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Librarians becoming competent: Technology acceptance in the workplace

Librarians becoming competent: Technology acceptance in the workplace. Sarah-Jane Saravani LIANZA Conference, Hamilton, 22 O ctober, 2013. Background.

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Librarians becoming competent: Technology acceptance in the workplace

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  1. Librarians becoming competent: Technology acceptance in the workplace Sarah-Jane Saravani LIANZA Conference, Hamilton, 22 October, 2013

  2. Background Preparedness of vocational education and training (VET) sector library staff in Australia and New Zealand to deliver services to mobile technologies

  3. Purpose To determine • Skills, knowledge and competencies required by library staff to develop and deliver mobile library services in the VET sector • Specific on-the-job training required by VET sector library staff to acquire the skills, knowledge and competencies to develop and deliver mobile technology services

  4. The Mobile Library • Delivers information and learning materials on mobile devices to allow access to anyone from anywhere at any time (Ally, 2008) • e-libraries without the need of cables (Jaradat, 2012) • Emphasis on the user being mobile rather than the device

  5. Methodology Sample: • 14 VET libraries – 6 TAFE, 8 ITP • 3 positions – Library Manager, Systems Librarian, Qualified Librarian • Student library users from same institutions Research design: • Sequential mixed methods

  6. Technology acceptance model Adapted from “User Acceptance of Information Technology: Toward a Unified View,” by V. Venkatesh, M. G. Morris, G. B. Davis and F. D. Davis, 2003, MIS Quarterly, 27(3), p. 447.

  7. UTAUT - modified

  8. Determinant constructs

  9. Moderator constructs • Service length • Service experience (position) • Voluntariness of use • Technology competence

  10. Hypotheses • H1. The influence of performance expectancy on behavioural intention will be moderated by service length, service experience and technology competence, such that the effect will be stronger for shorter service length, for service experience that excludes the position of Library Manager, and for greater technology competence.

  11. H2. The influence of effort expectancy on behavioural intention will be moderated by service length, service experience and technology competence, such that the effect will be stronger for greater service length, for service experience that excludes the position of Systems Librarian, and for lesser technology competence.

  12. H3. The influence of social influence on behavioural intention will be moderated by service length, service experience, voluntariness of use and technology competence, such that the effect will be stronger for shorter service length, for service experience that excludes the position of Library Manager, particularly in mandatory situations and for lesser technology competence.

  13. H4. The influence of facilitating conditions on use behaviour will be moderated by service length and technology competence, such that the effect will be stronger for greater service length and greater technology competence.

  14. Skills and Knowledge Required 3 main factors: • Technology immersion • Attitude • Knowledge of patron behaviour

  15. Staff with an interest in technology taught themselves skills and acquired knowledge while others held back

  16. Professional Development • Colleagues as mentors – Qualified Librarians • Mapping competencies to job descriptions and KPIs – Library Managers • Technology showcases, innovators determining gaps – Systems Librarians

  17. Training Delivery Action-based, applied learning • Hands-on, self-paced learning • Time availability • Access to technology No PowerPoints Please • Champions/early adopters guide colleagues, available at point of need

  18. Thank you sarah-jane.saravani@wintec.ac.nz

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