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60 Years of Measuring the Use of Information and its Sources : From Consultation to A pplication by Donald O. Case University of Kentucky, USA. LIDA 2014. • 3 Eras of User Studies • Observing Outcomes • Trends in Studying Use • Why Outcomes Matter.

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Presentation Transcript
slide1

60 Years of Measuring the Use of Information and its Sources:From Consultation to ApplicationbyDonald O. CaseUniversity of Kentucky, USA

LIDA

2014

3 eras of user studies observing outcomes trends in studying use why outcomes matter
• 3 Eras of User Studies

• Observing Outcomes

• Trends in Studying Use

• Why Outcomes Matter

History of Observing Use, Effects and Outcomes

the collection the document the chunk
The Collection

The Document

The Chunk

The 3 Eras

Case LIDA

identifying origins some general comments
Identifying Origins:

Some General Comments

Three Eras

1836 1935 collections 1936 1958 documents 1959 now chunks
1836-1935: Collections

1936-1958: Documents

1959-Now: Chunks

The 3 Eras

Case LIDA

the era of collections

The Era of Collections

• Long Essential to Library

Management & Assessment

• Breakdown of Collection Use

• Collection/Services as Focus

the era of documents

The Era of Documents

• What Book/Magazine/ Paper

do Users Prefer, & Why?

• Rare: What Happens as a

Result? Outcomes of Exposure

• Shift to Qualitative Methods

the era of chunks

The Era of Chunks

• Units of Information Smaller

than a Document, e.g., an Answer

• More Emphasis on Outcomes,

e.g., Awareness or Tasks

• Scientists, Engineers, Managers

what is use

What is “Use”?

• An Ambiguous Word

Use and Outcomes

what is use1

What is “Use”?

• An Ambiguous Word

• Limited Observations

Use and Outcomes

what is use2

What is “Use”?

• An Ambiguous Word

• Limited Observations

• Effects or Applications

Rarely Measured in Past

Use and Outcomes

what is use3

What is “Use”?

• An Ambiguous Word

• Limited Observations

• Effects or Application

Rarely Measured in Past

• But More Common Now

Use and Outcomes

slide13

QUANTITATIVE MEASURES, e.g.,

• Yes-No Responses to Items like

“I learned something new” or “I was reassured.”

• Scalar Responses to Statements like “I tried to relate what I read to my own experience.”

QUALITATIVE QUOTATIONS, e.g.,

• “What she told me made me feel better.”

RESEARCHER SUMMARIES, e.g.,

• “The student’s essay showed how she had paraphrased the material she read.”

What We Looked For

slide14
Study

Results

then need seeking finding use now need seeking finding use outcome
THEN:

Need  Seeking  Finding  Use

NOW:

Need Seeking Finding Use Outcome

Potential Explanations

slide17
Observing Outcomes is Difficult

Qualitative Methods are Better-Suited

They were Not Popular Until the 1980s

Potential Explanations

slide18

Another Potential Explanation:

Pressure from External Environment

• Parent/Funding Agencies of Libraries

Want Better Results and Justifications

Potential Explanations

slide19

Pressure from External Environment

• Parent/Funding Agencies of Libraries

Want Better Results and Justifications

• LIS Scholars Face Similar Pressure, Plus Competition from Other Disciplines

Potential Explanations

conclusions

Conclusions

• Assessing Outcomes is Important

• May Require In-Depth Methods

• Quantitative Measures Also Useful

• Yet Such Measures also have Limits

Final Point

thank you for listening hvala
Thank You for Listening!

Hvala!

Coffee, Anyone?

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