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Marketing Library Databases to End Users
 

Marketing Library Databases to End Users

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Marketing library database services to end users // Peer-to-Peer Outreach using the Student Ambassador Program (SAm). NASIG conference, June 2008. Brie Betz, Stephanie Willen Brown, Deb Barberi

Marketing library database services to end users // Peer-to-Peer Outreach using the Student Ambassador Program (SAm). NASIG conference, June 2008. Brie Betz, Stephanie Willen Brown, Deb Barberi

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Marketing Library Databases to End Users Marketing Library Databases to End Users Presentation Transcript

  • Marketing library database services to end users Peer-to-Peer Outreach using the Student Ambassador Program (SAm) Presented by: Brie Betz, Stephanie Willen Brown, Deb Barberi Date: Friday, June 6, 3:15-4:15 pm
  • Agenda
    • Publisher’s Perspective
      • What’s a SAm?
      • Usage analysis
    • Librarian Perspective
      • How will I ever convince my colleagues?
      • Administering the SAm
    • SAm Perspective
      • Wow! I’m hired! Now what?
      • How to be successful
  • Publisher Perspective Brie Betz, Account Development Manager Elsevier
  • What’s a Student Ambassador (SAm)?
  • Some successful SAm Programs
    • University of Connecticut
    • University of Ottawa
    • University of Toronto
    • New Jersey Institute of Technology
    • University of South Alabama
    • University of Windsor
    • University of Western Ontario
    • University of Pittsburgh
    • University of North Dakota
    • Stevens Institute of Technology
    • James Madison University
  • What is the outcome? Significant difference in usage. Elsevier conducted a study on the impact of the SAm program on each account’s number of users, depicted in the graph. The results showed a substantial increase in Scopus usage over a short period of time. The results are based on the total number of searches at six participating institutes over a six month period. The first month shows usage prior to the beginning of the SAm Program. (Number of Searches )
  • SAm SAm SAm SAm
  • Total Searches 2006 = 16,548 Total Searches 2007 = 45,651 Annual Scopus searches increased 275%!
  • Feedback about SAm Programs “ The University of Toronto Library entered into the Scopus Ambassador Programme (SAm) with trepidation - how could we allow a publisher to promote the use of their product on our campus? However, we were very aware of the fact that we spend literally millions of dollars on providing access to e-resources for our users and we know that many of them are oblivious to what is available to them. Our library does not market to our users. That is not our tradition.” “ It's the synergy and the team spirit and the leg work that the SAms [Student Ambassadors] provide to get us into the classroom or the office or places that we have no time to venture out to. They help open little doors for us so to speak because they have the time…” Haymwantee Singh Reference Librarian New Jersey Institute of Technology Warren Holder Electronic Resources Co-ordinator University of Toronto Libraries
  • Librarian Perspective Stephanie Willen Brown, Electronic Resources Librarian University of Connecticut Libraries
  • Administering the SAm
    • Deciding to participate
      • Long discussion with UConn colleagues
      • Controversial …
    • Modified program focus
      • Citation searching
        • through
      • Scopus AND
      • Web of Science
  • Working with SAms
    • Job duties
    • Hiring
    • Training SAms
      • Their time paid by Elsevier, my time by UConn
      • Lots of training
      • Test run presentation for library staff before formal sessions began
    • SAms’ work:
      • Training: 4-5 weeks
      • Teaching: 1 session per week for 6-7 weeks
  • SAms Working with Peers
    • Incentives for attendees
      • Lunch-n-learn
      • $10 gift cards
      • Sticky notes, pens, t-shirts
    • Evaluations
      • Overwhelmingly positive
        • And: Too basic ↔ Too advanced
  • How Much Time Did it Take?
    • Like supervising students, it varied, but averaged 2-3 hours per week for:
      • Hiring & training
      • While sessions were running
    • Initial time, relatively high-level
    • Ongoing time, fairly clerical
  • How Did We Do?
    • Classes taught
      • 44 classes in 14 months with almost 500 attendees
      • Usage increased for both Scopus & Web of Science
    • Overwhelmingly positive feedback
      • Informative, excellent, helpful, wonderful
      • “ I recommend for all incoming grad. students”
      • “ looks good. Previously I only used Google Scholar”
  • Would I Do it Again?
    • Probably
    • Restructure to relieve some of the repetitive work?
      • Hire a GSLIS student to do more administrative work & training?
      • Hire an enthusiastic, marketing-minded science grad student (again)
    • What would I do differently?
      • Set seminar dates earlier
      • Promote to international students at start of semester
      • Continue email promotion!!
  • Advertisements
  • Most Effective?
  • SAm Perspective Deb Barberi, Student Ambassador
  • SAm Positions Available… Getting the Job
    • Job Posting
    • Applications
    • Interview
    • Congratulations – you’re a SAm!
  • Role of the SAm
    • Promote Citation Searching databases
    • Design and present training sessions
    • Communicate feedback
    • Incorporate what we learned
  • Getting Started
    • Planning, meetings, presentations…
      • Meet with UCONN Librarians
      • SAm Training and Orientation
      • Marketing Plans/Training Schedules
      • Scopus and Web of Science Training
      • Draft PowerPoint Presentation
    • Presentation to Library Staff
  • Training Preparations
    • Stephanie handled scheduling
    • Emailed Class List
    • Training Kit was always stocked…
    • Classrooms
  • Citation Searching - Agenda
    • Introductions
    • Citation searching
    • Online Demonstration
      • Scopus and Web of Science
    • Hands-On Session
    • Wrap Up
      • Evaluations, Gift Certificates and Raffle!
  • “ Genealogy” of citations FUTURE PAST Ref 3 1998 Ref 6 2006 Ref 4 1999 Ref 1 1997 Ref 2 1998 Ref 5 2001 Ref 1 1995 Ref 3 1976 Ref 2 1991 Original Article: “Enhanced zooplankton abundance in the lee of an isolated reef in the south Coral Sea” J Plankton Research, 1997.
  • Why Do a Citation Search?
    • Follow the path of information, theory, or concept through time
    • Do a more comprehensive
    • literature review
    • Identify highly-cited articles
    • Find author publications
  • How to Access Scopus or Web of Science
      • On Campus: direct URL
      • Off Campus: sign in to library using VPN
      • From UCONN Library home page
        • http:// www.lib.uconn.edu
        • Select “All Databases”
        • Select General (top left)
        • Choose “Citation Searching” from Subtopics list on right
  • About the students
    • Most were international students
    • Broad range of searching experience
      • Little to no library experience
      • Attended to learn to search or to improve searching skills
    • Few understood what citation searching was before attending class
  • Why were we successful?
    • Support of Library Staff
    • Effective marketing
    • Flexible agenda
    • Team teaching
    • Welcomed questions
    • Real-Life Hands-On Exercises
    • Prizes and gift certificates
    • Had Fun!
  • 2007-2008 SAms Thanks! Questions?