EBLIP9: 9TH INTERNATIONAL EVIDENCE BASED LIBRARY AND INFORMATION PRACTICE CONFERENCE
PROGRAM FOR MONDAY, JUNE 19TH
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08:30-10:00 Session : Registration & Continental Breakfast

Grab your badge and a cup of coffee before Day 1 of EBLIP9 begins!

Location: PISB Atrium
10:00-11:30 Session 3: Welcome & Opening Keynote Address

Dr Alison Brettle, a Professor in Health Information and Evidence Based Practice in the School of Nursing, Midwifery & Social Work at the University of Salford, UK, opens the conference with her keynote address, Collecting and Using Evidence Routinely for Advocacy.

Location: Room 120
11:30-12:00 Session 4: Poster Madness

Poster presenters will have one minute to talk about the contents of their poster to all conference delegates in a plenary session. Creativity is encouraged. The madness will be fun and informative and will open the door for further discussion to be held after the madness during the coffee and poster viewing times.

View the complete list of EBLIP9 poster sessions online!

Location: Room 120
12:00-13:30 Session : Lunch

Lunch will be offered to all attendees and will be served in the PISB Atrium.

Location: PISB Atrium
12:00-12:30 Session 5: EBLIP Journal Information Session

Grab your lunch, and join Denise Koufogiannakis and Alison Brettle from 12:00 PM to 12:30 PM in Room 120 for an informational session and update on the journal Evidence Based Library and Information Practice. This session will include information on the forthcoming special issue of the Journal that focuses on the EBLIP9 Conference.

Location: Room 120
13:30-14:30 Session 6A: Concurrent Session
Location: Room 106
13:30
Practice, Practice, Practice: Embedding Evidence into Everyday Work

ABSTRACT. Objective: In a large, decentralized library system, lacking a cohesive culture of assessment, it can be challenging to encourage colleagues to embrace evidence based practice. Our objective is to develop an effective collection assessment program that librarians throughout the system will readily integrate into their daily workflows.

Methods: Collection Development and Assessment partnered to create workshops, training programs, advisory groups, and consistent messaging to promote integration of data analysis, assessment, and other evidence based practices into librarians’ daily workflows.

Results: Our case studies demonstrate that librarians have embraced evidence based approaches in areas such as ebook program assessment, collection development training for new librarians, and increasingly sophisticated engagement with electronic resources data.

Conclusions: Multipronged, ongoing work is required to change the culture. We can see the program’s efficacy when we see our colleagues request and use data to inform their daily work; when they expect library leadership to demonstrate evidence based decision-making, and when they begin to build the expectation of evidence based approaches into job descriptions and training programs.

14:00
An Evidence-Based Model for an Effective, Fair, and Equitable Salary Structure for Libraries

ABSTRACT. Overview: Decisions regarding compensation structures are critical, and support a myriad of important organizational functions, including recruitment, retention, and equity. But as the literature shows salary structures are only effective when reflecting external and internal equity, and distributive and procedural fairness. Historic issues with librarian salaries at the University of Florida included compression and ad hoc salary decisions inconsistently based upon rank, and non-validated assumptions regarding job worth and market demand. The structure lacked transparency. This presentation provides a case study and real life examples depicting the development of pay structures that avoid these common issues and supports the organization’s goals.

Methods: Three common policy issues impact compensation programs: establishing pay levels in relation to other libraries; evaluating individual jobs and determining pay relationships among them; and determining pay relationships among individual workers within the same job. Based on the literature and an in-depth analysis of the Association of Research Libraries Salary Survey, the researcher identified and established locally defined compensable factors. External equity is derived from analysis of data for librarian job types, and reflect regional variances. Internal equity is systematically determined based the individual’s experience, educational credentials, and performance; and the special requirements of the position, including skills, knowledge and ability, and administrative responsibilities.

Results: The result is an effective and equitable system. The system has been maintained by the establishment of policies and practices for recruiting, counter offers, promotions, lateral moves, and system-wide pay increases.

