Presentation by Keren Stiles, from the Open University at the Northern Collaboration User Experience (UX) Learning Exchange held at the University of Huddersfield on 17 March 2017
Presentation by Jackie Oliver and Julie Archibald at the Northern Collaboration User Experience (UX) Learning Exchange held at the University of Huddersfield on 17 March 2017
Demystifying Ethnography: Exploring Student Use of Library SpacesAmy Gratz Barker
This presentation was given at the Minnesota Library Association 2010 Annual Conference by Julie Gilbert, Amy Gratz, Anna Hulseberg, and Sarah Monson. Please note that all images are copyright to the Folke Bernadotte Memorial Library at Gustavus Adolphus College, with the exception of images on slide 37 (Image Association). These images are creative commons licensed and belong to their respective creators: Dalboz17, chris5aw, jisc_infonet, and Christopher Chan.
Using digital technologies to transform library training for distance student...northerncollaboration
Using digital technologies to transform library training for distance students - Fiona Durham. Open University presentation at the Northern Collaboration 2017 Conference
Presentation by Jackie Oliver and Julie Archibald at the Northern Collaboration User Experience (UX) Learning Exchange held at the University of Huddersfield on 17 March 2017
Demystifying Ethnography: Exploring Student Use of Library SpacesAmy Gratz Barker
This presentation was given at the Minnesota Library Association 2010 Annual Conference by Julie Gilbert, Amy Gratz, Anna Hulseberg, and Sarah Monson. Please note that all images are copyright to the Folke Bernadotte Memorial Library at Gustavus Adolphus College, with the exception of images on slide 37 (Image Association). These images are creative commons licensed and belong to their respective creators: Dalboz17, chris5aw, jisc_infonet, and Christopher Chan.
Using digital technologies to transform library training for distance student...northerncollaboration
Using digital technologies to transform library training for distance students - Fiona Durham. Open University presentation at the Northern Collaboration 2017 Conference
Engaging students through user experience (UX) at UALSandra Reed
An overview of two library user experience projects, undertaken at University if the Arts London. One, now complete, looks at spaces across our services. The other, still in progress, focuses on our online presence.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
This presentation was run on a flipped classroom model. Before the session a video was viewed of Dr Mandy Lupton's analysis of inquiry skills and information literacy in the Australian Curriculum version 6 in Science, History, Geography, Economics and Business, Civics and Citizenship, Critical and Creative Thinking and ICT. The analysis has revealed numerous inconsistencies and lack of alignment within the Australian Curriculum. The webinar will be devoted to discussing these findings in relation to your current and future practice.
Meeting Researchers Where They Are: A User-Driven ManifestoRobin M. Katz
Katz, Robin M., Leah Richardson, Sarah M. Horowitz, and Elizabeth Call. “Meeting Researchers Where They Are: A User-Driven Manifesto.” Rare Book and Manuscript Sections (RBMS) Preconference. Oakland, CA. June 25, 2015. Seminar moderator.
Creating a cacophony in the classroom Burgert & SterlingLBurgert
Lisa Burgert & Lorelei Sterling's presentation for CLA 2013 Creating a Cacophony in the Classroom
Presentation focuses on active learning including the Cephalonian Method, Amazing Race Scavenger Hunt, Poll Everywhere, and Human Boolean.
Capturing the Behaviors of the Elusive User: Strategies for Library EthnographyOCLC
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
Engaging students through user experience (UX) at UALSandra Reed
An overview of two library user experience projects, undertaken at University if the Arts London. One, now complete, looks at spaces across our services. The other, still in progress, focuses on our online presence.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
This presentation was run on a flipped classroom model. Before the session a video was viewed of Dr Mandy Lupton's analysis of inquiry skills and information literacy in the Australian Curriculum version 6 in Science, History, Geography, Economics and Business, Civics and Citizenship, Critical and Creative Thinking and ICT. The analysis has revealed numerous inconsistencies and lack of alignment within the Australian Curriculum. The webinar will be devoted to discussing these findings in relation to your current and future practice.
