Library, what's library?
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Library, what's library?

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A presentation by Olga Koz at the Kansas Library Association, College and University Libraries Section (CULS) Spring 2014 Conference. The rapid pace of change in today's higher education environment ...

A presentation by Olga Koz at the Kansas Library Association, College and University Libraries Section (CULS) Spring 2014 Conference. The rapid pace of change in today's higher education environment creates pressure within an academic library to implement change, new programs, strategy, and technology in order to meet the demands of its stakeholders. Studies have shown that approximately 70% of organizational innovations fail. One of the main causes for these failures is the lack of a thorough diagnostic investigation of stakeholders’ needs, university or college environment. A thorough diagnostic examination includes both an external and internal analysis using some form of assessment. The presenter, a doctoral candidate, OD consultant, and an academic librarian, briefly describes the usual library assessment tools and discuss non-traditional diagnostic methods.

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  • <br /> We think we use tools that have been “approved” by scholars and protocols that have been validated, but do we? <br /> Surveys <br /> Collecting quantitative data: gate counts, log files, transactions, tallied data, ILL, Reserves <br /> Collecting qualitative data
  • Rambler, L. K. (1982). Syllabus Study: Key to a Responsive Academic Library. Journal of Academic Librarianship, 8(3), 155. <br />
  • You do not ask questions such as: Do you use library? Do you teach information literacy? Do you refer to library resources?
  • Faculty Survey <br /> Publisher : <br /> Higher Education Research Institute (HERI) at UCLA <br /> Contact : <br /> Higher Education Research Institute, UCLA Graduate School of Education and Information Studies, 3005 Moore Hall - Box 951521, Los Angeles, CA 90095-1521. <br /> Web URL : <br /> http://www.gseis.ucla.edu/heri/cirp.htm <br /> Details : <br /> The Faculty Survey collects information about the workload, teaching practices, job satisfaction, and professional activities of collegiate faculty and administrators. <br /> Database Reference : <br /> http://www.imir.iupui.edu/survey2/comparison.asp
  • Key information should be obvious <br /> Visually engaging <br /> High-level data with patterns and trends over time
  • Mission ACRL is the purpose statement in the “scholarly research” language. Strategies

Library, what's library? Library, what's library? Presentation Transcript

  • "Library, what's library?" Creative library assessment
  • “Library, what's library?" Disc from the Library How does an academic community view a library? How do librarians assess a library? Prediction
  • Looking from different viewpoints Library prototype Students’ schemata Faculty schemata Librarians Systems/functionalist approach Managers Interpretive
  • Digging deeper or “Working the Onion” Quantitative research: Surveys, statistical analysis, sociometry Qualitative research: Interview, focus groups, ethnography, observations, archival materials, discourse analysis, case study Action researchEthnography Narrative analysis Types of tools and types of data
  • Tools Traditional tools Non- traditional tools Our tools Surveys simulation netnography social network analysis
  • Names Purpose Type LibQual+ users' opinions of service quality survey DigiQual user’s opinion of digital services survey MINES for Libraries Purpose of use of electronic resources survey Project COUNTER electronic resources usage ClimateQUAL staff perceptions concerning the library survey Library/ ARL Assessment tools
  • Institutional Effectiveness or Research or Assessment Name Purpose Type CIRP/ HERI Complex. Student and faculty experience surveys HEDS Impact of teaching, research practices, IL survey IPEDS/NCES Integrated Postsecondary Education Data System survey NSSE Student engagement/expe rience survey
  • Surveys Science + Experience • Library survey ≠ “library questions” • Beware of asking about causality What are your main reasons for using the Library (check all that apply)? • No complex questions or problems • Ask 1 question at a time (double barreled questions • First hand experience • Limit hypothetical questions What will be the great source of information in your field in 2 years? • Sensitive answers How many times per month do you use library resources? vs. How many times per term have you been asked by instructor to use library resources? • Leading and loaded questions Experts believe…Library is paying thousands of dollars to …What do you see as the disadvantages… • No unwarranted assumption With the budget like it is, do you think we should buy more audio-visual materials? Geek Comic for April 20th – A Contradicting Survey Result about Surveys .
  • Mission statement Learning Objectives Class observation forms Assignments
  • Michael Wesch and his Digital Ethnography Research Team of 2011 has released Visions of Students Today: an exciting “video collage” about student life created by students themselves.
  • Participatory approach: As a member of faculty online and face-to- face committees and active member of online forums, network and communities of practice, you have access to first hand information for ethnographic research Adjunct faculty forum Q: College required text books - Do you teach directly from them or do you draw support for your subject from other mediums?
  • The median salary is $22,041 Some 89 percent of respondents teach at two or more institutions Report to House Education and the Workforce Committee, 2014)
  • Action Research Disadvantages: bias, cannot be generalized, hard to get an outsider perspective, validity Advantages: action-oriented, participatory
  • Organizational Diagnosis The systematic and scientifically based assessment, description, explanation, and prediction of regularly occurring experience, behavior, and performance of members of organizations and their interaction.
  • Presentation Analytics Dashboards Indianapolis Museum of Art UMASS Amherst Libraries Indiana U. –Purdue U. NCSU Libraries UMASS Dashboard based on Tableau software
  • Input, output, outcomes Assessment helps distinguish between teaching (input) and learning (outcomes) Nelson, W.N, & Fernekes, R. W. (2002). Standards and assessment for academic libraries: A workbook. Chicago: Association of College and Research Libraries. Mission Inputs Outputs Outcomes Strategies Actions Goals
  • Prediction Excellent first year IL program Students know how to find, assess, and use information No need in “course or embedded librarians”? Optimization of searching experience Students are able to find information No need for reference librarians Digitization Everything is online! No need in face2face or brick & mortar service
  • Will a Library go supernova or just fade away? X-ray images of Cassiopeia A, taken by the Chandra satellite. CARTOON BY TOM GAULD
  • References Duke, L. M., & Asher, A. D. (2011). College libraries and student culture: What we now know. Chicago: American Library Association. Gordon J. Hewitt, Hewitt R.T. (2010). Ability, Assistance, and Collaboration in Academic Library Assessment. Library Philosophy and Practice , 479 Retrieved from http://digitalcommons.unl.edu/libphilprac/479 Nelson, W.N, & Fernekes, R. W. (2002). Standards and assessment for academic libraries: A workbook. Chicago: Association of College and Research Libraries Kozinets, R. V. (2010). Netnography. Doing ethnographic research online . Thousand Oaks, CA: Sage Publications. Morton-Owens, E. & Hanson, K. (2012). Trends at a Glance: A Management Dashboard of Library Statistics. Information Technology and Libraries, 31 (3).
  • Oakleaf, M. J., Association of College and Research Libraries., & American Library Association. (2010). The value of academic libraries: A comprehensive research review and report. Chicago, IL: Association of College and Research Libraries, American Library Association. Retrieved from www.aclr.ala.org/value. Rambler, L. K. (1982). Syllabus Study: Key to a Responsive Academic Library. Journal of Academic Librarianship, 8(3), 155.