Sharman, Alison

University of Huddersfield Repository

University of Huddersfield RepositorySharman, AlisonUsing library analytics: putting theory into practice: phase three of the Library Impact Data ProjectOriginal CitationSharman, Alison (2015) Using library analytics: putting theory into practice: phase three of the Library Impact Data Project. In: M25 2016 Annual Conference: Measuring our impact and demonstrating our value, 5th May 2016, London, UK. (Unpublished) This version is available at http://eprints.hud.ac.uk/28287/The University Repository is a digital collection of the research output of theUniversity, available on Open Access. Copyright and Moral Rights for the itemson this site are retained by the individual author and/or other copyright owners.Users may access full items free of charge; copies of full text items generallycan be reproduced, displayed or performed and given to third parties in anyformat or medium for personal research or study, educational or not-for-profitpurposes without prior permission or charge, provided:• The authors, title and full bibliographic details is credited in any copy;• A hyperlink and/or URL is included for the original metadata page; and• The content is not changed in any way.For more information, including our policy and submission procedure, pleasecontact the Repository Team at: E.mailbox@hud.ac.uk.http://eprints.hud.ac.uk/Using library analytics: putting theory into practiceUsing library analytics: putting theory into practice: phase three of the Library Impact Data ProjectAlison SharmanAcademic Librarian, University of Huddersfield@asharman /  @hudlibAbout the University of Huddersfield• 1825: Founded as Huddersfield Scientific and Mechanic Institute• 1992: Became the University of Huddersfield• 2003: Patrick Stewart became Chancellor• 2013: Times Higher Education University of the Year• 2014: Stage 2 of the Tour de France!• 2015: top 5 of best working place survey…to improve existing services…to gain insights into user behaviour…to measure the impact of the libraryUsing Usage Data since 2005…To support the hypothesis that…“There is a statistically significant correlation across a number of universities between library activity data and student attainment”Library Impact Data Project 1Original data requirements• For each student who graduated in a given year, the following data was required:– Final grade achieved– Number of books borrowed– Number of times e-resources were accessed – Number of times each student entered the library, e.g. via a turnstile system that requires identity card access– School/FacultyLibrary Impact Data ProjectLibrary Impact Data ProjectPhase I– Showed a statistical significance between:• Final grade achieved• Number of books borrowed• Number of times e-resources were accessed – Across all 8 partnersLibrary Impact Data ProjectPhase I looked at over 33,000 students across 8 universitiesPhase II looked at around 2,000 full time undergraduate students at HuddersfieldLibrary Impact Data Project 2Additional data• Demographics• Discipline• Retention• On/off campus use• Breadth and depth of e-resource usage• Entry data• Correlations for Phase 1Data analysis Throughout our analysis, we have followedCohen (1992) in classifying effect sizes:.1 – small effect.3 – medium effect.5 – large effect (the closer to 1, the bigger the effect)Ignore plus or minus figuresLook for the shading!Library usageCountry of domicile Library usageAggregated subject groupsLibrary usageRetention• Looking at one year of data for every student• Using a cumulative measure of usage for the first two terms of the 2010-11 academic year• Only looking at people who dropped out in term three• All the students included in this study were at the university in the first two terms, and they have all had exactly the same opportunity to accumulate usage.Library usageRetentionFactor All FT, PTNumber of items borrowed -.056Number of library visits -.032Hours logged into library PC -.027Hours logged into e-resources-.060Number of PDF downloads -.051Number of e-resources accessedDepth and breadthOther factorsNumber of e-resources accessed• Both borrowing books and logging onto electronic resources does not guarantee the item has been read, understood and referenced• Heavy usage does not equate to high information seeking or academic skills• Non-use of library resources does not necessarily mean students are using poor quality informationLIDP 3• Make use of data and insights generated from Phase 1&2 to increase library usage amongst those identified as low users• No one size fits all• Concentrated on 2 Schools (Art Design and Architecture; Computing and Engineering) and also Chinese/International students Questionnaire to gather quantitative dataEthnographic research to gather qualitative data https://www.flickr.com/photos/kevinl8888/3568123204/Highlights from the surveySurvey: 372 responses (253 Chinese)Aimed at ALL students on studying on the International Development CurriculumLevel of study Responses PercentagesUndergraduate 231 62.9%Postgraduate Masters 136 37.1%367572959050100150200250300350I read ONLY the books on my readinglistsI read the books on my reading lists butI also find other books myselfI don't read the books on my readinglist at allWhich of the assignment statements below best describe your actions when working on your assignment?32838Do you use eBooks (Electronic books)?YesNo050100150200250I can access themfrom home/away fromthe UniversityI find them easy toreadI can search usingkeywords within thebookThey are alwaysavailableWhy do you use eBooks (Electronic books)?01020304050607080They are dificult toread on a computerscreenThey are difficult toprintI can't make noteson themI can onlydownload/savethem to my desktopfor a limited numberof daysSome of them can'tbe downloaded tomy desktopI don't like eBooks because34224Do you use journal articles?YesNoResponses Undergraduate Postgraduate MastersYes 208 91.2% 130 97.7%No 20 8.8% 3 2.3%228 133050100150200250300350Summon Google Google Scholar Baidu Youdao Subject Database(e.g. BusinessSource Complete,Emerald,ScienceDirectetc.)How do you access journal articles?050100150200250They are shorterin length thanbooksThey are moreup-to-date thanbooksMy lecturer toldme to use themThey are on myreading listTo back up myargumentWhy do you use journal articles?050100150200250Where do you go for library help?https://www.flickr.com/photos/gangplankhq/5590138243/Retrospective process interviewsCognitive mappingThemes established so far…• No idea of the research help offered by librarians• Struggle to use Dewey• Preference for individual working rather than group work• Working through the night popular for some students• Positive intervention of the International Learning Development Group• Critical thinking/reflection new experienceWorking with the School of Computing and EngineeringDevised a strategyStaff are the main gateway to studentsPrioritised engagement with staff over studentshttps://www.flickr.com/photos/sonnyandsandy/795218818/We don’t see the point (in using x) because we’re not told to use themWe’ve not been told about certain things so we just stick with what we knowComments from Computing Studentshttps://library3.hud.ac.uk/blogs/lidp/2012/12/20/lidp-focus-group-write-up/You base your work around what that tutor wants.  If they want 2 pages of references then you do 3!Comments from a final year Business Management studentSubject: Can we help save you time?Dear [name],Are you spending too much time on fruitless searches? Want to learn how to keep up with your subject area and find information for your research/teaching [amend as appropriate] – without having to find extra time to do it?Book a Library Desktop Visit today!Endnote…Summon…IEEE Xplore…Copyright… MyReading…Social media…Tell us what you want to know!Just tick what you want to know more about on the attached form and send it back to [our own email addresses?], and one of our expert Librarians will [or should this just say “I will”?] come and visit you at your desk to show you some time-saving tips and tricks. It’ll take no more than an hour, and we can go into as little or as much detail as you need.Book a Library Desktop Visit: email [address] and let us know what you want to learn, using the attached form.Promote the resourcesFuture plans…to actually sit with someone to go through the things I wanted to find on Summon …People say they haven't got time to sit with the staff well I was going to spend DOUBLE or even TRIPLE the time trying to search for things on my own so I figured it would SAVE me time if I sat with the experts who know how to get the best from the searches and the advanced searches etc. It truly paid off because I was unable to find relatable journals but having a thinking partner who also suggested 'have you thought of this topic or searched for this keyword etc' that really helped me get my First.Ask Alumni studentsTalk to studentsConduct ethnographic interviews with Computing/Engineering studentshttps://www.flickr.com/photos/craiga/17071467/School action plans• Personalised stats/highlights for the School– Visits to the library– Book purchases– Info lit sessions– ILL requests– Books borrowed– Use of online reading lists• School action plansReferencesThe original project– White, Sue and Stone, Graham (2010) Maximising use of library resources at the University of Huddersfield. Serials, 23 (2). pp. 83-90LIDP– Stone, Graham and Ramsden, Bryony (2013) Library Impact Data Project: looking for the link between library usage and student attainment. College and Research Libraries, 74 (6). pp. 546-559– Stone, Graham and Collins, Ellen (2013) Library usage and demographic characteristics of undergraduate students in a UK university. Performance Measurement and Metrics, 14 (1). pp. 25-35– Collins, Ellen and Stone, Graham (2014) Understanding patterns of library use among undergraduate students from different disciplines. Evidence Based Library and Information Practice, 9 (3)– Stone, Graham, Sharman, Alison and McGuinn, Kate (2015) Using library impact data to inform student marketing campaigns. Journal of the European Association for Health Information and Libraries, 11 (4). pp. 29-32.– Stone, Graham, Sharman, Alison, Dunn, Penelope and Woods, Laura (2015) Increasing the Impact: Building on the Library Impact Data Project. Journal of Academic Librarianship, 41 (4). pp. 517-520.Read more:Library Analytics bibliographyhttps://library3.hud.ac.uk/blogs/lidp/project-outputs/library-analytics-bibliography/Ethnographyhttp://uxlib.org/links/https://www.flickr.com/photos/84568447@N00/2123376519/

Using library analytics: putting theory into practice: phase three of the Library Impact Data Project

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