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Your library brand and the student experience


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Having a consistent and effective library brand is all part of maintaining awareness of, as well as promoting, our services to our users. We will demonstrate this using a mixture of marketing theory along with real life examples, encouraging you to consider how your library brand impacts on the student experience at your institution. As we both work in academic libraries we share similar experiences which have driven us to become passionate about marketing. We realise the importance of marketing and recognise that there are different ways to market academic libraries, and will share some of our ideas in this session.
The session will include some participatory elements and group discussion, and we hope that your involvement will enable you to get the most out of this session.
We’re both fairly new professionals - Emma is currently working towards chartered membership of CILIP; Jo is working on her MSc dissertation. We are active committee members of our local Career Development Groups and our regional CILIP branches, supporting publicity and marketing. In our day jobs, we support the teaching and research at our respective Universities, and are keen to raise awareness of library services within the university community.

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Your library brand and the student experience

  1. 1. Your library brand and the student experience<br />Emma Illingworth and Jo Alcock<br />
  2. 2. Your library brand<br /><ul><li>What is your library brand?
  3. 3. What is your message to students?
  4. 4. How do you communicate this message?</li></li></ul><li>Brand <br />The philosophical concept of who we are and what we offer<br />Branding <br />The visual representation of our brand<br /><br />
  5. 5. Branding is the process of defining a library’s story, distilling that into a short, appealing sentence... then visually conveying the story”<br />Doucett, 2009<br /><br />
  6. 6. Adapted from Mathews, 2009<br />
  7. 7.
  8. 8. Clear, meaningful, unique message<br /><br />
  9. 9. Consistent message<br /><br />
  10. 10. Commitment from staff<br /><br />
  11. 11. Ongoing effort to deliver<br /><br />
  12. 12. Visual elements to complement message<br /><br />
  13. 13. Brand?<br /><br />
  14. 14. Brand?<br />Delivering an inspiring information environment for the digital age.<br /><ul><li>We reflect the University Vision and Strategy.
  15. 15. We provide agile services that reflect the changing educational environment and make access possible to the universal collection of knowledge in support of the University's mission.</li></ul><br />
  16. 16. Brand?<br /><br />
  17. 17. Brand?<br />Information... <br />Support... <br />Community...<br /><br />
  18. 18. The Student Experience Funnel<br />
  19. 19. Student needs<br />The library should aim to meet needs wherever applicable (individually or collaboratively)<br />Academic<br />Social<br />Entertainment/Recreational<br />Rejuvenation<br />[Library services] must be determined not by what libraries have, but by what users need.<br />Needs taken from Mathews, 2009 and Mi, 2006<br /><br />
  20. 20. Schools and services<br />The whole student experience –<br />identifying student needs means we can recognise potential partnership opportunities with other university departments and beyond, and strive to deliver services to meet those needs.<br /><br />
  21. 21. Brand perception<br />The institutional brand (message) needs to be conveyed in the departmental brand (message).<br />Consider the departments as franchises of the Higher Education institution.<br />
  22. 22. student and staff experience • aim 4 <br />‘to provide an experience of higher education that is challenging and enjoyable for its students and staff; that embodies equality of treatment; and that equips its students to be socially purposeful professionals and citizens’<br />University of Brighton, Corporate Plan 2007-2012<br />
  23. 23. The Student Experience Funnel<br />
  24. 24. Thank you<br /><br />Emma Illingworth<br />Jo Alcock<br /><br />@wigglesweets<br /><br /><br />@joeyanne<br /><br /><br />