Upload
gary-cross
View
220
Download
2
Embed Size (px)
Citation preview
Discovery or Displacement?A Major Longitudinal Study of the
Effect of Web-Scale Discovery Services on Online (Journal) Usage
SCELC ColloquiumMarch 5, 2014
Michael Levine-Clark, University of DenverJohn McDonald, University of Southern California
Jason Price, SCELC Consortium
“…a steep increase in full text downloads and link resolver click‐throughs suggests Summon had a dramatic impact on user behavior and the use of library collections during this time period.”
The Impact of Web-scale Discovery on the Use of a Library CollectionDoug Way (2010) http://scholarworks.gvsu.edu/library_sp/9/
What did we measure?
• Whether there is an effect
• NOT why that effect exists (that’s a future study!)
• “Society will need to shed some of its obsession for causality in exchange for simple correlations: not knowing why, but only what”
• (Cukier & Mayer-Schonberger. 2013. Big data: A revolution that will
transform how we live, work, and think.)
Data collection• List of libraries with discovery services
>Searched on lib-web-cats
• Surveyed Libraries>Discovery service Implemented>Implementation Date (month/year)>Search box location>Marketing effort
• 149 Libraries Gave Approval>33 libraries selected for this phase>6 for each of the 4 major discovery services and a
group of 9 libraries with no service
Dataset• 33 Libraries
– 28 US, 2 CA, 1 each from UK, AUS, NZ
– WorldCat book holdings>Average: 1,114,193 ; Range: ~300k to ~2.6mil
• Implementation dates (Discovery Libraries): >2010 (3), 2011 (19), 2012 (2)
• 6 Publishers
• 9,206 Journals
• 163,545 Usable Observations
Methodology
Compared COUNTER JR1 total full text article views for the
12 months before vs 12 months after implementation date
June
201
0St
art
Impl
emen
tatio
nM
ay 2
011
May
201
2En
d
Year 1 Year 2
Included implementation month in Year 1 to ensure that both periods included an entire academic year
Analyzing Usage Change: % vs Total
Use 12 months before
Use 12 months
after% Change Total
Change
Journal A 500 600 20% 100
Journal B 5 15 200% 10
Which is the better measure?
Is it the same for publisher- & journal-level data?
Reducing variation due to institution sizeCurrently converting to change per FTE
Values are shown as x 1,000 to bring the change metric back per journal-library combination to a minimum of 0.1
2013 JISC Discovery study took a similar approach
Full Model
Including Discovery Service, Publisher, and Library
Including Discovery Service, Publisher, and Library
Does the effect of discovery service differ across libraries?
Library 10-15 Library 16-21 Library 22-27 Library 28-33Library 1-9
ResultsCan we detect differences between Discovery Services, Publishers, and/or Libraries and/or their interactions? • Library – Yes• Publisher – No• Discovery Service – Yes
• Differential discovery service effect by publisher – Yes
Next Steps• Design & test for effects of:
–Aggregator full text availability–Publisher Size–Journal Subject–Overall usage trends (Requires Disc Srvc ‘control’)–Configuration options in Discovery services
• Expand pool of libraries• Perhaps explore WHY
Sharing Data• With participating libraries
–Customized reports for each library• With participating publishers
–Customized reports for each publisher–Presentations as requested
• With discovery vendors–Presentations as requested
• In publications and presentations–Maintaining anonymity of data
Doing “Resarch”, SCELC Style!
• Why SCELC?• SCELC Discovery Project
–Partial funding provided by SCELC• SCELC Participation
–Survey: http://bit.ly/DSparticipation
Past/Future Presentations• Ithaka Sustainable Scholarship Conference (October 2013)• Charleston Conference (November 2013)• ER&L/Library Journal Webinar (December 2013)• Shangai Jiao Tong Univ / Beijing Univ Forum (Jan 2014)• SCELC Colloquium (March 2014)• ER&L (March 2014)• UKSG (April 2014)• Presentations posted on slideshare; linked from:
–http://visualcv.com/lpq4t1s
Sharing SCELC library experiences with Discovery Systems
Lala Badal, California Lutheran University (WorldCat Local)Linda Wobbe, Saint Mary's College (Ebsco Discovery Service)
Beth Namei, University of Southern California (Summon)Panel Moderator: Jason Price (SCELC)
SCELC Colloquium March 5, 2014
Ten Minute Assessments
1) Two institutional goals eacha) All the same - Percent of content discoverable
b) All different - Choose one thats interesting and assessable
2) Impact of your discovery system on instruction and reference
3) What is the single biggest factor that would increase use of your institution’s discovery system?