Meeting Researchers Where They Are: A User-Driven ManifestoRobin M. Katz
Katz, Robin M., Leah Richardson, Sarah M. Horowitz, and Elizabeth Call. “Meeting Researchers Where They Are: A User-Driven Manifesto.” Rare Book and Manuscript Sections (RBMS) Preconference. Oakland, CA. June 25, 2015. Seminar moderator.
Creating a cacophony in the classroom Burgert & SterlingLBurgert
Lisa Burgert & Lorelei Sterling's presentation for CLA 2013 Creating a Cacophony in the Classroom
Presentation focuses on active learning including the Cephalonian Method, Amazing Race Scavenger Hunt, Poll Everywhere, and Human Boolean.
Capturing the Behaviors of the Elusive User: Strategies for Library EthnographyOCLC
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
Capturing the Behaviors of the Elusive User: Strategies for Library EthnographyLynn Connaway
Connaway, Lynn Silipigni. 2017. "Capturing the Behaviors of the Elusive User: Strategies for Library Ethnography." Presented at the IFLA World Library and Information Congress 2017, 83rd IFLA General Conference and Assembly, Wrocław, Poland, August 22.
UX (or User Experience) incorporating usability studies, ethnographic research, and service design, is now being actively embraced by librarians. This presentation details this definition and briefly traces the history of ethnography and its relevance to, and adoption by, libraries.
This presentation was given at the Business Librarians Association conference in Leicester in July 2014.
Researching sustainability at University of the Arts London: Learning through...ldore1
This workshop aims to demonstrate alternative perspectives in delivering sustainability literacy and research instruction in an Arts educational environment. By encouraging observation, experience and reflection, this workshop aims to demonstrate a democratic and empathetic approach to delivering sustainability-focused information literacy training that brings students close to a studio-based learning style (Appleton).
We will introduce object-based learning as an aspect of sustainability literacy that allows participants to explore themes around sustainability through objects as primary sources
Casting a Wide Net: The Library's Role in Transforming Partnerships Across Ca...JenniferRaye
Sally Neal, Associate Dean of Bulter University Libraries, presents from the Association of College and Research Libraries Conference in Baltimore, MD.
A presentation by Olga Koz at the Kansas Library Association, College and University Libraries Section (CULS) Spring 2014 Conference. The rapid pace of change in today's higher education environment creates pressure within an academic library to implement change, new programs, strategy, and technology in order to meet the demands of its stakeholders. Studies have shown that approximately 70% of organizational innovations fail. One of the main causes for these failures is the lack of a thorough diagnostic investigation of stakeholders’ needs, university or college environment. A thorough diagnostic examination includes both an external and internal analysis using some form of assessment. The presenter, a Doctor of Management, OD consultant, and an academic librarian, briefly describes the usual library assessment tools and discuss non-traditional diagnostic methods.
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Ethnographic research final - graduate design management Aidenn Mullen
This is a final project for class 711 Contextual Methods of research ( ethnography ) with our topic focus being the innovative role of today's community library.
The digital transformation of research support - Northern Collaboration 2017 ...northerncollaboration
The digital transformation of research support - Alison McNab and Andy Tattersall. University of Huddersfield presentation at the Northern Collaboration 2017 Conference.
Spped Workshopping - Showcasing our Information and Digital Literacy offer through bitesize sessions - Kate Grigsby, Matthew Cooper, Cat Bazela, Rosa Sadler. University of Sheffield presentation at the Northern Collaboration 2017 Conference.
Music to our ears: Using Rebus to structure music resources publicly - Northe...northerncollaboration
Music to our ears: Using Rebus to structure music resources publicly - Natalia Gordon. Leeds Beckett University presentation at the Northern Collaboration 2017 Conference.
Using Wakelet to promote reading for pleasure - Northern Collaboration 2017 C...northerncollaboration
Using Wakelet to promote reading for pleasure - by Gopal Dutta, Manchester Metropolitan University and Mike Birchall, Wakelet. Northern Collaboration 2017 Conference
Challenges at UoS - library space as learning spaces as learning styles evolvenortherncollaboration
Rachel Dolan – Campus Library Manager discusses Challenges at University of Sunderland libraries - the role of library spaces as learning styles and access to resources are evolving inc brief tour of Murray Library.
