Transcript Effective, Sustainable, Practical Library Assessment

Effective, Sustainable &
Practical
Assessment
Steve Hiller, Director, Assessment and Planning, UW
Martha Kyrillidou, Statistics and Service Quality Programs, ARL
Jim Self, Director, Management and Information Services, UVA
Boston University
September 08, 2008
Monday Morning Metrics With Steve
Baseball
Presentation #535
8 September 2008
Steve Hiller, UW Libraries
Case Study: Worst Trade Ever Made by
the Seattle Mariners
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When
Who
Why was it the worst
Evaluating performance
Defining success and value
– Statistics
– “Intangibles”
Library Assessment
More than Numbers
Library assessment is a structured process:
• To learn about our communities
• To respond to the needs of our users
• To improve our programs and services
• To support the goals of the communities
Why Assess?
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Accountability and justification
Improvement of services
Comparisons with others
Identification of changing patterns
Marketing and promotion
Opportunity to tell our own story
• Using data, not assumptions, to make decisions
– Assumicide!
The Challenge for Libraries
• Traditional statistics are no longer sufficient
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Emphasize inputs – how big and how many
Do not tell the library’s story
May not align with organizational goals and plans
Do not measure service quality
• Need measurements from the user’s perspective
• Need the organizational culture and the skills to
answer a basic question:
What difference do we make to our communities?
“If you think you're too small to
have an impact, try going to
bed with a mosquito.”
»Anita Roddick
Charting User Change
User Behavior
User Expectations
Wide Array of User
Studies Now Available
Findings
Students
start with
Google
Format
Agnostic
Seek
convenience
Born
Digital
Customer
Service
(qualified & helpful staff)
Library as a
place, symbol,
refuge
Self-sufficiency &
control of information
seeking process
Ready access to wide
range of content (e.g.
complete runs of journals)
Re-conceptualizing Library Facilities
Changing nature of library usage
Re-configuring library facilities:
Social and
intellectual
center
Library as
physical
place,
intellectual
space,
and
community
center
ARL Sponsored Assessment
• Tools - StatsQUAL
– ARL Statistics™ - descriptive, longitudinal, comparative
– LibQUAL+®, ClimateQUAL™, DigiQUAL™
– MINES for Libraries®, E-metrics …. Google Analytics
• Building a Community of Practice
– Library Assessment Conferences
– Service Quality Evaluation Academy (training events)
– Library Assessment blog
• Individual Library Consultation (Jim and Steve)
– Making Library Assessment Work (24 libraries in 2005-06)
– Effective, Sustainable, Practical Library Assessment (14 in 200708)
ARL Tools for Library Assessment
As a result of the work of the New Measures and
Assessment Initiative (1999)…
ARL Statistics™
LibQUAL+®
Since 1907-08
Since 2000
MINES for
Libraries™
Since 2003
DigiQUAL®
ClimateQUAL™
Since 2003
Since 2007
Survey Structure
(Detail View)
“22 Items and The Box….”
Why the Box is so Important
– About 40% of participants provide openended comments, and these are linked to
demographics and quantitative data.
– Users elaborate the details of their concerns.
– Users feel the need to be constructive in their
criticisms, and offer specific suggestions for
action.
MINES for Libraries
TM
• MINES is a transaction-based research methodology consisting
of a web-based survey form and a random moments sampling
plan
• MINES typically measures who is using electronic resources,
where users are located at the time of use, and their purpose of
use in the least obtrusive way
• MINES was adopted by the Association of Research Libraries
(ARL) as part of the “New Measures” toolkit in May, 2003.
• MINES is different from other electronic resource usage
measures that quantify total usage (e.g., Project COUNTER, EMetrics) or measure how well a library makes electronic
resources accessible (LibQUAL+™).
ESP Insights
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Strong interest in using assessment to improve
Uncertainty on how to establish and sustain assessment
Lack of assessment knowledge among staff
More data collection than data utilization
Effectiveness not dependent on library size or budget
Each library has a unique culture and mission
Effective Assessment
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Focuses on the customer
Is aligned with library and university goals
Assesses what is important
Is outcomes oriented
Develops criteria for success
Uses appropriate and multiple assessment methods
Uses corroboration from other sources
Provides results that can be used
Sustainable Assessment Needs . .
