A STUDY OF THE USE AND EFFECTIVENESS OF THE DIGITAL TECHNOLOGY TUTORING SERVICE AT THE CORA J. BELDEN LIBRARY AND HOW IT CAN BE

IMPROVED

BY

RON FAIRCHILD

A Special Project Submitted to the School of Graduate Studies

in Partial Fulfillment of the Requirements for the

Degree of Master of Information and Library Science

Southern Connecticut State University

New Haven, Connecticut

December 2014

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Abstract

Author: Ron Fairchild

Title: A STUDY OF THE USE AND EFFECTIVENESS OF THE DIGITAL TECHNOLOGY TUTORING SERVICE AT

THE CORA J. BELDEN LIBRARY AND HOW IT CAN BE IMPROVED

Special Project Advisor: Dr. Mary Brown, Ph.D. Department of Information and Library Science.

Institution: Southern Connecticut State University

Year: 2014

The purpose of this project was to evaluate the use and patron opinion of the Digital

Technology Tutoring Service offered by the Cora J. Belden Library in Rocky Hill, CT. Current

patron input regarding the effectiveness of the service was explored and collected through an

anonymous survey offered to patrons after participating in a tutoring session. After collecting

the surveys, they were analyzed for discernable positive or negative patterns. From these results

I was able to formulate my analysis of the service as well as make recommendations for ways to

improve its effectiveness as a viable resource for the community of this library.

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Table of Contents

Introduction…………………………………………………………1

Significance and Relevance…………………………………………2

Literature Review…...………………………………………………2

Methodology..………………………………………………………4

Research Instruments.………………………………………………5

Results………………………………………………………………5

Discussion…………………………………………………………...6

Conclusion…………………………………………………………..8

References…………………………………………………………..9

Appendix A: Cover Letter………………………………………….10

Appendix B: Survey………………………………………………..12

Appendix C: Advertisement………………………………………..14

Appendix D: NIH Certificate………………………………………15

IRB Exemption Letter………………………………………………16

Special Project Proposal Acceptance……………………………….17

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Introduction

In a relatively short amount of time, digital technology use has become a major part of

society today. A large player in the explosion in communication technology is the birth and

growth of the Internet and the World Wide Web. Paying bills, disseminating information, filling

out employment applications, and an ever increasing list of activities are performed through this

venue. Yet, despite the massive role digital technology plays in our daily lives, there are a great

many people who are struggling to keep up with it.

As stated by Ahniwa Ferrari (2013) in an article discussing a technology skills webinar,

“the rate of growth and change … has left many people … trying to catch up. For some it's a

simple matter … for others who need to learn new computer skills to compete for jobs, or simply

to apply for them, the stakes can be much higher” (para. 1). It can be said that “libraries find

themselves in the familiar role of helping their patrons with questions that they may or may not

be prepared to handle” (para. 1).

The purpose of this project was to focus on the service of computer/digital technology

tutoring for patrons that is offered by the Cora J. Belden Library in Rocky Hill, CT. Ways to

improve the quality of the service as well as how to increase the user base of the service were

explored. A printed survey will be utilized to acquire anonymous input from patrons regarding

their opinion on the usefulness of this service, ways in which they feel they would best learn

from it, and how they feel the service can be improved.

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Significance and Relevance

Digital technology today plays a major role in many fundamental aspects of library

functions. Activities such as interlibrary loan and the circulation of materials are performed using

a variety of digital technological tools. Additionally, many of the resources that libraries use and

encourage patrons to use, such as databases and research tools, are accessible through digital

means.

Given the degree to which digitalization of libraries and library functions is occurring and

continuing to evolve, digital technology tutoring in libraries is increasingly critical to both

libraries as service providers and patrons as service users. As Brigid Cahalan (2010) writes.

