FINAL REPORT ON FOCUS GROUPS STUDYING ATTITUDES TOWARDS USE OF LIBRARY SERVICES IN MASSACHUSETTS

Transcription

1 1 FINAL REPORT ON FOCUS GROUPS STUDYING ATTITUDES TOWARDS USE OF LIBRARY SERVICES IN MASSACHUSETTS Prepared for the Massachusetts Board of Library Commissioners by Buyer Advertising and Charleen Kress Kress & Associates October 22, 2007

2 2 TABLE OF CONTENTS I. INTRODUCTION 3 A. Purpose B. Methodology C. Topics Covered D. Statement of Limitations II. EXECUTIVE SUMMARY 4 III. DETAILED KEY FINDINGS 5 A. Perceptions and Usage of Libraries B. Access to Books / Magazines C. Barriers to Usage of Libraries D. Awareness of Libraries Resources E. School Libraries F. Reactions to Creative IV. SUMMARY AND CONCLUSIONS 13 Statement of Limitations: In qualitative market research, the focus group approach seeks to develop insight and direction rather than quantitatively precise or absolute measures. Because of the limited number of respondents and restrictions of recruiting, this research must be considered in a qualitative frame of reference without possibility of projections to real or potential customers.

3 3 1. INTRODUCTION A. Purpose The purpose of this focus group research was to understand the perceptions and attitudes toward libraries and their services on the part of non-library users in the two populations that are the initial targets of the planned advertising campaign: (1) parents/caregivers of children 3-5 years old and 6-12 years old, and (2) 20-Somethings year old college graduates without children. It was the further intention of this research to determine target responses to proposed ad campaigns and the ability of these messages to (1) change and update perceptions of libraries and rekindle interest in their use and (2) cause visits to the proposed new library portal. It is expected that the findings will help find a common ground for effective messaging on a state-wide basis, determine barriers to library usage among the target audiences and help shape the final ads and clarify potential interest in the new portal. B. Methodology: Seven focus groups of non-users of libraries were divided as described below: Worcester: September 20, 2007 Group 1: Caregivers (ages 6 12) Group 2: 20-Somethings Pittsfield: September 27, 2007 Group 3: Caregivers (ages 3 5) Northampton: September 27, 2007 Group 4: 20-Somethings Braintree: October 2, 2007 Group 5: Caregivers (ages3 5) Group 6: Caregivers (ages 6 12) Group 7: 20-Somethings C. Topics Covered: Current Perceptions of Libraries Current Access to Books / Magazines Barriers to Using the Library Awareness of Library Resources School Libraries (Caregivers) Reactions to Creative Moderator: Charleen E. Kress, Kress & Associates

4 4 11. EXECUTIVE SUMMARY 1. Before any discussion, respondents listed what came to mind when they heard the word library. While responses such as books, magazines, research and librarian were mentioned, images such as quiet, old, dusty, stale also surfaced. The groups had both positive and negative images of libraries and some demonstrated greater knowledge of what libraries currently offer, such as access to computers and a website. 2. All the groups said they tend to buy or get books from friends rather than from the library. Going to the library was not part of their routine or normal schedule and meant making an extra stop, while books can be purchased anywhere, even while grocery shopping. Owning a book eliminates concern over due dates, fines, lost books and the condition of the book. Depending on the town, parking and hours were also issues that reduced the likelihood of using the library. 3. Caregivers were reluctant to bring younger children to the library because of behavior issues, and caregivers of older children saw less of a need for the town library once the child has access to their school library. 20-Somethings preferred the social atmosphere of a Barnes & Nobles where they could buy coffee and relax in a comfortable chair versus the more serious atmosphere of a library. There was also a perception among this group that libraries had less of a selection of books they might want, such as new releases. While this group was more likely to use the library for Internet access, the limited number of computers and time limits caused frustrating experiences. However, they were likely to access the library website from home. 4. Most respondents knew or assumed that libraries have computers and access to the Internet but there was not a strong sense that technology was up to date. Many were surprised to learn that current DVDs and CDs were available for free or that you can search for / order / reserve a book on-line through a library s website. 5. Knowledge of school libraries was not very detailed or specific but there was a general sense that most were old, too small, and lacked new books. The need for a trained librarian was debatable; however few caregivers seemed to understand fully the role and responsibilities of a school librarian. 6. Among Caregivers, the more effective ad was Help because it was more exciting, visual, and more likely to attract the attention of children and parents. It communicated an updated image of a library that made information come alive. Among 20-Somethings, Hands was more successfully communicated what the library had to offer in a simple and direct way. Both ads would prompt people to visit the website. However, with all the ads and among all groups, there was confusion as to what would actually be available on the website. Did it just list what was available at the library, OR could you actually download books, videos, etc.?

