What is LibQUAL+?
 Large-scale, web-based, user-centered assessment of
library service effectiveness across multiple institutions.
 Co-developed by ARL and Texas A&M University, 1999
 Responds to the increasing pressure for libraries to
develop more outcomes-based assessment efforts, instead
of relying merely on input or resource metrics.
 Supported in part by a 3-year, $498,000 FIPSE grant;
sustained by participant fees.
What is LibQUAL+?
(The “Gap Theory” model and 4 dimensions of service quality)
Grounded in the “Gap Theory” of Service Quality;
addresses a set of four service dimensions:
1. Access to Information—timely and convenient access to information
resources: local & remote, print & electronic, general and special.
2. Affect of Service—knowledge, courtesy, and responsiveness of
employees; their ability to instill confidence; their willingness to help
customers and provide prompt service.
3. Library as Place—a library space that is quiet, comfortable, and
conducive to study and learning, for individuals as well as groups.
4. Personal Control—modern equipment, easy to use access tools, and a
website that allow users to locate information independently, both within
the Library and from remote locations.
The goals of LibQUAL+
 Foster a culture of excellence and continuous
improvement in providing library service;
 Provide libraries with comparable assessment
information from peer institutions;
 Identify best practices in library service; and
 Enhance library staff members’ analytical skills for
interpreting and acting on data.
Overall project timeline
 Phase 0 (2000):
Pilot; 12 ARL libraries survey 5,000 users
 Phase 1 (2001):
43 ARL libraries survey 34,000 users
 Phase 2 (2002):
164 libraries (incl. OhioLINK, AAHSL) test a shorter, more
refined instrument (25 questions); 78,000 respondents
 Phase 3 (2003):
End of FIPSE grant; final revisions to instrument. 308 libraries
(incl. international) and 125,000 respondents
Who participated in 2003?
(Groups & consortia)
 Association of Research Libraries (66 members)
 New York Reference and Research Resources System (76,
incl. 71 college/university libraries & 5 public libraries)
 OhioLINK (45)
 Network of Alabama Academic Libraries (9)
 Association of Academic Health Sciences Libraries (21)
 Oberlin Libraries Group (12)
 Military Education & Research Library Network (5)
 Society of College, National, & University Libraries (20)
[UK & Ireland; includes Glasgow University]
Who participated in 2003?
(ARL Libraries)
Arizona State U. West
Boston College
Brigham Young U.
Case Western Reserve
Colorado State University
Columbia University
Cornell University
Emory University
George Washington U.
Georgia Tech
Iowa State University
Kent State University
Louisiana State University
McGill University
New York State Library
Ohio State University
Stony Brook University
Syracuse University
Temple University
66 ARL libraries,
including…
Texas A&M University
U. Laval
U. at Albany
U. of Alabama
U. of Alberta
U. of Arizona
U. of California, Davis
U. of California, Irvine
U. of California, L.A.
U. of Cincinnati
U. of Florida
U. of Guelph
U. of Hawaii at Manoa
U. of Houston
U. of Kansas
U. of Kentucky
U. of Manitoba
U. of Maryland
U. of Minnesota
U. of Missouri-Columbia
U. of Nebraska, Lincoln
U. of New Mexico
U. of Pittsburgh
U. of South Carolina
U. of Texas at Austin
U. of Washington
Virginia Tech
Washington State U.
Wayne State U.
Who participated in 2003?
(GWLA Libraries)
16 libraries from the
Greater Western Library Alliance
(GWLA), including…
Arizona State U. West
Baylor University
Brigham Young U.
Colorado State University
Iowa State University
Oregon State University
Texas A&M University
U. of Arizona
U. of Houston
U. of Kansas
U. of Missouri-Columbia
U. of Nebraska, Lincoln
U. of New Mexico
U. of Texas at Austin
U. of Washington
Washington State University
Checklist of local activities
 Gather random sample (1,200 u-grads; 800 grads; 800 faculty)
 Prepare website to manage publicity, communication, etc.
 Send “pre-survey” message from Dean (March 25)
 Send email with imbedded URL for online survey (March 30)
 Send 2 reminders from the Dean (April 3 & 8)
 Survey closes on April 11, 2003
 Announce incentive prize winners (May 19)
Who responded at ISU?
