Will the Real Customer Please Stand Up… Designing Services for Twenty-first Century Users ACRL -...

Will the Real Customer Please Stand Will the Real Customer Please Stand Up…Up…

Designing Services for Designing Services for Twenty-first Century UsersTwenty-first Century Users

ACRL - College Library SectionACRL - College Library Section

ALA Annual ConferenceALA Annual Conference

June 16, 2002June 16, 2002

What Matters to College What Matters to College Students? Meeting Them Where Students? Meeting Them Where

They LiveThey Live

Barbara ValentineBarbara Valentine

Reference & Systems Reference & Systems LibrarianLibrarian

Linfield CollegeLinfield College

McMinnville, OregonMcMinnville, Oregon

Focus Group & Interview Focus Group & Interview ResearchResearch

Selected Writing Intensive classes Selected Writing Intensive classes – 1993: 4 history classes1993: 4 history classes– 1998: 5 classes: social service, music, art, 1998: 5 classes: social service, music, art,

sociology, politicssociology, politics

Interviewed 1/3 of students & course professorInterviewed 1/3 of students & course professor– 1993: 28 students - 13 Female, 15 male1993: 28 students - 13 Female, 15 male 21 Seniors, 6 Juniors, 1 Sophomore21 Seniors, 6 Juniors, 1 Sophomore– 1998: 31 students - 21 Female, 10 male1998: 31 students - 21 Female, 10 male 13 Seniors, 10 Juniors, 8 Sophomores13 Seniors, 10 Juniors, 8 Sophomores

Focus Group & InterviewsFocus Group & Interviews

Students question guide Students question guide – Kuhlthau’s - Information Search ProcessKuhlthau’s - Information Search Process– Ask about feelings, thoughts, and actions Ask about feelings, thoughts, and actions

during beginning, middle, and ending stages during beginning, middle, and ending stages of researchof research

– Never mention libraryNever mention library

Instructor questions:Instructor questions:– Before: What did they expect from the Before: What did they expect from the

papers?papers?– After: What was delivered?After: What was delivered?

Relevant Results - StudentsRelevant Results - Students

Students are busyStudents are busy

– Academic work: many classes & Academic work: many classes & assignmentsassignments

– Extracurricular clubs & sportsExtracurricular clubs & sports– Have jobs on- or off-campusHave jobs on- or off-campus– Learning to manage time as adults Learning to manage time as adults

Relevant Results - StudentsRelevant Results - Students

Students are practicalStudents are practical

– Motivated by gradesMotivated by grades– Focus on What Professor Wants (WPW)Focus on What Professor Wants (WPW)– Allot certain amount of time and effort Allot certain amount of time and effort

(Commitment) (Commitment) – Want clear, objective guidelines (ex. #pages, Want clear, objective guidelines (ex. #pages,

sources)sources)

Relevant Results - FacultyRelevant Results - Faculty

Teacher’s goals for research are more Teacher’s goals for research are more abstractabstract

– Good independent learning experienceGood independent learning experience– Introduce student to writing of disciplineIntroduce student to writing of discipline– Opportunity for students to push in “new Opportunity for students to push in “new

directions’ – grow, be creativedirections’ – grow, be creative– Grading can be subjective: grade on Grading can be subjective: grade on

perceived ability, effort, “progress” in classperceived ability, effort, “progress” in class

Relevant ResultsRelevant Results

““A Legitimate Effort” – the common groundA Legitimate Effort” – the common ground

– Shared understanding - tacit or overtShared understanding - tacit or overt– Students need to focus time effectivelyStudents need to focus time effectively– Students may view as kind of contractStudents may view as kind of contract

Relevant ResultsRelevant Results

Agents vs. Recruits Agents vs. Recruits – Unequal relationship Unequal relationship

• Agents – set the rulesAgents – set the rules• Recruits – follow themRecruits – follow them

– Different personal agendas: Different personal agendas: • Students goal to leave (graduate)Students goal to leave (graduate)• Agents stay and enhance experienceAgents stay and enhance experience

Peer network is very strongPeer network is very strong

Implications for Library ResearchImplications for Library Research

• Strapped for time; consult familiar sources & Strapped for time; consult familiar sources & peoplepeople

• Focus on WPWFocus on WPW

• Want results, not an adventureWant results, not an adventure

• May consult each other more often than risk May consult each other more often than risk an encounter with agentsan encounter with agents

Web Usability StudyWeb Usability Study• Purpose: to help modify current Web pagePurpose: to help modify current Web page

