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Library usage of UK undergraduate students: the Library Impact Data Project Graham Stone Information Library usage of UK undergraduate students: the Library Impact Data Project Graham Stone Information Resources Manager/ Senior Research Fellow #lidp http: //eprints. hud. ac. uk/17013 This work is licensed under a Creative Commons Attribution 3. 0 Unported License

Using Usage Data since 2005… …to improve existing services …to gain insights into user Using Usage Data since 2005… …to improve existing services …to gain insights into user behaviour …to measure the impact of the library

Library Impact Data Project Phase I (Feb-Jul 2011) Library Impact Data Project Phase I (Feb-Jul 2011)

To support the hypothesis that… “There is a statistically significant correlation across a number To support the hypothesis that… “There is a statistically significant correlation across a number of universities between library activity data and student attainment”

Library Impact Data Project 1 Original data requirements • For each student who graduated Library Impact Data Project 1 Original 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

Did we prove the hypothesis? • The relationship and variance means that you can Did we prove the hypothesis? • The relationship and variance means that you can believe what you see • And you can believe it across a range of data – Subjects – Partners ac ot N se au nd a • So library usage does impact on students attainment ffe e re ct tio la hip ns

Library Impact Data Project Phase II (Jan-Oct 2012) Library Impact Data Project Phase II (Jan-Oct 2012)

Library Impact Data Project Phase II (Jan-Oct 2012) • Phase I looked at over 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 2 Additional data • We had some new library usage Library Impact Data Project 2 Additional data • We had some new library usage metrics which weren’t available during Phase I – – Demographics Overnight usage Off campus 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 Library usage Age

Library usage Gender Library usage Gender

Library usage Ethnicity Library usage Ethnicity

Library usage Country of domicile Library usage Country of domicile

Library usage Aggregated subject groups Library usage Aggregated subject groups

Library usage Health group Library usage Health group

Library usage Computing and Engineering group Library usage Computing and Engineering group

Library usage Social Science group Library usage Social Science group

Library usage Retention • Looking at one year of data for every student • Library usage Retention • Looking at one year of data for every student • Using a cumulative measure of usage for the first two terms of the 2010 -11 academic year • Only looking at people who dropped out in term three • 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 Library usage Retention

Time of day of usage and outcomes average hourly use Time of day of usage and outcomes average hourly use

Time of day of usage and outcomes average hourly use as percentage Time of day of usage and outcomes average hourly use as percentage

Number of e-resources accessed Depth and breadth Number of e-resources accessed Depth and breadth

Other factors Number of e-resources accessed • Both borrowing books and logging onto electronic 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

Other factors Value added • Rank UCAS points on entry and final grade as Other factors Value added • Rank UCAS points on entry and final grade as percentage • • • Does the difference correlate with measures of usage? WARNING! This needs further testing! Methods are untried Missing data Initial results are very encouraging

Going forward @Huddersfield • Identifying retention issues and our impact on lowering them as Going forward @Huddersfield • Identifying retention issues and our impact on lowering them as part of a University dashboard • Look at specific subjects in order to work towards: – A best practice toolkit for information skills sessions – Further understanding by holding focus groups with target areas • Create an action plan to engage with academic colleagues • Showing value for money and the impact of the service on the student experience

Library Analytics Survey We asked: How important will analytics be to academic libraries now Library Analytics Survey We asked: How important will analytics be to academic libraries now and in the future, and what is the potential for a service in this area? With thanks to Joy Palmer and the team at MIMAS for the initial survey analysis

Automated provision of analytics demonstrating the relationship between student attainment and resource/library usage within Automated provision of analytics demonstrating the relationship between student attainment and resource/library usage within your institution

In principle, would your institution be willing to contribute data that could be linked In principle, would your institution be willing to contribute data that could be linked to anonymised individuals? • Significant appetite for analytics services among this sample – But more hesitation over sharing UCAS and student data than other forms of usage data • Strong willingness to share a broad range of data – preference to be identified by JISC band (91% in favour) – as opposed to named institution (47%)

What would prevent you from sharing this data? • Concerns over privacy (91%) • What would prevent you from sharing this data? • Concerns over privacy (91%) • Concerns over divulging business intelligence (85%) • Technical barriers (e. g. resource for extracting data, lack of the skills required to benefit from this activity) (76%) • Reservations over the quality of data (55%) • Institutional focus is on other goals/projects (41%)

Is this a current strategic priority? Is this a current strategic priority?

What about the next five years? What about the next five years?

Key strategic drivers 1. Enhancing the student experience 2. Demonstrating value for money 3. Key strategic drivers 1. Enhancing the student experience 2. Demonstrating value for money 3. Supporting research excellence

Going forward @a national level • An analytics service providing libraries with actionable data Going forward @a national level • An analytics service providing libraries with actionable data to transform the services and support institutions provide to students and researchers

Jisc. LAMP Library Analytics and Metrics Project • The project will develop a prototype Jisc. LAMP Library Analytics and Metrics Project • The project will develop a prototype shared library analytics service for UK academic libraries – Envisioned as a data dashboard – To enable libraries to capitalise on the many types of data they capture in day-to-day activities – To support the improvement and development of new services and demonstrate value and impact in new ways across the institution • The LAMP project is a partnership between Jisc, Mimas (University of Manchester) and the University of Huddersfield, and will involve members from the UK library community as part of the Community Advisory and Planning Group

Jisc. LAMP Library Analytics and Metrics Project Jisc. LAMP Library Analytics and Metrics Project

…and finally Ellen Collins Research Information Network ellen. collins@researchinfonet. org …and finally Ellen Collins Research Information Network ellen. [email protected] org

Thank you • Library Impact Data Project blog – http: //library. hud. ac. uk/blogs/projects/lidp/ Thank you • Library Impact Data Project blog – http: //library. hud. ac. uk/blogs/projects/lidp/ • Jisc. LAMP – http: //jisclamp. mimas. ac. uk/about-lamp/ • Stone, Graham and Ramsden, Bryony (2013) Library Impact Data Project: looking for the link between library usage and student attainment. College and Research Libraries. Available as pre-print • Stone, Graham and Collins, Ellen (2013) Library usage and demographic characteristics of undergraduate students in a UK university. Performance Measurement and Metrics, 14 (1) pp. 25 -35 This work is licensed under a Creative Commons Attribution 3. 0 Unported License