What is LibQUAL+?
 Large-scale, web-based, user-centered assessment of
library service effectiveness across multiple institutions.
 Co-developed by ARL and Texas A&M University, 1999
 Responds to the increasing pressure for libraries to
develop more outcomes-based assessment efforts, instead
of relying merely on input or resource metrics.
 Supported initially by a 3-year, $498,000 FIPSE grant;
sustained by participant fees ($2,850/year)
What is LibQUAL+?
(The “Gap Theory” model and 4 dimensions of service quality)
Grounded in the “Gap Theory” of Service Quality;
addresses a set of three service dimensions:
1. Information Control—timely, convenient, and self-reliant access
to information resources: local & remote, print & electronic.
2. Affect of Service—knowledge, courtesy, and responsiveness of
employees; their ability to instill confidence; their willingness to help
customers and provide prompt service.
3. Library as Place—a library space that is quiet, comfortable, and
conducive to study and learning, for individuals as well as groups.
The goals of LibQUAL+
 Help libraries better understand user perceptions of
service quality
 Provide comparable assessment information from
peer institutions
 Identify best practices in library service
 Continuously improve library service quality
Who participated in Spring 2005?
(Groups & consortia)
199 institutions, including:
 Members of Association of Research Libraries (34)
 Other college and university libraries (140)
 Community college libraries (13)
 Society of College, National, & University Libraries (16)
[United Kingdom & Ireland]
With a growing number of international participants in
Canada, the U.K., Ireland, Australia, and Sweden
Who participated in 2005?
(Peer institutions)
33 peer institutions from
Association of Research Libraries,
Greater Western Library Alliance,
and “Peer 11 Land-Grant,”
including…
Auburn University (A)
Baylor University Libraries (G)
Brown University Library (A)
Duke University Libraries (A)
Emory University (A)
Iowa State University (A, G, P)
McGill University Libraries (A)
Ohio State University Libraries (A, P)
Ohio University Libraries, Athens Campus (A)
Purdue University (A, P)
Rutgers, the State University of New Jersey (A)
Syracuse University (A)
Temple University Libraries (A)
Texas A&M University, College Station (A, G, P)
Université Laval (A)
University of Alabama (A)
University of Alberta Libraries (A)
University of Arizona Library (A, G, P)
University of California, Los Angeles (A)
University of Cincinnati Libraries (A)
University of Florida (A)
University of Guelph (A)
University of Houston Libraries (A, G)
University of Maryland Libraries (A)
University of New Mexico (A, G)
University of Pittsburgh (A)
University of Oklahoma Libraries (A, G)
University of Oregon Libraries (A, G)
University of South Carolina (A)
University of Southern California (A, G)
University of Texas at Austin (A, G)
Virginia Tech & State University (A)
Wayne State University (A)
Checklist of local activities
 Gather random sample (1,200 u-grads; 800 grads; 800 faculty)
 Prepare website to manage publicity, communication, etc.
 Send “pre-survey” message from Dean (March 23)
 Send email with imbedded URL for online survey (March 28)
 Send 2 reminders from the Dean (March 31 & April 5)
 Survey closes on April 8, 2003
 Announce incentive prize winners (May 3)
Who responded at ISU?
(Response rates for faculty, grads, undergrads)
508 of the 2,800 users surveyed (18.1%) responded to
the quantitative questions, including:
•
220 of the 800 faculty surveyed (27.5%)
•
162 of the 800 graduate students surveyed (20.3%)
•
126 of the 1,200 undergrad students surveyed (10.5%)
202 of these respondents also provided written comments
(i.e., qualitative data)
Who responded at ISU?
(By age & Sex)
Age
Sex
3.6%
21.2%
18 - 22
23 - 30
31 - 45
46 - 65
Over 65
31.1%
40.6%
59.4%
24.4%
19.6%
18 - 22
23 - 30
31 - 45
46 - 65
Over 65
Male
Female
ISU Library -- LibQUAL Survey 2005
(Physical library vs. e-Library use)
I use the library
on premises…
I use the library
electronically…
Daily
Monthly
Never
1.6%
7.7%
Weekly
2%
Quarterly
2.8%
1.6%
Weekly
Daily
Monthly
Quarterly
5.3%
23.4%
34.7%
36.2%
Daily
TM
Never
9.7%
19.8%
I use Google , etc.
