This article uses an evidenced based approach using the finding of the Library Impact Data Project to help market library resources to students at the University of Huddersfield.  Initiatives discussed include the roving librarian, desk-top visits and Lemontree (library game).  Reading list software is also used to drive usage and the marketing of these services is also discussed. Finally, the paper looks at the use of a marketing placement student in the library

McGuinn, Kate

Sharman, Alison

Stone, Graham

English

University of Huddersfield Repository

University of Huddersfield RepositoryStone, Graham, Sharman, Alison and McGuinn, KateUsing library impact data to inform student marketing campaignsOriginal CitationStone, 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. ISSN 1841- 0715 This version is available at http://eprints.hud.ac.uk/26552/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 impact data to inform student marketing campaigns Graham Stone, University of Huddersfield UK Alison Sharman, University of Huddersfield UK Kate McGuinn, University of Huddersfield UK Corresponding author g.stone@hud.ac.uk Abstract This article uses an evidenced based approach using the finding of the Library Impact Data Project to help market library resources to students at the University of Huddersfield.  Initiatives discussed include the roving librarian, desk-top visits and Lemontree (library game).  Reading list software is also used to drive usage and the marketing of these services is also discussed. Finally, the paper looks at the use of a marketing placement student in the library.  Keywords: Libraries, Information Science and Information Centers Introduction The Library Impact Data Project (LIDP) at the University of Huddersfield investigated the link between library usage and student attainment. The first phase used data from eight universities to support the hypothesis that there was a statistically significant link between library usage (book loans and e-resource usage) and student attainment (1). The second stage went on to investigate potential causal factors in the data such as demographics and discipline at school and course level (2-3).  There have been two spin off projects from the first two phases of LIDP. The first is the Roving Librarian project, which targets areas of low use; the second is Lemontree, a library game, which was developed at Huddersfield with partners Running in the Halls to encourage engagement with students. The third phase of LIDP has started to investigate how the library can make use of the data and insights generated (4). Research in the third phase has shown that boutique services (5), such as desk top visits can help to promote library services to staff and students in order to increase usage and therefore attainment and the student experience. The combination of service-wide initiatives and targeted boutique services will be discussed in this paper.  Roving Librarian The concept for the Roving Librarian emerged directly from LIDP (6-7).  Librarians took the decision to leave the traditional library space and with the aid of mobile technology such as iPads visit Schools, cafes and other areas frequented by students, thereby potentially reaching those students who do not visit the physical library.   There is now a roving brand which is used to advertise this service.  Pop-up banners have been designed using this same brand to indicate to student that the library is here to help them.  The service is also publicised to students using email, plasma screens and social media.  This has been productive and there have been a few occasions when the librarian has been greeted by several students waiting for them to arrive who have particular assignments for which they are struggling to find appropriate information.  Freebies have also been a good ploy to attract students to the stand.  Cupcakes were a popular feature and they featured the same roving brand.  They have now been replaced by fortune cookies which advertise library services in an innovative way.  This year they all have a unique URL, which allows librarians to trace the impact of this marketing tool.  Library suppliers have sent products such as umbrellas, water bottles, memory sticks to advertise their resources to which the library subscribes.   The Human and Health Sciences (HHS) subject librarians at the University of Huddersfield have used two approaches to roving in the School since it was introduced in 2011.  The most common approach is to choose a location in one of the main HHS buildings for drop in sessions (for example the Student Hub, a resource area staffed by student support workers) and pick a busy time to visit once a week for a period of a few weeks.  This is advertised in the School with posters and leaflets and also via Twitter and Facebook.  The second approach is to stand with iPads and a pop-up banner in a high traffic area of the School at lunch time and approach students as they walk past.  Both approaches have their merits, but whichever approach is used, the librarians have found that the success of roving sessions depended very much on timing.  For example, Friday was found to be a poor day for roving as many students left the School after morning lectures but Thursday lunchtimes have proved to be a popular time for both types of roving session. Students seem to appreciate the service especially when the librarian is able to replicate a search that they are currently struggling with, helping them to find resources that they did not even know exist.  One comment made to the Subject Librarian for Health whilst roving in the School labs was that the reason why they thought the library was so brilliant is that librarians come looking for students that need help rather than him having to find a librarian.  