Your library brand and the student experience

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  • How many of your libraries see branding as leaflets and posters??A brand is a form of shorthand that allows you to tell a potential library user a story about your libraryDoucett, 2008We don’t own a brand – the brand exists in the mind of the users, but each interaction they have with the library will affect the brand perception.
  • Consistent message – aligned to University strategic aimsStaff buy-in – ensure all staff are familiar with brand message and understand importanceVisual elements – logo, slogan, colour palette, fonts, signage, library layout
  • International symbol for information literacyWhat does the brand mean to you?What does the illustration tell you about the brand?According to the IFLA Marketing Manual (available online), logo represents book to represent study, and the head to represent knowledge and information received by us (also some see “i”, symbol for information)
  • What visual elements convey the brand?What do they tell you about this brand?Use of colourOpen spaceFairly informal – different types of space to address different needs (link to next section?)
  • University of Huddersfield Computing and Library ServicesJust in case – probably only need three
  • University of Warwick LibraryWhat does this tell you about the brand?What would this mean to students?Does it meet their needs??Link to next section
  • What is the funnel? The following components come together to form part of the student experience. Look at each one in turn.Student needs Schools and services – this includes librariesBrand perception
  • Student needs - students have need information needs beyond their academic fields and use their libraries for their personal information and leisure needs. Insisting that a library is only for academic use ignores other legitimate uses (Mi, 2006 p.413)Students assume the institution should ‘provide information to support both everyday and academic needs.’ – Given, 2002, p23.Entertainment, news, used car prices, sports news, employment, housing, hobbies, student association work, information on other universities and contact with friends via email and chat.Also consider thinking and learning styles.Segmentation of the university community – eg Warwick.
  • Collaboration and stronger relationships between university departments, both academic and central support services, lead to stronger foundations, more consistent messages, increased awareness of (library) services and a greater brand perception of the library and the institution as a whole. This, we think, leads to a better student experience.Although libraries have been trying to adjust to changing learning styles and adapt their services to meet the needs in some cases rather defining their brand/message/image ‘it has become increasingly difficult to characterize and describe the purpose of and the experience of using libraries.’ De Rosa et al 2006 from Mi, 2006. p415.Rejuvenating the brand depends on reconstructing the experience of using the library. De Rosa et al 2006 from Karle, 2008. p141Academic libraries have been forced to look at the needs of the users. Mi, 2006. p417 Bit strong! I think we always have, but we could do things better, more effectively and be a bit more geared towards changing needs. Libraries should provide seamless and one-stop searching for all the resources in the library. Mi, 2006 p417 Yes, but also working in partnership with other central departments to deliver services enforces the brand (message) of the institution and promotes the brand of the library.The library’s physical space (and its alternative resources) provide its best reply to Google. Mi, 2006. p419Don’t forget the power of the physical space in delivering your brand (message)Examples: Anglia Ruskin – work with student support services department to meet demand for study skills sessions.‘flexible support for our users.’ ‘important building block in the process of drawing four diverse sites into one university library service.’ ‘We know too that we cannot promote our library services in isolation but only in partnership with others’. P37 Sconul Focus, 46 2009. LJM – Superconvergence – IT, Libraries and Student Services
  • Franchise – institutional branding given to each department, department adapts messages for their purposes, like a franchise (think Subway)Now, more than ever, improving an academic library’s ability to actively engage its patrons, while positively shaping their perceptions, is vital to the completion of the library’s mission. Karle, 2008. p141 – which should reflect the institutions mission.UoB – Coroporate plan – 6 aims: curriculum, research, economic and social engagement, student and staff experience, physical environment, governance, management and relationships.Values: engagement, diversity, participation, collaboration, sustainability.
  • How do we fit into this as well as the aims and values of UoB?How does the IS strategy fit into this?How does our brand (message) enforce that of the institution as a whole?UoB – Coroporate plan – 6 aims: curriculum, research, economic and social engagement, student and staff experience, physical environment, governance, management and relationships.Values: engagement, diversity, participation, collaboration, sustainability.
  • 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 />What is your library brand?<br />What is your message to students?<br />How do you communicate this message?<br />
    3. 3. Brand <br />The philosophical concept of who we are and what we offer<br />Branding <br />The visual representation of our brand<br />
    4. 4. Adapted from Mathews, 2009<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 />
    6. 6. Elements of successful library brand<br />Clear, meaningful, unique message<br />Consistent message<br />Ongoing effort to deliver promises<br />Staff buy-in across the board<br />Visual elements to complement message<br />
    7. 7. Message and delivery<br />Message<br />Library is the centre of University life, available to support student needs and provide areas and resources to support student life<br />Communicating message<br />Collaboration with academic schools and student services<br />Welcoming spaces to suit different needs<br />Knowledgeable, supportive staff<br />
    8. 8. Brand?<br />
    9. 9. Brand?<br />
    10. 10. Brand?<br />Delivering an inspiring information environment for the digital age<br />
    11. 11. Brand?<br />Information... <br />Support... <br />Community...<br />
    12. 12. The Student Experience Funnel<br />
    13. 13. 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 />
    14. 14. Schools and services<br />The student experience –<br />identifying student needs means we can recognise potential partnership opportunities with other university departments and strive to deliver services to meet those needs.<br />
    15. 15. 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 />
    16. 16. 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 />
    17. 17. The Student Experience Funnel<br />

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