Capturing meaningful data at the Reference DeskMichael Mitchell

Reference & Instruction Librarian

Bethel University Library

m-mitchell@bethel.edu

@M_Librarian

Learning from Reference/Instr. Data

3 necessary steps:

1. Gather the data

2. Make connections within and b/w data sets

3. Communicate findings in a way that is useful

Gathering Data: Challenges

• Reference/Instruction Data is not standardized

• Labor-intensive (requires consistent documentation)

• Delicate balance: How to get useful data without being burdensome to your staff

Bethel Univ. Library’s Solution:

Electronic form at Reference Desk (LibAnalytics)

• Some basic req’d fields (patron type; contact method)

• Other info optional (What type of ?; what subject, etc.)

Separate form for Instruction• More detailed info (How many students; course #)

Make connections w/ the data

Make connections: Data analysis

Start simple: descriptive statistics

• Average # of questions per month

• Frequency of question types

Build up several semesters of data – look for trends.

• Are certain times of the year/semester always busiest?

• Are your total instruction sessions increasing? Declining?

• Can you identify a “normal” level of Ref / Instruction?

Make connections: Across data types

These departments probably need instruction

Make connections: Across data types

Plan for busy times

Communicate findings in a useful way

Communication: To your librarians

How can this help Reference & Instruction staff?

• Know how to plan for busy times of the week/year

• Anticipate which questions come up the most• Perfect for training new staff

• Target majors/courses for instruction outreach

Communication: Your community

Link between Ref/Instruction and Institutional Goals

• Do you support GenEd or required courses?

• Are instruction-heavy courses assoc. w/ certain campus-wide “learning outcomes”?

• Use campus-wide language

Follow-up

Send questions or comments to:

m-mitchell@bethel.edu