Brian Kenney

Research: A User Experience, Part One
June 23, 2007

I'm at ALA in Washington, where is it is a beautiful 80 degrees. I never thought of DC as "vacation-land" but it is just stunning here. Since I'm a bit of a research geek, I'm trying to follow some of the programs on user research from the Library Research Round Table. It's 10:30 on Saturday, and I'm at Research, A User Experience.

First up is a report on college student research beahavior from ProQuest's Joanna Markel, John Law & Serena Rosenhan. Their research consisted of "field work," observing students in their "native habitats." The research was anonymous, the students were doing real research for classes, and it was conducted onsite (libraries, coffee shops, student apartments) and remotely--by observing the students' computers. The remote was better they said because the students were acting more natural and they almost forgot that the researchers were there, and everything (including sound) was recorded. They found the students through Facebook (offering $50 for participants.) Most were undergrads with a wide variety of majors and included both novice and sophisticated searchers.

What did they find? Library outreach works, they report. Some students actually use knowledge they learned through library instruction, especially when it is embedded in the course. Two, course instructors play a huge role, especially when they recommend, or give a "golden seal of approval," to a product.  Finally, brand awareness--of database products--plays a role in selecting products.

How are students using library resources? Ninety-five percent engaged library resources (although not always successfully!) Students didn't have much of a problem with the products, and they typcially had multiple resources going on, with between 5 and 12 sources open at a time. Abstracts are aslo essential in identifying abstracts.

what are the inhibitors? What goes wrong? Lack of awareness of resources; difficulty finding the library web site and finding the right e-resources. Library navigation can be really tough for students!Student are inclined to use a search box, and will often use the library catalog interface to try and get to articles. Finally, authentication barriers remain a real obstacle.

How do students really use Google? Thirty-two percent used search engines as their primary tool...many others use it for supplemental research (get definitions.) Google really shines as a quick look-up tool. Same with Wikipedia.

when Google is a primary tool, the reasons for its usage fall into three categories. "Sufficing," when good enough is OK. Or they don't know about library e-reources. Or they have had bad experiences with the library. While the process was comfortable for the students, but it took them a lot longer to get to good content. 

As for social networks, they are exactly that: social. And have little bearing on student research.

Posted by Brian Kenney on June 23, 2007 | Comments (0)