Conclusion: The presented model is grounded in current management theories regarding compensation. Although based on one institution, this model has been referenced at others and has proven it can be deployed, with desired modifications, to any library. The presentation attendees will leave with the ability to implement a sophisticated compensation system that is also straightforward enough to be transparent to library staff.

13:30-14:30 Session 6B: Concurrent Session
Location: Room 120
13:30
Embracing the Generalized Propensity Score Method: Measuring the Effect of Library Usage on First-Time-in-College Student Academic Success

ABSTRACT. Does library usage help first generation college students stay in college and achieve better grades? According to Astin’s Input-Environment-Output (I-E-O) Model (1993), input variables such as pre-college high school grades and college entrance exam scores (e.g., SAT) collectively impact whether a student succeeds in college. In addition, collegiate environmental factors, such as involvement in student activities or engagement with faculty, also influence student outcomes. Visiting the library in that critical first year of college may also be a vital environmental factor contributing to student success outcomes. But, how does one isolate that independent variable and control for the other inputs and environmental variables in a scientifically rigorous way?

This study investigates the effects of student library usage on student academic success, such as first-term grade point average (GPA) and freshman retention for first-time-in-college (FTIC) students using quasi-experimental design. The student cohorts include those who visited two libraries between the fall 2014 and spring 2016 semesters on the campus of a large southeastern university. Their individual library usage during that time will be measured by the frequency and duration that each student came into two card-swipe entry libraries on campus each semester.

To adjust for self-selection bias, propensity score matching (PSM) will be applied to create a balanced treatment group and control group by matching other control variables. Other control variables will include gender, race, age, parents’ income and education level, major, etc. Then Ordinary Least Squares (OLS) and logistic regression will be used to study the relationship between library usage and student academic success. We hypothesize that there exists a positive relationship between student library usage and academic success for FTIC students.

13:30-14:30 Session 6C: Concurrent Session
Location: Room 108
13:30
Library Visitor Metrics: What They Mean, Why They Matter?

ABSTRACT. Objective: The popularity of Columbia University Libraries is readily apparent in its use statistics. In the past ten years library visits across the campus rose 25% amidst library closings. In the past year, the Libraries hosted over 4.7 million visitors. This study focuses on the analysis of and practical uses for swipe-card data, emphasizing its strengths and weaknesses in arriving broad conclusions about library use.

Methods: Since 2007, Columbia University community has been required to swipe their ID cards in order to enter to library facilities, where Lenel Access Control system is installed. The card swipe verifies that the individual is a Columbia University affiliate and enables access into the library. Although the swipe-card system operates primarily as a security measure, each card swipe provides demographic information associated with the respective visitor; this information is stored and maintained in a database managed by the University’s Security and Identity Access Management division. Once all the personally identifiable information is removed from the data, transactional-level data becomes available to the Libraries, detailing various attributes such as ‘school,’ ‘program,’ ‘academic role,’ and ‘timestamp’ about each visit.

Results: Using descriptive statistics analysis of entrance data collected over a three-year period, we are able to track year-to-year changes, and time and frequency of library use (such as repeat/unique visitors). Analysis of demographic characteristics (such as school or academic role) helps us capture metrics such as ‘visit per enrolled student’ and compare library use trends across various schools.

Conclusion: Library entrance data is part of a universe of library statistics that must be systematically collected and analyzed, and critically evaluated. While descriptive analysis of entrance data produces a rich understanding of use patterns, it doesn't give us information about users’ experience. However, this data can be augmented by qualitative studies to gain insight into user experience.

14:00
24/7 Library Operations – Will they actually come?

