Connaway, L. S. (2018). Studying information behavior: The Many Faces of Digital Visitors and Residents. Presented at Bar-Ilan University, March 11, 2018, Ramat Gan, Israel.

1. Bar-Ilan University • 11 March 2018
Studying Information Behavior:
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. About Digital Visitors and Residents
• Identify how individuals
engage with
technology
• How they acquire their
information
• Why they make their
choices
(White, Connaway, Lanclos, Hood, and Vass 2014)

3. 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.

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

5. Visitor Mode
• Functional use of
technology
• Formal need
• Invisible online presence
• Internet is a toolbox
(White and Connaway 2011-2014)

6. Resident Mode
• Visible and persistent
online presence
• Collaborative activity
online
• Contribute online
• Internet is a place
(White and Connaway 2011-2014)

7. Educational Stages
(Connaway, White, and Lanclos 2011)

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

9. DATA COLLECTION TOOLS AND
METHODS

10. Qualitative Research Definition
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

11. What is 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)

12. Quantitative Research Definition
Quantitative research methods
“use measurements and statistics
to transform empirical data into
numbers and to develop
mathematical models that
quantify behavior.”
(Tracy, 2013)

13. 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

14. 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)

15. 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

16. 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)

17. 4 Project Phases
• Semi-structured interviews
• Diaries/monthly semi-
structured interviews
• Written
• Video
• Skype or telephone
• Second group of semi-
structured interviews
• Online survey
V&R Data Collection Tools

18. Semi-structured Interviews
• Incredibly detailed data
• Time consuming
– Establishing rapport
– Selecting research participants
– Transcribing observations &
conversations

19. Conducting the Interview
1. Thematizing: Clarifying the interview’s purpose
2. Designing: Defining the interview’s purpose
3. Interviewing: Conducting the interview
4. Transcribing: Creating a written verbatim text of the interview
5. Analyzing: Figuring out the meaning of data
6. Verifying: Determining the reliability & validity of the data
7. Reporting: Telling others about the findings
(Connaway and Radford 2017, 244)

20. Visitors and 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)

21. 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 and Residents Interview Demographics (n=164)

22. 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?

23. 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)

24. V&R Diaries
• 22 Diarists (10 UK/12 US):
• 66 diaries collected
• 53 follow-up diarist interviews
conducted
• Conducted and collected from April
2011 through October 2013
(White and Connaway 2011-2014)

25. 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?

26. Example: Digital Visitors and Residents Diaries

27. 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

28. Online Surveys vs Interviews
• Response rate can be improved with
email follow ups
• Quicker responses
• May be less expensive
• Numerous existing tools to administer
the survey and host data
• Decrease manual entry for researcher
• Can be easier to analyze

29. V&R Online Surveys
• In-depth online survey
• 150 participants from the US & UK
• 42 Emerging
• 42 Establishing
• 42 Embedding
• 24 Experiencing

30. Mapping
Visitors and Residents Sample Maps

31. Why Mapping Exercise?
• Learn about how we engage
– Personally
– Professionally
– Individually
– Collectively
• Identify and better understand our identity and dynamics
• Better understand users to better understand their workflows and engagement
– Modify and change library offerings, modes of interaction, and
communication
• It is fun and interesting
• Data and Discovery

32. ResidentVisitor
Personal
Institutional

33. ResidentVisitor
Personal
Institutional

34. ResidentVisitor
Personal
Institutional

35. Usability Testing
• Degree to which a user can successfully learn
& use a product to achieve a goal
• Evaluation research methodology
• Observation & analysis of user behavior while
users use a product or product prototype to
achieve a goal
(Dumas and Redish 1993, 22)

36. Usability Testing: Components
Comprised of three parts:
1. Pre-session interview
2. Scenario and task
structured test
3. Post-session survey
(Tang 2017, 278)

