Brittany Brannon
Research Support Specialist
Brittany Brannon is a Research Support Specialist with OCLC’s Library Trends and User Research group, where she works on several multi-institutional research projects studying user information behavior, including the IMLS grant-funded project Researching Students’ Information Choices: Determining Identity and Judging Credibility in Digital Spaces.
Brittany’s primary research interests are in information seeking behavior, academic research skills, and scholarly communication. She earned an MLIS at Kent State University, a Master’s in Rhetoric and Composition from the University of Kansas, and a Bachelor’s in English Literature and Philosophy from Denison University. Before joining OCLC, she taught first-year composition, consulted with graduate students on their research and writing, and worked for an educational nonprofit.
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Publications
Science and News: A Study of Students’ Judgments of Online Scientific News Information
13 January 2020
Tara Tobin Cataldo, Kailey Langer, Amy G. Buhler, Samuel R. Putnam, Rachael Elrod, Ixchel M. Faniel, PhD, Lynn Silipigni Connaway, PhD, Christopher Cyr, PhD, Brittany Brannon, Joyce Kasman Valenza, PhD, Erin M. Hood, Randy A. Graff, PhD
This paper explores how students judge scientific news resources, as they might find through a Google search. The data were collected as part of an Institute of Museum and Library Services (IMLS) funded project.
Authority, Context and Containers: Student Perceptions and Judgments When Using Google for School Work
7 May 2019
Tara Tobin Cataldo, Kailey Langer, Amy G. Buhler, Samuel R. Putnam, Rachael Elrod, Ixchel M. Faniel, PhD, Lynn Silipigni Connaway, PhD, Christopher Cyr, PhD, Brittany Brannon, Joyce Kasman Valenza, PhD, Erin M. Hood, Randy A. Graff, PhD
What really happens when student researchers meet a Google results page? How do students determine the authority behind each result? News, blogs, journals, Wikipedia, websites, e-books--with the vast array of online content available, how do students differentiate between them? Better still, do they differentiate between them or are these format agnostic students stymied by container collapse? The Researching Students’ Information Choices (RSIC) project is answering these questions.
Container Collapse and the Information Remix: Students’ Evaluations of Scientific Research Recast in Scholarly vs. Popular Sources
10 April 2019
Amy G. Buhler, Ixchel M. Faniel, Brittany Brannon, Christopher Cyr, Tara Tobin Cataldo, Lynn Silipigni Connaway, Joyce Kasman Valenza, Rachael Elrod, Randy A. Graff, Samuel R. Putnam, Erin M. Hood, Kailey Langer
A scientific communication life cycle publishes results in a variety of containers, formats, and genres to reach diverse audiences. This paper examines 116 students’ selection of scholarly and popular scientific content to compare how consumers use resources across the communication life cycle.