for information…
18.4%
18.8%
71.9%
46.1%
Weekly
Monthly
Quarterly
Never
Sample Survey
When it comes to…
My Minimum
Service level is
(low)
1 Employees who instill
confidence in users
2 Easy-to-use access tools
that allow me to find things
on my own
My Desired Service
level is
(high) (low)
My Perception of the
library's service
performance is
(high) (low)
(high)
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
3 Print and/or electronic
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
journal collections I require
for my work
4 Readiness to respond to
users' questions
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
5 Quiet space for individual
activities
1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A
Dimension 1:
Information Control
Dimension 1: Information Control
IC-1
Making electronic resources available from my home or office
IC-2
A library Web site enabling me to locate information on my own
IC-3
The printed library materials I need for my work
IC-4
The electronic information resources I need
IC-5
Modern equipment that lets me easily access needed information
IC-6
Easy-to-use access tools that allow me to find things on my own
IC-7
Making information easily accessible for independent use
IC-8
Print and/or electronic journal collections I require for my work
Dimension 2:
Affect of Service
Dimension 2: Affect of Service
AS-1
Employees who instill confidence in users
AS-2
Giving users individual attention
AS-3
Employees who are consistently courteous
AS-4
Readiness to respond to users questions
AS-5
Employees who have the knowledge to answer user questions
AS-6
Employees who deal with users in a caring fashion
AS-7
Employees who understand the needs of their users
AS-8
Willingness to help users
AS-9
Dependability in handling users' service problems
Dimension 3:
Library as Place
Dimension 3: Library as Place
LP-1
Library space that inspires study and learning
LP-2
Quiet space for individual activities
LP-3
A comfortable and inviting location
LP-4
A getaway for study, learning or research
LP-5
Community space for group learning and group study
Addendum:
General Satisfaction Questions
GS-1
In general, I am satisfied with the way in which I am
treated at the library.
GS-2
In general, I am satisfied with library support for my
learning, research, and/or teaching needs.
GS-3
How would you rate the overall quality of the service
provided by the library?
Addendum:
General Satisfaction
Addendum:
Information Literacy Questions
IL-1
The library helps me stay abreast of developments
in my field(s) of interest.
IL-2
The library aids my advancement in my academic
discipline.
IL-3
The library enables me to be more efficient in my
academic pursuits.
IL-4
The library helps me distinguish between
trustworthy and untrustworthy information.
IL-5
The library provides me with the information skills I need
in my work or study.
Addendum:
Information Literacy Questions
Sample spider graph
= Minimum
= Perceived
= Desired
Question
1
1
9
8
7
6
Question 55
2Question
5
4
Adequacy Gap
Superiority Gap
4
Question 4
3
Question 3
2
Aggregate data (all peer universities, all users)
Affect of Service
M
P
D
Information Control
Library as Place
IC-8
Print and/or electronic journal
collections I require for my work (-0.15)
Text box
Perceived > Desired
Perceived < Desired
Perceived > Minimum
Perceived < Minimum
Comparison: All users (und., grad., faculty)
(Graph)
Peers
ISU
Coverup
Coverup
Affect of
Service
Affect of
Service
LP-5
Community
space for
group
learning (0.1)
Coverup
Coverup
Tex
t
box
Information
Control
Perceived > Desired
IC-8
Coverup
Library
as Place
Print and/or electronic journal
collections I require for my work
(-0.15)
Perceived < Desired
Information
Control
Perceived > Minimum
IC-8
Coverup
Coverup
Library
as Place
Print and/or electronic journal
collections I require for my work
(-0.03)
Perceived < Minimum
Comparison: All users (und., grad., faculty) (1)
(Table)
Difference between perceived and minimal service:
Areas in which ISU stands out from peer libraries (by >0.5)…
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
LP-1
Library space that inspires study and learning
0.22
0.91
0.69
LP-4
A getaway for study, learning, or research
0.47
1.15
0.68
LP-3
A comfortable and inviting location
0.48
1.14
0.66
LP-5
Community space for group learning & group study
0.77
1.42
0.65
LP-2
Quiet space for individual activities.