37. Usability Testing: Methodology
• Artificial environment
(laboratory)
• Maintain more control
• May provide more
specific data on a
particular feature
• Natural environment
• Better holistic
representation of real
people doing real work
(Tang 2017, 278)

38. V&R Mapping App Usability Testing
TASK
• Think of around 10 websites you use or online activities that you
regularly perform. Place each of these websites or activities on
the map in a way that represents how you feel you use them (as
a 'Visitor' or as a 'Resident') and the typical context in which you
use them ('Personal' or 'Institutional’).
PROCEDURE
1. Read the task aloud
2. Using the app, complete the task while thinking aloud
3. Indicate when they felt they had completed the task

39. V&R Mapping App
• Usability tested, user approved
• YouTube and comic book instructions
• Create and share on social
media
https://www.youtube.com/watch?v=6ai0ZO3lDR4

40. http://oc.lc/vrmap

41. DATA ANALYSIS TOOLS AND
METHODS

42. 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)

43. • 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)

44. • 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

45. “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)

46. Interviews
• Conduct
• Transcribe
Codebook
• Themes
• Build
Codebook
NVivo
• Load
• Insert
Codebook
ICR
• Code portion
• Run ICR
Coding
• Code
Transcripts
• Upload to
NVivo
Analysis
• Export
Results
• Calculations

47. 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.

48. 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 and Residents
Codebook Excerpt

49. 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 and
Residents
Codebook
Excerpt

51. What is NVivo?
NVivo is a qualitative data
analysis computer software
package produced by QSR
International for qualitative and
mixed methods research.

52. Google
Map Analysis

53. Google
FB

54. Google
Google
FB

55. Is there a pattern here?
Pitt UCLA

56. Is there a pattern here?
Pitt UCLA

57. V&R FINDINGS

58. “Humans are a valued source of
information.” (Connaway et al., 2017)

59. “En temes de salut o així no solo acudir a Internet per res perquè
...poses que et fa mal un dit i acabes tenint pesta bubònica...no es
fiable, a internet...lo probablement improbable és lo segur. Aquí si
que acudiria a contactes reals.”
(UOCG3, Male, Age 28, Computer Science)
“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… It is not reliable…
improbable things become sure. For this situation, I would use
personal contacts.”

60. The future…
“Una persona sàvia. M’agraden els
llibres i la tecnologia, però les
persones són millors.”
“A wise person. I like books and
technology, but people are better.”
(UOCU1, Female, 19-25, Professions and Applied Sciences)
The magic future would be…

61. “Wikipedia is used by individuals in
all educational stages to familiarize
themselves with a subject or topic.”
(Connaway et al., 2017)

62. “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

63. “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)

64. “I used to seek information in Wikipedia, even my colleagues
said that there are wrong things on it…but I said Enciclopedia
Larousse [Traditional encyclopedia] also have mistakes…the
only difference is that it is printed and is impossible to correct
the mistakes once you have the printed version…Mistakes are
not about technology, are about people.”
(Digital Visitors and Residents, UOCFE6, Male, Age 53, Computer Science)

65. “Convenience is a priority when
making decisions about what tools
and sources to use.” (Connaway et al., 2017)

66. “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

67. 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)

68. “Participants report extensive use
of search engines, especially
Google, and take them for granted.”
(Connaway et al., 2017)

69. Centrality of Google & search engines
“…I just think it’s [VLE web site] too
complicated and it’s limited, that I just
carried on going on Google.”
(Digital Visitors and Residents, UKS6, Emerging, Female, Age 16, Secondary
School Student)

70. “Library sources are used but
not recognized or attributed to
the library.” (Connaway et al., 2017)

71. “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)

72. “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)

73. “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)

74. RECOMMENDATIONS

75. Convenience
• Offer a variety of services to meet needs
in different contexts and situations
• Become mobile-friendly or mobile-first

