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"But What Does It Mean?" Using Statistical Data For Decision Making in Academic Libraries
"But What Does It Mean?" Using Statistical Data For Decision Making in Academic Libraries
"But What Does It Mean?" Using Statistical Data For Decision Making in Academic Libraries
Steve Hiller
Library Assessment Coordinator/Head, Science Libraries, University of Washington Libraries, Seattle,
Washington USA
Abstract
Academic libraries in North America are turning increasingly to the use of statistical data
to assist and support library management decisions. While some library data, primarily
operational, have been available for years, the degree to which they have been used in
library management varies widely. Recently, there has been a voluminous increase in
library-related data, not only in transactional information from online library systems and
electronic resources usage, but also from efforts to gain more direct user input through
user surveys and focus groups. Libraries are also being asked by funding and accrediting
bodies to demonstrate their impact on the user community by employing a series of
metrics that are outcomes and data based.
As the data turn into a flood, many academic libraries are unsure what the data mean
and how to analyse and use this information in library management.
released draft standard (Z39.7) Metrics and professionals at the DLF institutions she
Statistics for Libraries and Information surveyed responded that their libraries
Providers produced by the National needed to do more of the following for
Information Standards Organization (NISO) assessment to be successful:
which includes e-metrics for the first time
• Collect only meaningful, purposeful data
(NISO, 2002).
• Develop the skills to gather, analyse,
interpret, present and use data
The last decade has also seen a trend
• Develop comprehensive assessment plans
towards establishing more adaptable and
• Organise assessment as a core activity
nimble library organisational structures. This
• Compile and managing assessment data
“new” organisation employs a formal
• Acquire sufficient information about the
strategic planning process, encourages
library environment to understand trends
innovation and risk-taking at different levels
within the organisation, and becomes She went on to state that, “Several DLF
user-focused and outcomes-based rather than respondents commented that they spend a
library process-centred. A user-centred great deal of time gathering data but do not
library depends on establishing more formal have the time or talent to do anything with
assessment efforts that measure the needs of this information. Even if libraries gather the
our user communities and evaluate the right measures for their purposes,
effectiveness of library services, developing the requisite skills to analyse,
programmes, and resources in addressing interpret, present and use the data are
them. Developing a “culture of assessment” separate challenges.”(Covey, 2002, p 3).
is one way to extend data-based decision She concluded with this rather bleak
making throughout the library and keep the assessment:
focus on the user.
“The results of the DLF study suggest
“A Culture of Assessment is an that individually, libraries in many
organisational environment in which cases are collecting data without
decisions are based on facts, research really having the will, organisational
and analysis, and where services are capacity, or interest to interpret and
planned and delivered in ways which use the data effectively in library
maximize positive outcomes and planning. Libraries have been slow to
impacts for library clients. A Culture standardize definitions and assessment
of Assessment exists in organisations methods, develop guidelines and best
where staff care to know what results practices, and provide the benchmarks
they produce and how those results necessary to compare the results of
relate to customer expectations.” assessment across institutions”
(Lakos, 2002, p 313) (Covey, 2002, p 58).
While service quality assessment has Yet, I believe that the current situation is far
become part of the academic library lexicon, more optimistic than the picture painted in
the effective understanding, use and the DLF report. While libraries may not
application of quantitative and qualitative have the results they hope for, or have
data in management of North American demonstrated the integration of data
academic libraries have lagged behind. In collection, analysis, interpretation and use in
her recent report for the Digital Library management, there is far greater awareness
Federation, Usage and Usability of the issues involved, and the need to
Assessment: Library Practices and develop not only the skills to understand and
Concerns, Denise Troll Covey (2002) wrote use data effectively, but also the
that the library managers, administrators and organisational structures that will facilitate
• Induce the viewer to think about the responding in 2001. We have tried to build a
substance rather than about methodology multidimensional picture of our user
• Avoid distorting what the data have to community, their library and information
say needs, the ways they use libraries, and their
• Make large data sets coherent satisfaction with library services and
• Encourage the eye to compare different resources.
pieces of data
• Reveal the data at several levels of detail A key element of our assessment programme
• Be closely integrated with the statistical is presenting results from surveys and other
and verbal descriptions of the data set assessment efforts both internally within the
library as well as to our user community.
Tufte further states (p 11) that, “Graphics Initial results and analysis are first posted on
reveal data. Indeed, graphics can be more an internal library site, often within two to
precise and revealing than conventional four weeks of data receipt, and then on our
statistical computations.” With graphing public web page, at
capabilities available in most statistical http://www.lib.washington.edu/surveys/.
analysis, spreadsheet and word processing Written and oral presentations are made to
software, it is comparatively easy to library administrators, managers and
generate charts ... although not necessarily appropriate departments within the Libraries
good ones. as well as to faculty and administrative
groups. We supply our library liaisons with
At the University of Washington Libraries, information they can use as they work with
we have viewed user needs assessment as faculty and students in their subject areas. A
the key to developing, maintaining, and report is written and distributed for internal
strengthening the user-centred library. The use by email and Web, as well as the
University of Washington, located in Seattle, Libraries’ quarterly newsletter and the
Washington, is a comprehensive research official University weekly newspaper. We
institution with 25,000 undergraduates, find the Web is an excellent vehicle for
10,000 graduate and professional students, presentation and communication. It is easily
nearly 4,000 faculty, and thousands of other accessible, always there, uses a mix of
researchers and clinicians. The University formats and images, can be updated quickly,
Libraries has conducted large-scale surveys and provides linkages to other information,
of faculty and students on a triennial basis including data sets.
