Listen observe ux_dls

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  • Distance librarians often do not have the opportunity to engage face-to-face with their users.
  • Listen observe ux_dls

    1. 1. Listen To What You Cannot Hear, Observe What You Cannot See: Evidence-Based Methods for Evaluating and Enhancing UX in Distance Library Services Christine Tobias User Experience Librarian Michigan State University Libraries 16th Distance Library Services Conference April 24, 2014
    2. 2. Photo Credit: http://snapshotsforsoreeyes.files.wordpress.com/2012/02/ocean-binoculars.jpg
    3. 3. Distance Learning Library Services: A Definition Library services in support of college, university, or other post- secondary course and programs offered away from a main campus, or in the absence of a traditional campus, and regardless of where credit is given. Source: Association of College & Research Libraries (ACRL) Standards for Distance Learning Library Services
    4. 4. Access Entitlement Principle “Academic libraries must, therefore, meet the information and research needs of all these constituents, wherever they may be.” Source: Association of College & Research Libraries (ACRL) Standards for Distance Learning Library Services,
    5. 5. Distance Learning Trends @ MSU 0 100000 200000 300000 400000 500000 600000 On Campus Off Campus Online University Credits Offered by Delivery Method – Fall Semester (2004-2013) Source: Office of the Registrar, Michigan State University
    6. 6. Distance Learning Trends @ MSU 0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000 180,000 200,000 On Campus Off Campus Online University Enrollment by Delivery Method – Fall Semesters (2004-2013) Source: Office of the Registrar, Michigan State University
    7. 7. Distance Learning Trends @ MSU: A Closer Look 0 2000 4000 6000 8000 10000 12000 14000 16000 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Online Off Campus University Enrollment by Delivery Method – Fall Semesters (Distance Learning, 2004-2013) Source: Office of the Registrar, Michigan State University
    8. 8. Blurred Lines…Who Are Distance Learners…really?  Ubiquitous online access to library resources  No distinction between online users on campus or in distance learning  Location of online students irrelevant  Online students function as distance learners regardless of location  Librarians serve similar roles and responsibilities to online users and distance learners
    9. 9. Distance Learners…in the traditional on-campus classroom!?!? Photo Credit: http://honorscollege.msu.edu/sites/default/files/content/Student%20Linguistics%20Lab.jpg
    10. 10. Distance Learners…in the dorms! Photo Credit: http://blogs.cdc.gov/publichealthmatters/files/2012/08/Dorm-room.jpg
    11. 11. Distance Learners…in the Library! Photo Credit: Ebony Magnus, MSU Libraries
    12. 12. Need for Assessment in DLS “The librarian-administrator assesses the existing library support for distance learning, its availability, appropriateness, and effectiveness, using qualitative, quantitative, and outcomes measurement devices as well as a written profile of needs.”  Assesses and articulates both the electronic and traditional library resource needs of the distance learning community;  Conducts reviews of specific library and information service areas or operations which support distance learning services;  Participates in continuous institutional assessment and effectiveness programs and processes.Source: Association of College & Research Libraries (ACRL) Standards for Distance Learning Library Services,
    13. 13. Listen…Observe… There’s lots of data out there! Photo Credit: http://m7.i.pbase.com/o4/30/681730/1/63514037.5HZa23Zp.050605022BosseCarlssonw.jpg
    14. 14. UX @ MSU Libraries  2 User Experience Librarians  User Experience Work Group  Collaborate across units to build a culture of assessment throughout library  Evaluate service points, operations, pro cesses, and work flows for planning, design, and user-centric improvement Photo Credit: http://blog.zenoss.com/wp-content/uploads/2012/02/The-End-of-Silod-Monitoring-Silo-Collapse.jpg We’re breaking down silos!
    15. 15. Usage Analytics: LibGuides Guide Title Views How to Cite Data 5846 Finding Faculty Salary Information 3902 Native American Studies Research Guide 3602 African American Studies Research Guide 2895 Electronic Medical Books 2100 NSC 495-Researching your topic in Human Biology 1425 Business Electronic Resources 1254 Citing Business Databases in APA Style 1245 Detailed Land and Property Information in Michigan 1239 Criminal Justice Resources 1238 LibGuides: Top 10 Guides by View (March 2014)