• Format: 18 questions designed to test specific Format: 18 questions designed to test specific taskstasks (Ex. Find the book “Moby Dick”) (Ex. Find the book “Moby Dick”)

• Participants recruited via emailParticipants recruited via email

• Who testedWho tested– 13 students: approx. even numbers upper & lower 13 students: approx. even numbers upper & lower

classmenclassmen– Mostly from social science and scienceMostly from social science and science

• Previous use of Library Web pagesPrevious use of Library Web pagesMost rarely or only occasionally usedMost rarely or only occasionally used

Web Usability Study: Some ResultsWeb Usability Study: Some Results

Discoveries about navigation:Discoveries about navigation:

– Scan pages quickly, superficially - “9 seconds”Scan pages quickly, superficially - “9 seconds”

– Look for expected wording; miss relevant stuffLook for expected wording; miss relevant stuff

– Avoid formal help screens - look for answers Avoid formal help screens - look for answers among Web pages – trial and error searchingamong Web pages – trial and error searching

– Expect pages to work like other Internet sites: Expect pages to work like other Internet sites: standardized headings, links throughoutstandardized headings, links throughout

Web Usability TestingWeb Usability Testing

Modified Web Site and RetestedModified Web Site and Retested

– New group of students tested much betterNew group of students tested much better

– The test itself had educated students to the The test itself had educated students to the wealth of resources available via the Web wealth of resources available via the Web page.page.

21st Century Students21st Century Students

Web Searching -Web Searching - D’Esposito & Gardner D’Esposito & Gardner (1999)(1999)

– Sophisticated Web searchersSophisticated Web searchers– Self-sufficient – competent users don’t askSelf-sufficient – competent users don’t ask– Do not relate Library and Internet Do not relate Library and Internet – If they ask about Web researching, they ask If they ask about Web researching, they ask

computer lab assistants, not librarianscomputer lab assistants, not librarians


Yvonna S. Lincoln (2002)Yvonna S. Lincoln (2002)

– Used to “piloting... uncharted waters of Used to “piloting... uncharted waters of cyberspace” and feel the physical world is as cyberspace” and feel the physical world is as easily navigated.easily navigated.

– Self-reliant- view library control of resources as Self-reliant- view library control of resources as obstruction…challenge to explorationobstruction…challenge to exploration


Research behaviorResearch behavior• Bibliographies increasing numbers of Web Bibliographies increasing numbers of Web

resources, while decreasing numbers of books and resources, while decreasing numbers of books and journal articlesjournal articles

• Students use unevaluated Web resourcesStudents use unevaluated Web resources

• Can bypass traditional scholarly communication Can bypass traditional scholarly communication process (library) by using Internetprocess (library) by using Internet

• Instructors and students use the Web for research Instructors and students use the Web for research differentlydifferently

What is Needed?What is Needed?

Understanding of students “where they Understanding of students “where they live”live”

– Qualitative studiesQualitative studies– Informal observationInformal observation– Presence in campus activitiesPresence in campus activities– Tap into peer networksTap into peer networks– Janet Cotrell - students as unique Janet Cotrell - students as unique

constituencyconstituency


Be a Bridge between Faculty and Students Be a Bridge between Faculty and Students – Library instruction at the assignment level Library instruction at the assignment level

when possible - help clarify assignments for when possible - help clarify assignments for studentsstudents

– Discuss changing complexion of researchDiscuss changing complexion of research• How do instructors do their own researchHow do instructors do their own research• Students bypass scholarly process by searching the Students bypass scholarly process by searching the

WebWeb• Web citations need checkingWeb citations need checking

– Offer practical classes for students & facultyOffer practical classes for students & faculty MaryAnn HightMaryAnn Hight


Simplicity and focus in reference and Simplicity and focus in reference and teachingteaching

– Less is more; hands on when possibleLess is more; hands on when possible– Recognize and build on Recognize and build on student expertisestudent expertise– Be available by emailBe available by email– Look at 24/7 reference - Rachel ChengLook at 24/7 reference - Rachel Cheng


Make library Web sites fit student Make library Web sites fit student expectations and mode of learningexpectations and mode of learning

– Web is Web is theirtheir medium; how do they use it medium; how do they use it– Design so they want to come thereDesign so they want to come there– Design to facilitate learningDesign to facilitate learning

Think DifferentThink Different

Cyber generation communicates Cyber generation communicates differentlydifferently– More communication, less thinking time?More communication, less thinking time?– Anywhere, anytime, context shiftAnywhere, anytime, context shift

Knowledge production changingKnowledge production changing– Fluid, interactive, multimedia, immediateFluid, interactive, multimedia, immediate– Citation concept eroding with Web?Citation concept eroding with Web?– Compare traditional scholarly Compare traditional scholarly

communicationcommunication

Old ThinkingOld Thinking

““If it does not appear in our archives, it does not If it does not appear in our archives, it does not exist.”exist.”