0.42
0.94
0.52
-0.15
-0.03
0.12
Areas in which peer libraries and/or ISU fall below minimum…
IC-8
Print and/or e- journal collections I require for my work
Comparison: All users (und., grad., faculty) (2)
(Table)
Difference between perceived and desired service:
Areas in which peers and/or ISU exceed desired service levels…
LP-1
Library space that inspires study and learning
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
-0.75
0.10
0.85
Comparison: Undergraduates
(Graph)
Peers
ISU
Affect of
Service
Affect of
Service
Coverup
Coverup
Text
box
Coverup
Coverup
Information
Control
Perceived > Desired
Coverup
Library
as Place
Text
box
Perceived < Desired
Information
Control
Perceived > Minimum
Coverup
Library
as Place
Perceived < Minimum
Comparison: Undergraduates (1)
(Table)
Difference between perceived and minimal service:
Areas in which ISU stands out from peer libraries (by >0.5)…
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
LP-1
Library space that inspires study and learning
0.28
1.12
0.84
LP-4
A getaway for study, learning, or research
0.50
1.26
0.76
LP-5
Community space for group learning & group study
0.56
1.31
0.75
LP-3
A comfortable and inviting location
0.52
1.19
0.67
Areas in which peer libraries and/or ISU fall below minimum…
[none]
Comparison: Undergraduates (2)
(Table)
Difference between perceived and desired service:
Areas in which peers and/or ISU exceed desired service levels…
[none]
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
Comparison: Graduate Students
(Graph)
Peers
ISU
Coverup
Coverup
Affect of
Service
Affect of
Service
LP-5
Community
space for group
learning (0.11)
Coverup
Coverup
Text
box
Information
Control
Perceived > Desired
IC-8
Coverup
Library
as Place
Print and/or electronic journal
collections I require for my work
(-0.28)
Perceived < Desired
Information
Control
Perceived > Minimum
IC-8
Coverup
Library
as Place
Print and/or electronic journal
collections I require for my work
(-0.1)
Perceived < Minimum
Comparison: Graduate Students (1)
(Table)
Difference between perceived and minimal service:
Areas in which ISU stands out from peer libraries (by >0.5)…
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
LP-3
A comfortable and inviting location
0.41
1.29
0.88
LP-1
Library space that inspires study and learning
0.10
0.84
0.74
LP-4
A getaway for study, learning, or research
0.36
0.95
0.59
IC-3
The printed library materials I need for my work
0.05
0.63
0.58
LP-2
Quiet space for individual activities.
0.30
0.86
0.56
LP-5
Community space for group learning & group study
0.81
1.37
0.56
-0.28
-0.10
0.18
Areas in which peer libraries and/or ISU fall below minimum…
IC-8
Print and/or e- journal collections I require for my work
Comparison: Graduate Students (2)
(Table)
Difference between perceived and desired service:
Areas in which peers and/or ISU exceed desired service levels…
LP-5
Community space for group learning & group study
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
-0.68
0.11
0.79
Comparison: Faculty
(Graph)
Peers
ISU
Coverup
Coverup
Affect of
Service
Affect of
Service
Remote
acccess
(-0.27)
IC-1
Website
(-0.22)
Remote
acccess
(-0.23)
IC-1
Website
(-0.34)
IC-2
IC-2
LP-5
Print IC-3
resources
(-0.33)
IC-4
Community
space for group
learning (0.31)
IC-4
E-resources
(-0.25)
Coverup
Acceess tools
IC-6
(-0.17)
Information
Control
E-resources
(-0.02)
Coverup
IC-8
Coverup
Library
as Place
Print and/or
e- journals
(-0.78)
Perceived > Desired
Information
Control
IC-8
Print and/or
e- journals
(-0.37)
Perceived < Desired
Coverup
Library
as Place
Quiet space for
individual
activities (0.05)
LP-2
Perceived > Minimum
Perceived < Minimum
Comparison: Faculty (1)
(Table)
Difference between perceived and minimal service:
Areas in which ISU stands out from peer libraries (by >0.5)…
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
LP-4
A getaway for study, learning, or research