Northern Collaboration Learning Exchange - Learning Spaces Learning spaces in other places - Leanne Young winner of the 2016 Travelling Librarian Award from CILIP shares insights and experiences gained from her travels to creative learning spaces in the USA
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. UX research with distance
learners
Keren Stiles, Library Services
@mirya
2. • UX with distance learners
1. Focus group: Love/break-up letters
2. Interviews: Touchstone tours
• UX with full time PhD students
–Cognitive mapping
4. SHOULD THE LIBRARY WEBSITE
REMAIN STUDENT FOCUSSED?
1. Focus group: Love/break-up letters
2. Interviews: Touchstone tours
5. Love/break-up letters
• [play clip of Isolde’s letter]
Photograph by Liz West:
https://www.flickr.com/photos/calliope/234447967
6. Touchstone
tour
Pretend I’m a fellow OU student who has
told you that I’ve never used the library, and
you’ve kindly offered to show me how you
use it in your studies.
Photograph by Michael Larson:
https://www.flickr.com/photos/michaelthesecond/549594588/
19. COGNITIVE MAPPING
BIBLIOGRAPHY
Asher, A. 2013-12-09. Coding Library Cognitive Maps. Available at:
http://www.andrewasher.net/BiblioEthnoHistorioGraphy/coding-library-cognitive-maps/.
Costley, C, Elliott, G & Gibbs, P 2010,Doing work based research: approaches to enquiry for insider-researchers, London
: SAGE Publications Ltd
Creswell, J.W., 2003. Research design : qualitative, quantitative, and mixed method approaches 2nd ed., Thousand Oaks,
Calif. : Sage Publications.
Denscombe, M., 2003. The good research guide : for small-scale social research projects 2nd ed., Maidenhead : Open
University Press.
Guest, G, MacQueen, KM & Namey, EE 2012, 'Themes and codes', in Applied thematic analysis, Thousand Oaks, CA :SAGE
Publications, Inc., pp. 49-78
Kevin, M. and Nancy, R. (2005) 'Building an enterprise process view using cognitive mapping', Business Process
Management Journal, 11(1), pp. 63-74.
Lanclos, D. (2013) the Anthropologist in the Stacks: Playing with Cognitive Mapping. Available at:
http://atkinsanthro.blogspot.co.uk/2013/11/playing-with-cognitive-mapping.html. s
Lanclos, D. (2015) "#cogmaps generally 2-D reps of 3-D spaces...". Available at:
https://twitter.com/DonnaLanclos/status/581516611707797504?ref_src=twsrc%5Etfw.
Mills, D & Morton, M 2013, 'Being, seeing, writing: the role of fieldnotes', in Ethnography in education, Research Methods in
Education, London : SAGE Publications Ltd, pp. 77-93
Editor's Notes
Abstract: The Open University’s model of teaching through supported distance learning mean means we cannot easily carry out face-to-face UX research with our undergraduate students because they are located all across the UK and Western Europe. We’ve adapted the ethnographic UX techniques intended for studying how people interact with a physical space, such as Love Letters, Touchstone Tours and Cognitive Mapping, and used them to conduct remote online UX interviews to explore the online Library with our innovative Student Panel.
We had already been utilizing usability testing to help us shape changes and to be sure that new developments meet user requirements for several years, but ethnographic techniques gave us a new level of insight that could never have been achieved through the more structured approach of usability interviews.
We’d like to tell the story of two specific pieces of work to show how UX research is helping us gain insight into the needs of our students:
The use of Love/Break-up Letters and Touchstone Tours in online focus groups and interviews with undergraduate students to learn more about their needs from our services, our website and our discovery tool. The findings from this piece of work are shaping the future direction of our website.
In our Research Support team, Cognitive Mapping has been used with several of our PhD students in order to gain some insight into their requirements from on campus Library Services.
