Charleston Neapolitan: Don't Be an Invisible Library!

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Franny Lee (speaker), Glenn Johnson-Grau (speaker), Matt Goldner (speaker), Rick Burke (speaker)

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Charleston Neapolitan: Don't Be an Invisible Library!

  1. 1. Don’t Be An Invisible Library! November 8, 2013 – 10:30 a.m. Gold Ballroom Glenn Johnson-Grau! Moderated  by:   Franny Lee! Matt Goldner! Rick Burke!
  2. 2. Shedding  the  Cloak  of  Invisibility   Glenn  Johnson-­‐Grau   Head  of  Collec>on  Development   Loyola  Marymount  University  
  3. 3. Loyola  Marymount  University   Los  Angeles,  California  
  4. 4. Howdy,  partner   •  We  spend  >me  on  rela>onship  building.   •  Rela>onships  are  built  upon  common  interests.   •  Exhibits  serve  as  launchpads  for  collabora>on.  
  5. 5. CASE  STUDY  
  6. 6. ON  CAMPUS   LMU  Departments:  Theological  Studies,  English,  African   American  Studies,  Campus  Ministry,  Center  for  Religion  &   Spirituality     OUTSIDE  PARTNERS   Inglewood  Public  Library,  local  churches     RELATIONSHIPS  BUILT  ON  COMMON  INTERESTS  SPARK   NEW  COLLABORATIONS   Honors  Program  -­‐>>  Gospel  performance    
  7. 7. Partnership  Breeds  Partnership   Success  with  one  exhibit  leads  to   enthusiasm  for  another,  even  though  the   players  are  all  different.     Photos:  www.programminglibrarian.org/dustbowl/    
  8. 8. Presto  chango     Library  =  book  to  library  =  intellectual  engagement   PUB  NIGHTS:  Four  events  each   semester  where  faculty  discuss   their  recent  scholarly  or  crea>ve   works  over  beer  and  pretzels.  
  9. 9.  Presto  chango  II   Opening  the  door  to  students  and  their  ideas   Providing  selfie  opportuni>es   in  forbidden  library  loca>ons  
  10. 10. Know  on  which  side     your  bread  is  bu[ered   Align  unit  with  ins-tu-on’s  mission.   –  Reflect  it  in  what  we  say  and  do   •  Mirror  language   Par-cipate  in  strategic  planning.   –  Librarians  develop  a  reputa>on  for  good  ci>zenship   Encourage  librarians  to  par-cipate  in  campus   governance.   –  Librarians  on  Faculty  Senate  &  commi[ees   –  Develop  peer  rela>onship  with  faculty  and   administrators  –  beyond  “library  as  support”  
  11. 11. The  Vision  Thing   Adop>ng  an  expansive   vision  of  the  role  of   the  library  on  campus   –  Leadership  ma[ers   –  Librarian  buy-­‐in   ma[ers   –  Funding  really   ma[ers  
  12. 12. Align  Incen>ves   Give  librarians  tools   and  reward  them  for   outcomes.   Enact  a  promo-on   plan  with  incen-ves.   Provide  travel/ professional   development  funding   for  librarians.  
  13. 13. Foster  and  Support  Staff  Ideas  
  14. 14. Beyond  the  Walls   SCELC   •  Benefits  member  libraries  and  member  librarians   •  Support  for  small  libraries   •  Con>nuing  educa>on   •  Research  support   –  Research  Day  -­‐>>  IMLS  Grant   »  Ins>tute  for  Research  Design  in  Librarianship   Catholic  Research  Resources  Alliance  (CRRA)   Associa>on  of  Jesuit  College  &  Universi>es  (AJCU)  
  15. 15. Par>cipa>on  =  Visibility  =  Impact  
  16. 16. Be  strategic     Be  a  partner     Be  persistent     Be  at  the  table!  
  17. 17. SIPX, Inc.
 A web service for managing and measuring digital course materials! Franny Lee! Co-Founder, Vice President Business Development! franny@sipx.com! ! www.sipx.com! @SIPXCopyright! 18!
