Action Research Report - Ward - Final

Running Head: UNDERSTANDING USER PERCEPTIONS OF ONLINE HELP 1
Understanding User Perceptions of Online Help to Improve Academic Library Website Use
Christian Ward
Sacramento State University

UNDERSTANDING USER PERCEPTIONS OF ONLINE HELP 2
Abstract
This study discussed the arrangement of library online help information and examined
theories and methods for improving online help effectiveness. A brief historical background of
online library systems was provided to both inform the reader and define the library website
environment. Theories and methods for evaluating website effectiveness were presented, with an
emphasis on improving factors of convenience and relevance of website information. The
discussion then turned to help seeking behaviors of students in the academic setting, and
examined the expectations and preferences for online help tools through the analysis of
anonymous survey data. Student perception data for online help and library research services
was compared to librarian perception data and website use statistics in order to identify
alignment and misalignment of results. The study concludes with a summary of the finding and
their alignment with the discussed theories and methods, and highlights the need for future
research to examine user preferences for online help content to improve the effectiveness of
library online help tools.
Keywords: Library, Stickiness Theory of Websites, User Perceptions, User Expectations,
Usability, Help, Online Help, Websites

Understanding User Perceptions of Online Help to Improve Academic Library Online Help
The University Library at California State University, Sacramento (CSU Sacramento)
uses a variety of online help tools to assist students in understanding research methodology,
available resources, and library tools used to conduct research. Although librarians maintain the
library’s online help content, librarians and library administrators often indicated that these tools
are not effective at assisting students. Further conversation with librarians revealed that students
who visit the library for assistance often have not used the online help, or found it confusing.
Many students, especially first-year undergraduates, are unfamiliar with academic resources and
require instruction by librarians at the reference desk.
In order to improve the usefulness of the library website, the site underwent a redesign
process that focused on a student-centered organization of information. The redesign process
consolidated help content into new areas of the website, and the new website launched in Fall
2017. The purpose of the consolidation was to improve content exposure and website
navigation, although it did not include an examination of online help content. Examining the
effectiveness of University Library help tools was necessary because a significant number of
online library users seldom visit the library for additional help. By understanding user
preferences for online help, libraries can create convenient and relevant help that meets their
users’ expectations (Emma & Yew Boon, 2013).
The purpose of this study was to examine the efficacy of the University Library’s online
self-help tools in order to improve students’ understanding and use of online academic resources
and services. The help tools used by the University Library during this study consisted of an
introductory research tutorial, FAQs, research guides, and databases that provide access to
articles, books, journals, and more. The focus of this study was to survey students’ perceptions,
preferences, and use of online help in order to compare their preferred online help formats with
website use statistics. The survey data taken from both student and librarian perceptions was
useful in identifying possible incongruities between librarian’s perceptions of the online help
tools used by students versus the students’ actual use of online search aids. The objectives of
this research were to understand how user perceptions of online help align with the search tools
on the University Library website and to identify online tools that met users’ expectations. To
evaluate these objectives, this study focused on the following research questions:
• What are undergraduate students’ preferences for online help when conducting
research?
• How are online help tools used by the University Library meeting users’
preferences for online help?
The central hypothesis guiding this research was how understanding student preferences
for online help can improve the presentation of online help content at the CSU, Sacramento
University Library. By aligning users’ preferences for online help with their expectations, the
library website may improve the relevancy of content, as well as the overall use of online
academic resources and services.
Review of Literature
Libraries have been centers of knowledge and learning as early as the 17th century. They
contain a wide range of information in many formats that library patrons can explore and use.
As such, the organization of materials in the physical library has resulted in a classification and
nomenclature system that has often required the assistance of trained librarians to locate and
retrieve materials. With the advent of modern computers, the organization, classification, and
retrieval of information has become increasingly complicated for libraries to manage. Digital
formats such as electronic journals, full text articles, e-books, internet archives, and more have
come under the umbrella of the library collection.
Since the mid 1970s, library catalog systems have gone from paper-based systems to
electronic systems, and as recently as the late 1990s have moved into the online environment.
As more content was created in digital formats, libraries adapted physical material classification
systems to meet the electronic format demands.
The result of this adaptation is that modern day libraries employ a variety of web-based
tools to allow patrons powerful search tools and access to physical and digital materials from
sources within the walls of the library and beyond. With the increasing complexities of web-
based library tools comes the need for novice library users to understanding what information is
available to them and how they can gain access to that information.
Arrangement of Academic Library Online Information
The increasing prevalence of digital information provided by publishers and content
aggregators has driven academic libraries to provide an array of sophisticated search tools and
resources that enable researchers to locate and use academic information. Modern day library
catalog systems now offer robust discovery search tools that allow users access to both physical
resources within the library building, and online resources available through subscription
services. For novice users of the academic library, especially digital natives, library tools are
often unlike other tools they have experienced. While search engines like Google, Bing, Google
Scholar, and WorldCat aim to provide a simplified interface for discovering information, a vast
wealth of academic research and scholarly materials cannot be found within these tools because
data providers require access subscriptions. Thus, academic library websites offer an array of
services and resources to their patrons for accessing these scholarly materials.
It follows then that the academic library website needs to contain relevant information
that helps novice users navigate a scholarly landscape of databases, content providers, search
engines, research guides and more. An examination of the ways in which academic libraries
inform users of academic resources offers a good start.
Instruction and help services on the academic library website. There have been
several studies conducted within the past decade on the arrangement of library website help
services. Lalith (2012) surveyed fourteen academic library websites for their help and
instruction aspects in assisting online users with library tools and services. The study concluded
that the quality of academic library websites in providing online instruction and help was
dependent on different variables. The researcher concluded that instruction applications and help
tools had not been utilized by the majority of the websites. Inaccessibility of such services via
the library website reflects not only their malfunction in online instruction and help, but also
onsite services of some areas in academic libraries (Lalith, 2012).
A similar study conducted by Chow, Bridge, and Commander in 2014 examined the
design, layout, content, site management, and usability of 1,469 academic and public library
websites from all 50 states in the United States (Chow, Bridges, & Commander, 2014). Findings
showed a common trend amongst library homepage design, navigation, and information
architecture. Library websites consistently provide information about: hours (97%), address
(91%), news and events (88%), access to the library catalog (84%), online renewal (77%),
contact info (72%), and feedback (74%). Help and instruction services were not consistently
present across the websites. The study also found that websites were mainly designed (33%) and
managed (50%) by librarians. The findings suggest that online help services need to be more
present on library websites in order to be more effective. They also suggest that an
understanding of how libraries define online help can be of considerable value as half of the sites
surveyed were managed by librarians.
Information literacy and the academic library website. Academic library instruction
is often rooted in the Association of College & Research Libraries (ACRL) framework for
information literacy (Libraries, 2001). It is common for academic libraries to offer librarian-led
instruction sessions built around the framework’s objectives of educating users on how to
become more self-directed learners, develop metacognitive learning approaches, and promoting
lifelong learning (Libraries, 2001). This framework is often leveraged to provide online
instruction and help services on library websites. As the research of Chow, Bridge, and
Commander (2014) suggests, librarians create and manage a substantial amount of library
website information. Thus, information literacy competency standards are integrated into library
online help and instruction offerings. Online research guides and tutorials managed by librarians
are focused on educating users on metacognitive methods for developing critical thinking skills
necessary to become more self-directed learners. The 2001 framework was created at a time
when many library websites were just beginning to move their services online, and does not
contain specific indicators for developing skills for navigating online resources. In 2016 a new
framework was created to address information literacy and digital information changes, most
notably with the addition of the ability to navigate online databases and search tools for
evaluation and use (Libraries, 2016). However, many academic libraries have not adopted the
new framework, and continue to use the 2001 version. This may suffice for educating users of
the overall research process, but may not offer online help that increases novice users’ awareness
of academic resources available through the library.

