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!

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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?