 Good day, ladies and gentlemen. Welcome to today's Webcast. At this time, all lines have in place on the Listen Only mode, and the floor will be open for your questions and comments following the presentation. If you'd like to ask a question during a Webcast, you may do so by clicking on the Ask a Question button located below the presentation. Simply type your question into that box and hit submit. At this time, it is my pleasure to turn over to Martha Kitty Lidoo. Ma'am, the floor is yours. Thank you. I'm Martha Kitty Lidoo, and it is my pleasure to welcome you to the fifth of six Webcasts on our LibValue IMLS grant. Today's Webcast is on the success of the teaching and learning processes. And before we start, just a couple of logistical things. First of all, thank you for joining us. Everyone will be noted to cut down on background noise. We do welcome questions. Please type your questions, and ARL staff stand ready to answer all of them. We will also use some of them to interact with our speakers. Questions and answers that we do not address as well as the ones we do address during the Webcast will be distributed to attendees after the Webcast, along with the recording, which will be available on the ARL YouTube channel. So today, here with us, we have two very involved and well-known speakers. Carol Tenopir, the LibValue Lead Principal Investigator and Professor at the School of Information Sciences. Carol is also Director of the Center for Information and Communication Studies at the University of Tennessee. She's been the leading force of pulling together this amazing research team and led a lot of the lessons and testing and piloting we've done over the last three years. And also from the University of Tennessee, we have Rachel Fleming May, Assistant Professor at the School of Information Sciences there. So what are we going to try to cover today with you? We do want you to be familiar with the broscope of the LibValue project, so I'll cover a couple of slides with that introduction. We do want you to understand various types of value of scholarly collections to faculty. And also, we try to differentiate through the study Carol will be reporting the value of books and journals in the research and teaching processes. And we also want to learn about findings from the instructor survey that we did at two institutions. So, LibValue, we have tried to capture a lot of the work we've done in a number of webcasts. This is the fifth one. There is one more coming down the road and all the previous ones are already available on YouTube and this one will be there. So the LibValue work includes multiple institutions that are using multiple methods to measure multiple types of value to multiple stakeholders. And it's a pretty complex set of studies. We do focus on the teaching and learning, on the research aspects and the social and professional outcomes. And all of that in the context of academic institutions. So the university mission and goals and how the library and these processes feed in promoting the mission and goals is paramount. The grant has been funded by IMLS and it involves two institutions that have principal investigators, Carol Tenebier from the University of Tennessee and Paula Kaufman from the University of Illinois at Urbano-Champaign. ARL is a key partner in especially dissemination and communication of the findings, but also in ensuring that after the grant is over, we will take the lessons learned and the valuable elements that are sustainable beyond the duration of the grant. We also have Syracuse as a partner institution in this process. Bruce Kinlaw from there has been involved in the grant and through connections Carol has in the UK. We've had relationships with the GISC collections. Now within ARL, this work builds into the history of what we have done over the last decade in trying to develop new tools and measures. Those we have tried to push them out through a gateway that's really a web interface for library assessment tools that describe the role, character, and impact of both physical and digital libraries. The gateway we've branded as TASQL and that gateway houses not only the traditional ARL statistics, a data collection that started back in, predates all of us, it started back in 1908 at the University of Minnesota with Gerald who was the Dean of Libraries at that time. It also houses and actually in some ways the genesis of this whole platform is live call standardized user survey that measures library service quality in terms of the effect of service, how employees treat customers, information control in terms of access to resources, and library as place. We know these three elements are key components of library service quality now and we've been able to test it and implement it and operationalize it in more than 1,300 libraries across the globe. We also have an internal climate survey as part of the TASQL platform, a staffing survey that looks into organizational climate and diversity. We have experimented with other grants, DGQL was an NSF-funded effort to develop the elements of digital library service quality and the Mines for Libraries is an approach to measure the impact of network electronic services and this also is an operational tool that continues to this day. Now before we move on with our stickers we have a little poll for you and Amy will help me with that poll. Okay, yes the first poll question asks whether your library has an e-format preferred collection policy and you should see a box top up on your screen where you can answer. The choices are yes for journals, yes for books, yes for both journals and books, no but we are considering it or no plans at this time. We'll wait a few moments for answers to come in. It's like we've gotten a good response so far I'm going to stop the question and previewing the results. So far the majority 41 percent have an e-preferred policy for journals, only six percent for books, 41 percent for both and six percent have are considering it and three percent have no plans at this time. Clearly the e-book strategy, the e-journal strategy, the e-format strategy is the major one and the large portion of the collection budgets are going on purchasing electronic resources so this is no surprise anymore. So Carol will tell us a little bit, Carol Tenopio will tell us a little bit more about how some of these format changes and different formats relate to the value of scholarly reading. Carol? Hey, thank you Martha and I want to join Martha in welcoming you. I'm pleased