the hybrid music library: user format preferences at leeds college of music library - megan dyson

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The Hybrid Music Library Researching User Format Preferences at Leeds College of Music Library Megan Dyson @MeganDyson3 [email protected]

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Page 1: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

The Hybrid Music Library

Researching User Format Preferences at Leeds College of Music Library

Megan Dyson@MeganDyson3

[email protected]

Page 2: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

Overview

About us – brief introduction to Leeds College of Music LibraryResearch aims, methodology and research design ResultsRecommendations and implicationsChallenges and lessons learned

Page 3: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

About usPhotos

Images © Leeds College of Music, used with permission

Page 4: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

About usPhotos

Images © Leeds College of Music, used with permission

This is our specialist music library. That means we’ve got all the usual library stock plus printed music, CDs, LPs and also a Jazz Archive.

We’re the largest conservatoire in the UK with a strong tradition of training musicians in non-Classical genres. Popular Music and Music Production are our most popular courses.

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Research aims

Investigate the hybrid music libraryInform the Library collection development policy

Page 6: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

Research aims

Investigate the hybrid music libraryInform the Library collection development policy

“Hybrid library” describes nearly every library today, where there is a mix of traditional print collections and online resources, all of which you can access in an integrated way via an online catalogue.

Do we need to change what we stock? Are we meeting user needs?

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MethodologyUsage data analysisUser surveyBenchmarking study

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MethodologyUsage data analysisUser surveyBenchmarking study

This was an analysis of usage data collected from our LMS and online resources from the Autumn semester, Sep 2015-Jan 2016.

A VERY BRIEF survey tagged on the end of our annual Library survey in Spring 2016.

Compared us against other conservatoires in the UK and Ireland and placed us in the national context (I didn’t cover this in the presentation).

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The idea with this research design was to fill a gap in the music library literature by looking at both what users said they wanted (qualitative survey data) and what they actually used (quantitative usage data), from a UK conservatoire perspective.

Existing studies, all from US academic libraries, looked at one or the other (see Clark, 2013 and Knop, 2015).

Research DesignConvergent parallel mixed methods

research design (after Creswell, 2014, p. 220)

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Convergent parallel mixed methods research design (after Creswell, 2014, p. 220).

What users said they wanted (survey)

What they actually used (usage data)Here it got interesting because the two data sets did not always agree.

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Scope of the study

For various reasons, the scope of the study was limited to three types of material: scores (sheet music), books and audio.

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Results - Books71% of survey respondents preferred print booksPrint and e-book collections used at similar ratesDifferences in usage patterns evidenced by statistical analysis of book borrowing and e-book usage

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Results - Books71% preferred print booksPrint and e-book collections used at similar ratesDifferences in usage patterns evidenced by statistical analysis of book borrowing and e-book usage

27% of the print collection and 34% of the e-book collection was used over the sample period. (N.B. I know this seems low, it would likely have been better with a longer sample period, such as one academic year.)

Warning: slightly intimidating graph on next slide.

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Normalised book usage data: top 20% of used titles

82%

49%

Creativity & Communication e-book

Page 15: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

Normalised book usage data: top 20% of used titles

82%

49%

Creativity & Communication e-book

This graph shows results of the print book and e-book usage data analysis (called data normalisation) and how usage was spread across used titles. Print use was measured in issues, and e-books in section requests (cf. COUNTER, 2012).

Important points: • Of the print books that were

borrowed, the top 20% of issued titles accounted for 49% of the issues.

• Of the e-books that were used, the top 20% of used titles accounted for 82% of the section requests; one e-book accounted for 49% of the usage (shown by shaded blue box).

Page 16: The Hybrid Music Library: User format preferences at Leeds College of Music Library - Megan Dyson

Normalised book usage data: top 20% of used titles

82%

49%

Creativity & Communication e-book

Conclusion:This analysis suggests a browsing type behaviour for print books and a highly targeted use of e-books, where specific core texts are sought.

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Results - Scores63% of survey respondents preferred printed scores; 18% preferred onlineUse of Library digital scores was minisculeClassical students were super users

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Results - Scores63% of survey respondents preferred printed scores; 18% preferred onlineUse of Library digital scores minisculeClassical students were super users

Classical students accounted for 57% of printed music borrowing – not a surprise since Classical music is a very notation-dependent discipline.

Scores were the only clear area of agreement between survey and usage data – printed scores still reign.

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Results - Audio49% preferred online audio, 30% physical, 16% said it dependsCD use vastly outstripped Library online equivalentsUnseen useLink between subject area & format preference

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Results - Audio49% preferred online audio, 30% physical, 16% said it dependsCD use vastly outstripped Library online equivalentsUnseen useLink between subject area & format preference

22% of the CD collection vs. 0.03% of the online audio collection was used over the sample period.

The caveat to what appears to be strong CD use is the probable massive use of non-Library audio resources e.g. YouTube which is ‘unseen’ by the Library since we can’t track it.