    16. 16. Usage Analytics: Google Analytics Google Analytics: LibGuides (External) - Top 10 Page Views (March 2014) Unique Pageviews: Number of visits during which the specified page was viewed at least once. Bounce Rate: Percentage of visits in which the visitor enters and exits without interacting with the rest of the site. Exit Rate: Indicates how often visitors exit from the page when they view that page.
    17. 17. Stalk…and Embed: Or, integrate LibGuides with D2L • Library Resources widget appears on home page of every course in D2L; • Use API tagging in LibGuides to integrate Course Guides and Getting Started Guides into Desire2Learn; • Integration happens automatically; no intervention from librarian needed!
    18. 18. Why Integrate LibGuides in D2L?  Promote awareness of library resources  Increase usage of Course Guides and Getting Started Guides  Seamless, automat ic  Embed librarians
    19. 19. Is It Working?
    20. 20. Measuring Service Process in VR  What is service process? ◦ HOW and WHY is VR used? (Service perspective)  How can it be measured? ◦ Quantitative: Stats and Numbers ◦ Content of VR transcripts  What can be measured? ◦ Traffic Patterns: How often and which service? ◦ Staffing Patterns: Who’s answering the question? ◦ Access Points: Where are users accessing the service? ◦ Question Types: What types of questions are asked?
    21. 21. • Which types of questions are asked in VR? • Is VR a valid research service point? • Customized Descriptive Codes • Derived using Grounded Theory Model • Created in QuestionPoint (VR software) • MSU patrons only • Up to 3 codes assigned to each question • Based on initial question(s) asked at point of service entry. • Only one “coder” to maintain consistency Service Process Measurement Plan
    22. 22. Customized Descriptive Codes Assigned by Major Category (n= 7,095) 40 221 558 2726 36 183 526 2805 0 1000 2000 3000 Local Resources Tech/Help Library Services Library Resources 2011-2012 2012-2013
    23. 23. 0 1000 2000 3000 4000 2011-2012 2012-2013 Trends in Assignment of Customized Descriptive Codes By Major Category: 2011 - 2013
    24. 24. Trends in Top Ten Assigned Customized Descriptive Codes: 2011 - 2013 0 200 400 600 800 2011-2012 2012-2013
    25. 25. Listen…Observe… A Mixed Methods Approach • Why is VR service used? • What types of questions are asked? • Validate use of VR as distance learning service point Service Process (Quantitative) • Why/Where are users frustrated, confused, lost? • Observe and understand information-seeking behaviors Pain Points (Qualitative)
    26. 26. Pain Points in Distance Learning What are pain points?  Expressions of frustration, irritation, conf usion when using library’s website and online resources How can pain points be identified?  Virtual reference transcripts  Telephone transaction logs  Email correspondence
    27. 27. “I’m not finding info very quickly” (Librarian) “I can’t figure out….I’ve been fiddling around with the website for a while….” “…don’t know how to get there from here.” [access to database] Excerpts = Evidence of Pain Points
    28. 28. Transaction Logs: More Evidence Book Delivery: Distance Learner Book Chapter: Distance Learner/Study Abroad Photo credit: Amy Blair, Distance Library Services, MSU Libraries
    29. 29. And More Evidence… Link Resolver: Find Text @MSU Google Scholar: MSU Access Photo credit: Amy Blair, Distance Library Services, MSU Libraries
    30. 30. Ease the Pain…Enhance UX What does the evidence show? • Is transparency in presentation of resources lacking? • Are users not understanding the functionality of tools? • Is relevant, pertinent information buried? • Are services being used according to expectations? • Are there gaps between users’ information/research needs and the availability of resources and services? • Where can/should improvements be made?Listen…Observe…Evaluate…Enhance
    31. 31. Your Turn…  What evidence do you think you will find if you listen and observe at your library?  How can you improve the user experience in distance library services based on this evidence? Photo Credit: http://m7.i.pbase.com/o4/30/681730/1/63514037.5HZa23Zp.050605022BosseCarlssonw.jpg
    32. 32. Thank you! Questions? Now…Please Ask! Later…Contact Me. Christine Tobias tobiasc@msu.edu Michigan State University Libraries

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