that you could make it today and also in advance a welcome to others who may be joining us for the replay. Martha mentioned that LibValue has been an ongoing continuing joint effort and it has been possible because of the help of many academic librarians all over the world. So we've had lots in North America as well as the UK and also Australia looking at testing many different ways to measure value and giving us a chance to come up with methods that have been validated and verified in a variety of institutions so that eventually we'll have all the information about how you might want to use these different methods in your particular library. And Martha also mentioned that I'm a lead principal investigator along with Paula Kauffman at University of Illinois but my role today is actually as lead of one of our teams because the way LibValue works is we work in subject themes since it's such a big project and so many the library is so complex we had to break things down into teams. So I'm the lead of the scholarly collections team so that what I'm going to be telling you about today are some of the results from the scholarly collection team. Some of you may be familiar with the work I've done for a long time along with Don King looking at reading and scholarship surveys and the work in LibValue builds on that and kind of goes beyond some of what we've done because we've been looking at value of articles and journal reading for a long time we can begin to look at changes over time. The poll results are interesting to me because a lot of the decisions that libraries make are helping drive changes in readership and user behavior. Sometimes the desires and the behavior changes make changes in the library policies it's very much a circular kind of thing that builds on it but libraries do indeed make a difference in terms of behavior and value also to your users. So I'll talk a little bit about how this current project fits in but mostly what I want to focus in is we have data on differences based on subject discipline, age of reader status. I'm not going to go into a lot of that today but I do want to let you know that on the LibValue project website within the next month or so combined reports for Australia and the US will be made available for faculty members and students. Each of the in the three countries now have their individual reports and we've made combined reports that will be made available. The UK report is available from GIST collections and all of the others will be. Because we started looking at readings a long time ago it became clear that one of the major changes over time has been that the library has had an increasing role in where people access articles and so that for this project that made us see what if we focus in just or really look at the at the library what value what roles are providing content. So that's a lot of what I'm going to be talking about today. Now every part of different reasons. So we cannot just do surveys or interviews with individuals to find out how often they use the library or what kind of value the readings are really valuable and some readings waste their time. So we want to get a big picture of the read every academic staff faculty member has. So to do that we have used a variation on the critical incident technique for a long time and again I suspect some of you have heard me talk about this but it's important to look at the difference between readings with a faculty member when I read for research versus when I read for personal awareness how does that differ in terms of value. People in our on the last article they read for example in our article section the idea that we're getting a sample of reading some readings valuable some not in addition to a sample of individuals besides the scholarly articles and lib value we've expanded our work in kind of questions we have a section on articles and a section on books and we also have a section on other kinds of scholarly materials the other publication read most recently so this could be something most often this was inside or whatever we've asked them what they are but in any kind of scholarly material so this gives us a broader picture of where the library fits in on different kinds of readings and where they're getting things from places other than the library which is kind of important not just a focus on the if you will the competition or the other places where people can go to get the scholarly information they need to come even more important to look at where the library fits in along with other things all the data as I said there's going to be full reports 100 page reports many many reports conclusions that speak on the topic of so the first conclusion that I'm going to share with you is that academics read when we when we look at questionnaire data to ask them been true for a long time so when we take all subject disciplines all average faculty report that they read about 21 articles a month that doesn't mean they read the whole thing we define reading as going beyond the title and abstract into the body of the article or for book going beyond the the table of contents entitled into the body of a chapter or or a book so this is reading from articles if you will or reading parts of articles or whole reading from books or book chapters and and other publications you add this all together if you take this time 10 months or times 12 months depending on whether you get people a break faculty members read a lot in the summer so usually we do this times 12 that is a lot of interaction with scholarly information we also ask them about how much time they spend reading and so one measure of value is the time span they read a lot it is a value to them they spend their valuable time they spend a lot of time reading that's a measure of exchange value they're willing to spend their time on reading and this has not gone down over 30 years it has been pretty steadily going up it's leveling off now maybe down a little bit only so many hours in the day but the amount of reading continues to be a huge I mentioned that readings do differ by discipline and again have a lot more details on this but just to show you a little bit different subject discipline faculty members and students is going to be different for different parts of the faculty members rely very much on journals and articles and that is is of huge value to them they read a lot of articles those are surprisingly faculty members in humanities read a lot more founts vary so we have to be a little bit