What’s the Value of an Academic Library? the Development of the ACRL Value of Academic Libraries Comprehensive Research Review and Report

Oakleaf, Megan

doi:10.1080/00048623.2011.10722200

Cited by 66 publications

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“…Tanto en el ámbito de las empresas como en el de las organizaciones en general, incluidas las bibliotecas, justificar el valor de lo que hacen en los medios sociales ha sido una prioridad en estos últimos años (Kingma y Mcclure, 2015;McMullen, 2013;Haddow, 2013;Oakleaf, 2011;Tessler, 2013). Buscar el ROI (Return On Investment), encontrar métricas que pongan en evidencia el retorno de la inversión realizada, se ha convertido en un objetivo en el que asociaciones, organizaciones y expertos en marketing no dejan de realizar sus apuestas y conjeturas.…”

Section: La Web Social Las Organizaciones Y Las Bibliotecasunclassified

“…Podemos decir que hoy día el uso de los medios sociales ha alcanzado su punto de madurez debido al uso generalizado, aunque no sin reticencias y críticas (Parry, 2012; Cefrio, 2012; Ravindran, Chua, Kuan, Goh y Lian, 2014;Isfandyari-Moghaddam y Hosseini-Shoar, 2014). Los dispositivos móviles tienen una importancia estratégica en el auge de los medios sociales y las tecnologías ponibles o el internet de las cosas, están potenciando aún más su aspecto social.Tanto en el ámbito de las empresas como en el de las organizaciones en general, incluidas las bibliotecas, justificar el valor de lo que hacen en los medios sociales ha sido una prioridad en estos últimos años (Kingma y Mcclure, 2015;McMullen, 2013;Haddow, 2013;Oakleaf, 2011;Tessler, 2013). Buscar el ROI (Return On Investment), encontrar métricas que pongan en evidencia el retorno de la inversión realizada, se ha convertido en un objetivo en el que asociaciones, organizaciones y expertos en marketing no dejan de realizar sus apuestas y conjeturas.…”

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Bibliotecas, medios y métricas de la web social

Fernández-Villavicencio

2016

An. Documentación

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Resumen: Se presenta un resumen de la tesis Rentabilidad de la biblioteca en la web social, describiendo la investigación que se ha llevado a cabo para demostrar que el uso de la web social por las bibliotecas en su oferta de productos y servicios adecuados a las expectativas de sus usuarios, es rentable para su institución al obtener diferentes tipos de ROI. Se describe la batería de indicadores y métricas para evaluar su evolución y resultados. Palabras clave: Web social; bibliotecas; rentabilidad; servicios bibliotecarios; métricas de la web social; indicadores; ROI; indicadores predictivos. Title: LIBRARIES, SOCIAL MEDIA AND METRICS.Abstract: This paper is an abstract of the dissertation Profitability of a library using social media and highlights research carried out in order to demonstrate the profitability of libraries that make use of social media both to offer products and services to the users in line with their expectations and needs and to deliver different types of ROI. A set of social media indicators to measure the evolution and results has also been established. Keywords: Social web; libraries; profitability; library services; social media metrics; indicators; social media; ROI; return of investment; predictive indicators. INTRODUCCIÓN, CONTEXTUALIZACIÓN Y OBJETIVOSEste artículo presenta las principales aportaciones de la tesis doctoral Rentabilidad de la biblioteca en la web social 1 , presentada por la autora en 2014 en la Universidad de Salamanca (González-Fernández-Villavicencio, 2014). La investigación responde a un conjunto de preguntas en torno a la rentabilidad del tiempo invertido en los medios sociales por parte de las bibliotecas en su oferta de productos y servicios y como forma de comunicación con los usuarios. Al mismo tiempo establece una batería de indicadores para el seguimiento de la evolución y éxito de esta actividad. La web social, las organizaciones y las bibliotecasLas empresas y organizaciones en general llevan años utilizando las herramientas, aplicaciones y servicios de la web social con distintos fines, conscientes de la oportunidad que representan los social media para establecer nuevos y profundos vínculos con los clientes/usuarios o llegar a los que no lo son, en el marco de la filosofía colaborativa y participativa de la web social y el marketing digital (Ahmed, Scheepers y Stockdale, 2014; Zare, 2014). Podemos decir que hoy día el uso de los medios sociales ha alcanzado su punto de madurez debido al uso generalizado, aunque no sin reticencias y críticas (Parry, 2012; Cefrio, 2012; Ravindran, Chua, Kuan, Goh y Lian, 2014;Isfandyari-Moghaddam y Hosseini-Shoar, 2014). Los dispositivos móviles tienen una importancia estratégica en el auge de los medios sociales y las tecnologías ponibles o el internet de las cosas, están potenciando aún más su aspecto social.Tanto en el ámbito de las empresas como en el de las organizaciones en general, incluidas las bibliotecas, justificar el valor de lo que hacen en los medios sociales ha sido una prioridad en estos últimos años (Kin...