ABSTRACT. Objective: Implementation of even simple assessment tools can be important for decision making. Many academic libraries are approached by student organizations about providing 24/7 library operations especially at finals time. In the fall of 2013, Rowan University Libraries’ new administration was approached mid-semester about providing 24/7 hours during finals. The administration didn’t have sufficient information to know if use would justify the cost. The compromise was to offer extended hours during finals that semester and track usage. One snap shot of usage is not enough to make permanent decisions. The administrators committed to collecting data and optimizing use and costs.

Methods: Initially a tally sheet was created that split the 130,000 square foot building into a list of easily identifiable locations. The person doing the headcount walked the building every 2 hours counting the number of individuals working alone with and without computers and in groups with and without computers. The next semester 6 overnights were added. During the 2015 fall semester, a mid-semester hourly count was added so a comparison could be made between the regular hours and finals. This meant hourly counts all day for an entire week mid-semester AND hourly counts all day during finals including the extra hours.

Results: The usage information has allowed the administration to adjust the hours with more confidence that the building will be used especially during finals. Student use of the building during finals varies between the fall and spring semester. The data also demonstrated a noted drop of use on Thursday nights, Fridays and Saturdays. The information gathered has also helped the administration make space planning decisions

Conclusion: Assessment is a very important tool for decision making. A basic headcount activity has helped improve services for students, provided information for scheduling hours and informed administrators on space planning decisions.

14:30-15:30 Session 7: Poster Session I

All poster presenters will be available to chat and discuss their projects during the conference's two poster sessions. View the complete list of EBLIP9 poster sessions online!

Location: PISB Atrium
15:30-16:30 Session 8A: Concurrent Session
Location: Room 120
15:30
Snapshots from Our Safari: Forging a Path Forward with the Safari eBook Package at One Institution

ABSTRACT. Objective: How do research libraries consider usage, overlap, costs, and user satisfaction in making decisions about the retention of subscription-based content packages in which there are no post-cancellation access rights?

It is not uncommon for even the largest of research libraries to spend upward of 70% of their acquisitions dollars on electronic content. The ownership and licensing models for these materials remains uncertain, with some fully embracing institutional ownership and others focusing on leased models with no post-cancellation access rights. One example of such a model is the Safari ebook package.

Drawing on publisher usage data, overlap studies, and other institutional data, this paper provides an evidence-based framework for analyzing the usage of the Safari ebook package, explains its implementation on the campus, and details decisions made in the fall of 2016/spring of 2017 about continued support for the comprehensive suite of titles.

Methods: This study examines the use of the Safari ebook package over a multi-year period; reviews turn-away data, pricing, and content overlap with other, owner-ship based ebook acquisition options; and, details the institution’s recommended path forward in a resource-constrained environment.

Results: In a resource constrained environment, the institution needed to make decisions about the relative value/merit of continuing many resources. Initial reviews of A&I services provided one path forward. However, the influx of students in the fall of 2016 rekindled a continued point of frustration on campus – the excessive turn away problem among users of the Safari platform – and led to an examination of the product in the local environment and a recommended path forward.

Conclusion: The impact of the ‘serials crisis’ and diminished resources have led many academic libraries to review current expenditures. This study details the results of a robust review of one platform and details a part forward for similar examinations.

16:00
Comparing DDA ebook programs of 8 large academic libraries

ABSTRACT. Demand-Driven Acquisitions (DDA) represents a shift away from the traditional “just in case” (JIC) collection development model. In recent years, many academic libraries implemented DDA on a “learn-as-you-go” basis with little empirical data to guide them. For example, it was difficult to predict usage, and the most cost-effective scenarios: short-term loan only, short-term loan with purchases after meeting the threshold, straight purchase with no short-term loans, etc.

 In this study, DDA ebooks programs from 8 large academic libraries, will be examined in order to further research on DDA use and efficacy. Reports examined will include ebook Firm Orders and DDA Orders, DDA Trigger Reports, standard BR2 reports, usage for purchased and non-purchased ebooks. With multiple years of data this will be the first large scale study of this kind. Comparison and analysis of this data on a help discover similarities and differences between the programs. It may be a predictor of future use and benchmark for return on investment. Programs will be assessed based on DDA model variances.

