UTS Library future service model (with notes)


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Presentation for the CAVAL CRIG seminar on Information Literacy in November 2011.

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UTS Library future service model (with notes)

  1. 1. UTS Library: Towards a future service model IMAGE: (mine) from Expanded Architecture 2011 1My thanks to colleagues: Belinda Tiffen, Sally Scholfield, Jemima McDonald and Sophie McDonald for their assistance inputting this presentation together. Most of the images used are mine, but the few that are not are probably theirs.
  2. 2. WHAT I’LL BE COVERING1. Why? The background2. What? The specifics: new services3. How? Making it actionable4. So what? Measuring success 2
  3. 3. 1. WHY? A really quickreview of the drivers for change as we see them at UTS 3
  4. 4. IMAGE: UTS Campus Master Plan LEARNING COMMONS LIBRARY RETRIEVAL SYSTEM Relocated & upgraded UTS Library Underground 4Map context: urban campus, inner city; limited space; Broadway is a major avenue & thoroughfare to Sydney City; close toCentral station and other transport hubs.This map is the UTS Campus Redevelopment Masterplan. Projects currently underway include the Student Housing Tower,an underground Multi-purpose Sports Hall and a new Broadway Building for the Faculty of Engineering & IT. Building 14 willbe a Frank Gehry designed building for the Business school and soon we kick off the preparatory work for the LibraryRetrieval System with excavation to begin in late 2011.The UTS Library will be relocated in two stages from its current locations in Building 5 of the Haymarket Campus and theKuring-Gai Campus in Sydney’s north:Stage 1 is the occupation and operation of our Library Retrieval System (LRS) to be installed under Alumni Green. It will beoperational in 2014.Stage 2 is the occupation of the redeveloped Library building or Learning Commons in what is currently Building 2. Currentlythat is envisaged for 2016-17.UTS Student vision film http://www.youtube.com/user/UTSLibrary#p/c/EB8DFE0C0A8A304D/0/G8TnzAdGnqIFrom restricted opening hours -> towards 24/7 services
  5. 5. IMAGE: Dr Alex Byrne, Tampere Public Library , Finland From book storage & shelving deserts 5(Image taken by Dr Alex Byrne in the Tampere Public Library, Finland.)Libraries storing all or most of their collections on open access (like this image) become shelving deserts with the patronsmostly isolated in the remaining space on the periphery as collections continue to grow. Occasionally patrons make raidsinto the stacks to hunt for resources, returning to the relative safety of their own spaces.Our future library will not be designed as a book storage facility. About 75-80% of our collection will be housed in a LibraryRetrieval System like the one in this link http://www.flickr.com/photos/malbooth/4118722777/in/set-72157623121781717/.From book storage facility + a website -> customised physical spaces & personalised web services/apps that assist users tosearch for and find what they want and also to discover resources they did not know about.From books & journals -> multiple media formats & games
  6. 6. Library Retrieval System: fast & storage for 950k items IMAGE:J. Willard Marriott Library, University of Utah 6(Image taken by me in the ASRS of the University of Utah Library, Salt Lake City.)The LRS will take away the ability to serendipitously browse the entire physical collection. It will, however, improve access toand delivery of those items stored in it. It also allows for a less cluttered and more spacious display of the most well-usedbooks on open storage in our new Library, allowing for them to be found more easily.The LRS is an investment in the Library space. It provides compact storage for much of the book collection and in doing so itsaves investment in about four times as much traditional Library space that would need to be lit, heated, cooled, cleaned, etc.What we need to do, however, to maximise our investment in such a facility is to encourage use of the materials stored withinit.
