Lynn Silipigni Connaway, Ph.D.
Director of Library Trends and User Research
Lynn Silipigni Connaway's responsibilities include research projects that directly involve OCLC libraries and users, such as developing the digital "visitors" and "residents" framework and an IMLS-funded grant project to study the behavior patterns of college and university information seekers. Her previous work includes WorldCat data mining projects, JISC-funded investigations of digital information seekers, and IMLS-funded grant projects to study virtual reference services. She also was the project lead on the American Library Association (ALA) Association for College and Research Libraries (ACRL) "Action-Oriented Research Agenda on Library Contributions to Student Learning and Success." Lynn and her collaborators have won numerous awards for their research projects and methodologies.
Lynn received the 2020 Distinguished Alumna Award of the Information School at the University of Wisconsin-Madison, the 2019 ASIS&T Watson Davis Award for Service, and the 2016 ALISE Service Award. She also was awarded the Chair of Excellence position at the Departmento de Biblioteconomía y Documentación at the Universidad Carlos III de Madrid and collaborated with the faculty on user-centered research. Lynn was a visiting scholar in 2014 at the Department of Information Studies at the University of Copenhagen (now the Department of Communication at the University of Copenhagen) where she taught qualitative research methods and collaborated with faculty on user behavior studies. Lynn also was a visiting researcher at the University of Sheffield, Information School for the fall 2009 term, where she collaborated with faculty on WorldCat log analysis and user behavior studies.
Prior to joining OCLC Research, Lynn was the vice president of Research and Library Systems at NetLibrary. She also was director of the Library and Information Services Department at the University of Denver, where she taught several courses in library and information science. During her tenure there, Lynn conducted research on the subjects of organization and access of electronic documents, as well as the education of information professionals. She also has served on the faculty of the University of Missouri, Columbia and as a lecturer at the University of Wisconsin, Madison.
Lynn Silipigni Connaway earned the Ph.D. in Library and Information Studies from the University of Wisconsin, Madison, a Master of Library Science degree from the University of Arizona, and a Bachelor of Science degree in Library Science from Edinboro State University.
Connaway has been actively involved in numerous committees within the American Library Association (ALA), including Vice-chair (2011-12) / Chair (2012-13) of its Library Research Round Table, and Vice-chair (2009-11) / Chair (2011-12) of the Association for College and Research Libraries (ACRL) Research Planning and Review Committee and Vice-Chair (2013-2014) / Chair (2014-2015) of the Value of Academic Libraries Committee. She has served on the ALA Committee on Accreditation and is a member of the Association of Library and Information Science Educators (ALISE). She also is a member of the Association for Information Science and Technology (ASIS&T) and served as a Director-at-Large on the Board (2012-2015) and as President-Elect, President, and Past President (2016-2018).
Lynn has presented at numerous international and national professional and scholarly conferences and has many publications. She is the co-author of the 6th edition of Research Methods in Library and Information Science, 2017.
More about Lynn's work
Backgrounds and behaviors: Which students successfully identify online resources in the face of container collapse
15 February 2021
Christopher Cyr, Tara Tobin, Brittany Brannon, Amy G. Buhler, Ixchel M. Faniel, Lynn Silipigni Connaway, Joyce Kasman Valenza, Rachael Elrod, Samuel R. Putnam
This study of students from primary through graduate school looks at their ability to identify the containers of information resources, and how this ability is affected by their demographic traits, the resource features they attended to, and their behaviors during a task-based simulation.
I still go ask someone I enjoy talking to: The use of digital and human sources by educational stage and context
6 January 2021
Chris Cyr, Brittany Brannon, Lynn Silipigni Connaway
How does educational stage affect the way people find information? In previous research using the Digital Visitors & Residents (V&R) framework for semi-structured interviews, context was a factor in how individuals behaved. This study of 145 online, open-ended surveys examines the impact that one's V&R educational stage has on the likelihood of attending to digital and human sources across four contexts.
Mixed methods data collection using simulated Google results: reflections on the methods of a point-of-selection behaviour study
16 December 2020
Tara Tobin Cataldo, Amy G. Buhler, Ixchel M. Faniel, Brittany Brannon, Lynn Silipigni Connaway, Christopher Cyr, Kailey Langer, Erin M. Hood, Joyce Kasman Valenza, Rachael Elrod, Randy A. Graff, Samuel R. Putnam, and Summer Howland
A multi-institutional, grant-funded project employed mixed methods to study 175 fourth-grade through graduate school students’ point-of-selection behaviour. The method features the use of simulated search engine results pages to facilitate data collection.