careful about when we look at value to look at values of collection based on subject discipline we're not going to talk about students today but I did just want to give you one slide that has some student data on articles and reports that'll be coming out the group that reads the most in terms of articles at their time they're writing their thesis or dissertation they report reading lots and lots of articles the collection develop once they move on from you'll not be people may not be reading in that same subject discipline so they read a lot so when you're looking at value of total collections of course you need to take into account the reading and of course there are more undergraduate students and electronic they're both here and this includes readings from the library and not you need to take this monthly averages times a year and then times the total number of graduate students undergraduate students even more highly than they were and they ask about the principal purpose of the last article reading that random sample of reading by the faculty members find that rewriting is the big bulk of reading of articles reading for teaching is the next big chunk if you put research and and writing and teaching together or amount of the reading a big percent of the reading by faculty read for lots of reasons including current awareness continuing education off of the all those things fall into the other so you have to make a distinction office of reading and the amount of reading if we look at things come from we find that the readings for means for other purposes to the purpose and are most likely to come from the library the readings for current awareness and other purposes most library those readings which are rightful to purpose and people said last time those more most often conscriptions or from just from the open web but the readings for research writing and teaching most often come from the library good to be read with greater one of the conclusions I have from this is that the library really does support the research teaching mission of the university because that's where the focus is in terms of readings that come from the point that both Martha and I made libraries are making a difference in reading patterns we've seen huge changes in reading patterns in both an amount of reading and where people get materials and a lot of it has to do with the e-library e-journal collections in the libraries in fact the single amount of reading from 77 to 2012 is that people are getting each by looking at surveys done in 2005 in the U.S. faculty done in 2000 if you looked at if I showed you 77 to 2012 you'd seen a huge the big changes have been drop in personal subs need to go down and down from them are more likely to be in paper library readings holding pretty steady now the other increase we know you know that some of those readings from the web really come from the library the libraries need to do a better job of sending that message we know that the library reading is actually an underestimate because people aren't always aware and it's moving on my end actually I was wondering your end I yeah they're moving on my end okay in my collection remember 56 you we have to be really careful when you're talking about faculty support of research and teaching faculty members from the library more productivity because they're allowed to read from their office lab we know now that 79 percent of the readings the vast majority come from any source that print as I mentioned in 2012 is mostly personal collection some of the readings from the library are print but mostly personal collection when I compare that to final form or format of last reading and on paper loss liver from 2005 to 2012 though you'll see that there's a lot more reading going on on screen it's only about two to four percent of the readings that are done on a mobile device surely that's going to be going up and something that that publishers and libraries need to be thinking about there for one thing but also format on open-ended comments or interviews or focus groups are another way to measure value library needs to have value to the outliers as well as the average user and so interviews open-ended comments are a way to get those outliers to get also comp to the data so when you're talking about measuring value don't forget the personal don't forget the comments the the came up most often we find that when you do open-ended comments for evaluation not to ignore the the negative comments or the comments that might make suggestions for ways to be changed as well so evaluate or not only about getting people to tell you how wonderful that you know you are they're also about ways to improve or set priorities it gives people a way to focus on ways that they they don't want things to change or proved as well so we've we've pulled some comments here about speak to changing in the future so one person more than one person my behavior and these are well is value but continuing providing value into the future definitely different from article ratings many of you have e preferred for journal collections and have just begun to do that for book collections the library value is traded now and has changed behavior books it's really early days if we look at all the book readings from library collections this article readings come from libraries only 28 percent in the u.s. of book readings currently come from come from library collections the most common place for book readings the publisher sends it to me at the individual purchases are still a way that books books get purchased or something from a from a publisher and I think this is important because people bought personal subscriptions journal readings came from so I think that you're going to see where libraries are beginning or will begin to change this book reading you're at the beginning stages we'll see what happens with with ebook collections convenience is the key convenient way for book readings ebooks may become more convenient I left it in here because I wanted to show one comparison bars over that's why in the u.s. ones we looked at these these universities Syracuse Illinois Tennessee book collections but the percent of total book readings from the library came from e in the u.s. universities in the Australian universities which already have an e preferred collection development policy for ebooks and not so easy books or paper book readings come from from and I would think that changes as more universities get more ebook collections and as the platforms