The Open University is the largest academic institution in the UK in terms of student numbers, with more than 170,000 students (over 8,000 overseas). Over 75% of OU students work full or part-time during their studies and more than 17% of our students have a declared disability. The average age of a new undergraduate OU student is now 29 and 30% of our new undergraduates are under 25.
There are no taught students on campus, full time Research students are on campus
The map shows the locations of most of the participants of our most recent UX study. I have also previously had a participant who was in Australia at the time of the interview.
How? For focus groups we used our online training rooms (Blackboard collaborate).
For interviews we use remote support software (TeamViewer) or just phone calls, depending on whether we need to see their screen.
Our participants are always on their own equipment and in their own familiar environment during testing sessions.
For un-moderated usability testing we use the Optimal Workshop suite of tools
Our most recent UX study was conducted to help us answer a specific question.
We currently have a separate intranet site for academics around Library Services support for skills development and content management in learning and teaching materials, and we recently launched a separate website for research support. We also offer metadata services to the whole university.
There was a concern that our ‘web estate’ was becoming too spread out.
Asking students this question directly would have generated a lot of feedback, but wouldn’t have given us any real insight into how students use the library website or how they actually react to seeing staff-facing content.
Instead I chose to use some of the ethnographic methods I’d learned about at the Uxlibs conferences because I hoped they would give us some insight into their perceptions and behaviour.
Letters are a good ice breaker to get a focus group discussion started
More people write love letters than break-up letters, but even then they hinted at things they had struggled with
They also help to identify common ground among participants
The letters themselves and the recordings of students reading them can help to convince colleagues of the need to address an issue
It quickly became apparent during the focus groups that adding more staff facing content to the library website was likely to cause confusion.
We learned a lot from the touchstone tours that we wouldn’t have learned from usability testing, where the tester often provides the scenarios.
Some students gave very helpful tours for the inexperienced library user.
Seeing the things they pointed out to less experienced library users were has helped us understand what our introductory materials should cover:
Dictionaries, thesauri and encyclopaedias (44%)
Getting Started with the online library (25%)
Selected Resources for your Study (19%)
Library Search (100% - with caveats about needing guidance or training when you start out)
56% of participants go straight to Library Search without looking at much on the website (9 of 16 participants)
When students are on the website their attention is focussed on the homepage and the Library Resources section. (8 of 16 participants)
Finding your way back to a frequently used resource “can be a faff”
Planned research: personal ‘bookshelf’
It was clear that when they did look at other sections they were only exploring them because they’d been asked to give a tour.
Some students clicked around other sections very quickly in a way that seemed to indicate those pages weren’t grabbing their attention or giving them the information they were looking for.
* In order to develop the support offered to research students by our Research Support Team, we undertook a small scale research project to provide insights into how research students conduct research: what processes they go through, people they work with, resources they use and places they go.
* Particularly, it aimed to identify any ‘unknown unknowns’, that is, aspects of their processes we were previously unaware of.
* It was designed to act as a starting point for ongoing engagement with research students and, as such, it was exploratory in nature.
* Its purpose was not to be able to generalise about a wider population but to identify themes for further investigation and inform future research, which would aim for generalisability.
* To achieve this we used cognitive mapping, one of the ethnography-inspired user experience (UX) methods outlined at the UXLibs conference.
* Cognitive mapping involves asking people to draw maps from memory and it is particularly suited to giving insights into to peoples’ practices and perceptions. It has been used as a research method in libraries to map physical spaces and can also be used to map processes and other phenomena.
* The map template was based on that used by Donna Lanclos and gave the instruction:
“You will be given 9 minutes to draw from memory a map of how you undertook the last piece of research you completed – please include the processes, people, resources etc. that you worked with/used.”
