Asian American Pacific Islander Month DDSD 2024.pptx
1700 tue lomond tenopir
1. Value and Outcomes of
Scholarly Library Resources
Carol Tenopir
University of Tennessee
ctenopir@utk.edu
UKSG
March 2012
Center for Information and Communication Studies
2. 2 Value Studies
Scholarly Reading and
Lib-Value
Value of Library Resources
Aim: Develop models for Aim: examine the value UK
assessing value and ROI academics place on having
for academic libraries. access to scholarly materials.
End Result: An international
perspective on the role and value
libraries and their resources bring to
individuals and institutions.
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3. Today:
1. Goals of the UK/JISC project
2. A bit about methodology
3. Key findings
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4. U.K. Project Goals…
“Articulate more clearly the return on
investment from academic libraries‟
provision of journals [and books and
other scholarly materials] to support
the core teaching and research
activities in UK universities
...and to assess the „value added‟ that
academic libraries bring...”
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6. Three Types of Questions:
1. Demographic
Therefore, insights into
2. Recollection both READERS and
READINGS
3. Critical Incident
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7. Reading and Scholarship Surveys
(Tenopir & King, 1977-present)
Measure purpose, outcome, and value from
scholarly reading by focusing on critical incident of
last reading
Include all reading (from library and not)
Exchange (time spent) and use value (outcomes)
Open ended questions provide another dimension
Method can be used for other services
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8. Critical Incident of Last Reading
The following questions in this section
refer to the SCHOLARLY ARTICLE YOU
READ MOST RECENTLY, even if you
had read it previously. Note that this last
reading may not be typical, but will help
us establish the range of patterns in
reading.
Center for Information and Communication Studies
9. Critical Incident of Last Reading
The following questions in this section
refer to the BOOK FROM WHICH YOU
READ MOST RECENTLY, even if you
had read it previously. Note that this last
reading may not be typical, but will help
us establish the range of patterns in
reading.
Center for Information and Communication Studies
10. Critical Incident of Last Reading
The following questions in this section
refer to the OTHER PUBLICATION YOU
READ MOST RECENTLY, even if you
had read it previously. Note that this last
reading may not be typical, but will help
us establish the range of patterns in
reading.
Center for Information and Communication Studies
11. There Is No Perfect Measure
Disadvantages:
•Response Rate
Advantages:
•Self Reported
•Outcomes and
Measures
Values
•Comparisons
•A Mix of Data
•Personal View
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12. 1. Scholarly reading is
essential to academic work.
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13. Academics read a lot of material
# of Readings per Month
Article 22
Book 7
Other Publication 10
0 5 10 15 20 25
n=2117, 6 UK institutions, June 2011
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14. Research & writing is the most likely
principal purpose of reading
74%
58%
45%
Article Readings Book Readings Other Publication Readings
n=2117, 6 UK universities, June 2011
Center for Information and Communication Studies
15. And academics spend a lot of
time per reading
•49 minutes per article
reading
•1 hour and 46 minutes
per book reading
•42 minutes per other
publication reading
n=2117, 6 UK
institutions, Ju
ne 2011
Center for Information and Communication Studies
16. Time Spent (Exchange Value)
Reading
•Article
•49 min/article X 22 read per month X 12 months =
216 hours
•Book
•106 min/book X 7 per month X 12 months=
148 hours
•Other Publication
•42 min/publication X 10 per month X 12 months=
84 hours
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17. 2. The library plays an
important role in academic
work and success.
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18. The library is the source of
scholarly articles
100
90
80
% library-provided
70 67
60
50
40
30 27
20 15
10
0
Article Reading Book Reading Other Publication
n=2117, 6 UK Reading
universities, Ju
ne 2011
Center for Information and Communication Studies
19. Library e-collections are primary
source of article readings
Electronic
94%
Print
6%
n=775, 6 UK
universities, June
2011
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20. The e-collections save the
readers‟ time
Home
26%
Travelling
10%
Library
2%
Office, Lab
n=764, 6 UK
universities, June 2011 62%
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21. The library book collection
supports younger academics
Over 50 24
% library-provided
31 ~ 50 26
Under 30 40
n=2117, 6 UK
universities, June
2011
Center for Information and Communication Studies
22. Year of publication of library
90
articles
80
70
Percent of Article Readings
60
Personal
Subscription
50
Library Subscription
40
30 Other
20
10
0
n=1131 6 UK
Before 1996 1996-2000 2001-2005 2006-2009 2010-2011 universities, June
2011
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23. Year of publication of library-
provided articles
> 15 yrs 15 ~ 11 yrs
13% 7%
< 2 yrs
45%
10 ~ 6 yrs
14%
5 ~ 2 yrs n=1131 6 UK
21% universities, June
2011
Center for Information and Communication Studies
24. Library-provided articles are
considered more important
50
45
40
35 32 33 Library-
31
30 27 28 Provided
Percent
25 22
20 Other Source
15
14
11
10
5 2
0
0
Absolutely Very Important Somewhat Not At All
Essential Important Important Important n=2117, 6 UK
universities, June
2011
Center for Information and Communication Studies
25. Academics praise the library
for its long-term outcomes
Electronic access to the
university library system from off-
site is crucial for swift access to
The journal
articles to support my teaching
collection at
and research activities.
my institution
is excellent
and
scholarship
is all the
richer for the Library resources have
contribution been essential to my
for easy work for the past 20
access to years.
journals and
print
publications.
