Remote Library Users—Needs and Expectations - Abstract

Library Trends, Summer, 1998 by Rosemarie Cooper, Paula R. Dempsey, Vanaja Menon, Christopher Millson-Martula

ABSTRACT

Libraries of all types are providing an increasing number of resources that users can access from remote sites. Academic libraries, in particular, are becoming partners in their parent institutions' distance learning programs. As a result, library staff now work with remote users (both students and faculty) with their own unique characteristics, needs, and expectations. To promote user satisfaction, library staff need to better understand users and their needs as well as enable users to meet those needs. This article provides a particular focus on remote users in an academic environment.

INTRODUCTION

As libraries approach the beginning of a new century, they are encountering numerous developments that present both challenges and opportunities. While the list of developments is a lengthy one, key developments include: a user-centered orientation, a team-based work environment, steady or diminishing resources, and more pervasive technology.

Related to a focus on users is the need to identify more clearly, and better understand, groupings of library constituents. This becomes particularly essential in light of the ever-increasing integration of technology. It is no longer sufficient to be concerned solely with the issues of access versus ownership, how to pay for an increasing number of electronic information resources, the equipment needs to provide access to technology, or the physical facility in which to do so. Rather, library staff should focus on who is using electronic information resources, how they do so, and what are their needs and expectations.

It is a given that library staff should differentiate between on-site and remote users. In addition, they need to recognize the various groupings of remote users as well. The user who may be a few buildings away from the library on campus encounters a situation different from the student or faculty member participating in a distance learning curriculum involving a distance of hundreds or thousands of miles. Likewise, the user who has never before used electronic information resources brings a different set of needs and expectations than does the veteran user who may have established an effective relationship with library staff. Thus, staff will realize that a one-size-fits-all approach is likely to fail. For this article, the authors have defined a remote user as any individual accessing electronic library resources from any site outside a library without regard to physical distance or enrollment in a formal curriculum.

REMOTE USERS

On-campus remote users are likely to be highly motivated, possess significant experience with library research and familiarity with electronic resources, and demonstrate relatively high success in using information technology. Like distance education students, they have less time for study. Consequently, they need education in more intense doses. Distance education students are also highly motivated and exhibit ambition due, in part, to their typically older age and a sense of maturity that is often associated with having a family or a well-established career. While some distance learning students may already be familiar with the library, many possess limited experience with library research and are unfamiliar with electronic resources. Likewise, their technology backgrounds may be more limited, and they may have less access to technical computer support (Rosenquist-Buhler, 1996) with the bulk of their experience gained in the work setting.

CUSTOMER NEEDS AND EXPECTATIONS

Needs should generally be more objective than either wants or demands. As a result, these needs are likely to be at least partially based on reason or logic. These are elements that are instrumental; if people do not have their needs met, they may fail to achieve a goal.

Expectations are the standards against which a vendor's or service provider's performance should be judged. How does one define expectations? Expectations are assumptions about the likelihood of something occurring. Alternatively, they reflect anticipated performance.

Customers tend to hold expectations that can be considered quite basic. Of greatest importance to customers is a basic solid performance and that promises are kept. Customers desire a quality service or product provided in a friendly and courteous manner. Customer service expectations fall into two categories: (1) service as an end result or outcome that involves reliability or the ability to perform a promised service both dependably and accurately; and (2) service process, which consists of the following dimensions--assurance (the ability of staff to convey a high degree of trust and confidence based on knowledge and courtesy), responsiveness (a demonstrated willingness to help customers and provide prompt service), empathy (providing caring, individualized attention to customers), and tangibles (the appearance of physical facilities, the amount of equipment and staff, and the degree of communication that exists between the service provider and its customers).