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Information Use and User Studies
- 1. Information Use and User Shubhada Nagarkar, Ph.D. Assistant Professor Department of Library and Information Science Savitribai Phule Pune University, Pune shubha@unipune.ac.in National Conference on “Libraries in the Changing Information Marketplace” SNDT, University, Mumbai, 24-26 February 2016
- 2. To begin with.. • Use • Print and electronic resources • User studies • Information needs and Information seeking behavior studies • New methods of use and user studies • Experience sharing • Competencies needed
- 3. LIS Professional Knowledge of readers Knowledge of recorded information Knowledge of methods of brining records and readers together Selection Acquisition Organization Interpretation Evaluation of results Ref.: Shera, J.H. (1972) Foundations of Education for Librarianship, New York, Baker and Hayes, Inc. p 206. Role of LIS professional
- 6. Use studies
- 7. Use study Collection • Print – books, journals and non book material • E-resources • E-journals, E-books • Digital Libraries • Institutional repositories • Open Access resourcs • e-books
- 8. Methods – usage of print collection • Collection based analysis • Mining and analysis of issue records • Library Analytics, LMS reports • Surveys • Citation analysis
- 9. Issue record of LIBSYS
- 10. Analysis
- 11. Measuring the use of E-resources Methods • Usage statistics by publishers, aggregators and consortia • Citation analysis, i.e. application of quantitative techniques • Conduct surveys Benefits • To benchmark the needs • To utilize the grants properly • Journal wise usage • To fill the gaps in subscriptions • Add new relevant journals
- 14. Counting Online Usage of Networked Electronic Resources (COUNTER) • Launched in March 2002, COUNTER (Counting Online Usage of Networked Electronic Resources) is an international initiative serving librarians, publishers and intermediaries by setting standards that facilitate the recording and reporting of online usage statistics in a consistent, credible and compatible way. • SUSHI - Standardized Usage Statistics Harvesting Initiative (SUSHI) Protocol (ANSI/NISO Z39.93-2014) • Defines automated request and response model for harvesting e-resource usage data • Designed to work with COUNTER, the most frequently retrieved usage reports http://www.projectcounter.org/usage_factor.html http://www.niso.org/workrooms/sushi
- 16. Limitations of usage statistics • Constantly changing resources and technology • eBooks still need some work • Limited picture of what users are actually doing Need to know • Queries or Searches • Page Views or Record Views • Non vendor data – google analytics
- 17. How to increase usage? for librarians.. • Do not accept mediocrity from vendors. • Be willing to educate yourself on and participate in NISO Project COUNTER, and open source initiatives • Conducting usability studies would help to understand the problems in searching information • Information literacy programs about the use of e-resources, writing effective search strategies, etc. would help to a great extent • Marketing of subscribed e-resources
- 18. Marketing and Evaluation • Marketing Plan • Understanding library users • Creating the message • Spreading the word • Evaluation http://www.slideshare.net/houeidakam/marketing-eresources-adequate- tools-to-increase-usage Evaluation • Gather feedback • Ensure you are reaching the intended audience • Analyze your usage statistics (compare multi- years)
- 19. Library web sites • Revamp the webpage if needed • Make your e-resources page attractive • Use your library homepage to advertise • Use of social media for marketing • Attractive flyers with relevant information and instructions about the use of e-resources • e-Resources Visibility, Website Trainings • LibGuides Library Events Discovery Tool • Library portals with links to e-resources http://www.slideshare.net/houeidakam/marketing-eresources-adequate-tools-to- increase-usage
- 20. User awareness OR Information Literacy Programs • How to use electronic resources? • Which e-resources are subscribed? • How to search them effectively? • Facilities provided by publishers and database vendors • How to use e-resources on mobile devises or through smart phones
- 21. Questions to consider • What are your goals for collection assessment? • How do you evaluate e-resources at your library? • Do you know whom to contact for usage data? • When is a good time of year to evaluate e-resources? • What is your process for cancellation/renewal? • Do you have a collections committee? http://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1020&context=southeasternlac
- 22. User study
- 23. User study • Information needs • Information seeking behavior Methods and Tools • Survey-questionnaire, interviews • focus groups • Delphi • Usability studies
- 24. Information need and Information Seeking Behaviour • An information need is a recognition that your knowledge is inadequate to satisfy a goal that you have • Information seeking is a conscious effort to acquire information in response to a need or gap in your knowledge
- 25. Information needs and information seeking behavior studies Study user information needs by various ways • Survey • Working as a team member is user groups – embedded librarian • Study user preferences in selection of information resources • Study theoretical models of Information needs and ISB • Conduct Usability studies of Library websites, OPACs, portals, specific databases
- 26. Cluster Mycology Biotechnology/ Biochemistry Farmer Characteristics of fungus P Biological observations / field observations P Geographical information P P Host Parasite Interaction Information P P Biochemical changes P Molecular Sequence information P Classification of fungus P P Economic importance of fungi P P P Fungicide Information P Bibliographic references P P Links to other database entries P P User groups and their information requirements
- 27. Usability testing Usability testing of library web sites and OPACs helps • ‘user-friendliness’ of the system • To identify difficulties faced by the users in locating the library information including materials, services, timings etc. • in eliminating these problems with some changes in the interface design.
- 29. Methods of usability testing • Card Sorting • Contextual Interviews • Focus Groups • Heuristic Evaluation • Individual Interviews • Task Analysis • Writing for the Web • Parallel Design • Personas • Prototyping • Surveys (Online)
- 30. Temasek Polytechnic Library, Singapore, Changes in User Interfaces
- 32. Competencies needed Core subject knowledge • Be familiar with latest trends in the fields by participating in training programmes / conferences and seminars • Participate in awareness workshops other than library and information science fields to understand the trends in research • Awareness of latest trends in publishing • Awareness of copyright and intellectual property laws Information organization skills • Classification and cataloguing of library collection • Use of control vocabulary tools like MeSH and other thesaurus • Development and design of library portals
- 33. Competencies.. Computing skills • Tools for library automation, digital libraries and content management, data and text mining • Mobile and cloud based information services • Skills of effective use of various search engines Collaborative skills • In-depth knowledge of research and development programmes in the organization • Collaborative activities with other faculty on the campus or within the organisation • Work like embedded librarian and become a team member of scientific activities
- 34. Competencies Communication skills • Negotiation and communication skills with publishers and suppliers • Communication skills with users to understand information needs Information literacy skills • Design and development of information literacy programmes • Teaching abilities
- 35. Conclude with… • Great actors represent the key features of human personalities so that they are meaningful to an audience. • Similarly, we represent the critical features of information collections for people to access and use. • Just as well trained actors do not require lived experience of the roles they portray in order to convey them powerfully, • We do not need deep knowledge of a topic to represent it to others.
Editor's Notes
- Collection – analysis of collection :subjectwise, publisherwise, yearwise, syllabus wise