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Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
Assessment & Marketing in Libraries
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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<br />Jennifer Rutner<br />Assessment & Marketing Librarian<br />Columbia University Libraries<br />
    • 2. Assessment & Marketing Librarian<br />BA in Religious Studies, 2002<br />Techie/design background<br />MLS from Pratt, 2005<br />
    • 3. Marketing Libraries<br />
    • 4. The Four P’s<br />Product –Library spaces, collections, events, reference services, online tools, access to technology, etc..<br />Price – “100% off!”<br />Place – Aka. market place. More of our services are available 24x7 online, the physical library is critically important<br />Promotion – Advertising<br />
    • 5. “@ Your Library”<br />“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.”<br />
    • 6. Advocacy<br />I Love Libraries Campaign @ ALA<br />Take Action, NYLA<br />Urge Legislature to reject latest cuts to libraries<br />Out of work librarians need your help now!<br />
    • 7. ALA Advocacy Toolkit<br />Talk, talk, talk<br />Keep informed<br />Get to know your representatives<br />Work on your library’s newsletter<br />Distribute handouts<br />Use your advocates (your staff!)<br />Lobby<br />Offer internet tours<br />Get press<br />Be an ambassador to your community<br />Build a network<br />
    • 8. Library 2.0 “Your users are out there: where the $%#@ are you?” – Librarian in Black<br />Facebook<br />Twitter<br />Blogs<br />Second Life<br />iTunes <br />YouTube<br />Flickr<br />Wikipedia<br />Etc…<br />
    • 9. “As long as we stay friendly and helpful and real, we will cultivate good feeling.”<br />http://ricklibrarian.blogspot.com<br />
    • 10. Outreach<br />Public Libraries<br />Community outreach, targeted to specific populations: parents, children, YA, unemployed, etc.. <br />Academic Libraries<br />Subject specialists act as liaisons<br />
    • 11. Branding<br />Library = books<br />http://www.oclc.org/reports/2005perceptions.htm<br />
    • 12. Branding<br />
    • 13. John Cotton Dana Library Public Relations Award Winners, 2010<br />New Jersey State Library: “Tell Us Your Story”<br />Cultivated customer stories for local and statewide media.<br />King County, WA Library System: “Look to Your Library… Especially Now”<br />Provided career resources for the unemployed.<br />
    • 14. John Cotton Dana Library Public Relations Award Winners, 2010<br />Pasco County, FL Library System: “RockusMaximus – Battle of the Bands”<br />Increased teen attendance at events by 50%.<br />San Francisco Public Library: “Return of the Books”<br />Overdue-fine amnesty program. 23.6% return of overdue materials.<br />
    • 15. Impact?<br />
    • 16. http://www.youtube.com/user/pennlibraries<br />http://twitter.com/columbialib<br />http://www.facebook.com/culibraries<br />http://www.youtube.com/watch?v=r9cqDFgq6T0<br />“The Gun Show” http://www.youtube.com/watch?v=_gEWO2zC9us<br />
    • 17. Library Assessment<br />
    • 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.”<br />ARL Spec Kit #303, Library Assessment, December 2007<br />
    • 19. culture of assessment<br />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.<br />A Culture of Assessment exists in organizations where staff care to know what results they produce and how those results relate to customer expectations.<br />Amos Lakos: www.usc.edu/.../locations/leavey/news/conference/presentations/presentations_9-16/Assessment/UCLA_Lakos.ppt <br />
    • 20. why assess?<br /><ul><li>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</li></ul>ARL Spec Kit #303, Library Assessment, December 2007<br />
    • 27. why assess?<br />
    • 28. assessment tools<br />Surveys<br />Focus groups<br />Interviews<br />Statistical analysis<br />Observational studies<br />Usability studies<br /><ul><li>Spaces
    • 29. Websites</li></ul>Balanced score card<br />Collection use tools<br />Anthropological methods<br />Data anlysis<br />
    • 30. effective assessment<br />Library leadership<br />Customer-centered library staff<br />Keys to Effective, Sustainable, and Practical AssessmentSteve Hiller, Martha Kyrillidou, and Jim Self http://www.arl.org/arldocs/stats/statsevents/laconf/2006/HillerSelf.ppt<br />
    • 31. assessment librarian<br />“Assessment Librarian”<br />“Assessment Coordinator”<br />“Process Improvement Specialist”<br />“Director of Planning, Assessment, and Research”<br />“Director of Management Information Services”<br />
    • 32. assessment librarian<br />Understands libraries<br />Standing and established relationships within the organization<br />Customer-centered/advocate for customers<br />Passionate about quality service and assessment<br />Time to do assessment<br />Questioning/skeptical<br />Willingness to learn<br />Advocate for best practices<br />Keys to Effective, Sustainable, and Practical AssessmentSteve Hiller, Martha Kyrillidou, and Jim Self http://www.arl.org/arldocs/stats/statsevents/laconf/2006/HillerSelf.ppt<br />
    • 33. assessment librarian<br />Advises staff on assessment projects<br />Conducts assessments<br />Coordinates assessment projects<br />Coordinates the collection of data throughout the library<br />Analyzes, interprets, reports on data<br />Submits external surveys (eg. ARL statistics)<br />Fills requests for library data<br />Provides training on assessment topics<br />Participates in strategic planning processes<br />Works with units throughout the library<br />
    • 34. LibQual+ Survey<br />www.libqual.org<br />“22 questions and a box”<br />Affect of Service<br />Information Control<br />Library as Place<br />Comments?<br />
