TIPPING PO

INT

TheHow

GRANULARStatistics Can Make

a BIG Difference in Understanding and Demonstrating VALUE

MargieJantti

Alison Pepper

If Content is King, CONTEXT is Queen

Furbank, 2014

Phase I – in brief

Aim

What is the [quantitative] value to the student when they use library resources?

Student No.

Data sources and identifiers

LMS, Access log

SESSIONAL

Value Cube

Correlation between electronic resource usage and student grades – 2013

Phase I – Value Cube

Key Finding

A strong positive correlation between student grades and use of library resources

Phase II – Marketing Cube

1. Developing a picture of use

2. Return on investment (ROI)

3. Existing cube architecture

Drivers:

Phase II drivers ... new insight

1. Developing a picture of use

What eresources are clients using?

Beyond vendor supplied use data

Phase II drivers ... new insight

1. Developing a picture of use

Who is using them?

When in a semester?

Why?

Phase II drivers

2. Collection Development: ROI

Resources = 40% of budget

90:10 electronic vs print

Value for money

3. Leveraging cube architecture

Phase II drivers

Marketing Cube

Student No.Access log / Ezproxy

WEEKLY

Data sources and identifiers

Interface and navigation

Dimensions

and

Measures

Drag & drop to create Views

Have we influenced behaviour?

• Low Use

Before

• Marketing

Intervention• Increased

Use?

After

Examining use in 2015>

Powerful lens on contextualised collection use

A new measurement methodology with weekly frequency

Potential to triangulate with other institutional data

The Tipping Point

Never before has the potential existed to draw on data from both the library’s and enterprise systems to develop a more sustained and intimate understanding of our user communities.