1. The world’s libraries. Connected. User-centered Decision Making: A New Model for Developing Academic Library Services & Systems Helsinki, Finland 12 August 2012 IFLA 2012 Conference Lynn Silipigni Connaway, Ph.D. Senior Research Scientist, OCLC Donna Lanclos, Ph. D. Associate Professor for Anthropological Research, University of North Carolina, Charlotte David White Co-manager, Technology Assisted Lifelong Learning, University of Oxford Erin Hood Research Support Specialist, OCLC Alison LeCornu, Ph. D. Academic Lead (Flexible Learning), The Higher Education Academy

2. The world’s libraries. Connected. Then & Now Then: The user built workflow around the library Now: The library must build its services around user workflow Then: Resources scarce, attention abundant Now: Attention scarce, resources abundant (Dempsey, 2008)

3. The world’s libraries. Connected. The Study Digital Visitors and Residents Digital Visitors & Residents

4. The world’s libraries. Connected. Visitors & Residents (White & Connaway, 2011-2012)

5. The world’s libraries. Connected. Video: http://is.gd/vanrvideohttp://is.gd/vanrvideo First Monday Paper: http://is.gd/vandrpaperhttp://is.gd/vandrpaper (White & Connaway, 2011)

6. The world’s libraries. Connected. Triangulation of Data Several methods: Semi-structured interviews (qualitative) Diaries (qualitative) Online survey (quantitative) Enables triangulation of data (Connaway et al., 2012)

7. The world’s libraries. Connected. Diaries Ethnographic data collection technique Get people to describe what has happened Center on defined events or moments (Connaway & Powell, 2010)

8. The world’s libraries. Connected. Interviews Allows for probing, clarification, new questions, focused questions, exploring Enables data collection for extended period of time (Connaway & Powell, 2010)

9. The world’s libraries. Connected. Phase 1 Individual Interviews Emerging (secondary school/1 st year undergraduates 31 (16 US, 15 UK) Establishing (2nd-3rd year undergraduates) 10 (5 US, 5 UK) Embedding (postgraduates, PhD students) 10 (5 US, 5 UK) Experiencing (scholars) 10 (5 US, 5 UK) Began data analysis Quantitative data: Demographics, number of occurrences of technologies, sources, & behaviors Qualitative data: Themes & direct quotes (White & Connaway, 2011-2012)

10. The world’s libraries. Connected. Phase I & 2: Participant Demographics 61 participants 15 secondary students 46 university students & faculty 34 females 27 males 38 Caucasian 5 African-American 2 Multi-racial 1 Asian 2 Hispanic 13 Unidentified (White & Connaway, 2011-2012)

11. The world’s libraries. Connected. US vs. UK Emerging Participant University Majors US (9 of 16) 5 Engineering 1 Political Science 1 Business 1 Physics 2 Undeclared UK (7 of 16) 3 Teaching 1 Chemical Biology 1 Chemistry 1 History 1 Languages

12. The world’s libraries. Connected. Participant Interview Questions 1. Describe the things you enjoy doing with technology and the web each week. 2. Think of the ways you have used technology and the web for your studies. Describe a typical week. 3. Think about the next stage of your education. Tell me what you think this will be like.

13. The world’s libraries. Connected. Participant Interview Questions 4. Think of a time when you had a situation where you needed answers or solutions and you did a quick search and made do with it. You knew there were other sources but you decided not to use them. Please include sources such as friends, family, teachers, coaches, etc. 5. Have there been times when you were told to use a library or virtual learning environment (or learning platform), and used other source(s) instead? 6. If you had a magic wand, what would your ideal way of getting information be? How would you go about using the systems and services? When? Where? How? (Connaway & Radford, 2005-2007) (Dervin, Connaway, & Prabha, 2003-2005)

14. The world’s libraries. Connected. Codebook I.Place II.Sources III.Tools IV.Agency V.Situation/context VI.Quotes VII.Contact VIII.Technology Ownership IX.Network used (White & Connaway, 2011-2012)

15. The world’s libraries. Connected. Codebook I. Place A. Internet 1. Search engine a. Google b. Yahoo 2. Social Media a. FaceBook b. Twitter c. You Tube d. Flickr/image sharing e. Blogging B. Library 1. Academic 2. Public 3. School (K-12) C. Home D. School, classroom, computer lab E. Other (White & Connaway, 2011-2012)

16. The world’s libraries. Connected. Snapshots Emerging Educational Stage Emerging is late stage secondary school & 1 st year undergraduate

17. The world’s libraries. Connected. Snapshots of Emerging Findings visitors Residents Hours spent online/ wk >10 hrs <6 hrs Residents Visitors Online study habits? Changes in academic life?? Evaluating info and websites? Online presence? Visitor Resident