* A brief, unstructured interview followed the mapping in order to pursue any themes or ideas that emerged.
o We followed good practice identified in literature in terms of conducting the interview
o Data were captured in the form of field notes
* We got thirteen participants from across faculties (but they weren’t proportionally representative of faculties and not all departments/areas of study were represented)
* The data was segmented, typed up, coded and thematically analysed based on approaches identified in literature
o We tried to balance rigour with our time constraints
* A simple quantitative analysis of the codes also gave insight into their frequency, which fed into evaluation of their significance and development of themes
* Literature reviews were the part of the research process mentioned the most
o 8 participants experienced difficulties relating to their literature review, including not being able to access literature they needed, not having good search skills and feeling overwhelmed by the amount of literature.
o 4 participants reported that they had no problem with the mechanics of finding literature. However, it has to be remembered that finding literature is only one part of the process - one of these participants still struggled with processing the literature they had found.
o Interestingly, the Science students did not usually mention literature searching without being prompted even though they were amongst the most extensive users of literature - they focused more on their lab or fieldwork.
* Support from supervisors is really important and encompasses numerous areas
o All participants mentioned the support they got from their supervisor
o There were more mentions of positive experiences with supervisors than negative experiences but it is undoubtedly a mixed picture - some students reported significant differences of opinion with their supervisors, which adversely affected their research.
o Research students received supervisor support regarding various issues including research methods, research data and field work. They also reported that supervisors often provide significant support with literature reviews.
* There were more instances of negative feedback about the library than positive
o Negative feedback focused on perceived lack of access to required e-resources, library e-resources having complicated interfaces, out-of-date print stock, problems with document delivery, that there are no recalls on print materials and that Library training is too generic and not hands-on.
o Positive feedback focused on problem-free access to e-resources, staff manner and communication and good experiences of document delivery
o Interestingly, participants had a good understanding of what services we provide, why we provide them and what factors restrict our services.
* Library print resources were mentioned almost as much as electronic resources
o This suggests that print still has a significant role for these students.
o Mentions of both e-resources and print resources were very mixed, with no significant themes emerging beyond those mentioned above.
* Most participants use Google Scholar as their primary (or one of their primary) means of finding literature
o Reasons for using Google Scholar included that it provides a good user experience, allows them to successfully find articles and allows them to successfully access these articles.
o There was some negative comparison of Library resources to Google Scholar in terms of usability.
* There is some significant use of non-Library Services resources
o 6 participants talked about how they used information services provided by other sources, including sourcing literature via peers, using other libraries and using illegal methods, such as Sci-Hub, Limewire and sharing via Facebook.
o Some of this resulted from personal preference or chance but a significant amount was prompted by dissatisfaction with Library services (e.g. not being able to find material they need or being unhappy with the time period required for document delivery/inter-library loans).
* As a result of these findings, we:
o Will be communicating findings to library staff via a senior managers’ meeting, an open staff development session and meetings with relevant teams
o Have founded a research student forum and used findings to inform the first meeting
* We did an activity to learn more about their literature search/review processes
o Will continue our investigations into:
* Developing a print collection of research methods books
* Reviewing recalls on print books
o Will develop a plan for raising awareness of library resources and helping students overcome any access issues
o Will use identified themes to inform future research on and engagement with research students
* We found cognitive mapping:
o Easy to undertake
o Led to insightful data
o One participant fed back that the timed element made it feel like an exam but that changing coloured pens at timed intervals helped them talk through their map afterwards
o Otherwise, the changing of pens at timed intervals was of limited use in this project
* It is designed to capture what participants write on the map first ,which is assumed to be what’s most important to them
* However, most participants mapped their research projects in chronological fashion, so the colours only capture what happened first in their project
o There were issues with one participants’ handwriting, which was illegible in some parts and reduced the usefulness of the data
* Incentives were important – students were very keen to get their vouchers
* Anonymity was important to students – we will make further efforts to emphasise their anonymity during interviews in future
* Segmentation of data could be challenging in terms of deciding what constituted a unit of meaning
* Coding data was time-consuming but certainly increased the value we got from the data and increased our understanding of research students
* The challenges with segmentation and coding are typical and guidance from research methods literature helped a lot
Thank you for listening. Any questions?
* We are unable to share any text or images from the research data as we did not originally intend to disseminate the research outside of The OU and thus did not factor it into ethics approval
* Research students were identified as a priority in an external appraisal of Library Services and the library’s draft research support strategy identifies that researchers’ needs change over time and that it is vital we meet these changing needs.