Desk-top visits Offering individual tailored desk-top visits to academic staff was an initiative that came out of the third phase of LIDP.  It was trialled initially with the School of Computing and Engineering, a School whose students were consistent low users of the library.  When compiling an action plan of how best to reach these students, it was decided to target the academic staff as past experience had shown that when the recommendation to use library resources came from their tutors as opposed to the library, they were more likely to do so (8). Desk-top visits had been previously been used at London South Bank (9) and Liverpool (10) Universities and it was thought that this personalised approach could work at Huddersfield.  An email template was created to emphasise the value of the session, such as saving time, helping to find information for teaching and/or research and then adapted by each subject librarian to make the message unique to that member of staff.  Staff were invited to book a visit by completing a short online form enabling each visit to be tailored to meet specific requirements.  The form not only highlighted the range of resources relevant to their subject area but topics such as copyright, reference management software and social media.  The visits had a mixed response from the School with just six visits being booked to date.  However, when this initiative was rolled out to HHS during summer 2015, it had a much better take-up with fifteen visits being booked.  The subject librarians state this method of outreach has been effective in marketing library services and resources to academics and has achieved a disproportionately bigger impact than the number of visits conducted would suggest.  Staff generally were appreciative that they had been visited in their office at a time convenient to them.  One member of staff described the visit as being "luxurious".   Topics discussed were wide ranging and often went beyond those ticked on the form. It is too early to measure whether the aim of getting academic staff to promote specific library resources to their students has been successful, but overall the visits have has helped the subject librarians build personal relationships with academics who after the event were more likely to contact them with their resource requirements and research questions as well as book them for future information skills sessions.         Library Game Another project to be influenced by LIDP was the gamification project, Lemontree. It was designed to be a fun, innovative, low input way of engaging students through new technologies and increasing use of library resources (11). The game itself builds upon the ideas developed at Manchester Metropolitan University to support inductions and information literacy (12) as well as a reward system similar to Foursquare (https://foursquare.com). Promotion for Lemontree included use of plasma screens in the university, website banners and a social media campaign via Twitter. As the game has developed physical objects such as cards and freshers fair badges, which link to virtual badges and bonus points within the game have been introduced. Based on comments received, initial feedback was broadly positive. In January 2013 a survey of all 762 registered users solicited a 20.5% response rate (13). One question asked whether use of Lemontree encourages users to use more library resources. Users were invited to tick all options that applied. 44% felt that they were encouraged to come into the library more often, although research suggests that this alone does not have an impact on final degree outcome (1), it does result in interaction with the library. 36% of those surveyed said that they borrowed more books, 23% felt they borrowed a wider range of titles and 37% used more e-resources. These interactions could lead to increased attainment as one of a number of other factors. 40% of respondents felt that their behaviour had not changed, although it is not known whether these were high or low users of the library facilities. Reading list software In 2010, the Library developed its own bespoke reading list package (MyReading) to ensure that for every taught module, where applicable, an online reading list is available.  The reading lists are created by academics but librarians can check which items have been recently added to ensure that all materials are available in the library or online.  The aim is to improve the student experience and potentially increase student grades as a wide range of materials from books and journal articles, to websites and videos and now more readily available.  In order to market the product to students, an external organisation comprising former students was commissioned to produce a short 90 second animation using a narrative-based marketing approach (14-15). Story-based advertising was employed to demonstrate to students how MyReading could simplify the process of finding resources in the library. The librarians came up with a storyline, but the script was developed by the company to leverage their student experience in the creation of the animation's languages and images. Using the same graphics as the animation and using some of the wording as a strapline, Take your degree to the next level, leaflets were also published.  These are given out in sessions and displayed next to the catalogues.  As well as featuring the software, they also highlight the potential impact of using the library referring to the findings of LIDP, that "Research shows that students who use more books and articles may also get better degrees" (1-3). Posters were also produced using the same graphics and logo and as well as being visible throughout the library they are also displayed on frames on the back of toilet doors where they can be read by a captive audience!  