1. TIPPING POINT The How GRANULAR Statistics Can Make a BIG Difference in Understanding and Demonstrating VALUE

2. If Content is King, CONTEXT is Queen Furbank, 2014

3. Phase I – in brief Aim What is the [quantitative] value to the student when they use library resources?

4. Student No. Data sources and identifiers LMS, Access log SESSIONAL Value Cube

5. Correlation between electronic resource usage and student grades – 2013

6. Phase I – Value Cube Key Finding A strong positive correlation between student grades and use of library resources

7. Phase II – Marketing Cube 1.Developing a picture of use 2.Return on investment (ROI) 3.Existing cube architecture Drivers:

8. Phase II drivers... new insight 1. Developing a picture of use  What eresources are clients using?  Beyond vendor supplied use data

9. Phase II drivers... new insight 1. Developing a picture of use  Who is using them?  When in a semester?  Why?

10. Phase II drivers 2. Collection Development: ROI  Resources = 40% of budget  90:10 electronic vs print  Value for money

11. 3. Leveraging cube architecture Phase II drivers

12. Marketing Cube Student No. Access log / Ezproxy WEEKLY Data sources and identifiers

13. Interface and navigation

14. Have we influenced behaviour?

15. Examining use in 2015>  Powerful lens on contextualised collection use  A new measurement methodology with weekly frequency  Potential to triangulate with other institutional data

16. The Tipping Point Never before has the potential existed to draw on data from both the library’s and enterprise systems to develop a more sustained and intimate understanding of our user communities.