ER&L 2014 — Human TERMS of Engagement

TERMS logo
TERMS logo

Speaker: Galadriel Chilton, University of Connecticut

Used TERMS as a framework for developing an eresources team and a course at University of Wisconsin.

How are we going to systematically ensure that our eresources knowledge evolves and continues?

75% of UConn’s budget is for e-content. The human resources was 3.25 FTE when she arrived, but now they are at 5.65 FTE. The only other unit smaller is the digital scholarship and data curation team created a year ago.

Why does collection development for non-ERM staff exist as a term for non-electronic monograph acquisitions? In 2014? How do we establish eresources teams and teach this to staff?

She used TERMS and the NASIG Core Competencies.

TERMS helps build a framework for discussion among her students and her work team. The Core Competencies was used for class reading and discussions with her team, and became a framework for submitting training requests. TERMS has been a lighthouse for them, and they’ve continued to go back to them and review the cyclical process to identify successes and areas for improvements.

Only 19% of the ALA accredited LIS programs cover ERM topics, yet 73% of recent job ads require ERM competencies.

The financial resources are be allocated, what about the human resources to do our work. Eresources positions are not entry-level, and yet the spend in that content is increases. How can we expand/grow the ERM skill-set to more of our staff positions? This is not a new problem. We’ve been talking about this as a profession since 2000 or earlier.

The Core Competencies should be for the entire library, not just the ERM staff.

We need to eliminate the delineation between print and electronic management/acquisitions.

Establish partnerships with LIS programs. Establish paid fellowships that are at least two fiscal years in length. Get support from library administrators for adequate staffing and the time to teach courses, etc.

Good strategies for training staff: Listening to them and knowing what they already know how to do. Making analogies from what you know to what they know. Small chunks at a time.

Are the NASIG Core Competencies a laundry list of the ideal rather than true core competencies that can be expected at the beginning of an ERM career? No. The point is that no one person can do everything ERM. But, these are the things that are needed to manage eresources, regardless of how many people it takes to do it.

Audience member says she had to fail badly with only two staff in order to get the change needed to have a sufficient number of people on her team.

peer-to-peer sharing — the legal kind

I’ve been watching with interest to see what comes out of the TERMS: Techniques for Electronic Resources Management, for obvious reasons. Jill Emery and Graham Stone envision this to be a concise listing of the six major stages of electronic resources management, as well as a place to share tips and workflows relating to each. As they publish each section, I’ve marveled at how concise and clear they are. If you do anything with electronic resources management, you need to be following this thing.

Evaluation of resources has been a subject near and dear to my heart for many years, and increasingly so as we’ve needed to justify why we continue to pay for one resource when we would like to purchase another equally desired resource. And in relation to that, visualization of data and telling data stories are also professional interests of mine.

renewal decision report
renewal decision report example

When the section on annual review was published last month, it included an appendix that is an example of usage and cost  data for a resource delivered as both flat numbers and a graph. While this is still a rather technical presentation, it included several elements I had not considered before: cost as a percentage of the budget line, cost per student, use per student, and a mean use for each year. I decided this method of delivering statistical information about our electronic resources might be more useful to our subject specialists than my straight-up number approach. So, I’ve now incorporated it into the annual review checklist that I send out to the subject specialists in advance of renewal deadlines.

I’m not going to lie — this isn’t a fast report to create from scratch. However, it has made a few folks take a hard look at some resources and the patterns of their use, and as far as I’m concerned, that makes it work my time and effort. Repeat use will be much faster, since I’ll just need to add one year’s worth of data.