  18. 18. Increase Library’s Value and Visibility! •  Be proactive about your school’s needs – ! –  SIPX = Stanford-grown solution! –  Deep library involvement in building the solution and features! –  Easy to promote measured time and cost benefits! •  Consider technology and interface design opportunities – library visibility should complement user experience! •  Encourage inter-vendor cooperation – platforms working together benefit their mutual clients by creating more integrated user experiences! •  Keep on top of new trends and opportunities to bring value – MOOCs, self-publishing! •  Keep on top of actual usage and behaviors! © 2013 SIPX, Inc.! November 8, 2013! 19!
  19. 19. What is SIPX?! End-to-end solution to manage, distribute and measure course materials for higher education! •  Cloud-based technology service that solves many copyright frustrations! •  Networks together all stakeholders and critical data; combines open, licensed and publisher content options ! •  Can blend into campus systems like LMS’ and online education platforms like MOOCs! •  Uniquely capable of meeting challenges of new online and multi-institution education models! © 2013 SIPX, Inc.! November 8, 2013! 20!
  20. 20. From Research to Ramp! Background! Today! •  Began as Stanford Intellectual Property Exchange research project! •  Broad vision to create an efficient copyright marketplace! •  Venture-backed spinout based on Stanford-licensed research and IP! •  Partnered with 17 leading schools – Stanford, SUNY, CSU, UT Austin, University of Illinois, Notre Dame… ! •  Understood copyright challenges in higher education firsthand! •  •  Built and tested actual system at Stanford (launched 4/11)! Content agreements with over 50 leading publishers and platforms – Elsevier, T&F, Nature, university presses, open access publishers…! © Same Singular Focus = ! © 2013 SIPX, Inc.! November 8, 2013! 21!
  21. 21. Today’s Copyright Maze! HathiTrust   Crea>ve  Commons   Copyright   Agents   Public  Domain   #%&?!   What  can  I  use?  Is   there  an  open   version?   Publishers  and   Creators   #@??   Where  is  my   content  going?   MOOC   Provider   #%$?!   Too  expensive!     ?&@?   Can  I  put  this   online?   ^*@#?!   Can’t  find  the   owner!   #*@?!   Is  this  fair   use?   #%&?!   Permission   denied!?   /%$&?!   I  have  to  pay   for  the  whole   class!?   Educator   © 2013 SIPX, Inc.! November 8, 2013! @!#$?   Legal  liability?   #*¥?!     Can’t  figure  out   condi>ons  of  use   @?#$?   Which   subscrip>ons   ma[er  most?   Student   22! Schools  and   Libraries   Librarian  
  22. 22. SIPX in LMS Use! SIPX’s copyright-intelligent links give users contextually appropriate access and pricing, with no re-training of faculty and students needed, and usage analytics! © 2013 SIPX, Inc.! November 8, 2013! 23!
  23. 23. SIPX in MOOCs and Online Education ! Flexible SIPX links can be posted anywhere, ensuring each student authenticated, easy access at the lowest price (MOOCs span >140 countries and many school affiliations)! •  Professors assign what they want! •  Save schools time and $ from clearing readings! •  Pay-per-use for students to buy and access their own copies! •  Students benefit from their school’s library holdings! •  Publishers experiment with options! © 2013 SIPX, Inc.! November 8, 2013! 24!
  24. 24. Participate in Policy with Usage Insights! •  Course development insights! •  Tools development insights! •  Collections development insights! –  What subscribed content is selected? ! –  What non-subscribed content is selected?! •  Student retention and completion rates! •  Efficient market pricing! –  “Perfect” price points; Cost tolerance across geography! •  Content discovery and recommendations! –  Readings used in other astronomy courses?! •  Predictive data – student success factor?! –  Inter-platform sharing of data to fully understand user behavior! © 2013 SIPX, Inc.! November 8, 2013! 25!
  25. 25. Evaluate, Share and Apply the Data ! EARLY OBSERVATIONS IN CAMPUS COURSES! •  What content are instructors assigning? Where?! •  Student engagement levels in course readings and reserves ! –  # of students who actually retrieved readings! –  Most popular readings! •  Instructors’ choice of readings influenced by cost, effort to clear, ability to add mid-stream in course…! –  An accessible market of viable options! © 2013 SIPX, Inc.! November 8, 2013! 26!