  7. 7. IMAGE: Philological Library of Free University, Berlin To better spaces for people 7We believe that a sense of place and space will be important in our new library. With less books on display that is easier todeliver in a given space.Even current school students have recently reminded us of the importance of an appropriately welcoming space to first enterfor the Library. They recognised the critical importance of that space in reminding you about the purpose of the institutionyou are entering. The use of appropriate orientation spaces has been well recognised in the museum world and in well-designed new libraries such as the one shown here in Free University, Berlin.Clever design can assist us in designing out undesirable behaviour (like theft, excess noise, vandalism, etc.) and inencouraging appropriate behaviour like reading, study, collaboration, self-service, reference assistance, etc.Some answers and ideas will come from participatory design: we are already working with 4th year design students onprojects such as Designing Out Crime to explore the possibilities offered by RFID and mobile computing platforms as well asmore traditional solutions to be found in spatial and furniture design.We believe it is very important to have our current and future students participating in the conceptual design stage. As auniversity of technology our design, engineering, and IT students and researchers also have much to offer us from their ownexpertise.
  8. 8. Design Welcoming Porous Merging physical & digital Encouraging behaviours IMAGE: Philological Library of Free University, Berlin 8From restricted opening hours -> towards 24/7 servicesFrom desks/counters/signs/screens/boards -> orientation spacesFrom website -> applications and open development with our content/dataFrom catalogues -> Google, Amazon, iTunes (interfaces)From face-to-face classes -> ubiquitous learningFrom Library (only as a location) -> mobile services across the campus (people & virtual)From passive consumers of technology -> active trend-setters and explorers through partnerships in research & publishingFrom GATES, DON’T! & SHUSH! -> Welcome, how can we help? & influencing behaviour (theft, vandalism, inappropriatebehaviour/food/drink) by design
  9. 9. IMAGE: British Museum And improved search and discovery 9Image taken by me at the British Museum.We will replace physical browsing with improved browsing online of entire covers of “virtual shelves” (including the uniting ofprint & online resources, books available & those on loan & possibly arrangements other than Dewey), suggestions andrecommendations (like Amazon & StumbleUpon), an opt-in “Genius” like service that can list books you might be interestedin based on your browsing and use patterns.We are also looking at the application of social bookmarks to the collection (e.g. using something like Delicious or Diigo) aswell as offering users the ability to tag catalogue entries.We are talking to UTS visual communications staff and students to look at visual ways to represent the vast amounts of datawe have about our collections, their attributes and their use in terms of In addition, we are looking at things like the ratings,recommendations and folksonomies or tags to our catalogue search and also investigating whether features like Apple’sGenius selections or a feature like StumbleUpon discovery service might be possible. We know our users also enjoyaccidental discoveries, not necessarily related to what they first started searching for. So we might also look at services likeTumblr, a cross between a blog, Twitter, and Flickr/YouTube as a good example of shared discovery or crowd-curateddiscovery. I think we can incorporate something like this in addition to more focussed catalogue search facilities.
  10. 10. Search Discovery 10 10We think there is a spectrum of difference between search and discovery.
  11. 11. Our thoughts and dreams possess no typographic system. We dream in pictures, feelings and imaginary awareness. Gunter Rambow 11Yes, we don’t dream & imagine the same way we search.
  12. 12. accidental efficient incidental targetted abstract specific non-text advanced browsable expanded shared text-biased curated Search Discovery 80 + 20 12We think there is a spectrum of difference between search and discovery.So I am not saying that we should ditch Search for Discovery, but maybe just add some of our effort in that direction.
  13. 13. RFID - moving away from transactions Not only: Self-service Collection management But also: Data collection Location & guidance Smarter library Mobile self-service? IMAGE:UTS Blake Library 13We are also tagging our entire physical collection with RFID tags to replace the less capable barcodes and magnetic stripsfor security.
  14. 14. RFID tags will allow for virtual browsing of these IMAGE:UTS Blake Library 14RFID makes data collection much faster and easier. It has more potential for clever future use than barcodes.
