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What Counts? Using Data to Influence Practice

What Counts? Using Data to Influence Practice. Tonnie Flannery Consulting Librarian for the Social Sciences, Cornell College Jessica Johanningmeier Quantitative Reasoning Consultant, Cornell College. Questions Data Can Answer. Why are we busy in Interlibrary Loan?

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What Counts? Using Data to Influence Practice

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  1. What Counts? Using Data to Influence Practice Tonnie Flannery Consulting Librarian for the Social Sciences, Cornell College Jessica Johanningmeier Quantitative Reasoning Consultant, Cornell College

  2. Questions Data Can Answer • Why are we busy in Interlibrary Loan? • Who makes use of the Quantitative Reasoning Studio? • How do our student worker staffing needs vary?

  3. Strategies for Collection and Analysis • Using and adapting existing data • Asking new questions • Creating new assessments

  4. Using and Adapting Existing Data

  5. Using and Adapting Existing Data

  6. Using and Adapting Existing Data

  7. Asking New Questions

  8. Creating New Assessments Politics Information Literacy Assessment

  9. What We Learned • User Education • Policy Changes • Collection Development • Staffing

  10. User Education Percent of student article requests that were canceled because our library owned them

  11. User Education Reducing Canceled Articles • Items the library already owns • Dissertation abstracts • Inadequate information provided *61% of canceled ILL items fall into one of these three categories

  12. Policy Changes

  13. Collection Development • Circulation statistics • Patterns in interlibrary loan • Popular titles • Popular directors

  14. Staffing • Scheduling student workers • Day-to-day demands • Block-to-block trends • Number of student workers

  15. Ideas for the Future • Do students prefer to learn through instruction, online tutorials, or other avenues? • How many archives requests do we get for campus cultural items compared to official university records? • While going through the research process, do students change their minds about their anticipated outcomes?

  16. Ideas for the Future • Does using a greater number of sources correlate with a higher grade; or does using a higher quality of sources correlate with a higher grade? • Would changing the location of our new academic books increase their circulation? • Do you have ideas?

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