Library Assessment Strategic Plan Originally approved by Managers Aug. 5, 2015; Revised Dec. 2018

Assessment Philosophy The staff of the Waidner-Spahr Library strive to continuously improve our services and collections. This is most effectively achieved through an evidence-based approach that includes assessment to confirm desired outcomes are being achieved and to identify areas for improvement. When available, best practices established by the library and education professions are applied to our operations and assessed periodically to confirm that we are meeting our community’s needs in an efficient and fiscally responsible manner.

Assessment Purpose The primary purposes of our assessment activities are: • to identify actionable recommendations for improvement in library services, resources, and management • to demonstrate the impact of services and resources in supporting the mission of the College

Some data and statistics are routinely collected in the course of , or to fulfill external reporting requirements (ACRL Annual Survey, IPEDS). Many of the library’s systems automatically collect large amounts of data (e.g., the number of times books have circulated, gate count, e-resource usage data, cataloging statistics). In other cases counts are recorded manually by staff (reference and instruction statistics). These data sources can be used to generate routine or ad hoc administrative reports as needed, and are valuable for tracking staff effort and managing day-to-day and seasonal operations. These many types of data sources and routine reports are not detailed in this plan, because they are not in and of themselves assessments.

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Assessment Strategy Targeted assessment questions are selected and prioritized based on their likelihood to generate useful information. The questions listed in this plan are examples of those that are typically of high and recurring priority. Conducting these assessments is considered worth the substantial time they will take, but not all of these will be conducted every year. Additional assessment questions may be added for a particular year. (A list of past examples is included on page 4 of this plan).

The following practices and principles apply to our assessment strategy: • Assessment activities are prioritized to focus on areas of greatest potential impact. • The time spent on an assessment is proportional to the potential usefulness of the results, and activities or projects are aimed at answering questions that cannot reasonably be answered without conducting a formal assessment. • Assessment activities will be practical in scope, and scaled to our staff size and skill set. At times, technical assistance or outside expertise may be required to conduct more rigorous assessments. • Where appropriate we will take advantage of existing assessment instruments/programs, such as the MISO Survey and the HEDS Research Practices Survey. • Assessment activities in all units of the library are coordinated and paced over time so as not to overwhelm participating users or library staff. To the extent practical, they are also coordinated with other assessment activities taking place at the College. • Record keeping and reporting are critical to an effective, ongoing assessment program. An assessment is not considered complete until it is reported out, and its methods, data, and summary report with any recommendations are filed in the library’s permanent records. • Library managers are responsible for following up on recommendations arising out of assessments, and follow-up decisions and actions will be reported out to the relevant stakeholders.

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Annual Assessment Planning Annually, as part of goal setting, library managers will determine which assessment questions we will focus on in the coming year. Consideration will be given to current internal and external circumstances and priorities, available staff time, and distribution of workload. Recurring items from this strategic plan will be selected, and any additional targeted assessments for the year will be decided upon.

Checklist for Annual Assessment Plan Development*: o Questions selected are those with the highest priority. o Each question chosen gathers useful information. o Each question asks only one question (i.e. “extent of X, Y, and Z” is not appropriate). o Costs associated with the assessments to be conducted are within the library budget. o Required technical assistance has been identified and is available. o Available staff time and distribution of workload among the library staff has been considered.

*Selected and adapted from W.K. Kellogg Foundation. Logic Model Development Guide. Battle Creek, MI: The Foundation, 2004.

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Examples of Additional, Ad Hoc Assessment Activities Other services, resources or practices may be prioritized for assessment in a given year. Rather than being conducted on a recurring schedule, these assessments often occur in the context of special projects or circumstances. They frequently require extended, intensive efforts of multiple library staff. Examples of these assessment activities include:

• & work-study employee satisfaction and usefulness survey in 2009 • Extensive usability studies conducted during new library website design and migration in 2013-14 • “Understanding Library Impacts” skills assessment conducted for the History Department in 2013-14 • Overlap analysis, faculty survey, and subsequent withdrawal of JSTOR duplicate print holdings in 2014-15 • Assessment of demand driven acquisitions (DDA) strategy for ebooks in 2013-14, and 2016 • of next generation library systems (OPAC, discovery) 2010, 2013, 2017 • A collaborative study between the Library and the Writing Center in 2017 examining incidents of plagiarism among international students vs. incidents among domestic students • Collection and analysis of data on reference questions originating at the circulation desk during the fall 2018 term, to evaluate whether student staff were referring questions appropriately • Evaluative comparison of cost of RSC Gold journal package subscription vs. interlibrary loan/document delivery in 2018 • Assess the Library’s current practices for providing equitable, inclusive, and culturally competent services to the Dickinson community (multi-year goal starting 2018)

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Overall Library Services & Resources

Evaluation Focus Examples of Examples of Purpose of the People responsible Interval / timing Area (service or questions of interest indicators / sources evaluation. How for conducting this (for true program to assess) (outcomes) of data the information assessment (note if assessment, not gathered will be outside technical just data used. assistance is needed) collection/ compilation) Overall library Are faculty, students MISO Survey Provides AD for library MISO Survey services & resources and college staff (Includes questions of longitudinal resources & every two years, satisfied with various interest to other LIS comparison of administration with during Spring library services and departments.). changing user support from semester, results in resources? Lunch focus-groups opinions. Allows Institutional June/July. Which services and with faculty comparison with Effectiveness for Periodic focus- resources are most departments. other institutions. MISO Survey, and in groups. important to them? ACRLMetrics Indicator of areas of consultation with Which services and possible concern others in LIS as resources do they use that warrant further appropriate. the most? investigation. Library managers for Report to Library ACRLMetrics, focus Advisory and ITS groups. Committees. Include in annual report. Library Budget Are various parts of Data sources will Inform budget Library management In conjunction with the budget adequate to vary depending on request to P&B. team budget request meet current needs? the section of the Identify areas for cycle (as dictated budget being potential savings, or by P&B). In certain examined. needs for additional years some funds. segments of budget may get more intensive scrutiny based on identified needs, or College budget priorties.

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Access Services: Evaluation Focus Examples of Examples of Purpose of the Core assessment Interval / timing Area (service or questions of interest indicators / sources evaluation. How team for this focus (for true program to assess) (outcomes) of data the information area (note if outside assessment, not gathered will be technical assistance is just data used. needed) collection/ compilation) Interlibrary loan Are users satisfied Satisfaction survey Make service Access services staff. Every 2-3 years. with our ILL service? (MISO). adjustments based (MISO is every 2 Are ILL loans to & Speed, fill rate. on user satisfaction. years.) from our library Sources that are most Feed into collections balanced? ILL’d and databases decisions. How fast are our from which ILLs are Use for budget users’ ILL requests originating (for planning. delivered? collection Report on ACRL Are ILL and development). Annual Survey, acquisitions properly annual report. balanced? Circulation services Are users satisfied Circulation statistics Make service Access services staff. Every 2-3 years. with services received collected annually. adjustments based (MISO is every 2 at the Circulation Satisfaction survey on user satisfaction years.) Desk? (MISO) every two level. How is our print years. Feed into collections circulation trending Other? decisions. (given the rise in e- Report on Oberlin book acquisitions)? Survey, IPEDS, annual report. Reserves service Do reserve policies Circulation statistics. Make service Access services staff Every 3-4 years. meet the needs of Satisfaction survey adjustments based (in consultation with (MISO is every 2 faculty and students? (MISO). on user satisfaction liaisons) years.) To what extent are level. hard copy reserve Feed into collections materials being used decisions. (including films)? Report on Oberlin Survey, annual report.

