ER&L 2013: Ebooks — Their Use and Acceptance by Undergraduates and Faculty

“Kali, Avatar of the eBook” by Javier Candeira

Speaker: Deborah Lenares, Wellesley College

Libraries have been relatively quietly collecting ebooks for years, but it wasn’t until the Kindle came out that public interest in ebooks was aroused. Users exposure and expectations for ebooks has been raised, with notable impact on academic libraries. From 2010-2011, the number of ebooks in academic libraries doubled.

Wellesley is platform agnostic — they look for the best deal with the best content. Locally, they have seen an overall increase in unique titles viewed, a dramatic increase in pages viewed, a modest decrease in pages printed, and a dramatic increase in downloads.

In February 2012, they sent a survey to all of their users, with incentives (iPad, gift cards, etc.) and a platform (Zoomerang) provided by Springer. They had a 57% response rate (likely iPad-influenced), and 71% have used ebooks (51% used ebooks from the Wellesley College Library). If the survey respondent had not used ebooks, they were skipped to the end of the survey, because they were only interested in data from those who have used ebooks.

A high percent of the non-library ebooks were from free sources like Google Books, Project Gutenberg, Internet Archive, etc. Most of the respondents ranked search within the text and offline reading or download to device among the most important functionality aspects, even higher than printing.

Most of the faculty respondents found ebooks to be an acceptable option, but prefer to use print. Fewer students found ebooks an acceptable option, and preferred print more than faculty. There is a reason that will be aparent later in the talk.

The sciences preferred ebooks more than other areas, and found them generally more acceptable than other areas, but the difference is slight. Nearly all faculty who used ebooks would continue to, ranging from preferring them to reluctant acceptance.

Whether they love or hate ebooks, most users skimmed/search and read a small number of consecutive pages or a full chapter. However, ebooks haters almost never read an entire book, and most of the others infrequently did so. Nearly everyone read ebooks on a computer/laptop. Ebook lovers used devices, and ebook haters were more likely to have printed it out. Most would prefer to not use their computer/laptop, and the ebook lovers would rather use their devices.

Faculty are more likely to own or plan to purchase a device than students, which may be why faculty find ebooks more acceptable than students. Maybe providing devices to them would be helpful?

For further research:

  • How does the robustness of ebook collections effect use and attitudes?
  • Is there a correlation between tablet/device use and attitudes?
  • Are attitudes toward shared ebooks (library) different from attitudes toward personal ebooks?

The full text of the white paper is available from Springer.

ER&L 2013: E or P — A Comparative Analysis of Electronic and Print Book Usage

“Book & Phone Book” by Lynn Gardner

Speakers: Michael Levine-Clark & Christopher C. Brown, University of Denver

If someone checks out a physical book, do you know if they really read it? If someone accesses an ebook, do you know if they really read it? If a faculty member has a print book checked out for a year, is it more valuable to them than an ebook they access several times?

Sometimes, the title format in the catalog record can influence what is found and used. Vendor records can sometimes have series names in the beginning of the title, which the cataloger would not do with print.

ISBNs don’t match/merge easily. His solution was to remove the check digit and the prefix, and match on the “ISBN 9”. This works, mostly, but another solution was needed. Ended up having to do a lot of matching to pull together useful comparison of circulation and download data to compare e versus p use.

They found that when both formats were available, a little over half of the print books were used, and less than half of the ebooks were used. Of the titles used in both formats, there was higher use all around. The lowest level of use came from ebooks where the print was not checked out at all.

Use of electronic books may lead to print, but use of print doesn’t seem to lead to electronic. It may be that if dual format is higher it may be that good books get used no matter what format they are in. It may also be that e-discovery drives p-use.

Future considerations: the role of discovery and the role of ILL in a demand for print when electronic is available.

ER&L 2013: Internal and External Clients — Why Do We Treat One Better Than the Other?

Speakers: Dawn McKinnon & Amy Buckland, McGill University

someecards.com - Since it's difficult to infer tone in an email, you should assume all mine are sarcastic or bitchy.

We have pretty good outward-facing communication and support, but internally, we’re not so polite or explanatory.

Always reply to an email if a reply is needed, even if it is to say you can’t do it right now (or ever). Use the same pleasantries you would with an external client.

One solution is to make everyone give a job talk, which helps everyone understand a little about what each other is doing. Another solution is to provide topical workshops and general updates to help everyone understand workflow and impact on other departments.

