Understanding information behaviour in digital library services. Evidence from Spain's "Ask a Librarian" service (2016–2025)

Abstract

This Open Educational Resource examines the evolution of information behaviour in digital library services through the case of Spain’s national reference service “Ask a Librarian” (2016–2025). Drawing on longitudinal statistical reports, the resource identifies key transformations in how users access, seek, and interact with information in a public library context.

The findings reveal a clear shift towards immediacy and digital mediation. Since 2018, chat has become the dominant communication channel, reflecting users’ preference for real-time responses over asynchronous email interactions. However, email remains relevant for complex information needs, particularly when users require detailed and well-documented answers. This dual use highlights the emergence of a hybrid information behaviour, combining speed and depth within the same search process.

Access patterns further confirm a major technological transition. The progressive dominance of mobile devices—reaching over two-thirds of access in recent years—demonstrates a shift towards ubiquitous, mobile-first information practices. At the same time, search engines have become the primary entry point, with more than 80% of users accessing the service through platforms such as Google. This trend reflects a broader displacement of institutional websites as central gateways to information.

In terms of content, the majority of queries are concentrated in Library and Information Science, particularly in areas related to bibliographic support, academic work, and professional training. This indicates that the service increasingly functions as a specialised support tool for students, professionals, and candidates preparing for civil service examinations. The typical user profile corresponds to adults aged between 31 and 50, although available demographic data remain partial.

A key contribution of this OER is its critical perspective on data limitations. The absence of gender-disaggregated data, as well as missing variables such as education level or socio-economic context, restricts the capacity to analyse inclusive information behaviour. These gaps highlight structural limitations in the evaluation of digital public services and underline the need for more comprehensive and equitable data collection practices.