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Can't Get No Satisfaction

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Slides for a presentation with Sarah Laleman and Margaret Bausman at the 2014 CUNY assessment conference: REINVENTING LIBRARIES, REINVENTING ASSESSMENT. Surveys of faculty satisfaction with library …

Slides for a presentation with Sarah Laleman and Margaret Bausman at the 2014 CUNY assessment conference: REINVENTING LIBRARIES, REINVENTING ASSESSMENT. Surveys of faculty satisfaction with library resources and services are a common benchmark of library performance, but what does satisfaction really mean and is it really all that anyone wants out of their library?

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  • 1. Photo by jebb - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/84989762@N00 Created with Haiku Deck
  • 2. Photo by 3nglishN3rd - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/37955987@N05 Created with Haiku Deck
  • 3. INFORMATION GROUP THEMES 1. In-Person Library Use 2. Online Library Use 3. Use of Non-Hunter Libraries 4. Location of Research 5. Information Literacy 6. Overall Work Experience
  • 4. CATEGORIES OF RESPONSE 1. Behavioral (factual descriptions of specific experiences) 2. Affective (how they felt about experiences) 3. Speculative (what they think could be done better)
  • 5. SYNTHESIS In-person Use of HCL Remote Access Use of HCL Use of Other Libraries Location of Research Information Literacy ** Overall Work Experience Behavioral "Only for old journals which are not available electronically" "I have yet to step into the library" "If I need a book, I order it on Amazon". Questions about why some journals are available electronically and others are not; why some years are available and others not – Basic lack of information regarding electronic subscriptions and embargoes. Reports that junior faculty return to resources at previous institution. International - uses host libraries. GOES TO THE PLACES WHERE THE MATERIALS EXIST. Watching librarian provide instruction also informed Prof. Junior faculty report that there is no substantive introduction to HCL/CUNY library services and resources - so they do not know what resources are available to support teaching or research / Affective The physical library is not a place for faculty. Value ability to send students to the library : "the librarians are fantastic". Very frustrating. Comfort and access to what they need, lack of knowledge about what is available at HCL, difficulties in "transferring" materials (RefWorks). Very difficult. Integration of Lib Instr. into course is valued! AND the primary way some new faculty acquire orientation to HCL. Uncomfortable using the HCLs; uncomfortable teaching students to do the same. Speculative Library refreshers for all faculty. Library refreshers for all faculty. Library orientation for junior faculty - esp. as resources and services support research and acquisition of tenure. LibGuides - using course lists, outreach faculty for collaboration on content of LibGuides Library orientation for junior faculty - esp. as resources and services support research and acquisition of tenure.
  • 6. THE SURVEY’S PURPOSE • What do faculty know about the library resources and services? • What resources and services do they value and use in their research? • What resources and services do they value and use for their teaching? Do this vary by tenure status, rank, or experience?
  • 7. FALS SURVEY
  • 8. SURVEY CHALLENGES • STRUCTURE • INCENTIVE • TOOL • IRB • DISTRIBUTION
  • 9. Photo by TobiasMik · WhatWeDo - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/21358963@N06 Created with Haiku Deck
  • 10. xxxxxxxxxx I see no reason to maintain print subscriptions at the branch locations. I am happy with digital access. I also find it disappointing that there are journals available elsewhere in the CUNY system to which we have no access. Seems like something is wrong with that picture. Suggestion: Print Suggestion: Electronic Criticism: Interlibrary Loan Suggestion: Print Suggestion: Electronic Criticism: Print Criticism: Print Compliment: Electronic Criticism: Location Variation in Approaches to Coding
  • 11. Photo by Aidan Jones - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/25945304@N00 Created with Haiku Deck
  • 12. LEARNING ABOUT INTERRATER RELIABILITY: Fleiss’ Kappa
  • 13. SURVEY DEVELOPMENT: From open- ended to categorical responses
  • 14. Photo by misterbisson - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/41894176272@N01 Created with Haiku Deck
  • 15. Adventures in Data Analysis - first steps ● Survey design issues ● Types of responses ● What analysis can be done with this data?
  • 16. Preparing the Data for Analysis ● Survey design & question format ● Cleaning & recoding
  • 17. Presenting effective data visualizations ● “Mobilize every graphical element” ● Consult with others
  • 18. Photo by eat more toast - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/61063852@N00 Created with Haiku Deck
  • 19. GOING FORWARD • Developing a longitudinal data set • Refining the survey • Diversifying the methodologies • Extending cohort to other campuses
  • 20. REFERENCES Association of College and Research Libraries. “Standards for Libraries in Higher Education.” Accessed June 2, 2014. http://www.ala.org/acrl/standards/standardslibraries. Creaser, Claire, and Valerie Spezi. "Working Together: Evolving Value for Academic Libraries." Ed. Loughborough University LISU. 2012. Accessed June 2, 2014. <http://libraryvalue.wordpress.com/>. Hightower, Christy, and Kerry Scott. “Infer More, Describe Less: More Powerful Survey Conclusions through Easy Inferential Tests,” 2012. Mays, Regina, Carol Tenopir, and Paula Kaufman. "Lib-Value: Measuring Value and Return on Investment of Academic Libraries." Research Library Issues.271 (2010): 36-40. Oakleaf, Megan. "The Value of Academic Libraries: A Comprehensive Research Review and Report for the Association of College and Research Libraries." 2010. Accessed June 2, 2014. <http://www.acrl.ala.org/value/?page_id=21>. Primary Research Group. "Information Literacy Efforts Benchmarks, 2013 Edition." 2013. Accessed June 2, 2014. <http://www.primaryresearch.com/read_more.php?press_release_id=87>. Robbins, Sarah, Debra Engel, and Christina Kulp. “How Unique Are Our Users? Comparing Responses Regarding the Information-Seeking Habits of Engineering Faculty.” College & Research Libraries 72, no. 6 (2011): 515–32. Tufte, Edward R., and P. R. Graves-Morris. The Visual Display of Quantitative Information. 2nd Ed. Graphics press Cheshire, CT, 1983.
  • 21. Descriptive survey data from 2013 indicates that 70% of the respondents are extremely or mostly satisfied with library services while less than 10% of the respondents indicated they are somewhat unsatisfied or unsatisfied. While the informational group data suggest that faculty value relational engagement with the library, the survey data in turn suggests that they are more aware of self-service resources. In 2013, 27% of respondents rated librarians as the most important library resource for their students. By comparison, 4% of respondents rated librarians as the most important library resource for their scholarly research. (p<0.01) SOME KEY FINDINGS
  • 22. SOME KEY DATA