A questionnaire was deployed to evaluate the usage of MyReading by students and ascertain what they liked and disliked about the product.  Questions were also asked to find out more about the impact of the marketing campaign.  Two thirds of the 772 responses claimed to have seen the promotional materials.  The posters were the "most seen", probably as they were displayed around the Library and the Schools.  The animation was not as memorable despite being displayed on plasma screens in the Library, being shown at all first year inductions and linked to from the Library’s web scale discovery system, Summon.  However, despite this, it is the most popular video on the Library's YouTube account (hudlibrary) with 6,236 views in the first 14 months online. Comments made by students in the questionnaire were used for this year's marketing and banner pens featured two quotes made by students and again used the same graphics as the animation. Marketing placement student  In the summer of 2014, the Library recruited a marketing student for a twelve month marketing placement. The student was very much a trailblazer in terms of finding a role for herself especially as the department does not have any staff who are marketing professionals. Having a student on board was very beneficial as she had inside knowledge of what marketing approaches would appeal and have more impact with the students.   One of her roles was to help assess the impact of specific marketing campaigns as well as finding out more about the user experience.  For the MyReading project she created the questionnaire described above as well as advising on how it should be successfully deployed to students.   Conclusion The article has shown how the University of Huddersfield has used the findings of the library impact data to inform decisions on targeted marketing, such as roving and desk-top visits. The use of data from LIDP has influenced the marketing of library services and resources by helping to strategically target specific groups such as academic staff and low users of library services with the aim of driving up usage in order for students to get better grades. This is not the end of the process, however, and the marketing is still ongoing.  Future plans include the roll out of the upgraded Lemontree, continuing to reap the rewards of a marketing placement student, extending the roving role offered to Schools and rolling out desk-top visits with all academic staff.  References 1. Stone G, Ramsden B. Library Impact Data Project: Looking for the Link between Library Usage and Student Attainment. College & Research Libraries. 2013;74:546-559.. Available from: http://dx.doi.org/10.5860/crl12-406   2. Stone G, Collins E. Library usage and demographic characteristics of undergraduate students in a UK university. Performance Measurement and Metrics. 2013;14:25-35.. Available from: http://dx.doi.org/10.1108/14678041311316112  3. Collins, E, Stone, G, Understanding patterns of library use among undergraduate students from different disciplines. Evidence Based Library and Information Practice. 2014;9:51-67. Available from: http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/21326  4. Stone G, Sharman A, Dunn P, Woods L. Increasing the Impact: Building on the Library Impact Data Project. Journal of Academic Librarianship. 2015;41:517-520.. Available from: http://dx.doi.org/10.1016/j.acalib.2015.06.003  5. Tilley E. Personalized Boutique Service: Critical to Academic Library Success? New Review of Academic Librarianship. 2013;19:78-97. Available from: http://dx.doi.org/10.1080/13614533.2012.753464  6. Sharman, A, Walsh, A. Roving librarian at a mid-sized, UK based University. Library Technology Reports. 2012;48:28-34. 7. Sharman, A. Roving Librarian: The suitability of tablets in providing personalised help outside of the traditional library. New Review of Academic Librarianship. 2014;20:185-203. Available from: http://dx.doi.org/10.1080/13614533.2014.914959  8. Philip, M. LIDP focus group write-up. Weblog post, 2012, December 20. Available from https://library3.hud.ac.uk/blogs/lidp/2012/12/20/lidp-focus-group-write-up/   9. Godwin, P. Making Life Easier for Academics: How librarians can help staff weather the technological storm. International Journal of eLiteracy, 2005:2:68-79. Available from http://www.jelit.org/59/    10. Thompson, E. Reaching out to researchers–from subject librarian to sales rep. SCONUL Focus, 2009:48:4-6. Available from http://www.sconul.ac.uk/sites/default/files/documents/2_6.pdf  11. Stone, G, Pattern, D. Knowing me…Knowing You: the role of technology in enabling collaboration. In: Melling, M, Weaver, M, editors. Collaboration in libraries and learning environments. London: Facet; 2012. p.103-128.  12.  Whitton, N, Jones, R. Alternate reality gaming to support information literacy. ALISS Quarterly. 2009;4:18-21. 13. Walsh, A. The potential for using gamification in academic libraries in order to increase student engagement and achievement. Nordic Journal of Information Literacy in Higher Education. 2014;6:39-51. Available from: https://noril.uib.no/index.php/noril/article/view/214  14. Padgett, D, Allen, D. Communicating experiences: a narrative approach to creating service brand image.  Journal of Advertising, 1997;26:48-62. Available from: http://dx.doi.org/10.1080/00913367.1997.10673535  15. Germano, MA. Narrative-based library marketing: selling your library's value during tough economic times.  The Bottom Line - Managing Library Finances, 2010;23:5-17.  Available from: http://dx.doi.org/10.1108/08880451011049641   

