What is LibQUAL + ?

Large-scale, web-based, user-centered assessment of library service effectiveness across multiple institutions.

Co-developed by ARL and Texas A&M University, 1999

Responds to the increasing pressure for libraries to develop more outcomes-based assessment efforts, instead of relying merely on input or resource metrics.

Supported in part by a 3-year, $498,000 FIPSE grant; sustained by participant fees.

What is LibQUAL+?

Grounded in the “Gap Theory” of Service Quality; addresses a set of four service dimensions:

1. Access to Information—timely and convenient access to information resources: local & remote, print & electronic, general and special.

2. Affect of Service—knowledge, courtesy, and responsiveness of employees; their ability to instill confidence; their willingness to help customers and provide prompt service.

3. Library as Place—a library space that is quiet, comfortable, and conducive to study and learning, for individuals as well as groups.

4. Personal Control—modern equipment, easy to use access tools, and a website that allow users to locate information independently, both within the Library and from remote locations.

What is LibQUAL+?(The “Gap Theory” model and 4 dimensions of service quality)

Foster a culture of excellence and continuous improvement in providing library service;

Provide libraries with comparable assessment information from peer institutions;

Identify best practices in library service; and

Enhance library staff members’ analytical skills for interpreting and acting on data.

The goals of LibQUAL+

Phase 0 (2000): Pilot; 12 ARL libraries survey 5,000 users

Phase 1 (2001): 43 ARL libraries survey 34,000 users

Phase 2 (2002): 164 libraries (incl. OhioLINK, AAHSL) test a shorter, more

refined instrument (25 questions); 78,000 respondents

Phase 3 (2003): End of FIPSE grant; final revisions to instrument. 308 libraries (incl. international) and 125,000 respondents

Overall project timeline

Association of Research Libraries (66 members)

New York Reference and Research Resources System (76, incl. 71 college/university libraries & 5 public libraries)

OhioLINK (45)

Network of Alabama Academic Libraries (9)

Association of Academic Health Sciences Libraries (21)

Oberlin Libraries Group (12)

Military Education & Research Library Network (5)

Society of College, National, & University Libraries (20) [UK & Ireland; includes Glasgow University]

Who participated in 2003?(Groups & consortia)

Arizona State U. WestBoston CollegeBrigham Young U.Case Western ReserveColorado State UniversityColumbia UniversityCornell UniversityEmory UniversityGeorge Washington U.Georgia TechIowa State UniversityKent State UniversityLouisiana State UniversityMcGill UniversityNew York State LibraryOhio State UniversityStony Brook UniversitySyracuse University Temple University

Texas A&M University U. LavalU. at AlbanyU. of AlabamaU. of AlbertaU. of ArizonaU. of California, DavisU. of California, IrvineU. of California, L.A.U. of CincinnatiU. of Florida U. of Guelph

U. of Hawaii at ManoaU. of HoustonU. of KansasU. of KentuckyU. of ManitobaU. of MarylandU. of MinnesotaU. of Missouri-ColumbiaU. of Nebraska, LincolnU. of New MexicoU. of PittsburghU. of South CarolinaU. of Texas at AustinU. of WashingtonVirginia TechWashington State U.Wayne State U.

66 ARL libraries,including…

Who participated in 2003?(ARL Libraries)

16 libraries from theGreater Western Library Alliance

(GWLA), including…

Arizona State U. WestBaylor UniversityBrigham Young U.Colorado State UniversityIowa State University

Oregon State UniversityTexas A&M University U. of ArizonaU. of HoustonU. of KansasU. of Missouri-Columbia

U. of Nebraska, LincolnU. of New MexicoU. of Texas at AustinU. of WashingtonWashington State University

Who participated in 2003?(GWLA Libraries)

Gather random sample (1,200 u-grads; 800 grads; 800 faculty)

Prepare website to manage publicity, communication, etc.

