Transcript NAG Conference 5-6 September 2012 Library Impact Data Project Phase II the data strikes back Graham Stone Information Resources Manager #lidp http://eprints.hud.ac.uk/14514 This work is licensed under a Creative.

NAG Conference
5-6 September 2012
Library Impact Data Project Phase II
the data strikes back
Graham Stone
Information Resources Manager
#lidp
http://eprints.hud.ac.uk/14514
This work is licensed under a
Creative Commons Attribution 3.0
Unported License
Warning!
You may experience data overload
from this presentation
http://www.flickr.com/photos/opensourceway/5755219017/
Previously on…
• …Library Impact Data Project
http://www.ncdd.nl/blog/?p=2468
Non/Low Use Project
digging deeper into data
4
Measuring Library Impact
2008/9 honours graduates
Analysis of the results consistently revealed a
correlation between e-resource use, book
borrowing and student attainment
This appears to be the case across all
disciplines
JISC Activity Data Call
• Obtained funding
from the JISC Activity
Data Call
• 6 month project (FebJul 2011)
Library Impact Data Project
To prove the hypothesis that…
“There is a statistically significant correlation across a
number of universities between library activity data
and student attainment”
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/Faculty
Library Impact Data Project
book loans & Athens (2009/10)
Library Impact Data Project
library PC logins & visits (2009/10)
Linking back to non/low usage
• Our research showed that for books and e-resource
usage, there appeared to be a statistical significance
across all partner libraries
• While identifying a relationship is of great importance in
both academic library use, identifying specific groups of
high or low users of resources and their level of
achievement will provide data which can be used more
extensively to the benefit of library users.
Library Impact Data Project
Phase II (Jan-Oct 2012)
Library Impact Data Project
Phase II (Jan-Oct 2012)
• Phase I looked at over 33,000 students across 8
universities
• Phase II looks at around 2,000 FT undergraduate
students at Huddersfield
Library Impact Data Project
Aims and objectives
• Addition of other relevant data such as demographics,
retention data etc.
• To use the enriched data to provide better management
information
• To conduct a feasibility study on the viability of a JISC
shared service that involves collection and analysis of
library impact data for all UK HE libraries
Library Impact Data Project
Additional data
• We had some new library usage metrics which weren’t
available during Phase I
– Demographics
– Overnight usage
– The number of e-resources accessed
• as distinct from the hours spent logged into e-resources
• the number of e-resources accessed 5 or more times
• the number of e-resources accessed 25 or more times.
Library usage
Age and usage
Library usage
Gender and usage
Library usage
Ethnicity and usage
Library usage
Country of domicile and usage
Library usage
By discipline
• Each of the 100 (ish) courses has been classified into
one of 17 ‘clusters’
• Clusters have been aggregated to form six ‘groups’
– Groups compared to see some overarching differences
– Then drilled down to compare clusters within groups, to get a
more detailed understanding
• Statistically significant effect sizes are highlighted by the
depth of colour
– small effects pale, medium effects a little darker, and large
effects very dark.
Library usage
Aggregated subject groups
Library usage
Health group
Library usage
Computing and Engineering group
Library usage
Humanities group
Library usage
Social Science group
Library usage
Arts group
http://www.flickr.com/photos/brianscott/3745357149/
Library usage
Retention
• Looking at one year of data for every student
• Only looking at people who dropped out in term three
• Using a cumulative measure of usage for the first two
terms of the 2010-11 academic year
• 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 usage
Retention
Time of day of usage and outcomes
average hourly use
Time of day of usage and outcomes
average hourly use as percentage
Final results and usage
Number of e-resources accessed
• The number of e-resources accessed
– as distinct from the hours spent logged into e-resources
– the number of e-resources accessed 5 or more times
– the number of e-resources accessed 25 or more times
• Showing how many of Huddersfield’s 240+ e-resources,
a student has logged into during the year, once, at least
five times or at least 25 times.
Number of e-resources accessed
Depth and breadth
LIDP Phase II
MyReading
Profiling users
• Investigate the use of reading lists
– Matching attainment with use of essential, recommended and
wider reading
• Working with copacAD
LIDP Phase II
Lemon Tree
LIDP Phase II
Still to do
• UCAS points vs. library usage
– A proxy for value added services?
•
•
•
•
•
•
Predicting final grade
% use for on and off campus vs. library usage
A final data blog
Toolkit ver.2.0
Student workshops
Due mid October
Looking forward
Why is Google so easy and the library so hard?
Other factors
Number 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
• Additionally, students on particular courses may be using
more primary materials only available outside of library
resources: non-use of library resources does not mean
students are using poor quality information
EBEAM
Learning analytics
Measureable targets
adding value
• To contribute towards a dashboard for student retention
– to use non-use of library e-resources as an indicator of possible
retention issues
• To tie LIDP II results in with the MyReading project
– to measure depth and breadth of student reading
• To use the outputs from the LIDP to work with a number
of academic ‘champions’
– To improve attainment
– To improve retention
Measureable targets
adding value
• To demonstrate VfM from the library’s resources
– Using UCAS points, attainment and usage to show value
• To create staffing efficiencies
– Using impact data to concentrate staff resources at the right
point
A shared service for Library Impact
Data?
• Can we build a suite of management reports to aid the
above targets
• A national shared service to allow manipulation of data
and benchmarking?
• Joint copacAD/LIDP questionnaire to go to SCONUL
directors in September 2012
• RLUK/SCONUL workshop to be held in October 2012
Acknowledgements
Ellen Collins
Research Information Network
[email protected]
Look
Its
Dave
Pattern
46
Thank you
Library Impact Data Project blog
http://library.hud.ac.uk/blogs/projects/lidp/
#lidp
http://eprints.hud.ac.uk/14514
Graham Stone
[email protected]
@Graham_Stone
This work is licensed under a
Creative Commons Attribution 3.0
Unported License