LibrarianLibrarianStar Wars: Attack of the ClonesStar Wars: Attack of the Clones


Pierre Levy (1997) Pierre Levy (1997)

The emergence of cyberspace does not at all The emergence of cyberspace does not at all mean that the ‘whole’ is finally accessible, but mean that the ‘whole’ is finally accessible, but rather that the whole is finally out of reach... rather that the whole is finally out of reach...


Yvonna S. Lincoln (2002)Yvonna S. Lincoln (2002)

• ““Libraries will need to explore methods and Libraries will need to explore methods and modes of helping which edify the feeling that modes of helping which edify the feeling that self-reliant users want.”self-reliant users want.”

• Libraries may have to think of service Libraries may have to think of service differently; not as performed, but as differently; not as performed, but as performance; not dispensed “but enacted as performance; not dispensed “but enacted as an elaborate cultural ritual, the texture and an elaborate cultural ritual, the texture and fabric of which is changing in front of us.”fabric of which is changing in front of us.”

Supporting Supporting the Student the Student

Constituency:Constituency:Being an AdvocateBeing an Advocate

Janet R. CottrellJanet R. CottrellDirector of Information AccessDirector of Information Access

Kenyon CollegeKenyon CollegeGambier, OHGambier, OH

About Kenyon CollegeAbout Kenyon College

• < 1600 undergrads< 1600 undergrads• Liberal arts communityLiberal arts community• On an Ohio hilltopOn an Ohio hilltop

• OH5, OhioLINK, fiberOH5, OhioLINK, fiber• VeryVery merged library/computing services merged library/computing services

LBISLBIS

• Library and Information ServicesLibrary and Information Services• 4 Directors report to VP4 Directors report to VP• Constituencies:Constituencies:

– FacultyFaculty– Administration/StaffAdministration/Staff– StudentsStudents

Information Access Dept.Information Access Dept.

• CirculationCirculation• ReferenceReference• AudioVisual ResourcesAudioVisual Resources• All computer labs on campusAll computer labs on campus• HelpLine HelpLine • Dorm networking, etc.Dorm networking, etc.• Advocate for student accessAdvocate for student access

Advocate for Student Advocate for Student AccessAccess

• Formal roleFormal role– In job descriptionIn job description– Designated “meeter” Designated “meeter”

• Compare priorities, Compare priorities, exchange ideasexchange ideas

• Non-competition agreement Non-competition agreement with other directorswith other directors

OutcomesOutcomes

• Quiet areasQuiet areas• Group study roomGroup study room• Digital video editing labDigital video editing lab• Laptop jacks in libraryLaptop jacks in library• 24-hour study space in library24-hour study space in library• Kenyon Authors RoomKenyon Authors Room• Bandwidth doubledBandwidth doubled

What It’s Really LikeWhat It’s Really Like

• TerrifyingTerrifying• RewardingRewarding• Haven’t been in Haven’t been in

student paper cartoon (yet)student paper cartoon (yet)

Insights to the JobInsights to the Job

• Experience Experience as a recent student: as a recent student:

Be the inside contact.Be the inside contact.


• Experience Experience in teaching faculty:in teaching faculty:

Why do students do Why do students do what they do?what they do?


• Experience Experience in doing reference:in doing reference:

Students work on projects Students work on projects with many stages.with many stages.

New Ways of OrganizingNew Ways of Organizing

• Full spectrum serviceFull spectrum service• Versatile staff Versatile staff • Student employees Student employees

are cross-trainedare cross-trained• Easier facilities Easier facilities

management management

RecommendationsRecommendations

• Identify students asIdentify students asa unique constituencya unique constituency

• Devise specificDevise specificsupport structuressupport structures

• Be an advocateBe an advocate

For more informationFor more information

• Educause QuarterlyEducause Quarterly article articleDec. 2001Dec. 2001

• College & Research LibrariesCollege & Research Libraries article articleJan. 2002Jan. 2002

• Kenyon’s web siteKenyon’s web sitehttp://lbis.kenyon.eduhttp://lbis.kenyon.edu

• [email protected]@kenyon.edu

Maryann HightMaryann Hight

LibrarianLibrarian

Soka University of AmericaSoka University of America

Aliso Viejo, CaliforniaAliso Viejo, California

Senior Thesis Writers SeriesSenior Thesis Writers SeriesBates CollegeBates College