since 1992 and supplemented this and other
survey data with qualitative information Our local surveys (as well as the
from focus groups, observation and usability LibQUAL+TM surveys at the University of
studies. Surveys are sent to all faculty and a Washington) show that we have very high
sample of students, with 1,345 faculty satisfaction and low dissatisfaction.
80%
70%
60%
50%
40%
30%
20%
In-Person Office Computer Home Computer
The only category of in-library use that in many of our libraries, but were
increased between 1998 and 2001 was the substantially higher in the undergraduate
weekly or more often use of library library, so it was difficult to spot trends.
computers by undergraduates, which rose by Fortunately, we have kept very detailed
34%. This rise likely reflected the statistics on loans, reserves, and in-library
installation in late 1998 of a 350 seat use of material in the on-site collections. We
computer laboratory with 24 hour access in can easily chart this data in a time sequence
the Undergraduate Library. While faculty in (Fig 2). In looking at actual loans, the
the humanities, social sciences and arts visit numbers remain relatively stable, perhaps
libraries more often than those in the somewhat inflated by a higher proportion of
sciences and health sciences, there is no renewals since we initiated self-renewal
difference by subject area in the frequency through the Web. However, if we look at
of use from campus offices or laboratories. in-library use and reserve use, those
numbers drop sharply. Statistics showed that
Our survey programme gives us the in seven years, total use of materials had
opportunity to develop and frame specific gone down by more than 1.1 million items –
questions that can provide information we 33% – while in-library use declined by more
can use for planning and decision-making than 50%. Further analysis revealed that the
within the library. However, responses, sharpest decrease had occurred in those
especially on use patterns, are perceived libraries with a high proportion of journals
behaviours, not actual use. The ability to tap and general news or business information.
into other data can help verify and add When this information was presented to
another dimension to survey responses. library administration using these charts, the
Entrance gate counts had declined somewhat situation was easily grasped.
2,200,000 2,121,895
2,000,000
1,831,768 1,853,964
1,800,000
1,653,298
1,600,000
1,453,632
1,400,000
1,286,490
1,200,000 1,163,321
800,000
1995-96 96-97 97-98 98-99 99-00 00-01 2001-02
Ironically, if we looked just at the ARL the research nature of the project has taken
statistics we would have missed the sharp precedence over how to understand and
decline in in-library use, as the ARL apply results, and the ability to use the data
categories are initial circulations (first time at individual institutions has proved to be
loans but not renewals) and total circulations challenging. Local survey coordinators from
(loans and renewals). Reserve use and the 2001 survey expressed a number of
in-library use are not included. There is a difficulties in trying to use the results. These
general downward trend but it is a relatively included “a dearth of in-house statistical
modest 8.5% overall decline between 1995 skills for understanding the survey
and 2001 in the mean and a 17% decline in methodology and working with the data; a
the median. lack of organisational culture that
encourages assessment; concern about low
Using Statistical Data for Effective sample sizes as compared to print surveys;
Management negative feedback from faculty about the
survey; lack of time and money to work with
Analysing, understanding and presenting
the results; and the need for more
your data are crucial components of the
documentation accompanying the data.”
assessment process. However, the
(Waller and Hipps, 2002, p 10). ARL and
application and use of those data in library
Texas A&M have devoted more effort to the
management is the ultimate test. No matter
issues associated with data analysis,
how good the survey, cost or usage data, if
presentation and use (e.g. the Library
they are not applied, you have not only
Service Quality Academy in May 2002 and
missed an opportunity for data-based
other workshops) as a result of input from
decision making but also implicitly sent a
participating libraries.
powerful message to library staff that data
do not matter. As Covey concludes in the
Some of the key elements to using the data
user surveys portion of the DLF report:
effectively include:
“Many DLF respondents reported
• Timeliness
surveys whose results were never
• Prioritisation of costs and benefits
analysed. Others reported that survey
• Identification of organisational
results were analysed and
responsibility
recommendations made, but nothing
• Communication with staff and
happened after that. No one knew, or
stake-holders
felt comfortable enough to mention,
• Validation with other information sources
who dropped the ball. ... The problem
could be loss of momentum and
In our rapidly changing information
commitment, but it could also be lack
environment it is critical that data be
of skill. ... Libraries appear to be slow
analysed, interpreted, presented and used in
in acquiring the skills needed to use
a timely manner. In some large
survey data.” (Covey, 2002, p 14)
organisations, it takes so long for the process
to move along that results can easily be
For example, LibQUAL+TM has been a
outdated. It is much easier then to make no
powerful catalyst in developing a culture of
decision than to decide on a course of action.