In conclusion the presenters will address some key questions facing libraries with a DDA ebook program such as 1) How may a DDA program be evaluated? 2) What elements to consider in setting up or modifying the DDA plan, e.g. STL or Not STL? 3) What actions to take post-evaluation?

This study will provide insight into practical approaches for DDA program assessment and offer perspectives and considerations for implementing and evaluating a DDA program in large academic libraries. It will also analyze DDA ebook commonalities and future directions that help librarians in choosing the ebook DDA business model that works best for their library.

15:30-16:30 Session 8B: Concurrent Session
Location: Room 106
15:30
Evidence of Patron Library Space Usage: A Pilot Project using GIS in an Academic Library in the United States

ABSTRACT. [Brian Spears is presenting]

Objective: Academic libraries are creating and experimenting with developing more diverse learning spaces for students. Measuring how students use these new spaces can be a challenge.This paper will report on a pilot project that uses web GIS to gather evidence of library space usage. The pilot project seeks to answer these questions: What evidence can GIS provide about library space usage? What challenges and opportunities does GIS provide for library space assessment?

Methods: The pilot project uses a mobile tablet and a program called ArcGIS Collector to gather information on how students are using library spaces. Data was gathered during the Fall 2016 and Spring 2017 terms. Library space usage was mapped to different learning space types and supplemented with additional quantitative and qualitative data.

Results: Initial data and participant feedback indicates that this GIS pilot project gathers meaningful evidence to begin talking about how students use library spaces.

Conclusion: Tablet and desktop based GIS programs such as ArcGIS Collector are an innovative way to gather and display evidence of library space usage.

16:00
User-focused, user-led: Space assessment to transform a small academic library

ABSTRACT. Objective: By collecting and analyzing evidence from three data points, researchers will understand how library spaces are used. Results will be used for evidence-based decision-making regarding library physical spaces.

Methods: Undergraduate researchers, sociology faculty, and librarians used mixed-methods to triangulate findings. Seating sweeps were used to map patrons’ activities in the library. Student-led focus groups discussed patterns of library use, impressions of facilities, and library features and services. The final step will be a campus survey developed from seating sweeps and focus group findings.

Results: Seating sweeps showed consistent use of the Library's main level Learning Commons and upper level quiet spaces; the library’s multipurpose lower level is under-utilized. Students use the main level of the library for collaborative learning, socializing, reading, and computer use. Students use the upper level for quiet study and group work in study rooms. Focus group findings found library use is task-specific. For example, a student may work with classmates on a project using the main level Learning Commons during the day, and then come back at night to use the quiet floor for test preparation. Participants shared additional spaces on campus they use for study and the characteristics of those locations.

Conclusion: These data offer empirical evidence for library space needs. Some data aligns with previous space studies: access to power outlets, lighting, noise, and outdated environment. New concerns included: crowding, graduate students lacking designated study space, and needing quiet study space away from group study space. Data from seating sweeps and focus groups will be used to create a campus survey to capture other information related to library use and space needs. Survey findings will offer a richer understanding of how the library is viewed and used by all of campus.

15:30-16:30 Session 8C: Concurrent Session
Location: Room 108
15:30
Library use contributes to student success. So what?

