1. Problems in Print: Analyzing an Academic Collection of Print Resources for Undergraduates Amber Donaldson Steven Golden Emily Huckabay Anna Louise Ogden-Nussbaum Megan Tonkovich

2. Case Study (p. 254-255) Brigit –Librarian at Mega State University Library, a research intensive university –Liaison for the astronomy, astrophysics, geology, geophysics, and physics departments Library –Nearly 3,000 students (1/3 are graduate students), 110 faculty members –Licenses all major index/abstracting tools, subscriptions to 300+ e-journals. –Complete online archives for most journals –Hasn’t cancelled journals, has cancelled most print subscriptions –Users say they appreciate e-resources

3. Case Study (p. 254-255) Problem –Recently, some faculty have been complaining that the collection lacks current books of interest and value to undergraduates. Activity –Identify collection-based and use- or user-based methods of analysis that Brigit can employ to understand these concerns about the book collection.

4. Collection-Based Analysis

5. Collection Mapping Why choose collection mapping? –Illustrates the relationship between collection and curriculum –Identifies strengths and weaknesses How might this analysis be implemented? –Brigit would need to identify classification numbers for the subjects in question, generate shelf lists, and analyze statistical data –The Conspectus Method would also include list checking and assigning collection levels How are the results useful? –Provides a framework for future collection development –Very time consuming

6. User-Based Analysis

7. Circulation Studies and ILL Analysis Two different methods, but easily combined –Study by Knievel, Wicht, and Connaway (2006). –Can more easily understand strengths and weaknesses of collection.

8. Circ. Studies and ILL Analysis, cont. Circulation studies rely on transaction data regarding which books are being checked out. –May need to use controls to prevent popular books from inflating results. ILL analysis relies on transaction data regarding what books are being requested. –May also include statistical data such as age of book, subject, serial and non-serial items.

9. Circ. Studies and ILL Analysis, cont. Results can be used to determine strengths and deficiencies of collection. Some parts may be: –Well developed and well used –Well developed but underused (decrease development efforts, possible obsolescence) –Underdeveloped and underused (may indicate obsolescence) –Underdeveloped but well used (increase development efforts)

10. User Surveys and Focus Groups User Surveys: –Delivery Listservs –One-time link, prize drawing for participation –1-2 week window for submission –Survey LibQAUAL, SurveyMonkey, etc. User Identification –Status: Faculty, Undergrad, Grad –Department User satisfaction –current print materials, –frequency of print materials vs. online materials

11. User Surveys and Focus Groups, Cont. Focus Groups –Participation Marketing: website, online announcements, emails, bulletin boards Incentive: free pizza –Conduction In-house, interdepartmental (Comm, Marketing, Sociology, etc.), commercial services –Analysis More difficult, everything subjective

12. Tentative Schedule Weeks 1-4: Survey faculty and students to learn more about the complaints. Week 5: Run circulation and ILL statistics Analyze preliminary data Hopefully the use of triangulation will point to Brigit’s hypothesis: gaps in the book collection. If so, Brigit should: Weeks 6-? Implement at least one form of quantitative analysis, e.g., collection mapping and/or comparative stats Form focus groups for further qualitative analysis (likely a minimum of one undergraduate and one faculty group.) Before next fiscal year (ideal): Analyze and present results Propose and plan solutions 1 year later: Follow-up casually via liaison activities or formally via survey

13. Conclusions

14. How do these research methods complement one another? Info on what the collection contains vs. what people use vs. what people say they would like to use Collection mapping and Circ/ILL analysis can be used to form questions for surveys and focus groups When comparing collection mapping results to survey results, gaps not only in the collection but in the librarian's knowledge of the needs of her patrons are highlighted

15. What to do with the results? Depending on what Brigit finds, she will either continue the library’s current approach to collection development, or will realize there are insufficient new books of current interest for undergraduate students and put more emphasis on developing this aspect of the collection. All the data collected and compiled will be analyzed in-house or by a third party and presented, ultimately, to the library Dean or other supervisor, and perhaps even submitted to other Administrative Heads within the university. The results should also be shared with the departments with whom she works as a liaison (astronomy, astrophysics, geology, geophysics, and physics), so they feel that their concerns were fully addressed, what the outcome of the research concluded, and how the library intends to proceed in the future regarding those concerns.

16. Questions? Comments?

17. References Harbour, D. (2002, March/April). Collection Mapping.The Book Report, 20(5), 6-10. Jakubs, D. (1989, February). Qualitative collection analysis: The Conspectus Methodology. SPEC Kit 151. (ERIC Document Reproduction Service No. ED325121). Retrieved December 7, 2009 from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/d etailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED32512 1&ERICExtSearch_SearchType_0=no&accno=ED325121. Johnson, P. (2009). Fundamentals of Collection Development and Management (2nd ed.). Chicago: American Library Association. Knievel, J.E., Wicht, H., & Connaway, L.S. (2006, January). Use of circulation statistics and interlibrary loan data in collection management. College and Research Libraries, 67, 35-49.