In a study of the effects of digital literacy education on students, an examination of how
information literacy levels affected students’ use of online information was conducted (Noh,
2017). Results of the study grouped digital literacy into three subcategories: technical literacy
(the ability to use home computers/technology, ATMs, and mobile phones), bit literacy (the
ability to find, evaluate, select, edit and use digital information), and virtual community literacy
(ability to understand netiquette). The study concluded that bit literacy had the most impact on
student’s online use behavior when provided digital literacy instruction. Because bit literacy
deals with a users’ ability to to find, evaluate, select, edit, and use digital information, this is
consistent with the information literacy strategy that many libraries utilize on their websites.
Noh (2017) also found that technical and virtual literacy levels remained relatively unaltered
after receiving digital literacy instruction, suggesting that users already maintain an adequate
level of knowledge of personal technology and online communities.
Methods for Evaluating and Improving Online Library Website Use
While it has been noted that the arrangement of library website information is often a
complex array of tools, services, and educational content, many libraries have sought ways to
improve their online user experience by making it easier for users to find information. A notable
amount of research has been conducted on methods for evaluating website usability, and a
number of theories have guided library researchers on ways to improve their website’s user
experience. Viewed as an extension of library’s help services, a discussion on methods for
evaluating usability of websites can offer insight into the arrangement of library online
information.
Stickiness theory of websites. In a study of methods for improving library website use,
library researchers utilized Davenport and Beck’s stickiness theory of websites to ask library
patrons to rank aspects of the library website (Emma & Yew Boon, 2013). The stickiness theory
of websites centers around the idea that online users exhibit shorter attention spans as the amount
of digital information increases. In order for websites to be useful and effective to their users, a
website must offer information that is: convenient to navigate, contain relevant information that
satisfies their needs, engages the user, and fosters a sense of community (Davenport, 2001).
How well a website establishes these fours factors relates to it’s “stickiness” to keep online users
coming back to the site. Emma and Yew Boon (2013) asked participants to rank stickiness
factors for library websites, and concluded that convenience and relevance were the highest
ranking factors among library website users. Furthermore, the findings showed that of the four
factors, convenience and relevance ranked significantly higher in importance than factors of
engagement and community. The findings suggest that in order to improve the usefulness of
library websites, they must contain both convenient to use interfaces, and relevant content that
leaves a positive impression on the user.
Many libraries have begun to address the issue of “stickiness” through usability studies.
Library websites, research guides, tutorials, and other online help tools have been evaluated
through the use of focus groups and task-based usability studies for the purpose of designing
convenient interfaces that connect users to library information. A recent usability study on more
than 300 library research guides at the University of Alabama was conducted and is
representative of other library usability studies (Quintel, 2016). The researcher surveyed
students on their knowledge, use, and perceptions of using specific designs of library research
guides, and concluded that 68% of users were unaware of the existence of the research guides.
The findings also revealed that when using “getting started” guides, users expected guides to
contain subject-specific overviews with additional resources provided, rather than a

comprehensive list of resources. This would suggest that users’ expectations for content is a
factor in determining the usability of a website, and is consistent with the application of
stickiness theory of websites (Emma & Yew Boon, 2013). From the findings, Quintel (2016)
suggests several recommendations for improving the usability of the research guides including
but not limited to: relabeling website links to more user-idendentifiable terms, a simplified layout
of library guide information, contectual descriptive text on research guides, and website search
enhancements to improve dicoverabilty. The researcher also recommend that guides be created
with content relevance in mind, but identified that this was an area that needed further study.
Usability studies on library website tools often reach similar results as Quintel (2016)
reported, and redesinging website interfaces is often a choice that libraries use to improve
usability. This achieves a degree of success by increasing exposure and access to library
information, but places greater emphasis on providing website content that is relevent to the
needs of the users.
Website evaluation and best practice guidelines. In addition to the stickiness theory of
websites for evaluating website usefulness, other forms of evaluation tools exist and have been
used by library researchers. In a national study of library websites, researchers used a checklist
for evaluating information on library websites (Chow et al., 2014). The checklist grouped
website content into five distinct categories: site information (url, library name, contact info),
features (navigation, search, graphic design), content (location, catalog, library services),
placement (logo, search, layout, navigation), and information architecture. From these
categories, a 67-question survey was used on library websites to evaluate the arrangement of
website information. Chow et al. (2014) found that online help services and options were not as
present on library websites as were hours, news and events, catalog search, and featured content.
While the checklist provides a method for evaluating the arrangement of existing library website
information, it does not specifically address evaluation techniques for online help tools.
In 2011, Perez-Caballo and Xie developed guidelines for evaluating help systems for
digital libraries (Perez-Carballo & Xie, 2011). An examination of 15 different help seeking
situations common to new library users was conducted, and from the findings a set of principals
and guidelines were proposed. The researchers grouped online help systems into three broad
categories: online tutorials, online documentation, and online help. Of these, it was identified
that online help was most useful to users as it provided fast, contextual information at the point
of need. From these findings, Perez-Carballa and Xie (2011) proposed a set of design principles
for evaluating the use of online help. A representation of these principles includes: reducing
users’ cognitive load by creating interfaces that are easy to learn and use, reduce defects that
would cause users to seek online help, do not force users to interrupt their task in order to seek
help, and include definitions of all specialized terms. These principles and guidelines are
consistent with “stickiness” factors of both convenience and relevance, and can offer libraries a
useful starting place for evaluating online help systems.
By utilizing the discussed guidelines, principles, and theories for evaluating websites, is it
possible for libraries to examine the relative effectiveness of their online help tools. Common to
these evaluation methods is the need to develop intuitive interfaces that efficiently connect users
to content. This is consistent with factors of convenience identified by the stickiness theory of
websites, but offers little assistant in improving the relevance of library online help. Evaluating
and creating easy to use website tools is a starting place that many academic libraries have begun
to undertake. However, in all the studies discussed, relevance of online content was identified as
an unmet theme amongst library website users. Because relevance is a significant factor for
improving “stickiness” on websites, a closer examination of what users expect from online help
can further inform the discussion.
Help Seeking Behaviors of Students
The presentation of digital information online has lead to a different kind of processing of
online information than more traditional formats. The stickiness theory of websites illustrates
the cogitative process change that results when information in put online. As more information
is presented online, information providers must adapt to users’ processing styles in order to gain
their attention and keep their focus. The complexity of academic library websites often conflicts
with this processing style. In order for libraries to effectively provide relevant online help to
their users, they must understand when users seek help, and what methods of help they identify
with most.
Distance learning and the library online user. As students increasingly use more
online resources for their coursework, understanding preferred help methods becomes a vital
aspect of delivering convenient and relevant information. In a 2014 study conducted on distance
education students, researchers examined distance learners’ attitude toward library help seeking
(Tang & Tseng, 2014). The findings suggested that students preferred online help tools such as
LibGuides for unmediated help, and communication tools such as email, chat, and phone for
mediated help. This suggests that students prefer to use online resources before asking for help
in other ways, but also favor asynchronous communication methods such as email and chat.
A similar study conducted on students’ help seeking preferences concluded that students
sought help in a sequence: first teachers, then peers, and finally friends (Pellegrino, 2014).
Librarians were least likely to be consulted for help, and students identified an expectation that
help content would be available through their course management system or from their teacher
during class. Similar to the findings of Tang and Tseng (2014), Pellegrino’s (2014) findings
suggest that providing effective assistance will be to understand ways in which students seek
help, and place help content in the most accessible and useful location.
How students seek research help. The research of both Pellegrino (2014) and Tang and
Tseng (2014) suggests that students seek help using a process that starts with their teachers, peers
and friends, and then expands to include resources associated with those initial sources. The
expectation that help information could be available through a learning management system or
teacher supports a prior study of Pellegrino’s (2012) in which the researcher examined if library
help usage increased when students were encouraged by their teachers to use the library. The
findings suggested that students more often used library help when encouraged by their teachers.
This is consistent with both Pellegrino’s (2014) later findings and Tang and Tseng’s (2014)
findings that students, especially those using online courses, expect help content to be available
through their teacher and online course.
A 2011 study on help seeking behaviors related general self-efficacy in a web-based
course setting to students online help usage (Cheng & Tsai, 2011). Researchers conducted a
correlational data analysis, which indicated a reciprocal relationship between experience,
confidence, and preference in students' online academic help seeking behaviors. Students'
academic help seeking behaviors were related to their general self-efficacy in a web-based
course setting, and the findings suggest that students' experience of seeking help from informal
online channels is prominent when they participate in a web-based course (Cheng & Tsai, 2011).
This is consistent with the findings of both Pellegrino (2014) and Tang and Tseng (2014), and
suggests that students familiarity with online environments is a factor to their online help seeking
behaviors.
Understanding the relationship between students’ experience with online environments
and their perceptions of online academic help seeking is valuable in developing effective online
help that meets user perceptions. A significant number of college students today are well versed
in online environments and thus have expectations and preferences for online help that must be
met in order to improve their efficacy. Identifying how students seek help is an important aspect
to improving the effectiveness of online help, but identifying what help formats students prefer
once they are online can help maintain attention and focus and thus improve the stickiness of
online help tools.
Understanding Student Preferences for Online Help
Understanding help seeking behaviors of students is an important aspect that many
libraries have begun to examine in order to deliver convenient online help. Equally important is
understanding the type of help that resonates with users which supports relevancy factors defined
in the stickiness theory of websites. The research discussed thus far suggests that online help is
preferred amongst online users. With more students using online resources for their coursework,
and a growing digital native student population, libraries must understand what online help
formats their users prefer in order to delivery more relevant online help content.
In 2016, library researchers conducted a qualitative survey of students aimed at
understanding: help-seeking behaviors, preference and expectations of online help, help content
format, and general help pathways (Zhang, Stonebraker, & Promann, 2016). Results showed that
survey participants had differing help priorities based on their needs. Half of the respondents
preferred conceptual help consisting of concepts and principles, while the other half preferred
procedural help. Results also indicated participant reliance on expert help (librarians) even when
online help was made available, and suggests that when participants had trouble using library
resources, they would first experiment on their own online, ask the library help desk, then a peer
or instructor. While this differs from Pellegrino’s (2014) help-seeking process of teacher, peers,
and friends, online help seeking is central to both study’s findings. Of the survey respondents,
32% indicated a willingness to use online help for its efficiency and convenience, 46.7%
preferred procedural help, and 24.4% preferred conceptual help (Zhang et al., 2016). The most
preferred help type was a wiki or help website that allowed users to search and read information.
These findings are consistent with a prior usability study to assess whether students
performed better after working through a screencast/video tutorial or a web-based tutorial with
screenshots (Lori, 2012). In the study, the researcher employed the “think aloud” protocol as
students went through two short tutorials: a static web page tutorial with screenshots, and a
screencast/video tutorial. A pre- and post-test were conducted and results indicated that across
all learning preferences, students performed better in recreating tasks when they used a static
web page with screenshots than they did after viewing a screencast/video tutorial (Lori, 2012).
This aligns with the findings of Zhang et al. (2016) in which procedural online help was favored
by students, and supports the convenience and relevance factors of the stickiness theory of
websites (Emma & Yew Boon, 2013).
Collectively these studies illustrate that users’ preferences and expectations for library
help often depend on the location, context, and format of the help. The results of the Zhang et al.
(2016) study reinforce the idea that user perceptions of online help influence how users interact
with library help, and exposes the differences between library users and their help seeking
preferences. This difference suggests the need for libraries to conduct local research on user
perceptions of online help to better understand how library help is perceived and used by
students in local environments.