get more consistent and the licensing gets better we may see a change if you go down to the far from other source on e and print so it's not that the that the faculty members are not together with more reading on screen you can see that there will probably be some additional changes in behavior and value I want to yeah there's a question in relation to the library books whether you think the low percent of library books is the result of intensive collection of reading in academic libraries this is a little bit like that you can at the end question yeah if the low use of is because of intensive reading I have really have no way from where people are getting readings and blusher or pulling it off the shelf it probably has more to do with the convenience the fact that they're faculty now there's just faculty there's not students that faculty rely more and more on coming to the library more they're not used to ebooks yet convenience issue they're not much and they're getting what they can pull off the shelf in two ways one an award in the last two years and I'm out and if we look here at the blue bar is zero to two items and the green bar is those who published more than 10 we do see this continued relationship between reading of articles and publishing more so those who read more publish more be publishing more you probably have to interact who have won an award read more across all the universities in the UK it wasn't true in all of the universities in the US but was coming you want to look at individually to see that the relationship with success the academics is kind that the provost and chancellors want to make sure that they attract and keep at their universities and we find that that subset of academics they read more they spend more time per reading they use the library they rely on the library particularly for articles they are more likely to get books from the library but they also purchase so their two main sources are library and do not use the library for their other publications that is reports papers they don't use the library we also ask a lot of questions about social media I haven't said that much about that today and I don't have time today but do look for that in the reports we find that on average social media use is occasional rather than heavy there is a relationship between age and social media use and not surprisingly but likely to use twitter for example then younger those actually those under 50 less likely but the success academic is a user of multiple types of social media on an occasional day is less than monthly basis I need to wrap up here there's lots of questions that come up with this when you're talking about continually measuring value we need to think about the role that libraries and ebooks will have in terms of scholarly reading does that change the value at the library if you if you are lobbying for open access then you need to of course make you think about what the library role is providing access to the best materials and then how does the in a world where the library doesn't have a monopoly on that how does the library look at their value we also need to think about mobile devices and finding and reading will certainly seem more and they have already seen more in that and then as always the the age old question of value always is what can libraries do to continue to provide value and what are the best features that they can incorporate into the system so I'm sorry in relation to the study she's managed it's to whether in in the study you examine commented a resource right into what she's find out what what did not ask if that reading was in put on a reading list for undergraduates we asked about was was your reading the last or was it fork number one reason for reading is it wasn't assigned to read I think that I'll address this to an extent in my presentation we didn't ask about casual recommendations if that's what you're getting at but we did ask instructors about the assignments reading assignments that they identified using library resources and maybe I should just mark I don't know if there's anything you wanted to add or maybe I should thank you this is good I think you'll you will say more about hi everybody I'm Rachel Fleming may I'm an assistant professor here at this at University of Tennessee want to welcome our current and future participants in this webcast I'm going to talk today about two surveys that were same survey essentially but conducted both here at University of Tennessee and at the University of North Carolina Wilmington to look into the value of the academic library's resources including the facilities and services to support the act of teaching we wanted to look at teaching specifically because quite a bit of research has been done of course to look at faculty's usage of library resources and services to support their research you can see I hope that the slide has advanced to a screenshot from the live value bibliographic database identifying the number of records attached to our research tag that's about 36 well not about 36 it is 36 on the other hand if we look at teaching as a subject tag we that number decreases to 17 there are 17 records in the database connected to assessment of the library's value for teaching and actually the majority of these the vast majority of these are related to librarians as the teachers that is library instruction the value of library instruction we really wanted to look at the ways in which the library supports teaching so how did we do that we decided to conduct a survey at Utk and at UNCW everybody that has instructional responsibility that includes regular tenured or tenured track faculty clinical faculty part-time or contingent faculty graduate teaching assistants and then also administrators like from the dean of students office who have instructional responsibilities as part of their position we asked about the support provided by the libraries including the materials that instructors use to support their teaching what the materials they use to prepare to learn more about pedagogical techniques perhaps and then also the readings that they identify for their students so it's always important when you're designing an assessment tool to identify the focus of your inquiry there's so many things that we could ask about in the survey we really wanted to make sure that we were hitting our institutional priorities and in order to do that we looked at a couple of different things one of which was University of Tennessee's vol vision 2015 which