Center for Information and Communication Studies
26. Time Spent (Exchange Value)
Reading Library
•Article
•216 hours reading X 67% from library= 144 hours a
year per academic staff member from the library
•Book
•148 hours reading X 27% from library= 40 hours a
year per academic staff member
•Other Publication
•84 hours reading X 15% from library= 13 hours a year
per academic staff member
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27. In other words, they spend
23 eight-hour work days
reading library materials.
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29. Award-Winning Academics Read More
35
30
30
25 23
Article Readings
Per Month
20
14 Book Readings
15
9 9 Other Publication
10 7 Readings
5
0 n=2117, 6 UK
universities, June
Did not receive an award Received an award 2011
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30. Prolific Academics Read More
35
30
30
25 23
20 Article Readings
20
Per Month
Book Readings
15 12
10 8 9 10 Other Publication
6 7 Readings
5
0
n=2117, 6 UK
0~2 3 ~ 10 11+ universities, June
2011
# of publications in last 2 yrs.
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31. Library-provided articles support
prolific academics
80 72
71
70 62
60
50
Library Provided
Percent
40 34
Personal Source
30 25 22 Other
20
10 4 4 6
0
0~2 3 ~ 10 11+
n=900, 6 UK
# of publications in last 2 yrs. universities, June 2011
Center for Information and Communication Studies
32. What a „successful‟ academic
looks like:
•Has won an award in the last two years.
•Publishes four or more items per year.
•Reads more of every type of material.
•Spends more time per book and other publication
readings.
•Uses the library for articles
•More often buys books and obtains other
publications from the Internet.
•Occasionally participates and creates social
media content.
Center for Information and Communication Studies
33. Return on investment in a strict sense…
…is a quantitative measure expressed as a ratio of
the value returned to the institution for each
monetary unit invested in the library.
For every $/€/£ spent on the library,
the university received ‘X’ $/€/£ in return.
Demonstrate that library collections contribute to
income-generating activities
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34. Return on Investment is also…
…values of all types that come to
stakeholders and the institution from
the library’s collections, services, and
contribution to its communities.
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35. Value is demonstrated by time
invested in reading, by purpose
of reading, by value to
purpose, by outcomes of
reading, and by how library
services contribute to the income
and mission of the institution
Center for Information and Communication Studies
36. Thank You
For more information:
http://libvalue.cci.utk.edu/JISC
Carol Tenopir, ctenopir@utk.edu
Center for Information and Communication Studies
Editor's Notes
Items that either the library currently achieves or items that could be improved upon.
Overall response rate is 16.8%, with 2117 responses.Research & Writing take up the most work time (M=52), followed by teaching (M=23) and administration (M=16).Representatives from every discipline, but sciences is the largest discipline (33.4%)Well represented positions, lecturers, research associates, and professors each make up around 20-23%.A bell-curve of ages. Majority are between 30 and 60 yrs.60% male, 40% female, similar to the UK institution breakdown.19% earned an award in past two years.
Articles: 22/month; Book: 7/month; Other: 10/monthAnnual totals:Articles: 264Books: 84Other Publications: 120(Total scholarly reading per year is 468)
% of readings for research and writing.
“Add that all together and you get a huge investment in time”One definition of value is:(use value) the favorable consequences derived from reading and using the information. Or “purchase or exchange value: what one is willing to pay for information in money and/or time” (Machlup)-What is illustrated in the slideYearly total of 56 eight-hour days or or nearly 3 work-months…Monthly Totals:Article reading (total)=21 hours (14 hours from library resources)Book reading (total)=16 hours (4 hours from library resources)Other reading (total)=9 hours (an hour and a quarter from library resources)
<1% responded they read the article “elsewhere”For ALL responses (n=1162): Library was only 1.7%, Office/Lab was 60.2%, Home was 27.9%, and traveling was 10%
While library is not the main source of book readings, younger academics are more likely to use it (significant, F=3.471, p=.032).This isn’t surprising since younger academics are on more of a budget, less likely to read for review or given by publisher, and the library often dedicates its resources to students and younger academics.Each age range: Under 30-40%31-40: 29%41-50: 23%51-60: 22%Over 60: 29%
Number of article readings obtained from each source (i.e. the number of respondents) by the year of publication.Personal subscriptions: no articles published before 2001. 83% published in 2010-2011.Library subscriptions: 13% (95) before 1996; 45% in first 18 months.Other: 10% (32) before 1996; 47% in first 18 months.75% of articles over 15 years; 75% of articles 11-15 yrs; 71% of articles 6-10 years; 66% of articles 2-5 yrs, 65% of articles less than 2 years are from library.
Library-provided articles are more likely to be more important to principal purpose (statistically significant, F=4.911, p=.027)The “average” level of importance is: 3.24 for library (between important to very important), 3.00 for persona source and 3.05 for other source (It is 3.07 when personal and other are combined). It is statically significant but I don’t think it will look very interesting on a slide…)Not shown, but library articles also more likely to be cited (statistically significant-p=-.086)Articles from library: 56% cited, 33% maybe cited, (89% already or may be cited) and 11% not cited Articles not from library: 46% cited, 39% may be cited, (85% already or may be) and 16% not cited
Earlier we determined the ‘exchange value’ of scholarly reading, and now we will look at the exchange value of library resources…as you can see academics spend 187 hours each year or about 23 8-hour work days on library provided material.
19% received an award (206 of 1071)
Academics who publish more material are more likely to use the library to obtain articles (p=-.104); this is not the case, however, for books and other publication readings. No significant difference for those.Award-winning staff do not use the library significantly differently from non-award winners