76. Workflows
• Study and understand
users’ workflows
• Place library resources
within those workflows

77. Discovery and Access
• Improve library systems for browsing
• Use metadata to:
• Develop visualizations of collections
• Provide information in ways users
are familiar with
• Encourage critical literacy skills

78. Marketing
“Librarians need to market
and promote tools and
sources, especially one of
the library’s most valuable
sources, librarians.”
(Connaway et al. 2017)

79. Relationship Building
“People connect with
other people to get their
information and they
often turn to those who
they know and trust.”
(Connaway et al. 2017)

80. The Academic Future
Study the habits and
practices of K-12
students to better
understand our
future users’ needs

81. “The creative process is not like a situation
where you get struck by a single lightning
bolt. You have ongoing discoveries, and
there are ongoing creative revelations. Yes,
it's really helpful to be marching toward a
specific destination, but, along the way, you
must allow yourself room for your ideas to
blossom, take root, and grow.”
–Carlton Cuse

82. The Many Faces of Digital Visitors & Residents:
Facets of Online Engagement
OCLC Report authored by:
Lynn Silipigni Connaway
Vanessa Kitzie
Erin M. Hood
William Harvey

83. 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
Esther Woo
With contributions from:

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

85. References
Asher, Andrew. 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, Lynn S., David White, and Donna Lanclos. 2011. “Visitors and Residents: What motivates
engagement with the digital information environment?” Proceedings of the 74th ASIS&T Annual Meeting 48: 1-7.
Connaway, Lynn Silipigni, and Marie L. Radford. 2017. Research Methods for Library and Information Science,
6th ed. Westport, CT: Libraries Unlimited.
Connaway, Lynn Silipigni, and Timothy J. Dickey. 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.
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.
https://www.oclc.org/content/dam/research/publications/2017/oclcresearch-many-faces-digital-vandr-a4.pdf.

86. References
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.
Denzin, Norman K., and Yvonna S. Lincoln. 2005. The Sage Handbook of Qualitative Research, 4th ed.
Thousand Oaks, CA: Sage Publications.
Dumas, Joseph S., and Janice C. Redish. 1993. A Practical Guide to Usability Testing. Portland, OR: Intellect
Books.
Kazmer, Michelle. 2017. “Mixed Methods.” In Research Methods for Library and Information Science, 6th ed.,
edited by Lynn Silipigni Connaway and Marie L. Radford, 232-233. Westport, CT: Libraries Unlimited.
Khoo, M., Rozaklis, L., & Hall, C. (2012). A survey of the use of ethnographic methods in the study of libraries
and library users. Library and Information Science Research, 34(2), 82-91.

87. References
Miles, Matthew B., and A. Michael Huberman. 1994. Qualitative Data Analysis: A Sourcebook. Beverly Hills:
Sage Publications.
Miles, Matthew B., Michael Huberman, and Johnny Saldaña, eds. 2014. Qualitative Data Analysis: A Methods
Sourcebook, 3rd ed. Thousand Oaks, CA: Sage.
Prabha, Chandra, Lynn Silipigni Connaway, Lawrence Olszewski, and Lillie Jenkins. 2007. “What is enough?
Satisficing information needs.” Journal of Documentation 63, no. 1: 74–89.
http://www.oclc.org/content/dam/research/publications/newsletters/prabha-satisficing.pdf.
QSR International. 2015. “NVivo Products.” Accessed November 12. http://www.qsrinternational.com/NVivo-
Products.
Tang, Rong. 2017. “Usability Research.” In Research Methods for Library and Information Science, 6th ed.,
edited by Lynn Silipigni Connaway and Marie L. Radford, 277-278. Westport, CT: Libraries Unlimited.
Tracy, S. J. 2013. Qualitative research methods: Collecting evidence, crafting analysis, communicating impact.
Hoboken, NJ: Wiley-Blackwell.

