Connaway, L. S. (2018). Applying research methods: Investigating the Many Faces of Digital Visitors & Residents. Presented at the American University, March 29, 2018, Rome, Italy.

1. Rome, Italy • 29 March 2018
Applying Research Methods:
Investigating the Many Faces of Digital Visitors & Residents
Lynn Silipigni Connaway, PhD
Senior Research Scientist & Director of User Research, OCLC
connawal@oclc.org
@LynnConnaway

2. Value
of Academic Libraries
“To identify how and why people
get information, it is necessary first
to listen.”
(Connaway, 2017)
Image: https://www.flickr.com/photos/pjotr_savitski/2701378287 by Pjotr Savitski / CC BY 2.0

3. WAYS TO IDENTIFY HOW AND
WHY PEOPLE GET INFORMATION

4. DATA COLLECTION TOOLS AND
METHODS

5. What is Qualitative Research?
A type of scientific research that:
• Seeks answers to a question
• Systematically uses predefined set of
procedures to answer question
• Collects evidence
• Produces findings that:
• Are not determined in advance
• Apply beyond immediate boundaries of
study
Image: https://www.flickr.com/photos/katesheets/5772901616 by katesheets / CC BY-NC 2.0

6. What is Quantitative Research?
• Based on the scientific method of inquiry
• Theory
• Problem
• Hypothesis
• Measurement
• Validity, reliability, and level
• Includes survey research and
experimental research
• Utilizes statistical analysis methods
Image: https://www.flickr.com/photos/zoghal/372832109 by zoghal / CC BY-SA 2.0

7. Mixed Methods Research
• Any combination of research
methods
• Qualitative
• Quantitative
• Participatory
• Action
• Design
• Equal attention to all stages
of research process
• Findings should be iterative
& informative (Kazmer 2017, 232-233)
Image: https://www.flickr.com/photos/hdaparis/11288970914
by Hugh Dutton Associes / CC BY-NC-ND 2.0

8. Triangulation
• Term coined by Webb et al. (1966)
• Multiple methods of data collection (e.g., interviews –
individual & group, observation, literature, archives)
• Agree, or at least don’t contradict (Miles and
Huberman 1994, 266)
• Multiple investigators
• Multiple contexts/situations
Image: https://www.flickr.com/photos/ytwhitelight/49895159 by Amanda Graham / CC BY-NC-ND 2.0

9. Mixed Methods
“Miles, Huberman, and Saldaña also
pointed out that although designing
and conducting a mixed method
research project involves careful
planning and more effort in execution,
the benefits greatly outweigh the
difficulties (including philosophical
ones).”
(Connaway and Radford 2017, 229)
Image: https://www.flickr.com/photos/ikhlasulamal/4538617347 by Ikhlasul Amal / CC BY-NC 2.0

10. Semi-structured Interviews
• Incredibly detailed data
• Time consuming
– Establishing rapport
– Selecting research participants
– Transcribing observations &
conversationsImage: https://www.flickr.com/photos/colinsd40/15183445332
by Colin / CC BY-NC-ND 2.0

11. Diaries
• Keep directions minimal and open
• Offer participants a variety of ways to report
• Written
• Photo
• Video
• Audio
• Data can be rich and detailed, but is self-reported
• Does not require researcher presence
(Connaway and Radford, 2017)
Image: https://www.flickr.com/photos/10154402@N03/8421806383 by Bruce Guenter / CC BY 2.0

12. Online Surveys • Use a database, programming code, &
interface to distribute surveys and collect
responses
• Drawbacks
• Lower response rates than paper
• Concerns over privacy and
confidentiality
• Can be spammed
• Difficult to get a random sample
• May underrepresent those without
computers
Image: https://www.flickr.com/photos/evilmutent/3440911430 by Hugo Chisholm / CC BY-SA 2.0

13. “Perhaps the most convenient method
of studying the consequences of this
law will be to follow the reader from the
moment he enters the library to the
moment he leaves it…”
(Ranganathan 1931, 337)
Image: https://www.flickr.com/photos/anjan58/7346141798 by anjan58 / CC BY-NC-ND 2.0
Observation

14. DATA ANALYSIS TOOLS AND
METHODS

15. Coding
Analyzing the gathered data involves coding the
responses (or placing each item in the appropriate
category), tabulating the data, and statistical
computations.
Categories for coding generally evolve from the data,
there are some common areas such as setting,
situation, perspective, process, activity, event,
relationship, role, practice, etc.
Image: https://www.flickr.com/photos/beggs/130718089 by Brian Jeffery Beggerly / CC BY 2.0