(Response rates for faculty, grads, undergrads)
648 of the 2,800 users surveyed (23.1%), including:
•
250 of the 800 faculty surveyed (31.3%)
•
202 of the 800 graduate students surveyed (25.2%)
•
196 of the 1,200 undergrad students surveyed (16.3%)
Among the 66 ARL libraries participating in 2003,
ISU ranked 13th in the number of surveys completed!
Who responded at ISU?
(By age & Sex)
Age
Sex
3%
25.2%
25.2%
25.9%
20.2%
25.7%
18 - 22
23 - 30
31 - 45
46 - 65
Over 65
18 - 22
23 - 30
31 - 45
46 - 65
40.9%
Over 65
59.1%
63.7%
Male
Female
Who responded at ISU?
(Frequency of library use)
I use the library electronically…
3.4%
10%
I use the library on premises…
Daily
1.4%
Weekly
Monthly
Quarterly
Never
8.3%
19.2%
14.3%
22.4%
37.5%
45%
Daily
Monthly
Never
Weekly
Quarterly
38.5%
Daily
Monthly
Never
Weekly
Quarterly
Who responded at ISU?
(e-Library vs. Google use)
I use the library electronically…
3.4%
10%
19.2%
22.4%
I use GoogleTM, etc. for info…
Daily
3.3% 3.4%
Weekly
Monthly
Quarterly
Never
6.1%
27.1%
60.1%
45%
Daily
Monthly
Never
Weekly
Quarterly
Daily
Monthly
Never
Weekly
Quarterly
Sample Survey
When it comes to…
My Minimum
Service level is
(low)
1 Employees who instill
confidence in users
2 Easy-to-use access tools
that allow me to find things
on my own
My Desired Service
level is
(high) (low)
My Perception of the
library's service
performance is
(high) (low)
(high)
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
3 Print and/or electronic
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
journal collections I require
for my work
4 Readiness to respond to
users' questions
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
5 Quiet space for individual
activities
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
Dimension 1:
Access to Information
AI-1
Print and/or e- journal collections I need for my work
AI-2
Convenient service hours
AI-3
The printed library materials I need for my work
AI-4
The electronic information resources I need
AI-5
Timely document delivery/interlibrary loan
Dimension 1:
Access to Information
Dimension 2:
Affect of Service
AS-1
Employees who instill confidence in users
AS-2
Readiness to respond to users' questions
AS-3
Willingness to help users
AS-4
Dependability in handling users' service problems
AS-5
Giving users individual attention
AS-6
AS-7
Employees who have the knowledge to answer users'
questions
Employees who are consistently courteous
AS-8
Employees who deal with others in a caring fashion
Dimension 2:
AS-9 Employees who understand the needs of their users
Affect of Service
Dimension 3:
Library As Place
LP-1
Quiet space for individual activities
LP-2
A comfortable and inviting location
LP-3
Library space that inspires study and learning
LP-4
Community space for group learning and group study
LP-5
A getaway for study, learning, or research
Dimension 3:
Library as Place
Dimension 4:
Personal Control
PC-1
PC-2
Easy-to-use access tools that allow me to find things on
my own
Convenient access to library collections
PC-5
A library website enabling me to locate information on my
own
Modern equipment that lets me easily access needed
information
Making information easily accessible for independent use
PC-6
Making e- resources accessible from my home or office
PC-3
PC-4
Dimension 4:
Personal Control
Addendum:
General Satisfaction Questions
GS-1
In general, I am satisfied with the way in which I am
treated at the library.
GS-2
In general, I am satisfied with library support for my
learning, research, and/or teaching needs.
GS-3
How would you rate the overall quality of the service
provided by the library?
Addendum:
General Satisfaction
Addendum:
Information Literacy Questions
IL-1
The library helps me stay abreast of developments
in my field(s) of interest.
IL-2
The library aids my advancement in my academic
discipline.
IL-3
The library enables me to be more efficient in my
academic pursuits.
IL-4
The library helps me distinguish between
trustworthy and untrustworthy information.
IL-5
The library provides me with the information skills I need
in my work or study.
