Peer 2 Peer Library Training & Marketing


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Library Database Outreach using Elsevier’s Student Ambassador Program (SAm). Presented to Simmons GSLIS on Feb. 12, 2009

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  • Peer 2 Peer Library Training & Marketing

    1. 1. Peer-to-peer Library Marketing Library Database Outreach using Elsevier’s Student Ambassador Program (SAm) Stephanie Willen Brown February 12, 2009 [email_address] Originally presented at NASIG, 2008 by: Brie Betz, Stephanie Willen Brown, Deb Barberi on: Friday, June 6, 3:15-4:15 pm
    2. 2. Agenda <ul><li>Publisher Perspective </li></ul><ul><ul><li>What’s a SAm? </li></ul></ul><ul><ul><li>Usage analysis </li></ul></ul><ul><li>Librarian Perspective </li></ul><ul><ul><li>How will I ever convince my colleagues? </li></ul></ul><ul><ul><li>Administering the SAm </li></ul></ul><ul><li>SAm Perspective </li></ul><ul><ul><li>Wow! I’m hired! Now what? </li></ul></ul><ul><ul><li>How to be successful </li></ul></ul><ul><li>Ideas for the future </li></ul>
    3. 3. Publisher Perspective Brie Betz Account Development Manager Elsevier
    4. 4. About SAm (Student Ambassador)
    5. 5. Successful SAm Programs <ul><li>University of Connecticut </li></ul><ul><li>University of Ottawa </li></ul><ul><li>University of Toronto </li></ul><ul><li>New Jersey Institute of Technology </li></ul><ul><li>University of S Alabama </li></ul><ul><li>University of Windsor </li></ul><ul><li>University of W Ontario </li></ul><ul><li>University of Pittsburgh </li></ul><ul><li>University of North Dakota </li></ul><ul><li>Stevens Institute of Technology </li></ul><ul><li>James Madison University </li></ul>
    6. 6. Impact of SAm Program
    7. 7. UConn Scopus Usage 2006-08 Scopus searches increased 250%!
    8. 8. 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
    9. 9. Librarian Perspective <ul><li>Stephanie Willen Brown </li></ul><ul><li>Electronic resource librarian, UConn </li></ul><ul><li>Adjunct professor, Simmons GSLIS </li></ul>
    10. 10. Administering the SAm <ul><li>Deciding to participate </li></ul><ul><ul><li>Long discussion with UConn colleagues </li></ul></ul><ul><ul><li>Controversial … </li></ul></ul><ul><li>Modified program focus </li></ul><ul><ul><li>Citation searching through </li></ul></ul>
    11. 11. What Did We Do? <ul><li>Two sets of 2 SAms </li></ul><ul><ul><li>Spring & Summer 2007 </li></ul></ul><ul><ul><li>Academic year 2008 </li></ul></ul><ul><li>Scheduled </li></ul><ul><ul><li>Afternoon & evening sessions, back to back </li></ul></ul><ul><ul><li>Alternated Tuesday & Wednesday </li></ul></ul><ul><ul><li>6-7 weeks, mid-semester </li></ul></ul><ul><li>Taught </li></ul><ul><ul><li>44 sessions </li></ul></ul><ul><ul><li>390 students </li></ul></ul>
    12. 12. How Much Time Did it Take? <ul><li>Like supervising students, it varied, but </li></ul><ul><li>Averaged 2-3 hours per week for: </li></ul><ul><ul><li>Initially: hiring & training </li></ul></ul><ul><ul><li>Ongoing: marketing </li></ul></ul><ul><ul><li>Ongoing: class prep </li></ul></ul>
    13. 13. Working with SAms <ul><li>Job duties </li></ul><ul><li>Hiring </li></ul><ul><li>Training SAms </li></ul><ul><ul><li>Stephanie’s time paid by UConn </li></ul></ul><ul><ul><li>SAms’ time paid by Elsevier </li></ul></ul><ul><ul><li>Test run presentation for library staff before formal sessions began </li></ul></ul><ul><li>Promoting the program </li></ul><ul><li>SAms’ work: </li></ul><ul><ul><li>Training: 4-5 weeks </li></ul></ul><ul><ul><li>Promotion: 12 weeks </li></ul></ul><ul><ul><li>Teaching: 2 sessions per week for 6-7 weeks </li></ul></ul>
    14. 14. Advance Preparation <ul><li>Promotion </li></ul><ul><li>Scheduled sessions in advance </li></ul><ul><li>Emailed reminder day before class </li></ul><ul><li>Stocked training kit </li></ul><ul><ul><li>Signs </li></ul></ul><ul><ul><li>PowerPoint handouts </li></ul></ul><ul><ul><li>Evaluation forms </li></ul></ul><ul><ul><li>Goodies </li></ul></ul><ul><li>Reserved hands-on classroom </li></ul>
    15. 15. Would I Do it Again? <ul><li>Restructure to relieve repetitive tasks </li></ul><ul><ul><li>Hire a GSLIS student to do administrative work </li></ul></ul><ul><ul><li>Hire an enthusiastic, marketing-minded science grad student (again) </li></ul></ul><ul><li>Modify schedule & promotion </li></ul><ul><ul><li>Set training dates earlier </li></ul></ul><ul><ul><li>Promote to international students at start of semester </li></ul></ul><ul><ul><li>Offer sessions over the summer & during break </li></ul></ul><ul><li>Continue email promotion!! </li></ul>
    16. 16. SAm Perspective <ul><li>Deb Barberi </li></ul><ul><li>Student Ambassador 2007-08 </li></ul><ul><li>GSLIS West alum, 2008 </li></ul><ul><li>Head of Technology Services, Russell Library, Middletown, CT </li></ul>
    17. 17. SAm Positions Available! <ul><li>Job Posting </li></ul><ul><li>Applications </li></ul><ul><li>Interview </li></ul><ul><li>Congratulations: you’re a SAm! </li></ul>