16. Ethnographic Analysis
• Use people’s own categories
• Avoid assuming what one will find
• Complementary to quantitative
methods
• Retain ‘richness’/‘thick description’
• Numerical compatibility
(Asher 2017, 264)
(Connaway and Radford 2017, 282)
Image: https://www.flickr.com/photos/edgarpierce/6279370863 by Edgar Pierce / CC BY 2.0

17. • Contain all data sources
• Create and apply codes
• Enable running queries
• Develop visualizations
• Deliver reports
(Connaway and Radford 2017)
Computer-Assisted Qualitative Data
Analysis Software (CAQDAS)
Image: https://www.flickr.com/photos/zeevveez/6222570825 by zeevveez / CC BY 2.0

18. • Draw on data...in service of
developing new conceptual
categories
• Develop inductive abstract analytic
categories through systematic data
analysis
• Emphasize theory construction
rather than description or
application of current theories
(Connaway and Radford 2017)
Grounded Theory
Image: https://www.flickr.com/photos/brandsvig/6331843056 by Christer / CC BY-NC-ND 2.0

19. “A major strategy for analysis of
qualitative data is the use of the
constant comparative method, which
embraces ‘constant comparisons’
defined as ‘the analytic process of
comparing different pieces of data
against each other for similarities
and differences.’”
(Connaway and Radford 2017, 298)
Image: https://www.flickr.com/photos/chiotsrun/3748199122 by Chiot’s Run / CC BY-NC 2.0

20. Quantitative Analysis
• Descriptive statistics
• Parametric statistics
• Non-parametric statistics
Image: https://www.flickr.com/photos/ekurvine/6964282187 by Esko Kurvinen / CC BY-NC 2.0

21. FINDINGS: DIGITAL LITERACY

22. Value
of Academic Libraries
Image: Oxford Dictionaries, November 15, 2016, 9:00PM, https://twitter.com/oxfordwords/status/798752580872437760?lang=en

23. Value
of Academic Libraries
Post-truth Use Frequency
Oxforddictionaries.comImage: Oxford Dictionaries, “Word of the Year 2016 is...,” English Oxford Living Dictionaries, https://en.oxforddictionaries.com/word-of-the-year/word-of-the-year-2016

24. Value
of Academic Libraries
The EU referendum in the UK and the
presidential election in the US highlighted the
importance of
• identifying fake news
• determining credibility, trustworthiness, and
integrity of information
• fact checking
(Domonoske 2016; Maheshwari 2016; McCoy 2016)
Image: https://www.flickr.com/photos/96310508@N06/10390540955 by Se Re / CC BY-ND 2.0

25. Value
of Academic Libraries
“…the whole kind of conversation around fake
news is this really important example of how
important it is in our daily life and civic health in
order to bring critical skills to bear on
understanding information and being able to
critically evaluate the source of that.”
(Advisory Member LM03, Research University, Secular, Private)
Image: https://www.flickr.com/photos/dskley/13716083704 by Dennis Skley / CC BY-ND 2.0

26. Value
of Academic Libraries
“People [are] talking about the problems of educating
people to be citizens more, with this election being
indicative of that. This is a hard thing to confront right
now because we are going to have an administration that
doesn't think that's important at all.”
(Provost Interviewee PP02, Research University, Non-Secular, Private)
Image: http://bit.ly/2lPFoNi by Clemens V. Vogelsang / CC BY 2.0

27. Value
of Academic Libraries
Determining trustworthy
sources of information is
even harder online.
Image: https://www.flickr.com/photos/gabbysol/21510538432 by Michelle Grewe / Public Domain

28. Value
of Academic Libraries
Millennials and Post-Millennials, although at ease with
information technology, struggle with the evaluation
of online sources.
(Connaway, Lanclos, & Hood, 2013;
Connaway, White, Lanclos, & Le Cornu, 2013;
Stanford History Education Group, 2016)
Image: https://www.flickr.com/photos/142500385@N08/27577398941/ by Rodney Gomez / CC BY 2.0

29. Value
of Academic Libraries
“It depends. It depends who’s made the website or
what I have been told about the website or whether I
know about it at all. But — it sounds silly — but
sometimes you can just tell whether a website looks
reliable or not depending on how professional [it]
looks and who’s written it.”
(Digital Visitors and Residents, UKU6, Female, Age 19, Emerging)
Image: https://www.flickr.com/photos/bobx-nc/14056106583/ by Bob Muller / CC BY-NC 2.0

30. Value
of Academic Libraries
“I always stick with the first thing that
comes up on Google because I think that’s
the most popular site which means that’s
the most correct.”
(Digital Visitors and Residents, USS1, Female, Age 17, High School Student)
Image: https://www.flickr.com/photos/skinnylawyer/6337956175/ by InSapphoWeTrust / CC BY-SA 2.0

31. Value
of Academic Libraries
“That's a YouTube video.
No thank you. …anybody
could have uploaded
that.”
(Researching Students’ Information Choices, G22)

32. Value
of Academic Libraries
Image: https://www.flickr.com/photos/gabbysol/21510538432 by Michelle Grewe / Public Domain
In information seeking,
convenience is key…
But it depends on context
and situation.