is our strategic plan that identifies a number of goals for the university to reach over the next several years three of those are providing support to faculty and staff graduate student education and undergraduate student success so we really wanted to make sure that we hit on all of those topics in our survey we're also getting ready here at Utk to have our periodic review by our regional accreditor that is staff here in the southern states and i'm sure you all are aware that regional accreditors across the board over the past several years have become more and more concerned with measuring student success through outcomes so we wanted to make sure that we caught that we also in the state of Tennessee and this is the case in many states across the country have a legislature that is very concerned with the cost of education for our students we actually have in the code of Tennessee legislation in place that requires faculty to take measures to reduce the amount of money spent on textbooks by students to the extent possible and again this is not unique to the state of Tennessee it's very common and in fact we have federal legislation in the United States through the higher education opportunity act that requests that faculty and publishers really take measures to reduce the cost of textbooks so i'm going to get a little bit into the findings specifically from the University of Tennessee now and in a minute i'm going to compare those findings with some of the things we found out at UNCW so one of the things that we asked is for those people who said that they actually used the library to support their teaching we asked them in what ways they use the library for that so and if possible if they could identify ways in which their teaching had improved as a result of using the library we're very gratified to learn that a large majority of our respondents felt that the readings that they assigned to their students are more up to date or varied as a result of using the library they read more or more widely to prepare for teaching and it's also interesting throughout this to kind of note the ways in which our findings echoed the findings that Carol just went over in terms of scholarly reading of faculty not a majority but a large number of our respondents also felt that their assignments were more creative as a result of using library resources and services we wanted to know how over the past three to five years our respondents approach to identifying readings for their classes and this gets to maybe Kate's question a little bit had changed unsurprisingly they are more likely to search or browse subscription databases for readings i think it's interesting to note though that rather than conducting you know a known item search or subject search in a database they're even more likely to browse electronic journals so 66 percent said that was a true or somewhat true statement they're less likely to again not surprising browse print journals only seven percent are more likely to browse print journals than they were three to five years ago i'm a little surprised even by that number but hey you never know what you're going to find out when you conduct a survey like this we wanted to know getting back to that textbook question the textbook cost question if their approach to assembling and distributing or requiring readings to their students had changed in the past three to five years also this gets to that you know the the question of supporting the legislative priorities in the state and in the at the federal level as well a third of our respondents said that they required their students to purchase fewer printed textbooks so again not a majority but that's still a sizable number we wanted to ask about those course packets too which some of you may remember um 31 percent said that they're less likely to assign their students to purchase course packets but to be fair 44 percent of our respondents said they never did that in the first place which is probably good news so those are just some of the highlights from utk and i want to to go into a little bit of a comparison with our findings from uncw we wanted to after conducting the survey here at ut we wanted to see you know what what would our findings look like at a different type of university so we were able to work with two alums of our program actually peter fritzler and and pemberton who are at the university of north carolina wilmington after a presentation that carol gave um for the east Tennessee library association they approached her about possibly getting involved with live value and we were able to um work with them to adapt and distribute our survey at the university event of north carolina wilmington uh uncw is of course also a public institution like ut but it is it's much smaller still a fairly large number of fte enrollment but less than half of ours it is a master's level uh larger program per negi designation university where we're a research university with very high research activity uh uncw has five academic colleges while we have 11 so getting into a little bit of comparison here um just in terms of services we had asked about services uh related to supporting teaching if our respondents had asked a librarian to do any of the following uh to lead instruction that is to create an instruction session for their students and conduct it to identify teaching materials for the instructor and to help with creating an assignment i remember from my days as a public services librarian that was one of the things i really um tried hard to get my faculty to let me help them with uh because i often felt they needed help but this was still interestingly 28 percent of respondents at uncw said that they had actually worked with librarians to develop an assignment while at utk that number is only 11 percent and this is pretty consistent throughout we found a much higher level of involvement or interaction at uncw in terms of uh teaching concerns than at utk i suspect that that is because uncw has a much stronger teaching focus than university of tennessee noxill does um so going on to look at some information about collections a large number of and this is just um just to clarify we're talking here about um regardless of format journals and books um if they'd use journals if they'd use books to support their teaching in any way to identify readings pedagogical support whatever um large majority interestingly i think had used journals at both schools fewer used books regularly if they had used a librarian