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Organizational leadership
Sufficient resources
Supportive organizational culture
Identifiable organizational responsibility
Connection to strategic planning and priorities
Iterative process of data collection, analysis, and use
Involvement of customers, staff and stakeholders
Practical Assessment
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Keep it simple and focused – “less is more”
Know when enough is enough
Use assessment that adds value for customers
Present results that are understandable
Organize to act on results
The University of Virginia
• 14,000 undergraduates
– 66% in-state, 34% out
– Most notable for liberal arts
– Highly ranked by U.S. News
• 6,000 graduate students
– Prominent for humanities,
law, business
– Plans expansion in sciences
• Located in Charlottesville
– Metro population of 160,000
Collecting the Data
at the U.Va. Library
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Customer Surveys
Staff Surveys
Mining Existing Records
Comparisons with peers
Qualitative techniques
Long involvement with ARL statistics
Management Information Services
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MIS committee formed in 1992
Evolved into a department 1996-2000
Currently three staff
Coordinates collection of statistics
Publishes annual statistical report
Coordinates assessment
Resource for management and staff
“…but to suppose that the facts, once
established in all their fullness, will
‘speak for themselves’ is an illusion.”
Carl Becker
Annual Address of the President of the
American Historical Association, 1931
www.arl.org
UVa Customer Surveys
• Faculty
– 1993, 1996, 2000, 2004
– Response rates 59% to 70%
• Students
– 1994, 1998, 2001, 2005
– Separate analysis for grads and undergrads
– Response rates 43% to 63%
• LibQual+ 2006
– Response rates 14% to 24%
• Annual Surveys 2008
– Student samples
– One third of faculty
– Response rates 29% to 47%
Corroboration
• Data are more credible if they are supported by
other information
• John Le Carre’s two proofs
www.arl.org
Analyzing U.Va. Survey Results
• Two Scores for Resources, Services, Facilities
– Satisfaction = Mean Rating (1 to 5)
– Visibility = Percentage Answering the Question
• Permits comparison over time and among groups
• Identifies areas that need more attention
www.arl.org
U.Va. Reference Activity and
Reference Visibility in Student Surveys
7,000
6,008
Reference Questions
Recorded per Week
in Annual Sample
64%
Visibility
39%
Visibility
34%
Visibility
Reference Visibility
among Undergraduate
75%
Visibililty
1,756
10%
1,000
1993
www.arl.org
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
Data Mining
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Acquisitions
Circulation
Finance
University Records
www.arl.org
Investment and Customer Activity
University of Virginia Library
1993-2006
Acquisitions Expenditures by Format
Customer Activities
$3,000,000
2,400,000
1,800,000
E-Journals
$2,000,000
Circulation
Reference
1,200,000
$1,000,000
600,000
Electronic Resources
Print Monographs
Print Serials
$0
FY93
FY94
FY95
FY96
FY97
FY98
FY99
FY00
FY01
FY02
FY03
FY04
FY05
FY06
0
FY93
FY94
FY95
FY96
FY97
FY98
FY99
FY00
FY01
FY02
FY03
FY04
FY05
FY06
The Balanced Scorecard
at the U.Va. Library
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Implemented in 2001
Results tallied FY02 through FY07
Tallying results for FY08
Completing metrics for FY09
Builds upon a rich history of collecting data
A work in progress
The Balanced Scorecard
Managing and Assessing Data
• The Balanced Scorecard is a layered and
categorized instrument that
– Identifies the important statistics
– Ensures a proper balance
– Organizes multiple statistics into an intelligible
framework
Metrics
• Specific targets indicating full success, partial
success, and failure
• At the end of the year we know if we have met
our target for each metric
• The metric may be a complex measure
encompassing several elements
What Do We Measure?
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Customer survey ratings
Staff survey ratings
Timeliness and cost of service
Usability testing of web resources
Success in fundraising
Comparisons with peers
Metric L.2.B:
Retention Rate of Employees
• Target1: Retain 95% of employees.
• Target2: Retain 90% of employees.
• Result FY08: Target1.
– 95% of employees retained.
Metric U.4.B: Turnaround
time for user requests
• Target1: 75% of user requests for new books
should be filled within 7 days.
• Target2: 50% of user requests for new books
should be filled within 7 days.
• Result FY07: Target1.
– 77% filled within 7 days.
Metric U.3.A:
Circulation of New Monographs
• Target1: 60% of newly cataloged monographs
should circulate within two years.
• Target2: 50% of new monographs should
circulate within two years.
• Result FY07: Target1.
– 63% circulated.
