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Student’s World: Photo Diary Study 



Student’s World: Photo Diary Study

 

 
 
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Slide 1: Student’s World: Photo Diary Study Nicole Hennig Web Manager & Usability Specialist Computers in Libraries - April 16, 2007 1
Slide 2: www.hennigweb.com/presentations/cil2007/ 2
Slide 3: Outline • why we did it • methodology • findings • what we plan to do because of it • further resources 3
Slide 4: you hear all these theories: “students are using google” “they aren’t coming to libraries” “they use wikipedia, instead of scholarly resources” 4
Slide 5: We wanted to find out what our students REALLY do. 5
Slide 6: So we studied their information-seeking habits in the context of real life. 6
Slide 7: In the past we’ve done usability tests of our systems, one by one. 7
Slide 8: 8
Slide 9: But that only tells us how each system works or doesn’t work for them, once they’ve found it and are using it. 9
Slide 10: usability testing is good for: fixing an existing system contextual research is good for: deciding what to build 10
Slide 11: So we turn to... anthropology 11
Slide 12: An anthropologist on staff Thanks, University of Rochester! 12
Slide 13: If you can’t follow the users around all day in their environment, instead you can give them a “cultural probe.” 13
Slide 14: 14
Slide 15: We called it the “photo/diary study.” 15
Slide 16: students volunteered to track their information-seeking behavior for one week 16
Slide 17: in-depth interviews 17
Slide 18: 16 undergrads + 16 grad students 18
Slide 19: 19
Slide 20: 20
Slide 21: 21
Slide 22: 22
Slide 23: students from: 1 14 6 5 3 3 art & architecture engineering science school of humanities & social sciences management undecided (roughly like the population at MIT) 23
Slide 24: Their photos, screen shots, and a diary of what they did helped them tell us the story. 24
Slide 25: the interviews 25
Slide 26: a total of 8 librarians teams of 2 people - one to conduct the interview - one to take notes 26
Slide 27: warm up questions 1. what department are you in? 2. how long have you been at MIT? 3. about how many times a month do you use the libraries in person? 4. about how many times a month do you use our electronic resources? 5. about how many times a month do you search for information NOT using the MIT libraries? 27
Slide 28: they tell the story of their week (about an hour) use the photos and diary to jog their memories 28
Slide 29: questions we used to guide the interviews what were you looking for? where were you doing your research? when were you doing this? what strategies did you use? what sources did you use? how did you learn about these sources? 29
Slide 30: questions we used to guide the interviews what devices did you use? what worked? what problems did you have? how often do you usually do this task? 30
Slide 31: we repeated back what we heard along the way: “let me get this right, you’re saying that....” “so in other words you did x?” 31
Slide 32: useful book for interviewing techniques: Understanding Your Users: A Practical Guide to User Requirements Methods, Tools, and Techniques Catherine Courage & Kathy Baxter 32
Slide 33: results 33
Slide 34: Everyone was busy and sleep-deprived. Especially undergrads. Students rarely asked for help. 34
Slide 35: goals, tasks, methods 35
Slide 36: we used cards to write down each method used for each task they were working on 36
Slide 37: we wanted to understand their goals so that we could find ways to help them meet those goals 37
Slide 38: grad student goals - research & thesis 64% - conference presentations & publishing - current awareness 9% - helping the lab function - networking - job search 14% 38
Slide 39: undergrad student goals - complete their course work - research 7% - current awareness 7% 75% - participate in MIT clubs & social activities 39
Slide 40: tasks - most frequent - search for a known item - search for information on a topic - find facts - search for a partially known item (don’t have complete citation) - take notes & organize information 40
Slide 41: tasks - most frequent - complete class assignment - check web sites or email or RSS feeds for current awareness - study for a class - learn about a software program - do course readings 41
Slide 42: methods - most frequent - search Google - go directly to a known URL - use the library catalog to browse or search - search our licensed citation databases - use course web sites - review class notes - search our finding tool for e-resources (Vera) 42
Slide 43: methods - most frequent - read textbooks - consult with other students - consult with faculty or guest lecturers - search Google Scholar - search our licensed full text databases - physically browse a collection in the library - refer to books in their personal library - use Wikipedia 43
