"Can you do something with this data?" - Transforming OpenAthens e-resource usage data into student engagement insights

Integrated data is key to effective data analysis, but disparate data is often the reality. University library analytics is one area where this is changing. It is being driven by a desire to better understand library users, whether they be students or academics, and thus support their successful learning, researching and teaching experience, as well as the need to manage budgets and collections. This session is about enabling broader and deeper analysis of OpenAthens e-resource usage data and looks at a pilot project at Leeds Beckett University Library, which assessed the feasibility of integrating OpenAthens e-resource usage data, collected at the user ID level, with Student Record data

Usage, Engagement and Impact: Evaluating the usage of and measuring impact and engagement with library resources at Leeds Beckett University Library

In 2017–18 Leeds Beckett University Library undertook a project to assess the feasibility of using OpenAthens and student record data to enable in-depth analysis of learning resources usage and costs, student engagement and library impact. This article describes the different approaches taken to evaluate usage of the Library’s e-resources to identify levels of engagement at school and course level. These include evaluating the impact of induction attendance on e-resource usage, reviewing school e-resource usage and return on investment, analysing usage trends at school and year level and examining the correlation between National Student Survey (NSS) results and e-resource usage for specific courses. The project confirmed the feasibility of using OpenAthens and student record data for in-depth analysis of learning resources usage, student engagement and library impact. Successful analysis was performed for schools, courses and levels of study and provided significant insight that informed resource provision and NSS action. Library managers, academic librarians and academics have consequently engaged with and benefited from the project and its outputs. This article builds on a breakout session presented at the 42nd UKSG Annual Conference in April 2019

How apes get into and out of joint actions : shared intentionality as an interactional achievement

Compared to other animals, humans appear to have a special motivation to share experiences and mental states with others (Clark, 2006; Grice, 1975), which enables them to enter a condition of ‘we’ or shared intentionality (Tomasello & Carpenter, 2005). Shared intentionality has been suggested to be an evolutionary response to unique problems faced in complex joint action coordination (Levinson, 2006; Tomasello, Carpenter, Call, Behne, & Moll, 2005) and to be unique to humans (Tomasello, 2014). The theoretical and empirical bases for this claim, however, present several issues and inconsistencies. Here, we suggest that shared intentionality can be approached as an interactional achievement, and that by studying how our closest relatives, the great apes, coordinate joint action with conspecifics, we might demonstrate some correlate abilities of shared intentionality, such as the appreciation of joint commitment. We provide seven examples from bonobo joint activities to illustrate our framework.PostprintPeer reviewe