  15. 15. IMAGE: Salt Lake City Public Library, Utah Sustainability 15Image taken by me outside the Salt Lake City Public Library.• Operations, procurement, travel, relationships, services• An expectation for all libraries.• Sustainability as a community obligation• We have even developed our own sustainable collections model. This can be viewed in some detail in Dr Alex Byrne’sDesigning the Library of the Future (Section 2.2). This is of course available online as a free download via UTSiResearchhttp://hdl.handle.net/2100/1037• Briefly, the model begins with the inner circle of High Use Materials or the most highly controlled segment of thecollection including physical resources on short loan restrictions and digital resources available online through our eReadingsand the University’s online learning system.• Next comes Priority learning and research materials or the core collection covering licensed ebooks, ejournals andother eresources central to our learning and research programs, the university’s own research outputs through UTSiResearchand physical items found in our open access collections (we are planning on approximately 250,000 items here).• The 3rd band is Foundation learning and research materials, a broader collection assembled to support the university’sprograms. Digital resources in this band are of a lower priority and would be sacrificed under budgetary pressures. Physicalitems will be stored in our LRS and accessible within 15 minutes of a request. The LRS itself is a substantial sustainabilityinitiative.• The 4th band is Extended learning and research materials. As items age and lose relevance (excepting classic works)they may be transferred to offsite consortial storage such as the CARM repository operated by CAVAL in Victoria, but stillaccessible within a day. This band also includes items not owned or licensed by the Library, but available through reciprocalborrowing arrangements including the BONUS+ consortium and inter-library loans.• Finally the outer band is the Global information commons comprising both the extended bibliosphere of over 160million books plus journals and other resources held in the world’s libraries as well as the open World Wide Web.
  16. 16. A Cultural, Social & Learning hub IMAGE: http://davidgarciastudio.blogspot.com/2009/07/archive-series.html] 16• From service provider -> cultural, learning & community hub• Going beyond the ordinary; Importance of cultural materials within academic & other communities• Developing cultural & special collections, not an assumption, not passive!• Artist-in-residence programs• Understanding the curatorial process and what that means for access, exposure, promotion, research, publication, etc.• Have we forgotten the full curatorial process?o Develop>organise>manage>disseminate>imagine & createo Get out of silos and apply/develop the full range of your skillseto Better for your career anyway!• Connecting to others and connecting others• Engaging effectively in a community – immersive in participation!• Shared interests – what are they in your community?• Promoting debate & discussion• Culture – we should know what it is & why it is important. How did we ever forget that role?
  17. 17. Research Spaces & Services Data Curation Advice & Analysis IMAGE: British Library Growing Knowledge Exhibition (2010) 17(Image taken by me in the British Library Growing Knowledge exhibition, 2010.)Libraries MUST respond to changes in research environments and to changed researcher behaviours and needsMany researchers are collecting, storing and analysing large amounts of data. Retention, sharing, publication, ongoingmanagement?Collect & StoreProvide institutional repositories like UTSiResearch and connect researchers to other suitable repositoriesOrganiseProvide expertise, training, advice on metadata; data management guidelines and toolsCurating datasets (e.g. ATSIDA)Analyse Metrics and citation analysis (expertise, training and tools)Share  connect researchers by facilitating and enabling social networks both physical and virtual (Shut up and write and Research@UTS early examples of this)advise on copyright, IP and open access publishingThere is still a need for dedicated space for researchers and their research partners in our libraries.
  18. 18. IMAGE: UTS students outside Blake Library during our Fun Day 2011Some features our students want 18
  19. 19. Inspirational & Mobile Check Out 24/7 Operations Natural Light Quiet Spaces Customisable Book History Comfy Chairs Participation Spaces 19We have become aware of these needs through a number of small but useful initiatives:. using Wallwisher software on a spare large TV screen with a keyboard in our front stair well to facilitate a regular engagingconversation with those using our current Library. Moving from a culture of complaint in an old corporate complaint book toone of conversation with real people in the Library. by fully participating with academics, researchers and students as a “client” on some of their research projects into libraryservices and spaces, and. by getting to know some local co-designers/design thinkers who understand the reality of community engagement and itspotential to deliver outcomes that synthesise organically the perspectives of all people involved in or touched by a project.