Alternate reality gaming to support information literacy.

Communicating experiences: a narrative approach to creating service brand image.

Increasing the Impact: Building on the Library Impact Data Project.

Knowing me…Knowing You: the role of technology in enabling collaboration.

Library Impact Data Project: Looking for the Link between Library Usage and Student Attainment. College & Research Libraries.

Library usage and demographic characteristics of undergraduate students in a UK university. Performance Measurement and Metrics.

LIDP focus group write-up. Weblog post,

Making Life Easier for Academics: How librarians can help staff weather the technological storm.

Narrative-based library marketing: selling your library's value during tough economic times. The Bottom Line - Managing Library Finances,

Personalized Boutique Service: Critical to Academic Library Success? New Review of Academic Librarianship.

Reaching out to researchers–from subject librarian to sales rep. SCONUL Focus,

Roving librarian at a mid-sized, UK based University. Library Technology Reports.

Roving Librarian: The suitability of tablets in providing personalised help outside of the traditional library. New Review of Academic Librarianship.

The potential for using gamification in academic libraries in order to increase student engagement and achievement.

Understanding patterns of library use among undergraduate students from different disciplines. Evidence Based Library and Information Practice.

Using library impact data to inform student marketing campaigns

This article uses an evidenced based approach using the finding of the Library Impact Data Project to help market library resources to students at the University of Huddersfield. Initiatives discussed include the roving librarian, desk-top visits and Lemontree (library game). Reading list software is also used to drive usage and the marketing of these services is also discussed. Finally, the paper looks at the use of a marketing placement student in the library

