anne powers fall 2008 sabbatical report exploratory observations and classifications of attitudes...

Anne PowersAnne Powers Fall 2008 Fall 2008Sabbatical ReportSabbatical Report

Exploratory Observations and Classifications of Attitudes and

Emotions in Community College Reference-Desk Encounters

FOREWORD

The following presentation is a report based on projects of my Fall 2008 Sabbatical: observation of reference desk service at area academic libraries for comparison and contrast with my experience of reference-desk service at SMC Library. This report centers on my observations of students; a second report deals with a survey of the feelings of reference librarians in California community colleges.

The focus of my observations and studies was the affective side of reference delivery and reception; important aspects that have implications for library service since 1986, when Constance Mellon addressed the fact that many more library users than supposed approached librarians at reference desks with a trepidation that she articulated for the first time in the term “library anxiety”.

Since that time, many studies and commentaries have arisen which treat the topic, but none that adequately, to my mind, addressed the feelings of community college students. My observations focused on the feelings of students (and librarians, to a secondary degree) as I subjectively categorized them. This was a valid approach, since that is what each reference librarian has to do in each encounter with each individual who approaches for service at the desk: gauge the attitudes as well as encompass the information need. Experience has shown that, in order to provide good reference service, the affective as well as cognitive and behavioral aspects of the transactions are very often interdependent on one another for successful conclusion of reference encounters. (continued)

FOREWORD continued

The college libraries to which I made multiple visits during September-December 2008, and my primary contacts, included:

West Los Angeles College: Judy Chow, Department ChairGlendale College: Brenda Jones, Reference DirectorPasadena City College: Dona Itoma, reference LiaisonUCLA College Library: Debe Costa and Esther Grassian, Reference LiaisonsUCLA Young Research Library: Sarah Watstein, Director of Reference services

The community colleges chosen for visits were selected for their similarity to SMC client base. The UCLA sites were chosen because the university is one of the major institutions to which many SMC students transfer; this was an opportunity to observe what preparation was expected of students in UCLA libraries.

The practical object of my observations was to learn, from current interactions between librarians and students at different institutions, about what I could take from the experience to inform improvement of student success through library reference service at my own institution. My observations and conclusions have been shared with my department and Iwill be included in my discussions with fellow reference librarians about how we can better serve our students. AP

Exploratory Observations and Classifications of Attitudes and Emotions Exploratory Observations and Classifications of Attitudes and Emotions in Community College Reference-Desk Encountersin Community College Reference-Desk Encounters

Research Objectives:

to observe and classify types of affect/attitudes/emotions

shown by information seekers and providers at the beginnings and conclusions of reference-desk

encountersin Southern California community college libraries

Research QuestionsResearch Questions

How do information seekers feel, at the beginnings of the interactions, when seeking help from community college reference librarians?

How do they feel at the conclusions of the encounters?

Secondarily, how do community college reference librarians feel, at the beginnings of the interactions, when providing help requested by information seekers?

How do they feel at the conclusions of the encounters?

MethodMethod

A total of twelve visits between October and November 2008 were made to libraries where observations took place.

Visits took place, by prearrangement, at various times between the morning and evening to allow for a variety of patrons.

Visits occurred on all days of the week except Sunday.

Observation sessions ranged from a minimum of two hours to a maximum of four hours.

Encounters which met criteria for inclusion were analyzed and interpreted.

Method Method continuedcontinued The observation method used was exploratory real-

time examination of patron and librarian interaction at Los Angeles area community college libraries.

The colleges were selected for similar libraries, librarian personnel, and student-body makeup.

The study is based entirely on observation.

Observation sessions were arranged beforehand.

Observations took place at active reference desks, with observer seated with the library’s regularly scheduled reference librarians.

Observed patrons self-selected for approach to the desks.

Definition of “Encounters”Definition of “Encounters”

A valid encounter, for purposes of the study, was defined as:

the eliciting of information, help with research, etc., by a randomly self-selecting, self-initiating library user

from a librarian stationed at the reference desk,

which led to interaction between the library user and the librarian,

and resulted in an outcome.