created online guides like a lib guide or lib guide however you want to pronounce that a smaller number but still a sizable number had and then of course um na i've used none of these aspects of the collection we wanted to look also at the format um so we did ask the second set of bars over if they had used print sources books or journals or if they used electronic sources and unsurprisingly at both institutions a larger number were using electronic i do want to note here that um i might have expected just because the university of tennessee's collection is so much larger than that of u n c w that we would have a larger number of university of tennessee instructors using the library's collection and support their teaching that was not the case in every area that we um asked about u n c w um faculty and instructors said that they used their collection more than their u t counterparts did a couple of questions rachel um in relation to the instructors there is a question whether they use an lms and if not where there are noticeable differences for those who do use a learning management system um we didn't actually ask about that we asked them if they made readings available through blackboard is the lms that we use here at ut and several of them um did say that they make readings available that way but i haven't actually looked at that subset of respondents as you know looked at their other responses but that would be a very interesting thing to look at i think at this point um it's very difficult to be an instructor and not utilize an lms but that would be a very interesting thing to look at i mean especially at ut it's difficult to do that um but at u n c w that may not be the case so thank you for that question flash suggestion i'm going to go back and look at that that's a very good question and to want more in relation to uh the use of librarians uh to to support um it says if utk um significantly lower because more courses are taught by tas rather than faculty um i i can't answer that definitively um but my instinct is that no that's not the case um just from working with librarians here at at hodge's library as much as i have on other aspects of live value um including some assessment related to library instruction um tas actually use instruction it seems much more heavily than regular faculty so um again i can't empirically answer that question but i suspect that that's that that is not the the reason thank you okay so we asked about savings all kinds of savings and i'm going to get a little bit into money and time savings in a minute um but it was very interesting to note that you know these were the two largest areas of savings identified by our respondents at both institutions work time they don't have to drive to the library or walk to the library or find their book on the shelf whatever um because they're using electronic resources largely but also just the savings in terms of paper um our respondents were very concerned in some cases with the environmental uh repercussions of of using so much paper and we're very appreciative of being able to move to that electronic format i thought that this this first quote i'm not going to read the whole thing to you um you can go back and read it at your leisure if you'd like but um really kind of sums up all of the the sort of successes that we identified this respondents seem to really get it that you know they're saving quite a bit of money in terms of making copies and just the many hours that they're saving in identifying and creating supplemental readings for their students that you know time is money and that it's important to have to acknowledge that savings um our second comment here is that the importance of electronic journals and this is something that came up again and again um the appreciation of our instructors at both institutions for the availability of electronic format materials um and this person said that you know it's invaluable to working with graduate students um at this point and this really resonates with me as an instructor i uh frequently don't assign textbooks in my classes because i can identify more current and relevant material for my students through our electronic resources subscriptions um that's kind of echoed here by this in this first statement that this instructor is really talking about savings of their own money and in purchasing textbooks to review for assignment but um they're making that point that they don't have to spend as much money on textbooks um also the point about clutter not having so much paper around spaces at a premium at many academic institutions i would say probably most but that is a very real consideration as well and then again the this last comment i thought was great that the library's a resource and without it there would be chaos in teaching at this university so i want to point out too that anytime you conduct an assessment and you all know this it's an opportunity for public relations i mean just in asking your constituents their opinion or to make some kind of a contribution or suggestions you're communicating that you're interested in in what they have to say and that is public relations um but it also gives you an opportunity to perhaps design future public relations efforts because you find out you know what's working what's not but then also what your respondents just aren't aware of um so i've identified some of these findings as not you know problems or areas of improvement but opportunities um the first comment i thought was very interesting and this is something that you might get in an anonymous survey like this but a faculty member might be less likely to either send an email to their liaison or approach the desk with this question that this instructor said i need help with proper citations and especially for images and that's you know very very good question that might be something for this was at uncw for them to design a tutorial or some other sort of instructional opportunity around um the next person said that the level of difficulty of the materials at the library is too advanced for their students i'm not sure how to explore this or what might be the outcome of this but it would definitely i would think be worth investigating further and then i wanted to include this old chestnut which comes up again and again in research faculty members many faculty members who work with graduate students have this idea that if they're graduate students don't already know how to use the library they're lost they might as