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ERIC Number: EJ1022292
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1522-8959
Getting to Know You: Discovering User Behaviors and Their Implications for Service Design
Daigle, Ben
Public Services Quarterly, v9 n4 p326-332 2013
Public services librarians are often in the position of training patrons how to use technology. They adopt new technologies such as discovery layers, link resolvers, subject guides, virtual reference services, OPACs, content management systems, and institutional repositories to provide access to materials and facilitate collaboration, but historically few of these technologies have offered intuitive, usable interfaces. They often require some degree of technical instruction, which has become part of their information literacy sessions. Many students are either unaware of these features or simply choose not to use them. Even librarian-developed training materials, or subject guides, have been found by s to be difficult to use, citing confusing language, clutter, and generally poor aesthetics as major barriers to their use. The author of this article describes how the use of semi-structured interviews at his institution has proven effective as a means of learning about users' perceptions, behaviors, and the personal systems they have developed or adopted to accomplish their work. The author notes that to develop services that are truly user-centered, useful, and valuable, librarians need to validate their assumptions about how their users discover information, how they manage what they do find, and how they use it by allowing them to show and tell their librarians.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A