0.58
1.26
0.68
IC-3
The printed library materials I need for my work
-0.33
0.24
0.57
LP-1
Library space that inspires study and learning
0.31
0.83
0.52
LP-3
A comfortable and inviting location
0.50
1.02
0.52
Areas in which peer libraries and/or ISU fall below minimum…
IC-3
The printed library materials I need for my work
-0.33
0.24
0.57
IC-8
Print and/or e- journal collections I require for my work
-0.78
-0.37
0.41
IC-6
Easy to use access tools that allow me to find things…
-0.17
0.09
0.26
IC-4
The electronic information resources I need
-0.25
-0.02
0.23
IC-2
A library website enabling me to locate information…
-0.34
-0.22
0.12
IC-1
Making e-resources accessible from my home or office
-0.23
-0.27
-0.04
Comparison: Faculty (2)
(Table)
Difference between perceived and desired service:
Areas in which peers and/or ISU exceed desired service levels…
Peer
ISU
Difference
Adequacy Gap
Adequacy Gap
[ISU-ARL]
LP-5
Community space for group learning & group study
-0.03
0.31
0.34
LP-2
Quiet space for individual activities
-0.51
0.05
0.56
Conclusions…
Conclusions: Areas of strength (undergrads)
Areas of strength…
UNDERG
GRAD
FACULTY
ALL
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
LP-5
Community space for group learning and group study
1.31
1.37
1.56
1.42
LP-4
A getaway for study, learning, or research
1.26
0.95
1.26
1.15
LP-3
A comfortable and inviting location
1.19
1.29
1.02
1.14
AS-2
Giving users individual attention
1.15
1.11
0.76
0.96
LP-1
Library space that inspires study and learning
1.12
0.84
0.83
0.91
AS-1
Employees who instill confidence in users
1.08
0.95
0.86
0.93
AS-6
Employees who deal with others in a caring fashion
1.04
0.90
0.82
0.88
IC-6
Easy to use access tools that allow me to find things…
0.69
0.46
0.09
0.35
IC-4
The electronic information resources I need
0.54
0.25
-0.02
0.21
IC-2
A library website enabling me to locate information…
0.76
0.15
-0.22
0.14
IC-1
Making e- resources accessible from my home or office
0.77
0.26
-0.27
0.16
IC-8
Print and/or e- journal collections I require for my work
0.72
-0.10
-0.37
-0.03
Conclusions…
Conclusions: Areas of strength (all users)
Areas of strength…
UNDERG
GRAD
FACULTY
ALL
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
LP-5
Community space for group learning and group study
1.31
1.37
1.56
1.42
LP-4
A getaway for study, learning, or research
1.26
0.95
1.26
1.15
LP-3
A comfortable and inviting location
1.19
1.29
1.02
1.14
AS-2
Giving users individual attention
1.15
1.11
0.76
0.96
LP-1
Library space that inspires study and learning
1.12
0.84
0.83
0.91
AS-1
Employees who instill confidence in users
1.08
0.95
0.86
0.93
AS-6
Employees who deal with others in a caring fashion
1.04
0.90
0.82
0.88
Areas of strength lie in Library as Place (LP) and Affect of Service (AS).
IC-6
Easy to use access tools that allow me to find things…
0.69
0.46
0.09
0.35
IC-4
The electronic information resources I need
0.54
0.25
-0.02
0.21
IC-2
A library website enabling me to locate information…
0.76
0.15
-0.22
0.14
IC-1
Making e- resources accessible from my home or office
0.77
0.26
-0.27
0.16
IC-8
Print and/or e- journal collections I require for my work
0.72
-0.10
-0.37
-0.03
Conclusions…
Conclusions: Areas of challenge
Areas of strength…
UNDERG
GRAD
FACULTY
ALL
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
Adequacy
Gap
(P-M)
LP-5
Community space for group learning and group study
1.31
1.37
1.56
1.42
LP-4
A getaway for study, learning, or research
1.26
0.95
1.26
1.15
LP-3
A comfortable and inviting location
1.19
1.29
1.02
1.14
AS-2
Giving users individual attention
1.15
1.11
0.76
0.96
LP-1
Library space that inspires study and learning
1.12
0.84
0.83
0.91
AS-1
Employees who instill confidence in users
1.08
0.95
0.86
0.93
AS-6
Employees who deal with others in a caring fashion
1.04
0.90
0.82
0.88
Areas of strength lie in Library as Place (LP) and Affect of Service (AS).