Journal of EAHIL

3:Journal of EAHIL 2015; Vol. 11 (4): 29-32Feature ArticleIntroductionThe Library Impact Data Project (LIDP) at theUniversity of Huddersfield investigated the linkbetween library usage and student attainment. Thefirst phase used data from eight universities tosupport the hypothesis that there was a statisticallysignificant link between library usage (book loansand e-resource usage) and student attainment (1).The second stage went on to investigate potentialcausal factors in the data such as demographics anddiscipline at school and course level (2, 3). There have been two spin off projects from the firsttwo phases of LIDP. The first is the Roving Librarianproject, which targets areas of low use; the secondis Lemontree, a library game, which was developedat Huddersfield with partners Running in the Hallsto encourage engagement with students.The third phase of LIDP has started to investigatehow the library can make use of the data andinsights generated (4). Research in the third phasehas shown that boutique services (5), such as desktop visits can help to promote library services to staffand students in order to increase usage andtherefore attainment and the student experience.The combination of service-wide initiatives andtargeted boutique services will be discussed in thispaper. Roving LibrarianThe concept for the Roving Librarian emergeddirectly from LIDP (6, 7).  Librarians took thedecision to leave the traditional library space andwith the aid of mobile technology such as iPads visitSchools, cafes and other areas frequented bystudents, thereby potentially reaching thosestudents who do not visit the physical library.  Thereis now a roving brand which is used to advertise thisservice.  Pop-up banners have been designed usingthis same brand to indicate to student that thelibrary is here to help them.  The service is alsopublicised to students using email, plasma screensand social media.  This has been productive andthere have been a few occasions when the librarianhas been greeted by several students waiting forthem to arrive who have particular assignments forwhich they are struggling to find appropriateinformation.  Freebies have also been a good ployto attract students to the stand.  Cupcakes were apopular feature and they featured the same rovingbrand.  They have now been replaced by fortunecookies which advertise library services in aninnovative way.  This year they all have a uniqueURL, which allows librarians to trace the impact ofthis marketing tool.  Library suppliers have sentproducts such as umbrellas, water bottles, memoryAbstractThis article uses an evidenced based approach using the finding of the Library Impact Data Project to help marketlibrary resources to students at the University of Huddersfield.  Initiatives discussed include the roving librarian,desk-top visits and Lemontree (library game).  Reading list software is also used to drive usage and the marketingof these services is also discussed. Finally, the paper looks at the use of a marketing placement student in thelibrary. Key words: libraries; information science; information centers.Using library impact data to inform student marketing campaignsGraham Stone, Alison Sharman and Kate McGuinnUniversity of Huddersfield,  Huddersfield, United KingdomAddress for correspondence: Graham Stone,  Computing and Library Services,  University of Huddersfield,  Queensgate, Huddersfield  HD1 3DH, United Kingdom. E-mail: g.stone@hud.ac.uk41 Journal of EAHIL 2015; Vol. 11 (4): 29-32Graham Stone, Alison Sharman and Kate McGuinnsticks to advertise their resources to which thelibrary subscribes.  The Human and Health Sciences (HHS) subjectlibrarians at the University of Huddersfield haveused two approaches to roving in the School since itwas introduced in 2011.  The most commonapproach is to choose a location in one of the mainHHS buildings for drop in sessions (for example theStudent Hub, a resource area staffed by studentsupport workers) and pick a busy time to visit oncea week for a period of a few weeks.  This isadvertised in the School with posters and leafletsand also via Twitter and Facebook.  The secondapproach is to stand with iPads and a pop-up bannerin a high traffic area of the School at lunch time andapproach students as they walk past.  Bothapproaches have their merits, but whicheverapproach is used, the librarians have found that thesuccess of roving sessions depended very much ontiming.  For example, Friday was found to be a poorday for roving as many students left the School aftermorning lectures but Thursday lunchtimes haveproved to be a popular time for both types of rovingsession.Students seem to appreciate the service especiallywhen the librarian is able to replicate a search thatthey are currently struggling with, helping them tofind resources that they did not even know exist.One comment made to the Subject Librarian forHealth whilst roving in the School labs was that thereason why they thought the library was so brilliantis that librarians come looking for students that needhelp rather than him having to find a librarian. Desk-top visitsOffering individual tailored desk-top visits toacademic staff was an initiative that came out of thethird phase of LIDP.  It was trialled initially with theSchool of Computing and Engineering, a Schoolwhose students were consistent low users of thelibrary.  