George and Helen Ladd LibraryGeorge and Helen Ladd Library

– Original research and writing on a Original research and writing on a research topic of the student’s designresearch topic of the student’s design

– Requires understanding of subject area, Requires understanding of subject area, its theoretical underpinnings, and its theoretical underpinnings, and research methodologyresearch methodology

– Requires independent thinking, Requires independent thinking, creativity, self-discipline, and effective creativity, self-discipline, and effective time managementtime management

– 85% of senior class writes a thesis85% of senior class writes a thesis

Library and Technology Library and Technology NeedsNeeds

• BibliographiesBibliographies• Other library catalogsOther library catalogs• Search enginesSearch engines• Catalogs vs. indexesCatalogs vs. indexes• Subject headingsSubject headings• Interlibrary loanInterlibrary loan

And still more….And still more….

• File storageFile storage• CopyrightCopyright• Citation managementCitation management• PrintingPrinting• Media productionMedia production

Thesis Writers SeriesThesis Writers Series

• Research Tips for Thesis WritersResearch Tips for Thesis Writers• Evaluating Resources for your Evaluating Resources for your

ThesisThesis• Computing Tips for Thesis WritersComputing Tips for Thesis Writers• Using Media in your ThesisUsing Media in your Thesis• Endnote for Thesis WritersEndnote for Thesis Writers

What comes next?What comes next?

• Continue to offer the series as part Continue to offer the series as part of the support system on campus of the support system on campus for thesis studentsfor thesis students

• Refine the contentRefine the content• Increase publicityIncrease publicity• Encourage faculty input for series Encourage faculty input for series

content and publicitycontent and publicity

Scheduling the SeriesScheduling the Series

• First SemesterFirst Semester• Two sets of sessions, one Two sets of sessions, one

afternoon, one eveningafternoon, one evening• Supporting handouts and web Supporting handouts and web

pagespages

PublicityPublicity

• Email listsEmail lists• Faculty advisorsFaculty advisors• Web pagesWeb pages• Signs, Signs, SignsSigns, Signs, Signs• Supporting HandoutsSupporting Handouts

AttendanceAttendance

Disappointing but…Disappointing but…

Unplanned BenefitsUnplanned Benefits

• Created an awareness of the Created an awareness of the research demands of a thesis….research demands of a thesis….

• Increase in reference questions Increase in reference questions about thesis issuesabout thesis issues

• Promotion by faculty for servicesPromotion by faculty for services• Increased demand for handoutsIncreased demand for handouts• Requests to repeat seriesRequests to repeat series

Rachel ChengRachel Cheng

Assistant University LibrarianAssistant University Librarian

Wesleyan UniversityWesleyan University

Middletown, ConnecticutMiddletown, Connecticut

• Why We Need It In a Small Residential Why We Need It In a Small Residential CollegeCollege

• The PlanThe Plan• What We Hope to AccomplishWhat We Hope to Accomplish• What We Have Learned So FarWhat We Have Learned So Far• Unexpected BenefitsUnexpected Benefits• StatisticsStatistics

Live Reference Services over the web: Live Reference Services over the web: a college library consortium approacha college library consortium approach

Rachel Cheng

Why We Need It In a Small Residential Why We Need It In a Small Residential CollegeCollege

Non-traditional, non-residential studentsNon-traditional, non-residential students

Undergraduates studying abroad and during breaksUndergraduates studying abroad and during breaks

60% of e-resources are used outside of libraries 60% of e-resources are used outside of libraries

A lot of usage occurred while there is no staff on A lot of usage occurred while there is no staff on

duty, i.e. after 10pm, and weekends duty, i.e. after 10pm, and weekends

To connect to our users whenever and wherever To connect to our users whenever and wherever

they may need helpthey may need help

Rachel Cheng


The PlanThe Plan Train existing librarians to provide digital reference Train existing librarians to provide digital reference

services for their own institution during their regular services for their own institution during their regular reference hoursreference hours

Hire additional librarians to provide reference services Hire additional librarians to provide reference services during extended hours; during extended hours;

Phase in additional institutions to measure the service Phase in additional institutions to measure the service demandsdemands

Train grant funded librarians in local campusTrain grant funded librarians in local campus Went live: Wesleyan October 15, 2001; Connecticut Went live: Wesleyan October 15, 2001; Connecticut

College, November 5, 2001College, November 5, 2001 Smith College started on April 1st, 2002Smith College started on April 1st, 2002 Wellesley College will start in June 2002 and Vassar Wellesley College will start in June 2002 and Vassar