Characteristics of Observed PatronsCharacteristics of Observed Patrons

All who approached the desk with a query were observed.

No overt attempt was made to determine if patrons were students, faculty members, staff employees, or community patrons; the patrons self-disclosed their status.

No attempt was made to filter for any specific group or type of patron, except for subjective demographic analysis:

All designations of age, ethnicity, etc. were based on the researcher’s observations and conclusions only.

Patron Demographics: GenderPatron Demographics: Gender

GENDER NUMBER of PATRONS

%

M= MALE 33 49

F=FEMALE 34 51

Totals 67 100

Patron Demographics: AgePatron Demographics: Age

AGE NUMBER of PATRONS

%

18-25 47 32

26-35 5 14

36-49 7 26

50-59 6 19

60+ 2 9

Totals 67 100

Patron Demographics: EthnicityPatron Demographics: Ethnicity

ETHNICITY NUMBER of PATRONS

%

Caucasian 25 38

African American 18 28

Asian Americans 7 10

Hispanic American 5 7

Mideastern 5 7

Armenian 4 6

Hispanic/Latino/a 1 1

Asian 2 3

Totals 67 100

Patron Demographics: Patron Demographics: Language AbilityLanguage Ability

ENGLISH LANGUAGE

ABILITY

NUMBER of PATRONS

%

Native Speakers of English=E

50 75

English Learners=EL

17 25

Totals 67 100

Characteristics of Reference-Desk Characteristics of Reference-Desk Librarians Librarians

Librarians on duty at the reference desks during the observations included adjunct and fulltime personnel.

Male and female librarians were observed. All librarians were professionals with MLS

degrees.Most were reference librarians only or

combined reference with instruction duties.

Two of the librarians had cataloging as well as reference duties.

GCC LIBRARY Reference area.View from upper level.

Reference area. Arced reference desk where two librarians are usually on duty during daytime hours.

Circulation desk at entrance/exit.

Signage directs or advises.

WLACC LIBRARY View from upper level

Reference area: Includes reference desk with ready reference shelves, small seating areas and display shelves.

Eighty workstations in computer lab, served by “uniformed” student assistant.

Circulation desk at entrance/exit at right of reference desk.

Observation ProceduresObservation Procedures

Each valid encounter occurring during observation was logged in a journal.

Each entry contained notations of age, ethnicity, and gender of each information seeker.

Each entry noted the type of query.The “emotion” of each participant was

noted.Librarians’ “emotions” were also classified.

Scope and LimitationsScope and Limitations

The categories into which the researcher placed information seekers were the results of subjective, though educated, conclusions.

This small study was undertaken to test whether larger, more empirically-structured investigation was warranted.

The sampling is too small for extrapolating true generalizations.

No appreciable inclusion of formal concepts such as Information Literacy or Web 2.0 models were considered for this study.

Focus of the observations centered only on interpreting the one-time transactions at the reference desk.

Recommendations for Further Research and StudyRecommendations for Further Research and Study

The sampling is too small for true generalizing in regard to community-college library reference service; however, results show that a larger, more structured study is indicated.

The results provide valuable pointers for further investigation of more user-centered future models of planning, preparing for, and delivering reference service in community college libraries.

Future studies should include analysis of how demographics affect study results.

The results justify further, more formal investigation,

with primary attention to the effects of burgeoning technology on the attitudes and approaches to information seeking and providing in community college libraries.

ResultsResults

Research Data:

Categories, Numbers, and PercentagesIllustrated by Tables and Charts

Main Categories of Main Categories of Emotions/AttitudesEmotions/Attitudes

The affects noted for each group fell into three main categories, as applicable:

PositiveNeutral

Negative These values were categorized separately

for the beginnings of each interaction and ends of each interactions for each group.