  26. 26. Evaluate, Share and Apply the Data ! EARLY OBSERVATIONS IN MOOCS! •  Generally…! –  Very big classes, high attrition rates, global reach! •  Most MOOC students differ from campus students! –  Different motivations, desired outcomes and commitment levels! –  Long tail of interest! –  There is a subset who engages in readings! •  Instructors assign combination of $0 and non-$0 readings! ! © 2013 SIPX, Inc.! November 8, 2013! 27!
  27. 27. Evaluate, Share and Apply the Data ! •  Publishers are experimenting – unbundled options, context- and geography-based pricing! •  Instructors and schools are experimenting – self-publishing, services for faculty! ! ! Daniel A. McFarland and Charles J. Gomez value we affix to these scenarios. In the logic of consequence model, we calculate the expected utility of each scenario. To do this, all we have to do is multiply the chance of rain (which is 40%) by the preference we have for the scenario of not bringing an umbrella and it rains (which is -10). That gives us the first value of -4.0. That’s the expected utility of not bringing an umbrella and it rains on us. But say it does not rain and we do not bring an umbrella. Then we take the chains of no rain (%60) and multiply it by the value we affix to that outcome (+6). As such, the we have 0.6 times 6 = 3.6. That's the expected utility of not bringing umbrella if it doesn't rain. If we add the two together – of not bringing an umbrella in both cases - then we get the net expected utility of not bringing an umbrella = -4.0 + 3.6 = -0.4. If we go through the same kind of operation in the lower branch for bringing the umbrella, we will find the net expected utility to be 0.6. If we compare the two, then it is clear that bringing umbrella - given our preferences or our sense of costs and rewards for each outcome – is better than not bringing an umbrella because we really do not want to be wet. Now let’s do this for a more interesting case - dating! Many of you are single and perhaps looking for love. Say you are wondering whether to ask someone out. Let’s consider the scenarios. (i) You do not ask them out when they would have said no. That is good, right? You're not embarrassed! (ii) You do not ask them out and they would have said “yes”. In that case, you miss out on someone quite interesting and wonderful. That is a downer. (iii) You do ask them out and they say “no”. That is kind of, mortifying, right? That may be terrible. (iv) And then, there is the last scenario which is you ask them out and they say “yes”. When that happens it is quite gratifying. How would you value each of these options from positive ten to negative ten? It all depends. Are you a high-interest, lowcost person? Meaning, you ask people out all the time and you do not see much cost to it. Or are you a low-interest, low-cost person? Meaning, you seldom ask people out and you do not worry Organizational Analysis about it. Or are you a high cost person? Here you see it as risky no matter what happens. Let’s say you find it mortifying to be rejected, and you are a high cost person. We can depict this in the table you see here. (i) Not asking someone else and them saying “no”, hey, that is good for us. It saved us the trouble, so it is a plus two. (ii) Not asking them out, and they would have said “yes” - that is a downer. Let’s give that a negative eight. Pretty bad, but not terrible. (iii) But then, asking them out, and them saying “no” is just awful. We feel miserable over that, so it is a negative ten. And last, (iv) us asking them out and them saying “yes” is a plus ten and that couldn't be better. Best of all worlds right there! No#(90%)# Don’t&Ask&Out& Yes#(10%)# +2& Ask&Out& .8& .10& +10& 1)& ept&(0. Net#Expected#U4lity# (2*0.9)&–&(8*0.1)&=&1& (.10*0.9)+(10*0.1)&=&.8& EU=&.0.8& Acc ut& &Ask&O Don’t Ask&O ut& Net& Expected& UClity&=&1& Reject &(0.9)& EU=&1.8& )& &(0.1 Accept EU=&1.0& Net& Expected& UClity&=&.8& Rejec t&(0 Ambiguity)or)uncertainty) .9)& about)consequences)and)costs?)) EU=&.9.0& Figure. Decision Tree for Asking Out If we go through the decision tree again, we can predict the net utility of each option of asking someone out or not. Let’s even say they are very attractive so our chances are low at 10%. If we go through the math again like before where we don't ask them out and get a yes, that equals negative eight. Then we multiply that by the probability of yes at 0.10 (10% chance). As such, negative 8 times .1 = -0.8 expected utility. The opposite of not asking them out and they reject you has a positive utility of 1.8. So, we have a net expected utility of not asking people out equal to one. 19 © 2013 SIPX, Inc.! November 8, 2013! 28!