Areas of challenge…
IC-6
Easy to use access tools that allow me to find things…
0.69
0.46
0.09
0.35
IC-4
The electronic information resources I need
0.54
0.25
-0.02
0.21
IC-2
A library website enabling me to locate information…
0.76
0.15
-0.22
0.14
IC-1
Making e- resources accessible from my home or office
0.77
0.26
-0.27
0.16
IC-8
Print and/or e- journal collections I require for my work
0.72
-0.10
-0.37
-0.03
Areas of challenge lie in Information Control (IC).
Multi-year Comparison of Adequacy Gaps at ISU
and Peer Institutions: (2001-2005)
1.40
1.20
1.00
Affect of Service
0.80
ISU
Peers
0.60
0.40
0.20
0.00
2001
2001
2003
2003
2005
2005
Multi-year Comparison of Adequacy Gaps at ISU
and Peer Institutions (2001-2005)
1.40
1.20
1.00
Affect of Service
0.80
0.60
ISU
Peers
0.40
Information Control
ISU
Peers
0.20
0.00
2001
2001
2003
2003
2005
2005
Multi-year Comparison of Adequacy Gaps at ISU
and Peer Institutions (2001-2005)
1.40
1.20
Library as Place
ISU
Peers
1.00
Affect of Service
0.80
0.60
ISU
Peers
0.40
Information Control
ISU
Peers
0.20
0.00
2001
2001
2003
2003
2005
2005
General Satisfaction Questions (1)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
In general, I am satisfied with
the way in which I am treated
at the library.
2
3
General Satisfaction Questions (2)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
In general, I am satisfied with
the way in which I am treated
at the library.
2
In general, I am satisfied with
library support for my
learning, research, and/or
teaching needs.
3
General Satisfaction Questions (3)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
In general, I am satisfied with
the way in which I am treated
at the library.
2
In general, I am satisfied with
library support for my
learning, research, and/or
teaching needs.
3
How would you rate the
overall quality of the service
provided by the library?
Information Literacy Questions (1)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
3
4
5
Information Literacy Questions (2)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
The Library
aids my
advancement
in my academic
discipline.
3
4
5
Information Literacy Questions (3)
8.00
7.50
ARL
ISU
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
3
The Library
aids my
advancement
in my academic
discipline.
The library
enables me to
be more
efficient in my
academic
pursuits.
4
5
Information Literacy Questions (4)
8.00
ARL
ISU text
Hidden text—Hidden
7.50
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
3
4
The Library
aids my
advancement
in my academic
discipline.
The library
enables me to
be more
efficient in my
academic
pursuits.
The library
helps me
distinguish
trustworthy
/untrustworthy
information.
5
Information Literacy Questions (5)
8.00
ARL
ISU text
Hidden text—Hidden
7.50
Undergrad
Undergrad
Graduate
Graduate
Faculty
Faculty
7.00
6.50
6.00
5.50
5.00
4.50
1
The library
helps me stay
abreast of
developments
in my field(s) of
interest.
2
3
4
5
The Library
aids my
advancement
in my academic
discipline.
The library
enables me to
be more
efficient in my
academic
pursuits.
The library
helps me
distinguish
trustworthy
/untrustworthy
information.
The library
provides me with
the information
skills I need in
my work or
study.
Qualitative Data: Sample comments
Number: 152
Date: 12:15 AM 4/02/2005 C.S.T.
User Group: Undergraduate
Discipline: LAS: Biology
Library Branch: Parks Library
Age: 18 - 22
Sex: Female
KEYWORDS: HOURS; STUDY HALL; CAFÉ
Comment:
I wish the library was open later because there is
no good place to study after midnight and I am a
night owl. Also, it would be really nice if there
was a cafe in or near the library so that I could
grab coffee and a muffin or something when I’m
studying for a long time.
Qualitative Data (>40 user comments)
Topic
# of users
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>40 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>30 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>30 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>20 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>20 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>10 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>10 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>5 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data (>5 user comments)
Topic
# of users
(Compare 2003)
Collections-related
72
(114)
e-Library
64
(39)
Staff attitudes, behavior, & customer service
39
(57)
Building, furnishings, etc.
36
(43)
LibQUAL & library surveys
29
(14)
Noise & the study environment
22
(55)
Reference
20
(15)
Circulation services & policies
19
(32)
ILL/DD
18
(18)
Library funding
15
(11)
Hours
15
(22)
Instruction & instructional support
13
(18)
Services (gen'l)
13
Copying, printing, etc.
10
Public computing & information technology
10
Branch facilities
7
Fines, fees
6
(22)
Qualitative Data: Recurring themes…
(Collections-related)
Collections-related
Buy more journals! Avoid cancellations; try
to restore some journals that have been cut.
More full-text journals, including
back files.
Improve remote access
to all e-resources, but
especially journals.
Add journals to support
“newer fields of study” at ISU.
Make theses available fulltext, like at Virginia Tech.
Many comments and
suggestions regarding
specific subject areas,
titles, etc.
Add more “seats” for
SciFinder Scholar.
Qualitative Data: Recurring themes…
(e-Library, Catalog, Internet, etc.)
E-Library, Catalog, Internet, etc.
Make the e-Library website more user-friendly.
Improve the organization; make it less graphicsintensive.
The Library Catalog remains central;
continue to enhance it. Make the display
Allow for easy, automatic
of serials holdings information less
searching beyond the
confusing. Consider a search box on the
Library Catalog (i.e.,
e-Library home page.
federated searching).
Make the e-Library and the
Simplify remote access.
Library Catalog more like
Google.
Add more services to the e-Library,
especially online renewals.
Qualitative Data: Recurring themes…
(Staff-related)
Staff-related
Majority of respondents see
library staff as courteous,
friendly, helpful, hardworking,
and knowledgeable.
Several respondents
comment on the
inconsistency of staff
service: the mix of
professional &
unprofessional behaviors.
Still, some respondents see staff
as rude, unapproachable,
unhelpful, and “lacking in
customer service.”
A few comment on the risk of overreliance on student workers.
Qualitative Data: Recurring themes…
(Building, equipment, furniture)
Building, furnishings, etc.
Desire for an external and/or
drive-up book return.
Parts of the building can be
hot & stuffy.
Many comment explicitly
on their low use (or nonuse) of the physical library.
“I’m 100% electronic…”
However, “wireless internet or
gourmet coffee would get me
there.”
Qualitative Data: Recurring themes…
(Noise)
Noise and the study environment
Importance of the Parks Library
and branch facilities as places to
study.
Ongoing concern that the Parks Library
is too noisy. There is a need for
designated “silent zones,” and for more
group study rooms that are isolated
Occasionally, it’s the
and/or soundproofed to minimize
library staff who are
disruption to others.
talking too loudly!
Continue to enforce the
cell phone policy.
Qualitative Data: Recurring themes…
(Specific services)
Specific services
Circulation: Need to review and revise Circulation
and Collection Development policies (loan periods,
recalls, overdue fines, purchase of multiple copies)
to improve book availability.
Please allow online
renewals!
Interlibrary Loan: ILL is
timely, efficient, and
Instruction: The continuing
extremely valuable, but
need for effective services for
needs closer integration
distance learners, including
with other services (e.g.,
remote access to e-resources.
My Account, web request
forms, etc.)
Qualitative Data: Recurring themes…
(Hours)
Hours
More open hours would be nice,
especially during break periods
and final exams.
However, users recognize that
there are funding and staffing
issues related to open hours.
A few ask for “24/7,” but many
users would be happy with any
improvement “past midnight.”
Next steps
• Share qualitative and quantitative data with
appropriate library units, for analysis.
• Implement and document changes based on findings.
• Explore opportunities to compare findings with
colleagues (GWLA, etc.)
• Repeat survey biennially (next in 2007) and watch
the trajectories.
• Consider focus groups to explore areas of concern.
Recommendations
• Continue to acquire more e-journals, including backfiles,
and make them accessible from both on and off campus.
• Investigate and act on respondent’s recommendations for
specific material purchases.
• Implement electronic theses & dissertations.
• Complete a major revision of the e-Library website, with
additional online services.
Recommendations (cont.)
• Improve library support for distance learning.
• Create additional quiet zones within the Parks Library.
• Use respondents’ comments/complaints regarding
customer service to shape staff development sessions in the
upcoming year.
• Review and revise circulation policies, and explore
feasibility of online renewals.
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