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Archives & Special Collections:

Evaluation Focus Examples of Examples of Purpose of the Core assessment Interval / timing Area (service or questions of interest indicators / sources evaluation. How team for this focus (for true program to assess) (outcomes) of data the information area (note if outside assessment, not gathered will be technical assistance is just data used. needed) collection/ compilation) Campus visibility Are students, faculty, Campus requests. Improve campus Archivist & special As concerns arise and admins aware of Student use. Exhibit outreach activities collections ; resources & services? & event visitation. and increase usage. Events Committee members Student employee and Are interns and Personal interviews. Improve training Archivist & special Every 7-10 years intern experience work/study students Surveys. Anecdotal activities for student collections librarian learning valuable evidence/unsolicited hires. Ensure the skills? Do they receive comments. usefulness of skills proper training? Are developed and their they pleased with their transferability. work outcomes? A&SC reading room Are patrons afforded Data on room use. Maintain an Appropriate Archives Every 7-10 years the space and work Observational environment to suit staff members atmosphere (sound, studies. User multiple user types lighting, etc.) needed? satisfaction surveys. researching with Are technologies various forms of adequate? content. Reference services Are patrons’ research Satisfaction surveys. Confirm that Appropriate Archives As concerns arise provided by A&SC needs being met reference service staff members effectively and model is effective efficiently? and satisfactory.

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Library Building & Facilities

Evaluation Focus Examples of Examples of Purpose of the Core assessment Interval / timing Area (service or questions of interest indicators / sources evaluation. How team for this focus (for true program to assess) (outcomes) of data the information area (note if outside assessment, not gathered will be technical assistance is just data used. needed) collection/ compilation) Classrooms Are classrooms Data on room use. Use to identify AD for access Every 5 years, or as satisfactory in number Interviews with those facilities services, AD for concerns arise. and available who teach in the improvements information literacy & technology? rooms. needed, inform research services, and Is the current room budget requests, executive secretary reservation system make improvements working well? in reservation system. Public areas What are our users Observational Use to identify AD for access Every 5 years preferred seating areas studies. Satisfaction facilities services, executive and types? survey. improvements secretary, access Is the technology needed, furniture services staff (in available satisfactory requests. consultation with (including electrical library director) outlets and lighting)? Study rooms Are study rooms Data on room use. Use to identify AD for access services Every 5 years satisfactory in number Observational facilities and access services and available studies. improvements staff technology? Survey and/or focus needed, inform Is the current study group of users. budget requests, room reservation Interviews with make improvements system working well access services staff. in reservation for students and system. library staff?

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Collections

Evaluation Focus Examples of questions Examples of Purpose of the Core assessment team Interval / timing Area (service or of interest (outcomes) indicators / evaluation. How for this focus area (for true program to assess) sources of data the information (note if outside assessment, not just gathered will be technical assistance is data collection/ used. needed) compilation) Subscription Are we providing Analysis of usage Identify AD for library Usage on most databases resources relevant to statistics; cost-per- underutilized resources & checked annually current needs? Are e- use estimates. resources for administration, e- prior to renewal. resource subscription Consultations with additional resources librarian, e- Targeted assessment costs justified by use? or surveys of marketing, resources technician. every 1-3 years for Is redundant content relevant faculty. cancellation, (In consultation with designated vendors minimized? platform change. relevant liaisons) or disciplines/ Budget planning. departments. Journal Are subscriptions being Usage data of Curricular needs and AD for library Every 2 to 4 years for subscriptions maintained relevant to online journals to faculty format resources & comprehensive review. current needs? Are we identify lower use preferences change. administration, e- In between, targeted providing preferred titles for liaison Identify format resources reviews of subsets, by formats for users? review. changes, platform librarian, e-resources publisher or academic department/subject. Is redundant content Surveys and changes, technician. minimized? consultations with cancellations. (In consultation with relevant liaisons relevant liaisons; and faculty. coordinate with AD for access services) Monograph & other Are we making available Data & reports Identify areas of AD for library Targeted at different non-serial the monographs our users from Gobi, ILS. E- high and low use to resources & segments of the collections (standing want? book usage reports. adjust collecting administration, collection every 2-4 orders; print books; Are monograph costs ILL activity may activity/profiles. technical services years. e-books including justified by use? indicate gaps in Budget planning. librarian, acquisitions Is mix of purchase, subscriptions and subscription, standing collections. technician. DDA; films, etc.) order, EBA & DDA (in consultation with appropriate? AD for access Is approval plan profile services) appropriate for current needs?