  28. 28. Worldwide View of 3 Fall 2013 SIPX MOOCs! Interest by subject matter – ! Early data for September 2013 courses: “Age of Globalization” (edX), “Ideas of the 20th Century” (edX), and “Organizational Analysis” (Coursera)! © 2013 SIPX, Inc.! November 8, 2013! 29!
  29. 29. Transactions by Country! Subset of 127 countries represented in overall transaction data; ! 50% of transactions occur from users outside of US and Canada! © 2013 SIPX, Inc.! November 8, 2013! 30!
  30. 30. Volume by Price! •  Price and volume reflect usage, content, visibility and timing within courses! •  Price is a key factor but volume is affected by other characteristics too! •  Data above shows similarly situated cost-comparables, but readings are from different courses and of different lengths, and not exact substitutes! © 2013 SIPX, Inc.! November 8, 2013! ! 31!
  31. 31. 32!
  32. 32. Role  of  the  library   MATT GOLDNER! Product and Technology Advocate! OCLC Online Computer Library Center OCLC Online Computer Library Center
  33. 33. OCLC Online Computer Library Center OCLC Online Computer Library Center
  34. 34. OCLC Online Computer Library Center OCLC Online Computer Library Center
  35. 35. OCLC Online Computer Library Center OCLC Online Computer Library Center
  36. 36. OCLC Online Computer Library Center OCLC Online Computer Library Center
  37. 37. OCLC Online Computer Library Center OCLC Online Computer Library Center
  38. 38. OCLC Online Computer Library Center OCLC Online Computer Library Center
  39. 39. OCLC Online Computer Library Center OCLC Online Computer Library Center
  40. 40. Library  Rela>onship   with  its  users     OCLC Online Computer Library Center OCLC Online Computer Library Center
  41. 41. OCLC Online Computer Library Center OCLC Online Computer Library Center
  42. 42. !   OCLC Online Computer Library Center ?   OCLC Online Computer Library Center
  43. 43. Today’s  online  informaGon  seekers  have  many  choices   OCLC Online Computer Library Center OCLC Online Computer Library Center
  44. 44. Requirements     for  change     OCLC Online Computer Library Center OCLC Online Computer Library Center
  45. 45. Today’s  online  informaGon  seekers  have  many  choices   • Select   • Acquire   • Describe   • Preserve   • Expose   OCLC Online Computer Library Center OCLC Online Computer Library Center
  46. 46. How  OCLC  is  working  with  members   •  Managing  down  print   •  Understanding  our  cons>tuencies   •  Libraries  of  the  Web   OCLC Online Computer Library Center OCLC Online Computer Library Center
  47. 47. OCLC Online Computer Library Center OCLC Online Computer Library Center
  48. 48. OCLC Online Computer Library Center OCLC Online Computer Library Center
  49. 49. OCLC Online Computer Library Center OCLC Online Computer Library Center
  50. 50. OCLC Online Computer Library Center OCLC Online Computer Library Center
  51. 51. library   service   partners   libraries   •   Place(s)   •   Collec>ons   •   Scontent     ervices   partners   •   People   •   Events   •   Concepts   REGISTRATION   consumer   service   partners   AGGREGATION   OCLC Online Computer Library Center SYNDICATION   OCLC Online Computer Library Center
  52. 52. Content  Partners   Text     OCLC Online Computer Library Center OCLC Online Computer Library Center
  53. 53. Library  service  partners   OCLC Online Computer Library Center OCLC Online Computer Library Center
  54. 54. Consumer  service  partners   personal  consumer  services   OCLC Online Computer Library Center insGtuGon  consumer  services   OCLC Online Computer Library Center

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