Addendum:
Information Literacy Questions
= Minimum
= Perceived
= Desired
Sample spider graph
Question
1
1
9
8
7
6
Question 55
2Question
5
4
Question 4 4
3
Question 3
2
Aggregate data (all ARL universities, all users)
D
P
Journal collections
(print and/or electronic)
I need for my work
M
Text box
Perceived > Desired
Perceived < Desired
Perceived > Minimum
Perceived < Minimum
Comparison: All users (und., grad., faculty)
(Graph)
ARL
ISU
Journal collections (print
and/or electronic) I need for
my work
Tex
t
box
Community space
for group learning
and study
Perceived > Desired
Perceived < Desired
Perceived > Minimum
Perceived < Minimum
Comparison: All users (und., grad., faculty)
(Table)
Difference between perceived
and minimal service:
ARL
ISU
Difference
Areas in which ISU stands out from ARL libraries (by >0.5)…
LP-4
Community space for group learning and group study
1.00
1.51
0.51
LP-2
A comfortable and inviting location
0.89
1.39
0.50
-0.03
0.13
0.16
Areas in which ARL and/or ISU falls below minimum…
AI-1
Print and/or e- journal collections I require for my work
Difference between perceived and desired service:
ARL
ISU
Difference
-0.45
0.05
0.50
Areas in which ARL and/or ISU exceed desired service levels…
LP-4
Community space for group learning and group study
Comparison: Undergraduates
(Graph)
ARL
ISU
Text
box
Text
box
Perceived > Desired
Perceived < Desired
Perceived > Minimum
Perceived < Minimum
Comparison: Undergraduates
(Table)
Difference between perceived and minimal service:
ARL
ISU
Difference
0.89
1.39
0.50
Areas in which ISU stands out from ARL libraries (by >0.5)…
LP-2
A comfortable and inviting location
Comparison: Graduate Students
(Graph)
ARL
ISU
Journal collections (print
and/or electronic) I need for
my work
Making electronic
resources accessible from
my home or office
Text
box
Perceived > Desired
Perceived < Desired
Community space for group
learning/study.
Perceived > Minimum
Perceived < Minimum
Comparison: Graduate Students (1)
(Table)
Difference between perceived and minimal service:
ARL
ISU
Difference
Areas in which ISU stands out from ARL libraries (by >0.5)…
LP-3
Library space that inspires study and learning
0.46
1.14
0.68
LP-4
Community space for group learning and group study
0.99
1.65
0.66
LP-1
Quiet space for individual activities
0.51
1.17
0.66
LP-2
A comfortable and inviting location
0.80
1.38
0.58
LP-5
A getaway for study, learning, or research
0.58
1.16
0.58
Areas in which ARL and/or ISU falls below minimum…
AI-1
Print and/or e- journal collections I require for my work
-0.22
0.03
0.25
PC-6
Making e-resources accessible from my home or office
-0.10
0.08
0.18
Comparison: Graduate Students (2)
(Table)
Difference between perceived and desired service:
ARL
ISU
Difference
-0.44
0.15
0.59
Areas in which ARL and/or ISU exceed desired service levels…
LP-4
Community space for group learning and group study
Comparison: Faculty
(Graph)
ARL
Electronic info
resources I need
ISU
Printed library materials
I need for my work
Journal collections
(print / electronic) I
need for my work
Journal
collections
(print /
electronic)
I need for
my work
Making eresources
accessible
from home
or office
Community space
for group learning
and study
Perceived > Desired
Library website
enabling me to
locate info on my
own
Perceived < Desired
Quiet space for
individual activities
Community space
for group learning
and study
Perceived > Minimum
Perceived < Minimum
Comparison: Faculty (1)
(Table)
Difference between perceived and minimal service:
ARL
ISU
Difference
Areas in which ISU stands out from ARL libraries (by >0.5)…
AI-3
The printed library materials I need for my work
-0.30
0.39
0.69
LP-3
Library space that inspires study and learning
0.63
1.14
0.51
AI-5
Timely document delivery/Interlibrary loan
0.21
0.72
0.51
Areas in which ARL and/or ISU falls below minimum…
AI-1
Print and/or e- journal collections I require for my work
-0.50
-0.08
0.42
AI-3
The printed library materials I need for my work
-0.30
0.39
0.69
PC-6
Making e-resources accessible from my home or office
-0.23
0.18
0.41
PC-3
A library website enabling me to locate info on my own