About 85% of CD borrowing was from students on non-Classical courses, e.g. Production.

This supports our hypotheses that LCoM’s strong tradition of non-Classical training partially explains why we are one of the only UK conservatoires with healthy CD usage.

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Overall themes from the user survey

Overall preference for physical resources (55%); 27% preferred online formats; 14% said it depends on what they’re using it for.‘Magic wand question’ and user information needs

This question has a long history of use in library research (Showers, 2015).It asks, ‘If you had a magic wand, what would be your ideal way of getting information?’

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Online access 26% cite physical sources ‘Accio Information!’

Broad themes of user information behaviour from the magic wand

question

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Online access 26% cite physical sources ‘Accio Information!’

Broad themes of user information behaviour from the magic wand

question This remains extremely important and many respondents cited some variation on an ideal ‘one-stop shop’ for information via a networked device.

Somewhat in contrast to the other survey results citing overall preference for physical formats, only 26% cited this as their ideal way of getting information.

Referencing the Harry Potter summoning spell, this response sums up the key concerns of 21% of respondents: they want information that is convenient, quick and easy to access. This confirms other studies’ findings (e.g. Caperon, 2015; Williams et al., 2008).

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Recommendations and implications for LCoM Library

Implications for book collectionsPromoting (and prescribing?) online resourcesMaintaining constant feedback loop

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Recommendations and implications for LCoM Library

Implications for book collectionsPromoting (and prescribing?) online resourcesMaintaining constant feedback loopThe research supports

maintaining a wide-ranging print book collection which seems to be meeting user demand to browse; in contrast e-book collecting should prioritise acquiring key module texts.

E-resources were underused. They need to be constantly promoted and made as user friendly as possible. Should we prescribe their use in assignments…? One study found favourable results with this approach (Clark, 2014).

This research showed just how nuanced format preferences are – demonstrating the need for the library to constantly reevaluate user information needs. We should also build services around users rather than trying to keep up with every new technology.

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Challenges / Lessons learned

Plan, plan, plan (and plan some more…!)Pilot your survey questions…with intended respondents!Usage data – minefield!Comparing physical vs. online use – minefield!Unseen use online – maybe a minefield!

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Challenges / Lessons learned

Plan, plan, plan (and plan some more…!)Pilot your survey questions…with intended respondents!Usage data – minefield!Comparing physical vs. online use – minefield!Unseen use online – maybe a minefield!

Self explanatory but so important! Make a Plan B for key research elements.

Again self explanatory but important.

From collecting, standardizing to analysis, it was a minefield. Both for our online resources and getting data from our LMS. Services like JUSP (http://jusp.mimas.ac.uk/) will make this job easier.

How do you equate a print book issue to an e-book section request? No one’s found a good solution yet to this apples to oranges problem.

There is likely massive amounts of unseen use of non-Library online resources. Gaining a better understanding of this will be crucial going forward.

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To get in touch…

Twitter: @MeganDyson3Email: [email protected]: www.notesandmarks.wordpress.com

Thanks for your interest!

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ReferencesCaperon, L. (2015) ‘Developing Adaptable, Efficient Mobile Library Services: Librarians as Enablers’, Ariadne, (73). Available at: http://www.ariadne.ac.uk/issue73/caperon (Accessed: 18 August 2016).

Clark, J. C. (2013) ‘Format Preferences of Performing Arts Students’, The Journal of Academic Librarianship, 39(3), pp. 297–307. doi: 10.1016/j.acalib.2013.02.005.

Clark, J. C. (2014) ‘Information-Seeking Behavior and Library Use by Distance Education Graduate Music Education Students’, Music Reference Services Quarterly, 17(4), pp. 207–225. doi: 10.1080/10588167.2014.965606. COUNTER (2012) ‘COUNTER Code of Practice for e-Resources, Release 4: Appendix A: Glossary of Terms’. Available at: https://www.projectcounter.org/wp-content/uploads/2016/02/APPA.pdf (Accessed: 2 September 2016).

Creswell, J. W. (2014) Research design: qualitative, quantitative and mixed methods approaches. 4th edn. London: Sage.

Knop, K. (2015) ‘Music Library Patron Material Preferences: Use and Discovery of Resources in Print and Digital Formats’, Music Reference Services Quarterly, 18(2), pp. 79–99. doi: 10.1080/10588167.2015.1030946.

Showers, B. (ed.) (2015) ‘Going beyond the numbers: using qualitative research to transform the library user’s experience’, in Library analytics and metrics: using data to drive decisions and services. London: Facet, pp. 79–111.

Williams, P., Rowlands, I. and Fieldhouse, M. (2008) ‘The “Google Generation” - myths and realities about young people’s digital information behaviour’, in Nicholas, D. and Rowlands, I. (eds) Digital consumers: Reshaping the information profession. London: Facet Publishing, pp. 159–192.

All images (except where noted) in the public domain from Morguefile.com and Pixabay.com