Conducting Focus Groups in Libraries

1. Conducting Focus Groups in Libraries Sarah Aerni Special Projects Librarian University of Pittsburgh 8 April 2005

2. Outline of this Presentation • A summary of the focus group process • Some specific examples of the focus group process used at the University of Pittsburgh to evaluate our collections. • Discussion and Questions

3. What are Focus Groups? • Focus groups, or group interviews, are a method of evaluation that allows users to express their ideas about a topic. • “Focus Groups are fundamentally a way of listening to people and learning from them.” • The researchers listen closely as the participants describe their experiences.

4. Other Descriptions of Focus Groups • Focused efforts at data gathering • A qualitative research method which allows the researchers to discover different approaches to a known situation. • Conversations about a specific topic.

5. What kinds of data can you expect to get from focus groups? • A balanced sense of how users approach a problem. • New perspectives on an issue (providing direction for new research projects). • A large amount of subjective data that must be interpreted.

6. Are focus groups a valid method for doing research? - 1 • Focus groups are centered around a particular issue or question. • Since this method involves group discussions, it is not a good way to get in-depth information about individuals. • In focus groups, the research team uses its judgment in selecting representative groups who are able to address the issues.

7. Are focus groups a valid method for doing research? - 2 • Focus groups collect different data than a survey because they are more conversational. Information is provided in a more informal way, perhaps leading to different insights. • It is not unbiased, and that is fine since this is a qualitative method! • The purpose must be well-thought out. • The moderation and group dynamic greatly influence the results.

8. Focus Groups are not… • An on-going progress report • Sales pitches or educational sessions • The place to make decisions • The place to build consensus on an issue • A way of telling you how people actually will behave; rather, it shows you how they say they will behave.

9. Other Advantages of Focus Groups • Cheaper and quicker to carry out than many survey methods • You can hold focus groups wherever you normally hold business.

10. Summary of focus groups in a library context • Focus groups are successful when the research team sits quietly by the side, listening to and making sense out of what is said in the groups. • Focus groups were successful for the University of Pittsburgh as a way of promoting the library and learning about how people viewed the library.

11. Planning Details • A typical group size is 6-10 people. • A typical focus group session lasts 90 minutes. • Often hold 3-5 groups. When the groups become repetitive, there is little to be gained by doing more groups. • A moderator is needed to lead the groups. • Offering food, drink or some incentive encourages people to come.

12. Figure the optimal size and length of your focus group Table from: The Focus Group Guidebook, Vol. 1.

13. Encourage conversation in your focus groups • Clearly state at the beginning of the meeting that all responses will be made anonymous in any final report. • Promote a mood of inclusion and respect for all opinions, both positive and negative. • If you can, separate users into groups that have something in common (E.g., undergraduates, graduates, faculty)

14. Planning for Focus Groups - 1 • Define the purpose and outcome of the project. Think about major themes. • Develop a timeline for the project • How many groups? # of Questions? • Who will participate? How will you recruit them? • Where will the sessions be held?

15. Planning for Focus Groups – Question Development - Think about the audience. • Write the questions in a conversational manner. • Consider the order of the questions • Be as clear as possible without leading people to the conclusion you want them to reach.

16. “A good question tests our assumptions, leads us into new areas of thinking and helps us understand ourselves.” Quote from: The Focus Group Guidebook, Vol. 3.

17. Question Development – types of questions • Opening Questions are easy-to-answer questions that help people share and find common interests. • Introductory Questions provide an entry to the main theme of the study. • Transition Questions deepen the conversation and move it towards the key questions. • Key Questions drive the study. These directly address the goals of the project. • Ending Questions summarize and provide closure.

18. Moderator Tips • Be a moderator, not a participant. Don’t share views or try to shape the outcomes. • Be ready to hear negative feedback. • Be as natural as you can to promote conversation. • Provide a brief introduction to the focus group at the start of each session. • Anticipate the flow of the conversation. • Summarize the discussion at the end.

19. A few results from recent experience at the University of Pittsburgh

20. In January and February 2005, we conducted focus groups to look at user satisfaction with the library collections. • Questions were developed to address: • The nature and extent of library use • How participants perceived library collections • How closely the collections matched the teaching and research needs of the users.

21. Participants • We split the participants into three categories: faculty, graduate and undergraduate • Promotion included advertisements around campus, an ad in the student newspaper, gathering lists of users from bibliographers and library records, and from previous focus groups. • We held 2 sessions for each group of users with about 8 people in each group.

22. Details of our Groups • 19 faculty, 21 graduate students and 16 undergraduates came to the focus group sessions. • Food, drink and a gift certificate were offered. • Our moderator was the Associate Dean of the School of Information Sciences.

23. Some Results • Many specific products (databases, for example) were mentioned. • Many were very positive about the role of the library in their research and teaching. • Specific examples were provided about ways the library affected their work. • Many knew a librarian by name. • Certain policies were questioned. • Undergraduates valued the library as a place to study.

24. Problem areas identified from the focus groups • Inter-library loan fee • Problems with service at various times. • Lack of collection coverage in a certain area (especially from Ph’D students) • Methods of communication between the library and its users • Access issues for certain collections

25. A few other interesting results • Many users described the importance of browsing to their research. Direct access to electronic copies was nice, but it caused less browsing. • Many emphasized the importance of primary sources. • Visual and audio materials were highly appreciated. • People liked the focus group format; they said they learned a lot from participating.

26. Acknowledgments • This presentation owes much to the series about Focus Groups: The Focus Group Kit. (1998) By Richard A. Kruger, Jean A. King and David L. Morgan. 6 Volumes. ISBN 0-7619-0760-2 Thanks also to others in the ULS at the University of Pittsburgh- Fern Brody, Dennis Smith and Mary Kay Biagini

27. Bibliography • The Focus Group Kit. (1998) By Richard A. Krueger, Jean A. King and David L. Morgan. Thousand Oaks, CA: Sage. 6 Volumes • Massey-Burzio, Virginia. 1998. From the other side of the reference desk: a focus group study. The Journal of Academic Librarianship 24, (3): 208-215. • Crowley, Gwyneth H., et al. 2002. User perceptions of the library’s Web pages: a focus group study at Texas A&M University. The Journal of Academic Librarianship 28 (4): 205-210.

28. Questions and Discussion Thanks for coming!