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Talis Insight Asia-Pacific 2017: Craig Milne, Griffith University

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Talis Insight Asia-Pacific 2017: Craig Milne, Griffith University

  1. 1. Using Reading List data to support and drive resource strategies Craig Milne, Manager Scholarly Resource Services and Library Campus Services c.milne@griffith.edu.au
  2. 2. Some context  Scholarly Resource Strategy  Collections  Selection and procurement  Discoverability and accessibility  Financial sustainability  Ambitious targets  By 2017- All new required and recommended readings will be in electronic format only (refers to new courses / programs)  By 2018 – Greater than 95% of all required and recommended readings will be available online  By 2020 – Reliance on print and physical collections will have been minimised with the collection footprint reduced by 50% from the 2016 baseline size. Library and Learning Services
  3. 3. Policy  Reading Lists are the source of truth for readings  Reading Lists are part of a compulsory course profile process  Policy sits under the authority of the Teaching and Learning Committee  Learning Resources and Reading Lists policy  Sets out responsibility  Establishes definitions for required / recommended readings  Includes TEQSA guidance that full-text, digital access should be available for required resources as listed in Course Profiles  Includes that recommended resources are to be selected from the extensive range of resources already available through the existing collections  Includes that The University has an e-preferred policy to maximise the accessibility of resources to students regardless of the mode of course delivery Library and Learning Services
  4. 4. Supporting and driving resource strategies  Targeted print to electronic conversion and funding  Supporting vendor discussions for eText acquisition  Targeting Open Universities Australia course resources for online availability  Progressing towards 95% by 2018  Reducing the physical footprint by 50%  Some other uses  Things to consider and lessons learned  Using data to inform further change in 2017 Library and Learning Services
  5. 5. Targeting conversion and funding  All items report – detailed list for use in ISBN title matching services  Ability to filter and target by subject area  Can prioritise by resource importance  In late 2015 title a list of 7087 resulted in a match of 533 titles  Benefits  Possible to target funding with data to build a business case  Secured funding for 241 titles  Bulk order and supply of MARC records  Ability to negotiate on bulk purchases and take advantage of special offers Library and Learning Services
  6. 6. Supporting vendor discussions  Publisher by publisher approach using all items report  Quickly create lists to help in discussions / negotiations  Can priority discussions based on resources per publisher  Provides publisher with a clear picture  Outcomes  OUP eTexts outside of standard offering  Cengage trial – over 170 eTexts  Start of higher level discussions with publishers such as Springer on alternative models Library and Learning Services
  7. 7. Online availability of OUA resources  Approx. 220 Open University Courses offered (171 lists identified)  Requirement for resources to be online  Large print stock loss connected with OUA  Targeted communication and approach with support of Academic Director, Griffith Online  Able to do a lot of work without involving the academic  Prioritised OUA eTexts in publisher discussions  Biggest issue remains literature titles Library and Learning Services 2591 Required Resources - 96% were already online 990 Recommended Resources – 87% were already online
  8. 8. Progressing towards 95% by 2018  Expected that Reading List data would be a good way to report on the targets  Due to the number of time periods and roll-over practices it is actually difficult to track and report  We can keep targeting resources without URL’s  We do know from our budget figures that eText acquisition now surpasses print  Jan 2016 Ratio of print to e was approx. 2:1  Dec 2016 Ratio of print to e was 0.6 to 1  First time eText acquisition has surpassed print Library and Learning Services Some very approximate figures of required texts with URL’s Jan 2015 approx. 40% Jan 2016 approx. 51% Jan 2017 approx. 57% (but still working on 2017 lists)
  9. 9. Reducing the physical footprint by 50%  Looking at multiple strategies for deselection  Reading list information in Millennium (950 tags)  Able to use the Reading List information in deselection  Will be able to progress work on recommended readings using print data to influence thinking / shift in reading selection Library and Learning Services
  10. 10. Some other uses  URL’s useful for identifying potential issues with cancellation of a platform / journal  Useful for identifying courses impacted by items being withdrawn from aggregated collections  Quickly assess purchase requirements against eText offers that publishers are putting out  Pivot tables – look at trends / behavior across courses and disciplines  No items in a list, types of items in lists, required v recommended Library and Learning Services
  11. 11. Things to consider and lessons learned  Know your data – map it out  Is the time taken to derive a metric / baseline worthwhile?  Need skills in Excel (pivot tables in particular) and Access for quick table joins  What would help – improvements in all items report  Item analytics that are in the dashboard being available in the all items report  A flag to indicate clearly if a resource is online or not (or was)  A link in the all items report to the TADC data for the item (for data and to know that I was a digitised item) Library and Learning Services
  12. 12. Using data to inform further change in 2017  Look at continuing the work on eTexts  Look at not just converting from p to e but also influencing behavior based on reading list / circ data  Continue with a bottom up / top down and in the background approach  Provide more data to key stakeholder groups Library and Learning Services