88. References
Webb, Eugene J., Donald T. Campbell, Richard D. Schwartz, and Lee Sechrest. 1966. Unobtrusive
Measures: Nonreactive Research in the Social Sciences, Vol. 111. Chicago: Rand McNally.
White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors & Residents: What Motivates Engagement
with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University.
http://www.oclc.org/research/activities/vandr/.
White, David S., and Lynn Silipigni Connaway. 2011-2014. Visitors & Residents: What Motivates Engagement
with the Digital Information Environment. Funded by JISC, OCLC, and Oxford University.
http://www.oclc.org/research/activities/vandr/.

89. Image Attributions
Slide 2: https://www.flickr.com/photos/27805557@N08/5088872975 by JoesSistah / CC BY-NC 2.0
Slide 5: https://www.flickr.com/photos/28481088@N00/11186264874 by tanakawho / CC BY 2.0
Slide 6: http://www.flickr.com/photos/15216811@N06/8521338394 by N i c o l a / CC BY 2.0
Slide 10: https://www.flickr.com/photos/katesheets/5772901616 by katesheets / CC BY-NC 2.0
Slide 11: https://www.flickr.com/photos/ddrmaxgt37/387453140 by Arun Venkatesan / CC BY-NC 2.0
Slide 12: https://www.flickr.com/photos/oliverjd/6199717869 by Oliver Dunkley / CC BY-NC 2.0
Slide 13: https://www.flickr.com/photos/dawncreations/2894171562 by I am just Dawn Marie / CC BY-NC-ND 2.0
Slide 14: https://www.flickr.com/photos/edgewoodchembiocenter/32447188374 by U.S. Army Edgewood
Chemical Biological Center’s photostream / CC BY 2.0
Slide 15: https://www.flickr.com/photos/wandrus/8434921527 by William Andrus / CC BY 2.0, color altered
Slide 16: https://www.flickr.com/photos/ikhlasulamal/4538617347 by Ikhlasul Amal / CC BY-NC 2.0
Slide 17: https://www.flickr.com/photos/vamapaull/3775032790 by Paul Istoan / CC BY-NC 2.0
Slide 18: https://www.flickr.com/photos/colinsd40/15183445332 by Colin / CC BY-NC-ND 2.0
Slide 19: https://www.flickr.com/photos/meanestindian/903380690 by Meena Kadri / CC BY 2.0
Slide 20: https://www.flickr.com/photos/elena_87/2567662128 by Elena / CC BY-NC-ND 2.0

90. Image Attributions
Slide 22: https://www.flickr.com/photos/photophilde/4353228184 by photophilde / CC BY-SA 2.0
Slide 23: https://www.flickr.com/photos/deserontoarchives/3301215262 by Deseronto Archives / No known
copyright restrictions
Slide 24: https://www.flickr.com/photos/vek/4785218372 by Kevin Spencer / CC BY-NC 2.0
Slide 25: https://www.flickr.com/photos/elliotmar/8913124849 by Elliot Margolies / CC BY-NC-ND 2.0
Slide 26: https://www.flickr.com/photos/dancingpapa2007/3674686528 by Naoki Tomeno / CC BY 2.0
Slide 27: https://www.flickr.com/photos/evilmutent/3440911430 by Hugo Chisholm / CC BY-SA 2.0
Slide 28: https://www.flickr.com/photos/joceykinghorn/12800643745 by Jocelyn Kinghorm / CC BY-SA 2.0
Slide 29: https://www.flickr.com/photos/spadgy/313251515 by John Ward / CC BY 2.0
Slide 35: https://www.flickr.com/photos/deanhochman/14481958642 by Dean Hochman / CC BY 2.0
Slide 36: https://www.flickr.com/photos/teagrrl/269862000 by tracy ducasse / CC BY-NC-ND 2.0
Slide 37: https://www.flickr.com/photos/nationwideclassifieds/3120876337 by Brian Hanson / CC BY-NC 2.0
Slide 38: https://www.flickr.com/photos/bala_/1446860364 by Bala Sivakumar / CC BY-SA 2.0
Slide 42: https://www.flickr.com/photos/respres/6041698098 by Jeff Turner / CC BY 2.0
Slide 43: https://www.flickr.com/photos/flakepardigm/4687752030 by Tyler Nienhouse / CC BY 2.0