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Section: La Web Social Las Organizaciones Y Las Bibliotecasunclassified

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Bibliotecas, medios y métricas de la web social

Fernández-Villavicencio

2016

An. Documentación

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“…Developing and assessing student learning outcomes is just one option identified for demonstrating library value in relation to student learning (Oakleaf, 2010;Hiller, Kyrillidou & Self, 2006;Pan, Ignacio, FerrerVinent & Bruehl, 2014). Published evidence of library impact on student learning has been historically disconnected from institutional outcomes, and generally focuses on individual librarian/faculty collaboration, rather than programmatic approaches (Oakleaf, 2011). Hufford (2013) contends, in a 2005-2011 review of the library assessment literature, that, while traditional library inputs and output measurements remain valuable, libraries are increasingly focusing on institutional priorities and assessing student-learning outcomes programmatically, to uncover institutional impacts.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

Ziegenfuss

Borrelli

2016

EBLIP

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Objectives -The purpose of this collaborative qualitative research project, initiated by the Greater Western Library Alliance (GWLA), was to explore how librarians were involved in the designing, implementing, assessing, and disseminating student learning outcomes (SLOs) in GWLA member academic libraries. The original objective of the research was to identify library evaluation/assessment practices at the different libraries to share and discuss by consortia members at a GWLA-sponsored Student Learning Assessment Symposium in 2013. However, findings raised new questions and areas to explore beyond student learning assessment, and additional research was continued by two of the GWLA collaborators after the Symposium. The purpose of this second phase of research was to explore the intersection of library and institutional contexts and academic library assessment practices.Methods -This qualitative research study involved a survey of librarians at 23 GWLA member libraries, about student learning assessment practices at their institutions. Twenty follow-up Evidence Based Library and Information Practice 2016, 11.2 10 interviews were also conducted to further describe and detail the assessment practices identified in the survey. Librarians with expertise in library instruction, assessment, and evaluation, either volunteered or were designated by their Dean or Director, to respond to the survey and participate in the interviews. Interview data were analyzed by seven librarians, across six different GWLA libraries, using constant comparison methods (Strauss & Corbin, 2014). Emerging themes were used to plan a GWLA member Symposium. Based on unexpected findings, after the Symposium, two GWLA researchers continued the analysis using a grounded theory methodology to re-examine the data and uncover categorical relationships and conceptual coding, and to explore data alignment to theoretical possibilities.Results -Seventeen categories and five themes emerged from the interview data and were used to create a 3-part framework for describing and explaining library SLO assessment practices. The themes were used to plan the GWLA Assessment Symposium. Through additional qualitative grounded theory data analysis, researchers also identified a core variable, and data were reevaluated to verify an alignment to Engeström's Activity and Expansion Theories (Engeström, 2001(Engeström, , 2004. Conclusions -The findings of this multi-phased qualitative study discovered how contextual, structural, and organizational factors can influence how libraries interact and communicate with college departments, and the larger institution about student learning outcomes and assessment. Viewing library and campus interaction through the activity theory lens can demonstrate how particular factors might influence library collaboration and interaction on campuses. Institutional contexts and cultures, campus-wide academic priorities, leadership at the library level, and changing roles of librarians were all themes that emerged from this study t...

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“…Rather, they must demonstrate their value." 18 In the years since her report was published, the field has exploded with initiatives like Assessment in Action that funnel Association resources toward the goal of measuring the contributions libraries make to the success of their institutions according to the metric of student learning, and our literature has become filled at every stage with "value" studies. The pragmatic need for research that ensures consideration of the library in a higher education environment increasingly framed by learning analytics, performance metrics, and the corporatization of academic values leaves little room for arguments-research based or otherwise-that appeal to the prima facie value of libraries as the heart of the academic enterprise.…”

Section: May 2016mentioning

confidence: 99%

Asking Questions that Matter

Drabinski

Walter

2016

CRL

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Editorial 264"For librarians, the idea of 'asking the right question' is nothing new." 1 Lorie Kloda, "Asking the Right Question" (2008) As part of its 75 th anniversary celebration, the Association of College & Research Libraries hosted a panel on the future of research in academic librarianship at the ACRL National Conference in Portland, Oregon. Moderated by one of the authors, this panel was composed of prominent voices in LIS research, teaching, and practice, including James Neal, Megan Oakleaf, Denise Koufogiannakis, and C&RL editorial board member John Budd. Inspired, in part, by discussions found in this journal regarding what has "counted" as legitimate research in our field over the past 75 years, as well as the direction such research might take in the future, the questions raised in Portland centered on methodology and support for LIS scholars (and scholarly practitioners) wishing to adopt new methodologies in their work.2 Which is better, quantitative or qualitative? What counts as "evidence" in evidence-based research? With so much focus on method, one might be forgiven for wondering what drives research in our field in the first place. Why conduct research in academic librarianship? Why is it valuable for practitioners to conduct research? The most recent issue of this journal presented one answer to these questions through its review of research conducted as part of the Assessment in Action program, but here, too, there was a strong focus on method. 3 We work every day with students to help them to formulate their theses and arguments and to think critically about the questions they want to ask, but, in any discussion of our own research, we often jump immediately to the specific issue of method. It is as if what we are going to do and how we are going to do it take precedence over why we should be concerned with an issue. We are quite attuned to the "why" and the "what questions need to be asked" when we work with students, but less so when it comes to discussions of our own work.This focus on method is useful for librarians conducting research, as one of the first decisions we make when we embark on a project is which method we will employ to answer our research question(s). And when we submit our work to scholarly journals, structured abstracts often require a description of method, usually a few words that name the standard approach applied by the authors. When we review work that has been submitted to a journal for publication, feedback forms typically include an area asking us to address method, both whether the method selected was appropriate to the research question articulated and whether the method was applied soundly. This pragmatic focus on method, however, neglects the ways in which certain research methods may be deemed legitimate or illegitimate by the gate-keepers patrolling the boundaries of the discipline, as well as the fact that the question comes first. So, before we consider "how did you answer the question," we should attend to "was the question worth asking" (and, keepi...

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What’s the Value of an Academic Library? the Development of the ACRL Value of Academic Libraries Comprehensive Research Review and Report

Cited by 66 publications

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Bibliotecas, medios y métricas de la web social

Bibliotecas, medios y métricas de la web social

Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

Asking Questions that Matter

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