Why Google First?
Developing Engagement with
Institutional Services to Meet the
Needs of Digital Visitors and
Residents
Ly...
Overview
Partners
• JISC (UK funding body)
• OCLC
• Lynn Silipigni Connaway,
Ph.D.
• Erin M. Hood, M.L.I.S.
• Oxford University
• D...
Project Phases
Phase 1
• Interviewed 31 (16 US/15 UK) Emerging
educational stage individuals
• Last year of secondary/high...
Project Phases, cont.
Phase 3
• Interviewed second group of 6
students in the Emerging
stage
Phase 4
• In-depth survey
• 5...
Resident Mode
• Visible and persistent
online presence
• Collaborative activity online
• Contribute online
• Internet is a...
Visitor Mode
• Functional use of
technology
• Formal need
• Invisible online presence
• Internet is a toolbox
(Connaway and White for OCLC Research, 2012.)
Mapping of
Personal
Behavior
(Connaway and White for OCLC Research, 2012.)
How to Share
• Google Doc
• Donna.lanclos@gmail.com
• Email
• connawal@oclc.org
• Take a photo and email
• Donna.lanclos@g...
Discussion of
Personal
Mapping
Mapping of
Perceptions of
Constituent
Behavior
(Connaway and White for OCLC Research, 2012.)
How to Share
• Google Doc
• Donna.lanclos@gmail.com
• Email
• connawal@oclc.org
• Take a photo and email
• Donna.lanclos@g...
Discussion of
Constituent
Mapping
Major Findings
of Visitors &
Residents
Project
0% 10% 20% 30% 40% 50% 60% 70% 80%
Emerging
(n=31)
Establishing
(n=10)
Embedding
(n=10)
Experiencing
(n=10)
29%, 9
40%, 4
...
Contexts for Digital Sources
0% 10% 20% 30% 40% 50%
Emerging
(n=31)
Establishing
(n=10)
Embedding
(n=10)
Experiencing
(n=1...
Digital Sources and Educational Stages
20% 40% 60% 80% 100%
Emerging
(n=31)
Establishing
(n=10)
Embedding
(n=10)
Experienc...
Evaluating Information/Resources Part 1
20% 40% 60% 80% 100%
Emerging
(n=31)
Establishing
(n=10)
Embedding
(n=10)
Experien...
Evaluating Information/Resources Part 2
0% 10% 20% 30% 40% 50% 60% 70% 80%
Emerging
(n=31)
Establishing
(n=10)
Embedding
(...
Motivation
0% 20% 40% 60% 80% 100%
Emerging
(n=31)
Establishing
(n=10)
Embedding
(n=10)
Experiencing
(n=10)
81%, 25
40%, 4...
Contact and Educational Stages
(Connaway, Lanclos, and Hood, 2013)
0% 20% 40% 60% 80% 100%
Emerging
(n=31)
Establishing
(n...
“I just type it into Google and see what
comes up.” (UKS2)
“It’s like a taboo I guess with all teachers, they
just all say...
The word “librarian” was
mentioned once in original
interviews by Emerging
Stage participants as a
source of information
O...
Engaging
Constituents
Questions &
Discussion
Lynn Silipigni Connaway
connawal@oclc.org
@LynnConnaway
Donna Lanclos
dlanclos@uncc.edu
@DonnaLancl...
Selected Bibliography
Connaway, Lynn Silipigni, Donna Lanclos, and Erin M. Hood. “‘I find Google a lot easier than going t...
