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Assessment & Marketing in Libraries


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Lecture on Assessment & Marketing in Libraries …

Lecture on Assessment & Marketing in Libraries

Pratt SILS 651, Professor Lopatovska, Spring 2010

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  • Conversationwith Bri – about the challenge of “marketing” libraries… not a lot of buy-in internally. BUT – it’s relevant!!!! Lots of non-profits have marketing departments.Some people think that marketing isn’t relevant in libraries. Oh, but it is! And, even more necessary than ever. Information market is highly competitive now. Libraries are offering more and more services, many of which are “non-traditional.” And, libraries aren’t always that easy to use. We need to protect our market share! Ie. Remain relevant to our customers, constantly communicate our value. Mostly think about advertising, but that doesn’t = marketing. I often think of my output as “PSA’s” Librarians tend to be quiet. Story: CLIO Beta launch.The second segment of the campaign is a guerilla marketing effort. We are using bumper stickers in the libraries as a way to bring an element of humor to libraries and make them more interesting to residents who do not normally use the library. Also in the second segment of the campaign is mudflap girl. This campaign's only purpose is to market the ChiltonLibrary auto repair database. Mudflap girl stickers meant to be put on vehicles, were sent to auto repair stores across the state advertising the Chilton databas
  • “En tubiblioteca”@ Your Library PostersHelps you develop a marketing planTips for working with the mediaThis is a resource for libraries to use in their marketing, mostly public libraries, though section on academicRecent initiatives:“Get Fit @ Your Library” – pilates classes“Take a Trip @ Your Library” audio books, travel book collections, “Job Help Day @ Your Library” Worthington Public Libraries “Kids! @ Your Library” brings childrens authors, and toolkits for YA/Childrens librarians to promote their services and collections
  • Another ALA initiative. Check out the toolkit. Advocacy is really about consistently making the case to local, state, national govt. that libraries matter, and that library funding cannot be cut. We’re publicly funded institutions. In academia, the Dean’s job is really to advocate for the library to the University.Especially in this economy, librarians need to be able to make a persuasive case for funding.
  • Know your value. Communicate your value. Build a community of people to communicate your value for you.Valid in academia, special, and public libraries! We all need to be advocates for our libraries. Special libraries? Yeah.
  • Blog  twitter  facebook: all the same content!Itunes + youtube: all the same content! Mostly tutorials. Some people do student video contests.Flickr  special collectionsHave a presence. Don’t bet the bank on it. There are creative ways to approach this – CUL is not an example. Get the patrons involved. DON”T BE AFRAID! Let the staff be creative. Don’t wait to try it. Adcpting communication tools isn’t like other technologies. Need to be out front, have a presence.
  • It’s all about good feelings. People LOVE libraries. (Marriage story.)
  • We’re a “caring” profession… traditionally, and contemporarily. Our relationships w patrons are critical – can be cultivated, tracked, capitalized on.Collaborating w CCNMTL.Outreach at an academic library can take many shapes. Emails/newslettersOffice hours in the departmentMeetingsBibliographic instruction in classesMaking bibliographies/web guidesPartnering to develop coursesSupporting researchDeveloping collectionsCo-sponsoring eventsEx. GIS – jeremiah
  • Strong! But, lots of room for growth. Think about your libraries image. Everything in your library is making an impression, forming your brand. Be aware of it! No dot-matrix signage, ok?OCLC Perceptions of Libraries and Information Resources (2005)Read all OCLC reports!
  • Lots of room for improvement! Great book about branding non-profits.
  • Difficult to measure, important to try! “How did you learn about this service/event/resources?”
  • Get students/patrons involved!
  • In 2006 faculty over-responded, and the results show a bias towards faculty perceptions.
  • Data reflects faculty bias in 2003, 2006. 2009 data is more normalized for the overall population
  • These charts are counts – NOT PERCENTAGES!Mac and Windows laptopsCell phones, ipods have high ownership, but low use for academic work.
  • Very similar. Fewer Mac laptops – whY?
  • Transcript