  20. 20. IMAGE: High School students at a workshop at UTS Library Future Students Want: What do future students want? 20
  21. 21. Atriums Greenery & Water Media Spaces Obvious Sustainability Art & Randomness Intuitive Tech Meaningful signage Thematic Identity 21These points are what the year 7 & 9 students told us they wanted in a university library of the future after a half dayinformal workshop in our current library in September of 2010.Extended learning means the opportunity to learn beyond the set curriculum.What can we do to provide randomness in our libraries. Everything we do is about (mostly outdated ontologies andstructures!Gaming & media spaces are probably essential now. A library without them in the future will be irrelevant.Orientation spaces have a significant effect, more significant than any signage, on the behaviour of those entering. It isexpected by our clients.Water features, greenery and natural light are probably things we would wish to see ourselves.Future students will expect all technology that we provide to be intuitive. If it isn’t it won’t be used.Signage can be over-done, and to be effective it must be meaningful.Our future students expect like-books to have some kind of thematic identity that gives users/readers a clue about theircontent.I didn’t really understand why students said they liked the curved spaces in the UTS Library until I saw those of thePhilological Library in Berlin’s Free University.Library spaces and services must learn to be customisable and personalised. Maybe we are too precious about those spacesand don’t understand their true potential.We want our future library to be a social hub, but it also must provide exposure to culture, so the use of art within thelibrary will be critical.Our sustainability initiatives must be visible and demonstrate our progress (or not) in all dimensions/facets.Comfy chairs are essential because patrons simply will not spend every hour in a library awake.“Lack of rules” perhaps indicates that we still have too many rules, or too many signs indicating the rules. Perhaps there areother ways to influence and encourage behaviour besides rules.
  22. 22. 2. WHAT? The specifics: new services 22No, we’re not considering a licensed bar! This is just an interest-arouser slide.
  23. 23. Fun Day Fun day in the Library and online Engagement 500 students Competitions Games Treasure hunt Online quiz Unanswerable Technology petting questions zoo Make the perfect Kinect paper plane 23As part of our First Year Experience engagement program we’ve run Fun Day Programs for the start of semester for the lastcouple of years. They’ve been pretty successful and well attended and through playful engagement we’ve noticed thatthere are more fun ways to present literacy programs. So these have been learning experiences for us too.
  24. 24. Innovation in Information Literacy Using fun, experimentation, play, simplified language Delivery: social media; screencasts; games/races; quizzes; web tools; just-in-time; mobile support; QR codes; faculty workshops; FYE Power sessions for staff Curriculum Review embedded IL 24Text from Jemima McDonald for this one: • There’ve been subtle and not so subtle changes to IL at UTS over the past 5 years • Broadly speaking, we shifted our thinking, we needed to stop expecting students to do it our way. Sometimes that can’t be helped but wherever we could we needed to consider changing our thinking rather than the other way around. This is quite a big shift. • We’ve been working at taking a more expansive view of information literacy. By expansive I mean that IL is much more than just what we deliver to our clients via the library website. • We started looking at how they were finding information, where they were finding information, what format it was in and how we could help them do better at finding information outside the library context. • IL isn’t just about teaching how to use a database or the catalogue it’s about developing skills in searching the internet effectively; it’s about helping them become literate in other ways such as digital, media or visually literate. • We now deliver IL through multiple online avenues eg facebook, Twitter & our blogs as well. • We launched the very popular Google Skills classes in 2009 as a result of the shift in thinking. We now include Google Scholar and Google Books instruction in many classes. • Since then we’ve added applications such as Prezi, mind42, diigo, academia.edu, twitter for research and tictocs into our classes. • We’ve made a concerted effort to simplify the language we use in our classes and on the library website. The language of our website remained very library centric for some time. We’re slowly sqeezing it out. • I rarely use the word Boolean in a class but still demonstrate how it works. I would only use it when working with postgrad students. I think words like Boolean mean something to us but very little practical use to our clients. What’s wrong with just showing them how it works and not including what I think of as alienating language? • We’re also updating a series of tutorials put together about 10 years ago which exemplify exactly what we’re not wanting to do now. It shows how much we’ve changed. • We’ve tried to make our classes more hands on and focus on giving the students time to experiment in the class so they can make mistakes and learn where there’s help available. I’ve found that it’s not until you’re actually observing someone doing a search for example that the ideas really sink in.
