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Uksg2012 dave pattern_final
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- 2. Photo of JosephJanes at UKSG 2009. At the 2009 conference, I ranted about OPACs and how much they sucked 2
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- 4. The most commonthemes in replies to the tweet question 4
- 5. I felt thepresentation would be too long with the “Stinky Library Web Sites” section, which was mostly a big plug for Matthew Reidsma’s excellent presentation, so I chopped it out 5
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- 11. @ggnewed and @Jo_Bo_Andersonat LibraryCamp 11
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- 13. http://www.daveyp.com/blog/archives/1577 Cake is theultimate intersection 13
- 14. Spookily odd thatDave Parkes also talked about “Ambient Findability” in his UKSG session :-D 14
- 15. I was goingto rant about poor library web site design hindering access to e- resources, but Matthew did it far more eloquently than I ever could http://matthew.reidsrow.com/articles/16 15
- 16. I snaffled acouple of quotes from Ken’s UCISA presentation http://www.kenchadconsulting.com http://www.kenchadconsulting.com/wp- content/uploads/2012/03/Transforming_LibrarySystems_Ken_Chad_UCISA _March2012.pdf 16
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- 20. An example ofhow finding information on Google and Wikipedia is sometimes easier than using the “proper” web site – in this case, I struggled to find out how to get from the airport to Dallas on the airport’s web site, but easily found the info (and much more) on Wikipedia. In particular, the terminology on the airport web site (“ground transportation”) didn’t mean anything to me. 20
- 21. Wasn’t sure Iswearing (or dissing Boolean) was allowed at UKSG ;-P 21
- 22. Students don’t useGoogle and Wikipedia because they’re lazy, they use them because it’s instinctive to seek the shortest, easiest route from A to B http://en.wikipedia.org/wiki/Principle_of_least_effort 22
- 23. Prof Marcia J.Bates Dept. of Information Studies University of California, Los Angeles http://pages.gseis.ucla.edu/faculty/bates/articles/info_SeekSearch-i- 030329.html http://pages.gseis.ucla.edu/faculty/bates/ 23
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- 25. I wanted tograb some tweets of students saying they were using Wikipedia for the essays, homework, etc. Then, without warning, the whole of Wikipedia went down for 20 minutes and lots of panicky tweets appeared. 25
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- 27. I’ve snipped outapprox 25 slides of screenshots that showed a real life example of trying to get to the full-text, which ultimately ended with being asked to pay $59 even though we were under the impression we had a valid subscription. As I wasn’t having a go specifically at any of the publishers & vendors who sites appeared in them, I didn’t think it was worthwhile leaving the screenshots in this public version. 27
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- 29. ... Meanwhile, backin the real (i.e. non-library world), I was able to easily find the article the student was after via Google 29
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- 33. Sadly, I’ve beenin a meeting where a librarian essentially said that e- resources should be difficult to use as it teaches students that somehow effort equates to quality :-S 33
- 34. Carol Tenopir (Universityof Tennessee, Knoxville) http://www.libraryjournal.com/article/CA6639354.html?industryid=47130 Via Ken Chad http://www.kenchadconsulting.com/wp- content/uploads/2012/03/Transforming_LibrarySystems_Ken_Chad_UCISA _March2012.pdf 34
- 35. Judy Luther &Maureen C. Kelly http://www.libraryjournal.com/lj/ljinprintcurrentissue/889250- 403/the_next_generation_of_discovery.html.csp Via Ken Chad http://www.kenchadconsulting.com/wp- content/uploads/2012/03/Transforming_LibrarySystems_Ken_Chad_UCISA _March2012.pdf 35
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- 37. “Factors Influencing Distance-EducationGraduate Students' Use of Information Sources: A User Study” Zao Liu and Zheng Ye (Lan) Yang The Journal of Academic Librarianship Volume 30, Issue 1, January 2004, Pages 24–35 http://dx.doi.org/10.1016/j.jal.2003.11.005 37
- 38. A quick exampleof how easy it can be to get to the full-text when the e- resources gods are smiling on you... 38
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- 43. Slide from TonyHirst's "A105 - Visionary Views" session at ILI2010 43
- 44. A quick recapof how far Huddersfield has progressed in its e-resource provision in just a decade... 44
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- 48. But the troublewith federated search is that it’s slow, buddy and you’ve no idea if you’re getting relevant results :-S 48
- 49. Owen Stephen’s livetweets from ILI2008 https://twitter.com/ostephensili08/status/962494419 49
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- 51. I’d guesstimate thatwe’ve had a total of 20k to 22k students during this period. The total started to plateau with MetaLib (I know of a few instances where academic were telling their students not to use it), but has surged since we implemented Summon and we’re approaching 100% usage. 51
- 52. Since launching Summon,we’ve seen a decrease in the number of students go directly to the database’s native interface and logging in via Athens. 52
- 53. This is asubject resource that students are specifically told to use. They’re still using it, but other students are starting to discover content on it via Summon. 53
- 54. Publisher’s content wasn’tin Summon in 2010/11. Download stats are for 2011/12 are for up to Feb 2012, so I’d expect to see much higher usage by the end of the academic year. 54
- 55. Journal publisher platform.In general, we’ve seen 300%+ increases in article downloads, primarily driven by click thrus from Summon searches 55
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- 60. Journal publisher platform.In this case, it’s a resource that students were told was the only one they needed (hence the high usage). Since we got Summon, those students are now finding content elsewhere. 60
- 61. Aggregated journal platform.We know this platform has issues with OpenURL linking from Summon, and this is reflected in the sudden drop in downloads. 61
- 62. If the publisher’scontent isn’t in Summon, students need to go directly to the database to find it ...and, in general, they’re not. 62
- 63. ...can you reallysee us renewing the subscription for this database? 63
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- 65. Serendipity in theHuddersfield Public Library Reading Area http://www.flickr.com/photos/organised/98972109/in/photostream/ 65
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- 67. We think addingserendipity to the OPAC has helped to increase the range of stock that circulates every year 67
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- 76. In general, mostusers are still either not accessing e-resources (1st column) or are accessing them infrequently (1 to 25 hours in the entire year). 76
- 77. ...if we restackthe previous graph, you can see that lower usage is more closely linked to lower grades, and higher usage is more closely linked to higher grades 77
- 78. For the 2ndphase of the project, we generate some quick grade v average usage figures and checked how strong the correlation was using Spearman http://en.wikipedia.org/wiki/Spearman's_rank_correlation_coefficient 78
- 79. For the 2ndphase of the project, we generate some quick grade v average usage figures and checked how strong the correlation was using Spearman http://en.wikipedia.org/wiki/Spearman's_rank_correlation_coefficient 79
- 80. For the 2ndphase of the project, we generate some quick grade v average usage figures and checked how strong the correlation was using Spearman http://en.wikipedia.org/wiki/Spearman's_rank_correlation_coefficient 80
- 81. For the 2ndphase of the project, we generate some quick grade v average usage figures and checked how strong the correlation was using Spearman http://en.wikipedia.org/wiki/Spearman's_rank_correlation_coefficient 81
- 82. However, we seeno evidence that students are using the library PCs to access those e-resources ;-P 82
- 83. We know thatthere’s a correlation between e-resource usage and grade, but the strength of the correlation various by hour of the day. During the early hours, it dips below zero, which indicates a possible negative correlation. http://www.flickr.com/photos/davepattern/6969060879/in/set- 72157629087302688 83
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