    • 1. Marketing + Assessmentin Libraries
      Jennifer Rutner
      Assessment & Marketing Librarian
      Columbia University Libraries
    • 2. Assessment & Marketing Librarian
      BA in Religious Studies, 2002
      Techie/design background
      MLS from Pratt, 2005
    • 3. Marketing Libraries
    • 4. The Four P’s
      Product –Library spaces, collections, events, reference services, online tools, access to technology, etc..
      Price – “100% off!”
      Place – Aka. market place. More of our services are available 24x7 online, the physical library is critically important
      Promotion – Advertising
    • 5. “@ Your Library”
      “The Campaign for America’s Libraries is the American Library Association’s public awareness campaign that promotes the value of libraries and librarians.  Thousands of libraries of all types – across the country and around the globe - use the Campaign’s @ your library® brand.”
    • 6. Advocacy
      I Love Libraries Campaign @ ALA
      Take Action, NYLA
      Urge Legislature to reject latest cuts to libraries
      Out of work librarians need your help now!
    • 7. ALA Advocacy Toolkit
      Talk, talk, talk
      Keep informed
      Get to know your representatives
      Work on your library’s newsletter
      Distribute handouts
      Use your advocates (your staff!)
      Offer internet tours
      Get press
      Be an ambassador to your community
      Build a network
    • 8. Library 2.0 “Your users are out there: where the $%#@ are you?” – Librarian in Black
      Second Life
    • 9. “As long as we stay friendly and helpful and real, we will cultivate good feeling.”
    • 10. Outreach
      Public Libraries
      Community outreach, targeted to specific populations: parents, children, YA, unemployed, etc..
      Academic Libraries
      Subject specialists act as liaisons
    • 11. Branding
      Library = books
    • 12. Branding
    • 13. John Cotton Dana Library Public Relations Award Winners, 2010
      New Jersey State Library: “Tell Us Your Story”
      Cultivated customer stories for local and statewide media.
      King County, WA Library System: “Look to Your Library… Especially Now”
      Provided career resources for the unemployed.
    • 14. John Cotton Dana Library Public Relations Award Winners, 2010
      Pasco County, FL Library System: “RockusMaximus – Battle of the Bands”
      Increased teen attendance at events by 50%.
      San Francisco Public Library: “Return of the Books”
      Overdue-fine amnesty program. 23.6% return of overdue materials.
    • 15. Impact?
    • 16.
      “The Gun Show”
    • 17. Library Assessment
    • 18. “To assess, in general, is to determine the importance, size, or value of; to evaluate. Library staff assess operations by collecting, interpreting, and using data to make decisions and improve customer service.”
      ARL Spec Kit #303, Library Assessment, December 2007
    • 19. culture of assessment
      A Culture of Assessment is an organizational environment in which decisions are based on facts, research and analysis, and where services are planned and delivered in ways that maximize positive outcomes and impacts for library clients.
      A Culture of Assessment exists in organizations where staff care to know what results they produce and how those results relate to customer expectations.
      Amos Lakos:
    • 20. why assess?
      • Budget cuts
      • 21. Desire to know more about your customers
      • 22. Investigation of possible new library services or resources
      • 23. Desire to know more about your processes
      • 24. Need to reallocate library resources
      • 25. Accreditation
      • 26. Address accountability requirements from your parent organization
      ARL Spec Kit #303, Library Assessment, December 2007
    • 27. why assess?
    • 28. assessment tools
      Focus groups
      Statistical analysis
      Observational studies
      Usability studies
      Balanced score card
      Collection use tools
      Anthropological methods
      Data anlysis
    • 30. effective assessment
      Library leadership
      Customer-centered library staff
      Keys to Effective, Sustainable, and Practical AssessmentSteve Hiller, Martha Kyrillidou, and Jim Self
    • 31. assessment librarian
      “Assessment Librarian”
      “Assessment Coordinator”
      “Process Improvement Specialist”
      “Director of Planning, Assessment, and Research”
      “Director of Management Information Services”
    • 32. assessment librarian
      Understands libraries
      Standing and established relationships within the organization
      Customer-centered/advocate for customers
      Passionate about quality service and assessment
      Time to do assessment
      Willingness to learn
      Advocate for best practices
      Keys to Effective, Sustainable, and Practical AssessmentSteve Hiller, Martha Kyrillidou, and Jim Self
    • 33. assessment librarian
      Advises staff on assessment projects
      Conducts assessments
      Coordinates assessment projects
      Coordinates the collection of data throughout the library
      Analyzes, interprets, reports on data
      Submits external surveys (eg. ARL statistics)
      Fills requests for library data
      Provides training on assessment topics
      Participates in strategic planning processes
      Works with units throughout the library
    • 34. LibQual+ Survey
      “22 questions and a box”
      Affect of Service
      Information Control
      Library as Place
    • 35. LibQual+ Items
      Affect of Service
      AS-1 Employees who instill confidence in users
      AS-2 Giving users individual attention