18. The world’s libraries. Connected. ! ! Characteristics of Visitors See web as untidy garden shed Visitor Thinking takes place offline Anonymous Caution: identity theft, privacy Use technology to maintain relationships Face-to-face contact Technology for formal needs ! Select most appropriate tool for task Anatomy of an Emerging Visitor Passive online presence

19. The world’s libraries. Connected. ! ! Characteristics of Residents See web as place where friends meet Resident Visible online presence ? Popularity determines reliability Express identity in SN Sense of community Distinctions blurred Anatomy of an Emerging Visitor Express opinions online online offline persona content

20. The world’s libraries. Connected. Themes What We Learned A closer look

21. The world’s libraries. Connected. Convenience is King Convenience dictates choices Is it readily accessible online? Does it contain the needed information & is it easy to use? How much time will it take to access & use the source? Is it a familiar interface and easily navigable interface? Google Wikipedia Convenience is king

22. The world’s libraries. Connected. The Learning Black Market There are alternate ways to get info you need Covert online study habits Wikipedia Don’t cite Widely used Guilt Perception that students & teachers disagree Quality sources http://wp.me/pLtlj-fH

23. The world’s libraries. Connected. Syllabus & discipline based sites Major media site Retail Other University websites University databases iPlayer/ TV Photo sites Exam board Non English Language Dictionary Textbook websites Fan sites Disc Ch Sources (White & Connaway, 2011-2012)

24. The world’s libraries. Connected. Information Evaluation Information evaluation Popular = correct Nervous about which sources are valid

25. The world’s libraries. Connected. What does this mean for practice? Practical advice for librarians The Takeaway

26. The world’s libraries. Connected. Making the Library More Attractive Library systems as search engines & web services Advertise resources, brand & value Provide search help at time of need Chat & IM help during search Suggestions for misspellings (Connaway & Dickey, 2010) (De Rosa, 2005)

27. The world’s libraries. Connected. Making the Library More Attractive Convenience Instant gratification at a click Accurate answers to questions Access to full-text sources User-centered development approach Metadata creation Interface design Services & systems Digital platforms

28. The world’s libraries. Connected.

29. Amazon.com Westerville Public Library Making the Library More Attractive

30. The world’s libraries. Connected. Librarians’ Role Meet practice & authority Include Wikipedia & Google within larger search strategy Correct Wikipedia inaccuracies Educate Provide information & digital literacy instruction Identify critical evaluation skills Teach early in educational stage Expert curation of links Add accurate links to authoritative sources Educate early (Connaway, Lanclos, White, Le Cornu, & Hood, 2012)

31. The world’s libraries. Connected. Selected Bibliography Connaway, L. S., & Dickey, T. J. (2010). The digital information seeker: Report of the findings from selected OCLC, RIN, and JISC user behaviour projects. Retrieved from http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf Connaway, L. S., Dickey, T. J., & Radford, M. L. (2011). "If it is too inconvenient I'm not going after it": Convenience as a critical factor in information-seeking behaviors. Library & Information Science Research, 33(3) 179-190. Connaway, L. S., Lanclos, D., White, D. S., Le Cornu, A., & Hood, E. M. (2012). User-centered decision making: A new model for developing academic library services and systems. IFLA 2012 Conference Proceedings, August 11-17, Helsinki, Finland. Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara, CA: Libraries Unlimited. Connaway, L. S., Radford, M. L., & OCLC Research. (2011). Seeking synchronicity: Revelations and recommendations for virtual reference. Dublin, Ohio: OCLC Research. http://www.oclc.org/research/activities/synchronicity/default.htmhttp://www.oclc.org/research/activities/synchronicity/default.htm Connaway, L.S., White, D., & Lanclos, D. (2011). Proceedings of the 74 th ASIS&T Annual Meeting, 48. “Visitors and residents: What motivates engagement with the digital environment?” Silver Spring, MD: Richard B. Hill. Cool, C., & Spink, A. (2002). Issues of context in information retrieval (IR): An introduction to the special issue. Information Processing and Management: An International Journal, 38(5), 605-611. Dempsey, L. (2008). Always on: Libraries in a world of permanent connectivity. First Monday, 14(1). Retrieved from http://www.firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2291/207 http://www.firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2291/207

