Discovery on a budget: Improved searching without a Web-scale discovery product
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DISCOVERY ON A BUDGETImproved searching without a Web-scale discovery product
Chris Bulock, Electronic Resources Librarian
Lynn Fields, Director of Technical Services
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Who we are• Southern Illinois University Edwardsville (SIUE)
• Master’s level with several professional programs• Approximately 14,000 students
• 11,000 undergraduates• 3,000 graduate and professional school students
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Who we are• Library and Information Services (LIS) (Lovejoy Library)
• Collections• Approximately 800,000 volumes• 10,000 cataloged eBooks• 3,000 print journals• 19,000 full-text eJournals• 650,000 government publications• 1.6 million pieces of microform• 142,000 maps• 31,000 multimedia items
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Resource discovery• Local and universal catalogs
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Resource discovery• Local catalog – UFind
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Resource discovery• Consortial catalog – I-Share
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Resource discovery• Universal catalog – WorldCat Local Quick Start
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Resource discovery• Journals and general and subject-specific database lists
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Resource discovery• eJournal list - SFX
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Resource discovery• Database list by subject
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Resource discovery• All databases and eResources
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User Studies• LIS Web Task Force formed in 2009
• Charged with considering the future of the website• Decided to approach website redesign from the bottom up
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Paper Study One• Paper worksheet that simulated navigating the library
website• Seven navigational questions of varying complexity• Two additional questionnaires:
• Demographic information• Wrap up questions soliciting input on ways to improve the website
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Paper Study One - Results• 109 participants
• 79 undergraduates, 11 graduate students, 14 faculty and staff, 5 other
• Data revealed confusion regarding the website both in terms of organization and use of library jargon
• Comments included:• “Too many links”• “Not meaningful. Find better labels for sections.”
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Paper Study One - Action• Central section of the website was reduced to three broad
sections• No more than four links under each section
• Left column of the page reserved for quick links to specific resource discovery tools
• Right column links reserved for public relations items such as New Books, Featured Resources and Trials, etc.
• Planned a second paper study using the redesigned website
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Paper Study Two• Survey instrument identical to first, but with images from
new website
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Paper Study Two - Results• 75 participants
• 65 undergraduates, 6 graduate students, 4 faculty and staff
• Participants did a better job of completing the discovery tasks, but:• still confusion about possible overlap between links• terminology not always clear
• Comments more positive• “The division of links into concise sections was helpful.”• “I like the new layout, thanks for your dedication.”
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Paper Study Two - Action• Because so much had been moved to secondary pages,
the Task Force decided a paper study was no longer telling the whole story• Decided an observational study would provide more data
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Observational Study One• Limited to two tasks performed on live website
• Investigators notated each link clicked, and the time taken to complete the task
• Same demographic and wrap up questions as paper study
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Observational Study One - Results• 25 participants
• 18 undergraduates, 5 graduate students, and 2 faculty and staff
• Success rates were lower than on the paper study, due to confusion on secondary web pages
• About half of participants were unable to complete the discovery tasks
• Comments were generally positive, but several participants noted that the website would be very clear and easy once they had more experience.
• Several participants noted that instruction would be helpful
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Observational Study One - Action• Study showed more improvements were necessary
• Modified the order of links and the language used on secondary pages
• Goal was to help clarify the difference between the journal list, the list of all eResources (databases) and eResources (databases) arranged by subject
• Second observational study was planned
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Observational Study Two• Same survey instrument as Observational Study One
• Participants were divided into two groups and shown two different versions of the main page, but the same secondary pages
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Observational Study Two - Results• 50 participants
• 32 undergraduates, 16 graduate students, and 2 others
• Participants were much more successful with both tasks than Observation Study One
• The different versions of the main page did not seem to affect the results
• Comments were mostly positive• “Very easy to navigate.”• “Once you know where everything is, it is easy.”