CALIFORNIA LUTHERAN UNIVERSITY
• 35 undergraduate majors and 34 minors. • Graduate programs – doctorates in educational leadership, higher education leadership and clinical psychology.• Master’s degrees in education, psychology, computer science, business administration, public policy and administration, information systems and technology, and economics. • Total enrollment – 4,282 students.
PEARSON LIBRARY
Collection features about 132,000 physical volumes, 130 active print periodicals, 158 databases, 219,000 eBooks, 65,000 fulltext journals, and 10,500 streaming online e-videos.WorldShare Management Services & WorldCat Discovery System was implemented in September 2011.
Discovery System that
o Provides single point access to many library research resources - In addition to our print collection, 80% of the library online resources overall are discoverable and searchable in our WorldCat Local.
o Enables positive end user experience o Increases usage of the subscribed electronic resources
Online Catalog Usage
Selected Year (January 2013 – December 2013) Total: 472,907 Selected Period (January 2014 - February 2014)52 Weeks Prior Total: 391,151 Total: 64,159
Use at Reference
Using WorldCat Local for reference assistance is the “default action” for our Reference/Information Commons “staff”.
If the discovery service search does not yield relevant results, then they start using subject related databases and/or research guides.
Impact on Instruction
The WorldCat Local introduced to all lower–division classes.All 4 librarians at CLU teach the discovery layer and if needed additional resources (specific databases, e-journals, websites, and etc.) introduced as well.History Subject GuideBased on the CLU librarians impute and available research on impact of discovery systems on information literacy sessions, our Information Literacy Manager outlined why, when and how we use DS in instruction
Based on the CLU librarians impute and available research on impact of discovery systems on information literacy sessions, our Information Literacy Manager outlined why, when and how we use DS in instruction:
Impact on Instruction
Pros ConsMultidisciplinary searching Large result setsIntuitive information retrieval; less of a need to teach searching Some lack of relevant results
Helps identify useful databases Not knowing how results are indexedTeach at the reference/IC desk Some resistance from instruction librarians. Obviates/renders
unnecessary teaching students search process
Good for articles when few are needed Not precise enough for graduate-level researchGeared more to undergraduates Items/articles may not be covered in databasesEase of use Masks the complexities of the search process; makes it appear easier
than it really is
One-stop-shopping. Easier to sift through all the database offerings Less focus on differences in resources found
Audio/video content more visible Good for wide-range of topics/interdisciplinary Good for searching a range of formats and materials
Shifts student thinking to critically evaluating what they found rather than how to search
Shift away from “brand names” to streamlined searching
Instruction approachesIntroduce WCL as a place to launch your research, as one-stop shopping.Metaphor: A discovery tool is similar to a large department store such as Wal-Mart where everything is available and the quality of the merchandise can vary, whereas a subject database is more comparable to a boutique store, smaller selection but higher quality. Buck & Steffy (2013)Class Activities Have students explore the discovery tool and a more conventional database to discover similarities and differences. Then have a class discussion about the value of each tool.Have students work in teams of two to work on different options for refining a search and share the experience with the class.Have students list the ways they might use a discovery tool in their future work.Quick Writes (See lesson plan on the Discovery Tool vs. the Web)WCL Lesson Plan - IL Session
Unique Features:
- Allows users to discover relevant content beyond the library specific holdings
- Provides librarians with collection development tool and generates more PDA through ILL
- Provides patrons with opportunity to save searches and results, create and share reading lists and bibliography.
Unique Features:
- Provides patrons with opportunity to save searches and results, create and share reading lists and bibliography.
Unique Features:
SMC Goals
◻ Google-like searching◻ Access the entire Library collection◻ Discovery of overlooked resources◻ Improve cross-disciplinary access
Reference
◻YES: as a way to retrieve known articles. ◻YES: when I'm not sure what discipline a topic will
fall into.◻YES: when no results are found in the subject
specific database, then I'll show Multisearch to "discover" things that might be hiding somewhere else.
◻YES: students often aren't sure whether they want a book or article
◻YES: students at the desk need something NOW and Multisearch is great for that.