32. The world’s libraries. Connected. Selected Bibliography De Rosa, C. (2005). Perceptions of libraries and information resources: A report to the OCLC membership. Dublin, Ohio: OCLC Online Computer Library Center (p.1-8). Dervin, B., Connaway, L. S., & Prabha, C. (2003-2005). Sense-making the information confluence: The hows and the whys of college and university user satisficing of information needs. Funded by the Institute for Museums and Library Services (IMLS). Retrieved from http://www.oclc.org/research/activities/past/orprojects/imls/default.htm http://www.oclc.org/research/activities/past/orprojects/imls/default.htm DeSantis, N. (2012 January 6). On Facebook, Librarian Brings 2 Students From the Early 1900s to Life. Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/on-facebook-librarian-brings-two-students-from-the-early-1900s- to-life/34845http://chronicle.com/blogs/wiredcampus/on-facebook-librarian-brings-two-students-from-the-early-1900s- to-life/34845 Geertz, C. (1973). The interpretation of cultures: selected essays. New York: Basic Books, 6. Gilster, P. (1997). Digital literacy. New York: Wiley. Glaser, B.G., & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago: Aldine Pub. Co., 273. Helsper, E. J. & Eynon, R. (2009). “Digital natives: Where is the evidence?” British Educational Research Journal, 36(3), 503–520. Holton, D. (2010, March 19). The digital natives/digital immigrants distinction is dead or at least dying. [Web log comment]. EdTechDev. Retrieved from http://edtechdev.wordpress.com/2010/03/19/the-digital-natives-digital-immigrants-distinction- is-dead-or-at-least-dying/http://edtechdev.wordpress.com/2010/03/19/the-digital-natives-digital-immigrants-distinction- is-dead-or-at-least-dying/

33. The world’s libraries. Connected. Selected Bibliography Kennedy, G., Judd, T. & Dalgarno, B. (2010). “Beyond natives and immigrants: Exploring types of net generation students,” Journal of Computer Assisted Learning, 26(5), 332–343. Kvale, S. (1996). IntervVews: an introduction to qualitative research interviewing. Thousand Oaks, Calif: Sage Publications, 133- 135. Lankshear, C. & Knobel, M. (Eds.) (2008). Digital literacies: Concepts, policies and practices. New York: Peter Lang. Margaryan, A. & Littlejohn, A. (2008). Are digital natives a myth or reality?: Students’ use of technologies for learning. Retrieved from http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf, accessed 15 August 2010.http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf McKenzie, J. (2007). Digital nativism, digital delusions, and digital deprivation. From Now On: The Educational Technology Journal, 17 (2). Retrieved from http://www.fno.org/nov07/nativism.html\http://www.fno.org/nov07/nativism.html Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf Prensky, M. (2001b). “Do they really think differently?” On the Horizon, 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf Radford, M. L., & Connaway, L. S. (2005-2007). Seeking synchronicity: Evaluating virtual reference services from user, non-user, and librarian perspectives. Funded by the Institute for Museums and Library Services (IMLS). Retrieved from http://www.oclc.org/research/activities/synchronicity/default.htm http://www.oclc.org/research/activities/synchronicity/default.htm Radford, M. L., & Connaway, L. S. (2010). “I stay away from the unknown, I guess.” Measuring impact and understanding critical factors for millennial generation and adult non-users of virtual reference services. In online proceedings of the Fifth Annual iConference. University of Illinois at Urbana-Champaign, February 3-6, 2010. http://nora.lis.uiuc.edu/images/iConferences/2010papers2_Page-Zhang.pff http://nora.lis.uiuc.edu/images/iConferences/2010papers2_Page-Zhang.pff

34. The world’s libraries. Connected. Stoerger, S. (2009). The digital melting pot: Bridging the digital native–immigrant divide. First Monday, 14(7). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2474/2243 http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2474/2243 Wasserman, S. (2012, June 18). The Amazon effect. The Nation. Retrieved from http://www.thenation.com/article/168125/amazon- effecthttp://www.thenation.com/article/168125/amazon- effect White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9). Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3171/3049http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3171/3049 White, D. (2008, April 23). Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents. [Web log comment]. TALL Blog: Online Education with the University of Oxford. Retrieved from http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but- visitors-residents/http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but- visitors-residents/ White, D. S., & Connaway, L. S. (2011-2012). Visitors and residents: What motivates engagement with the digital information environment. Funded by JISC, OCLC, and Oxford University. Retrieved from http://www.oclc.org/research/activities/vandr/http://www.oclc.org/research/activities/vandr/ Whyte, W.F. (1979). On Making the Most of Participant Observation. The American Sociologist 14, 56-66. Selected Bibliography

35. The world’s libraries. Connected. The researchers would like to thank Alyssa Darden for her assistance in team activities and preparing this presentation.

36. The world’s libraries. Connected. Questions and Discussion Lynn Connaway connawal@oclc.org