5 5 III. DETAILED KEY FINDINGS A. Perceptions and Usage of Libraries Before any discussion, each group wrote their reactions to the word library in order to elicit individual responses. Respondents began each group by writing what came to their minds when they heard the word library. Responses ranged from those describing the atmosphere, quiet, boring, stuffy, fun place for kids, confusing to the physical environment, sections, towers, musty, whispering, dim lights to its benefits, research, studying, knowledge, growth, data and services, computers, Internet access, story time, DVDs, CDs, librarians, website. Some expressed positive perceptions, A place you can go to find whatever you need, while others thought of restrictions and frustrations, rules, inside voice, had to go there for school, confusing to find what you need, no parking, and late fees. Those caregivers who had been to a library with their children had some positive experiences with story time, arts and crafts, and helpful librarians. Others had negative experiences of having to reprimand their children and leave the library prematurely or being disturbed by other noisy children. Those who had not been to a library recently expected it to be less quiet than in the past and that they could find whatever they wanted. Most assumed the library would be computerized. Many 20 Somethings had not been to a library since graduating from college and did not associate using the library with positive feelings. I get depressed when I think about it because I usually wasn t there of my own free will. I wouldn t go unless I had to. However, some had positive memories. It was a quiet place to go during breaks. B. Current Access to Books / Magazines The majority of respondents purchase books and magazines from stores or on-line, borrow from friends, or, in the case of children, inherit hand me downs. They also attend yard sales and buy from school book fairs. Few of the respondents borrowed books from the library on a regular basis. C. Barriers to Using the Library Many caregivers with children ages 3 5 years avoid the library because of previous negative experiences with a child who would not sit still, yelled and pulled books off shelves. Although few library users recall being criticized for the disturbance by librarians or other library goers, the benefit of using the library did not outweigh the stress caused by a misbehaving child or the feeling that other people were being disturbed. It was easier to read to the child at home. Caregivers with multiple children wrestled with the problem of what to do with older children when taking younger ones to the library or a story time. It s not a place for them to run and play. I haven t taken my three year-old yet because when I took my seven year-old when he was younger, he didn t understand the concept of quiet. He wanted to run around which would disturb everyone else.

6 6 She starts crying at the library when I could be at home reading her a book. Once you have too many kids the question is what do you do with the older ones when you are taking the younger ones? Moreover, using a library is not top of mind nor does it fit their busy lifestyle, so buying books is more convenient for many reasons. I am already shopping so it is easy to buy a book versus making a special trip to the library. I forget about the library. In this consumer society I just think to buy a book. Every place has books, even Stop & Shop so you don t have to take the kids some place where they need to be quiet. To stop everything during the course of a day to go to the library just doesn t fit. There are too many other things I need to do. Some Caregivers said they might use the library on weekends, but Sunday was the preferred day because sports usually occupied Saturdays, and many libraries are closed on Sundays. The issue of unattended kids bothered both Caregivers and 20-Somethings. Aside from the noise factor, teens take over the few computers that are available making it difficult for young adults to have time to do research for job hunting, etc. There are so many unattended kids who have free access to computers. There are annoying kids yelling profanities. It is very noisy. Often, libraries did not have what the user was looking for. They only had 2 out of the 50 books on her summer reading list which meant I would have to travel to other libraries to get the books. It takes time for a book to be transferred from anther library so it is just easier to buy them. My daughter was reading a series and the library only had a few of the books. Ordering from another library takes too long. I gave up and bought the whole series. Having to return books and moreover do so by a certain date was another problem with using the library. I forget that we ve borrowed them so we get a fine. I can never find the books when it is time to return them. One of the reasons 20-Somethings prefer to buy books is because of the social atmosphere of a Barnes & Nobles or Borders. Visiting Barnes & Noble is perceived as a fun activity while going to the library is a chore. Barnes & Noble has music playing while the library is quiet. They can have coffee and relax in a comfortable chair. They also don t like having to remember to return books or being on a timetable. Since they are also more likely to use the Internet for information, the library is less convenient. 20- Somethings in Worcester and Northampton were more interested in accessing information without leaving home than their urban counterparts in Braintree. I want to be able to read at my leisure and not have to remember to return books on time.

