Shanna Hart

1. Definition of your user group and the real-life contexts of the users.
The user group I have chosen is college students. This user group is made up of mostly young adults 18-
25 years old. However, this can also extend to older adults returning or going to college for the first time.
I am going to focus on undergraduate students from community, private, and public colleges, and
universities.
The real-life contexts of the user group I have chosen can have a wide range depending on where
they come from and what college or university they are attending. According to Reijo Savolainen’s
(2017) article “Information Need as Trigger and Driver of Information Seeking: a Conceptual Analysis”
there are many things that form the context of a user. This can range from the environment in which they
perform to personal psychological factors. The environment my user group will most likely be working in
will be a college campus with adults of a similar age and a generally similar socioeconomic background.
There are always exceptions to these contexts however. I am looking at American students going to
American colleges and universities that will have similar cultural backgrounds. The user group will come
from different educational settings because I am considering all areas of course work anything from math
and science to humanities and social sciences. The user group will all have similar access to the same
information technologies like computers and internet access. They will have this access through either
personal ownership or school provided. There previous education, training and experience will be similar
because they are mostly recent high school graduates.
Two of the articles I read really addressed the topic of real life context. The first article was “A
Luau in the Library? A New Model of Library Orientation. College & Undergraduate Libraries” by Ellysa
Stern Cahoy (2004). Cahoy looks at addressing the student’s affective feelings about using the library
during orientation events instead of just pointing out services. Cahoy also believes that breaking down the
barriers between the students and staff with a fun inviting orientation atmosphere will keep them
returning to the library when they need help. Looking at the user groups feelings as they are entering into
their college experience helps give perspective to what’s going on in their lives outside of the library.
This helps us to create a more user-centered approach to solving their problems.
The second article that I felt addressed the topic of real life context was “Promoting Library
Services with User-Centered Language” by Allison R. Benedetti (2017). Benedetti discusses the best
ways to advertise academic library services and staff expertise with user centered vocabulary. The
research was prompted by the fact that many users were surprised by what the library offered and
Benedetti felt this arose out of poor advertising choices. Benedetti’s decision to look into the lives and
vocabulary of the students to find out why they were not utilizing the library services shows the necessity
of applying context to all users. When a real life context is applied, we can get at the real needs of the
user not just the ones we think they have.
2. Related theories and models applied in studies about this user group.
The theories and models used to study different user groups have evolved considerably over the
past one hundred years. The theories and models used now are very user focused and driven. We want to
know how we can best help the individual to satisfy their information needs. In the article “Factors that
Influence Undergraduate Information-seeking Behavior and Opportunities for Student Success” by Sloan
Komissarov and James Murray, (2016) they look at the student’s information seeking processes. The
study worked towards identifying factors that influence those processes. They found that convenience is a
primary factor in the user’s choices. The information from this study correlates with the theory of least
effort. The theory of least effort contends that people will use sources that they know instead of looking at
new ones because it takes the least amount of effort. The Komissarov study found that students do not
get progressively better research strategies as they progress through college, and have similar difficulties
from freshman to senior year. In the conclusion of the article, it was found that 40% of the students start
their search with Google, and the other half start with the library catalog. However, the students who
started with google end up using scholarly articles.
Another article I examined that had a user-centered approach was “Why do Students Seek Help in
an Age of DIY?” by Marc Vinyard. This study looked at two questions “How do undergraduate students
look for information?” and “What prompted the students to seek out help from a librarian?” (Vinyard
2017) Through the information gathered, they found that misconceptions about the library was the main
obstacle to students getting help. Once these misconceptions were corrected, it opened the way for more
student librarian interactions. The students only sought a librarians help if they had a particularly
challenging research question or were under large amounts of stress. In the study, half of the students felt
that it would have been beneficial to meet with a librarian at an earlier point in their research. They also
found that the students were more likely to seek out the help of the librarian who had previously
instructed one of their classes. This emphasizes the importance of classroom instruction and introducing
the students to the librarians early in their collage experience. This article reflects a lot on the theory that
feelings influence search strategies. This is shown through the examples of why the students would or
would not reach out to librarians.
As part of the research into theories, we looked at many different approaches. One that I felt
would work well with an academic user group was the Information Horizons Theory explored by Diane
Sonnenwald. This theory looks at the individuals “Information Horizon” or the people and sources they
will use to solve a defined problem. The theory reflects on how the horizon is shaped by the individual
and the context of the situation the individual is in. This horizon may also be limited by circumstances
outside of the persons control like socioeconomic status. I feel the horizon that a student or group of users
bring with them into a setting is very important in creating user-centered strategies to help them.

