Ixchel M. Faniel, Ph.D.
Senior Research Scientist
Ixchel M. Faniel's research interests include improving how people discover, access and use/reuse content. She is currently examining how academics manage, share and reuse research data and librarians' experiences designing and delivering supportive research data management programs. She also is investigating how science, technology, engineering and mathematics (STEM) students from grade school to grad school identify and judge the credibility of digital resources. Ixchel's research has been funded by the National Science Foundation (NSF), Institute of Museum and Library Services (IMLS) and National Endowment for the Humanities (NEH). Prior to joining OCLC Ixchel worked at the University of Michigan, School of Information, IBM and Andersen Consulting (now Accenture). She graduated from Tufts University with a BS in Computer Science and earned an MBA and Ph.D. in Business Administration at the University of Southern California, Marshall School of Business.
Curriculum vitae (.pdf)
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Publications
Improving the Usability of Archaeological Data through Written Guidelines
25 January 2024
Anne Austin, Ixchel M. Faniel, Brittany Brannon, and Sarah Whitcher Kansa
Our study analyzed observations and interviews conducted with four archaeological excavation teams, as well as interviews with archaeological data reusers, to evaluate how archaeologists use and implement written guidelines.
Students’ Perceptions of Preprints Discovered in Google: A Window into Recognition And Evaluation
1 January 2023
Tara Tobin Cataldo, Ixchel M. Faniel, Amy G. Buhler, Brittany Brannon, Lynn Silipigni Connaway, Samuel Putnam
Preprints play an important role in scholarly conversation. This paper examines perceptions of preprints through the lens of students using a simulated Google environment.
How real is real enough? Participant feedback on a behavioral simulation used for information-seeking behavior research
12 January 2022
This paper assesses the realism of a behavioral simulation used to study the evaluation behavior of 175 students from fourth grade through graduate school. We assess realism through the examination of targeted participant feedback about what would have made the simulated environment and tasks more realistic to these participants. Based on this feedback, we reflect on decisions made in designing the simulation and offer recommendations for future studies interested in incorporating behavioral simulation in their research design.