“Since public libraries have become the place to use computers for free—and learn to use them if

necessary—we librarians can all use advice on teaching older adults, and computer neophytes of

any age, with sensitivity and respect” (para. 1). Digital resources are a major aspect of the Cora

J. Belden Library’s offerings. The ability for patrons to fully utilize the various available

resources for their own benefit is dependent on their ability to comfortably use digital technology

and be able to navigate the various online layers.

Literature Review

Suzanne Fricke and Elenya Paben (2011) in their article “The Patron-Technology

Connection …” confirm how insufficient literature has been written regarding the library staff

that is often the only intermediary between the patrons and digital technology in the library (para

1). Fricke and Paben support a one-on-one method of digital technology tutoring when they

write “those who use library staff assistance prefer one-on-one help” (Fricke & Paben, 2011,

para. 35).

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 In part of Raphael C. Heaggans’ (2012) article “The 60’s are the New 20’s: Teaching

Older Adults Technology”, it explains that the use of technical jargon should be avoided when

helping this age group with digital technology (para. 18). It is important to remember that not

all older adults will understand what a byte or a URL is (Heaggans, 2012, para 18).

The time it takes to successfully complete a training session with a patron varies

considerably from person to person. Patrons require digital technology assistance, even if time

constraints are a factor. This coincides with the findings of an article by Dev Singer and Denise

Agosto (2014) titled “Reaching Senior Patrons in the Digitized Library” in which they describe

how 33% of libraries surveyed indicated limited staff time and knowledge were issues (para. 15).

Interestingly, a Connecticut library is cited as claiming “We don’t have enough staff time to

provide around-the-clock intensive e-book help. Whenever we have an open drop-in session, we

are swamped” (Singer and Agosto, 2014, para. 15).

Crystal Schimpf (n.d) in her article “Competencies for Technology Trainers: Developing

New Skills for Staff in Public Libraries” states “Encourage learners to practice independently …

Offer ideas and techniques for independent practice” (para. 14). This idea is worth exploring

further. It is possible that some people may be too intimidated to try ideas on their own before

they feel that they have learned a sufficient amount about their respective device/program/etc.

Once that point has been reached, however, suggestions for independent activities using the

digital technology could possibly be visited.

In reinforcing the importance of digital technology and patron understanding of it in

libraries, Kathryn Zickuhr, Lee Rainie and Kristen Purcell, in discussing the findings of a study

that was conducted in their article “Technology Use at Libraries”, state “Some 77% of all those

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ages 16 and older say it was “very important” for libraries to offer free access to computers and

the internet to the community …” (para. 5). Such a high percentage reiterates the notion that

libraries must remain on the cutting edge of digital technology and subsequently must offer

useful and relevant tutoring for those patrons who require assistance with its use.

Methodology

Subjects

The participants of this study were the patrons of the Cora J. Belden Library in Rocky

Hill, CT who are users of the library’s digital technology tutoring service. Patrons 18 years of

age or over that came to the library for digital technology training were asked to participate in

the survey. Additionally, surveys were available at the information desk for patrons who wished

to complete it at a different time.

Procedure

A printed survey was available at the library information desk and a sign was included to

explain what it was. The questionnaires were submitted to a secure lock box. It was clearly

stated that the survey was anonymous and no personal identifying information was to be

included in any part of the study or results. I also advertised its availability on the library

“announcement” board, which is a front cork style board that contains advertisements and

announcements regarding current events in the library and town. Additionally, advertisement for

the service was present for a time on the library website’s front page.

Once the surveys were acquired over the course of the collection period I could then

analyze them. I was predominantly focused on ways patrons felt the service could be improved.

However, I also paid attention to patterns of positive feedback as this could be utilized as

launching points for expanding those aspects that are most helpful.

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Research Instruments

A survey consisting of nine questions was utilized for the solicitation of information from

patrons. Basic inquiries ask patrons to rate their experience on a scale from “Very Satisfied” to

“Not Satisfied” and if they felt the topic(s) that were discussed were made clearer after

participating in a session. More detailed questions ask patrons specifically what aspect(s) they

felt were positive about their experience and what way(s) they felt improvement could be made.