33. “At first I started looking
online, and it was a little
bit overwhelming…I ended
up reaching into my
mom’s cupboard and
using a recipe that I found
in one of her old
cookbooks. The recipe
was just what I was
looking for...”
(Digital Visitors and Residents,
USS3, Emerging, Female, Age 17,
High School Student)
“Convenient” Isn’t Always Simple
Image: https://www.flickr.com/photos/29233640@N07/8395962128 by Robert Couse-Baker / CC BY 2.0

34. “Regarding health affairs, I usually don’t search on the internet
because… you have pain in one finger and then you end up
[thinking] you have the bubonic plague… For this situation, I
would use personal contacts.” (UOCG3, Male, Age 28, Computer Science)
Image: https://www.flickr.com/photos/zachduffy/2634956354
by Zach Duffy / CC BY-NC-ND 2.0
“Humans are a valued source of
information.” (Connaway et al., 2017)

35. Satisficing…What is enough information?
“…I needed the answer, my maths,
I was doing an exercise, I got stuck
on a question, I still had the rest of
the exercise to go and I had like an
hour to do it and I just wanted the
formula and the quickest way to do
it was to type it into Google and it
came up.”
(Digital Visitors and Residents, UKS2, Female, Age 17,
Secondary School Student)
Image: https://www.flickr.com/photos/irchriscdk/13946605527 by Chris de Kok / CC BY 2.0

36. Centrality of Google & search engines
Image: https://www.flickr.com/photos/alessandrogrussu/16989214337 by Alessandro Grussu / CC BY-NC-ND 2.0
“You spend many hours with Saint Google. We entrust
ourselves to Saint Google and that solves it for us.”
(Digital Visitors and Residents, UOCFI6, Male, Age 53, Arts & Humanities)

37. “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.’”
(Digital Visitors and Residents, USU7, Female, Age 19, Political Science)
The Learning Black Market
Image: https://www.flickr.com/photos/asuranlv/8784338892 by Eduards Osis / CC BY-NC 2.0

38. “Wikipedia… it’s perfect, because it gives you the
words, the things, the technical words that you need
to look, keywords, so Wikipedia is always, always the
first step.”
(UOCG1, Male, Age 35-44, Professions and Applied Sciences)
Image: https://www.flickr.com/photos/mayopants/4021073588/ by stateofplace / CC BY-NC 2.0

39. “Library sources are used but
not recognized or attributed to
the library.” (Connaway et al., 2017)
Image: https://www.flickr.com/photos/gabbysol/21510538432 by Michelle Grewe / Public Domain

40. “The students are completely unaware of the resources
that the university has in repositories, databases, etc. on
their subjects. Most of the interviewees do not know the
possibility of consulting books in full text, being able to
develop bibliographies or access remotely the funds using
virtual contexts of the campus of its university.
(V&R Project Team Member, Universidad Carlos III de Madrid)
Image: https://www.flickr.com/photos/steve_way/38027571414 by steve_w / CC BY-NC-ND 2.0

41. “Perhaps one of the more interesting actions
could be to promote the library services to
students and how to use them. Now, the
library resources are embedded in the virtual
classroom and the students are not aware of
this, but in contrast, they don’t explore the
full potential of academic library.”
(Eva Ortoll Espinet, Universitat Oberta de Catalunya)
Image: https://www.flickr.com/photos/oldpatterns/5485738658 by Peter Lee / CC BY-NC 2.0

42. “People lack patience to wade
through content silos…”
(Connaway 2015, 134)
“Yes, it [Matrix film plug-in to brain] - sort of
makes information gathering effortless and
without having to sort of manually go through and
separate the chaff from the wheat.”
(Digital Visitors and Residents, UKU10, Male, Age 20, Law)
Image: https://www.flickr.com/photos/pmillera4/12162109155 by Peter Miller / CC BY-NC-ND 2.0

43. Value
of Academic Libraries
“Because, most likely, I won't
be able to see the book, just a
little abstract, and that might
not be helpful because I won't
get the entire information, just
a part of it. That gets
frustrating.”
(Researcing Students’ Information Choices, S07)
Image: https://www.flickr.com/photos/johnloo/7424050476 by John Loo / CC BY 2.0

