBCUs, 1 liberal arts, and 2 at the MERLOT International Conference
JCDL - Chapel Hill 2006

3. Coding Scheme How can digital libraries increase their use by faculty?
1.0 Characteristics of DLs that make them useful
6.0 Faculty use of Web for P&T purposes
2.0 Faculty work patterns vis a vis digital learning materials & teaching
How can digital libraries increase their use by faculty?
5.0 Obstacles to Use of DLs
3.0 Alignment between DLs & faculty work patterns
4.0 Faculty use of DLs
JCDL - Chapel Hill 2006

4. Findings - Search Goals
Popular search items
Images
Animations, videos (short clips), simulations
Examples of real world data
Use in teaching
Supplements to lectures
In class demonstrations
Few interactive uses reported, e.g., simulations, experiments, etc.
Sometimes used for personal learning about a topic they are teaching
JCDL - Chapel Hill 2006

5. Findings - Search Behavior
Faculty do not search the universe of available options
Ruled by cost/benefit - diminishing returns
Return to favorite sites repeatedly
Selection based on ‘good enough’
Opinions on value of peer review vary widely - star rating vs. in-depth
Timeframe of search
just prior to use; rarely used in course planning (except searching for example syllabuses)
Google preferred overall
favorite sites & resources - sites are sites
JCDL - Chapel Hill 2006

6. Findings - Barriers Lack of awareness of DLs
Information overload - search technology doesn’t fit needs
It’s not about lack of time -but priorities
No motivation to use digital learning materials
little reward for use or creation of DL materials
Persistence of artifacts
JCDL - Chapel Hill 2006

7. Emerging Questions
Should we match what faculty are using, e.g., huge image libraries?
How do we match faculty development strategies (training) with faculty needs?
What is the value of peer review; self reported vs. actual behavior?
Adds to trust factor, but high cost may outweighs value to the DL
JCDL - Chapel Hill 2006

8. For more information….or to learn how your institution can participate in the survey study
Contact
Alan Wolf,
JCDL - Chapel Hill 2006