AnalysisAnalysis

Two groups were observed, and their attitudes categorized:

Information seekers (students, staff, community patrons)

Information providers (librarians)

Classifications of Affect Manifested by Information Classifications of Affect Manifested by Information Seekers at Beginning of EncounterSeekers at Beginning of Encounter

Positive: Confident/Expectant (hopeful)

Negative: Wary (doubtful)/Anxious

Information Seekers’ Attitudes at Beginning Information Seekers’ Attitudes at Beginning of Reference Desk Encountersof Reference Desk Encounters

A. HOW INFORMATION SEEKERS FELT AT BEGINNING OF REFERENCE-DESK ENCOUNTER

CONFIDENT

18%

EXPECTANT

12%

ANXIOUS

48%

WARY

22%

CONFIDENT EXPECTANT ANXIOUS WARY

Information Seekers’ Attitudes at Beginning Information Seekers’ Attitudes at Beginning of Reference Desk Encountersof Reference Desk Encounters

B. POSITIVE VS NEGATIVE ATTITUDES OF INFORMATION SEEKERS AT BEGINNING OF

REFERENCE ENCOUNTER

POSITIVE (CONFIDENT +

EXPECTANT)

30%

NEGATIVE (ANXIOUS + WARY)

70%

POSITIVE (CONFIDENT + EXPECTANT) NEGATIVE (ANXIOUS + WARY)

Classifications of Affect Manifested by Classifications of Affect Manifested by Information Seekers at Close of EncounterInformation Seekers at Close of Encounter

Positive: SatisfiedNeutral: Limbo

Negative: Unsatisfied

Information Seekers’ Attitudes at Conclusion Information Seekers’ Attitudes at Conclusion of Reference Desk Encountersof Reference Desk Encounters

ATTITUDE OF INFORMATION SEEKER AFTER CONCLUSION OF REFERENCE-DESK ENCOUNTER

SATISFIED73%

LIMBO18%

UNSATISFIED9%

SATISFIED

LIMBO

UNSATISFIED

Classifications of Affect Manifested by Classifications of Affect Manifested by Information Providers at Beginning of Information Providers at Beginning of

EncounterEncounter

Positive : WelcomingNeutral: Neutral

Negative: Remote

Information Providers’ Attitudes at Beginning Information Providers’ Attitudes at Beginning of Reference Desk Encountersof Reference Desk Encounters

ATTITUDES OF LIBRARIANS AT BEGINNING OF REFERENCE-DESK ENCOUNTERS

NEUTRAL66%

WELCOMING31%

REMOTE3%

NEUTRAL

WELCOMING

REMOTE

Classifications of Affect Manifested by Classifications of Affect Manifested by Information Providers at Close of EncounterInformation Providers at Close of Encounter

Positive : Satisfied

Negative: Dissatisfied

Information Providers’ Attitudes at Conclusion Information Providers’ Attitudes at Conclusion of Reference Desk Encountersof Reference Desk Encounters

ATTITUDE OF LIBRARIAN AFTER CONCLUSION OF REFERENCE-DESK ENCOUNTER

SATISFIED93%

DISSATISFIED7%

ConclusionsConclusions

The affective “tone” of interactions between library users and librarians in community college library reference-desk encounters should be taken into account to provide better service.

The affective tone of interactions between library users and librarians in community college library reference-desk encounters should be taken into account to lessen library anxiety.

Conclusions Conclusions continuedcontinued

The principal value of the project was the opportunity to absorb the information seeker’s point of view.

The principal lesson was that the gap needs to be bridged between information patrons’ and information professionals’ expectations of each other.

Community college librarians should be leaders in crafting the solutions to communications problems between information providers and seekers.

Conclusions Conclusions continuedcontinued

Attitude and emotion are “unacknowledged” but large parts of information-seeking interaction between users and providers in libraries.

Although this aspect of librarianship is not particularly neglected in the literature, it is neglected in practice.

BibliographyBibliography

Bostick, S. L. (1992). The development and validation of the library anxiety scale. PhD Thesis. Michigan: Wayne State University.