Summary
Understanding students’ preferred methods for learning library materials from online help
information may help inform other libraries of effective designs for online tutorials and learning
objects that meet student expectations. This may also help libraries understand the preferred
level of online help content that users expect to encounter when using library help. Due to the
changing nature of users’ preferences, effective online help formats may differ from institution to
institution. The findings of Pelegrino (2012), Pellegino (2014), Zhang et al. (2016), Tang and
Tseng (2014), and Cheng and Tsai (2011) suggest that users seek online help using a process that
starts with their expectations of where infomration is located. Students’ familarity and self-
efficacy of online systems is a guiding factor in defining such expectations, and is accounted for
in theories and methods for evaluting website effectiveness. The stickiness theory of websites,
while applicable to a wide array of online content, is relevent in guideing the formation of online
library help systems as it promotes both convenice and relevnce for improving website usage
(Davenport, 2001). The research findings of Perez-Caballo and Xie (2011) also reinforce the
stickiness theory of websites by proposing simplified user interfaces, a reduction in the amount
of online help information, help content at the point of need, and simplified definitions of
specialized terms designed to help users navigate library help systems (Perez-Carballo & Xie,
2011).
Research studies such as Lalith (2012) and Chow, Bridge, and Commander (2014), draw
attention to the arrangement of library websites information and suggest that in order for libraries
to offer effective help services, they must increase the exposure of such services to their users.
Many libraries have conducted or leveraged usability testing to improve convenience factors in
the design of online help tools. Delivering convenient content through user-centric website
designs helps improve website convenience, but does not addressed the relevance of library help
which is often an unmet expectation of library users. This has led library researchers to examine
user preferences for online help as a means to improve website relevance. Consistent with the
theories and methodologies discussed thus far, local research on user preferences for online help
can guide academic research libraries in both the design and content of online help. Many
academic libraries utilize common help tools such as research guides, tutorials, email, and chat
services to deliver help. By understanding local user preferences for online help, libraries can
begin to define which tools and information align with their users’ preferences, and thus create
convenient and relevant online help systems that meet their users’ expectations.
Methods
Understanding user preferences for online help can assist academic libraries in designing
and presenting online help content that is both user-friendly and relevant for students. User
preference research from related studies suggests that preferences for online help can vary from
environment to environment, which provides an impetus for local user preference research to
assist libraries in creating more relevant help content.
In this study, preferences and expectations for online help in undergraduate students were
examined to improve library online help effectiveness. The methodology that follows presents
the research setting and participants, measures used in the study, data collection and analysis
procedures, limitations/delimitations, timeline, and validity and reliability.
Setting and Participants
This study was conducted over the course of six weeks during the fall semester of 2017,
collected data from first and second year undergraduate students and public services reference
librarians at CSU Sacramento. The university is a public higher educational institution located in
a thriving metropolitan area with a population of 466,488 people. According to the 2017
Common Data Set published by the CSU Sacramento Office of Institutional Research (OIR), at
the time of this study, the undergraduate student population was composed of 28,064
undergraduates and 2,606 graduates. Of the total students, 76% attend full-time, 15% attend
part-time, and 93% live off-campus or commute. Usage of the university websites is significant
and the library website ranks in the top three most used sites. The University Library services
the campus and local community and provides access to approximately 1.5 million physical
resources and significantly more online resources available through paid subscriptions.
Students. The study targeted first and second year undergraduate students who were
most likely to be both unfamiliar with library help services and in need of those services during
the course of the study. The process to select the student sample group included using the LEAP
outcome framework and the Sacramento State Baccalaureate Learning Goals for the 21st
Century’s Intellectual and Practical Skills (Appendix A). Information literacy outcomes found in
both frameworks were applied to university catalog course descriptions. Table 1 below indicates
the lower division courses identified as containing information literacy learning outcomes.
ENGL 10 Academic Literacy I

ENGL 11 Academic Literacies II
ENGL 20 College Composition II
HIST 5 Survey of Modern Western Civilization
HIST 17A United States History, 1607 - 1877
HIST 17B United States History, 1877 - Present
HRS 21 First Year Seminar
COMS 2 Argumentation
COMS 4 Introduction to Public Speaking
GOVT 1 Essentials Of Government
GOVT 10 The Meaning of Government: An Introduction to Political Ideas
PHIL 4 Critical Thinking
PHIL 21 First Year Seminar: Becoming an Educated Person
SOC 8 Sense and Nonsense in Social Issues and Research
Table 1 - Courses with Information Literacy Learning Outcomes