When compiling an action plan of how bestto reach these students, it was decided to target theacademic staff as past experience had shown thatwhen the recommendation to use library resourcescame from their tutors as opposed to the library,they were more likely to do so (8). Desk-top visitshad been previously been used at London SouthBank (9) and Liverpool (10) Universities and it wasthought that this personalised approach could workat Huddersfield.  An email template was created toemphasise the value of the session, such as savingtime, helping to find information for teaching and/orresearch and then adapted by each subject librarianto make the message unique to that member ofstaff.  Staff were invited to book a visit bycompleting a short online form enabling each visitto be tailored to meet specific requirements.  Theform not only highlighted the range of resourcesrelevant to their subject area but topics such ascopyright, reference management software andsocial media.  The visits had a mixed response fromthe School with just six visits being booked to date.However, when this initiative was rolled out to HHSduring summer 2015, it had a much better take-upwith fifteen visits being booked.  The subjectlibrarians state this method of outreach has beeneffective in marketing library services and resourcesto academics and has achieved a disproportionatelybigger impact than the number of visits conductedwould suggest.  Staff generally were appreciativethat they had been visited in their office at a timeconvenient to them.  One member of staff describedthe visit as being “luxurious”.   Topics discussed werewide ranging and often went beyond those ticked onthe form. It is too early to measure whether the aimof getting academic staff to promote specific libraryresources to their students has been successful, butoverall the visits have has helped the subjectlibrarians build personal relationships withacademics who after the event were more likely tocontact them with their resource requirements andresearch questions as well as book them for futureinformation skills sessions.        Library gameAnother project to be influenced by LIDP was thegamification project, Lemontree. It was designed tobe a fun, innovative, low input way of engagingstudents through new technologies and increasinguse of library resources (11). The game itself buildsupon the ideas developed at ManchesterMetropolitan University to support inductions andinformation literacy (12) as well as a reward systemsimilar to Foursquare (https://foursquare.com).Promotion for Lemontree included use of plasmascreens in the university, website banners and asocial media campaign via Twitter. As the game hasdeveloped physical objects such as cards and42Journal of EAHIL 2015; Vol. 11 (4): 29-32Using library impact data freshers fair badges, which link to virtual badges andbonus points within the game have been introduced.Based on comments received, initial feedback wasbroadly positive. In January 2013 a survey of all 762registered users solicited a 20.5% response rate (13).One question asked whether use of Lemontreeencourages users to use more library resources.Users were invited to tick all options that applied.44% felt that they were encouraged to come into thelibrary more often, although research suggests thatthis alone does not have an impact on final degreeoutcome (1), it does result in interaction with thelibrary. 36% of those surveyed said that theyborrowed more books, 23% felt they borrowed awider range of titles and 37% used more e-resources.These interactions could lead to increasedattainment as one of a number of other factors. 40%of respondents felt that their behaviour had notchanged, although it is not known whether thesewere high or low users of the library facilities.Reading list softwareIn 2010, the Library developed its own bespokereading list package (MyReading) to ensure that forevery taught module, where applicable, an onlinereading list is available.  The reading lists are createdby academics but librarians can check which itemshave been recently added to ensure that all materialsare available in the library or online.  The aim is toimprove the student experience and potentiallyincrease student grades as a wide range of materialsfrom books and journal articles, to websites andvideos and now more readily available.  In order tomarket the product to students, an externalorganisation comprising former students wascommissioned to produce a short 90 secondanimation using a narrative-based marketingapproach (14, 15). Story-based advertising wasemployed to demonstrate to students howMyReading could simplify the process of findingresources in the library. The librarians came up witha storyline, but the script was developed by thecompany to leverage their student experience in thecreation of the animation's languages and images.Using the same graphics as the animation and usingsome of the wording as a strapline, Ublf!zpvs!efhsffup!uif!ofyu!mfwfm- leaflets were also published.  Theseare given out in sessions and displayed next to thecatalogues.  As well as featuring the software, theyalso highlight the potential impact of using thelibrary referring to the findings of LIDP, that“Research shows that students who use more booksand articles may also get better degrees” (1-3).Posters were also produced using the same graphicsand logo and as well as being visible throughout thelibrary they are also displayed on frames on the backof toilet doors where they can be read by a captiveaudience!  A questionnaire was deployed to evaluatethe usage of MyReading by students and ascertainwhat they liked and disliked about the product.Questions were also asked to find out more aboutthe impact of the marketing campaign.  