    • 35. LibQual+ Items<br />Affect of Service <br />AS-1 Employees who instill confidence in users <br />AS-2 Giving users individual attention <br />AS-3 Employees who are consistently courteous <br />AS-4 Readiness to respond to users&apos; questions <br />AS-5 Employees who have the knowledge to answer user questions <br />AS-6 Employees who deal with users in a caring fashion <br />AS-7 Employees who understand the needs of their users <br />AS-8 Willingness to help users <br />AS-9 Dependability in handling users&apos; service problems <br />Library as Place <br />LP-1 Library space that inspires study and learning <br />LP-2 Quiet space for individual activities <br />LP-3 A comfortable and inviting location <br />LP-4 A getaway for study, learning, or research <br />LP-5 Community space for group learning and group study <br />Information Control<br />IC-1 Making electronic resources accessible from my home or office <br />IC-2 A library Web site enabling me to locate information on my own <br />IC-3 The printed library materials I need for my work <br />IC-4 The electronic information resources I need <br />IC-5 Modern equipment that lets me easily access needed information <br />IC-6 Easy-to-use access tools that allow me to find things on my own <br />IC-7 Making information easily accessible for independent use <br />IC-8 Print and/or electronic journal collections I require for my work<br />Local Questions<br />Providing help when and where I need it<br />Making me aware of library services<br />Availability of subject assistance<br />Ability to navigate library Web pages<br />Access to archives, special collections<br />
    • 36. Response: Representativeness<br />Response by status across the University matches the population distribution very closely.<br />Greatest difference: 8%<br />This is representative data!<br />http://www.libqual.org/documents/admin/Representativeness.pdf<br />
    • 37. Response: Representativeness<br />Response by discipline across the University matches the population distribution nearly perfectly.<br />E.g. We’re not missing anyone! <br />http://www.libqual.org/documents/admin/Representativeness.pdf<br />
    • 38. Reading LibQual+ Charts<br />Desired<br />Superiority Gap<br />Perceived/Reality<br />Zone of <br />Tolerance<br />Adequacy Gap<br />Minimum<br />
    • 39. Overall: faculty, grad, undergrad<br />
    • 40. Overall: faculty, grads, undergrads<br />No red!<br />No green. <br />Overall, we are meeting our users minimum expectations for service in all three areas.(Adequacy gaps: 0.02 – 0.79)<br />
    • 41. Faculty<br />
    • 42. Faculty<br />Information Control is a major issue for faculty and researchers.<br />We are not meeting minimum expectations for Information Control andDependability in handling users service problems.<br />
    • 43. Graduate Students<br />
    • 44. Graduate Students<br />Library as Place is very important to graduate students. <br />Needs for Library space that inspires study and learning & Quiet space for individual activitiesare not being met.<br />
    • 45. Undergraduates<br />
    • 46. Undergraduates<br />Undergrads are generally satisfied with library services.<br />We are not meeting expectations with regards to Community space for group learning and group study. <br />
    • 47. Library Staff<br />
    • 48. Library Staff<br />Library staff aren’t satisfied with:<br /><ul><li>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</li></li></ul><li>User PrioritiesHighest desired mean scores<br />
    • 55. WeaknessesFurthest from meeting desired expectations<br />
    • 56. WeaknessesNot meeting minimum expectations<br />
    • 57. “Local” Questions<br />
    • 58. 2003|6|9<br />
    • 59. 2003|6|9<br />
    • 60. 2003|6|9<br />
    • 61. Where’s the intersection?What’s highly desired but least adequate?(Identifying What’s Actionable for Faculty)<br />www.libqual.org<br />
    • 62. Where’s the intersection?What’s highly desired but least adequate?(Identifying What’s Actionable for Grad Stdts)<br />www.libqual.org<br />
    • 63. Where’s the intersection?What’s highly desired but least adequate?(Identifying What’s Actionable for U-grads)<br />www.libqual.org<br />
    • 64. libqual+ survey<br />How will we use this information?<br />Strategic planning<br />Allocate resources<br />Allocate staff<br />Inform new programs<br />Advocate for funding<br />Understand and communicate user priorities<br />
    • 65. user research methodology<br />Digital Science Center User Needs Assessment<br />Understand user technology use, research habits, space needs.<br />
    • 66.
    • 67.
    • 68. assessment process<br />
    • 69. challenges<br />Lack tradition of using data for improvement<br />No assessment advocate within organization<br />Library staff lack research methodology abilities<br />Weak analysis and presentation of data<br />Inability to identify actionable data<br />Library “culture” is skeptical of data<br />Leadership does not view as priority/provide resources<br />Library organizational structure is “silo-based”<br />Staff do not have sufficient time<br />Turning Results into Action: Using Assessment Information to Improve Library Performance, Steve Hiller (University of Washington) , Stephanie Wright (University of Washington) <br />
    • 70. challenges<br />
    • 71. jobs<br />
    • 72. resources<br />www.libraryassessment.info (blog)<br />Library Assessment Conference, 2007/8 Proceedings: http://libraryassessment.org<br />Northumbria Conference Proceedings: http://www.lib.sun.ac.za/Northumbria7/Programme.htm<br />“Studying Students: The Undergraduate Research Project” University of Rochester<br />LibQual+ Survey Literature: www.libqual.org/Publications<br />ARL SPEC Kit #303 on Library Assessment, December 2007<br />Keys to Effective, Sustainable, and Practical AssessmentSteve Hiller, Martha Kyrillidou, and Jim Self http://www.arl.org/arldocs/stats/statsevents/laconf/2006/HillerSelf.ppt<br />http://del.icio.us/jenbrown/assessment<br />http://themwordblog.blogspot.com/<br />http://librarymarketing.blogspot.com/<br />http://www.libsuccess.org/index.php?title=Marketing<br />http://www.olc.org/marketing/<br />

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