assessment in North American academic
When designing a process for data
research libraries. During the past three
collection, it is vital to identify the method
years there have been more conference
and time needed to enter data and analyse
presentations focussing on LibQUAL+TM,
results.
and more words written about LibQUAL+TM
than any other library assessment effort. Yet,
The data may show a number of areas that During the past ten years at the University of
need action, but in most libraries the ability Washington Libraries, we have collected an
to make changes may be limited due to time, impressive amount of data related to user
staffing, complexity, and resource needs and priorities, use patterns, library
availability. It is important to prioritise – satisfaction and the impact of libraries and
identify those actions that are not only online resources and services on work. We
crucial to programme improvement – but have invested substantial funding and
also can be done in a timely manner with resources to keep in close contact with our
limited resources. A quick win can also community of faculty and students. So, what
demonstrate to staff that assessment works have we learned, how have we used our data
and to stakeholders outside the library that and what have we done to improve the
their input is important. University of Washington Libraries? I will
briefly highlight two areas in which we have
Identifying those in the organisation used assessment information to make
responsible for action is a necessary link to substantive changes: facilities planning and
using data effectively. A flexible access to online information.
organisation where communication is strong,
service improvement is encouraged, Library Facilities
responsibility is identified, and
The library as a place is important for
decision-making is decentralised will
students, especially undergraduates. It is a
facilitate action.
place where they work ... and do much more.
For faculty, the library as a place has value
Staff and stake-holders should be kept
as a construct and as a social good, but is
informed. Results and analysis should be
primarily a place where the intellectual
made available and presented in a way that
content they need for their work is made
is timely and understandable. Staff and
accessible and stored. As content becomes
stake-holders should be told how you the
more easily available in a networked
data have been used to improve services and
environment, faculty and research need for
how important staff and user feedback is. As
the physical library lessens.
a result, staff will better understand the value
of data and users will see that the library is
We have used our data in facilities planning
responsive.
for new and renovated library spaces. Since
students are our primary users, we design
Finally, the more ways that the results can
and renovate our libraries to provide student
be validated with complementary
support. This means providing varied seating
information, the easier it will be to convince
and user spaces to handle both individual
library staff (as well as stakeholders) of the
quiet study and collaborative group work,
need for change. Survey data corroborated
adding computers (both desktop and laptop)
with usage statistics and focus group
that can access not only networked
interviews can provide a powerful
resources, but also have application software
three-dimensional picture of an issue. Your
for students to do their work – wired
results may also show the need to collect
teaching areas for both library and class
data in new or different areas using different
instruction. In the new construction, we
methods. And, if you cannot “use” the data
increased the proportion of library space for
to understand or improve services, perhaps it
user work areas and in our major
should not be collected.
renovations, we reduced the amount of space
given to housing collections.
Figure 3 Reasons for Visiting Libraries (Among those visiting at least weekly)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Use Collections Use as Workspace Use Only Use Only Workspace
Collections
Faculty Undergraduate
We reviewed our hours of opening using surveys were returned with initial results
survey data (including comments). Changes confirming undergraduate use of the library
began in 1998 and included opening libraries as a work place.
for more hours during the week before
Autumn Quarter, adding a weekend day of Provision of Electronic Information
opening and evening hours for three smaller
Recent surveys (and focus groups) have
units so that all library units were open
shown desktop access to electronic
weekday evenings and at least one weekend
information to be the highest priority –
day during the academic quarter, and
especially for faculty and students.
opening undergraduate library 24 hours a
However, importance has varied by subject
day. Satisfaction with library hours has
area, especially for faculty. We also asked
increased, especially among undergraduates.
about trade-offs given relatively flat funding.
Based on survey data and focus group
We have also used our data in considering
results, we have picked up a number of
consolidation of library units. We have a
electronic journal packages, have cancelled
large decentralized library system with many
print subscriptions where electronic is
branch libraries. Three social science
available in the sciences and health sciences,
libraries were consolidated into our main
and now order new titles only in electronic
humanities-social science library in 1995,
when available. Electronic access to older
and our decision was buttressed by our
journals was also identified as a high priority
survey and use data. We are currently
for a number of areas in the sciences, and we
reviewing our service points and collections
have moved aggressively to pick up access
locations and, in addition to using existing
to archival collections – using some book
data, have developed and distributed an
money to do so. For undergraduates, we now
in-library use survey during Spring 2002.
subscribe to several large full-text sources
The survey asked what people did in a
covering general interest periodicals and
specific library, why they came there, and
have expanded our efforts to provide online
what the libraries could do better to support
course reserves.
their use. More than 4,000 completed
Graduate
Library Priority Faculty Undergrads
Students
90%
80%
70%
60%
50%
40%
30%
Full-text to desktop Online acess to older Maintain print Preserve library
journals collection quality materials
Health Science Science Humanities-Soc Sci
80%
70%
60%
50%
40%
30%
20%
10%
0%
Health Sci Health Sci Grad Science Faculty Science Grad Hum-Soc Sci Hum-Soc Sci
Faculty Faculty Grad
Agree Disagree
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