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Information Literacy & Research Services:

Evaluation Examples of questions Examples of Purpose of the Core assessment team Interval / timing (for Focus Area of interest (outcomes) indicators / sources evaluation. How for this focus area true assessment, not (service or of data the information (note if outside just data collection/ program to gathered will be technical assistance is compilation) assess) used. needed) Reference Are students aware of and MISO Survey. Confirm that AD for information MISO satisfaction data Service model satisfied with reference Service use data. reference service literacy & research every 2 years. (walk-ins, online, services? Are hours of Additional periodic model is effective services and liaison Targeted reference consultation service aligned with user assessment. and satisfactory. librarian(s). Coordinate service assessment appointments, needs and making best with AD for access every 5 years. referrals) use of library staff time? services regarding referral aspect. FYS Information Are FY info lit skills FYS instruction Determine what AD for information Every other year. literacy improved over the statistics. we need to literacy & research course of their first FYS faculty survey. emphasize with services and liaison semester? Student feedback FY students and . Assistance from assignments. whether they from director of employ new skills writing program. (Data appropriately. provided by all FYS liaisons.) Writing in the Are students in WID Student writing Determine student AD for information Every other year. Discipline (WID) courses performing IL at collected by faculty. needs and how to literacy & research Information higher levels that FYS best teach IL in services. Papers Literacy students? Are WID WID courses. collected by Writing students conducting IL Center. appropriate to the discipline? Curriculum To what extent and how Instruction statistics Determine AD for information Evaluate for each integrated is information literacy by department. whether students literacy & research major, in conjunction information integrated in the Additional are consistently services and relevant with College 10 year literacy curriculum of the major? assessments vary and appropriately departmental liaison departmental review Are students’ information with by department employing IL librarians. cycle when practical or literacy skills advancing (e.g., CALM lab, skills relevant to as opportunities through their major? History 204). their major. present.

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Overall Library Staffing:

Evaluation Focus Examples of Examples of Purpose of the Core assessment Interval / timing Area (service or questions of interest indicators / sources evaluation. How team for this focus (for true program to assess) (outcomes) of data the information area (note if outside assessment, not gathered will be technical assistance is just data used. needed) collection/ compilation) Staffing (permanent) Is the number of staff Work output data. Re-align staff Library managers for Every 5 years, or as adequate in each unit? Monitoring of any assignments. units, in consultation needed by Are staff workloads work backlogs. Revise job with library director. individual units appropriately Supervisors’ descriptions. (due to vacancy, apportioned? observation/analysis Make case for major new service of workload additional staffing, initiative, etc.). distribution. or other changes requiring HR approval. Staffing (student) Is overall student Skills questionnaires Revise training AD for access Every 3-5 years staffing budget completed by student program. Inform services, circulation adequate? workers. budget requests for services supervisor (In Is training program student staffing. consultation with working effectively? others in library and information services)

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Web Presence

Evaluation Focus Examples of Examples of Purpose of the Core assessment Interval / timing Area (service or questions of interest indicators / sources evaluation. How team for this focus program to assess) (outcomes) of data the information area (note if outside gathered will be technical assistance is used. needed) Library online Are online services Usability studies. Use to inform Person(s) with primary Rotate focus on services (catalog, meeting current user Use analytics. improvements to the responsibility for the various segments website, discovery needs? User satisfaction online service being system being evaluated of our web- service, LibGuides, Are they “user- surveys. Feedback assessed. In some (in consultation with delivered services Journal Locator, friendly”? from liaison cases we may liaison librarians, and with the goal of Databases list, etc.) librarians. compare competing access services as assessing each (Will vary depending products. appropriate). every 3-5 years, or on service being in conjunction with evaluated.) new system implementation. Archives & Special Are users able to Usability studies. Use to inform Archivist and Every 3-5 years Collections Website locate the kinds of Use analytics. improvements to site appropriate Archives information they seek? User satisfaction navigability, staff members Does the site offer the surveys. accessibility, and kinds of resources general content. users need? Is the site accessible/usable on multiple platforms?

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