Faculty Response to Library Technology: Insights on Attitudes - the organization focus groups and interviews helps determine faculty attitudes toward the growth of information technology in academic libraries - author abstract

Library Trends, Spring, 1999 by Wendy M. Starkweather, Camille Clark Wallin

INTRODUCTION

One of the significant challenges facing academic libraries during times of dynamic change is the ability to understand the needs and perspectives of their users. Faculty response to, and use of, computer-based information technology is of particular interest given this technology's ubiquitous presence in academic libraries and given its potential to have an impact on the research and teaching being done by faculty. This article reports on one library's use of focus groups and personal interviews with faculty to explore their responses to technology offered in and through the library. In particular, the authors wanted to identify any differences that might exist among faculty who appear to adopt technology at different rates. It also offers some insights into the varying levels of adoption of technological innovation by these faculty. The research is designed to contribute to a better appreciation of user reaction to the ever-increasing modes of electronic access to information. Additionally, it contributes to an understanding of how technology may actually be affecting overall use of the library by faculty, thus beginning to fill the void in this regard identified by Lancaster and Sandore (1997) in their extensive overview of technology and management issues in libraries (p. 172).

REVIEW OF PREVIOUS RESEARCH

The literature regarding the adoption or nonadoption of electronic resources and services by faculty identifies a number of factors that influence the use of computer-based resources. Typically, researchers have employed survey instruments to investigate and identify the factors related to the use of computers and network technologies. Unfortunately, these use studies provide little insight into the response faculty have, either to the introduction or subsequent use of these electronic resources. Drawing on the work of social psychology, a number of theoretical models have been proposed to understand the dynamics of human decision-making in the context of accepting or resisting technology. At the broadest level, the principal theoretical perspective on the acceptance of technology is the theory of the diffusion of innovations. The innovation diffusion theory provides a general framework in which to understand why some users adopt new technologies more quickly than others. It also provides the authors of this study with a context in which to examine how faculty respond to these technologies (innovations).

Use Studies

Adams and Bonk (1995) conducted a four-campus survey of faculty use of electronic information technologies and resources covering all academic disciplines. Lack of knowledge about electronic resources was the most commonly cited obstacle to use of computer-based information resources by faculty.

Abels, Liebscher, and Denman (1996) provide a concise review of the factors examined in use studies. They can be categorized as system factors such as proximity, ease of use, and prior experience; personal and professional factors such as academic discipline, task, or perceived utility; and institutional factors. The authors surveyed science and engineering faculty at six small universities and colleges in the southeastern United States to explore factors that influence adoption and use of electronic networks. They report that faculty members appear to be unlikely to adopt or use electronic networks if they are not perceived to be accessible.

Interviews with humanist scholars elucidated four significant factors as determinants of use: content, connectivity, user-friendliness, and cost (Lehmann & Renfro, 1991). A study done by Vander Meer, Poole, and Van Valey (1997) provides evidence that levels and frequency of computer use by faculty are positively related to library use.(1) Conversely, it appears that faculty who do not use the library regularly are, for the most part, not using computers. Their study also looked at library use and attitudes toward computers. Frequent library users generally held stronger positive attitudes toward computers. Fiscella and Proctor (1995) also reported a clear relationship between faculty use of locally loaded databases and having a campus computer account.

Theoretical Models

Research in the theoretical approach to understanding the psychology of user acceptance "seeks to understand the dynamics of human decision making in the context of accepting or resisting technology" (Dillon & Morris, 1996, p. 8). Few researchers in library and information science have used such approaches as the Theory of Planned Behavior (TPB), the Technology Acceptance Model (TAM), and the more general Theory of Reasoned Action (TRA).(2) Klobas (1993) reviewed information resource and information technology use studies and proposes the application of Ajzen's Theory of Planned Behavior as a model that focuses on individual attitudes and beliefs and their relative influences on behavior. The author tested the application of this theory to examine the potential influences on the use of campus-wide information systems (Klobas, 1995). These and other theoretical approaches to understanding the psychology of user acceptance are thoroughly reviewed by Dillon and Morris (1996). The authors define user acceptance as "the demonstrable willingness within a user group to employ IT [information technology] for the tasks it is designed to support." They submit that the concept of user acceptance is part of the general framework of innovation diffusion theory.