91. Image Attributions
Slide 44: https://www.flickr.com/photos/adambindslev/4727853016 by Adam Bindslev / CC BY-NC 2.0
Slide 45: https://www.flickr.com/photos/chiotsrun/3748199122 by Chiot’s Run / CC BY-NC 2.0
Slide 46: https://www.flickr.com/photos/beggs/130718089 by Brian Jeffery Beggerly / CC BY 2.0
Slide 48: https://www.flickr.com/photos/eberg/5930730983/ by Evelyn Berg / CC BY-NC-ND 2.0
Slide 51: https://www.flickr.com/photos/37718677955@N01/36699914 by clickykbd / CC BY-NC-SA 2.0
Slide 58, 61, 65, 68, 71: https://www.flickr.com/photos/gabbysol/21510538432 by Michelle Grewe / Public
Domain
Slide 59: https://www.flickr.com/photos/caseyann/1250856017/ by Casey Smith / CC BY-NC-ND 2.0
Slide 60: https://www.flickr.com/photos/kgregory/4675828550/ by Katie Mollon / CC BY-NC-ND 2.0
Slide 62: https://www.flickr.com/photos/mrsdkrebs/11625280293 by Denise Krebs / CC BY 2.0
Slide 63: https://www.flickr.com/photos/mayopants/4021073588/ by stateofplace / CC BY-NC 2.0
Slide 64: http://www.flickr.com/photos/20452143@N08/3841271286 by Adam DeClercq / CC BY-NC-SA 2.0
Slide 66: http://www.flickr.com/photos/95792332@N00/3226023555 by Jacob Davies / CC BY-SA 2.0
Slide 67: https://www.flickr.com/photos/akash_k/125489887 by Akash Kataruka / CC BY-ND 2.0
Slide 69: https://www.flickr.com/photos/thomashawk/307750722 by Thomas Hawk / CC BY-NC 2.0

92. Image Attributions
Slide 70: https://www.flickr.com/photos/34547181@N00/15031497490 by Philippe Put / CC BY 2.0
Slide 72: https://www.flickr.com/photos/steve_way/38027571414 by steve_w / CC BY-NC-ND 2.0
Slide 73: https://www.flickr.com/photos/oldpatterns/5485738658 by Peter Lee / CC BY-NC 2.0
Slide 74: https://www.flickr.com/photos/birdwatcher63/5367727228/ by Brian Fuller / CC BY-ND 2.0
Slide 76: https://www.flickr.com/photos/osde-info/3202591932 by osde8info / CC BY-SA 2.0
Slide 77: https://www.flickr.com/photos/quisnovus/5431133518 by quisnovus / CC BY-NC 2.0
Slide 78: https://www.flickr.com/photos/rpgmaster94/3975604741 by Matthew Fauver / CC BY 2.0
Slide 79: https://www.flickr.com/photos/andrewpaulcarr/374881911 by Andrew Carr / CC BY-NC-ND 2.0
Slide 80: https://www.flickr.com/photos/maitreyoda/7894174262 by Rog01 / CC BY-SA 2.0
Slide 81: https://www.flickr.com/photos/teejaybee/606926494 by teejaybee / CC BY-NC-ND 2.0
Slide 82: https://www.flickr.com/photos/hunty66/390350345 by Pete Hunt / CC BY-NC 2.0
Slide 83: https://www.flickr.com/photos/eltpics/9674285302 by eltpics / CC BY-NC 2.0
Slide 84: https://www.flickr.com/photos/littlestar19/4086086968 by littlestar19 / CC BY-NC 2.0
Creative Commons licenses: https://creativecommons.org/licenses/

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