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Why Google First? Developing Engagement with Institutional Services to Meet the Needs of Digital Visitors and Residents

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Why Google First? Developing Engagement with Institutional Services to Meet the Needs of Digital Visitors and Residents

  1. 1. Why Google First? Developing Engagement with Institutional Services to Meet the Needs of Digital Visitors and Residents Lynn Silipigni Connaway, Ph. D. Senior Research Scientist OCLC connawal@oclc.org @LynnConnaway SUNYLA, Buffalo, NY, June 12-14, 2013 Erin M. Hood, M.L.I.S. Research Support Specialist OCLC Research hoode@oclc.org @ErinMHood1 Donna Lanclos, Ph. D. Associate Professor for Anthropological Research University of North Carolina, Charlotte dlanclos@uncc.edu @DonnaLanclos This work is licensed under a Creative Commons Attribution 3.0 Unported License. http://creativecommons.org/licenses/by/3.0/
  2. 2. Overview
  3. 3. Partners • JISC (UK funding body) • OCLC • Lynn Silipigni Connaway, Ph.D. • Erin M. Hood, M.L.I.S. • Oxford University • David White • Alison Le Cornu, Ph.D. • University of North Carolina, Charlotte • Donna Lanclos, Ph.D. Visitors and Residents: What motivates engagement with the digital information environment?
  4. 4. Project Phases Phase 1 • Interviewed 31 (16 US/15 UK) Emerging educational stage individuals • Last year of secondary/high school & first year of university • Majority of students aged 18 & 19 with a few outliers Phase 2 • Interviewed • 10 (5 US/5 UK) Establishing second/third year undergraduate), • 10 (5 US/5 UK) Embedding (postgraduates, PhD students), & • 10 (5 US/5 UK) Experienced (Scholars) stages • Some Phase 1 participants agreed to submit monthly diaries
  5. 5. Project Phases, cont. Phase 3 • Interviewed second group of 6 students in the Emerging stage Phase 4 • In-depth survey • 50 participants from each educational stage in both US & UK • Code, analyze, & compare data 4
  6. 6. Resident Mode • Visible and persistent online presence • Collaborative activity online • Contribute online • Internet is a place
  7. 7. Visitor Mode • Functional use of technology • Formal need • Invisible online presence • Internet is a toolbox
  8. 8. (Connaway and White for OCLC Research, 2012.)
  9. 9. Mapping of Personal Behavior
  10. 10. (Connaway and White for OCLC Research, 2012.)
  11. 11. How to Share • Google Doc • Donna.lanclos@gmail.com • Email • connawal@oclc.org • Take a photo and email • Donna.lanclos@gmail.com • connawal@oclc.org • Twitter • #VandR #Me • Whatever else you can think of! (Courtesy of David White)
  12. 12. Discussion of Personal Mapping
  13. 13. Mapping of Perceptions of Constituent Behavior
  14. 14. (Connaway and White for OCLC Research, 2012.)
  15. 15. How to Share • Google Doc • Donna.lanclos@gmail.com • Email • connawal@oclc.org • Take a photo and email • Donna.lanclos@gmail.com • connawal@oclc.org • Twitter • #VandR #Them • Whatever else you can think of!
