Connaway, L. S. (2018). People's mode of online engagement: The Many Faces of Digital Visitors and Residents. Presented at the iConference, March 26, 2018, Sheffield, United Kingdom.

1. iConference • 26 March 2018
People’s Modes of Online Engagement:
The Many Faces of Digital Visitors and 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 watch and 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. Digital Visitors & Residents
• Identify how individuals
engage with
technology
• How they acquire their
information
• Why they make their
choices
(White, Connaway, Lanclos, Hood, and Vass 2014)
Image: https://www.flickr.com/photos/113026679@N03/14720199210 by David Mulder / CC BY-SA 2.0

5. V&R Framework
(White & Le Cornu 2011)
#vandr
Visitors & Residents resources http://goo.gl/vxUMRD

6. Why V&R?
The importance of context in
information behavior (Cool & Spink, 2002)
• Changes in engagement with
information environment
• Gap in user behavior studies
• Understand motivations &
expectations for using technologies
• Track shifts in motivation &
engagement during transition
between educational stages
(White & Connaway, 2011-2014; Connaway & Dickey, 2010)
Image: https://www.flickr.com/photos/namoscato/9130908776
by Nick Amoscato / CC BY 2.0

7. Engaging individuals in context
#vandr
Visitors & Residents resources http://goo.gl/vxUMRD
Connaway & White for OCLC Research 2012

8. DATA COLLECTION TOOLS AND
METHODS

9. Qualitative Research
“…a situated activity that locates the observer in the world. It consists of a
set of interpretive, material practices that make the world visible. These
practices transform the world. They turn the world into a series of
representations, including field notes, interviews, conversations,
photographs, recordings, & memos to the self.
At this level, qualitative research involves an interpretive, naturalistic
approach to the world. This means that qualitative researchers study
things in their natural settings, attempting to make sense of, or to
interpret, phenomena in terms of the meanings people bring to them.”
(Denzin and Lincoln 2005)
Image: https://www.flickr.com/photos/ddrmaxgt37/387453140 by Arun Venkatesan / CC BY-NC 2.0

10. Quantitative Research
Quantitative research methods
“use measurements and statistics
to transform empirical data into
numbers and to develop
mathematical models that
quantify behavior.”
(Tracy, 2013)
Image: https://www.flickr.com/photos/goldberg/106674782 by Joe Goldberg / CC BY-SA 2.0

11. 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

12. 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

13. 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

14. 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

15. Visitors & Residents Interviews
• United States
• United Kingdom
• Universidad Carlos III de Madrid (Madrid, Spain)
• Università Cattolica del Sacro Cuore (Milan, Italy)
• Universitat Oberta de Catalunya (Barcelona, Spain)
Image: https://www.flickr.com/photos/elena_87/2567662128 by Elena / CC BY-NC-ND 2.0

16. Educational
Stage
Universidad
Carlos III de
Madrid
(Madrid)
United
States
United
Kingdom
Universitat
Oberta de
Catalunya
(Barcelona)
Università
Cattolica del
Sacro Cuore
(Milan)
Emerging
Participants 8 22 21 6 3
Establishing
Participants 10 5 5 7 6
Embedding
Participants 10 5 5 7 6
Experiencing
Participants 10 5 5 13 5
Total 38 37 36 33 20
Visitors & Residents Interview Demographics (n=164)

17. V&R Semi-Structured Interview Questions
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?
Image: https://www.flickr.com/photos/valeriebb/2915293384 by Valerie Everett / CC BY-SA 2.0

18. 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

19. V&R Diary Template
1. Explain a time in the past month when you
were SUCCESSFUL in completing an
ACADEMIC assignment. What steps did you
take?
2. Think of a time fairly recently when you
struggled to find appropriate resources to
help you complete an ACADEMIC assignment.
What happened?
Image: https://www.flickr.com/photos/tiltti/2774736723 by tiltti / CC BY 2.0

20. V&R Diaries
• 22 Diarists (10 UK/12 US):
• 66 diaries collected
• 53 follow-up diarist interviews
conducted
• Conducted & collected from April
2011 through October 2013
(White & Connaway 2011-2014)
Image: https://www.flickr.com/photos/tekkebln/6904577257 by Tekke / CC BY-ND 2.0