This sample of courses represents classes that undergraduate students were likely to take in their
first or second year of college, and required the completion of a research paper or project. The
OIR provided a sample of three-hundred students (N=300) who were enrolled in the indicated
courses. The sample size represented one percent of the overall student population at the time of
the study, and the OIR indicated that anonymous survey response rates varied between ten and
fifteen percent. A sample of three-hundred students was sufficient to generate a statistically
significant sample size that would yield a standard distribution of data. The OIR generated a
random list of names and email addresses of undergraduate students who were enrolled in one of
the identified courses and were attending their first or second years of school. Undergraduate
participants received emails with an informed consent form (Appendix B) containing
background information (purpose and length of survey), a privacy statement, and a link to the
anonymous online survey. The survey collected data on technology and internet use, participant
demographics, Likert prompts for preferences and expectations of online help, and qualitative
help seeking methods.
Librarians. In addition to the student group, eighteen public service librarians were
asked to participate in an anonymous online survey. Once permission was granted from the
University Library, public service librarians were identified from the library employee directory
and invited to participate in the study. This represented the librarian sample group (N=18). A
significant portion of a CSU Sacramento librarian’s job is helping undergraduate students locate
and use library resources for their research assignments. Public service librarians assist students
with research from a drop-in reference desk, by appointments, specialized instruction, online
chat services, and website content. The librarians received an email with an informed consent
form (Appendix C) containing background information (purpose and length of survey), a privacy
statement, and a link to the anonymous online survey. The survey collected data on Likert
prompts for preferences and expectations of online help and qualitative help seeking methods.
Measures
In order to determine students’ perceptions, expectations, and preferences for using
online help, they filled out the same survey twice during the study. They completed the survey
once at the beginning of the semester (pre-survey) and once near the end (post-survey). Each
survey contained technology and internet use demographics, Likert survey questions to measure
preferences and expectations for online help, and a single open-ended response question in which
students described their strategies for conducting research.
The goal of the survey questions was to collect data that would determine students’
preferences in online help. Demographic questions gathered information about participants’
weekly internet usage, computer and smart technology ownership, use of internet for
assignments, and participation in online clubs and classes. Demographic data did not include
gender, age, and major. Likert survey questions originated from questions used in prior research
studies outlined in the review of literature. Likert survey prompts measured the following
variables: preference for video based help, tutorial-based help, factors of convenience and
relevance of online help, information literacy levels, and awareness of library help services (see
Appendix D for a complete list of survey prompts). An example of a Likert prompt used to
create a survey question stems from a usability study of video-based learning versus static web
pages with images and text. The results showed that participants performed better on post
assessments when information was presented as static web pages with images and text (Lori
2012). These findings informed questions in the survey, such as: “When seeking help online for
an assignment, I prefer to watch videos on the topic.” The Likert prompt used a response scale
of one through five. The number one indicated participants disagreed with statements, so lower
value responses indicated a negative preference. Conversely, a five indicated that participants
agreed with the statements and corresponded to a positive preference for the measured variable.
A single, open-ended response question asked students to describe the steps they take to conduct
research for an assignment. This measure was derived from Pelegrino’s 2012 research on
student help seeking pathways.
Librarians were given a variation of the student survey that contained the Likert prompts
and open-ended help seeking strategies question. The survey elicited librarian’s opinions on how
they thought students would answer the same questions. For example, students received the
prompt, “I am likely to use the university library website when looking for help on an
assignment.” Librarians were given a similar prompt, “Students are likely to use the university
library website when looking for help on an assignment.” A response scale of one through five
was used for librarian Likert prompts with the number one indicating participants disagreed with
the statements, and five indicating participants agreed with the statements (Appendix E).
Survey questions were organized according to their assessment measures and grouped
into five categories of perceptions and expectations: technology/internet use, preferences for
online help, library online service awareness, information literacy, and help seeking strategies.
Technology/internet use. Students were assessed on their technology and internet use
through six demographic questions (Appendix D). Data collected included: computer
ownership, smartphone/tablet ownership, time spent on computers per week, use of internet for
classwork, online club participation, and online learning participation.
Preferences for online help. Preferences for online help formats were assessed through
two Likert survey prompts that leveraged the usability study of Lori (2012) for tutorial design.
Participants were asked if they preferred video-based learning for assignment help, webpages
with static images and text, or tutorials. A third Likert survey prompt asked whether participants
tended to use online help first for assistance with classwork (Appendix D).
Library online services awareness. Participants were assessed on their awareness of
library services as well as factors consistent with the Stickiness Theory of Websites (Davenport,
2001) and the findings of Emma and Yew Boon’s (2013) study of stickiness factors for library
websites. Likert survey prompts asked participants to rate factors related to likeliness to using
the library website, awareness of library online services, perceptions of library communication,
convenience of library search tools, and relevancy of online content (Appendix D).
Information literacy. Two Likert survey prompts asked participants to assess their
levels of information literacy (Appendix D). The questions prompted students to indicate if they
shop/bank online, participate in clubs or social sites, or post content online, all of which require a
level of information literacy and are consistent with factors identified by Noh (2017). A follow-
up prompt asked participants to assess their ability to search, evaluate, and judge the credibility
of online information.
Help seeking strategies. The findings of Peligrino (2012) were used to collect data on
help seeking strategies for researching assignments. Participants provided an open-ended
response to describe their research process for completing an assignment. The results were
coded to reveal help seeking seeking pathways and to identify themes outside the collected
measures.
Procedure
This research study collected both quantitative and qualitative data. As previously
indicated, the OIR generated a random sample of three-hundred students from institutional data
that included names and email addresses of undergraduate students enrolled in courses with
information literacy outcomes. In October, students in the sample group received an email with
an informed consent form containing an incentive offering to illicit higher completion rates
(Appendix B) and a link to the online survey (Appendix D). Data was collected for three weeks
following the initial email. In November, students in the sample group received another email
with informed consent form and a link to the same survey (post-survey). Data was collected for
another three weeks. The incentive drawing for the student group occurred in December, and
winners were notified via email prior to the end of the term. At the same time as the student
post-survey, librarians were emailed an informed consent form and link to their online survey.
Data was also recorded for three weeks, after which both the student and librarian online surveys
were closed.
Following the survey administration period, website usage statistics included page views,
time on page, and bounce rate were collected. The timeframe for website data collection was
October through December and usage statistics for six library online help sites were collected
using Google Analytics or native application statistics. The chosen sites represented common
academic library help tools found both in cited literature and used by the library (Appendix F).
These sites consisted of the library homepage, an introductory research tutorial, the library
search tool (Primo), a database a-z listing (Xerxes), research guides (Libguides), and frequently
asked questions (LibAnswers).
Analysis of Data
Quantitative and qualitative analysis methods were used to analyze student and librarian
survey responses. The following information describes how each set of collected data reflected
different analytical methods.

Student demographic data. Demographic data for each participant and question was
averaged together to achieve an overall response rating for each question. Average response
values and percentages were then calculated for each question (Appendix G).
Student Likert data. Student Likert data was analyzed several different ways. Pre-
survey responses were summed and averaged together to achieve an overall preference rating
between one and five for each prompt. Post-survey data was also analyzed in the same way to
achieve an overall preference rating for each prompt. A descriptive statistical analysis was
conducted on pre- and post- averaged survey data and included calculation of the mean, medium,
mode, standard deviation, variance, and kurtosis (see Appendix H for a complete listing of
analyzed data). Pre-survey data was compared to post-survey data to identify
increases/decreases in preference response values. Pre- and post-survey data was then combined
and averaged together to achieve an overall preference rating for all student participants.
Descriptive statistics, including mean, medium, mode, standard deviation, and variance, were
generated on all student survey data and compared to librarian survey data to identify
alignment/misalignment in preference response values.
Librarian Likert data. Librarian responses were summed and averaged together to
achieve an overall preference rating between one and five for each prompt. A descriptive
statistical analysis was conducted on student data (pre + post) and librarian data and included the
calculation of mean, medium, mode, standard deviation, variance, and kurtosis (see Appendix I
for a complete listing of analyzed data). A comparison of student and librarian data identified
alignment/misalignment in preference response values between the two groups.
Qualitative survey data. Open-ended survey data from student and librarian responses
was coded by examining the frequency of words used in responses and aligning those words with
Likert measures. From the data collected, Table 2 shows the frequency keyword codes that were
used most by participants.
Keyword (Code)
Google
Google Scholar
Library/ Library Website
Online/Internet
Class/Friends
Textbook/Books
Teacher
Librarian
Video-Based Help
Tutorial-Based Help
Information Literacy
No Steps / Other
Table 2 - Frequently Occurring Keywords
The frequency of words used were tallied, and percentages were calculated for each identified
code (Appendix J). Factors outside of the defined measures, as well as positive and negative
responses, were tabulated in the “No Steps / Other” code category. Student and librarian
frequency rates were then compared to identify alignment/misalignment with help seeking
strategies.
Website use statistics. Google Analytics and/or native application statistical tools
generated usage statistics for six library websites/tools (Table 3). For the duration of the study,
page views, unique page views, time on page, and bounce rates were determined (when
applicable) for the following library online sites/tools:
Site Name/URL Description

library.csus.edu The main library homepage.
xerxes.calstate.edu/sacramento Listing of academic research databases by A-Z
and topic/subject.
csus.libguides.com Web-based guides for researching subjects or
course specific content. Contains both video-
based and image/text help.
csus.libanswers.com A self-service knowledgebase of frequently

asked questions.
onesearch.csus.edu Main library search tool for locating books,
articles, media and more.
Introductory research tutorial An online tutorial to help unfamiliar users with
the research process.
Table 3 - Library Help Website
Overall usage counts of each site were recorded and used to calculate relative usage percentages
for each site (Appendix F). Student preference data was compared to website usage statistics to
determine alignment/misalignment with library online help tools.
Limitations/delimitations. Student survey response rates differed from the pre- and
post-survey responses. The use of an anonymous survey provided greater potential for authentic
response data, but it was impossible to match the pre- and post-survey results to an individual
respondent. Despite this limitation, overall perception data still generated useful data in
determining preferences and expectations of the overall group. One uncontrolled variable that
may have influenced the data collection was the possibility of students receiving library
instruction sometime during the study. The survey was not designed to measure the effects of
direct library instruction on students’ research methods and reflects an area of further
exploration. Lastly, the student sample size represented approximately one percent of the overall
campus population. Student perception data may differ given a larger sample size or by
including students who were in their third or fourth year of study. Data resulting from these
factors may yield different preferences and expectations for library online help.
Timeline. Consent from the university and the library was obtained in the month of
September 2016 (Appendix K). Students were administered the pre-survey on October 30, 2017,
with a follow-up post-survey given on November 27, 2017. The incentive drawing was
conducted in December, and all winners notified prior to December 18, 2017. The librarian
survey was conducted on November 6, 2017, and website statistics were collected in January
2018.
Validity and reliability. To ensure validity and reliability of survey data, multiple
measures of assessment were used on pre- and post-surveys to assess preference and expectation
data. Likert survey data was modeled after survey prompts from other library perceptions
studies, and qualitative survey data allowed for factors of online help seeking outside the
measured assessments. Utilizing survey prompts from prior preference research studies
strengthened data reliability, and internal validity was reinforced by selecting a student sample
group that focused on new college students that were required to complete a research assignment
during the length of the study. The relative small student sample size may have effected external
validity but may offer avenues for future study.
Results
Following data collection, student and librarian survey responses were analyzed
according to the outlined methods. The overall student response rate was 11% (n=33), with 21
students completing the pre-survey and 11 students completing the post-survey. Response rates
corresponded to the anticipated range given the type of survey tool and the selected sample size
(N=300). The librarian survey response rate was also within the anticipate range with 39% (n=7)
of the public service librarians (N=18) completing the survey. Data was analyzed several
different ways, and the following sections describe the results.
Student Pre- and Post-Survey Likert Responses
Results from a descriptive statistical analysis comparing pre- and post-survey Likert
responses (Appendix L) are presented in Figure 1. Pre-survey Likert responses yielded a mean
and median of 3.5 (SD=.76) and a mode of 3.3 (Table 4). Post survey Likert responses yielded a
mean of 3.7 (SD=.57), median of 3.8, and mode of 3.4 (Table 4). Both pre- and post-survey
responses had a positive kurtosis of 1.32 and 1.62 respectively, and overall pre- and post-survey
data indicated positive preferences (Figure 1). Notable changes in Likert data occurred in
several measured perception variables (see Appendix H for a complete listing of results).
Pre Survey Post Survey

