Jillian R. Griffiths

User satisfaction as a measure of system performance

It is evident from previous research that user satisfaction is a multidimensional, subjective variable which can be affected by many factors other than performance of the system or searcher. This article draws on information retrieval and information systems literature in an attempt to understand what user satisfaction is, how it is measured, what factors affect it, and why findings on user satisfaction have been so varied and contradictory. It concludes with recommendations for future investigation of the use of user satisfaction as a measure of system performance.

Cultural sustainability as a strategy for the survival of museums and libraries

Cultural sustainability has become a growing priority within sustainable development agendas, and is now often depicted as a fourth pillar, equal to social, economic, and environmental concerns. Museums and libraries play a unique role within cultural sustainability by preserving their communities’ heritage. However, sustainability policy and research within these sectors still tends to focus on the social, economic, and environmental pillars. This article provides a critique of sustainability policy and research for museums and libraries. It argues that more explicit coverage of cultural sustainability is required to not only improve the contributions of museums and libraries to cultural sustainability, but also to provide an increased understanding and appreciation of the value of these institutions necessary for their continued survival.

CD‐ROM interfaces: full‐text databases

Examines the growing, and diverse, full‐text CD‐ROM marketplace. Draws heavily on material from the 10th and 12th editions of TFPL′s CD‐ROM Directory. Uses various parameters to discover the extent of fragmentation within the full‐text CD‐ROM marketplace. Full‐text CD‐ROMs are designed for end‐users and as such need an easy‐to‐use interface. However, the extent of proliferation and diversification of retrieval software brings into question ease of use of CD‐ROM generally, and full‐text products specifically. In spite of the diversification and complexity, areas of expansion in the full‐text marketplace are identified. They are seen to be within the home and schools′ markets, and also within specific subject areas; notably law, business and commerce and news information. As the market matures it will be interesting to note which interfaces survive, and why.

Understanding the information literacy competencies of UK Higher Education students

Abstract: There has been some interesting debate regarding the assessment of students’ information literacy skills. Key questions have arisen such as: what standards and criteria should we use to assess students, what are we actually trying to measure, what type of test is the most appropriate, what do the results mean, how do we measure improvements and what are the effects of intervention. Our research project, funded by the LearnHigher Centre for Excellence in Teaching & Learning, decided to address the above questions via the use of psychometric tests. An online information literacy audit, the ILT (Wise et al., 2005), was used to assess the information literacy skills of a cohort of undergradute students in the Department of Information & Communications at Manchester Metropolitan University from 2008 to 2010. Based on the ACRL standards the ILT measures four of the five information literacy competencies. Our specific research aims were to ascertain if the testing methods were appropriate to UK students, identify areas for information literacy improvement raised in the test scores, identify practitioner intervention strategies and find out whether they could make a difference to students’ information literacy levels. Test results (presented and discussed in detail in the chapter) indicated that students struggled with (predictable) areas of Information Literacy, and that (a) identification and intervention in this area is useful to students and information literacy helpers (whoever they are); (b) intervention needs to be ongoing – not only in Year 1; (c) even up to their final year students continue to struggle with the same particular activities; and (d) a variety of approaches to support may be needed to help students develop their skills. Following completion of the testing, discussions have taken place with the CILIP CSG for information literacy regarding the creation of a UK information literacy question bank.