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Overall - Demographics
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Overall - Finding a Journal by Title
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Overall - Finding an Article by Subject
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Outcomes• Website redesign was guided by user input
• Observational Study Two showed that more improvements were still needed
• Studies emphasized the importance of regularly surveying users and using those results to aid in website redesign
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Catalog User Study
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Catalog User Study • Three separate surveys
• eBooks• Searching and facets• Shared catalog (I-Share)
• Short – 4 questions plus demographics and wrap up
• Observational – “talk out loud”
• 42 participants• 35 undergraduates, 7 graduate students
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Demographics
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undergraduate graduate
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Library Experience
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Frequency of Library Visits
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Catalog User Study - eBooks• What we wanted to determine:
• Could participants:• Find an eBook in our catalog• Distinguish between an eBook and a print book• Sort through a large hit-list to find eBooks
• Results• Hit or miss performance• Narrowed results to “electronic” 9 of 60 times• Lots of scrolling through results screens• Occasionally misidentified print books as eBooks
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Catalog User Study – Lovejoy Searching
• What we wanted to determine:• Could participants:
• Decipher our catalog displays• Limit by using facets
• Results• Participants could generally navigate catalog• Used facets in some cases, but usually not• Again, often favored scrolling over limiting• Had difficulty dealing with uncertainty
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Catalog User Study – I-Share Searching
• What we wanted to determine:• Could participants:
• Decipher the I-Share display• Limit by using facets
• Did participants understand the difference between the local catalog and I-Share
• Results• Students could navigate I-Share• Some had trouble finding local holdings in I-Share• 7 of 12 students narrowed by language on appropriate question• 8 of 12 narrowed by format or region on appropriate question
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Overall - Searching
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Overall - Facets
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Participated in Library Instruction
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Impact of Instruction• Students with instruction used average of
• 1.62 non-keyword searches• 1.04 facets
• Students without instruction used average of• 1.38 non-keyword searches• 0.69 facets
• Not statistically significant
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What We Learned• Gap between freshman instruction and senior capstone
instruction
• Need to develop more specific instruction sessions on topics such as eBooks and facets
• Need to develop more collaborative partnerships with teaching faculty
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What is Discovery?• More than journey from search box to full text• Many factors affect end result
• Research question, search terms• Organization of library website• Place of search/browse tool• Description/name of tool• Terminology and labels• Look of database/catalog• First page of results• Ease of getting to full text• Technical problems
Space shuttle discovery, NASAhttp://spaceflight.nasa.gov/gallery/images/station/crew-13/html/iss013e48788.html
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Core Lessons
1. Names and Language
2. Order Matters
3. Be Familiar
4. Let Users Help You
5. Search Boxes
6. Work Together
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1. Names and Language• Define the following:
• Database• Research• Periodical• E-resource
• Will students know what these are?
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1. Names and Language• Action-based language
• Get, find, search, ask
• Cut down on vendor branding• Meaningful service names (not SFX)
• User needs to know what they can do
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2. Order Matters• First impressions are important
• Front page• First page of results• First link
• Arrange for prominence• Services listed on page• Sources in resolver menu• DBs in subject guide
Jason Molenda http://molenda.us/photos/alameda-criterium-2006-03-05/_DSC8458-r.html
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2. Order Matters
•Minimize reading
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3. Be Familiar
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3. Be Familiar• Doesn’t have to mirror Google, but certain conventions
are worth noting• What do you see in different parts of the screen?
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4. Let Users Help You• Surveys, focus groups, observation studies• Get more than just the vocal minority• Feedback forms• Blogs
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4. Let Users Help You• Automate whenever you can• Link resolver• Proxy server• Use language users will understand• Google forms
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5. Search Boxes• No box can search everything
• But people will use it for anything
• NCSU single search analysis• Used for articles, catalog, website, more• http://crl.acrl.org/content/early/2012/01/09/crl-321.full.pdf+html
• If search box is limited, make that clear• Searches of database titles (not db content) problematic
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5. Search Boxes• You can already bring article searching to the front page• Do you already have a starting point for article searching?
• WorldCat Local quick start• Multi-subject databases
• Do they have an API you could use?
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6. Work Together• Discovery doesn’t respect department divisions
• Web design• Electronic Resources• Cataloging• Collections and Metadata• Instruction• Teaching faculty
• Work together from the beginning
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Wrap up• Don’t just think like a user, get them involved• Keep changing• Remember that discovery process has many steps
“Fostering Discovery through Web Interface Design: Perpetual Beta as the New Norm”inPlanning and Implementing Resource Discovery Tools in Academic LibrariesMary Pagliero Popp and Diane Dallis http://www.igi-global.com/book/planning-implementing-resource-discovery-tools/62623
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Questions?