Crowdsourcing Reference Help: Helping Users Help Each Other
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Presentation at the ACRL 2015 Conference. Stonebraker, I., & Zhang, T. (2015). Crowdsourcing Reference Help: Using Technology to Help Users Help Each Other. Contributed paper presented at the Association of College & Research Libraries (ACRL) Conference, Portland, OR. March 25-28, 2015.
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Crowdsourcing Reference Help: Helping Users Help Each Other
- 1. Crowdsourcing Reference Help: Helping Users Help Each Other Ilana Stonebraker #crowdask Tao Zhang
- 2. Introduction • What is crowdsourcing? • Benefits of crowdsourcing reference for academic libraries • CrowdAsk • Conclusion and next steps
- 3. What is Crowdsourcing? • “online distributed problem-solving and production model that leverages the collective intelligence of online communities to serve specific organizational goals” (Brabham 2014) – Brabham, Daren C. Crowdsourcing. MIT Press, 2013. • Crowdsourcing Participatory Culture and Metaliteracy – Jenkins, Henry. “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An Occasional Paper on Digital Media and Learning.” John D. and Catherine T. MacArthur Foundation (2006)
- 4. Why should academic libraries crowdsource reference? • Reciprocity among community of learners – Participatory culture and Metaliteracy through knowledge creation • Reimaging reference questions as opportunity – New platforms for engagement – Alumnae, Book enthusiasts, students
- 5. Benefits of Crowdsourcing Reference to Academic Libraries • Serve Organizational Goals: Optimizing workflows, outreach (Bishop et all 2013) • Leverage Online Communities: Gathering expertise and new perspectives not available in libraries (Lakhani 2007, Bongard et al. 2013) • Leverage Online Communities: Academics already heavily involved in crowdsourcing- (Brabham 2008)
- 6. CrowdAsk | Introduction • 2012: Frustration with FAQ systems • 2012: Study of users find users prefer contextualized help • 2013: Awarded IMLS Sparks! Grant • 2013-2014: Development of CrowdAsk • 2013-2014: Beta Test with Classes • 2014-2015: Integration with Reference Service, Assessment and Implementation, Special Collections
- 7. CrowdAsk | Features Questions, answers
- 8. CrowdAsk | Features User roles, points, badges
- 9. Tags, categories CrowdAsk | Features
- 11. CrowdAsk | Assessment Registered users 3,677 Total questions 405 Total answers 1,253 Total comments 68 Most votes 52 Most answers 40
- 12. CrowdAsk | Assessment Question Category Example Course-related Do you know how to retake the quiz on blackboard (for Management 175)? CrowdAsk-related How do you earn points on CrowdAsk? Library services or resources Is there a way to search the libraries catalog just for movies? How-to How to analyze the financial tables of a company? Conceptual Could someone tell me what is the meaning of APA citation?
- 13. CrowdAsk | Integration • Digital references • Purdue history questions with archives and special collections • Career questions
- 14. Conclusion and Next Steps • Benefits- eliminate backlog, reinforce metaliteracy • Importance of participation and engagement • CrowdAsk demo site • crowdaskdemo.lib.purdue.edu • Code: https://github.com/crowdask0/crowdask
- 15. Works Cited • Bishop, B. W., & Bartlett, J. A. (2013). Where Do We Go from Here? Informing Academic Library Staffing through Reference Transaction Analysis. College & Research Libraries, 74(5), 489-500. • Bongard, J C, P D H Hines, D Conger, P Hurd, and Zhenyu Lu. “Crowdsourcing Predictors of Behavioral Outcomes.” Systems, Man, and Cybernetics: Systems, IEEE Transactions on, 2013. doi:10.1109/TSMCA.2012.2195168. • Brabham, Daren C. Crowdsourcing. MIT Press, 2013. • ------------, Daren C. “Moving the Crowd at iStockphoto: The Composition of the Crowd and Motivations for Participation in a Crowdsourcing Application.” First Monday 13, no. 6 (2008). • Jenkins, Henry. “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. An Occasional Paper on Digital Media and Learning.” John D. and Catherine T. MacArthur Foundation (2006). • Lakhani, Karim R, Lars Bo Jeppesen, Peter Andreas Lohse, and Jill A Panetta. The Value of Openess in Scientific Problem Solving, 2007. • Zhang, Tao, and Ilana Stonebraker. A Crowdsourced Library Help System. Libraries Reports, 2014. http://docs.lib.purdue.edu/libreports/3.
Hinweis der Redaktion
- Our paper examines the various ways crowdsourcing help can provide academic users with quality answers and engage users with libraries in ways previously not administratively or technologically possible.
- Our paper examines the various ways crowdsourcing help can provide academic users with quality answers and engage users with libraries in ways previously not administratively or technologically possible. Through crowdsourcing, libraries can bring new perspectives to problems. Henry Jenkins describes participatory culture as one with “support for creating and sharing one’s creations” and one “which members believe their contributions matter, and feel social degree of social connection with one another. Participatory culture is a critical aspect of metaliteracy, which is a core aspect for the framework for information literacy. Participatory culture is a critical aspect of metaliteracy, which is a core aspect for the framework for information literacy. Relate to participatory culture, the most final draft of the ACRL Framework for Information Literacy call for more attention on the “vital role of collaboration” including wikis and digital communities and their “potential for increasing student understanding of the processes of knowledge creation and scholarship” and refers to metaliteracy as a main influence. CrowdAsk encourages users to participate in knowledge creation with other members of their academic community. Inside and outside the classroom, CrowdAsk supports student-centered active learning. “ACRL Information Literacy Framework for Higher Education.”