-0.12
0.30
0.42
AI-4
The electronic information resources I need
-0.11
0.31
0.42
Comparison: Faculty (2)
(Table)
Difference between perceived and desired service:
ARL
ISU
Difference
Areas in which ARL and/or ISU exceed desired service levels…
LP-4
Community space for group learning and group study
0.11
0.36
0.25
LP-1
Quiet space for individual activities
-0.21
0.08
0.29
Conclusions…
Areas of strength…
ALL
UNDERG
GRAD
FACULTY
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
LP-4
Community space for group learning and group study
1.51
1.30
1.65
1.70
LP-2
A comfortable and inviting location
1.39
1.52
1.38
1.30
AS-5
Giving users individual attention
1.12
1.08
1.16
1.19
LP-1
Quiet space for individual activities
1.08
0.81
1.17
1.32
LP-5
A getaway for study, learning, or research
1.07
0.97
1.16
1.20
AI-3
The printed library materials I need for my work
0.48
0.72
0.44
0.39
PC-3
A library website enabling me to locate info on my own
0.46
0.78
0.42
0.30
AI-4
The electronic information resources I need
0.45
0.79
0.34
0.31
PC-6
Making e- resources accessible from my home or office
0.25
0.64
0.08
0.18
AI-1
Print and/or e- journal collections I require for my work
0.13
0.56
0.03
-0.08
Conclusions: Areas of strength
Conclusions…
Areas of strength…
ALL
UNDERG
GRAD
FACULTY
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
LP-4
Community space for group learning and group study
1.51
1.30
1.65
1.70
LP-2
A comfortable and inviting location
1.39
1.52
1.38
1.30
AS-5
Giving users individual attention
1.12
1.08
1.16
1.19
LP-1
Quiet space for individual activities
1.08
0.81
1.17
1.32
LP-5
A getaway for study, learning, or research
1.07
0.97
1.16
1.20
Areas of strength lie in Library as Place (LP) and Affect of Service (AS).
AI-3
The printed library materials I need for my work
0.48
0.72
0.44
0.39
PC-3
A library website enabling me to locate info on my own
0.46
0.78
0.42
0.30
AI-4
The electronic information resources I need
0.45
0.79
0.34
0.31
PC-6
Making e- resources accessible from my home or office
0.25
0.64
0.08
0.18
AI-1
Print and/or e- journal collections I require for my work
0.13
0.56
0.03
-0.08
Conclusions: Areas of strength
Conclusions…
Areas of strength…
ALL
UNDERG
GRAD
FACULTY
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
LP-4
Community space for group learning and group study
1.51
1.30
1.65
1.70
LP-2
A comfortable and inviting location
1.39
1.52
1.38
1.30
AS-5
Giving users individual attention
1.12
1.08
1.16
1.19
LP-1
Quiet space for individual activities
1.08
0.81
1.17
1.32
LP-5
A getaway for study, learning, or research
1.07
0.97
1.16
1.20
Areas of strength lie in Library as Place (LP) and Affect of Service (AS).
Areas of challenge…
AI-3
The printed library materials I need for my work
0.48
0.72
0.44
0.39
PC-3
A library website enabling me to locate info on my own
0.46
0.78
0.42
0.30
AI-4
The electronic information resources I need
0.45
0.79
0.34
0.31
PC-6
Making e- resources accessible from my home or office
0.25
0.64
0.08
0.18
AI-1
Print and/or e- journal collections I require for my work
0.13
0.56
0.03
-0.08
Conclusions: Areas of challenge
Areas of challenge lie in Access to Information (AI) and Personal Control (PC).
General Satisfaction Questions (1)
8.00
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.50
7.00
6.50
6.00
5.50
5.00
4.50
1
In general, I am satisfied with
the way in which I am treated
at the library.
2
3
General Satisfaction Questions (2)
8.00
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.50
7.00
6.50
6.00
5.50
5.00
4.50
1
In general, I am satisfied with
the way in which I am treated
at the library.
2
In general, I am satisfied with
library support for my
learning, research, and/or
teaching needs.
3
General Satisfaction Questions (3)
8.00
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.50
7.00
6.50
6.00
5.50
5.00
4.50
1
In general, I am satisfied with
the way in which I am treated
at the library.
2
In general, I am satisfied with
library support for my
learning, research, and/or
teaching needs.
3
How would you rate the
overall quality of the service
provided by the library?