Mean 3.4999998 Mean 3.7416667
Median 3.5238085 Median 3.8333335
Mode 3.285714 Mode 3.416667
Standard Deviation 0.759669426 Standard Deviation 0.573932079
Kurtosis 1.381134965 Kurtosis 1.625469296
Table 4 - Student Pre- and Post-Survey Descriptive Statistics
Pre vs Post Student Survey Responses

4.7 4.6
5.0 4.2
4.5 3.9 3.9 4.1 3.9 4.1 4.1
3.7 3.8
4.0 3.4 3.3 3.5 3.4 3.3 3.4
3.5 2.9
3.0 2.5
2.5 1.9
2.0
1.5
1.0
0.5
0.0
Figure 1- Pre vx. Post Student Survey Responses
Video-based help. Between pre-survey results (3.4) and post-survey results (3.9) for
video-based help a 14.8% increase occurred. Post-survey results (3.9) were above both the mean
(3.7) and the median (3.8) values for preference data.

Use library website. Pre-survey results indicated a low preference (1.9) for using the
library website for research. Post-survey results also indicated a low preference value of 2.5;
however, perception data for using the library website for research increased by 31.6% over the
course of the study.
Search online first. Between pre-survey results (3.7) and post-survey results (3.4), an
8.1% decrease occurred in preference data for searching online first for research. Both pre- and
post-survey perception values indicated a positive preference for using online resources first
when conducting research.
Library service awareness. A positive increase in library service awareness occurred
over the course of the study. Pre-survey results yielded neutral perception data measuring 2.9,
while post-survey perception data measured 3.8. This represented a 31% increase in library
service awareness.
Personal internet use. Personal internet use data represented the highest recorded
perception data. Pre-survey results measured 4.7, while post-survey results measured 4.6. Over
the course of the study personal internet usage data decreased by 2% but remained higher than
both the mean and median values.
Information Literacy. Student perception data for information literacy provided
relatively equal pre- and post-survey results (4.1). Perceived information literacy data was well
above the mean and median values and represented a high self-assessed value of information
literacy awareness.
Student and Librarian Survey Results
A comparison of all student perception data (pre + post) and librarian perception data was
conducted on Likert survey results and are summarized in Figure 2. The combined student
Likert data produced a mean, median, and mode of 3.6 (SD=.68), and librarian data produced a
mean of 2.8 (SD=1.09), median of 2.4, and a mode of 1.9 (Table 5). An examination of kurtosis
for each group showed that student data was positively influenced (1.88) and librarian data was
negatively influenced (-1.49). Notable differences between student and librarian Likert data
occurred in several measured perception variables (see Appendix I and Appendix M for a
complete listing of results).
Student vs Librarian Survey Responses

5.0 4.6 4.4
4.3
4.5 4.0 4.0 4.1 4.1
4.0 3.6 3.4 3.6 3.3
3.0 3.2
3.5
3.0 2.6
2.1 2.0 2.1
2.5 1.9 1.9 1.7
2.0
1.5
1.0
0.5
0.0
Student Survey Librarian Survey
Figure 2 – Student vs Librarian Survey Responses

Mean 3.587878788 Mean 2.8
Median 3.575757576 Median 2.357142857
Mode 3.575757576 Mode 1.857142857
Table 5 - Student vs Librarian Descriptive Statistics

Video-based help. Student data (3.6) and librarian data (2.6) differed by 27.7% for
video-based help preferences. Both perception values were within their respective mean and
median ranges.
Search online first. When searching online first for an assignment, the average student
perception data was 3.6, while librarian perception data yielded a value of 4.3. The difference
between the two results represented a 19.4% difference in perception data.
Use library website. Both data groups assessed library website use with low perception
values. Student data (2.1) and librarian data (1.9) were below the mean and median values for
both groups.
Library service awareness. A comparison of library services awareness data resulted in
a 37.5% difference between student responses (3.2) and librarian responses (2.0). Both Likert
data sets were lower than their respective means and medians.
Library communication. Awareness of library services data produced a notable
difference of 42.4% between students and librarians. Student data yielded higher perception
results (3.3) than librarian data (1.9).
Library search tools. Another notable difference between student and librarian data
occurred in the awareness of library search tools measure. Student data produced a perception
value of 4.5 (well above the mean and median for the student group), while librarian data
produced a value of 2.1. This represented a 53.3% difference between the two response values.
Personal internet use. Both student (4.6) and librarian data (4.4) produced high results
for personal internet use perception data. Both values were well above their respective mean and
mode values, and differed by only 4.3%. Across both groups, preference data for personal
internet use ranked the highest recorded data.

Information literacy. The most significant difference in data occurred in information
literacy perception data. Student data yielded a perception value of 4.1, while librarian data
produced a perception value of 1.7. This represented a difference of 58.5% between the two
groups.
Qualitative Data Examination
Open-ended survey data was coded according to the outlined qualitative methods. Word
frequency of coded themes was tallied for student (pre + post) and librarian data. Percentages
for each code frequency and group were calculated (Figure 3). Of the 33 student respondents,
31 students provided open-ended data. Student survey responses indicated high frequencies of
online tools for research. Google was mentioned in 48.4% of the responses, library or the library
website was mentioned in 45.2% of the responses, and online/internet was mentioned in 65.4%
of the responses. Non-internet help seeking strategies for students included peers or friends with
16.1%, textbooks or books with 20%, and teachers with 16.1%. Students did not identify
librarians as a help seeking pathway, but did reinforce video- and tutorial-based preference data.
Indicators of information literacy within student data occurred in 19.5% of responses.
Librarian open-ended data was recorded in six survey responses and also indicated a high
frequency for online help seeking. References to Google occurred in 66.7% of responses, the
library and library website occurred in 66.7%, and online/internet occurred in 83.3% of the
recorded data. Half of the library responses indicated peers or friends as a help seeking pathway,
and identified teachers (33.3%) and librarians (33.3%) as being non-internet help seeking
pathways. Negative responses were recorded in the No Steps/Other code category and
represented 16.7% of the librarian responses.

Student and Librarian Help Seeking Codes by Percentage

90
80
70
60
50
40
30
20
10
0
Student % Librarian %
Figure 3 – Student and Librarian Help Seeking Code by Percentatge
Student Demographic Data
Student pre- and post-surveys collected demographic data on participant’s ownership and
use of technology, weekly internet use, and online activities. Participants were asked the
question, “Do you own a computer?” with 97% (32) of the participants indicated computer
ownership. Next participants were asked, “Do you own a smartphone/tablet?” to which 100%
(33) of the participants indicated smartphone or tablet ownership. A follow-up question asked
participants, “How many hours a week do you spend on the computer?” From the results, 27.3%
(9) indicated 0 to 7 hours a week, 36.4% (12) indicated between 8 to 15 hours weekly, and
36.4% (12) indicated more than 15 hours a week (Figure 4). Of the 33 responses, 100%
indicated they use the internet to help with classwork and/or assignments. Participants were
asked, “Do you participate in online clubs?” and 90.9% (30) indicated no, while 9.1% (3)
indicated yes. Lastly, participants were asked, “Do you participate in online learning?” Of the
respondents, 63.6% (21) indicated yes, and 36.4% (12) indicated no (Figure 5).
Figure 4 – Weekly Computer Use Figure 5 – Online Learning Use
Website Usage Comparison
Data from six online library help websites/tools were examined over the length of the
study. Page views and average time on page were examined for the library home page, research
guides (LibGuides), database A-Z (Xerxes), FAQs (LibAnswers), library search tool (Primo),
and an introductory library research tutorial. Usage data from the sites produced a total of
2,515,710 page views during the course of the study and are summarized in Figure 6. The
library search tool represented 61.7% (1,551,774) of the total page views and marked the highest
percentage of page views amongst examined sites. The library home page represented the
second highest used site with 21.9% (552,018) of the overall views. Homepage and search tool
data also indicated the highest average times on pages with users spending an average of three
minutes and thirty seconds on the library search tool, and three minutes and twenty-five seconds
on the library website. The database a-z page represented 10.4% (260,469), and research guides
represented 5.4% (135,194) of the total page views. Both FAQ and the introductory research
tutorial produced the lowest results with FAQ representing .6% (15,447) of page views, and the
tutorial representing .03% (808). The online tutorial also represented the shortest time on page
with an average time being one minute and nineteen seconds.