Committees that combine staff from different departments/areas can help make sure that all the bases are covered.

Communicate! You cannot communicate too much, especially if it is important. Email lists, blogs, weekly meetings with management, regular open office hours, bimonthly recorded talk with the Dean, etc.

Pitfalls to watch out for: spreading negative misinformation, public shaming, and shoveling crap (i.e. typical librarian passive-aggressiveness, or passing the buck).

Libraries are about community. Service levels should be the same for students, donors, colleagues… anyone who is part of the community!

ER&L 2013: Freeing Funds for Flexibility

“Street Yoga 2” by Jason Verwey

Proactive Deselection of Library Subscriptions

Speakers: Doralyn Rossmann & Nathan Hosburgh, Montana State University

Proactive deselection is getting rid of things before you have to. It allows for meeting requests for new subscriptions, adjusting for curricular change, adjusting for research change, redirecting funds elsewhere, and reducing the budget if needed.

Step one: Identify core journals. This sets a positive tone. They created lists organized by LC class and provided them to the liaisons for departments. (They filtered out packages and JSTOR collections.) The communication with faculty varied by librarian, as well as the type of feedback provided. This resulted in some requests for new subscriptions, and enhance the credibility of the library as good stewards.

They kept track of who said what in the feedback, so that if down the road that person left, they could revisit the titles.

Step two: Journal coverage in a unified discovery tool. They identified the compartmentalized/marginalized titles that were not included in the unified discovery tool index (report from vendor).

Step three: Database coverage in a unified discovery tool. This can be challenging to make sure the comparison is even. Also, what is a database versus a journal package with a searchable interface? Not clear how they compared A&I information, since there is no good tool for that kind of overlap.

Step four: Usage statistics. Typical challenges (which COUNTER format, not COUNTER, no stats, changing platforms, etc.) along with timeliness and file format. This also identified resources that were not listed on the DB page.

Step five: Coverage in A&I databases. This may help identify A&I sources you should add, but it’s time consuming and may not have big payoffs if you are emphasizing a discovery service as a primary search interface.

Step six: Coverage in aggregators or freely available. Can be risky, though.

Step seven: Other considerations. Impact factor — does it matter? Cost metrics, alternative access options like PPV or ILL, swappability in big deal packages.

Step eight: Feedback from liaisons. Get input on titles considered for cancellation  Share externally to make sure that everyone is on board and have time to comment.

Step nine: Do we have the right stuff? Review ILL statistics and compare with download stats (should be trending down as subscriptions go up). Citation studies, LibQual+, and liaison communication. Publicize what was added each year with freed funds, and which department requested it.

They plan to review this every year, and keep it updated with additions/deletions and coverage information. They are also considering the sustainability of high cost packages plus inflation.

 

ER&L 2013: Lightning Talks

“¡Rayos!” by José Eugenio Gómez Rodríguez

Speaker: Emily Guhde, NCLIVE
“We’ve Got Your Number: Making Usage Data Matter” is the project they are working on. What is a good target cost per use for their member libraries? They are organizing this by peer groups. How can the member libraries improve usage? They are hoping that other libraries will be able to replicated this in the future.

Speaker: Francis Kayiwa, UIC
He is a server administrator with library training, and wanted to be here to understand what it is his folks are coming back and asking him to do. Cross-pollinate conferences — try to integrate other kinds of conferences happening nearby.

Speaker: Annette Bailey, Virginia Tech
Co-developed LibX with her husband, now working on a new project to visualize what users are clicking on after they get a search result in Summon. This is a live, real-time visualization, pulled from the Summon API.

Speaker: Angie Rathnel, University of Kansas
Have been using a SAS called Callisto to track and claim eresources. It tracks access to entitlements daily/weekly, and can check to make sure proxy configurations are set up correctly.

Speaker: Cindy Boeke, Southern Methodist University
Why aren’t digital library collections included with other library eresources on lists and such (like the ubiquitous databases A-Z page)?

Speaker: Rick Burke, SCELC
SIPX to manage copyright in a consortial environment. Something something users buying access to stuff we already own. I’m guessing this is more for off-campus access?

Speaker: Margy Avery, MIT Press
Thinking about rich/enhanced digital publications. Want to work with libraries to make this happen, and preservation is a big issue. How do we catalog/classify this kind of resource?

