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Marketing library database services to end users // Peer-to-Peer Outreach using the Student Ambassador Program (SAm). NASIG conference, June 2008. Brie Betz, Stephanie Willen Brown, Deb Barberi
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Marketing library database services to end users
Peer-to-Peer Outreach using the Student Ambassador Program (SAm)
Presented by: Brie Betz, Stephanie Willen Brown, Deb BarberiDate: Friday, June 6, 3:15-4:15 pm
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Agenda Publisher’s Perspective
What’s a SAm? Usage analysis
Librarian Perspective How will I ever convince my colleagues? Administering the SAm
SAm Perspective Wow! I’m hired! Now what? How to be successful
Publisher PerspectiveBrie Betz, Account Development Manager
Elsevier
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What’s a Student Ambassador (SAm)?
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Some successful SAm Programs University of Connecticut University of Ottawa University of Toronto New Jersey Institute of Technology University of South Alabama University of Windsor University of Western Ontario University of Pittsburgh University of North Dakota Stevens Institute of Technology James Madison University
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What is the outcome?
Significant difference in usage. Elsevier conducted a study on the impact of the SAm program on each account’s number of users, depicted in the graph. The results showed a substantial increase in Scopus usage over a short period of time. The results are based on the total number of searches at six participating institutes over a six month period. The first month shows usage prior to the beginning of the SAm Program. (Number of Searches )
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Total Searches 2006 = 16,548
Total Searches 2007 = 45,651
Annual Scopus searches increased 275%!
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Haymwantee SinghReference Librarian
New Jersey Institute of Technology
Feedback about SAm Programs
Warren HolderElectronic Resources Co-ordinatorUniversity of Toronto Libraries
“The University of Toronto Library entered into the Scopus Ambassador Programme (SAm) with trepidation - how could we allow a publisher to
promote the use of their product on our campus? However, we were very
aware of the fact that we spend literally millions of dollars on
providing access to e-resources for our users and we know that many of
them are oblivious to what is available to them. Our library does not market to our users. That is not
our tradition.”
“It's the synergy and the team spirit and the leg work
that the SAms [Student Ambassadors] provide to get us into the classroom or the office or places that we have
no time to venture out to. They help open little doors for us so to speak because
they have the time…”
Librarian PerspectiveStephanie Willen Brown, Electronic Resources Librarian
University of Connecticut Libraries
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Administering the SAm
Deciding to participate Long discussion with UConn colleagues Controversial …
Modified program focus Citation searching
through Scopus AND Web of Science
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Working with SAms Job duties Hiring Training SAms
Their time paid by Elsevier, my time by UConn Lots of training Test run presentation for library staff before formal
sessions began SAms’ work:
Training: 4-5 weeks Teaching: 1 session per week for 6-7 weeks
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SAms Working with Peers Incentives for attendees
Lunch-n-learn $10 gift cards Sticky notes, pens, t-shirts
Evaluations Overwhelmingly positive
And: Too basic ↔ Too advanced
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How Much Time Did it Take?
Like supervising students, it varied, but averaged 2-3 hours per week for: Hiring & training While sessions were running
Initial time, relatively high-level Ongoing time, fairly clerical
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How Did We Do? Classes taught
44 classes in 14 months with almost 500 attendees Usage increased for both Scopus & Web of Science
Overwhelmingly positive feedback Informative, excellent, helpful, wonderful “I recommend for all incoming
grad. students” “looks good. Previously I only
used Google Scholar”
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Would I Do it Again? Probably Restructure to relieve some of the repetitive work?
Hire a GSLIS student to do more administrative work & training?
Hire an enthusiastic, marketing-minded science grad student (again)
What would I do differently? Set seminar dates earlier Promote to international students at start of semester Continue email promotion!!
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Advertisements
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Most Effective?
SAm PerspectiveDeb Barberi, Student Ambassador
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SAm Positions Available… Getting the Job
Job Posting Applications Interview Congratulations –
you’re a SAm!
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Role of the SAm
Promote Citation Searching databases Design and present training sessions Communicate feedback Incorporate what we learned
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Getting Started
Planning, meetings, presentations… Meet with UCONN Librarians SAm Training and Orientation Marketing Plans/Training Schedules Scopus and Web of Science Training Draft PowerPoint Presentation
Presentation to Library Staff
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Training Preparations
Stephanie handled scheduling Emailed Class List Training Kit was always stocked… Classrooms
Citation Searching - Agenda
Introductions
Citation searching
Online Demonstration Scopus and Web of Science
Hands-On Session
Wrap Up
Evaluations, Gift Certificates and Raffle!
Ref3
1998
Ref6
2006
Ref4
1999
Ref1
1997 Ref2
1998
Ref5
2001
“Genealogy” of citations
Ref1
1995
Ref3
1976
Ref2
1991
FUTUREPAST
Original Article: “Enhanced zooplankton abundance in the lee of an isolated reef in the south Coral Sea” J Plankton Research, 1997.
Why Do a Citation Search?
Follow the path of information, theory, or concept through time
Do a more comprehensive literature review
Identify highly-cited articles
Find author publications
How to Access Scopus or Web of Science
On Campus: direct URL
Off Campus: sign in to library using VPN
From UCONN Library home page http://www.lib.uconn.eduSelect “All Databases”Select General (top left)Choose “Citation Searching”
from Subtopics list on right
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About the students
Most were international students Broad range of searching experience
Little to no library experience Attended to learn to search or to improve
searching skills Few understood what citation
searching was before attending class
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Why were we successful? Support of Library Staff Effective marketing Flexible agenda Team teaching Welcomed questions Real-Life Hands-On Exercises Prizes and gift certificates Had Fun!
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2007-2008 SAms
Thanks! Questions?
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