Website Usage Comparison by Percentage

Research tutorial
0%
library.csus.edu
22%
csus.libguides.com
5%
csus.libanswers.com
1%
onesearch.csus.edu
62%
xerxes.calstate.edu
10%
Figure 6 - Website Usage Comparison by Percentage
Discussion
The purpose of this study was to examine user preferences and expectations for online
research assistance at the California State University, Sacramento Library in order to improve the
awareness and use of academic resources. The hypothesis that understanding student
preferences can inform the creation of effective online help was explored through an
examination of student perception data, librarian perception data, and website usage statistics.
This hypothesis was examined by analyzing the resulting data and answering the following
research questions.
The first research question examined was, “What are undergraduate students’ preferences
for online help when conducting research?” A comparison of student and librarian perception
data was conducted, the results of which were classified into two categories: library service
awareness, and preferences for online help formats.
Library Service Awareness

Student and librarian survey results indicated a high preference for using online resources
when researching for class assignments. Likert data from six measures including preferred help
formats, awareness of relevant online resources, and usage of library search tools indicated
student preference results above the calculated mean survey data. Open-ended survey responses
also indicated online resources as the starting research point for more than sixty-four percent of
the answers. This is consistent with help seeking pathways identified by Pellegrino (2012) and
Pellegrino (2014) in which online resources were used as a research starting point for students.
Librarian perception data supported this idea both with Likert results higher than the calculated
mean, and online resources as a starting point identified in more than eighty-three percent of
open-ended answers. There was sufficient data to suggest that online help resources were an
important part of students’ help seeking pathways. However, student use of the library website
as a help source was well below the measured mean and median for both survey groups which
may suggest that students’ perceptions about the type of help the library website provides plays a
significant factor in their use of the library website. Student survey results yielded high
perception values for both library search tool usage (4.0) and the relevancy of library resources
(4.0). In comparison, librarian results for the same measures indicated an alignment with
relevancy of library resources, but differed by fifty-three percent for search tool usage (2.1).
Taking these factors into consideration, the results indicated that students were relatively aware
of library services, communication, and relevancy of library resources, but were more likely to
use the primary search tool for locating specific information rather than using help content found
on the library website. This is consistent with factors of website “stickiness” examined by
Emma and Boon (2013) in which convenience and relevancy of online information were a
significant factor for improving website usefulness. Given that student demographic data
showed a significant amount of weekly internet usage, and that students reported using online
tools such as Google and Google Scholar in over half of their open-ended responses, is it
probable that students were using specific library tools in a manner consistent with their existing
online use behaviors. Student perception results suggested that while students were aware the
library provided research assistance and online help services, they had a preference for using the
library search tool for their research assignments.
Preferences for online help formats
In the case of format specific preferences, the results indicated students had a preference
for video-based help over static web pages with images and text or tutorials. Librarian
perception data for tutorial-based help closely aligned with student perception data, but differed
by more than thirty-eight percent less for video-based help. A comparison of website use
statistics showed that tutorial-based help such as the introductory research tutorial, a tool
designed to provide novice users with an overview of the research process, was the least used
resource both in page views and average time on page. While these findings appeared to be
inconsistent with the findings of Lori (2012) in which tutorial-based help was favored over
video-based help, they reinforced the significance that convenience and relevance play within the
stickiness theory of websites (Davenport, 2001). A closer examination of the tutorial content
revealed the use of videos contained within the tutorial structure, and may suggest that students
expected a different presentation of video-based help. Comparing student preference data with
website usage statistics indicated that student expectations for video-based help were not met
with the introductory library tutorial. Further examination of student preferences and
expectations for video-based help represents an area of additional study and one that could
greatly improve the use of the library’s website and online help.
The second research question examined was, “How are online help tools used by the
University Library meeting users’ preferences for online help?” To answer this question,
website usage statistics, type of help content contained in each tool, and student preference data
were compared to identify alignment or misalignment of online help content. Student survey
results indicated a preference for video-based help, and a comparison of video-based help tools
on the library website most closely aligned with select research guides and the introductory
research tutorial. With the exception of a few research guides that contained embedded help
videos, most research guides conformed to the procedural help format of static text with images.
Student survey results did indicate a slight preference for procedural help which suggests that
research guides, while only accounting for five percent of the total page views, may be a format
that meets users’ preferences. Video-based help most closely matched the introductory research
tutorial, which contained video-based learning objects embedded in a modular tutorial design.
Usage of the research tutorial remained significantly low compared with other examined
websites, and reported an average time on page inconsistent with the amount of content provided
within the tutorial. A possible factor effecting these results was that the introductory research
tutorial was prominently featured on the old library home page, but was combined with the
research guides under the new website design. Given that the library home page represented
twenty-two percent of the total website usage during the study, the change in exposure and
convenient access could have affected the tutorial usage statistics so an examination of five years
of usage statistics was considered. While usage of the tutorial in prior years was more than twice
that during the study, the average time on page and increasing percentage of exits from the
tutorial indicated that users remained on the page significantly less time than would be needed to
review the provided content. It is reasonable to suggest that the library research tutorial is not
meeting students’ perceptions for video-based help and represents an area where further study
could assist the library in creating video-based help that better aligns with students’ expectations.
Procedural help, such as the library research guides, did align with student perception data and
overall usage of the guides. While research guide usage only accounted for five percent of the
total website tools used during the study, it is reasonable to suggest that the percentage of novice
users in need of library research help will be significantly lower than those already familiar with
the academic research environment. The research guides presented the best alignment of student
perception data and library online help offerings.
By determining students’ preferences for online help and their actual search methods, the
research showed that overall students displayed both a preference for using internet resources
and for video-based help formats. Awareness of library services and resources improved by
thirty-one percent over the course of the study, but overall use of the library website as a help
source remained significantly low. The majority of students indicated a preference for using the
library search tool for their research and perceived the library as having reputable and relevant
resources. Among the library’s research help offerings, the website, search tool, and databases
were the most frequently used services. Conversely, the research guides, FAQs, and
introductory research tutorial were underutilized by most students as they either did not align
with their preferences, or were not convenient to new users. Closer alignment of content on
those sites with users’ expectations could improve the relevancy of the library’s online help
content.
Based on librarians’ perceptions of students’ online search habits, the disconnect between
librarians’ expectations and students’ actual behavior provides an evidence-based solution to
improving the functionality of the library’s help tools. For instance, preferences for using the
library website as a source of help remained low (2.1) during the course of the study and
provided evidence of the importance that convenience and relevance play in improving website
“stickiness”. This indicates that several modifications to frequently used sites such as the library
website, primary search tool, and databases will improve help website usage. Since students
indicated a preference for using online resources like Google, video-based help, and the library’s
primary search tool, their preferences can be incorporated into those tools to increase exposure
and improve awareness of academic resources.
Misalignment in librarian and student perceptions offers the best starting place for
improvement to online library help. Closing the gap between librarian and student perceptions
will improve factors of “stickiness” related to the library’s help offerings. For example, a video
that introduces novice users to the research process and available academic resources would
align with students’ online help preferences. This video could be made available through the
primary search tool and database sites to improve factors of convenience and relevance.
Integrating library resources into Google can further improve “stickiness” factors and bridge the
gap between students’ preferences for using Google and their exposure to academic resources.
Promotion of the library’s online help services to students within their classes, or to faculty on
campus, will greatly improve awareness of academic resources because students indicated a
preference for relying on peers, course materials, and teachers for research assistance.
Consistent with the stickiness theory of websites (Davenport, 2011), promotion of library help
services, combined with content that meets users’ expectations, will create a more positive
website experience and improve students’ likeliness to use the library’s online help and services.
The results of this study validate the hypothesis that user perception data can be used to
improve both convenience and relevance of academic research help. Because a considerable
amount of online library help content is maintained by librarians (Chow, Bridges, &
Commander, 2014), minimizing the gap between librarian and student preferences will likely
improve academic resource use in the future. Students’ identified preference for video-based
help could be met by creating an introductory research video, but aligning content with student
preferences must adhere to best practices for video-based learning in order for it to be relevant to
students. An examination of students’ expectations for video-based help content indicates the
need for future study. Integrating academic research help into frequently used sites such as the
library’s primary search tool, databases, or Google could improve overall exposure to academic
help information and is consistent with well-designed help systems (Perez-Carballo & Xie,
2011). Similar to video-based learning, the library must examine the search metrics required to
prioritize and align online help content with frequently occurring search themes and behaviors.
Finally, understanding the relationship between librarians’ expectations for information literacy
of novice users and students’ perceived information literacy levels could guide the library to
create more relevant research help and improve library outreach methods. This study
demonstrates that students embrace digital formats to find information, yet they conduct research
without understanding the depth of knowledge they can access on the library website. Because
students new to the academic research environment use library materials without knowing how
many research tools exist, they will enhance their academic careers by understanding how to
access these essential tools. By utilizing students’ preferences and expectations for online help,
the library can create convenient and relevant online help that meets the user at the point of need,
and leaves them with a positive impression of library online research assistance.
References
Cheng, K.H., & Tsai, C.C. (2011). An investigation of Taiwan University students’ perceptions
of online academic help seeking, and their web-based learning self-efficacy. The Internet
and Higher Education, 14(3), 150-157. doi:10.1016/j.iheduc.2011.04.002
Chow, A. S., Bridges, M., & Commander, P. (2014). The website design and usability of US
academic and public libraries: Findings from a nationwide study.(Report). Reference &
User Services Quarterly, 53(3), 253.
Davenport, T. H. (2001). The attention economy: Understanding the new currency of business.
Boston: MA : Harvard Business School Press.
Emma, W., & Yew Boon, C. (2013). Fostering a sticky relationship with academic library users.
Library Management, 34(3), 175-187. doi:10.1108/01435121311310879
Lalith, W. (2012). Instruction and help services in the academic library websites and web pages
in Sri Lanka;:A content analysis. The Electronic Library, 30(3), 377-389.
doi:10.1108/02640471211241654
Libraries, A. o. C. R. (2001). Objectives for information literacy instruction: A model statement
for academic librarians. Retrieved from
http://www.ala.org/acrl/standards/objectivesinformation
Libraries, A. o. C. R. (2016). Framework for information literacy for higher education. Retreived
from
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/Framework_ILHE.pd
Lori, S. M. (2012). Student preference for tutorial design: A usability study. Reference Services
Review, 40(2), 258-276. doi:10.1108/00907321211228318