ABSTRACT. Beginning in 2013, the authors embarked on a research project to prove statistical correlation between various types of library use and student grades. This paper will differentiate our work from other library impact projects conducted in the United States and Canada. We will also share how we use our data to make decisions and inform our work in an academic library. Objective: To explore relationships between library use and student grades in order to inform decision making and to support advocacy efforts. Methods: Working with relevant campus partners, the authors obtain all active students’ age group, disciplinary affiliation, patron type (undergrad, grad, continuing education), year of study, and grade information at the end of each term. Data collected by the library and by the registrar's office is sent to the University's Campus Computing Services (CCS) department, who then merges the data to match grade information with library usage data. The data is given non-identifiable ids by CCS and is then sent back to the library where it is used to analyze and identify patterns and relationships among library resource use (collections and services) and grades. Results: To date, we have found that undergraduate students who use the library have on average 0.32 higher GPAs than those who do not. Graduate students who use the library have on average 0.19 higher GPAs than those who do not. 79.18% of undergraduate students and 87.62% of graduate students had used at least one measured library service in the fall 2013. Several notable differences exist across fields of study. 2014 and 2015 data are currently being analyzed. Conclusion: While recognizing the limitations of this type of research, specifically that it proves only correlation and not causation, the data which results from it has proven valuable for advocacy efforts, marketing and decision making.

16:00
Learning about Student Research Practices through an Ethnographic Investigation

ABSTRACT.

Objective: Student research habits and expectations continue to quickly change due to technological advances, complicating the design of library spaces and the provision of research support. This project’s intent was to improve the library's understanding of student research and study needs, with the ultimate goal of identifying specific ways to improve the library experience.

Methods: The project utilized a robust mixed-methods design that spanned from fall 2012 to summer 2013, consisting of a survey, observations, and interviews. The first step was a survey questionnaire consisting of 51 items that received 1182 responses. Second, 32 hours of unobtrusive observations were conducted by taking ethnographic “field notes” in a variety of library locations, and during different times and days of the week. The final method was in-depth interviews with 30 undergraduate and graduate students.

Results: Several strategic actions have been completed or are being pursued based on the findings. Regarding information literacy efforts, basic library instruction and an information literacy exam were integrated within the first semester curriculum. Librarians became involved in Learning Communities to communicate directly with students early in their academic careers. New services, such as a Library App for mobile devices and Skype research appointments, were developed. Both libraries are undergoing extensive renovations that include soft seating, natural light, and the addition of “lounge environments” and “Genius Bar”-inspired workstations.

Conclusion: Understanding student research processes and preferences will result in the ability to design learning environments and research services that are more responsive to their needs. This paper will focus on takeaways related to both the study’s process and its results. It will be of interest to librarians considering a similar study at their institution as well as those wishing to learn about what students do or do not appreciate about academic library services and spaces.

17:30-19:00 Session 9: Opening Reception

Enjoy a drink and light refreshments during the EBLIP9 opening reception at the Free Library of Philadelphia!

http://www.freelibrary.org/

Directions from the Sonesta Hotel to the Free Library of Philadelphia

Walking Directions from the Sonesta Hotel:

The Free Library of Philadelphia is a 10-minute walk (0.6 miles) from The Sonesta Hotel. Cross Market Street and walk north on 18th Street (passing JFK Blvd, Arch St, Cherry St, Race St) to Vine Street. At Vine Street, turn left and continue on Vine Street for 1.5 blocks. The entrance to the Free Library of Philadelphia is in the middle of the block.

Public Transportation:
It is only a 7-minute bus ride between the Sonesta and the Free Library of Philadelphia.  Cross Market Street and walk north on 18th Street for one block to John F. Kennedy Boulevard. Cross John F. Kennedy Boulevard and walk toward the bus stop on the northeast corner. Here, wait for either the 32 (Ridge and Lyceum) or 33 (29th and Venango) bus. The 32 bus goes north on 18th street and makes a left on Vine Street. Get off the bus at 19th and Vine Streets. The 33 bus goes west on John F. Kennedy Boulevard to 20th Street and then makes a left on 20th and continues north on 20th. Get off the bus at 20th and Vine Streets. The fare is $2.25 each way. Be sure to have exact change for the fare; Septa drivers DO NOT give change.

Taxis, Uber & Lyft:
Hailing a taxi on Market Street from the Sonesta is easy, and the hotel attendants can also call a car for you. Please use the following address when using a car service: 1901 Vine Street (Vine Street between 19th and 20th Streets).

 

Location: The Free Library of Philadelphia