The questions that ask if patrons would recommend the service to others, and whether they

would return for additional instruction themselves, were also important to this study, as the

results of these inquiries would determine if the whole service was in need of being reworked.

Results

30% of respondents indicated that they brought in a Kindle or Kindle Fire for assistance.

50% of respondents brought in an Ipad or Ipad mini. 20% of respondents did not specify which

device they sought assistance with.

In examining the completed surveys that patrons filled out, one very regular theme was

found throughout. Patrons responded overwhelmingly positively to the service overall and

indicated that they were very satisfied with their experience. A number of patrons praised the

friendliness and helpfulness of the librarian(s) they worked with. Nearly 95% of respondents

would recommend this service to others that they know, and 100% indicated that they would

return for additional instruction if needed.

Despite the abundance of positive feedback, there was also a percentage of the

respondents that included ways they felt the service was in need of improvement.

Approximately 10% of respondents stated that some type of formal advertisement that the

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“Digital Technology Help” service could be found at the reference desk would be beneficial and

would help to avoid an issue with not knowing where to go once inside the library.

Approximately 8% of participants indicated that they felt a paper handout for people who

do not have a device with them or who do better with written instructions would be a welcome

addition to the service.

Discussion

I believe a very practical suggestion for addressing the issue of a lack of signage

advertising the digital technology tutoring service would be to include a sign or bulletin right at

the entrance to the library. This sign or bulletin would state that patrons seeking the service

should proceed to the adult reference information desk. A bulletin could also be posted at the

adult reference information desk that clearly and prominently indicates the service can be found

there.

The library does have paper handouts for a number of popular devices regarding the use

of certain digital technology devices and applications for downloading eBooks, audio books, and

magazines from the library. These handouts do not address the issue of using the devices in any

other way. For a number of popular devices, “Frequently Asked Questions” or “Step by Step

Using Basic Functions” handouts could be printed for very basic general use questions.

However, I have found that a large percentage of patrons seeking help with digital technology

tend to have much more specific questions about their device or much more advanced questions

that may or may not fit on an easy to read generic handout. The human factor in this case can

work directly with a patron, adapt to each person’s specific situation, and address their individual

needs.

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One possible compromise for those patrons who prefer paper handouts would be to create

a written document during the session that encompasses the specific topics being sought for

clarification. After the live demonstration with the device is complete patrons who learn better

on paper, or who wish to have a “review sheet”, could take home the document for review at

their leisure. This would increase the amount of input regarding their individual inquiries and

would help to strengthen the success of the teaching sessions by providing a “study guide” for

practice. These study guides would emphasize specific user inquiries. Additionally, it can

provide ideas that can help the person to approach practicing what they have learned. For

example, if sending and receiving email, attachments, etc. is the topic, two email accounts could

be created for the person. The study guide would then outline instructions for emailing between

the two accounts. This would eliminate the need for emailing a second party and the patron

could comfortably practice the task until they feel confident enough to send emails to others.

10% of respondents indicated on the survey that they felt “exposed” or in some other way

“uncomfortable” being in the open reference section during the tutoring session. I feel this

service could be more effective if the location of the tutoring sessions was moved to a more

secluded area. I have had some patrons I was working with make comments regarding others

overhearing the session. Most of these had a form of humor in nature, but the consistency of the

comments leads me to believe at least some of this percentage was not comfortable with being in

the open within ear shot of others present. There is an alcove facing the front of the building that

is located off to the side of the main adult reference area. This location could be periodically

reserved for the tutoring.

60% of the respondents indicated that the patience shown by the staff member assisting

them was a major positive factor for the service. In order to ensure that this trend continues and

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expands, all current and future individuals responsible for digital technology help should be

instructed to demonstrate patience and to convey a lack of pressure during sessions. Patrons who

feel that they are being rushed in the hope of finishing the session and making room for the next

person in line are not as likely to learn as effectively which will in turn lead to the service being

of minimal help. One way to achieve this instruction is to develop a “checklist” which all library

staff that participate in training should be required to review. This will also ensure that certain

aspects are not overlooked whenever a new person is selected for providing the service.