3. Methods and techniques used in research for determining users’ information needs and
behaviors and evaluating services to them.
The predominate methods for these research studies were surveys, personal observations, focus
groups and interviews. They resulted in varying amounts of success, but always came up with enough
information to make useful conclusions. These methods focus on the individual user and are the best way
to approach the dominant theories and models.
One on the methods that stood out to me was in the article, “Student Digital Information-Seeking
Behavior in Context” by David Nicholas (2009). The study used log data from two digital journal
libraries, Blackwell Synergy and OhioLINK, and one e-book collection (Oxford Scholarship Online). The
study was a four-year long deep log analysis. It compared user behavior from different user groups in an
online library setting. This studies contribution is important because it looks at actual real time data from
users, not just surveys that can be skewed by the user. They found that there were some weaknesses to
log use like, they did not catch all of the user’s transactions and other similar technology related
problems. It was also felt that there should have been a follow up survey to clarify some of the confusing
log information.
I found the article “Information-seeking behavior and academic success in higher education” by
Hannes Weber (2018) an interesting addition to the methods used because of the large number of students
that were involved. In many of the other studies I looked at they used small groups. The methods used in
this study were literature synthetization and multivariate analyses of two waves of online surveys targeted
at undergraduate students. The first wave of surveys had 3816 respondents or 14% of the students
enrolled at the participating college. The second survey had 769 respondents, but only people that
responded to the first survey received the second survey. The study found that there was a correlation
between more advanced search strategies and better grades. Some weaknesses to this study were that the
information was reported from the individual and there was no way to verify that the student had the
grades they reported. Their conclusion was that students would benefit from instruction in advanced
searching strategies early in their college careers to improve academic performance.