Balanced Scorecard
U.Va. Library FY2007
Target1
Target2
Not Met
Using Data for Results at UVa
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Additional resources for the science libraries (1994+)
Redefinition of collection development (1996)
Initiative to improve shelving (1999)
Undergraduate library open 24 hours (2000)
Additional resources for the Fine Arts Library (2000)
Support for transition from print to e-journals (2004)
New and Improved Study Space (2005-06)
Increased appreciation of the role of journals (2007)
University of Washington
• Located in Seattle; metro
population 3.2 million
• Comprehensive public
research university
– 27,000 undergraduate students
– 12,000 graduate and professional
students (80 doctoral programs)
– 4,000 research and teaching
faculty
• $800 million yearly in U.S.
research funds (#2)
• Large research library
system
– $40 million annual budget
– 150 librarians on 3 campuses
The Basic Question
How Does the Library Contribute to the Success
of our Researchers and Students?
Our assessment priorities:
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Information seeking behavior and use
Patterns of library use
User needs
Library contribution to learning and research
User satisfaction with services, collections, overall
What have we learned (short version):
• Faculty perceive success through collections
• Grad students through timely access to resources and services
• Undergrads through library as place for work and community
University of Washington Libraries
Assessment Methods Used
• Large scale user surveys every 3 years (“triennial
survey”): 1992, 1995, 1998, 2001, 2004, 2007
• In-library use surveys every 3 years beginning 1993
– 4000 surveys returned in 2008
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Focus groups/Interviews (annually since 1998)
Observation (guided and non-obtrusive)
Usability
Usage statistics/data mining
Information about assessment program available at:
http://www.lib.washington.edu/assessment/
UW Triennial Library Survey
Number of Respondents and Response Rate 1992-2007
2007
2004
2001
1998
1995
1992
Faculty
1455
36%
1560
40%
1345
36%
1503
40%
1359
31%
1108
28%
Grad
Student
580
33%
627
40%
597
40%
457
46%
409
41%
560
56%
Undergrad 467
20%
502
25%
497
25%
787
39%
463
23%
407
41%
Library as Place
Change In Frequency of In-Person Visits 1998-2007 (weekly+)
80%
Grad
70%
Undergrad
Undergrad
60%
50%
Grad
Faculty
40%
30%
Faculty
20%
1998
2001
2004
2007
What Did You Do in the Library Today?
(In-Library Use Surveys 2008/2005)
70%
60%
2008
2005
50%
40%
30%
20%
10%
0%
Ask for help
Look for
material
Work alone
Work in
groups
Use Lib
Computer
Use Own
Computer
Activity in the Library by Group
2008 Users: 73% UG, 22% Grad, 5% Faculty
70%
Undergrad 2008
Grad 2008
Faculty/Staff 2008
60%
50%
40%
30%
20%
10%
0%
Ask for help
Look for
material
Work alone
Work in
groups
Use Lib
Computer
Use Own
Computer
Usefulness of New and/or Expanded Services
for Undergrads: Library as Place (2007 Triennial Survey)
Quiet work/study areas
Increase weekend hours
More library computers
Integrate services into
campus Web sites
Book Self-Check out
Group/Presentation
Spaces
0%
10%
20%
30%
40%
50%
60%
Library As Place: Using the Results
• Libraries are student places
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350 computer lab installed in Undergrad Library Autumn 1998
Hours extended to 24/5.5 in Undergrad Library 2002
Collection footprint reduced
Diversified user spaces provided (group, quiet, presentation)
Student advisory committee provides ongoing feedback
Add other collaborative student support services into library
• Upgrade/renovate facilities to meet student needs
– Furniture that encourages collaboration
– More electrical outlets
– Better lighting and noise control
• Plan for major renovation of Undergraduate Library
What Faculty/Grad Students Told Us
Bioscience Interview/Focus Groups (2006)
• Content is primary link to the library
– Identify library with ejournals; want more titles & backfiles
• Provide library-related services and resources in
our space not yours
– Discovery begins primarily outside of library space with
Google and Pub Med; Web of Science also important
– Library services/tools seen as overly complex and
fragmented
• Print is dead, really dead
– If not online want digital delivery/too many libraries
– Go to physical library only as last resort
• Uneven awareness of library resources and services
Sources Consulted for Information on
Research Topics
(Scale of 1 “Not at All” to 5 “Usually”)
Undergrad
Grad
Faculty
Open Internet
Search
Open Internet Ref
Source
Library Catalog
Bibliographic
Databases
2.5
2.75
3
3.25
3.5
3.75
4
4.25
4.5
Off-Campus Remote Use 1998-2007
(Percentage using library services/collections at least 2x week)
70%
60%
70%
76% of faculty and 72% of graduate students
use library services online at least 2x week
Grad
60%
50%
50%
Faculty
40%
40%
30%
30%
20%
Undergrad
20%
10%
10%
0%
0%
1998
2001
2004
2007
Primary Reasons for Faculty Use of
Libraries Web Sites 2007
(at least 2x per week)
75%
65%
55%
45%
35%
25%
15%
Health Sci
Library Catalog
Science-Engin
Bib Database
Hum-Soc Sci
Online journal articles
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subcriptonmyaefhlbrndisctomyeah.