Scheduling a follow up appointment – if a patron desires one – is an efficient way to

check on the progress that an individual is making working with their particular device. Patrons

who agree to return for a second appointment will be able to discuss the areas they still need

assistance with. This will also help to build up a more personal relationship with the individual

and helps to show that the person cares about the patron’s success with their device(s).

Conclusion

In conclusion, the ability to efficiently use digital technology is a vital skill for people to

have in today’s society. Not every person is able to learn as quickly as the next. The Cora J.

Belden Library in Rocky Hill, CT seeks to bridge this digital gap by providing the free Digital

Technology Tutoring Service for its patrons. In order to remain an efficient and viable resource

for all participants, it must be continually reviewed and enhanced when necessary. This project

has helped to evaluate the current service by directly soliciting patron feedback through use of

the survey. The suggestions provided are ways that the service can be improved and enhanced to

better serve the community. As digital technology continues to rapidly evolve, the tutoring

service must also evolve simultaneously to remain relevant and contemporary.

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References

Cahalan, B. (2010, February 8). Ten tips for teaching computer skills to older adults. OLOS Columns. Retrieved February 14, 2014 from: http://olos.ala.org/columns/?p=148

Ferrari, A. (2013, July 2). Teaching technology in small and rural libraries. OCLC Webjunction. Retrieved February 6, 2014 from: http://www.webjunction.org/news/webjunction/teaching-technology-small-rural-libraries.html

Fricke, S., & Paben, E. (2011, August). The patron-technology connection: the role of public library staff. Library Student Journal. Retrieved February 18, 2014 from: http://www.librarystudentjournal.org/index.php/lsj/article/view/254/312

Heaggans, R. C. (2012). The 60’s are the new 20’s: teaching older adults technology. SRATE Journal. 21(2), 1 –8. Retrieved February 9, 2014 from: http://apbrwww5.apsu.edu/SRATE/JournalEditions/212/Heaggans.pdf

Schimpf, C. (n.d) Competencies for technology trainers: developing new skills for staff in public libraries. Colorado Libraries. Retrieved February 20, 2014 from: http://coloradolibrariesjournal.org/articles/competencies-technology-trainers-developing-new-skills-staff-public-libraries

Singer, D. & Agosto, D. (2014, January 8). Reaching senior patrons in the digitized library. Public Libraries Online. Retrieved February 17, 2014 from: http://publiclibrariesonline.org/2014/01/reaching-senior-patrons-in-the-digitized-library/

Zickuhr, K., Rainie, L., & Purcell, K. (2013, January 22). Library services in the digital age: technology use at libraries. Pew Internet & American Life Project. Retrieved November 27, 2014 from: http://libraries.pewinternet.org/2013/01/22/part-3-technology-use-at-libraries/.

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Appendix A.

Cover Letter

Digital Technology Tutoring at the Cora J. Belden Library

My name is Ronald Fairchild. I am a Graduate student at Southern Connecticut State University. This is a research study, and participation in this study by completing the Digital Technology Tutoring survey is considered to be a research activity. In order to decide whether or not you wish to be a part of this research, you should be aware of all aspects of the study, its purpose, the procedures to be used and any risks or benefits. This form provides you with information about the research study. I will discuss any aspects of the study with you that you do not understand. Once you understand the study, you will be asked if you wish to participate.

Purpose

The purpose of this study is to address improving the effectiveness of, and the user base for, the digital technology tutoring service offered by the Cora J. Belden Library. I will combine patron anonymous survey results, literature publications, and my own personal ideas together to develop a publication that discusses this topic.