7 7 I d rather buy a book because I take forever to read it. I have a computer and all the information I need is accessible on-line. If I used the library I would have to leave my house and drive there. Some had the perception that libraries do not have new releases or the hot book. The last time I went to the library most of the books looked old. I don t recall a section with new releases. Although most 20-Somethings were aware the library offered DVDs, they felt that borrowing movies from the library did not fit their spontaneous or relaxed lifestyle. They preferred renting DVDs from Blockbuster because they are open at midnight or Netflix so they don t even have to leave their house. There was also the perception that the selection of DVDs did not include new releases or popular titles. The library doesn t have a very good selection of DVDs. They aren t current and are mostly arty films, documentaries, or National Geographic. You don t have to leave your house to get a DVD. Although only a few of the caregivers articulated their lack of experience with computers, there was a sense that many were reluctant to use the library because they did not know how to locate books using a computer. You need to know how to use a computer now to go to the library D. Awareness of Library Resources The majority of respondents were generally aware what libraries had to offer. It appeared that the extent of technology in libraries varied by location. While most libraries utilize computers to locate books, a few still use card catalogs. The assumption was that some towns lack sufficient funding to keep their library current with technology and that college libraries have more state of the art resources. Some Caregivers knew you could access a library s website to locate books or reserve museum passes, but this was more commonly assumed among 20-Somethings because of their reliance on the Internet. There was general confusion as to whether it is possible to download entire books or CDs via the website. WIFI was available in some libraries and one library allowed teens to check out laptops for use in the library. There was a concern, primarily among Caregivers, that children might have access to inappropriate material on-line. It was unclear whether libraries blocked certain sites although one library had computers organized by age groups and some required parental consent to use a computer. Although most of the groups knew libraries had DVDs and CDs, the perception was that most titles were old and the quality was bad due to age and use. However, one respondent mentioned that he rented the whole season of a hit show at one time and for free while at Blockbuster he could only rent a few episodes at once at a cost of $5.00 each. Caregivers assumed libraries offered story time and arts and crafts for kids as well as toys and puzzles in the children s area. Some had attended talent shows or puppet shows as well.

8 8 E. School Libraries Caregivers were asked about their familiarity with their child s school library. Most had been in the library for peripheral reasons such as parent teacher meetings or book fairs, but most had only a vague sense of what the library was used for aside from borrowing books. Overall, school libraries were considered somewhat outdated and lacking current resources, especially new books. However, most of the libraries did have computers which were viewed as an important resource for teaching children how to access information and locate books. The furniture is old and they don t spend money on new books. A lot of the books come from donations. Initially, many Caregivers felt that school volunteers could do as good a job as trained librarians, but as the discussion progressed there was a sense that a trained librarian could offer knowledge and experience that a volunteer could not. This experience was especially important if the school library was the only library the child currently used. School librarians were expected to be able to suggest age-appropriate books and books related to a student s particular area of interest or research. A good school library should have: Spacious, welcoming setting with trained, child-friendly librarian Good range of books and several copies of popular books Up to date technology

9 9 F. Reactions to Creative Each group of respondents was shown two ads: Caregivers were exposed to Help and Information while 20-Somethings were exposed to Comes to You and Hands. Storyboards of the ads were explained in detail and respondents were given copies of the proposed commercials to which they could refer. Exposure to the first ad was followed by an indepth discussion before the same process was followed for the second ad. The order of the ads was rotated, and ads were not compared / contrasted until both had been thoroughly discussed individually. Caregivers Help The main message communicated by this ad was that information can come to life when using the library or the website and that the world of information is easily accessible through both resources. It portrayed libraries as being up to date with technology. Caregivers liked the animated quality of this ad and felt it would capture kids attentions as well as theirs. Showing the URL twice increased the likelihood the viewer would remember it and go to the website. Books and information can come alive at the touch of a button. It shows that they are technologically advanced and not just an old and dusty building. You don t need to leave home to benefit from the library. You can go to the Internet and get what you need. Characters popping up in the ad show that the experience on the computer would be like being in the library. Parts of the message that were confusing or could be improved upon included: Add images geared towards girls Show younger children Eliminate the breaking of the keyboard and the knife Contemporize the librarian Eliminate / reposition the story hour which did not seem to fit with the rest of the message Clarify what the website offers Information The main message communicated by this ad was that you can access information easily through the computer and that this is a fun way to access information for homework. It was simple and straightforward with a touch of humor and targeted both parents and kids. This ad seemed geared to older children because of its focus on homework.

10 10 You can get the library on-line. Everything you need from the library you can access from home. Elements of the message that were confusing or could be improved upon included: Clarify what you can access via the website Why is the word information is sticking to the girl Contemporize the librarian The girl looks scared not excited Eliminate the phrase what the because it is not popular with some mothers Mention books as well as DVDs and CDs Replace or eliminate the joke at the end of the ad which was viewed as lame Caregivers overwhelmingly preferred Help. The message about the type of information was clearer, and the ad was more stimulating and exciting than Information because of the characters that came to life and was more likely to attract their attention. It portrayed libraries as contemporary, fun and not as quiet as they used to be while Information focused on just that information. Help is more like a Nickelodeon commercial and Information is more like a Lifetime commercial.