  25. 25. Study Skills BELL & Catalyst replaced One stop shop Graphics & social media Academic writing collaboration 25
  26. 26. Research Support Save me time Make me famous Diigo group Research Week (incl. vodcasts) Data curation advice 26We have a dedicated Scholar’s Centre in the Library for post-grad students.Our UTSeScholarship department provides assistance primarily to the UTS Research Community in the formof: eResearch - some research publications; scholarly works, theses eData - data curation; ASSDA; ATSIDA ePress - online open access journals; conference papers; some booksMake me famousA 1 hour workshop to help researchers maximise the impact of their research by developing a more targetedapproach topublishing. This hands-on class covers: mastering citation analysis and the h-index with Scopus and Web of Science,understanding Journal Citation reports and ERA rankings.Research Week – workshops and seminars for research students and staff, collaboration between research support unitsacross the universityWe present a program of workshops and seminars over a week to help develop the knowledge and skills that researcherswill need throughout all stages of their research career.Deputy Vice-Chancellor (Research) Prof. Attila Brungs gave the opening address for Research Week and sessions, deliveredby staff from across the University, covering: understanding research ethics; obtaining research funding; knowing your rightswith copyright and IP; advanced database searching; using collaborative tools; writing, referencing and publishing skills;managing research data; proving your worth through citation analysis.Google skills: Google Scholar, Google Docs and keeping up to date with alerts eg RSS feedsYou can download the full program (pdf) or browse and book into individual sessions in our events calendar. Some of theworkshops will were even offered in Chinese.Check out our research blog and research support program to see how UTS library can save you time and make youfamous.
  27. 27. Collaboration Student Units Faculty IL delivery Showcase work Counselling Joint projects Housing Specific needs Events Collecting 27So we’ve started this year to do more serious outreach to units that support students across the university.By working with them we round out our understanding of students needs and also identify areas where we can expand orcontract what we offer. The contraction is important as we need to be able to sustain what we offer, we can’t continue toexpand indefinitely. The feedback we get from other staff is gold for us and has opened up a rich rich seam of collaboration.With the Counselling Unit for the first time we’ll be offering workshops to students under academic caution, with theU:PASS team which is peer assisted study classes, a few librarians were invited to meet the student leaders, from that weapproached a lecturer to run voluntary classes to support a major assignment.With Faculty we’re showcasing design & other students work in the library. We’re in the initial stages of planning a jointexhibition with Design staff based on the LoTF.
  28. 28. International Student Support Three member team Chinese language classes Researcher consultations in Chinese Tours for Chinese academics and government officials International student web pages redesigned 28
  29. 29. Culture of Reading Encourage reading (+ WP) Communication skills Academic language Indigenous Read@UTS National Year of Reading 2012 29Last year we launched a project to encourage a culture of reading in our community. A regular group of about 12-15students come along every second Thursday and discuss a journal article chosen by the librarian leading the group. Thishelps with communication skills, academic reading skills and is also a social event. We provide yummy snacks too! We runthe Teaser Tuesdays book meme, where you select two sentences from a book you’re reading that make an interestingteaser then post them on the Read@UTS blog.We recently launched the Indigenous Read@UTS club.This is building up to the National Year of Reading in 2012
  30. 30. Redeveloped website http://www.lib.uts.edu.au/ 30Our Library website has been redeveloped and is currently online in Beta form for feedback from clients. It reflects theirfeedback and requests for a simpler easy to use structure and it has a new fresh look.