44. Value
of Academic Libraries
Image: https://www.flickr.com/photos/gabbysol/21510538432 by Michelle Grewe / Public Domain
Critical thinking skills are a primary
concern of university administrators
and are crucial for developing an
informed citizenry.
(Connaway et al., 2017; Najmabadi, 2017)

45. Value
of Academic Libraries
“I do not think the learning stops after [students
graduate]. How do we set our students up for
success? How do they reach the outcomes that we
want for them? How do we have them thinking
about, and in particular for libraries, how do they
think about that down the road as, using public
libraries and the resources we have there as well?”
(Provost Interviewee PP06, Research University, Secular, Public)
Image: https://www.flickr.com/photos/benhosg/32627578042 by Benjamin Ho / CC BY-NC-ND 2.0

46. Value
of Academic Libraries
“We should be helping people learn how to
think, learn how to be skeptical, learn how to
use critical thinking skills, learn how to be self-
reflective. I think because those things are so
much harder to assess and to demonstrate we
have not done as good a job telling that story.”
(Provost Interviewee PP10, College, Non-
secular, Private)
Image: https://www.flickr.com/photos/deia/6461457 by Andréia Bohner / CC BY 2.0

47. RECOMMENDATIONS:
INFORMATION LITERACY

48. It’s time for a change
“Librarians have an
opportunity to
become part of
users’ social
networks and to
put resources in
the context of
users’ information
needs.”
(Connaway 2015, 23)
Image: https://www.flickr.com/photos/68532869@N08/17470913285/ by Japanexperterna.se / CC BY-SA 2.0

49. “Nearly 60 percent of the world’s people
are still offline.”
(Pattillo 2016)
Image: https://www.flickr.com/photos/backgroundsetc/3424524913 by Backgrounds Etc / CC BY 2.0

50. “We do go to the library or somewhere quiet where we can
just get our work done together...”
(UKU3, Female, Age 19, French and Italian)
Space for socializing and group work
Image: https://www.flickr.com/photos/jamesclay/14867901948 by James F Clay / CC BY-NC 2.0

51. oc.lc/oclc-wikilib
Allison Frick, left, (Glendale Free Library in Pennsylvania)
and Christina Riehman-Murphy (Penn State) organized an
information literacy event focused on women and science.
Photo: Courtesy Allison Frick
Information literacy
with Wikipedia

52. 96% of higher education instructors
consider Wikipedia more valuable
for teaching digital literacy than
traditional assignments
2017 Wiki Education Foundation report
https://commons.wikimedia.org/wiki/File:Student_Learning_Ou
tcomes_using_Wikipedia-
based_Assignments_Fall_2016_Research_Report.pdf
Editing Wikipedia promotes digital
information literacy

53. Social Media Presence

54. Special Events & Activities

55. Special Events & Activities

56. Value
of Academic Libraries
Libraries have an opportunity
to align themselves with
institutional priorities and
contribute to the development
of critical thinking skills
Image: https://www.flickr.com/photos/27518426@N03/3617723004 by Patrick Dalton / CC BY-NC-ND 2.0

57. Value
of Academic Libraries
“I see that [libraries] play a role as a
partner, facilitating both learning and
doing in new and different ways, both
helping all of us to embrace information
in critical and yet meaningful ways.”
(Provost Interviewee PP03, Research
University, Secular, Private)
Image: https://www.flickr.com/photos/thyagohills/5009884654/ by Thyago - SORG|FX / CC BY 2.0

58. Value
of Academic Libraries
Take the lead in collaborating with other
educators to incorporate critical literacy into
the curriculum and promote information
professionals’ expertise.
Image: https://www.flickr.com/photos/midori_iko/2599635309 by midori_iko / CC BY-NC-ND 2.0

59. “By focusing on
relationship building
instead of service
excellence,
organizations can
uncover new needs
and be in position to
make a stronger
impact.”
(Mathews 2012)
Image: https://www.flickr.com/photos/marcomagrini/698692268/ by marco magrini / CC BY-NC-ND 2.0

60. “Library is a growing organism.”
(Ranganathan 1931)
Use what you know.
Learn what you don’t know.
Engage in new ways.
Image: http://www.flickr.com/photos/96043955@N05/15190222775 by Ryan Hickox / CC BY-SA 2.0

61. ACKNOWLEDGEMENTS
I would like to thank Brittany Brannon for her assistance
in preparing this presentation.

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68. Questions &
Discussion
Lynn Silipigni Connaway, PhD
Senior Research Scientist &
Director of User Research, OCLC
connawal@oclc.org
@LynnConnaway