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E-Journal Usage at UW
Scholarly Stats 2007: 5 million article requests from
19 vendors/platforms - 7 accounted for nearly 75%
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High Wire Press
Science Direct
JSTOR
Nature
Meta Press
Blackwell Synergy
• Ovid
1,200,000
975,000
750,000
300,000
250,000
225,000
225,000
Biomedical
Science-Medical
Multidisciplinary
Science-Medical
Science-Medical
Science-Medical
Biomedical
Importance of Books, Journals, Databases
Academic Area
(2007, Faculty, Scale of 1 “not important” to 5 “very important)
4.8
Journals
>1985
4.6
4.4
4.2
Books
4
Journals
<1985
3.8
3.6
Bib
Databases
3.4
3.2
Health Sciences
Books
Science-Engineering
Journals<1985
Bib Databases
Hum-Soc Science
Journals>1985
Bibliographic Database Use: Login Sessions
Database
2005
2006
2007
Change
Art Abstracts
4120
2887
2330
-43%
Geobase
4504
4435
3933
-13%
MLA
23246
22189
20696
-11%
ERIC
17063
16078
15263
-11%
Expanded
Academic
191095
176483
141887
-26%
Web of Science
158451
162600
154546
-2%
Librarian Liaison Satisfaction & Visibility
By Selected School
(2007 Triennial Survey; Satisfaction on 1 to 5 scale; visibility % who rated)
100%
Fine Arts
90%
80%
Visibility
Humanities
70%
Science
60%
Engineering
50%
Public
Health
40%
Medicine
Business
30%
3.8
4
4.2
4.4
Satisfaction
4.6
4.8
Usefulness of New/Expanded Services
for Faculty & Grads: Integrate into my space
Scan on Demand
Digitize specialized
collections
Office delivery of
books
Grad
Faculty
Integrate services into
campus Web sites
Manage your info &
data
0%
10%
20%
30%
40%
50%
60%
70%
80%
Integrate Library Services & Resources
into User Workflows: Follow-Up Actions
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WorldCat Local became primary catalog+ in 2007
“Scan on demand” pilot began 2008
Increase chat and remote services staffing
Increase ILL staffing (due to WorldCat Local)
Integrate course reserves & services into “My UW” portal
Redesign UW Libraries Homepage
Use qualitative methods to gain deeper understanding of
user work and behavior
• Strengthen librarian liaison efforts to academic programs
How UW Libraries Has Used Assessment
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Extend hours in Undergraduate Library (24/5.5)
Create more diversified student learning spaces
Enhance usability of discovery tools and website
Provide standardized service training for all staff
Review and restructure librarian liaison program
Consolidate and merge branch libraries
Change/reallocate collections budget
Change/reallocate staffing
Support budget requests to University
Overall Satisfaction by Group 1995-2007
4.6
4.6
Faculty 4.56
4.5
4.4
4.33
4.3
4.5
4.44
4.33
4.34
Faculty 4.25
4.26
4.32
Grad 4.36 4.4
Undergrad 4.36 4.3
4.2
4.1
4.2
Grad 4.18
4.11
4.22
4.1
4
3.9
4
Undergrad 3.97
3.99
3.9
3.8
3.8
1995
1998
2001
2004
2007
Four Useful Assessment Assumptions
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Your problem/issue is not as unique as you think
You have more data/information than you think
You need less data/information than you think
There are useful methods that are much simpler than
you think
Adapted from Douglas Hubbard, “How to Measure Anything” (2007)
in conclusion
Assessment is not…
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Free and easy
A one-time effort
A complete diagnosis
A roadmap to the future
Assessment is…
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A way to improve
An opportunity to know our customers
A chance to tell our own story
A positive experience
Moving Forward
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Keep expectations reasonable and achievable
Strive for accuracy and honesty—not perfection
Assess what is important
Use the data to improve
Keep everyone involved and informed
Focus on the customer
For more information…
• Steve Hiller
[email protected]
www.lib.washington.edu/assessment/
• Jim Self
– [email protected]
– www.lib.virginia.edu/mis
– www.lib.virginia.edu/bsc
• ARL Assessment Service
www.arl.org/stats/initiatives/esp/