Boyd, E., & Iovino, A. (2008, Spring). Library 2.0: The next generation of librarians. Mississippi Libraries 72 (1), 11-13. Retrieved October 27, 2008, from Library Literature & Information Science Full Text database.

Buckland, M. K. (2008). Reference library service in the digital environment. Library & Information Science Research (30), 81-85. doi:10.1016/j.lisr.2008.03.002

Buckner, T., & French, T. (2007, Spring). International students and the academic library: how one library is working to make its international students feel at home. Kentucky Libraries 71 (2), 8-11. Retrieved October 27, 2008, from Library Literature & Information Science Full Text database.

Case, D. O. (2008). Looking for information: A survey of research on information seeking, needs, and behavior. 2d Ed. United Kingdom: Emerald Group.

Bibliography Bibliography continuedcontinued

Cruger Dale, D. (1977, May). Questions of concern: Library services to

community college students. Journal of Academic Librarianship, 3 (2), 81-84. Retrieved November 8, 2008, from Professional Development Collection database.

Dervin, B., & Foreman-Wernet, L. Eds. (2003). Sense-making methodology reader: Selected writings of Brenda Dervin. Cresskill, NJ: Hampton Press.

Jiao, Q. G., Onwuegbuzie, A. J., & Lichtenstein, A. A. (1996, Spring). Library anxiety: Characteristics of at-risk college students. Library and Information Science Research 18 (2), 151-163.

Knibbe-Haanstra, M. (2008, Fall 2008). Reference desk dilemmas: The impact of new demands on librarianship. Reference & User Services Quarterly, 48 (1), 20-25. Retrieved November 4, 2008, from MasterFILE Premier database.

Kuhlthau, C. C. (1988). Developing a model of the library search process: cognitive and affective aspects. Reference & User Services Quarterly 28 (2), 232-242.

Mellon, C. (1986). Library anxiety: A grounded theory and its development. College and Research Libraries 47 (2), 160-165.

Bibliography Bibliography continuedcontinued

Metzger, R. (2008, November 15). Embracing my authority. Library Journal, 133(19), 37-37. Retrieved November 4, 2008, from MasterFILE Premier database.

Murley, D. (2008, Winter). What is all the fuss about Library 2.0? Law Library Journal 100 (1), 197-204.

Singh, J. (2008, March). Sense-making: Information literacy for lifelong learning and knowledge management. DESIDOC Journal of Library & Information Technology 28 (2), 13-17.

Sonntag, G., & Palsson, F. (2007). No longer the sacred cow no longer a desk: Transforming reference service to meet 21st century user needs. Library Philosophy and Practice 2007. Retrieved from http://www.webpages.uidaho.edu/~mbolin/sonntag-palsson.htm

Weiler, A. (2001). Two-year college freshmen and the Internet: Do they really “know all that stuff?”. Libraries and the Academy 1 (2), 161-167. Retrieved October 27, 2008, from Library Literature & Information Science Full Text database.

Weiler, A. (2005, January). Information-seeking behavior in Generation Y students: motivation, critical thinking, and learning theory. The Journal of Academic Librarianship 31 (1), 46-53.

Addenda

Selected Images

GCC Library: Close-Up of Computer Signage

The Library signage made it clear what uses the computers could be put to.

There were other workstations for catalog searching only, and on the upper level several computers offered students e-mail access.

Student Carrels in GCC Library

Student carrels on the entry level floor of the library ensure privacy of each student.

Computer work stations were available in many of the carrels.

Group study rooms were also available on the entry level floor.

GCC Library Student Carrels

A more detailed view of a carrel that contains a student-use computer, with signage designating the computer’s uses.

GCC Library: Guides for Students

GCC LibraryRack of student guides– such as how to use MLA, how to search databases, etc.

Their home page also has links to such student helps.

The printer sign points out the one printer on the entry floor level.

GCC Library Posting of Computer Usage Rules on Screens of Student-Use

Computers

Another example of the use of signage in the GCC Library.

Different banks of computers were used for different purposes– some computers on the lower level, like this one, were dedicated to one purpose, such as searching the catalog.