Noh, Y. (2017). A study on the effect of digital literacy on information use behavior. Journal of
Librarianship and Information Science, 49(1), 26-56. doi:10.1177/0961000615624527
Pellegrino, C. (2012). Does telling them to ask for help work? Investigating library help-seeking
behaviors in college undergraduates.(Report). Reference & User Services Quarterly,
51(3), 272.
Pellegrino, C. (2014). A preliminary methodology, and a cautionary tale, for determining how
students seek research help online. portal: Libraries and the Academy, 14(2), 187-196.
doi:10.1353/pla.2014.0000
Perez-Carballo, J., & Xie, I. (2011). Design principles of help systems for digital libraries.
Academy of Information and Management Sciences Journal, 14(1), 107-135.
Quintel, D. (2016). LibGuides and usability: What our users want. Computers in Libraries,
36(1), 4-8.
Tang, Y., & Tseng, H. W. (2014). Distance students’ attitude toward library help seeking.
Journal of Academic Librarianship, 40(3-4), 307.
Zhang, T., Stonebraker, I., & Promann, M. (2016). Understanding library users’ preferences and
expectations of online help. Reference Service Review, 44(3), 362-374.

Appendix A
Appendix B
Informed Consent
(Student)
Understanding User Perceptions to Improve Online Research Help at the California State
University, Sacramento Library
You are invited to participate in a research study which will involve understanding student
perceptions of online help. My name is Christian Ward, and I am a graduate student researcher in
the Educational Technology (iMet) Program at California State University, Sacramento. The
purpose of this research is to understand student perceptions of online help in order to improve
use of online academic resources and services at the Sacramento State University Library.
If you decide to participate, you will be asked to complete an annonymous online survey. Your
participation in this study will last 10-15 minutes. Risks associated with this study are not
anticipated to be greater than those risks encountered in daily life.
Your participation in this project is voluntary. You have the right not to participate at all or to
leave the study at any time without penalty or loss of benefits to which you may otherwise be
entitled. Participants of the survey will be eligible for a drawing to win a free $10 Starbucks gift
card. Survey participants will be randomly selected at the end of the survey and notified by email
of their winnings. Your name and email address are required to be eligible to win incentives and
will not be stored with your survey responses.
This is an anonymous survey and any information that is obtained in connection with this study
that can be identified with you will remain confidential and will be disclosed only with your
permission. The data obtained will be maintained in a safe, locked location for a period of three
years after the study is completed.
If you have any questions about the research at any time, please contact either myself at
wardc@csus.edu or my advisor, Dr. David Jelinek at djelinek@csus.edu. If you have any
questions about your rights as a participant in a research project please call the Office of
Research Affairs, California State University, Sacramento, (916) 278-5674, or email
irb@csus.edu.
Your participation in this study indicates that you have read and understand the information
provided above.
Appendix C
Informed Consent
(Librarian)
Understanding User Perceptions to Improve Online Research Help at the California State
University, Sacramento Library
You are invited to participate in a research study which will involve understanding student
perceptions of online help. My name is Christian Ward, and I am a graduate student researcher in
the Educational Technology (iMet) Program at California State University, Sacramento. The
purpose of this research is to understand student perceptions of online help in order to improve
use of online academic resources and services at the Sacramento State University Library.
If you decide to participate, you will be asked to complete an annonymous online survey. Your
participation in this study will last 10-15 minutes. Risks associated with this study are not
anticipated to be greater than those risks encountered in daily life.
Your participation in this project is voluntary. You have the right not to participate at all or to
leave the study at any time without penalty or loss of benefits to which you may otherwise be
entitled.
This is an anonymous survey and any information that is obtained in connection with this study
that can be identified with you will remain confidential and will be disclosed only with your
permission. The data obtained will be maintained in a safe, locked location for a period of three
years after the study is completed.
If you have any questions about the research at any time, please contact either myself at
wardc@csus.edu or my advisor, Dr. David Jelinek at djelinek@csus.edu. If you have any
questions about your rights as a participant in a research project please call the Office of
Research Affairs, California State University, Sacramento, (916) 278-5674, or email
irb@csus.edu.
Your participation in this study indicates that you have read and understand the information
provided above.
Appendix D
Student Survey
• Do you own a computer? (Yes/No)

• Do you own a smartphone/tablet? (Yes/No)
• How many hours a week do you spend on the computer? (0-7, 8-15, 15+)
• Do you use the internet to help with classwork and/or assignments? (Yes/No)
• Do you participate in online clubs? (Yes/No)
• Do you participate in online learning? (Yes/No)
To what extent do you agree with the follow?
• When seeking help online for an assignment, I prefer to watch videos on the topic
1 2 3 4 5
Disagree Agree

• When seeking help online for an assignment, I prefer to read a webpage with text and
images, or take an online tutorial
1 2 3 4 5
Disagree Agree

• When seeking help on an assignment I prefer to search online first
1 2 3 4 5
Disagree Agree

• I am likely to use the university library website when looking for help on an assignment
1 2 3 4 5
Disagree Agree

• I am aware that the library actively implements new initiatives such as subject librarians,
online subject guides, posting of library resources, exhibitions, and library instructional
classes to keep users informed of library services and resources.
1 2 3 4 5
Disagree Agree

• The library tries to foster a two-way dialogue and encourages users’ participation
through activities such as organizing freshman events, social media updates, and
outreach.
1 2 3 4 5
Disagree Agree

• The library provides search tools, full text services through Google Scholar, inter-library
loan services, and mobile library to enable users to search and retrieve relevant
information quickly.
1 2 3 4 5
Disagree Agree

• The library provides a range of useful and up-to-date resources, such as books,
databases, journals, and past-year examination papers, which help you in your learning
and research.
1 2 3 4 5
Disagree Agree

• I use the internet to (any of the following): shop/bank, find information about places or
goods, read internet newspapers, look at websites on areas of interest, or create new
information or knowledge by referring to information on the internet.
1 2 3 4 5
Disagree Agree

• When seeking help online for an assignment, I am able to search, evaluate, and judge
the credibility of information.
1 2 3 4 5
Disagree Agree
Please describe the steps you take to research a topic for a class assignment:
Appendix E
Librarian Survey

Based on your interaction with students at the reference desk or in a classroom, to what extent do
you agree with the follow?
• When seeking help for an assignment, students prefer to watch videos on the topic
1 2 3 4 5
Disagree Agree

• When seeking help for an assignment, students prefer to read a webpage with text and
images, or take an online tutorial
1 2 3 4 5
Disagree Agree

• When seeking help on an assignment students prefer to search online first
1 2 3 4 5
Disagree Agree

• Students are likely to use the university library website when looking for help on an
assignment
1 2 3 4 5
Disagree Agree

• Students are aware that the library actively implements new initiatives such as subject
librarians, online subject guides, posting of library resources, exhibitions, and library
instructional classes to keep users informed of library services and resources.
1 2 3 4 5
Disagree Agree

• Student are aware that the library tries to foster a two-way dialogue and encourages
participation through activities such as organizing freshman events, social media
updates, and outreach.
1 2 3 4 5
Disagree Agree

• Students are aware that the library provides search tools, full text services through
Google Scholar, inter-library loan services, and mobile library to enable users to search
and retrieve relevant information quickly.
1 2 3 4 5
Disagree Agree

• The library provides a range of useful and up-to-date resources, such as print books,
databases, journals, and past-year examination papers, which help students in their
learning and research.
1 2 3 4 5
Disagree Agree