11 11 20 Somethings Hands Most respondents understood the main message of this ad to be that Massachusetts libraries put the world at your fingertips through their website. The assumption was that you could get any information you needed from the library from home. This ad made the library seem more contemporary and convenient and reminded some people of the HP commercials with Vera Wang. The globe and the hands were effective images to support the message of information at your fingertips, and the fact that the URL was shown twice was a good way to help the viewer remember the URL. The library has more resources than just books. The library is an accessible resource. Not far from your reach (hands image). Comes to You The main message of this ad was somewhat confusing. The image of the young woman with a laptop seemed targeted to 20-Somethings, but respondents felt the ad was too long and convoluted. Many didn t understand why the library was spinning and why the woman fell into it. Others thought its intent was merely to list what the library has to offer, such as DVDs, while making it seem contemporary and fun. I thought it was cheesy, stupid. The library flies away??? I thought they were trying to push you to the website and away from the library. I didn t get the message until the end. The falling building reminds me of The Wizard of Oz. The point is to get people to go to the website so they can be at the library without leaving their homes. Libraries offer anything you need on the Internet. It made me think of on-line shopping because that s what our generation does. Can the library deliver DVDs and CDs? Suggestions for improvements included: Show all the resources arriving/appearing in her room like AutoTrader.com ad and eliminate the spinning library Highlight that you can get DVDs, etc. for free Eliminate the irrelevant question about the database Show a couple to broaden the appeal

12 12 Hands was the more effective ad and was preferred by more than half of the 20- Something respondents. The message was clearer and more straightforward and quickly explained everything the library can offer. However, overall enthusiasm for the ad was not strong. Neither ad explained what was actually accessible on the website **An important note is that many respondents commented they had never seen an ad for libraries before and felt it was an appropriate vehicle to make consumers aware of what they offer. The library is making a comeback. I can t think of the last time I ve seen a commercial for the library. People have forgotten about it.

13 13 IV. SUMMARY AND CONCLUSIONS The research achieved the dual objectives of this study in that it determined, to varying degrees, the positionings that would be most effective in communicating the benefits of libraries to both Caregivers of children ages 3 5 and 6 12 and 20-Somethings and revealed the barriers to using libraries that need to be addressed in targeting these groups of potential users. In summary, the focus groups generated these key findings: A. Perceptions of libraries, for the most part, are images of the library as old and dusty and a place you were forced to use. By the end of each group and after reviewing the creative, most perceptions had changed to the point where libraries were viewed as more contemporary, easy to use, offering a variety of resources, technologically current and fun. Advertising has the power to bring libraries into the 21 st Century. B. 20-Somethings do not feel the need to use the library. They prefer to access information via the Internet and buy books from stores. Their lifestyle, reliance on the Internet and desire for more social-type activities do not logically point to using the library although there was interest in what the website might offer. There was also some, though not overwhelming interest in free DVDs. C. Caregivers with children ages 3 5 are reluctant to go to the library for fear their children will not sit down or be quiet. Caregivers of children ages 6 12 rely primarily on school libraries to teach their children how to use a library and take out books. Consequently, they feel less responsibility for these activities. Both these two groups lead busy lives and currently get what they need without going to the library. Although fitting a trip to the library into their schedules might be difficult, they showed interest in activities for younger children if the issue of dealing with an active child could be addressed effectively. Caregivers with children ages 6 12 were more interested in the website and what it might offer for help with homework, etc. D. Respondents were aware of what libraries traditionally had to offer such as books, story times, and help from librarians, but they had forgotten or did not know that libraries also offer DVDs, CDs, books on tape and access to computers. E. School libraries were generally thought to be old, cramped, lacking new books, and staffed with volunteers more than trained librarians. Other than taking out books weekly and learning how to use a library, there was little awareness of the activities of a school library. F. Advertising that was most effective delivered a clear message that was intriguing for kids and parents and listed what the library/website had to offer in a direct way that could be easily understood. With Help and Hands most people would be prompted to visit the website.

14 14 CONCLUSIONS A. Delay advertising for 20-Somethings until it is determined if they are a viable target market for using the portal. B. Caregivers with children ages 3-5 are the primary target for communication about library services. They are more likely to have the time and interest in doing something at the library with their children. Caregivers with children ages 6 12 are the primary target for the portal because children these ages need access to information for homework and are generally computer savvy. C. The fact that Massachusetts libraries have a website is news and the target audiences are eager to learn more about what it offers. To be successful, advertising must clearly state what the website and libraries offer in a clear and direct way that is stimulating and attention-getting and relevant to today s lifestyles.