21. V&R Online Surveys
• In-depth online survey
• 150 participants from the US & UK
• 42 Emerging
• 42 Establishing
• 42 Embedding
• 24 Experiencing
Image: https://www.flickr.com/photos/beultruk/2787535080 by Nicholas L. / CC BY-NC 2.0

22. DATA ANALYSIS TOOLS AND
METHODS

23. Coding
Analyzing the gathered data involves coding the
responses (or placing each item in the appropriate
category), tabulating the data, & 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

24. 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

25. • 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 & Radford 2017)
Grounded Theory
Image: https://www.flickr.com/photos/brandsvig/6331843056 by Christer / CC BY-NC-ND 2.0

26. “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 & Radford 2017, 298)
Image: https://www.flickr.com/photos/chiotsrun/3748199122 by Chiot’s Run / CC BY-NC 2.0

27. 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
Visitors & Residents
Codebook Excerpt
Image: https://www.flickr.com/photos/eberg/5930730983/ by Evelyn Berg / CC BY-NC-ND 2.0

28. Theme Sub-theme Sub-theme Sub-theme Definition Example
Place (I)
Internet (I.A) Online, unspecified “I will go online for the subject because I know the what's
online will be of better quality and more relevant to the
specification than what's in the book” (2UKU2).
Search Engine
(I.A.1)
Unspecified or unlisted
search engine (i.e., Bing)
“Or I’ll go back to the search engine and start again and
look at all the other options that I’m able to look at”
(UKS4).
Google (I.A.1.a) “I would start by Googling definitely” (2UKS2).
Social Media
(I.A.2)
Unspecified or unlisted
social media (i.e.,
LinkedIn)
“Well, I like social media, but I don't know if anything
would change anything about my academics … um, the
only thing that I can think of that I'll probably ever be able
to think of, is the detrimental effect it has on my
academics because it distracts me” (USG2).
Facebook (I.A.2.a) “When I'm doing homework or coursework or something,
I'll always have Facebook and Twitter open, for example,
as well” (2UKS2).
Twitter (I.A.2.b) “Twitter, I don't use it educationally at all” (2UKS2).
Library (I.B) Unspecified library “I think first of all I would search on Google Scholar to see
whether there is an e-version. Because I’m pretty
comfortable reading online. And if there is not, then I will
go to the library. Yes. When I have to” (UKG1).
Academic (I.B.1) “The majority of the journal articles that we would read
are online although frequently books are still not
converted into e-books yet, so they’re frequently found in
the education library” (UKG2).
Visitors &
Residents
Codebook
Excerpt

29. Background image: https://www.flickr.com/photos/turkian/13138513613 by Jean-Pierre Bluteau / CC BY-NC 2.0

30. 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

31. FINDINGS: DIGITAL LITERACY

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

33. 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

34. 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

35. 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

36. 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

37. Value
of Academic Libraries
Determining trustworthy
sources of information is
difficult in today’s
environment
Image: https://www.flickr.com/photos/gabbysol/21510538432 by Michelle Grewe / Public Domain

38. 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

39. 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

40. 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

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

42. 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.

43. “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

44. “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)

45. “You spend many
hours with Saint
Google. We entrust
ourselves to Saint
Google and that
solves it for us.”
(Digital Visitors & Residents, UOCFI6,
Male, Age 53, Arts & Humanities)
Image: https://commons.wikimedia.org/wiki/File:Cathedral_2_(3542672756).jpg by allen watkin / CC BY-SA 2.0

46. “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

47. “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

48. “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 virtual texts
of the university campus.”
(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

49. “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

50. “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

51. 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

52. 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)

53. 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

54. 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

55. RECOMMENDATIONS:
TRANSFORMING & INTEGRATING
PHYSICAL & DIGITAL WORLDS

56. It’s time for a change
“…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

57. Build digital
communities
Integrate into
users’ digital
worlds
Image: https://ethority.de/en/social-media-prism/
by Sten Frenke / CC BY-SA 2.0

58. 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

59. 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

60. Social Media Presence

61. Special Events & Activities

62. Special Events & Activities

63. “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

64. “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)
Virtual & physical space for
socializing and group work
Image: https://www.flickr.com/photos/jamesclay/14867901948 by James F Clay / CC BY-NC 2.0

