Understanding educator perceptions of "quality" in digital libraries

  • Authors:

  • Tamara Sumner;Michael Khoo;Mimi Recker;Mary Marlino

  • Affiliations:

  • University of Colorado at Boulder;University of Colorado at Boulder;Utah State University, Logan UT;University Corporation for Atmospheric Research

  • Venue:
  • Proceedings of the 3rd ACM/IEEE-CS joint conference on Digital libraries
  • Year:
  • 2003

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Abstract

The purpose of the study was to identify educators' expectations and requirements for the design of educational digital collections for classroom use. A series of five focus groups was conducted with practicing teachers, pre-service teachers, and science librarians, drawn from different educational contexts (i.e., K-5, 6--12, College). Participants' expect that the added value of educational digital collections is the provision of: (1) 'high quality' teaching and learning resources, and (2) additional contextual information beyond that in the resource. Key factors that influence educators' perceptions of quality were identified: scientific accuracy, bias, advertising, design and usability, and the potential for student distraction. The data showed that participants judged these criteria along a continuum of tolerance, combining consideration of several factors in their final judgements. Implications for collections accessioning policies, peer review, and digital library service design are discussed.