Procedures

If you decide you would like to volunteer your time, you may read the information provided regarding the study and its purpose. You will be asked to complete a brief survey regarding the Digital Technology Tutoring service. The survey is to be anonymous, please do not include any personal identifying information (such as your name or address). Once you have completed the survey, you may submit it to the lock box located at the information desk.

Risks and Inconveniences

It is possible that some of the items in the survey may make you feel uncomfortable. Although this rarely happens, if you do feel uncomfortable you may: (1) choose not to answer certain items; (2) take a break and continue later; (3) choose to stop the process. If you wish, you can speak to Ron Fairchild, or someone else of your choosing, about your feelings.

Benefits

This study is important as digital resources are a major aspect of this library’s offerings (and society overall). The ability for patrons, including you, to fully utilize these various resources will allow access to the wealth of online resources the library offers. For the Information and Library Science field in general, what is learned from this study can be applied to other libraries and could even possibly be included in future Master of Library Science curricula.

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Costs/Compensations

There are no direct costs to you for participating in this survey. However, the cost to you of transportation to the library (if you choose to fill out the survey in person) must be kept in mind. The other cost to you will be the time it takes you to complete the survey. Your contribution to this study will assist me in my path to completing my Master’s Degree by providing valuable data for my Graduate Degree Special Project.

Voluntary Participation

Your participation in this research is entirely voluntary. You may refuse to participate in this research without any negative consequences for you. If you begin to participate in this research, you may at any time and for any reason, discontinue your participation without any negative consequences. Simply let the researcher know.

Confidentiality

Any and all information obtained from you will be confidential. Your privacy will be protected at all times. You will not be identified individually in any way as a result of your participation in this research. The data collected however, may be used as part of publications and papers related to the topic of the study. Participation in this study is to be completely anonymous. Please do not include any personal identifying information (such as name or address) in the survey. Physical surveys will be collected and held in a secure lock box . Electronic surveys will be securely submitted to library. They will be printed and held with the other print surveys.

Return of this survey indicates your consent to have your data used in this research.

Please ask any questions on any aspect of this study that is unclear to you. You may take as much time as necessary to decide if you wish to participate. If you have further questions, you may contact Ron Fairchild by phone: 860-258-7621 or by email: fairchildr2@owls.southernct.edu. If you have questions regarding your rights as a research participant you may contact the Southern Connecticut State University Institutional Review Board at (203) 392-5243.

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Appendix B.

Digital Technology Tutoring Survey

Please take a few minutes to complete this anonymous survey. Please do not include any personal identifying information such as your name or address.

1. How would you rate your digital technology tutoring session?

Very Satisfied Satisfied Somewhat Satisfied Not Satisfied

2. What aspect(s) of the tutoring session were positive?

3. In what way(s) do you feel this service is in need of improvement?

4. After using this service, do you feel that the topic(s) discussed were made clearer to you?

5. Would you recommend this service to others? Why or why not?

6. Were you comfortable with the location of the tutoring session?

7. What device or digital service did you come in to learn about?

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8. Would you come back for additional instruction if needed?

9. Please add any additional comments you would like.

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Appendix C.

Advertisement for Research Participant Recruitment

Investigator Information:

Ron Fairchild – Cora J. Belden Library, 33 Church Street, Rocky Hill, CT 06067

We want to hear from you! We are conducting a survey about the digital technology tutoring service that is offered by the Cora J. Belden Library. Your input will help to improve service quality. Users of the library who are 18 or over, and have used this service, or plan to use it, are the participants needed for this study.

For those who choose to participate, your input in this study will help to determine what the current status of the service is regarding how successful it is in helping you with your digital technology questions. Your suggestions for what you would like to see changed will also be factored into the plan for improving this service.

The survey and related forms can be acquired at the information desk of the Cora J. Belden Library. For further information regarding this study, you may contact me by email at: fairchildr2@owls.southernct.edu or by the library’s phone at: 860-258-7621. Additionally, Southern Connecticut State University HRPP can be contacted at 203-392-5243.

Appendix D.

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