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

If Content is King, CONTEXT is Queen Furbank, 2014

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

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

Correlation between electronic resource usage and student grades – 2013

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

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

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

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

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

3. Leveraging cube architecture Phase II drivers

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

Interface and navigation

Have we influenced behaviour?

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

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.