Report on UM Libraries Focus Groups
Conducted by Students from the College of Information Studies LBSC601 Class, April 2000 in Cooperation with UM Libraries.
Background and Planning
As part of the review of assessment needs and tools to be used to address them, the Library Assessment Review Committee (LARC) chaired by Irma Dillon determined that a series of focus groups should be held among the University undergraduate students. A subcommittee of LARC composed of Barbara Nail Chiwetalu, Irma Dillon and Trudi Hahn developed several possible areas to be considered to gather information from students. It was agreed that the focus would include all undergraduates. In conjunction with other library staff the goals of the focus group were finalized and a list of questions were developed. The final goals of the research were to learn:
- How do undergraduates go about writing required papers?
- If they use the libraries and how?
- If they use the UMCP library’s web pages and how?
- What works for them and what does not work for them when they are writing papers?
Irma Dillon met with Dr. Diane Barlow, Assistant Dean of College of Information Studies (CLIS) with a proposal to have her students from the LBSC601 class on information use conduct focus groups for the Libraries as an alternative to several class projects. Dr. Barlow agreed and Irma Dillon, Barbara Nail Chiwetalu and Trudi Hahn met with the class to describe focus group project and its benefits to the students and the UM Libraries and to share the preliminary questions. We explained that the focus group session would be held away from the library, they would be one hour long, UM Libraries would send out invitations and provide the tape recorders, tapes and refreshments. The sessions could be conducted day or evening. Fifteen members of the class elected to conduct the focus groups as their semester project.
Vicky Foxworth, Organizational Development Specialist in the President’s Office, conducted a three- hour training session. The session briefly covered when to use focus groups; advantages and limitations of focus groups; elements of focus group design and the characteristics of focus group interviews. She discussed moderator skills, beginning the focus group discussion, responsibility of assistant moderators and provided examples of questions that usually provide useful information. In addition she provided tips for data analysis.
- Look for consistent/frequent comments
- Look for themes – big ideas
- Consider the specificity of responses
Vicky led a very lively and informative discussion about focus groups; the students participated easily and asked questions as well as providing suggestions.
As part of the training session for the CLIS students the purpose of the focus groups and the questions were discussed. The students were asked to review the questions and based on the discussion during training to make suggestions for improvement or for additional questions. They provided some useful suggestions, which were incorporated into the final group of questions used in the actual focus groups. The outline used for the focus groups follows this report.
The students paired up and seven focus groups were scheduled for April. We wanted 8 – 10 participants in each session. One hundred and forty invitations were sent to randomly selected students. Although RSVP’s were requested and received, none of those who responded they would participate attended any of the sessions. Irma Dillon proceeded to solicit volunteers from students in Stamp Union and Nyumburu Center where the sessions were all held. As a result, while the selection of students was definitely random, the total attendance for each session was uneven. The day and time for the session contributed to this as well as the actual month chosen. Many students when approached to participate, expressed an interest but were either on their way to class or meetings regarding student activities. Student elections were being held during one of the sessions and the students in the Union were all busy politicking. The invitation sent to students is attached to this report. In addition to the invitations sent email reminders were sent for each session to all students providing them with the opportunity to attend at least one session if possible.
Summary of Results
Each group of students were asked to provide as part of a written report, the main themes running through their groups as well as any points they felt needed to be emphasized as a result of the discussions.
Common threads running through all the reports:
- Most students are aware of at least one other library on campus besides McKeldin and Hornbake.
- McKeldin, while used sometimes for research, is primarily used for studying.
- It appears that most students either could not, or did not, differentiate between online databases and the Internet.
Research Techniques:
- Those students who were required to do research usually began by searching the computers in McKeldin for articles in academic journals and popular magazines.
- VictorWeb, Lexis-Nexis and EbscoHost were frequently cited as sources used.
- Several students said that they received research information from their professors/instructors and used only that to complete their assignments.
- In one group, the undergraduates admitted they rarely used the library for research purposes.
- Some said that their assignments did not require use of library resources.
- Others reported that they were provided with lists of required or suggested readings by their professors and felt they had received appropriate information.
- Most of the students preferred the Internet to traditional sources of information.
- Very few used the Library Homepage except to learn opening and closing times of the library.
Problems encountered in doing research:
- Finding books based on call numbers in McKeldin is difficult because of the confusing layout.
- Searching VictorWeb is difficult.
- Differentiating different types of materials, i.e., microfiches, monographs, etc. is difficult.
- Current pay for print process is viewed as complicated and troublesome; the process needs to be streamlined.
- Some students found that doing research in branches was more rewarding than in McKeldin.
- While the staff is usually very helpful, students noted that there are times when staff behind the information desk are sometimes as "clueless" as they are.
- The rovers at the PAC terminals were considered very helpful.
Library Training:
- Most students felt that their library training is inadequate.
- Some had training via English 101 classes. Those who had English 101 training agreed that the skills taught were helpful but not needed until later in their coursework, and were almost forgotten as a result.
- No consensus on how training should be provided – Some students suggested individual assistance as needed, others suggested more formal classes which could include a tour of McKeldin and explanation of call numbers and the layout.
Students would like to see improvements in the following areas:
McKeldin
- Floor plan confusing
- Compact shelving intimidating
- Signage poor and confusing
- Floor numbering poor
- Uneven heating/air conditioning throughout the building
- More 24 hour staffing and services including the weekends
- More group and individual study areas. In group areas, have white board available
- Increased security in library
- Better lighting
- Comfort level needs to be increased
All Libraries
- More terminals available for not only research but also for word processing
- Make pay for print less cumbersome if we have to have it at all
- More convenient hours
- Better training for student assistance
Evaluation
The CLIS students met with Irma Dillon and Trudi Hahn after the focus groups were completed. We asked them to provide their reactions to the training they received to conduct the focus groups, to the process used in the focus groups, and to what happened during the focus group sessions. Overall they felt that the training was adequate, they mentioned that several of the points made in the training came to fruition during the sessions, i.e., the dominant personality, the need to draw the participants out and the techniques needed to do so. They suggested that some time to conduct or observe a mock focus groups would have been helpful.
Several of the CLIS students said that they felt that the undergraduates thought they were library employees and were not as open as a result. They felt that a definition of research and examples should have been provided to the participants to help them to think through the questions. They saw a definite difference between freshman and upperclassman. Freshmen were definitely intimidated by McKeldin. The upperclassmen missed some of the more relaxed aspects of Hornbake and felt that McKeldin was too quiet and formal. The CLIS students were surprised that many students received assignments that did not require the library. The students felt that there was a definite need to provide an orientation to the UM Libraries; they felt that students did not know how to find staff and did not know how helpful the UM Libraries' Homepage can be.
The average number of participants in the seven focus groups conducted was seven. An ideal number is 8 – 10 participants. The timing of the focus groups was not good. The semester was beginning to wind down, there were a lot of student activities happening at the same time and it rained every day! Some of the actual session times were also not well scheduled. Recommendations for conducting the focus groups again include:
- Conducting them at the beginning of the semester before classes become very busy and before many student activities are scheduled.
- Improve the recruitment process.
- Schedule the sessions at times more convenient for students.
- Review goals of the research and decide if they are sufficient, should be revised or new goals developed.
The process was helpful and while the results are not surprising, they do help library staff to know that in some of the current planning for public services we are attempting to address some of the student concerns.
For additional Information on this program, click on Focus Group Outline and Invitation at: http://www.lib.umd.edu/UMCP/PUB/PUBLICATIONS/LM/.
Prepared by,
Irma Dillon
Management Information Systems