Instruction for undergraduates
◻YES: one search box is easy for students◻YES: perfect for lower division courses◻YES: "Google-like" experience that makes
research easy◻YES: limit results by full text
Instruction for Undergraduates
◻NO: lower division classes focus on learning the database for that discipline.
◻NO: brings up too much, which is overwhelming for the lower division students' needs.
Instruction for Graduate & Upper
◻YES: as a supplement to the disciplinary database particularly with interdisciplinary topics
◻NO: they need more options for limiting◻NO: their more sophisticated needs are met in
a database that has subject nuanced search features
◻NO: The search feature in subject specific databases is detailed to the particular subjects
How to increase use?
◻ Improve precision⬜Material type limiters⬜Discipline-specific limiters⬜Take advantage of catalog scopes
◻Sign truce with ProQuest⬜Would percentage included to 60% from 50%
◻Enhance reference handbook
and statistical resources content
USC’s Two Major Discovery Service Implementation Goals:
#1:Provide better discoverability of our subscription and purchased content (via a unified access point)
#2: Provide (more) relevant results
Goal #1: Provide better discoverability of our
subscription and purchased content (via a unified access point)
OpenURL ClickThroughs to Full-Text
Summon added as default search option on the libraries’ homepage(July 2010)
Summon rolled out Direct Linking to Full-Text, bypassing the OpenURL link resolver (Nov. 2011)
In March 2013, 32 A&I databases were added to USC’s Summon instance.
This led us to revise goal #2: Provide better discoverability and access to information, via a single search box, regardless of whether we own or subscribe to the content.
New ILL Accounts CreatedThere was a 25% increase in new ILL accounts after March 2013, when USC added an ILL button to Summon
Typical complaints about our catalog:
Even if you know the title of the book you're looking for, HOMER searches often result in random/not relevant results. I find myself going to WorldCat just to locate books in our library! We need a better search engine.
...say I was trying to find out if the library has "The Name of War" by Jill Lepore. If I search "Name of War" or "The Name of War" as the title, HOMER gives me a list of results that are totally wrong. In fact, the first result is "Domesticating Vigilantism in Africa." What?? On the other hand, if I go to Google Books or WorldCat and type in "The Name of War," Lepore's book is the very first result.
The catalog is still an option, just a less prominent one:
via a drop-down menu
an icon below the main Summon search box
Usability Study of the Homepage, 2013
The USC’s version of Quick Search just doesn’t generally turn up reliable results for me. I’ll search a very obvious keyword or a very specific keyword and it won’t turn up the most relevant results first even though I know the highly relevant results are in there it won’t bring them up so it’s probably a backend USC libraries problem with the Quick Search function. But because it’s difficult to narrow down by content and by type that I want and because the results just aren’t that relevant or they don’t turn up the best results first, I tend not to use Quick Search. Unless I’m feeling really, really lazy and I have to turn something in in 20 minutes and I’m like ‘whatever’s on top, I’ll take that!
Results from instruction surveySurveyed 47 instruction/reference librarians; 25 responded
(53%)
• 14 out of 15 librarians who teach introductory library sessions for freshman writing courses teach Summon:
o 1 does not teach Summon at all
o 3 spend 1/4 of the class session demonstrating it (10-20 minutes), but
also demonstrate 1-2 (or more) other databases/tools.
o 6 briefly demonstrate it (no more than 5 minutes) before moving on to
demonstrating other databases/tools (most of these respondents said
they felt obliged to address it since it was so prominent on our
website)
o 5 spend the majority of their teaching time demonstrating it
Do you teach Summon in upper level/subject specific courses?
Yes: 12
No: 9
n/a: 4
Do you use Summon at the Reference Desk?
Yes 11
No: 12
n/a: 2
In what ways (if any) has incorporating Summon into your instruction sessions changed your teaching?
• hasn’t changed my instruction at all
• allows for more time on other resources
• I spend less time with other [resources] to incorporate this one
• allowed for less lecture time spent on our webpage and what a
database is and more focus on content type, evaluations, building a
search. Also: I have significantly cut down my lecture time to allow
them to figure out these things through hands on activities.
• I spend more time talking about the information cycle and what the
different source types mean. I think it's allowed me to focus a little
more on the higher-order skills of research because they don't have
to be bogged down in the tool.