Information Literacy Questions (1)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
3
4
5
Information Literacy Questions (2)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
The Library
aids my
advancement
in my academic
discipline.
3
4
5
Information Literacy Questions (3)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
The Library
aids my
advancement
in my academic
discipline.
3
The library
enables me to
be more
efficient in my
academic
pursuits.
4
5
Information Literacy Questions (4)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
The Library
aids my
advancement
in my academic
discipline.
3
4
The library
enables me to
be more
efficient in my
academic
pursuits.
The library
helps me
distinguish
trustworthy
/untrustworthy
information.
5
Information Literacy Questions (5)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
The Library
aids my
advancement
in my academic
discipline.
3
4
5
The library
enables me to
be more
efficient in my
academic
pursuits.
The library
helps me
distinguish
trustworthy
/untrustworthy
information.
The library
provides me with
the information
skills I need in
my work or
study.
Qualitative Data: Sample comments
Number: 6
Date: 12:03 AM 3/31/2003 C.S.T.
User Group: Undergraduate
Discipline: Science / Math
Library Branch: Parks Library
Age: 18 - 22
Sex: Female
KEYWORDS: ILL/DD
Comment:
I was shocked to find such fast delivery for
journal articles I have requested.
Qualitative Data (50+ user comments)
Topic
Collections-related
Staff
Noise, cell phones, individual/group study, etc.
Building, furniture, equipment, and collection storage
e-Library, Library Catalog, Internet
Circulation policy & practice
Hours
Public computing, printers, scanning, wireless, etc.
ILL/DD
Instruction
Reference & information services
Assessment, LibQUAL survey, focus groups, etc.
Library funding
Reserve & Media Services
Food & drink
Self-reliance
Publicity, PR
International students
Users with disabilities
# of users
114
57
55
43
39
32
22
22
18
18
15
14
11
9
4
3
2
1
1
Qualitative Data (20-49 user comments)
Topic
Collections-related
Staff
Noise, cell phones, individual/group study, etc.
Building, furniture, equipment, and collection storage
e-Library, Library Catalog, Internet
Circulation policy & practice
Hours
Public computing, printers, scanning, wireless, etc.
ILL/DD
Instruction
Reference & information services
Assessment, LibQUAL survey, focus groups, etc.
Library funding
Reserve & Media Services
Food & drink
Self-reliance
Publicity, PR
International students
Users with disabilities
# of users
114
57
55
43
39
32
22
22
18
18
15
14
11
9
4
3
2
1
1
Qualitative Data (10-19 user comments)
Topic
Collections-related
Staff
Noise, cell phones, individual/group study, etc.
Building, furniture, equipment, and collection storage
e-Library, Library Catalog, Internet
Circulation policy & practice
Hours
Public computing, printers, scanning, wireless, etc.
ILL/DD
Instruction
Reference & information services
Assessment, LibQUAL survey, focus groups, etc.
Library funding
Reserve & Media Services
Food & drink
Self-reliance
Publicity, PR
International students
Users with disabilities
# of users
114
57
55
43
39
32
22
22
18
18
15
14
11
9
4
3
2
1
1
Qualitative Data (1-9 user comments)
Topic
Collections-related
Staff
Noise, cell phones, individual/group study, etc.
Building, furniture, equipment, and collection storage
e-Library, Library Catalog, Internet
Circulation policy & practice
Hours
Public computing, printers, scanning, wireless, etc.
ILL/DD
Instruction
Reference & information services
Assessment, LibQUAL survey, focus groups, etc.
Library funding
Reserve & Media Services
Food & drink
Self-reliance
Publicity, PR
International students
Users with disabilities
# of users
114
57
55
43
39
32
22
22
18
18
15
14
11
9
4
3
2
1
1
Qualitative Data: Recurring themes…
(Collections-related)
Collections-related
More journals! Grow the
journal collection, avoid cuts, &
stand strong against coercive
publishers.
More full-text journals,
including back files.
Improve remote access
to e-resources, especially
journals.
Many comments and
suggestions regarding specific
subject areas, titles, etc.
Qualitative Data: Recurring themes…
(Staff-related)
Staff-related
Vast majority of respondents see
library staff as uniformly
courteous, friendly, helpful.
Still, some respondents (c.5)
see staff as unfriendly, rude,
disinterested, dismissive.