      AS-3 Employees who are consistently courteous
      AS-4 Readiness to respond to users' questions
      AS-5 Employees who have the knowledge to answer user questions
      AS-6 Employees who deal with users in a caring fashion
      AS-7 Employees who understand the needs of their users
      AS-8 Willingness to help users
      AS-9 Dependability in handling users' service problems
      Library as Place
      LP-1 Library space that inspires study and learning
      LP-2 Quiet space for individual activities
      LP-3 A comfortable and inviting location
      LP-4 A getaway for study, learning, or research
      LP-5 Community space for group learning and group study
      Information Control
      IC-1 Making electronic resources accessible from my home or office
      IC-2 A library Web site enabling me to locate information on my own
      IC-3 The printed library materials I need for my work
      IC-4 The electronic information resources I need
      IC-5 Modern equipment that lets me easily access needed information
      IC-6 Easy-to-use access tools that allow me to find things on my own
      IC-7 Making information easily accessible for independent use
      IC-8 Print and/or electronic journal collections I require for my work
      Local Questions
      Providing help when and where I need it
      Making me aware of library services
      Availability of subject assistance
      Ability to navigate library Web pages
      Access to archives, special collections
    • 36. Response: Representativeness
      Response by status across the University matches the population distribution very closely.
      Greatest difference: 8%
      This is representative data!
    • 37. Response: Representativeness
      Response by discipline across the University matches the population distribution nearly perfectly.
      E.g. We’re not missing anyone!
    • 38. Reading LibQual+ Charts
      Superiority Gap
      Zone of
      Adequacy Gap
    • 39. Overall: faculty, grad, undergrad
    • 40. Overall: faculty, grads, undergrads
      No red!
      No green. 
      Overall, we are meeting our users minimum expectations for service in all three areas.(Adequacy gaps: 0.02 – 0.79)
    • 41. Faculty
    • 42. Faculty
      Information Control is a major issue for faculty and researchers.
      We are not meeting minimum expectations for Information Control andDependability in handling users service problems.
    • 43. Graduate Students
    • 44. Graduate Students
      Library as Place is very important to graduate students.
      Needs for Library space that inspires study and learning & Quiet space for individual activitiesare not being met.
    • 45. Undergraduates
    • 46. Undergraduates
      Undergrads are generally satisfied with library services.
      We are not meeting expectations with regards to Community space for group learning and group study.
    • 47. Library Staff
    • 48. Library Staff
      Library staff aren’t satisfied with:
      • IC-2: A library Web site enabling me to locate information on my own
      • 49. LP-2: Quiet space for individual activities
      • 50. IC-5: Modern equipment that lets me easily access needed information
      • 51. IC-6: Easy-to-use access tools that allow me to find things on my own
      • 52. IC-7: Making information easily accessible for independent use
      • 53. LP-4: A getaway for study, learning, or research
      • 54. IC-3: The printed library materials I need for my work
    • User PrioritiesHighest desired mean scores
    • 55. WeaknessesFurthest from meeting desired expectations
    • 56. WeaknessesNot meeting minimum expectations
    • 57. “Local” Questions
    • 58. 2003|6|9
    • 59. 2003|6|9
    • 60. 2003|6|9
    • 61. Where’s the intersection?What’s highly desired but least adequate?(Identifying What’s Actionable for Faculty)
    • 62. Where’s the intersection?What’s highly desired but least adequate?(Identifying What’s Actionable for Grad Stdts)
    • 63. Where’s the intersection?What’s highly desired but least adequate?(Identifying What’s Actionable for U-grads)
    • 64. libqual+ survey
      How will we use this information?
      Strategic planning
      Allocate resources
      Allocate staff
      Inform new programs
      Advocate for funding
      Understand and communicate user priorities
    • 65. user research methodology
      Digital Science Center User Needs Assessment
      Understand user technology use, research habits, space needs.
    • 66.
    • 67.
    • 68. assessment process
    • 69. challenges
      Lack tradition of using data for improvement
      No assessment advocate within organization
      Library staff lack research methodology abilities
      Weak analysis and presentation of data
      Inability to identify actionable data
      Library “culture” is skeptical of data
      Leadership does not view as priority/provide resources
      Library organizational structure is “silo-based”
      Staff do not have sufficient time
      Turning Results into Action: Using Assessment Information to Improve Library Performance, Steve Hiller (University of Washington) , Stephanie Wright (University of Washington)
    • 70. challenges
    • 71. jobs
    • 72. resources (blog)
      Library Assessment Conference, 2007/8 Proceedings:
      Northumbria Conference Proceedings:
      “Studying Students: The Undergraduate Research Project” University of Rochester
      LibQual+ Survey Literature:
      ARL SPEC Kit #303 on Library Assessment, December 2007
      Keys to Effective, Sustainable, and Practical AssessmentSteve Hiller, Martha Kyrillidou, and Jim Self