- Finally, returning to metaliteracy, crowdsourcing encourages good peer instruction. We found that student not only felt they asked more questions but also felt a connection with other students who had helped them. Reciprocity is an important aspect of participatory culture. Rather than replacing or improving existing digital reference models, CrowdAsk is focused on reimagining library help for our users. Users are becoming more comfortable in Web 2.0 systems like Wikipedia, Facebook, and YouTube where user-generated content is the norm. Our current reference systems disenfranchise our expert students, allowing them only to act as passive information gatherers and not authoritative sources in their lives. CrowdAsk supports student-centered active learning and it could be viewed as instructing through enlightenment and enfranchisement: listening and supporting online communities of experts.
- There are three major benefits to crowdsourcing reference help: optimizing workflows for improved reference, gathering expertise and new perspectives not available in the libraries, and finally because academics already involved in crowdsourcing projects are good communities for crowdsourcing. Crowdsourcing increases library reach and fulfills our library’s mission of providing help to users. The majority of reference questions received are lower-level and could be answered by a number of stakeholders, including other students in the same class or graduate students in the same academic department. Questions are all treated alike in current digital reference systems and not context-based. This process of reference decontextualizes questions and librarians have to add context back into questions in order to share the questions and answers. Engaging experts outside the libraries has many benefits besides eliminating reference librarian backlog. Aside from possible individual expertise, library users may answer questions better than librarians themselves, due to their outsider nature to library services. Studying creative problem solving by outsiders, Lakhani conducted a statistical analysis of the InnoCentive Service between 2001 and 2006. InnoCentive.com is a crowdsourcing site where companies post problems, mostly lab-based, for the crowd to solve. Not only were users able to solve 29 percent of the intensive lab-based questions, there was a positive correlation between the distance of their fields of expertise of the “Solver” from the problem’s field and their likelihood of being able to solve the problem. The further the self-assessed distance the user was from the domain or discipline, the higher likelihood they had in solving the problem from a new perspective. Beyond answer producing, users can also benefit help systems by continuing positing questions, which enriches the help system with more sophisticated questions, as has been done in computer science research. To test the power of distributed problem solving, a group of computer scientists prompted users to answer questions about obesity, hypothesizing that users could more accurately develop predictive questions based on their own experience. These questions evolved in sophistication over time and became predictive of the behavioral modeling, more accurately predicting Body Mass Index than researchers’ original questions. This shows that users familiar with their own behavior could ask better questions. In a 2007 survey of 651 iStockers (people who contribute photography to the crowdsourcing site iStockphoto), 47 percent of participants felt that the term “professional” (the most popular choice) most accurately described them in terms of their creative talents, with “hobbyist” the second most common (23 percent) and “amateur” the third most common (14 percent). They were also well educated: 58 percent of iStockers surveyed had at least a year of formal schooling in art, design, photography, or a related creative discipline; 26 percent had more than five years of school; and 44 percent had more than five years of paid artistic experience. It isn’t just photographers. Sixty-five percent of “Solvers” on InnoCentive.com held a doctoral degree or higher, with another 20 percent holding some advance degree other than a doctorate but above a bachelors. . Brabham, “Moving the Crowd at iStockphoto: The Composition of the Crowd and Motivations for Participation in a Crowdsourcing Application.” . Lakhani et al., The Value of Openess in Scientific Problem Solving. Finally, returning to metaliteracy, crowdsourcing encourages good peer instruction. We found that student not only felt they asked more questions but also felt a connection with other students who had helped them.
- Help information regarding library resources and tools is a critical part of library services, but is often fragmented and under-maintained. There have been some efforts to create searchable help content (e.g., FAQs), but adding new questions and answers, as well as validating and updating answers that may be out of date, inevitably takes up librarians’ valuable time. More importantly, the traditional model of librarians passively waiting for users to seek help while most users find help outside libraries, has not changed. Users, especially students, tend to seek reference help from faculty advisors and their peers. This kind of knowledge sharing does not have a well-structured platform within the library environment and expert knowledge is not well utilized. To address these needs, we developed a crowdsourced web-based help system, “CrowdAsk” for academic libraries. CrowdAsk allows users (particularly undergraduate students) to ask and answer open questions related to library resources.
- A question can have multiple answers, but only one answer can be marked as accepted (best answer). The list of questions on CrowdAsk is ordered by up votes by default and also can be ordered by time the answers were posted or edited, number of views, and number of answers.
- Possible user roles on CrowdAsk include registered user, expert, editor, moderator, and administrator. Each user role is associated with a set of privileges. An anonymous user can only browse and view questions, answers, and comments. Registered users can ask new questions, answer existing questions, post comments, mark an answer to his/her own question as accepted, vote up and down answers, create tags, and set bounties for questions to encourage answers. Whenever a user asks a question, answers a question, or votes on a question or answer, he receives points. He also receives points for his answer being selected as best. The system will automatically assign additional privileges to a user based on the user's points, “leveling up” that user to a new user role. This screenshot also shows badges that users can obtain based on their activities on CrowdAsk. For example, the “Good Answer” badge means that the user has an answer with more than 25 up votes.
- A question can have multiple tags, but no more than one category. Categories support a hierarchical structure for questions and user roles. Usually tags are subjects and categories that reflect communities or groups of users, such as a class or department.
- A user can assign a bounty to a question when the user first creates the question. Once the user has set a bounty, the system deducts the point from the user and stores the point in a secured table. Bounties are nonrefundable. Once the user selects a best answer for the bounty question, the answerer gets the bounty points.
- Preliminary analysis of the question titles and answer texts showed that users asked these categories of questions on CrowdAsk, ordered by their frequency. Most questions on CrowdAsk fit into one of these categories, but some questions could be assigned to more than one category, for example, “How do I find the DOI for an IBISWorld article?” This question was asked by a student in the Management 175 class, but the answer could be useful for other library users.