College in Spring of 2003College in Spring of 2003Rachel Cheng


What We Hope to AccomplishWhat We Hope to AccomplishFind a way to calculate the demand of digital reference Find a way to calculate the demand of digital reference

serviceservice

Ascertain the feasibility of sharing collaborative live help Ascertain the feasibility of sharing collaborative live help

during off-peak hours as a long term consortium service during off-peak hours as a long term consortium service

Calculate the real cost of providing reference services in Calculate the real cost of providing reference services in

an academic libraryan academic library

Gain some insights to help us improve library user Gain some insights to help us improve library user

servicesservices

Study the long term impact of introducing a new type of Study the long term impact of introducing a new type of

reference servicesreference servicesRachel Cheng

Live Reference Services over the Live Reference Services over the web: web:

a college library consortium approacha college library consortium approach

What We Have Learned So FarWhat We Have Learned So FarNeeds as much PR as possibleNeeds as much PR as possibleDigital reference is a service of convenience, not a Digital reference is a service of convenience, not a

substitute for traditional reference servicessubstitute for traditional reference servicesMost reference services are local policies or resources Most reference services are local policies or resources

relatedrelated ““Chat” is a LOT slower than talk. Need to get feedback Chat” is a LOT slower than talk. Need to get feedback

/ response from users constantly/ response from users constantlySometimes it Sometimes it ISIS easier to send web pages, however, easier to send web pages, however,

it is not always necessary.it is not always necessary.Take advantage of built-in featuresTake advantage of built-in featuresExpect typos, lots of themExpect typos, lots of them

Rachel Cheng



Unexpected BenefitsUnexpected Benefits LiveHelp makes user services transparent to library staffLiveHelp makes user services transparent to library staff Capturing and sharing the questions and user comments Capturing and sharing the questions and user comments

provide tangible evidence of the overall scope and end provide tangible evidence of the overall scope and end results we try to achieve as an organization to all library results we try to achieve as an organization to all library staffstaff

Transcripts help identify areas where new staff need more Transcripts help identify areas where new staff need more training, old staff need update on policies, procedures, etctraining, old staff need update on policies, procedures, etc

Ability to Ability to follow upfollow up or transfer questions to subject or transfer questions to subject specialistsspecialists

Web reference service Web reference service CANCAN be a much more personal be a much more personal experienceexperience

A good foundation toward creating a local knowledge A good foundation toward creating a local knowledge database for users and staffdatabase for users and staff

Rachel Cheng



StatisticsStatistics Beyond statistics captured by the LiveHelp software, we are Beyond statistics captured by the LiveHelp software, we are

recording the numbers whenever the link is clicked to see recording the numbers whenever the link is clicked to see how many clicks translate into a real LiveHelp sessionhow many clicks translate into a real LiveHelp session

Wesleyan is collecting reference statistics on and off Wesleyan is collecting reference statistics on and off Reference Desk to study the long term impact of Reference Desk to study the long term impact of introducing new types of reference servicesintroducing new types of reference services in-person, phone, email, LiveHelpin-person, phone, email, LiveHelpdate and time, time in minutes to answer a question, date and time, time in minutes to answer a question,

user type, name of librarianuser type, name of librariananticipated end resultsanticipated end results: average time to answer : average time to answer

questions by services types, cost/question by service questions by services types, cost/question by service types, cost effectiveness of services by types, overall types, cost effectiveness of services by types, overall cost of providing reference servicescost of providing reference services

Rachel Cheng



Rachel Cheng

Hourly Trends:



Daily Trends:Daily Trends:

Rachel Cheng



Weekly Trends:Weekly Trends:



Sessions breakdown by location and referring web pagesSessions breakdown by location and referring web pages

Rachel Cheng



Clicks vs. real session comparison by Clicks vs. real session comparison by weekweek



Additional information availableAdditional information available

@ @ http://www.ala.org/acrl/cls/conferences.htmlhttp://www.ala.org/acrl/cls/conferences.html

CLS 2002Conference CLS 2002Conference Program CommitteeProgram Committee

• Robin Wagner, Gettysburg College, ChairRobin Wagner, Gettysburg College, Chair• Lisabeth Chabot, Mary Baldwin CollegeLisabeth Chabot, Mary Baldwin College• Rachel Cheng, Wesleyan UniversityRachel Cheng, Wesleyan University• Donna Cohen, Rollins CollegeDonna Cohen, Rollins College• Ginny Moreland, Agnes Scott CollegeGinny Moreland, Agnes Scott College• Isabella O’Neill, Bucknell UniversityIsabella O’Neill, Bucknell University

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