Several respondents comment
on the inconsistency of staff
service: the mix of professional
& unprofessional behaviors. Perceived lack of knowledge
(on part of some staff) results in
time delays and lots of referrals.
Several individual staff singled
out for praise or criticism.
Qualitative Data: Recurring themes…
(Noise)
Noise, individual/group study, etc.
Importance of the library as a
study hall.
Many users currently find the library a
“wonderful environment for study,”
Vast majority of comments
individually or in groups. Especially
indicate that the Parks Library
conducive to quiet study: the
is too noisy. There is a need
Periodical Room and the branches.
for designated “silent zones,”
and for more group study
rooms that are isolated and/or
soundproofed to minimize
disruption to others.
Occasionally, it’s the
library staff who are
talking too loudly!
Qualitative Data: Recurring themes…
(Building, equipment, furniture)
Building, equipment, furniture
New copiers are nice, but are
too slow, too expensive, and
need more options (paper size,
duplexing).
Stack/tier layout is confusing;
need better signage.
Need better lighting
in bathrooms,
stairwells, stacks,
Need new, more attractive,
study areas, aisles. more comfortable chairs.
Building is too hot & stuffy,
especially in upper tiers/floors.
Retrieval of items from
Storage is inconvenient,
and items sent to Storage
are not sufficiently old.
Qualitative Data: Recurring themes…
(e-Library, Catalog, Internet, etc.)
E-Library, Catalog, Internet, etc.
Mixed ratings of the e-Library website. Some see it as
excellent and appreciate its integration with other library
services. Others express concern that the website is too
graphics-intensive, lacks an effective site search, and is less
navigable than the old one.
The need for easier and more effective
access to journals and indexes, by
The growing tendency of
title and by subject.
many users to prefer Google
or other Internet search
engines for locating
information and information
resources.
Specific suggestions for
enhancing the e-Library or
Library Catalog.
Qualitative Data: Recurring themes…
(Circulation policy/practice; Hours)
Circulation policy/practice
Need to review and revise Circulation and
Collection Development policies (loan periods,
recalls, overdue fines, purchase of multiple copies)
to improve book availability.
Need to move to email
(versus printed)
correspondence with users.
Hours
The need for longer hours
during break periods,
especially the weekend
A desire for expanded
before classes begin.
hours in general,
including several
requests for 24/7.
Qualitative Data: Recurring themes…
(Public computing, printers, etc.)
Public computing, printing, etc.
The library needs better printers,
“even if you have to pay…”
Add MS Office to more
computers, and make
more computers available
for email.
The library needs more computers
(including an open computer lab, and
in group study rooms).
Qualitative Data: Recurring themes…
(Instruction)
Instruction
The growing need for effective
remote access to e-resources for
distance education students.
Concerns regarding the
validity of information
resources and the user’s
The constancy of change.
ability to locate and recognize
(“Everything has changed
unbiased information.
since I took Library
160…”)
The need for more instruction
in specific areas, but especially
finding books, journals, and
journal articles in the e-Library.
More events like DataPalooza.
Next steps
• Share qualitative and quantitative data with
appropriate library units, for analysis.
• Implement and document changes based on findings.
• Explore opportunities to compare findings with
colleagues (GWLA, etc.)
• Repeat survey biennially (next in 2005) and watch
the trajectories.
• Consider focus groups to explore areas of concern.
Recommendations
• Acquire more e-journals, and make them accessible from
both on and off campus.
• Investigate the effectiveness of and alternatives to
SerialsSolutions.
• Investigate and act on respondent’s recommendations for
specific material purchases.
• Use circulation data to trigger the purchase of
additional copies of heavily-used books.
Recommendations (cont.)
• Improve library support for distance learning.
• Improve turnaround time, communication, user education,
and PR regarding interlibrary loan.
• Implement email notification for all circulation
correspondence.
• Establish and promote an official quiet zone within the
Parks Library.
• Explore ways to make the physical arrangement of
collections more intuitive for users.
Recommendations (cont.)
• Improve access to laser printing within library facilities.
• Consider respondents’ concerns when negotiating our next
contract for public copiers.
• Improve lighting in the stairwell that connects floors and
tiers.
• Use respondents’ comments/complaints regarding
customer service to shape staff development sessions in the
upcoming year.