Library Assessment: LibQUAL and the Library Summit Concept

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Library AssessmentLibQUAL and theLibrary
Summit Concept
Clemson University Libraries
Clemson University

• Fred Heath
• Vice Provost and Director, University of Texas
  Libraries
• ALA
• January 2007

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Why Assess?

• In an age of accountability, there is a pressing
  need for an effectiveprocess to evaluate and
  compare research libraries.
• Spellings Report
• High cost of research libraries
• Insitutional weariness with input measures

Note. M. Kyrillidou and M. Young. (2002). ARL
Statistics 2000-01. Washington, D.C. ARL, p.5.
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Why Assess

• The act of assessment means little unless you do
  something
• You cannot do anything unless the information you
  obtain has meaning

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Changing Behaviors

Recent Survey Only 15.7 agreed with the
statement The Internet has not changed the way I
use the library.
Note. Digital Library Federation and Council on
Library and Information Resources. (2002).
Dimensions and Use of the Scholarly Information
Environment.
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everyone in class tried to get those articles
on line and some people didnt even bother to to
to the stacks when they couldnt Google them.
Graduate
Student
NYT Online 6/21/04
(Katie Hafner, Old search engine in
the
the library
tries to fit into a Google world)
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Research Behavior Personal Control

When searching for print journals for research

• Only 13.9 ask a librarian for assistance
• Only 3.2 consider consulting a librarian a
  preferred way of identifying information

Note. Digital Library Federation and Council on
Library and Information Resources. (2002).
Dimensions and Use of the Scholarly Information
Environment.
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Enter LibQUAL

• The necessity of assessment
• Rapid shifts in information-seeking behavior
• The reallocation of resources from traditional
  services and functions

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Survey Structure Page 2(Detail View)
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And a Box

• Why the Box is so Important
• About 40 of participants provide open-ended
  comments, and these are linked to demographics
  and quantitative data.
• Users elaborate the details of their concerns.
• Users feel the need to be constructive in their
  criticisms, and offer specific suggestions for
  action.

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Understanding LibQUAL Results

• Measures the distance between minimally
  acceptable and desired service quality ratings
• Perception ratings ideally fall within the Zone
  of Tolerance

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Faculty Dimension Summary
Average Rating
Note LibQUAL? Spring 2002 Survey Results -
TAMU. (2002). Vol. 2, p. 42
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Peer Assessment

• University of Texas Libraries compares favorably
  to peers
• University of Washington
• University of Wisconsin Madison
• UCLA
• Ohio State University
• University of Minnesota Twin Cities

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Constituent Groups

• What are the differences we can recognize by
  constituent group?
• Undergraduate
• Graduate Students
• Faculty
• Library Staff

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Constituent Groups

• What are the differences we can recognize by
  constituent group?
• Undergraduate
• Graduate Students
• Faculty
• Library Staff

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Consider Discipline Differences

• Are there statistically different behaviors by
  discipline to which we need to respond?

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Alignment of values

• Can we be sure that our priorities, values
  correctly align with those of our constituents?
• If a case for misalignment can be made, what can
  we do to align ourselves more effectively?

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From Results to Action
Community Summit
The Clemson Experience
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

The Clemson Summit Concept Concept initiated
by President Summits are organized around a
university function Bring university
constituents together to focus on one area
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

LIBQUAL and Clemson University Libraries
First LIBQUAL followed Library Summits I and
II Used LIBQUAL results to determine if the
choices we made from the summits were
correct. We determined that the LIBQUAL
results validated the themes and detailed
objectives resulting from the summits.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

2003 LIBQUAL Results Received our 3rd
LIBQUAL Results Paid close attention to the
results of questions where either the perceived
level was below minimum levels Also paid
attention to the results of questions which
were above minimum but were showing a declining
number.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

Disconfirming Expectancy Increased
credibility by providing negative
information. We wanted help from faculty and
students to understand the 2003 LIBQUAL
results. Because of success of Library Summit
I and II decided to have Library Summit III.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

Summit Planning Planning Committee Determined
date and location (university conference
center) Determined schedule (300PM
700PM) Determined meal Set Agenda
Recommended participants (by group) 60 total
Organized discussion topics Prepared and sent
formal invitations
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University
Summit Process Organized around three LIBQUAL
areas Information control, affect of service,
Library as Place Had two tables of 10
participants per topic At half way point had
participants change tables. Table leaders
where library staff who also recorded ideas.
Each table was asked to come up with 9 ideas
plus one off the wall suggestion.

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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

Summit Process Provided the participants with
the 2003 Libqual results. Had a smaller
results document that highlighted the areas
which were below minimum levels or showed
decline and asked them to concentrate on these
areas for their suggestions for improvement.
We also provided them with a brief explanation
of the Libqual charts and tables.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

What Happened Providing negative
information from LIBQUAL results was very
positive. University supports and rewards
honest examination of opportunities to improve.
A real assessment culture at Clemson which
looks to close the loop.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

What Happened Seeing a problem patron become
actively interested in helping to solve problems
rather than complaining. While there were a
number of expensive suggestions, many of the
ideas were possible to accomplish with
available funds.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

Library Town Meetings Critical to success of
Summit Had 3 Town Meetings with Library
Staff Staff added ideas and enhanced many of
those suggested at the Summit.
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

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Opening side doors at entrance of PCL to provide
means of access in addition to the revolving door
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University

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Quiet studies
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Clemson University Libraries
Clemson University
Clemson University Libraries
Clemson University
Benefits of a Summit Library plans based on
LibQual survey results and Summit discussions
provide good structure for showcasing positive
outcomes in assessment. Participants tend to
take ownership of their ideas An organization
that makes its weaknesses public and asks for
advice gains positive regard. Input from
Summit participants provides richer and more
detailed data.

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LibQUAL Resources

• LibQUAL Website http//www.libqual.org
• Publications http//www.libqual.org/publication
  s
• Events and Training http//www.libqual.org/even
  ts
• Gap Theory/Radargraph Introduction
  http//www.libqual.org/Information/Tools/libqual
  presentation.cfm
• LibQUAL Procedures Manual http//www.libqual.o
  rg/Information/Manual/index.cfm