well give it up and those of you who have worked with graduate students know that many of them could use a little guidance so this to me just kind of highlights the importance of perhaps circumventing some faculty not always using them as a gateway to graduate students but approaching graduate students directly um now in terms of money and time savings and we're seeing a time we're just about out of time so i'm i'm not going to go over these in extreme detail um i just want to point out that many of our respondents at both schools said that they saved either very little or um no time or money at all as a report of using as i'm sorry as a result of using the library to support their teaching now this directly contradicts many of the open-ended comments that we got and it also contradicts i just listening to Carol give her presentation back to slide 25 um the decrease in personal subscriptions that faculty are having to invest in to academic journals that's a very real monetary savings so again i think this is an opportunity for perhaps some branding um a gentle reminder on the part of libraries that perhaps they are assisting faculty in these ways all instructors in these ways um and getting to the point that i made about public relations and increasing awareness um a sizable number of our respondents who said that they were non-users of the library resources facilities services to support their teaching said that they were simply unaware that the library offered those types of services resources or collections so it's important to note that um and it also goes to this point that um we did ask taking advantage of of having this audience we did ask our respondents that they would be interested in sending their email address and getting more and being contacted by a liaison librarian learning more about what the library had to offer and not a majority but seven about 75 respondents at each institution said that they would be that's a pretty sizable number i think it's it's worth noting um just going back to that that unawareness um this first comment this um respondents that i didn't realize the extent of services available through the library and that they were maybe a little bit embarrassed about not using the library and then you know maybe the second person was aware of what was offered but just never really thought about it especially with distance education so again just another kind of reminder about um making sure that that outreach is happening and and users are actually aware of what you have to offer thank you i know we're just about out of time okay if you want to do a survey like this um just a couple of pointers learning from our experience or mistakes that it's really important to pre-test to pilot your survey with a small number of people because once you've distributed that link to your survey you can't undistribute it it's out there um so you want to make sure that everything is really working properly within the software and you're really asking what you want to ask in the most effective way because a large number of your respondents are going to be researchers who conduct surveys themselves they're going to have an opinion some of them and they may want to share that opinion with you so just something to be prepared for that you may get some comments about the structure of your instrument itself and some of those can be very very helpful but just don't get your feelings hurt it's really important to have a distribution strategy for your survey i mentioned um at the beginning of my presentation that we were not able to work with our office of instructional technology to or sorry information technology to distribute this directly to everyone with instructional responsibilities we had a cobble together kind of a collection of list serves and it wasn't the most effective way to distribute it but it's what we had available and sometimes you do have to kind of um make a patchwork um in order to get your your survey invitation out there um it's important as you commence work on a project like this to secure support both at your library's administrative level your university's administrative level um maybe with your faculty liaisons in the department um with your office of instructional or i'm sorry information technology just to make sure that this is as effective as it possibly can be so that's all that i had to say wonderful thank you rachel we do have a fun fall and amy will help me push that out uh we will have you guess how much money your instructors save amy rachel shared data on what faculty members perceptions for the amount of money that they saved um and so we're asking you to estimate the average amount that your library saves each each instructional faculty member per semester it'd be interesting if um you know you take um you take this we take this fall and then you go back and do the survey uh trying to figure out whether your guess was close to reality so the results uh previewing the results eleven percent um believe fifty dollars um are between fifty and a hundred uh twenty three percent a hundred dollars eleven percent two hundred dollars twenty three percent five hundred dollars and twenty nine percent um one thousand dollars or more oh wow i know one believes that um the library doesn't save faculty members any money yet oh of course they're all converters yeah so thank you very much for attending this webcast thank you carol thank you rachel uh the next webcast is on august 15th and it's going to focus on digitized special collections we have a question about the tools and the surveys some of them are already available on the dream value website but we are also uh are going to have a toolkit available uh that uh area will provide to the community after the uh conclusion of the project so uh we'll make announcements for the toolkit um yes um it's available in the end of the year before before most likely we thank you could i add one thing to that martha i'm sorry this is rachel um if you would be interested i should have said this earlier earlier in looking at the survey instrument the instructor survey instrument or possibly adapting it for your institution if you want to get in touch with me my email address is rf-m at utk.edu and i would be happy to um work with you on that thanks wonderful thank you thank you rachel thank you carol thank you everybody for attending this webcast goodbye thank you that does conclude today's webcast we thank you for participation we now disconnect your lines and have a great day