Speaker: Jason Price, Claremont Colleges
Disgruntled with OpenURL and the dependency on our KB for article-level access. It is challenging to keep our lists (KBs) updated and accurate — there has to be a better way. We need to be working with the disgrundterati who are creating startups to address this problem. Pubget was one of the first, and since then there is Dublin Six, Readcube, SIPX, and Callisto. If you get excited about these things, contact the startups and tell them.

Speaker: Wilhelmina Ranke, St. Mary’s University
Collecting mostly born digital collections, or at least collections that are digitized already, in the repository: student newspaper, video projects, and items digitized for classroom use that have no copyright restrictions. Doesn’t save time on indexing, but it does save time on digitizing.

Speaker: Bonnie Tijerina, Harvard
The #ideadrop house was created to be a space for librar* to come together to talk about librar* stuff. They had a little free library box for physical books, and also a collection of wireless boxes with free digital content anyone could download. They streamed conversations from the living room 5-7 times a day.

Speaker: Rachel Frick
Digital Public Library of America focuses on content that is free to all to create a more informed citizenry. They want to go beyond just being a portal for content. They want to be a platform for community involvement and conversations.

ER&L 2013: E-Resources, E-Realities

“Tools” by Josep Ma. Rosell

Speakers: Jennifer Bazeley (Miami University) & Nancy Beals (Wayne State University)

Despite all the research on what we need/want, but no one is building commercial products that meet all our needs and addresses the impediments of cost and dwindling staff.

Beals says that the ERM is not used for workflow, so they needed other tools, with a priority on project management and Excel proficiency. They use an internal listserv, UKSG Transfer, Trello (project management software), and a blog, to keep track of changes in eresources.

Other tools for professional productivity and collaboration: iPads with Remember the Milk or Evernote, Google spreadsheets (project portfolio management organization-wide), and LibGuides.

Bazeley stepped into the role of organizing eresources information in 2009, with no existing tool or hub, which gave her room to experiment. For documentation, they use PBWiki (good for version tracking, particularly to correct errors) with an embedded departmental Google calender. For communication, they use LibGuides for internal documents, and you can embed RSS, Google Docs, Yahoo Pipes aggregating RSS feeds, Google forms for eresource access issues, links to Google spreadsheets with usage data, etc.. For login information, they use KeePass Password Safe. Rather than claiming in the ILS, they’ve moved to using the claim checker tool from the subscription agent.

Tools covered:

  • Google Calendar
  • Google Docs (includes forms & spreadsheets)
  • PBWiki
  • LibGuides
  • Yahoo Pipes
  • WordPress
  • KeePass Password Safe
  • PDF Creator
  • EBSCOnet

Others listed:

  • Blogger (blog software)
  • Mendeley (ref manager)
  • Vimeo (videos)
  • Jing (screenshot/screencast)
  • GIMP (image editor)
  • MediaWiki (Wiki software)
  • LastPass (password manager)
  • OpenOffice (software suite)
  • PDF Creator (PDF manipulation)
  • Slideshare (presentation manager)
  • Filezilla (ftp software)
  • Zoho Creator (database software)
  • Dropbox (cloud storage)
  • Github (software management)
  • Subscription agent software (SwetsWise, EBSCOnet)
  • Microsoft Excel / Access
  • Course Management Software (Moodle, Sakai, Blackboard)
  • Open Source ERMS: ERMes (University of Wisconsin-La Crosse) & CORAL (University of Notre Dame)

ER&L 2013: Listening to Users

“Belinha has more than good looks” by Francisco Martins

What the “Google Generation” Says About Using Library & Information Collections, Services, and Systems in the Digital Age

Speaker: Michael Eisenberg, University of Washington Information School

We’ve moved from scarcity to abundance to overload. We have so many great resources our students don’t know where to begin. They’re overwhelmed.

Think about how our computing technology has evolved and shrank in both size and price while increasing in power over the past 30 years. Where will be 20 years from now?

We live in a parallel information universe that is constantly feeding information back to us. The library is anywhere anytime, so how can we best meet the information needs of our users?

Project Information Literacy seeks to answer what it means to be a student in the digital age. They have been assessing different types of students on how they find and use information to get generalized pictures of who they are.

Why, when you have an information need, do you turn to Google first and not research databases?

Students ignore faculty warnings about Wikipedia. They still use it, but they just don’t cite it.

Students aren’t really procrastinators, they’re just busy. They are working to the last minute because every minute is highly scheduled. Have we changed our staffing or the nature of our services to help them at point of need?