Two thirdsof the 772 responses claimed to have seen thepromotional materials.  The posters were the “mostseen”, probably as they were displayed around theLibrary and the Schools.  The animation was not asmemorable despite being displayed on plasmascreens in the Library, being shown at all first yearinductions and linked to from the Library’s web scalediscovery system, Summon.  However, despite this,it is the most popular video on the Library’s YouTubeaccount (hudlibrary) with 6,236 views in the first 14months online. Comments made by students in thequestionnaire were used for this year's marketingand banner pens featured two quotes made bystudents and again used the same graphics as theanimation.Marketing placement student In the summer of 2014, the Library recruited amarketing student for a twelve month marketingplacement. The student was very much a trailblazerin terms of finding a role for herself especially as thedepartment does not have any staff who aremarketing professionals. Having a student on boardwas very beneficial as she had inside knowledge ofwhat marketing approaches would appeal and havemore impact with the students.   One of her roleswas to help assess the impact of specific marketingcampaigns as well as finding out more about theuser experience.  For the MyReading project shecreated the questionnaire described above as well asadvising on how it should be successfully deployedto students.  Conclusion The article has shown how the University ofHuddersfield has used the findings of the library43 Journal of EAHIL 2015; Vol. 11 (4): 29-32Graham Stone, Alison Sharman and Kate McGuinnimpact data to inform decisions on targetedmarketing, such as roving and desk top visits. Theuse of data from LIDP has influenced the marketingof library services and resources by helping tostrategically target specific groups such as academicstaff and low users of library services with the aimof driving up usage in order for students to get bettergrades. This is not the end of the process, however,and the marketing is still ongoing.  Future plansinclude the roll out of the upgraded Lemontree,continuing to reap the rewards of a marketingplacement student, extending the roving role offeredto Schools and rolling out desk-top visits with allacademic staff. Submitted on invitation.Accepted on 23 November 2015.REFERENCES1. Stone G, Ramsden B. Library impact data project:Looking for the link between library usage andstudent attainment. College & Research Libraries.2013;74:546-59. Available from:http://dx.doi.org/10.5860/crl12-406  2. Stone G, Collins E. Library usage and demographiccharacteristics of undergraduate students in a UKuniversity. Performance Measurement and Metrics.2013;14:25-35. Available from:http://dx.doi.org/10.1108/14678041311316112 3. Collins E, Stone G. Understanding patterns oflibrary use among undergraduate students fromdifferent disciplines. Evidence Based Library andInformation Practice. 2014;9:51-67. Available from:http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/21326 4. Stone G, Sharman A, Dunn P, Woods L. Increasingthe impact: Building on the library impact dataproject. Journal of Academic Librarianship.2015;41:517-20. Available from:http://dx.doi.org/10.1016/j.acalib.2015.06.003 5. Tilley E. Personalized boutique service: Critical toacademic library success? New Review of AcademicLibrarianship. 2013;19:78-97. Available from:http://dx.doi.org/10.1080/13614533.2012.753464 6. Sharman A, Walsh A. Roving librarian at a mid-sized, UK based University. Library TechnologyReports. 2012;48:28-34.7. Sharman, A. Roving librarian: The suitability oftablets in providing personalised help outside of thetraditional library. New Review of AcademicLibrarianship. 2014;20:185-203. Available from:http://dx.doi.org/10.1080/13614533.2014.914959 8. Philip M. LIDP focus group write-up. Weblog post,2012, December 20. Available from:https://library3.hud.ac.uk/blogs/lidp/2012/12/20/lidp-focus-group-write-up/  9. Godwin P. Making life easier for academics: Howlibrarians can help staff weather the technologicalstorm. International Journal of eLiteracy, 2005:2:68-79. Available from http://www.jelit.org/59/   10.Thompson E. Reaching out to researchers – fromsubject librarian to sales rep. SCONUL Focus,2009:48:4-6. Available from:http://www.sconul.ac.uk/sites/default/files/documents/2_6.pdf 11.Stone G, Pattern D. Knowing me…knowing you:the role of technology in enabling collaboration. In:Melling M, Weaver M, editors. Collaboration inlibraries and learning environments. London: Facet;2012. p.103-28. 12.Whitton N, Jones R. Alternate reality gaming tosupport information literacy. ALISS Quarterly.2009;4:18-21.13.Walsh, A. The potential for using gamification inacademic libraries in order to increase studentengagement and achievement. Nordic Journal ofInformation Literacy in Higher Education.2014;6:39-51. Available from:https://noril.uib.no/index.php/noril/article/view/214 14.Padgett D, Allen D. Communicating experiences:a narrative approach to creating service brandimage. Journal of Advertising. 1997;26:48-62.Available from:http://dx.doi.org/10.1080/00913367.1997.10673535 15.Germano MA. Narrative-based library marketing:selling your library’s value during tough economictimes. 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Using library impact data to inform student marketing campaigns

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