However, the benefits of smaller groups are seen in the Vinyard article where they used in-depth,
semi-structured interviews. They chose to use interviews over surveys so could follow up with questions
at the time of the interview. Ten students were chosen by the librarians and interviewed. There were eight
females and two males with a diverse background. (Vinyard 2017) The Benedetti (2017) study also
worked with small focus groups of students to compile lists of words that would stand out to other
students in need of the specific service. Both of these studies benefited from less participants.
4. Information needs and behaviors of the user group.
The information needs of college students are very similar across many different settings. While
most of their needs focus on technologies and how to use them for searching. The core set of values and
lessons to be taught have not changed over time. All of the articles focus on the individual’s information
ecology. They look at how the individual’s background, the people around them, and how their physical
environments affect their information behaviors. The focus on the individual user is more important than
ever before because there is such a large scale of leaning styles to accommodate.
One behavior discussed was instant gratification and the need to change the perception of the user
and the librarian. The article “How Young Freshmen See Reference” by William Badke (2016) addresses
this issue. The debate within the article looks at keyword searching and how librarians are addressing it.
The article reminds us that keyword searching may not be the best approach. When using keyword
searching the user is putting all of the power in the hands of the computer, and the computer does not
think like a human. Badke advises the librarians against fighting these behaviors but using these moments
as a time for teaching and explanation. This quote from the article best reflects the challenges being faced
by college students, “To believe that 18-year-olds will only tolerate simple search interfaces… reflects
utterly shallow thinking… Key word based search tools focusing on algorithms don’t work nearly as well
as metadata-based databases. In an era in which we educate people about all kinds of things, we should
not hesitate to opt for more complex search engines that enable users to construct searches in a much
more hands-on way. We need to educate students to use such tools with skill. It’s not that hard.” (Badke:
2016 p. 65) Instead of just simplifying things down to a presumed level, college students need to be
educated on the why of things not just the how.
There were many information behaviors addressed in the articles, however the most important
thing to keep in mind is that college students are independent do it yourselfers who feel they are already
adequate information seekers. The research however suggests that many undergraduate students do not
have the necessary skills to excel in an academic environment. This deficiency can be remedied with an
extensive instructional class in library resources and research strategies. These classes can be conducted
by librarians at an early point in the college experience.
5. The information sources and services provided to and used by this user group.
There are many information sources and services discussed in the articles. The most important
user-centered approaches take in to consideration how the user feels. They address if the user comfortable
with and empowered by the resources they have been given. By making the library environment more like
the one the user normal environment can engage with them in a more complete manner. By taking this
approach, the student will use library resources more frequently and effectively.
 The article “Informal learning spaces (ILS) in university libraries and their campuses” by
Matthew Cunningham (2016) examined how users took advantage of ILS service around campus.
Cunningham looked at how students were using library informal learning spaces, what they were doing in
those spaces, why they chose to use the spaces, what technology was being used and how the spaces
could be improve for the students. The article found that a number of new guidelines for creating new ILS
around campus should be implemented. The most important discovery of the study was that all parts of
the campus community need to collaborate to create effective ILS. The library was found to be the
favorite ILS space. It was also found that there is need for continued monitoring of all ILS over time to
maintain its usefulness. A few problems found among the current spaces was the lack of power and data
connections, the geography of the location around campus, and need for quiet and silent spaces. The last
important finding was that information should be gathered from all students’ not just ones currently using
the spaces.
The article “Toward a User-Centered Academic Library Home Page. Journal of Web
Librarianship” by Nina McHale (2008) examines the intricacies of library home pages. The study found
that the redesign of library homepages is needed to match the usability requirements of the patrons. The
study examined what should be on the home page and how that decision is made. However, it was
discovered that there is not a perfect homepage for everyone but the use of some general guidelines
makes the overall process user-friendly. She also discovered that bringing the librarian’s perspective and
the student’s needs together on one library home page is very difficult. McHale summed up the
experience as, “user-centered design is not “the technical embodiment of ‘the customer is always right’
because in reality this isn’t always the case”; rather, user-centered design “is meant to be a process
through which participants that are real users interact with the system while a [user-centered design]
specialist scientifically gathers feedback from the user.” (McHale 2008 p.165) Having a user-friendly
homepage is an ongoing process that must be readdressed as the users change.
6. Related issues and considerations to better serve the users.
There are many areas in which user-centered practices can be initiated to make academic libraries
more effective. Some of the technological ways are web development, open access repositories, digital
humanities, digital media and open online courses. Other ways are maker spaces, staff with specialized
skills in things like copyright and metadata. Academic libraries are forced to stay on top of the needs of
their users to maintain funding and keep the students coming back. The libraries have had to change their
reference styles, start providing other services like writing and testing centers and the staff have had to
expand to offering instructional sessions face to face as well as electronically. All of these changes are to
become more user-centered, and attract the next wave of incoming students.
The issue of reference interviews is addressed in “Connecting Online Search Strategies and
Information Needs: A User-Centered, Focus-Labeling Approach” by Lynn Kennedy (1997). It was found
that reference interviews could be difficult when trying to meet the exact needs of the user. Kennedy felt
this barrier could be broken down by using a more logical approach and redefining what is considered a
successful search. While learning this new approach the students are also being taught how to reuse the
skills on future searches.
7. Your major takeaways from the studies and recommendations within an information ecology
context.
The implications of this research for my user group are good. While they do have some
informational behavior deficiencies, they are easily fixed with some basic education from information
professionals. While they are dependent on basic search engines like Google, they can be directed to
better choices and in the end use academic sources for their research. I think that if information
professionals keep an open flexible mind to the next generation of users they can also learn from them
The practical applications and implications of the findings are varied. They imply that
information professionals need to stay up to date on technology, so that we can educate our users on the
best ways to be successful using it. The studies let us know that our users are forever changing and we
need to try to stay up to date on those changes as they are happening. They also show that even if things
are changing in new and very different ways information professionals are still needed to help our users
move forward in an informed and educated manner. We are also the voice of our users and we can help to
identify, address and change the things that are difficult for them.
Bibliography
Badke, W. (2016). How Young Freshmen See Reference. Online Searcher, 40(5), 63–65.
Benedetti, A. R. (2017). Promoting Library Services with User-Centered Language. Portal: Libraries &
the Academy, 17(2), 217–234.
Cahoy, E. S., & Bichel, R. M. (2004). A Luau in the Library? A New Model of Library Orientation.
College & Undergraduate Libraries, 11(1), 49–60.
Cunningham, M., & Walton, G. (2016). Informal learning spaces (ILS) in university libraries and their
campuses. New Library World, 117(1/2), 49–62.
Kennedy, L., Cole, C., & Carter, S. (1997). Connecting Online Search Strategies and Information Needs:
A User-Centered, Focus-Labeling Approach. RQ, 36(4), 562-568.
Komissarov, S., & Murray, J. (2016). Factors that Influence Undergraduate Information-seeking Behavior
and Opportunities for Student Success. The Journal of Academic Librarianship, 42, 423–429.

McHale, N. (2008). Toward a User-Centered Academic Library Home Page. Journal of Web
Librarianship, 2(2/3), 139–176.

Nicholas, D., Huntington, P., Jamali, H. R., Rowlands, I., & Fieldhouse, M. (2009). Student digital
information‐seeking behavior in context. Journal of Documentation, 65(1), 106–132.

Vinyard, M., Mullally, C., & Colvin, J. B. (2017). Why do Students Seek Help in an Age of DIY? Using
a Qualitative Approach to Look Beyond Statistics. Reference & User Services Quarterly, 56(4), 257.

Weber, H., Becker, D., & Hillmert, S. (2018). Information-seeking behavior and academic success in
higher education: Which search strategies matter for grade differences among university students and how
does this relevance differ by field of study? Higher Education, 77(4), 657–678.