  31. 31. 3. HOW? Making it actionable 31Another image from BikeTank at u.lab. See BikeTank.orgThis was an amazing 16 week Design Thinking process that welcomed people from all over Sydney to work with UTSacademics and staff on socially innovative ways to improve inner city living.
  32. 32. Sustainable Services Focussing on our clients, not us Broader, shared involvement & encouraging contribution Realistic goals Less is more Monitoring our environment (DT, CIIC & collaboration) Staff learning & updating skills: mobile technology; e-readers; social media 32
  33. 33. Are we Curating our Collections? Research Acquire Arrange Describe Provide 33Here area a few of my ideas relating to being more active in curating our collections and our services. This is merely to stimulate a bit of thoughtand perhaps some re-imagining beyond the silos we now seem to operate in. Somewhere, someone has to consider the entire process or curationlifecycle.
  34. 34. Are we Curating our Collections? Liaison Research Publishers, passive, Acquire mostly text Dewey, set, inflexible Arrange Publishers, Worldcat Describe Shelves & catalogues Provide 34This might be a bit hyper critical, but we asked some random library users about who does what on this curation process, what would they say?I think we’ve sliced it up and specialised far too much. We’ve lost the continuum.
  35. 35. Are we Curating our Collections? Liaison Research Connect, engage, learn Publishers, passive, Active, beyond text, Acquire publish(!), produse mostly text Dewey, set, inflexible Arrange Virtual shelves, crowd curation, other? Publishers, Worldcat Describe Folksonomies, ratings, artist-in-residence? Shelves & catalogues Provide Exhibits, discovery, OA, create, imagine! 35So here are a few random ideas to encourage us all to think beyond the ordinary, beyond what we’ve always done.The link to our Beta virtual shelves: http://beta.lib.uts.edu.au/imageflow
  36. 36. IMAGE: British Library BIPC CIIC: A Business & IP Centre? 36(Image taken by me in the British Library in the lounge & networking area outside the BIPC reading room.)UTS is currently hosting and developing the Creative Industries Innovation Centre and we seem to be located in the centreof a precinct of creative industries in inner Sydney, all of whom need the kind of business advice provided by the BIPC at theBritish Library in London. Perhaps such a centre would be appropriate for the UTS Library?•Business and Intellectual Property Centre. This is impressive new business for the British Library and an example of seeingan opportunity and grasping it with both hands. They’ve developed great partnerships with the business of the City andnow librarians in this centre help people starting up new businesses. I believe this is the kind of thing all of us need to learnhow to do in our own communities.•http://www.bl.uk/bipc/index.html•On the far wall you can see examples of success stories encouraged as businesses by this centre.•For UTS I also see this as a model we might use somewhere in our new Learning Commons, probably targeted at ourresearch community, perhaps to link industry experts with researchers or others from URS starting businesses or seekinghelp getting inventions and prototypes off the ground.•It might also be a useful industry mentoring centre for post-grad students.•We could even use the model to assist academics and researchers with e-publishing and in order to understand Copyrightbetter (in he way BIPC does much the same thing with IP and Patents law).•What are banks, local government organisations, non-profits, and airports doing?•How will we handle growing collaboration between faculties & universities?•What is relevant in YOUR community? (e.g. reference materials & services for the unemployed, disadvantaged, children,assisting literacy, ageing population, changed industry base, IP/Copyright needs, etc.)•Collaboration with creative industries (digital media, games, digital services, entertainment, our future)•Facilitating and welcoming industry links and partners•Look outside for possibilities beyond your usual small worldAnother example in London are the Idea Stores in East London – deeply relevant and connected to their communities,providing what they need. http://www.ideastore.co.uk/
  37. 37. How social media has helped Assisting cultural change - fun, play From corporate to personal voice (focussing on people) Learning, exploring & gaining confidence in content creation Networking & promotion Developing new services Openness, sharing & experimentation TRUST! 37I think the words above are pretty self-explanatory. There is more to measuring success in using social media than themetrics alone.I’ve also posted about this on my blog: http://www.frommelbin.blogspot.com/2011/03/looking-beyond-metrics-and-towards-our.html
