Library assessment conference lac 2010 report 12 16 2010
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Library assessment conference lac 2010 report 12 16 2010 Library assessment conference lac 2010 report 12 16 2010 Presentation Transcript

  • Library Assessment Conference LAC 2010 Report
    http://libraryassessment.org/
    Elizabeth Brown
    Ronnie Goldberg
    Binghamton University Libraries
    December 16, 2010
  • Conference Tracks
    Organizational Performance (4) Ronnie
    Value and Impact (3) Beth
    Library Space (2) Ronnie
    Teaching and Learning (2) Beth
    Assessment in Practice Beth
    Collections Beth
    Information Services Ronnie
    Marketing and Advocacy Ronnie
    Research in Progress Beth
    Qualitative
    Data and Libraries
    Digital Libraries
    Service Quality (LibQUAL®)
    Usability
    http://libraryassessment.org/schedule/index.shtml
  • Plenary Sessions
    Fred HeathLibrary Assessment: The Way We Have GrownKeynote paper
    Megan Oakleaf on Learning Outcomes and the LibraryAre They Learning? Are We? Learning Outcomes & the Academic LibraryDanutaNitecki on Assessment of Library SpacesSpace Assessment as a Venue for Defining the Academic LibraryKeynote Papers
    Stephen Town on Value and ImpactValue, Impact and the Transcendent Library: Progress and Pressures in Performance Measurement and EvaluationJoe Matthews on Performance Measures & Balanced ScorecardAssessing Organizational Effectiveness: The Role of FrameworksKeynote papers
    David Shulenburger, Association of Public and Land-grant UniversitiesThe Relationship Between University Assessment and Library Assessment
  • Thoughts and Impressions
    Everyone is emphasizing different areas of library practice and service
    Level of engagement and commitment varies
    All talks focused on areas similar to our assessment activities
    Instruction/Collections/Library Services/Use of Library Spaces
    Less emphasis on campus assessment activities and collaboration
  • Organizational Performance
    Measurement Tools and Techniques
    Library scorecards
    Performance model that ties strategy to performance in the areas of finance, learning & growth, customers and internal processes
    Goals of this tool: Improve alignment between strategic goals & assessment, create a culture of assessment, be more responsive to change, link data gathered to strategy
    Balanced scorecard - ARL initiative: Johns Hopkins, McMaster, University of Virginia, University of Washington – a work in progress
  • Organizational Performance
    Measurement Tools and Techniques (cont.)
    Blended Scorecard – attempt by University of Minnesota Health Science Libraries
    MISO Survey
    Web-based, quantitative survey. Gathers input from faculty, staff & students about the importance, use of and satisfaction with campus library and computing services
    Used by small liberal arts colleges: Haverford, Earlham, Brandeis, University of Richmond, Bryn Mawr
  • Organizational Performance
    Measuring effects of organizational change
    Annual staff survey
    Assess performance outcomes of strategic plan goals
    University of Texas Southwestern Medical Center
  • Value and Impact
    Using LIBQual data to measure access to online collections and meeting faculty research expectations (Columbia)
    Create equivalent service expectations for online and print content
    UK report on the Value of Libraries (UK RIN)
    measure library costs vs. impact on the university
    ROI on Journal Use and Cost (U Tennessee)
    How are faculty getting to sources?
  • Value and Impact
    Measuring usage, outreach, intensity of use for special collections materials (U Michigan)
    Measuring use of licensed content with MINES (York U)
    Summary of ACRL Assessment Activities
    Literature review of academic library impact on teaching and learning (U Tennessee)
    MetriDoc infrastructure for collaborative assessment (UPenn)
  • Library Space
    Assessing the use of library space
    Types of spaces: stacks, study, information/learning commons
    Institutions: Georgia Tech, Buffalo State College, University of Virginia
    Methodologies: surveys (including Lib QUAL), focus groups, head counts, gate counts, sweep counts, observations
    Conclusions: students prefer new areas, well-lighted spaces & flexible spaces, group areas
  • Library Space
    Some thoughts
    Need to measure the impact of library space on learning
    For group study – difference between sitting together and working together
    Focus of traditional learning/information commons is the undergraduate; graduate commons is also needed – different services
  • Teaching and Learning
    Information Literacy practice emphasized (UNCG, Loyola Marymount U, St. Mary’s College)
    Speakers discussed development of:
    Rubrics for assessment
    Course outcomes:search strategies, distinguishing resources, using citation styles correctly
    Quantifiable benchmarks for library instruction: class/section/program/curricula
  • Assessment in Practice
    Telling the Library’s Story by:
    Using the university IR to store assessment data (UBC)
    Creating a User Studies Initiative to learn more about student research habits (Duke U)
    Forming a library assessment committee emphasizing student learning, user services, building facilities (U Richmond)
  • Collections
    Access to electronic content with link resolver logs (OHSU)
    Creating user profiles from circulation data (Cornell)
    Consortial collection analysis using YBP’s GOBI database(UMass-Amherst)
  • Information Services
    Three case studies
    University of Utah – analysis of reference statistics to evaluate expertise necessary for in-house and online service points
    Iowa State University – assessment of instant messaging services
    Royal School of Library and Information Science (Denmark) – explore changes in renewals and ILL – both have grown attributed to technological changes; growth of ILL results from increase in renewals
  • Marketing and Advocacy
    Studies
    Marketing electronic resources – advocates for use of formal marketing plan
    Need for use of strategy by the library assessment community to promote best research and data analysis practices
  • Research in Progress
    Becoming a process-focused library: emphasize high level processes (Emory)
    Developing Library Value Indicators for specific disciplines (UNLV)
    Assessing Interdisciplinary Collections (U Alberta)
    Assessing job ads and position descriptions for assessment skills (Syracuse/Illinois)
  • Next Steps/Recommendations
    Form a Libraries’ Assessment Team
    Make assessment activity documentation availablewith aweb page/intranet resources for library and campus staff
    Eliminate unnecessary activities and data gathering among units
    Determine if there are additional assessment needs/activities