Students don’t think of librarians as people who can help them with their research, they think of them as people who can help them with resources. They are more likely to go to their instructors and classmates before librarians during the research process. The hardest part for them is getting started and defining the topic (and narrowing it down). They don’t think librarians can help them with that, even though we can, and do (or should if we aren’t already).

Students are more practiced at writing techniques than research strategies. Professors complain that students can’t write, but maybe writing shouldn’t be the only method of expression.

Most students don’t fully understand the research process and what is expected. They need clarity on the nature and scope of assignments, and they aren’t used to critical thinking (“just tell me what you want and I’ll give it to you”). Most handouts from profs don’t explain this well, focusing more on mechanics and sending students to the library shelves (and not to databases or online resources). Rarely do they suggest talking to the librarian.

Students are not the multi-taskers we think they are, particularly during crunch time. Often they will use the library and library computers to force themselves to limit the distractions and focus. They use Facebook breaks as incentives to get things done.

After they graduate, former students are good with technology, but not so good with low-tech, traditional research/information discovery skills.

Information literacy needs are more important than ever, but they are evolving. Search to task to use to synthesis to evaluation — students need to be good at every stage. The library is shifting from the role of information to space, place, and equipment. Buying the resources is less of an emphasis (although not less in importance), and the needs change with the academic calendar.

What do we do about all this?

Infuse high quality, credible resources and materials into courses and classes. Consider resources and collections in relation to Wikipedia. Infuse information literacy learning opportunities into resources, access systems, facilities, and services (call it “giving credit,” which they understand more than citing). Provide resources, expertise, and services related to assignments. Re-purpose staff and facilities related to calendar and needs. Offer to work with faculty to revise handouts — emphasize the quality of resources not the mechanics. Offer flexible and collaborative spaces with a range of capabilities and technology, less emphasis on print collection development. Consider school-to-work transitions in access systems, resources, services, and instruction.

Beyond formal instruction, what are the ways we can help students gain the essential information literacy skills they need? That is the challenge for eresources librarians.

conference tweeting etiquette

“Tiny birds in my hand..” by ~Ilse

Conference season, or at least the part of it that appeals to my area of librarianship, is starting soon.

Up first for me is Computers in Libraries in DC, where I won’t be attending, but instead vacationing nearby (since it is so close) and visiting with colleagues and friends who will be attending. I’d go, but I already have funding this year for three conferences, and it didn’t seem fair to ask for another.

Next,  I fly to Austin for the Electronic Resources & Libraries conference. From the venue to the content, this is becoming my favorite conference. I’ve had to actively introduce more diversity to the sessions I choose to attend, otherwise I would spend the whole conference geeking out about use data and spreadsheets and such.

Finally, I head to Buffalo for the conference that shaped me into the librarian I became: NASIG (North American Serials Interest Group). I like this one because I’ve known many of the attendees for the entirety of my relatively short career, and because it works very hard to not be just a librarian conference, but rather an industry-wide discussion of all things serial in libraryland.

It was in the context of thinking about these upcoming conferences that I read the latest Prof Hacker blog post from The Chronicle of Higher Education. Ryan Cordell writes about his experiences with conference tweeting and the recent revelations he has had regarding the impact this can have on the presenters, whether they are active participants on Twitter or not. Many things he wrote resonated with me, and reminded me that Twitter — as well as other popular social media platforms — is no longer the private back-channel of a few techie friends, but is a global platform that can have a broader impact than any of us may know.

I suggest reading the whole article, but I would like to quote here the Principles of Conference Tweeting that Cordell offers, as something for us all to keep in mind:

  1. I will post praise generously, sharing what I find interesting about presentations.
  2. Likewise, I will share pertinent links to people and projects, in order to bring attention to my colleagues’ work.
  3. When posting questions or critiques, I will include the panelist’s username (an @ mention) whenever possible.
  4. If the panelist does not have a username—or if I cannot find it—I will do my best to alert them when I post questions or critiques, rather than leaving them to discover those engagements independently.
  5. I will not post questions to Twitter that I would not ask in the panel Q&A.
  6. I will not use a tone on Twitter that I would not use when speaking to the scholar in person.
  7. I will avoid “crosstalk”—joking exchanges only tangentially related to the talk—unless the presenter is explicitly involved in the chatter.
  8. I will refuse to post or engage with posts that comment on the presenter’s person, rather than the presenter’s ideas.
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