    18. 18. SAm Getting Started <ul><li>Planning, meetings, presentations… </li></ul><ul><ul><li>Meet with UCONN librarians </li></ul></ul><ul><ul><li>SAm training and orientation </li></ul></ul><ul><ul><li>Marketing plan & training schedule </li></ul></ul><ul><ul><li>Scopus and Web of Science training </li></ul></ul><ul><ul><li>Draft PowerPoint presentation </li></ul></ul><ul><li>Presentation to Library Staff </li></ul><ul><ul><li>Incorporated feedback & revised </li></ul></ul>
    19. 19. Role of the SAm <ul><li>Design and present training sessions </li></ul><ul><li>Market & promote sessions to peers </li></ul><ul><li>Teach citation searching resources </li></ul><ul><li>Communicate feedback </li></ul>
    20. 20. Advertisements
    21. 21. Most Effective?
    22. 22. Citation Searching - Agenda <ul><li>Introductions </li></ul><ul><li>Citation searching </li></ul><ul><li>Online Demonstration </li></ul><ul><ul><li>Scopus and Web of Science </li></ul></ul><ul><li>Hands-On Session </li></ul><ul><li>Wrap Up </li></ul><ul><ul><li>Evaluations, Gift Certificates and Raffle! </li></ul></ul>
    23. 23. Why Do a Citation Search? <ul><li>Follow the path of information, theory, or concept through time </li></ul><ul><li>Comprehensive literature review </li></ul><ul><li>Identify highly-cited articles </li></ul><ul><li>Find author publications </li></ul>
    24. 24. “ 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.
    25. 25. How to Access Scopus or Web of Science <ul><li>Access </li></ul><ul><ul><li>On Campus: direct URL </li></ul></ul><ul><ul><li>Off Campus: sign in to library using VPN </li></ul></ul><ul><li>From Library web site </li></ul><ul><ul><li>http:// </li></ul></ul><ul><ul><li>Select “All Databases” </li></ul></ul><ul><ul><li>Select General (top left) </li></ul></ul><ul><ul><li>Choose “Citation Searching” from Subtopics list on right </li></ul></ul>
    26. 26. About the Attendees <ul><li>Mostly international graduate students </li></ul><ul><li>Broad range of searching experience </li></ul><ul><ul><li>Little to no library experience </li></ul></ul><ul><ul><li>Attended to improve searching skills </li></ul></ul><ul><li>Some didn’t realize extent of library resources </li></ul><ul><li>Few understood “citation searching” before attending class </li></ul>
    27. 27. Peers Teaching Peers <ul><li>Shared concerns </li></ul><ul><ul><li>Doing research </li></ul></ul><ul><ul><li>Pressures of performing </li></ul></ul><ul><li>Trainers were not bunheads </li></ul><ul><ul><li>No library jargon </li></ul></ul><ul><ul><li>Made mistakes while searching </li></ul></ul><ul><ul><li>Didn’t know all the answers </li></ul></ul><ul><li>More likely to attend </li></ul>
    28. 28. Chelsea to Audience <ul><li>“ I’ve been there, searching for hours for information on an obscure or unfamiliar topic, questioning if there really isn’t anything on the topic or if I’m just missing it because I haven’t found the right terminology yet. For example, once I spent at least 6 hours searching for articles related to “spokes-character” (it’s an advertising term for a “cartoon character that sells products,” in case you’re wondering) in my typical subject databases. I kept coming up with very few results based on the limited terminology I knew to search with. Had I known about citation searching then, I could have saved myself some time and effort: A recent search in Web of Science for the same topic yielded eight hits , but those eight articles also included more than 450 citations .” </li></ul>Computers in Libraries , May 2008
    29. 29. How Did We Do? Comments: <ul><li>“Looks good. Previously I only used Google Scholar” </li></ul><ul><li>Informative </li></ul><ul><li>Excellent </li></ul><ul><li>Helpful </li></ul><ul><li>Wonderful </li></ul><ul><li>“I recommend for all incoming grad. students” </li></ul>
    30. 30. Why Were We Successful? <ul><li>Support of library & Elsevier </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Effective marketing </li></ul></ul><ul><ul><li>Prizes and gift certificates </li></ul></ul><ul><li>SAms team teaching </li></ul><ul><ul><li>Welcomed questions </li></ul></ul><ul><ul><li>Real-life exercises </li></ul></ul><ul><ul><li>Hands-on searching </li></ul></ul><ul><ul><li>Flexible agenda </li></ul></ul><ul><li>Had fun! </li></ul>
    31. 31. For Other Libraries? <ul><li>Public libraries </li></ul><ul><ul><li>Teens training teens about OneFile </li></ul></ul><ul><ul><li>Seniors teaching peers about finding health information </li></ul></ul><ul><li>School libraries </li></ul><ul><ul><li>Teach classmates how to search </li></ul></ul><ul><ul><li>Demonstrate cool features of databases </li></ul></ul><ul><li>Work with vendors to establish similar program: everyone wins! </li></ul>
    32. 32. For More Information <ul><li>Brown, Stephanie Willen and Chelsea C. Hammond. “ Peer to Peer : UConn's Experiment with Student 'Ambassadors' for Vendor-funded Training on Specialized Searching.” Library Journal , September 15, (2008). </li></ul><ul><li>Hammond, Chelsea C. and Stephanie Willen Brown. “ Citation Searching: Search Smarter & Find More .” Computers in Libraries , v28, n5 (2008). </li></ul>
    33. 33. 2007-2008 SAms Thanks! Questions?