65. Value
of Academic Libraries
Align ourselves 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

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

67. “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

68. Connaway, Lynn Silipigni, Vanessa Kitzie,
Erin M. Hood and William Harvey. 2017. The
Many Faces of Digital Visitors & Residents:
Facets of Online Engagement. With
contributions from Allison Benedetti, Agustí
Canals, Liliana Gregori, Eva Ortoll Espinet,
Daniel Lozano, Melissa Man, Josep Cobarsí
Morales, Sara Giuliana Ricetto, Riccardo
Melgrati, Eva M. Méndez Rodríguez, Andrea
Sada, Peter Sidorko, Paolo Sirito, Virginia
Steel, Titia van der Werf, and Esther Woo.
Dublin, OH: OCLC Research.
doi:10.25333/C3V63F
https://www.oclc.org/content/dam/research/
publications/2017/oclcresearch-many-faces-
digital-vandr-a4.pdf.

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

70. References
Asher, A. (2017). “On Ethnographic Research: How do Students Find the Information They Need?” In Research Methods for
Library and Information Science, 6th ed., edited by Lynn Silipigni Connaway and Marie L. Radford, 264. Westport, CT:
Libraries Unlimited.
Connaway, L. S. (2016). “#Librariesinlife: The Convenience Imperative.” Next, March 7,
http://www.oclc.org/blog/main/librariesinlife-the-convenience-imperative/.
Connaway, L. S. (2016). “Is Anything More Important than Convenience?” Next, May 24, http://www.oclc.org/blog/main/is-
anything-more-important-than-convenience/.
Connaway, L. S. (2017, August 25). Can you believe it? How to determine credibility in the era of fake news. Inside ASIS&T
President’s Column, August 2017.
Connaway, L. S. (2017, June 19). Putting the library in the life of the user: Listen, then lead, to promote a unique and
compelling role for academic libraries. Guest of Choice, Choice360 blog. Retrieved from
http://www.choice360.org/blog/putting-the-library-in-the-life-of-the-user
Connaway, L. S. (comp. 2015). The Library in the Life of the User: Engaging with People Where They Live and Learn. Dublin,
OH: OCLC Research. http://www.oclc.org/content/dam/research/publications/2015/oclcresearch-library-in-life-of-user.pdf.
Connaway, L. S., & Dickey, T. J. (2010). “The Digital Information Seeker: Report of Findings from Selected OCLC, RIN, and
JISC User Behavior Projects.”
http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf.

71. References
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, no. 3: 179–190.
Connaway, L. S., & Faniel, I. M. (2014). Reordering Ranganathan: Shifting user behaviors, shifting priorities. Dublin,
OH: OCLC Research. http://www.oclc.org/content/dam/research/publications/library/2014/oclcresearch-reordering-
ranganathan-2014.pdf.
Connaway, L. S., Harvey, W., Kitzie, V., and Mikitish, S. 2017. Action-Oriented Research Agenda on Library
Contributions to Student Learning and Success. January 10, 2017.
http://www.oclc.org/content/dam/research/themes/acrl-research-agenda-jan-2017.pdf.
Connaway, L. S., Kitzie, V., Hood, E. M., & Harvey, W. (2017). The Many Faces of Digital Visitors & Residents: Facets
of Online Engagement. With contributions from Allison Benedetti, Agustí Canals, Liliana Gregori, Eva Ortoll Espinet,
Daniel Lozano, Melissa Man, Josep Cobarsí Morales, Sara Giuliana Ricetto, Riccardo Melgrati, Eva M. Méndez
Rodríguez, Andrea Sada, Peter Sidorko, Paolo Sirito, Virginia Steel, Titia van der Werf, and Esther Woo. Dublin, OH:
OCLC Research. doi:10.25333/C3V63F.
Connaway, L. S., Lanclos, D. M., & Hood, E. M. (2013, December 6). “I always stick with the first thing that comes up
on Google…” Where people go for information, what they use, and why. EDUCAUSE Review Online. Retrieved from
http://er.educause.edu/articles/2013/12/i-always-stick-with-the-first-thing-that-comes-up-on-google---where-people-go-
for-information-what-they-use-and-why

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