NOT ON THE LIST: Developing collections beyond resource lists
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Andrew Knight University of RoehamptonLike many university libraries, Roehampton uses reading list software. Although a resource list culture has been successfully established amongst academic staff and students, such an approach has also resulted in reduced opportunities for collection development outside those resource lists. In this session, we look at how cross-departmental collaboration has been able to identify content for postgraduate students and researchers, as well as supporting the University community’s wider needs by developing non-academic collections in health & wellbeing, citizenship and student support
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NOT ON THE LIST: Developing collections beyond resource lists
- 1. NOT ON THE LIST Developing Collections beyond Resource Lists Andrew Knight and Emma Shaw University of Roehampton
- 3. BACKGROUND
- 4. About Roehampton 9000 students, a focus on widening participation Collegiate structure based around four Colleges 10 multi-disciplinary departments Most research intensive post-92 University in the last REF
- 5. Library structure New teams and roles established 2016 Centralised purchasing via Resource Lists Strong focus on student experience
- 6. Library strategy TalisAspire Resource Lists 2011 Resource List strategy 2015 Resource List framework 2016 Staff restructure 2016 New £35m Library open 2017
- 7. Taught programmes increasingly well-resourced Acquisition workflows more streamlined BUT… Are there gaps in our collections? Collections beyond Resource Lists
- 9. Postgraduate resources Potential resource gaps
- 10. Postgraduate resources Non-academic collections Potential resource gaps
- 13. Context Majority of purchases via Resource Lists Resource List Framework Undergraduate focused Engagement with Postgrads inconsistent
- 14. 21% 79% University of Roehampton Student Body 18-19 Postgraduate Undergraduate
- 15. Satisfaction Survey - PTES 2017
- 17. PTES 2018 comments “There weren’t enough copies of some books in the library” “Research texts have been difficult to get hold of at key times” “The library is poorly stocked for my subject” “Often books are unavailable”
- 18. Resource List Framework Reporting & data analysis How academics use Resource Lists Opportunities for engagement List quality and levels of engagement
- 19. Resource List Framework compliance Postgraduate lists were on average less compliant 0% 5% 10% 15% 20% 25% 30% 35% Taught Undergrad Taught Postgrad "Red" Lists (<5 sections or no items)
- 20. Postgraduate Undergraduate Resource List items added Postgraduate lists have on average 22% fewer items added
- 21. Academic Engagement Who to engage with & which modules to focus on Communicate findings & project aims Get feedback
- 22. Feedback from academic staff Acceptance that Framework can work for PG, but: Too rigid “…the freedom to organise as appropriate… not have a standard organisation imposed” Frustration with TalisAspire “…it’s not the framework that’s the problem… it’s the software”
- 23. Recommendations Continue to monitor and improve lists Promote flexibility of Resource Lists Promote content for independent research including PDA Develop shared / themed / non-module-specific lists
- 26. Context “Support, encourage and challenge each other in a friendly and inclusive community that values people as individuals” Duty of care Increased demand on Health & Wellbeing teams Citizenship module
- 27. “I am really pleased by the University's library so far, both in terms of its staff, the facilities and the amount of resources provided. …but I think the university's role should also be to make students think more holistically about their education, and develop social consciousness.”
- 28. Engaging the non-academic community
- 29. Engaging the non-academic community Who was on our radar? Health & Wellbeing Mental Health Disability Careers Student support services BAME students LGBTQ+ students Chaplaincy
- 30. Engaging the non-academic community Who was on our radar? “Support, encourage and challenge each other in a friendly and inclusive community that values people as individuals” Health & Wellbeing Mental Health Disability Careers Student support services BAME students LGBTQ+ students Chaplaincy
- 31. Engaging the non-academic community How to get buy-in from Heads of Colleges & departments How to assist staff in a way which is helpful to them How to sustain engagement levels
- 32. What we did next Tapping into the Community as a resource Follow up meetings with key contacts Resource List training sessions Hand over lists
- 33. What we did next Establishing common themes
- 34. Successes Developed really good relationships Identified cross-departmental themes Shared Resource Lists
- 35. Some thoughts Manageability - limiting range of topics Sustainability – devolving management of lists Medium and long term review
- 36. Practical advice Allocating budget Finding physical Library space Naming the collection to maximise impact
- 38. CONCLUSIONS
- 39. There were some challenges Competing priorities Reliance on other teams Limited opportunities for academic engagement
- 40. There were plenty of successes Established relationships Supported central theme of University strategic plan Student focus = potential contribution to NSS and TEF
- 41. What did we learn? Gaps were present in collection development Academic engagement is important There are more gaps Researchers Academic Skills resources Special collections
- 42. Impact Extending the function of Resource Lists
- 43. Impact Extending the function of Resource Lists Extending the function of the Library
- 44. Impact Extending the function of Resource Lists Extending the function of the Library Enriching Collections