Working together: evolving value for academic libraries

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Claire Creaser and Valérie Spezi, LISU, Loughborough University

14/08/12

Introduction

Background & methodology Evolving value:- evidence and perceptions of value Working together:- services for teaching and

research staff Raising the visibility of the library and library

services Recommendations

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Background

Commissioned December 2011 LISU ([email protected])

Connections between library and academic departments

Enhance working relationships Marketing services

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Methodology

6 month research project US, UK and Scandinavia 8 case studies Survey of librarians

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Methodology

Case studies: 4 US; 2 UK; 2 Scandinavia Identify good practice

Survey of librarians Triangulate case study findings

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Evolving value:- evidence and perceptions of value14/08/12

Evidence of value

No systematic evidence gathered Aware of need How to assess impact?

Internal drivers Want to do a good job Support budget claims

UK with statistics, US with ‘success stories’

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Evidence of value

External drivers Benchmarking Research assessment audits Student satisfaction

Stronger in UK

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Perceptions of value14/08/12

Teaching and research staff often

fail to realise that it is the Library that provides key resources…

(Scandinavia)

Staff never cease to be amazed at what we can

actually provide/help them with

(UK)We are too

successful in providing seamless

electronic access…

(US)

Perceptions of value14/08/12

US UK Scandinavia0123456789

Management Academics Students

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Perceptions of value14/08/12

‘ I feel confident that if I need something … I

know that I can contact them and get

help’ (Scandinavia)

I’m not sure that the faculty as a whole appreciate what

librarians do or understand what they do

(UK)

The library always tries to work hard to get what academic

staff request (UK)

Working together - services for teaching & research 14/08/12

Embedded information literacy instruction

Working with teaching staff Relevant to course content Most highly valued by teaching staff

Vocational subjects Familiar with evidence-based approach Spreading to other areas

Culture shift Pro-active not re-active

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Embedded information literacy instruction

Pro

Academics can see value Quality of student work

Increases formal contact hours

Con

Time-consuming Not promoted where

resources scarce

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Integrated teaching services

One step further Close collaboration

Design, teaching & assessment

Subject expertise not essential

Developing area Started in health sciences

Focus on information literacy for research Example of partnership working

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When you work with someone and you have a successful

class and a successful partnership the word of mouth from other faculty within the

department or in other departments is worth a lot

Other teaching support

Curriculum design One step beyond

integrated teaching

IT tools Podcasts, wikis and

blogs

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Driven by national changes to nursing education (all nurses to be

educated to degree level) Nottingham developed a new

course with a high level of blended learning. The health science

librarian was directly involved in its design from the outset, over an 18

month development cycle, identifying relevant resources and

developing information skills elements

Integrated research services

Research support less well developed Sacrificed to more teaching support Depends on individual relationships with researchers

Typical services: OA publishing/self-archiving Bibliometrics Literature searching Data management

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Most valued research support services14/08/12

USA

UK

Scandinavia

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Promoting newly acquired info. resources One-to-one information literacy training

Help with literature searching Support from subject specialist librarians

Something else

Research partnerships14/08/12

Collaboration across research process Preparation of bids Conducting research Writing articles

Library needs to demonstrate added value

Data services specialist

Purdue University Pro-active approach

Identified need

Data Services Librarian Help researchers get more out of their data Include data management plans in grant proposals

Response to individual need, not general training

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Raising the visibility of the library and library services14/08/12

Communication

One size does not fit all Barriers

Academic staff time Librarian time Institution specific

Location of building Institutional culture

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Building relationships

Disciplinary culture Personal relationships

‘the most interesting part in my work’ Very time-consuming

Library office hours within departments Informal communication

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Building relationships

Faculty Author Dinner Co-curricular programme

Book group associated with film festival

Lunchtime lectures Free lunch!

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Marketing14/08/12

Market ourselves better, so that we show how we are

relevant, and how we can help them’ (UK)

We need to market what we offer in anticipation of their

specific needs, not their wants or what we as librarians think

they should have’. (US)

‘… our library is bad at marketing and

advocacy so that the staff doesn't know what we can offer’.

(Scandinavia)

Personalized communication … is perhaps the only effective way to

encourage the vast majority of faculty to value and use the library’.

(US)

Recommendations14/08/12

Individual librarians

Promote the relevance of librarianship skills to the digital information environment

Go beyond the comfort zone, for example develop skills in teaching and marketing

Reach out to users by improving communication, building personal relationships, using appropriate language, and following through to build on success

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Within the library & its management

Support and develop staff Provide appropriate training opportunities

Collect evidence of the value of library services Use it systematically with the full range of stakeholders in

the service

Document the processes and effective strategies for building partnerships with teaching and research staff

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Wider institution

Recognise the library contribution by engaging with the library at all levels Not just liaison librarians with teaching and research staff,

but also at senior management level

Uphold the status of librarians and information professionals on an equivalent level with teaching and research staff

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Questions?14/08/12

http://libraryvalue.wordpress.com/