  16. 16. Discussion of Constituent Mapping
  17. 17. Major Findings of Visitors & Residents Project
  18. 18. 0% 10% 20% 30% 40% 50% 60% 70% 80% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 29%, 9 40%, 4 50%, 5 40%, 4 10%, 3 0%, 0 10%, 1 0%, 0 19%, 6 30%, 3 80%, 8 80%, 8 Interviews Databases Online Textbooks E-books Digital Sources and Educational Stages (Connaway, Lanclos, and Hood, 2013)
  19. 19. Contexts for Digital Sources 0% 10% 20% 30% 40% 50% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 16%, 5 20%, 2 40%, 4 10%, 1 19%, 6 20%, 2 50%, 5 30%, 3 10%, 3 0%, 0 0%, 0 0%, 0 Interviews Digital AND School (K-12) Digital AND Academic Digital AND Library (Connaway, Lanclos, and Hood, 2013)
  20. 20. Digital Sources and Educational Stages 20% 40% 60% 80% 100% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 26%, 8 50%, 5 70%, 7 40%, 4 77%, 24 90%, 9 70%, 7 50%, 5 Interviews Wikipedia Major Media Sites (Connaway, Lanclos, and Hood, 2013)
  21. 21. Evaluating Information/Resources Part 1 20% 40% 60% 80% 100% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 94%, 29 100%, 10 100%, 10 90%, 9 81%, 25 40%, 4 80%, 8 70%, 7 39%, 12 40%, 4 50%, 5 50%, 5 Interviews Available Time Authority, Legitimacy Convenience, Ease of Use, Accessibility (Connaway, Lanclos, and Hood, 2013)
  22. 22. Evaluating Information/Resources Part 2 0% 10% 20% 30% 40% 50% 60% 70% 80% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 13%, 4 10%, 1 50%, 5 30%, 3 65%, 20 50%, 5 50%, 5 50%, 5 45%, 14 30%, 3 70%, 7 30%, 3 Interviews Reliability Relevance Currency (Connaway, Lanclos, and Hood, 2013)
  23. 23. Motivation 0% 20% 40% 60% 80% 100% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 81%, 25 40%, 4 40%, 4 70%, 7 10%, 3 10%, 1 20%, 2 0%, 0 Interviews Temporal, Immediacy Collaborate (Connaway, Lanclos, and Hood, 2013)
  24. 24. Contact and Educational Stages (Connaway, Lanclos, and Hood, 2013) 0% 20% 40% 60% 80% 100% Emerging (n=31) Establishing (n=10) Embedding (n=10) Experiencing (n=10) 55%, 17 60%, 6 40%, 4 70%, 7 84%, 26 90%, 9 70%, 7 70%, 7 90%, 28 80%, 8 70%, 7 50%, 5 52%, 16 100%, 10 100%, 10 100%, 10 Interviews Email Texting Phone calls Face-to-Face
  25. 25. “I just type it into Google and see what comes up.” (UKS2) “It’s like a taboo I guess with all teachers, they just all say – you know, when they explain the paper they always say, ‘Don’t use Wikipedia.’” (USU7, 0:33:05, Female, Age 19, Political Science) Learning Black Market
  26. 26. The word “librarian” was mentioned once in original interviews by Emerging Stage participants as a source of information One participant referred to “a lady in the library who helps you find things” (USU5, 0:37:17, Male, Age 19, Systems Engineering)
  27. 27. Engaging Constituents
  28. 28. Questions & Discussion Lynn Silipigni Connaway connawal@oclc.org @LynnConnaway Donna Lanclos dlanclos@uncc.edu @DonnaLanclos Erin Hood hoode@oclc.org @ErinMHood1
  29. 29. Selected Bibliography Connaway, Lynn Silipigni, Donna Lanclos, and Erin M. Hood. “‘I find Google a lot easier than going to the library website.’ Imagine Ways to Innovate and Inspire Students to Use the Academic Library.” Proceedings of the Association of College & Research Libraries (ACRL) 2013 conference, April 10- 13, 2013, Indianapolis, IN, 2013, http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/C onnaway_Google.pdf. Connaway, Lynn Silipigni, Donna Lanclos, David White, Alison Le Cornu, and Erin M. Hood. “User- centered Decision Making: A New Model for Developing Academic Library Services and Systems.” IFLA Journal 39, no. 1 (2013): 30-36. http://www.ifla.org/files/assets/hq/publications/ifla-journal/ifla- journal-39-1_2013.pdf. Connaway, Lynn Silipigni, David White, Donna Lanclos, and Alison Le Cornu. “Visitors and Residents: What Motivates Engagement with the Digital Information Environment?” Information Research 18, no. 1 (2013), http://informationr.net/ir/18-1/infres181.html. White, David S., and Lynn Silipigni Connaway. Visitors & Residents: What Motivates Engagement with the Digital Information Environment. 2011-2012. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/. White, David S., and Alison Le Cornu, A. “Visitors and Residents: A New Typology for Online Engagement.” First Monday 16, no. 9 (2011). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3171/3049.

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