Slide 44: none of that is surprising. so we asked ourselves... 44
Slide 45: - were they successful from their own points of view? - were they efficient and effective from our point of view as librarians? 45
Slide 46: - were they successful from their own points of view? grads: yes, for 86% of their tasks undergrads: yes 93% (we always asked: did you find what you were looking for?) 46
Slide 47: - were they efficient and effective from our point of view as librarians? grads: yes for 77% of their tasks undergrads: yes 85% (we subjectively rated each task) 47
Slide 48: For all tasks successful (in their own view) efficient (in our view) grads undergrads 86% 93% 77% 85% percentage of tasks done during the week of the study 48
Slide 49: - you might say... well librarians will always think of better ways but... 49
Slide 50: - we also broke it down by type of task and that’s where we saw a big difference 50
Slide 51: Searching for information on a topic successful (in their own view) efficient (in our view) grads undergrads 80% 82% 40% 64% percentage of tasks done during the week of the study 51
Slide 52: Searching for information on a topic This is an area where we can help. 52
Slide 53: They had a tendency to start with sources they were familiar with. 53
Slide 54: 54
Slide 55: and with sources recommended by a trusted network of people. 55
Slide 56: advisors colleagues friends family roommates 56
Slide 57: not librarians 57
Slide 58: also common: - figuring it out themselves 58
Slide 59: that’s the culture at MIT 59
Slide 60: This is another area where we can help. Help them make connections Include our expert librarians in those connections. 60
Slide 61: They used a wide variety of sources. 61
Slide 62: Google e-books Google Print textbooks Google Scholar Google maps MIT Open Courseware Amazon 62
Slide 63: Google e-books library databases Google Print textbooks Google Scholar Google maps personal libraries web sites of other universities MIT Open Courseware social science data sets Amazon 63
Slide 64: Google e-books library databases Google Print old course notes Google maps personal libraries textbooks Google Scholar lab notebooks MIT Open Courseware social science data sets web sites of other universities Amazon personal contacts (people) 64
Slide 65: usually began with Google. 65
Slide 66: Almost everyone had a few favorite resources. 66
Slide 67: They tended to reuse their favorites, rather than try new ones. 67
Slide 68: Many students did their TOPICAL discovery in non-library sources. 68
Slide 69: then came to the library to look up the items they found. 69
Slide 70: Looking up known items in our systems usually worked well. 70
Slide 71: 71
Slide 72: Undergrads mainly looked for information related to courses they were taking. 72
Slide 73: Often a few good sources were enough. 73
Slide 74: In those cases, people get what’s convenient to get. 74
Slide 75: Graduate students looked for information related to their research. 75
Slide 76: - more difficult and time-consuming. - highly-specific topics. - needed more depth and comprehensiveness. 76
Slide 77: 1. trouble with knowing where to look 2. trouble with effectively searching the sources they used 77
Slide 78: They spent a large amount of time with varying degrees of success. 78
Slide 79: Sometimes used “brute force” methods. VERY time consuming 79
Slide 80: from our point of view as librarians “if they had only known about X!” (fill in the blank) 80
Slide 81: from their point of view: They often thought that’s how it had to be. 81
Slide 82: Another area where we can help. 82
Slide 83: Also: They used a wide variety of methods for “personal info management.” i.e., organizing what they found 83
Slide 84: They spend a lot of time doing this (in creative ways). 84
Slide 85: Most students are suffering from information overload. 85
Slide 86: Refworks, Endnote, Zotero, CiteULike, Connotea.... a big interest in this area. 86
Slide 87: By the way: We conducted a large library survey this past year with a very high response rate. 87
Slide 88: users want us to simplify search, felt there were too many starting points 88
Slide 89: Too many starting points 89
Slide 90: Too many starting points 90
Slide 91: Too many starting points 91
Slide 92: Too many starting points 92
Slide 93: Another finding: They are not aware of many of the services we provide beyond the obvious ones. 93
Slide 94: A picture of their culture - sleep deprived - stressed, in a hurry - do it yourself - focused on getting course work done or doing research - current awareness important - relying on trusted network of friends and colleagues 94