• Students use the internet to (any of the following): shop/bank, find information about
places or goods, read internet newspapers, look at websites on areas of interest, or
create new information or knowledge by referring to information on the internet.
1 2 3 4 5
Disagree Agree

• When seeking help online for an assignment, students are able to search, evaluate, and
judge the credibility of information.
1 2 3 4 5
Disagree Agree
Please describe the steps students take to research a topic for a class assignment:
Appendix F
Website Usage Statistics for October – December
Hostname Year Page views Unique Page Avg. Time on Bounce % Exit
Views Page Rate
library.csus.edu 2017 552,018 330,532 0:03:25 39.92% 47.38%
library.csus.edu 2016 340,126 232,359 0:03:37 68.15% 53.54%
library.csus.edu 2015 366,213 241,131 0:03:20 66.58% 49.91%
library.csus.edu 2014 406,422 263,872 0:04:06 64.97% 51.57%
library.csus.edu 2013 458,847 298,053 0:04:14 65.74% 51.74%
csus.libguides.com 2017 135,194 107,178 0:01:43 63.13% 40.23%
csus.libanswers.com 2017 15,447 12,428 0:01:33 52.42% 41.46%
xerxes.calstate.edu/sacramento 2017 260,469 184,366 0:01:52 20.00% 35.26%
onesearch.csus.edu 2017 1,551,774 744,630 0:03:30 N/A N/A
onesearch.csus.edu 2016 1,028,833 833,614 0:01:46 31.02% 17.68%
onesearch.csus.edu 2015 1,006,089 806,228 0:01:45 31.20% 17.56%
onesearch.csus.edu 2014 955,282 787,504 0:01:33 33.27% 17.85%
onesearch.csus.edu 2013 944,097 797,822 0:01:12 20.69% 13.31%
Research tutorial 2017 808 472 0:01:19 33.81% 20.54%
Research tutorial 2016 1,609 940 0:00:51 27.12% 15.35%
Research tutorial 2013 1,827 1,081 0:00:46 20.58% 9.58%
Appendix G
Student Demographic Response Totals
Question Yes % Yes No % No

Do you own a computer? 32 97 1 3
Do you own a smartphone/tablet? 33 100 0 0
Do you use the internet to help with classwork and/or assignments? 33 100 0 0
Do you participate in online clubs? 3 9.1 30 90.9
Do you participate in online learning? 21 63.6 12 36.4
Question 0 to 7 0 to 7 % 8 to 15 8 to 16 % 15+ 15+ %
How many hours a week to you spend on

the computer? 9 27.3 12 36.4 12 36.4
Appendix H
Student Pre & Post Likert Results
Variable Pre Survey Post Survey
Prefer Video 3.4 3.9
Prefer Text & Images 3.3 3.5
Search Online First 3.7 3.4
Use Library Website 1.9 2.5
Library Services Awareness 2.9 3.8
Library Communication 3.3 3.4
Library Search Tools 3.9 4.1
Relevant Library Resources 3.9 4.2
Personal Internet Use 4.7 4.6
Information Literacy 4.1 4.1

Appendix I
Student & Librarian Likert Results
Variable Student Survey Librarian Survey
Prefer Video 3.6 2.6
Prefer Text & Images 3.4 3.0
Search Online First 3.6 4.3
Use Library Website 2.1 1.9
Library Services Awareness 3.2 2.0
Library Communication 3.3 1.9
Library Search Tools 4.0 2.1
Relevant Library Resources 4.0 4.1
Personal Internet Use 4.6 4.4
Information Literacy 4.1 1.7

Appendix J
Keyword Frequency Totals
Student Responses Librarian Reponses

Code Students % Code Count %
Google 15 48.4 Google 4 66.7
Google Scholar 2 6.5 Google Scholar 0 0.0
Library/ Library Website 14 45.2 Library/ Library Website 4 66.7
Online/Internet 20 64.5 Online/Internet 5 83.3
Class/Friends 5 16.1 Class/Friends 3 50.0
Textbook/Books 9 29.0 Textbook/Books 0 0.0
Teacher 5 16.1 Teacher 2 33.3
Librarian 0 0.0 Librarian 2 33.3
Video-Based Help 3 9.7 Video-Based Help 0 0.0
Tutorial-Based Help 2 6.5 Tutorial-Based Help 0 0.0
Information Literacy 6 19.4 Information Literacy 0 0.0
No Steps / Other 0 0.0 No Steps / Other 1 16.7

Total Responses 31 Total Reponses 6
Appendix K
Permission Letter/Administrative Approval – Office of Institutional Research

Permission Letter/Administrative Approval - Library

Appendix L
Student Pre and Post Survey Descriptive Statistics

Mean 3.4999998 Mean 3.7416667
Standard Error 0.240228566 Standard Error 0.181493259
Median 3.5238085 Median 3.8333335
Mode 3.285714 Mode 3.416667
Sample Variance 0.577097637 Sample Variance 0.329398031
Skewness -0.74629383 Skewness -0.910212911
Range 2.761905 Range 2.083333
Minimum 1.904762 Minimum 2.5
Maximum 4.666667 Maximum 4.583333
Sum 34.999998 Sum 37.416667
Count 10 Count 10
Confidence Level(95.0%) 0.54343477 Confidence Level(95.0%) 0.410566276
Appendix M
Student and Librarian Descriptive Statistics

Mean 3.587878788 Mean 2.8
Standard Error 0.214236685 Standard Error 0.346148226
Median 3.575757576 Median 2.357142857
Mode 3.575757576 Mode 1.857142857
Sample Variance 0.458973574 Sample Variance 1.198185941
Kurtosis 1.877834019 Kurtosis -1.492011506
Skewness -0.812805898 Skewness 0.663386884
Range 2.515151515 Range 2.714285714
Minimum 2.121212121 Minimum 1.714285714
Maximum 4.636363636 Maximum 4.428571429
Sum 35.87878788 Sum 28
Count 10 Count 10
Confidence Level(95.0%) 0.484637053 Confidence Level(95.0%) 0.783041688

Action Research Report - Ward - Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Action Research Report - Ward - Final

Uploaded by

Copyright:

Available Formats

Running Head: UNDERSTANDING USER PERCEPTIONS OF ONLINE HELP 1

Sacramento State University

emphasis on improving factors of convenience and relevance of website information. The

library online help tools.

Keywords: Library, Stickiness Theory of Websites, User Perceptions, User Expectations,

Usability, Help, Online Help, Websites

The University Library at California State University, Sacramento (CSU Sacramento)

require instruction by librarians at the reference desk.

process that focused on a student-centered organization of information. The redesign process

users’ expectations (Emma & Yew Boon, 2013).

preferences for online help?

academic resources and services.

come under the umbrella of the library collection.

systems to meet the electronic format demands.

Arrangement of Academic Library Online Information

The increasing prevalence of digital information provided by publishers and content

inform users of academic resources offers a good start.

onsite services of some areas in academic libraries (Lalith, 2012).

surveyed were managed by librarians.

of academic resources available through the library.

In a study of the effects of digital literacy education on students, an examination of how

level of knowledge of personal technology and online communities.

Methods for Evaluating and Improving Online Library Website Use

experience. Viewed as an extension of library’s help services, a discussion on methods for

leaves a positive impression on the user.

contain subject-specific overviews with additional resources provided, rather than a

needs of the users.

useful starting place for evaluating online help systems.

can further inform the discussion.

Help Seeking Behaviors of Students

through their teacher and online course.

A 2011 study on help seeking behaviors related general self-efficacy in a web-based

correlational data analysis, which indicated a reciprocal relationship between experience,

Understanding the relationship between students’ experience with online environments

online help tools.

Understanding Student Preferences for Online Help

Understanding help seeking behaviors of students is an important aspect that many

In 2016, library researchers conducted a qualitative survey of students aimed at

websites (Emma & Yew Boon, 2013).

students in local environments.

assist libraries in creating more relevant help content.

procedures, limitations/delimitations, timeline, and validity and reliability.

Setting and Participants

ENGL 10 Academic Literacy I

Table 1 - Courses with Information Literacy Learning Outcomes

fifteen percent. A sample of three-hundred students was sufficient to generate a statistically

participants received emails with an informed consent form (Appendix B) containing

help seeking methods.

In order to determine students’ perceptions, expectations, and preferences for using

students described their strategies for conducting research.

preferences in online help. Demographic questions gathered information about participants’

student help seeking pathways.

classwork, online club participation, and online learning participation.

Library online services awareness. Participants were assessed on their awareness of

help seeking strategies for researching assignments. Participants provided an open-ended

asked questions (LibAnswers).

different analytical methods.

analyzed data). Pre-survey data was compared to post-survey data to identify

alignment/misalignment in preference response values.

alignment/misalignment in preference response values between the two groups.

used most by participants.

Table 2 - Frequently Occurring Keywords

applicable) for the following library online sites/tools: