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Applying ATLAS.ti and Nesstar WebView to the LibQUAL+® Results at UBC Library: Getting Started Friesen, Margaret 2009

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449Applying ATLAS.ti and Nesstar WebView to the  LibQUAL+® Results at UBC Library: Getting Started  Margaret Friesen University of British Columbia, Canada   Abstract We asked survey respondents: How can the UBC Library serve you better? Please tell us!   The respondents replied: By making it easier to FIND resources, people, places, and help.   The University of British Columbia (UBC) Library participated in the LibQUAL+® survey for the first time in January/February 2007. The preliminary quantitative data from ARL (notebooks, including radar charts; LibQUAL+® Analytics-Institution Explorer; other worksheets and templates, etc.) were used and shared with over 200 library staff in open sessions. To get started with the qualitative analysis and to enhance the quantitative data, we used two analytical tools: ATLAS.ti and Nesstar WebView. We downloaded the “comments” from LibQUAL+® to ATLAS.ti and the SPSS files to Nesstar WebView. These tools enabled us to analyze the qualitative and quantitative data systematically, to expose and explore relationships between the qualitative and quantitative data, and to focus the results of the survey on specific user groups, places and services.  Introduction: The EnvironmentThe University of British Columbia Vancouver campus sprawls over an area of 993 acres (402 hectares), encompasses 12 faculties, enrolls nearly 45,000 students at its Vancouver campus and nearly 5,000 at its Okanagan campus. Of the nearly 50,000 students, 9,000 are graduate students and 6,000 are international students. Over 3,500 faculty and 300 FTE library staff work at UBC.   The library system is highly decentralized, with nine libraries on the Vancouver Point Grey site, four libraries off-site in Vancouver and one library at the UBC-Okanagan campus in Kelowna. UBC-O Library conducted its own LibQUAL+® survey in 2007, the results of which are not discussed in this paper.   The two largest libraries are the Koerner Library (Humanities & Social Sciences, including government publications, maps, microforms, circulation) and The Irving K. Barber Learning Centre (Barber).   Barber was in a state of being re-constructed during the 2007 survey period. At the time of the survey, it housed Art+Architecture+Planning, Science and Engineering, Rare Books & Special Collections, University Archives, the Automated Storage Retrieval System, and Circulation. In spring 2008, the newly renovated heritage core and a new wing were opened, including the Learning Commons, meeting rooms, multi-purpose classrooms, social spaces, café, and more.   Other branch libraries are Asian, David Lam (management), Education, Law, Music, Robson Square, Woodward (life sciences), Xwi7xwa (First Nations) and three off-site hospital libraries: Biomedical Branch, Hamber, St. Paul's.  A. General LibQUAL+® Results The preliminary quantitative data revealed that, in general, undergraduates were satisfied with library services, with some exceptions, but that the library did not meet the minimum service level for the “Information Control” dimension (collections, access to collections) for graduate students and faculty.  A preliminary perusal of the “comments” survey question (qualitative data) revealed two divergent sets of perceptions.  LibQUAL+® respondents commented positively on these issues: g120 the library's “transition to online” program (moving from print to electronic journals); g120 liaison services by subject librarians; g120 teaching and learning programs; g120 their many positive encounters with staff; and g120 the Interlibrary Loan/Document Delivery services (this was not a survey question, but the service received a noteworthy “write-in” vote of confidence). 2008 Library Assessment Conference450  However, respondents frequently used the  word “difficult” to describe their experiences in finding resources, people, places, and help: g120 resources are often hidden/invisible/lost, not where they are “supposed” to be; g120 service points are hidden, especially in the two largest branch libraries; g120 people are sometimes hard to find, subject specialists are too scarce; g120 policies and procedures are sometimes difficult to find online;  g120 online help is hard to find or presented inconsistently; g120 some libraries are hard to find; g120 some places within libraries are hard to find; and g120 some content is hard to find.  B. ATLAS.ti: Discovering “What” and “Why” ATLAS.ti enabled us to analyze the comments in a systematic way, to uncover patterns, to consolidate common threads, and to focus on the most important concerns.   1. The process: coding the comments We assigned 126 codes to the 369 comments received from respondents, expanding the individual ideas in the comments to over 3,600 snippets (parts of comments or subtopics). The coding scheme included the three LibQUAL+® dimensions, codes for all 22 core questions and demographics. In addition, we assigned free coding, using simple keywords from the respondents' own words or concepts that would be meaningful to librarians. The process of coding allowed for serendipitous discovery and was iterative. As we entered more codes, we discovered connections between codes, eliminated repetitious codes, and substituted better terms.   2. The process: analyzing the codes We sorted the codes by frequency of occurrence and streamlined the coding further by dropping codes, re-coding some comments/snippets, and adding others. The frequency of codes, sorted high to low, began to reveal the potential importance of common themes. For example, we were surprised by the number of concerns about the physical access to collections and the range of perceived gaps in collections. The analysis of the codes also pointed to a number of issues related to access, one of many signs that the collections gaps may have several causes, not only “real” gaps in holdings, but also findability gaps.   Table 1. ATLAS.ti Codes - Frequency in Descending Order Demographics Issues Library Used Codes (#) Codes (#) Codes (#)Faculty                     (242) Services                 (177) Koerner - HSS           (242) Grad                         (232) Collections             (136) Woodward - LifeSci   ( 64) SocSci                       ( 88) Positive                  (116) IKBLC - SciEng, FA  ( 58)Humanities                ( 77) Instruction             (105) Educ                            ( 34)Undergrad ( 77) Physical access       ( 98)  Science/Math Gaps - Collections  ( 97)  HealthSci Reference  Age 23-30* Library Web site  Age to 22* E-journals  AppSci Books   Access  *over 30 not coded Negative                  (63)  Number of respondents: 755 Number of comments: 369 Number of codes: 126 Number of snippets: 3,656 Friesen4513. The Process: Creating Code Families Using the Code Manager in ATLAS.ti, we combined codes into code “families,” representing both broad and narrow concerns. For example, when combined, the codes in the "collections family" connected the specific detailed examples of collections gaps to the broader collections concerns.   Table 2. Code Families Collections Family Codes #12print   37 13e-info res   12 17journals   13 A/V   15 Asian lang     2 Books   73 Browsing   11 Collections 136 Datafiles     1 e-books     7 e-journals   81 Exhibits     2 Gaps   97 ILL/DD   25 Microforms     7 Missing   18 Newspapers     3 Preservation     4 Print journals   28 RBSC     1 Reserves     8 Theses     3 Total codes 584 Individual codes could "belong" to more than one family, creating the possibility of overlap and/or links between themes, e.g., the code “browsing” relates to the ”collections family” and “teaching and learning family” and the “physical access” family, depending on the context of the code.  4. Theme Teams Discover “W hat” and “W hy” Three ATLAS.ti tools helped us to tailor the comments to specific audiences: g120 Code Manager: simplifies the process of coding, sorting the codes, revealing the most frequent codes; g120 Network Editor: enables understanding the connections between codes; and g120 Query Tool: enables sorting, combining codes  and code families, creating “queries” and  manageable reports (“query reports”).   The 3,656 snippets of comments could now be assembled into manageable printed reports by broad themes. We called for volunteers to assist with the analysis of the “comments” and their associated codes. Thirty-two volunteers responded from across the library system. All three employee groups participated, librarians, library assistants, and “management and professional” staff (systems, circulation supervisors).  The initial sorting of codes, creation of code families, and query reports indicated that four Theme Teams might be appropriate:  2008 Library Assessment Conference452g120 Customer services (behaviours, skills, expertise, teaching & learning); g120 Access to information and access to collections;  g120 Collections and gaps; and  g120 Place and physical access.   In addition, a few individual analysts also volunteered to look at the comments from specific user groups and disciplines. Some tailored query reports were also distributed to branch heads and standing committees (on public services, e-Library services, reference, and instruction).  The four Theme Teams were asked to consider the following questions: g120 What are the 3-5 main themes/concerns? g120 Why are these concerns? g120 What issues might be addressed in the short term? g120 What issues cannot be addressed now (but might be explained/clarified)? g120 What issues might be addressed in the longer term (might require additional staffing or funding resources)? g120 Is this a collections gap? g120 Is this an access to collections question? g120 Is this a findability/navigation question? g120 Is this a policy/procedural issue? g120 Is this a physical access issue (signage, findability, arrangement, missing/misshelved)? g120 Is this a teaching and learning issue? g120 How can we best communicate the results from your team to the library administration, staff, users?   The Theme Teams perused their respective reports and identified 14 dominant themes. When all teams assembled to share their stories and compare their findings, four main themes emerged, as follows.   Table 3. Theme Teams Identify Main Themes (“What” and “Why”) Team 1 Customer Services -behaviours, skills, expertise-teaching & learning Team 2 Access to Information  andAccess to Collections Team 3 CollectionsandGapsTeam 4 PlaceandPhysical Access Top 4 Themes:    Findability Findability Findability Findability Education (teaching & learning)Education (teaching & learning)Education (teaching & learning)Education (teaching & learning)Visibility Visibility  Visibility  Accessibility Access to collections    Access to information   Finally, a common overarching word emerged. The one big idea was “findability.”  LibQUAL+® respondents said: make it easier to find: g120 the people (in-person helpers, subject expertise); g120 information (about the resources, about contacts, about the places, about help on the Web site); g120 resources (the content, access to the content); and g120 places (the libraries and inside the libraries).  In response, the Theme Teams recommended ways  to address these service gaps, at least in part, either in the short term or longer term.  C. Nesstar: Discovering “Who” and “Where”We turned to Nesstar WebView for a more detailed analysis of the quantitative data. This analysis would allow us to pinpoint more closely “who” was most concerned and “where”—which libraries, places, disciplines, or functions required attention the most. In LibQUAL+® terms, the advantages of using Nesstar WebView for this purpose include: g120 usability by novice and expert alike; g120 a choice of universal or limited access; Friesen453g120 ability to search by survey or by survey   variable; g120 ability to download any statistical program, SPSS, SAS, or other program; g120 ability to create user-defined variables; g120 ability to view and manipulate selected data only (layers, subsets, filters); g120 ability to customize output for specific audiences and purposes o view online tables, charts, pdf format o export data to spreadsheets, export pdf files; and g120 perhaps most important, with Web access, assessment teams can view the data online and create/manipulate the tables and charts in consultation with each other.   1. Exploring Data, Searching Surveys, and Variables We loaded the SPSS data for three datasets: g120 UBC Library (UBC-Vancouver and UBC-Okanagan); g120 UBC West; and g120 UBC CARL (Canadian Association of Research Libraries consortium).  2. Customizing Data: Browsing, Analyzing, Computing, Re-coding  Since UBC Vancouver and UBC-Okanagan data were initially combined into one dataset, we created two new “user-defined” variables: UBC-Vancouver and UBC-Okanagan. The new variable “UBC-Vancouver” allowed us to isolate the data for UBC-V only.  We explored the LibQUAL+® story in more detail through the application of layers, filters, subsets, and additional user-defined variables (re-coding), for example: g120 layers (survey, branch library); g120 filters (user group, disciplines); g120 subsets (the four largest branch libraries or benchmark libraries); and g120 user-defined variables (combined branches: Koerner, Barber).   This is illustrated by the following two Nesstar tables:  Table 4. Nesstar WebView Window User defined variablesDataKey:Left column = survey data and variables, including user-defined variables, selecting layers, selecting row/column tables for output Center column = description, tabulation, analysis views Top right column = buttons to weight data, make graphs, create subsets, view/print/download output 2008 Library Assessment Conference454Table 5. Branch Libraries and Age Group (UBC-V Survey) Key:Layer = UBCV (University of British Columbia Vancouver survey) User-defined variable = “combined branches” Tabulation = LibQUAL+® variables: branch library, age of respondent Subset = selected 4 libraries 3. Customizing the Output Customized tables were viewed online or printed out in several ways: g120 previewing, viewing and printing PDF files in Nesstar WebView; g120 exporting tables to spreadsheets; g120 exporting tables as PDF files; and g120 downloading data and manipulating spreadsheets.  D. Steps to Assessment These customized statistical reports and the Theme Teams' reports point us to the next stage of assessment planning and programming. Some possible investigations to pursue are as follows. 1. Why are respondents in the sciences using the Koerner Library (the “humanities & social sciences” library) in such high numbers?  It's a long walk from most science teaching and lab classrooms to the Koerner Library. Is this usage a sign of increasing interdisciplinarity in research? Are science students and faculty using the specialized materials in Koerner for data services, map information, social science literature, browsing, attending information literacy classes, or meeting friends? Will this “gate count” change when Barber gets rediscovered by students and faculty? 2. Why are e-resources so difficult to find?   Is the collections “gap” really a resource issue or is it perhaps a findability issue? Which resources are hidden? Does usage increase with better visibility on the Web site? 3. How can physical access be improved?  How can we make the big small(er)? How can we overcome the complexities of a multi-branch, decentralized library system? Can the arrangement of materials be made more consistent between buildings? Can better signage and online information improve wayfinding? 4. How will the results of the next LibQUAL+® survey (2009) compare with the 2007 survey? Specifically, what difference will the opening of Friesen455Barber have made to perceptions of “library as place”?  Conclusion In summary, use of both analytical tools, ATLAS.ti and Nesstar, and the Theme Teams' insightful interpretation of the data helped us to understand the LibQUAL+® story. The clear message from users was to make it easier for them to find people, information, resources, places (and inside the places). This directive informs our assessment plans and programs to improve customer services, the library Web site, access to collections, and to address gaps in our collections.  —Copyright 2008 Margaret Friesen     Nesstar: A Brief Description  Nesstar (Networked Social Science Tools and Resources) http://www.nesstar.com  Contact: Norwegian Social Science Data Services (NSD) http://www.nsd.uib.no/nsd/english/index.html  Nesstar is a Web-based software system used to publish and share statistical data. The tools enable finding, browsing, visualizing and analyzing data online, as well as publishing various kinds of survey data.   Nesstar is a complete metadata authoring tool (description of the various elements of the data resource, including documentation) and is DDI compliant (a metadata standard used for documenting datasets developed in European and North American agencies). http://www.nesstar.com/software/publisher.html  Nesstar WebView is used to view data and metadata tha t have been published with Nesstar Publisher via a Nesstar Server. Nesstar WebView incorporates the following features: 1. searching and browsing g120 simple and advanced search g120 ability to browse data and accompanying documentation 2. analytical tools g120 display of descriptive statistics g120 crosstabulations g120 correlations g120 regressions g120 compute and recode g120 graphical representations of data in customizable forms g120 application of variable weights 3. data access g120 support for datasets to be downloaded in various statistical formats g120 subset functionality for customizing data according to users' needs http://www.nesstar.com/sofware/webview.html 449Applying ATLAS.ti and Nesstar WebView to the  LibQUAL+® Results at UBC Library: Getting Started  Margaret Friesen University of British Columbia, Canada   Abstract We asked survey respondents: How can the UBC Library serve you better? Please tell us!   The respondents replied: By making it easier to FIND resources, people, places, and help.   The University of British Columbia (UBC) Library participated in the LibQUAL+® survey for the first time in January/February 2007. The preliminary quantitative data from ARL (notebooks, including radar charts; LibQUAL+® Analytics-Institution Explorer; other worksheets and templates, etc.) were used and shared with over 200 library staff in open sessions. To get started with the qualitative analysis and to enhance the quantitative data, we used two analytical tools: ATLAS.ti and Nesstar WebView. We downloaded the “comments” from LibQUAL+® to ATLAS.ti and the SPSS files to Nesstar WebView. These tools enabled us to analyze the qualitative and quantitative data systematically, to expose and explore relationships between the qualitative and quantitative data, and to focus the results of the survey on specific user groups, places and services.  Introduction: The EnvironmentThe University of British Columbia Vancouver campus sprawls over an area of 993 acres (402 hectares), encompasses 12 faculties, enrolls nearly 45,000 students at its Vancouver campus and nearly 5,000 at its Okanagan campus. Of the nearly 50,000 students, 9,000 are graduate students and 6,000 are international students. Over 3,500 faculty and 300 FTE library staff work at UBC.   The library system is highly decentralized, with nine libraries on the Vancouver Point Grey site, four libraries off-site in Vancouver and one library at the UBC-Okanagan campus in Kelowna. UBC-O Library conducted its own LibQUAL+® survey in 2007, the results of which are not discussed in this paper.   The two largest libraries are the Koerner Library (Humanities & Social Sciences, including government publications, maps, microforms, circulation) and The Irving K. Barber Learning Centre (Barber).   Barber was in a state of being re-constructed during the 2007 survey period. At the time of the survey, it housed Art+Architecture+Planning, Science and Engineering, Rare Books & Special Collections, University Archives, the Automated Storage Retrieval System, and Circulation. In spring 2008, the newly renovated heritage core and a new wing were opened, including the Learning Commons, meeting rooms, multi-purpose classrooms, social spaces, café, and more.   Other branch libraries are Asian, David Lam (management), Education, Law, Music, Robson Square, Woodward (life sciences), Xwi7xwa (First Nations) and three off-site hospital libraries: Biomedical Branch, Hamber, St. Paul's.  A. General LibQUAL+® Results The preliminary quantitative data revealed that, in general, undergraduates were satisfied with library services, with some exceptions, but that the library did not meet the minimum service level for the “Information Control” dimension (collections, access to collections) for graduate students and faculty.  A preliminary perusal of the “comments” survey question (qualitative data) revealed two divergent sets of perceptions.  LibQUAL+® respondents commented positively on these issues: g120 the library's “transition to online” program (moving from print to electronic journals); g120 liaison services by subject librarians; g120 teaching and learning programs; g120 their many positive encounters with staff; and g120 the Interlibrary Loan/Document Delivery services (this was not a survey question, but the service received a noteworthy “write-in” vote of confidence). 2008 Library Assessment Conference450  However, respondents frequently used the  word “difficult” to describe their experiences in finding resources, people, places, and help: g120 resources are often hidden/invisible/lost, not where they are “supposed” to be; g120 service points are hidden, especially in the two largest branch libraries; g120 people are sometimes hard to find, subject specialists are too scarce; g120 policies and procedures are sometimes difficult to find online;  g120 online help is hard to find or presented inconsistently; g120 some libraries are hard to find; g120 some places within libraries are hard to find; and g120 some content is hard to find.  B. ATLAS.ti: Discovering “What” and “Why” ATLAS.ti enabled us to analyze the comments in a systematic way, to uncover patterns, to consolidate common threads, and to focus on the most important concerns.   1. The process: coding the comments We assigned 126 codes to the 369 comments received from respondents, expanding the individual ideas in the comments to over 3,600 snippets (parts of comments or subtopics). The coding scheme included the three LibQUAL+® dimensions, codes for all 22 core questions and demographics. In addition, we assigned free coding, using simple keywords from the respondents' own words or concepts that would be meaningful to librarians. The process of coding allowed for serendipitous discovery and was iterative. As we entered more codes, we discovered connections between codes, eliminated repetitious codes, and substituted better terms.   2. The process: analyzing the codes We sorted the codes by frequency of occurrence and streamlined the coding further by dropping codes, re-coding some comments/snippets, and adding others. The frequency of codes, sorted high to low, began to reveal the potential importance of common themes. For example, we were surprised by the number of concerns about the physical access to collections and the range of perceived gaps in collections. The analysis of the codes also pointed to a number of issues related to access, one of many signs that the collections gaps may have several causes, not only “real” gaps in holdings, but also findability gaps.   Table 1. ATLAS.ti Codes - Frequency in Descending Order Demographics Issues Library Used Codes (#) Codes (#) Codes (#)Faculty                     (242) Services                 (177) Koerner - HSS           (242) Grad                         (232) Collections             (136) Woodward - LifeSci   ( 64) SocSci                       ( 88) Positive                  (116) IKBLC - SciEng, FA  ( 58)Humanities                ( 77) Instruction             (105) Educ                            ( 34)Undergrad ( 77) Physical access       ( 98)  Science/Math Gaps - Collections  ( 97)  HealthSci Reference  Age 23-30* Library Web site  Age to 22* E-journals  AppSci Books   Access  *over 30 not coded Negative                  (63)  Number of respondents: 755 Number of comments: 369 Number of codes: 126 Number of snippets: 3,656 Friesen4513. The Process: Creating Code Families Using the Code Manager in ATLAS.ti, we combined codes into code “families,” representing both broad and narrow concerns. For example, when combined, the codes in the "collections family" connected the specific detailed examples of collections gaps to the broader collections concerns.   Table 2. Code Families Collections Family Codes #12print   37 13e-info res   12 17journals   13 A/V   15 Asian lang     2 Books   73 Browsing   11 Collections 136 Datafiles     1 e-books     7 e-journals   81 Exhibits     2 Gaps   97 ILL/DD   25 Microforms     7 Missing   18 Newspapers     3 Preservation     4 Print journals   28 RBSC     1 Reserves     8 Theses     3 Total codes 584 Individual codes could "belong" to more than one family, creating the possibility of overlap and/or links between themes, e.g., the code “browsing” relates to the ”collections family” and “teaching and learning family” and the “physical access” family, depending on the context of the code.  4. Theme Teams Discover “W hat” and “W hy” Three ATLAS.ti tools helped us to tailor the comments to specific audiences: g120 Code Manager: simplifies the process of coding, sorting the codes, revealing the most frequent codes; g120 Network Editor: enables understanding the connections between codes; and g120 Query Tool: enables sorting, combining codes  and code families, creating “queries” and  manageable reports (“query reports”).   The 3,656 snippets of comments could now be assembled into manageable printed reports by broad themes. We called for volunteers to assist with the analysis of the “comments” and their associated codes. Thirty-two volunteers responded from across the library system. All three employee groups participated, librarians, library assistants, and “management and professional” staff (systems, circulation supervisors).  The initial sorting of codes, creation of code families, and query reports indicated that four Theme Teams might be appropriate:  2008 Library Assessment Conference452g120 Customer services (behaviours, skills, expertise, teaching & learning); g120 Access to information and access to collections;  g120 Collections and gaps; and  g120 Place and physical access.   In addition, a few individual analysts also volunteered to look at the comments from specific user groups and disciplines. Some tailored query reports were also distributed to branch heads and standing committees (on public services, e-Library services, reference, and instruction).  The four Theme Teams were asked to consider the following questions: g120 What are the 3-5 main themes/concerns? g120 Why are these concerns? g120 What issues might be addressed in the short term? g120 What issues cannot be addressed now (but might be explained/clarified)? g120 What issues might be addressed in the longer term (might require additional staffing or funding resources)? g120 Is this a collections gap? g120 Is this an access to collections question? g120 Is this a findability/navigation question? g120 Is this a policy/procedural issue? g120 Is this a physical access issue (signage, findability, arrangement, missing/misshelved)? g120 Is this a teaching and learning issue? g120 How can we best communicate the results from your team to the library administration, staff, users?   The Theme Teams perused their respective reports and identified 14 dominant themes. When all teams assembled to share their stories and compare their findings, four main themes emerged, as follows.   Table 3. Theme Teams Identify Main Themes (“What” and “Why”) Team 1 Customer Services -behaviours, skills, expertise-teaching & learning Team 2 Access to Information  andAccess to Collections Team 3 CollectionsandGapsTeam 4 PlaceandPhysical Access Top 4 Themes:    Findability Findability Findability Findability Education (teaching & learning)Education (teaching & learning)Education (teaching & learning)Education (teaching & learning)Visibility Visibility  Visibility  Accessibility Access to collections    Access to information   Finally, a common overarching word emerged. The one big idea was “findability.”  LibQUAL+® respondents said: make it easier to find: g120 the people (in-person helpers, subject expertise); g120 information (about the resources, about contacts, about the places, about help on the Web site); g120 resources (the content, access to the content); and g120 places (the libraries and inside the libraries).  In response, the Theme Teams recommended ways  to address these service gaps, at least in part, either in the short term or longer term.  C. Nesstar: Discovering “Who” and “Where”We turned to Nesstar WebView for a more detailed analysis of the quantitative data. This analysis would allow us to pinpoint more closely “who” was most concerned and “where”—which libraries, places, disciplines, or functions required attention the most. In LibQUAL+® terms, the advantages of using Nesstar WebView for this purpose include: g120 usability by novice and expert alike; g120 a choice of universal or limited access; Friesen453g120 ability to search by survey or by survey   variable; g120 ability to download any statistical program, SPSS, SAS, or other program; g120 ability to create user-defined variables; g120 ability to view and manipulate selected data only (layers, subsets, filters); g120 ability to customize output for specific audiences and purposes o view online tables, charts, pdf format o export data to spreadsheets, export pdf files; and g120 perhaps most important, with Web access, assessment teams can view the data online and create/manipulate the tables and charts in consultation with each other.   1. Exploring Data, Searching Surveys, and Variables We loaded the SPSS data for three datasets: g120 UBC Library (UBC-Vancouver and UBC-Okanagan); g120 UBC West; and g120 UBC CARL (Canadian Association of Research Libraries consortium).  2. Customizing Data: Browsing, Analyzing, Computing, Re-coding  Since UBC Vancouver and UBC-Okanagan data were initially combined into one dataset, we created two new “user-defined” variables: UBC-Vancouver and UBC-Okanagan. The new variable “UBC-Vancouver” allowed us to isolate the data for UBC-V only.  We explored the LibQUAL+® story in more detail through the application of layers, filters, subsets, and additional user-defined variables (re-coding), for example: g120 layers (survey, branch library); g120 filters (user group, disciplines); g120 subsets (the four largest branch libraries or benchmark libraries); and g120 user-defined variables (combined branches: Koerner, Barber).   This is illustrated by the following two Nesstar tables:  Table 4. Nesstar WebView Window User defined variablesDataKey:Left column = survey data and variables, including user-defined variables, selecting layers, selecting row/column tables for output Center column = description, tabulation, analysis views Top right column = buttons to weight data, make graphs, create subsets, view/print/download output 2008 Library Assessment Conference454Table 5. Branch Libraries and Age Group (UBC-V Survey) Key:Layer = UBCV (University of British Columbia Vancouver survey) User-defined variable = “combined branches” Tabulation = LibQUAL+® variables: branch library, age of respondent Subset = selected 4 libraries 3. Customizing the Output Customized tables were viewed online or printed out in several ways: g120 previewing, viewing and printing PDF files in Nesstar WebView; g120 exporting tables to spreadsheets; g120 exporting tables as PDF files; and g120 downloading data and manipulating spreadsheets.  D. Steps to Assessment These customized statistical reports and the Theme Teams' reports point us to the next stage of assessment planning and programming. Some possible investigations to pursue are as follows. 1. Why are respondents in the sciences using the Koerner Library (the “humanities & social sciences” library) in such high numbers?  It's a long walk from most science teaching and lab classrooms to the Koerner Library. Is this usage a sign of increasing interdisciplinarity in research? Are science students and faculty using the specialized materials in Koerner for data services, map information, social science literature, browsing, attending information literacy classes, or meeting friends? Will this “gate count” change when Barber gets rediscovered by students and faculty? 2. Why are e-resources so difficult to find?   Is the collections “gap” really a resource issue or is it perhaps a findability issue? Which resources are hidden? Does usage increase with better visibility on the Web site? 3. How can physical access be improved?  How can we make the big small(er)? How can we overcome the complexities of a multi-branch, decentralized library system? Can the arrangement of materials be made more consistent between buildings? Can better signage and online information improve wayfinding? 4. How will the results of the next LibQUAL+® survey (2009) compare with the 2007 survey? Specifically, what difference will the opening of Friesen455Barber have made to perceptions of “library as place”?  Conclusion In summary, use of both analytical tools, ATLAS.ti and Nesstar, and the Theme Teams' insightful interpretation of the data helped us to understand the LibQUAL+® story. The clear message from users was to make it easier for them to find people, information, resources, places (and inside the places). This directive informs our assessment plans and programs to improve customer services, the library Web site, access to collections, and to address gaps in our collections.  —Copyright 2008 Margaret Friesen     Nesstar: A Brief Description  Nesstar (Networked Social Science Tools and Resources) http://www.nesstar.com  Contact: Norwegian Social Science Data Services (NSD) http://www.nsd.uib.no/nsd/english/index.html  Nesstar is a Web-based software system used to publish and share statistical data. The tools enable finding, browsing, visualizing and analyzing data online, as well as publishing various kinds of survey data.   Nesstar is a complete metadata authoring tool (description of the various elements of the data resource, including documentation) and is DDI compliant (a metadata standard used for documenting datasets developed in European and North American agencies). http://www.nesstar.com/software/publisher.html  Nesstar WebView is used to view data and metadata tha t have been published with Nesstar Publisher via a Nesstar Server. Nesstar WebView incorporates the following features: 1. searching and browsing g120 simple and advanced search g120 ability to browse data and accompanying documentation 2. analytical tools g120 display of descriptive statistics g120 crosstabulations g120 correlations g120 regressions g120 compute and recode g120 graphical representations of data in customizable forms g120 application of variable weights 3. data access g120 support for datasets to be downloaded in various statistical formats g120 subset functionality for customizing data according to users' needs http://www.nesstar.com/sofware/webview.html Getting Started: Applying ATLAS.ti and NESSTAR WebView to the LibQUAL+® Results at UBC Libraryby Margaret Friesen, Assessment Librarian,University of British Columbia Library®The EnvironmentUBC Vancouver Campus9 libraries on campus, 5 off campusBarber(IKBLC)Koernernearly 50,000 students3,500 faculty9,000 graduate students6,000 international students300 library staffLibQUAL respondentsTransition to Online programLiaison servicesTeaching and learning programsPeopleUndergrads – generally satisfactory? Grads/faculty – Information Control concerns? Place concernsWhat and why?Exploring themes (ATLAS.ti)369 comments     126 separate codes          3656 snippets (quotations)ATLAS.ti®   WorkspacesSurvey commentsCodingRelationshipsQuery toolQuery toolThe ProcessCoding the commentsCommentsAdd codesFrustrated?iterativeThe Process: analysing the codes	- code frequencies		-code familiesSurprise 122 codesThe Process: Output to Theme TeamsQuery Report “17journals”13 (quotations) found for QueryCodes: [10e-res access] [11libweb][17journals][AppSci][Grad]….Quotation:…but sometimes I have difficulty finding proceedings…published in journalsWhat and Why? Theme Teams’ ProcessIdentify main concernsWhat and Why?The one big idea = FindabilityResources  (content, access to)People        (in person, expertise)Places        (physical access)Information (help in person, website)                     						Who? where? (NESSTAR WebView)*Streamlines finding/accessing/analyzing statistical informationAnyone can useSearch survey/variableAny statistics programUser defined variables       (Surprise 2!)LayersSubsetsFiltersOutput*Networked Social Science Tools and Resources (NESSTAR) Norwegian Social Science Data Services NSD-web-based software to publish/share statistical datahttp://www.nsd.uib.no/nsd/english/index.htmlCustomizing the data and outputUser defined variablesLayers (UBC-V)Subsets (branch-Koerner)Filters (disc – sciences; users-ug’s)OutputDataThe Process: 2 tools (ATLAS.ti, NESSTAR) + 4 theme teams= clear message from usersThank  you !“make it easier to find”info/people resources places  ®  Getting Started: Applying ATLAS.ti and NESSTAR WebView to the LibQUAL+® Results at UBC Library  by Margaret Friesen, Assessment Librarian, University of British Columbia Library  1  The Environment UBC Vancouver Campus 9 libraries on campus, 5 off campus  Barber (IKBLC)  Koerner  Off-site: 3 hospital libraries, Robson Square Library, UBC Okanagan (Kelowna)  2  • • • • •  nearly 50,000 students 3,500 faculty 9,000 graduate students 6,000 international students 300 library staff  3  LibQUAL respondents Transition to Online program Liaison services Teaching and learning programs People Undergrads – generally satisfactory ? Grads/faculty – Information Control concerns ? Place concerns 4  What and why? Exploring themes (ATLAS.ti)  369 comments 126 separate codes 3656 snippets (quotations)  5  ATLAS.ti  ®  Workspaces Query tool Query tool  Survey comments  Coding  Relationships  6  The Process Coding the comments Frustrated?  Comments  Add codes iterative  7  The Process: analysing the codes  - code frequencies  Surprise 1  GROUNDED DESCENDING Koerner Faculty Service Grad Collections positive InfoContPhys Gaps Undergrad negative etc TOTAL:  242 232 177 164 136 116 98 97 77 63 3656  -code families  ! ! ! ! ! ! ! ! ! !  COLLECTIONS FAMILY 12print 13e-info res 17journals A/V Asian lang Books Browsing Collections Datafiles e-Books e-jnls Exhibits Gaps ILL/DD Microforms Missing Newspapers Preservation Print jnls RBSC Reserves Theses  37 12 13 15 2 73 11 136 1 7 81 2 97 25 7 18 3 4 28 1 8 3  22 codes  8  The Process: Output to Theme Teams  Query Report “17journals” 13 (quotations) found for Query Codes: [10e-res access] [11libweb][17journals][AppSci][Grad]…. Quotation: …but sometimes I have difficulty finding proceedings…published in journals  9  What and Why? Theme Teams’ Process Identify main concerns Theme teams (4) 1. Customer Services  2. - Access to -behaviours/skills/expertise Information -teaching & learning  3. Collections and 4. Place and Physical Access Gaps  - Access to Collections  Themes (top 4) Findability  Findability  Education  Education  Visibility  Visibility  Findability physical Education  Findability Education Visibility  Accessibility Access to collections/ Access to information 10  What and Why?  The one big idea = Findability  Resources (content, access to) People (in person, expertise) Places (physical access) Information (help in person, website) 11  Who? where? (NESSTAR WebView)*  Streamlines finding/accessing/analyzing statistical information  Anyone can use Search survey/variable Any statistics program User defined variables To begin. . . Click on the small plus sign beside The UBC Data Services Collection in the area on the the left.  (Surprise 2!)  Layers Subsets  *Networked Social Science Tools and Resources (NESSTAR) Norwegian Social Science Data Services NSD -web-based software to publish/share statistical data http://www.nsd.uib.no/nsd/english/index.html  Filters Output  12  Customizing the data and output  Layers (UBC-V) Subsets (branch-Koerner)  Filters User defined variables  Data  (disc – sciences; users-ug’s)  Output  13  The Process: 2 tools (ATLAS.ti, NESSTAR) + 4 theme teams = clear message from users info/people resources places  “make it easier to find” Thank you !  14  

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