  38. 38. 38How do we design and offer better services?• How do we move from Lending, Research Help Desk, Access, Security, IT, databases, and information literacy to triage HELP and genius consultancies? We like the Apple model that is more generic and helpful than ours is at present.• Jane Fulton Suri from IDEO suggested bringing observation, intuition, empathy & imagination together to make an empathic economy in a presentation for the Business Innovation Factory-2 (2006) event: Finding inspiration Through the Power of Observation. See http://www.businessinnovationfactory.com/iss/video/bif2-jane-fulton %20suri• Is our process more like that of Social Innovation? See also http://www.nesta.org.uk/library/documents/ Social_Innovator_020310.pdf• The Stanford DSchool model: empathise>define>ideate>prototype>test• What does design thinking have to offer us?• Innovation from within• Good knowledge of external (non-library, non-academic environments and services)
  39. 39. Social Innovation Active Engagement Social inclusion Community participation IMAGE: Philological Library of Free University, Berlin 39• Is our process more like that of Social Innovation? See also http://www.nesta.org.uk/library/documents/ Social_Innovator_020310.pdfWe certainly need to facilitate participation from within the UTS community as we develop our new service model.
  40. 40. Leadership Roadblock removal Stay out of the way Encourage, support, protect Model desired behaviour Strategic context & direction Recognise opportunities, excellence & imagination Participate; have some ideas Trust! 40These are just my thoughts on what I think is most important for leadership to keep in mind.It won’t be the same for everyone in every institution, but this seems to have worked so far for us.
  41. 41. 4. SO WHAT? Measuring success 41This is Craig Alexander winning the 2011 Ironman Triathlon World Championships in Kona, Hawaii, about a mile from thefinish. He knows he has won it and has remained focussed all day.I was there coaching another athlete. I think I’ve learnt a lot more from coaching swimmers and triathletes than anymanagement course I’ve ever done.
  42. 42. Evaluation Surveys - Rodski, etc. Forums - specific subject Feedback forms - specific to service: Fun Day, ResearchWeek, IL Direct - client Text comments, Wallwisher, social media, email Committee engagement - faculty boards etc. Response to outreach - events, workshops, IMAGE:UTS Blake Library requests 42Most of these forms of feedback should be familiar to everyone. • We pay close attention and listen to what our clients are asking for. They’re often telling us what they need without realising it! The research help desk, wallwisher, facebook, twitter, online chat and email question service are very rich sources of information of what might be useful to students and what they’ve found useful. Wallwisher is an online suggestion board which replaced our paper feedback forms. • We’ve introduced a number of classes and initiatives from this informal feedback. • You can tell if you have the attention of the room by moving around it and watching what people are doing, looking at them to see if they look as though they’re interested or are understanding. • A good way to hold people’s attention is to ask questions. It’s really important to ask questions to get the brain working, it helps them make connections, a bit of a competitive thing sets in...when might you...? who can think of...? relate it back to the subject they’re interested in. • We’ve found that we can almost never underestimate how little people know when they come for a class. • Formal: We have an evaluation form on the library website that we use and we have input into the 2 question survey which comes out monthly. There are usually 35-40 responses.
  43. 43. More is Needed UX Research Designing systems with data-mining in mind Data analysis on learning outcomes IMAGE:UTS Blake Library 43We’ve begun some recent UX research with a professional team of UX people that is focussed on how students use (ordon’t use) our key online systems. That project will inform our future directions re Discovery.I think that we need to keep data mining in mind when setting up future online and automated systems so that usefulmetrics can be collected that when combined with student learning outcomes could give us reliable data about which of ourresources, services and initiatives are most effective.