Slide 95: A picture of their culture - not asking for help - not knowing about all our services - not knowing about all our research databases - using “brute force” methods - struggling with organizing the info they have already found - need to share the info with colleagues 95
Slide 96: so what are we going to do? 96
Slide 97: Priorities • Make topical discovery easier and more effective. • Incorporate community & trust features in our systems. users are. • Embed ourselves & our systems where • Build our expertise into the systems, create systems that you learn from by using. 97
Slide 98: Faceted browsing improves discovery 98
Slide 99: We’re looking at different solutions for a new catalog interface using faceted browsing: - Endeca - Siderean - Univ. of Rochester XC - build our own using Solr & Lucene - Worldcat Local 99
Slide 100: Not just our catalog, but also to include: - DSpace repository - Image collections - Future archival collections - Pages from our web site all with different types of metadata: MARC, Dublin Core,VRA, etc. 100
Slide 101: nearly 500 research databases aggregated search of our local content with faceted browsing federated search of licensed e-content catalog DSpace repository image collections archives 101
Slide 102: And we’re building a better way for students to discover our research databases (almost 500 of them), using federated searching. (to be released next fall) 102
Slide 103: community and trust features 103
Slide 104: So many community features available now: - Social bookmarking - Tagging - Comments - Reviews - Rating - Popularity rankings (circ stats and e-resource usage stats) 104
Slide 105: We want more of these features in our systems 105
Slide 106: We’d like a system where the MIT community can contribute reviews 106
Slide 107: We’d like a multi-university tagging sytem. (PennTags.. across academia). 107
Slide 108: putting ourselves where users are 108
Slide 109: Where are the users? - Google - Google Scholar - Google Print - Wikipedia - Amazon - iTunes - Facebook - Stellar (course management system at MIT) - MIT departmental web sites - faculty web sites at other institutions 109
Slide 110: We are already embedded in Google Scholar. 110
Slide 111: 111
Slide 112: 112
Slide 113: Browser extensions • LibX - Firefox extension libraries.mit.edu/libx 113
Slide 114: 114
Slide 115: LibX adds our search to the browser toolbar 115
Slide 116: Puts links to the libraries where the users are: such as Amazon, Barnes & Noble, Powell’s New York Times book reviews Google and more. 116
Slide 117: Links from Amazon to our catalog cue 117
Slide 118: Links from Amazon to our catalog 118
Slide 119: LibX links ISBNs to our catalog Without LibX, the ISBN is not a link. 119
Slide 120: LibX right-click sends selected text on a page to Google Scholar and more 120
Slide 121: libx.org 121
Slide 122: Other ways to put ourselves where they are - our news blog (Wordpress) - RSS feeds for the blog and for new titles in our catalog - podcasts in iTunes - “insideMIT” portal under development, build library widgets for that - work on extending library systems inside course management systems 122
Slide 123: We now have a “betas” page ... similar to Google Labs 123
Slide 124: libraries.mit.edu/betas 124
Slide 125: labs.google.com 125
Slide 126: 126
Slide 127: 127
Slide 128: Successful systems extend the users’ work practice. - Karen Holzblatt 128
Slide 129: Design works best when it models user behavior. -Joshua Porter 129
Slide 130: We should look for ways to understand and extend the practice of our users. 130
Slide 131: Useful resources Understanding your users: a practical guide to user requirements methods, tools, and techniques. Morgan Kaufmann, 2004. Catherine Courage and Kathy Baxter. http://www.amazon.com/Understanding-Your-Users-Requirements-Technologies/dp/1558609350/ Contextual design: a customer-centered approach to systems designs. Morgan Kaufmann, 1997. Hugh Beyer and Karen Holtzblatt. http://www.amazon.com/Contextual-Design-Customer-Centered-Interactive-Technologies/dp/ 1558604111 131
Slide 132: www.hennigweb.com/presentations/cil2007/ 132
Slide 133: questions? 133
Slide 134: Key reports with similar findings & recommendations to ours Rethinking how we provide bibliographic services for the University of California. Bibliographic Services Task Force. December 2005. http://libraries.universityofcalifornia.edu/sopag/BSTF/Final.pdf Perceptions of Libraries and Information Resources. OCLC Reports, 2005. http://www.oclc.org/reports/2005perceptions.htm The Changing Nature of the Catalog and Its Integration with Other Discovery. Library of Congress, 17 March 2006. http://www.loc.gov/catdir/calhoun-report-final.pdf 134

   
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