Observing Student Researchers in their Native Habitat Dan Burnstone, Publishing Director E-books and...

Observing Student Researchers in their Native Habitat

Dan Burnstone, Publishing Director

E-books and E-content 2008

© 2007. All Right Reserved. The information contained within this presentation is proprietary to ProQuest CSA LLC. Use without citation is strictly prohibited.

Dan Burnstone. Observing Students Researchers in their Native Habitat. Ann Arbor: ProQuest, 2007.

New Realities

1. Users are now in the drivers seat– Users have choices for information access

2. Born-digital users cut their teeth on the leading open web applications

– Google, Amazon and other open-web services have set the bar for the quality of user experience

3. Users expect seamless access and continuity in work flow

– Users will flock to services that meet their needs – or perceived needs

© 2007 ProQuest LLC. All Right Reserved.

Libraries face a challenge

The online library environment must keep pace with escalating user expectations

or risk becoming irrelevant to the user community


Objectives of research

Main objective:

to understand better the information-seeking experiences and habits of students


Objectives

1. To determine how and where electronic library resources fit into the students' research habits.– Which resources do they use? How do they get to

them?– Do they get or seek any guidance?

2. To discover the factors that play a significant role in the students' selection of resources– How do students evaluate resources? – How do users carry the results of their research into

their work?– Students’ perception of successful research

3. To examine the roles of open web search engines in student research


Methodology

• Ongoing research over multiple phases• Field studies observing users in their

native environment• Guided by a formal research plan and

study protocol


How the study was conducted

Study parameters

• Students actively engaged in performing research for actual class assignments

• Conducted anonymously to avoid any bias• Conducted onsite and remotely


How did we find students?

• Facebook

Screening

• Online survey

Who did we observe?

• Undergraduates

• Graduate students

• Variety of disciplines

• Mix of novice and sophisticated researchers


Coffee shopsThe library

Where did we go?

The libraryComputer labs

Where did we go?

Coffee shops

Where did we go?

Apartments

Where did we go?

Capturing remote sessions

The student’s view

Findings – What we learned

• How students decide which resources to use for their research

• How students use library resources • How students are really using Google• How social networking sites factor into

student research


How students choose resources

• Library outreach

• Course instructor

• Brand awareness


• And Google

How students use library resources

• 95% of participants attempted to use library resources for their research

• Once in a licensed product, most students have no serious difficulties in conducting their research

• Students often work with multiple resources and search tools at the same time

• Abstracts are essential in identifying relevant articles


Library resources

Chief inhibitors to success

• Lack of awareness

• Difficulty navigating library website to locate appropriate e-resources

• Misunderstanding of the role of the library catalogue

• Authentication barriers owing to limited access points


Library resources

How students really use Google

• Primary research tool

• Handy look-ups

• Supplement research


And Google?

Google as a primary research tool

• Suffices, when quality isn’t a concern

• Insufficiently aware of library e-resources

• Bad experiences with library e-resources


And Google?

Google as a handy look-up tool

• Locate know resources– Known sites (NGOs, museums, etc.)– Major newspapers– Library resources

• Get specific answers– General information about a topic– Definition of a term, e.g. p16 protein– Complete a citation for an article of interest


And Google?

End-user surveys support these findings

• ~10,000 respondents

• Invited from ProQuest search interfaces

• Invited from Facebook ads at 3 universities


Quantitative research

Thinking about library online databases in comparison to web search engines such as Google…


End-User Surveys

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ProQuest 2006

ProQuest 2007

Outside (Facebook)

Has better quality and credibility of content

Library databases Google

End-User Surveys


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ProQuest 2006

ProQuest 2007

Outside (Facebook)

Has more useful search results



End-User Surveys

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ProQuest 2006

ProQuest 2007

Outside (Facebook)

Has an easier to use search interface



End-User Surveys

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ProQuest 2006

ProQuest 2007

Outside (Facebook)

Is preferred for academic research and course assignments



End-User Surveys

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ProQuest 2006

ProQuest 2007

Outside (Facebook)

Is preferred for quick look up of facts and unfamiliar terms or concepts



End-User Surveys

In conclusion

• Google and other similar open Web search engines have a place in student research, but Google has not displaced the perception that library databases offer superior quality content and research support.

• Users are highly satisfied with the results of their Google searches but not because it excels at supporting the academic research process


And Google?

Social networking sites

• For the most part, they don’t

• Facebook often used as study break; MySpace rarely used

• One student mentioned using it for a group project as a means for communication within the group

• Academic librarians are setting up Facebook profiles to create relationships with students


How they factor into student research

Recommendations

• Make resources discoverable– Simplify e-resources web page design– Address students perception that “the online catalogue

represents all library resources”

• Authentication– Design access points for electronic resources from the students’

perspective

• Build awareness – Get into the classroom– In person– Via instructor– Via course pages


Formula For Academic Library Success*

Greater Awareness

+ Usable Websites

+ Flawless Authentication

= Better Results

* Courtesy Steven Bell via ACRL blog entry about these research findings [ http://acrlblog.org/2007/05/14/formula-for-academic-library-success ]


Thank you

Dan [email protected]

“To be successful in today’s world, those who define and build [research solutions] must know how to fit them into the fabric of everyday life.”

Beyer & Holtzblatt

Observing Student Researchers in their Native Habitat Dan Burnstone, Publishing Director E-books and...

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