Send “pre-survey” message from Dean (March 25)

Send email with imbedded URL for online survey (March 30)

Send 2 reminders from the Dean (April 3 & 8)

Survey closes on April 11, 2003

Announce incentive prize winners (May 19)

Checklist of local activities

Who responded at ISU?(Response rates for faculty, grads, undergrads)

648 of the 2,800 users surveyed (23.1%), including:

• 250 of the 800 faculty surveyed (31.3%)

• 202 of the 800 graduate students surveyed (25.2%)

• 196 of the 1,200 undergrad students surveyed (16.3%)

Among the 66 ARL libraries participating in 2003, ISU ranked 13th in the number of surveys completed!

63.7%

Sex

Who responded at ISU?(By age & Sex)

25.2% 59.1%40.9%

Age

25.9%

25.7%20.2%

25.2%

3%

I use the library electronically… I use the library on premises…

Who responded at ISU?(Frequency of library use)

8.3%

37.5%

38.5%

14.3%

1.4%

19.2%

45%

22.4%

10%

3.4%

I use the library electronically… I use GoogleTM, etc. for info…

Who responded at ISU?(e-Library vs. Google use)

19.2%

45%

22.4%

10%

3.4%

60.1%27.1%

6.1%

3.3% 3.4%

When it comes to… My Minimum Service level is

My Desired Service level is

My Perception of the library's service performance is

(low) (high) (low) (high) (low) (high)

1 Employees who instill confidence in users

1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A

2 Easy-to-use access tools that allow me to find things on my own

1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A

3 Print and/or electronic journal collections I require for my work

1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A

4 Readiness to respond to users' questions

1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A

5 Quiet space for individual activities

1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 N/A

Sample Survey

Dimension 1: Access to Information

AI-1 Print and/or e- journal collections I need for my work

AI-2 Convenient service hours

AI-3 The printed library materials I need for my work

AI-4 The electronic information resources I need

AI-5 Timely document delivery/interlibrary loan

Access to InformationDimension 1:

Dimension 2:Affect of Service

AS-1 Employees who instill confidence in users

AS-2 Readiness to respond to users' questions

AS-3 Willingness to help users

AS-4 Dependability in handling users' service problems

AS-5 Giving users individual attention

AS-6 Employees who have the knowledge to answer users'questions

AS-7 Employees who are consistently courteous

AS-8 Employees who deal with others in a caring fashion

AS-9 Employees who understand the needs of their users

Affect of ServiceDimension 2:

Dimension 3:Library as Place

LP-1 Quiet space for individual activities

LP-2 A comfortable and inviting location

LP-3 Library space that inspires study and learning

LP-4 Community space for group learning and group study

LP-5 A getaway for study, learning, or research

Library As PlaceDimension 3:

Dimension 4:Personal Control

PC-1 Easy-to-use access tools that allow me to find things onmy own

PC-2 Convenient access to library collections

PC-3 A library website enabling me to locate information on myown

PC-4 Modern equipment that lets me easily access neededinformation

PC-5 Making information easily accessible for independent use

PC-6 Making e- resources accessible from my home or office

Personal ControlDimension 4:

Addendum:General Satisfaction

GS-1 In general, I am satisfied with the way in which I am treated at the library.

GS-2 In general, I am satisfied with library support for my learning, research, and/or teaching needs.

GS-3 How would you rate the overall quality of the serviceprovided by the library?

General Satisfaction QuestionsAddendum:

Addendum:Information Literacy Questions

IL-1 The library helps me stay abreast of developmentsin my field(s) of interest.

IL-2 The library aids my advancement in my academicdiscipline.

IL-3 The library enables me to be more efficient in myacademic pursuits.

IL-4 The library helps me distinguish betweentrustworthy and untrustworthy information.

IL-5 The library provides me with the information skills I needin my work or study.

Information Literacy QuestionsAddendum:

Question 1

Question 2

Question 3Question 4

Question 5

= Minimum= Perceived= Desired

Sample spider graph

Text box

Perceived > Desired Perceived < Desired Perceived > Minimum Perceived < Minimum

Aggregate data (all ARL universities, all users)

Journal collections (print and/or electronic) I need for my work

M

D

P

Text box

ARL ISU


Comparison: All users (und., grad., faculty)(Graph)Journal collections (print

and/or electronic) I need for my work

Community space for group learning and study

Comparison: All users (und., grad., faculty)(Table)Difference between perceived and minimal service:

ARL ISU Difference

Areas in which ISU stands out from ARL libraries (by >0.5)…

LP-4 Community space for group learning and group study 1.00 1.51 0.51

LP-2 A comfortable and inviting location 0.89 1.39 0.50

Areas in which ARL and/or ISU falls below minimum…

AI-1 Print and/or e- journal collections I require for my work -0.03 0.13 0.16

ARL ISU Difference

Areas in which ARL and/or ISU exceed desired service levels…

LP-4 Community space for group learning and group study -0.45 0.05 0.50

Difference between perceived and desired service:

Text box

Text box

ARL ISU


Comparison: Undergraduates(Graph)

Comparison: Undergraduates(Table)

Difference between perceived and minimal service:

ARL ISU Difference



Text box

ARL ISU


Making electronic resources accessible from my home or office

Comparison: Graduate Students(Graph)Journal collections (print

and/or electronic) I need for my work

Community space for group learning/study.

Comparison: Graduate Students (1)(Table)


ARL ISU Difference


LP-3 Library space that inspires study and learning 0.46 1.14 0.68


LP-1 Quiet space for individual activities 0.51 1.17 0.66


LP-5 A getaway for study, learning, or research 0.58 1.16 0.58


AI-1 Print and/or e- journal collections I require for my work -0.22 0.03 0.25

PC-6 Making e-resources accessible from my home or office -0.10 0.08 0.18

Comparison: Graduate Students (2)(Table)


ARL ISU Difference


LP-4 Community space for group learning and group study -0.44 0.15 0.59

ARL ISU


Comparison: Faculty(Graph)

Making e-resources accessible from home or office

Journal collections (print / electronic) I need for my work

Library website enabling me to locate info on my own

Quiet space for individual activities


Electronic info resources I need


Printed library materials I need for my work

Journal collections (print / electronic) I need for my work

Comparison: Faculty (1)(Table)


ARL ISU Difference


AI-3 The printed library materials I need for my work -0.30 0.39 0.69

LP-3 Library space that inspires study and learning 0.63 1.14 0.51

AI-5 Timely document delivery/Interlibrary loan 0.21 0.72 0.51


AI-1 Print and/or e- journal collections I require for my work -0.50 -0.08 0.42

AI-3 The printed library materials I need for my work -0.30 0.39 0.69

PC-6 Making e-resources accessible from my home or office -0.23 0.18 0.41

PC-3 A library website enabling me to locate info on my own -0.12 0.30 0.42

AI-4 The electronic information resources I need -0.11 0.31 0.42

Comparison: Faculty (2)(Table)


ARL ISU Difference



LP-1 Quiet space for individual activities -0.21 0.08 0.29

Conclusions…

Conclusions: Areas of strength

Areas of strength…

Conclusions…

Conclusions: Areas of strength


Areas of strength lie in Library as Place (LP) and Affect of Service (AS).

ALL UNDERG GRAD FACULTY

Adequacy Adequacy Adequacy AdequacyGap Gap Gap Gap

(P-M) (P-M) (P-M) (P-M)

LP-4 Community space for group learning and group study 1.51 1.30 1.65 1.70

LP-2 A comfortable and inviting location 1.39 1.52 1.38 1.30

AS-5 Giving users individual attention 1.12 1.08 1.16 1.19

LP-1 Quiet space for individual activities 1.08 0.81 1.17 1.32

LP-5 A getaway for study, learning, or research 1.07 0.97 1.16 1.20

AI-3 The printed library materials I need for my work 0.48 0.72 0.44 0.39

PC-3 A library website enabling me to locate info on my own 0.46 0.78 0.42 0.30

AI-4 The electronic information resources I need 0.45 0.79 0.34 0.31

PC-6 Making e- resources accessible from my home or office 0.25 0.64 0.08 0.18

AI-1 Print and/or e- journal collections I require for my work 0.13 0.56 0.03 -0.08

Conclusions…

Conclusions: Areas of challenge


Areas of challenge…

Areas of strength lie in Library as Place (LP) and Affect of Service (AS).

Areas of challenge lie in Access to Information (AI) and Personal Control (PC).

General Satisfaction Questions (1)

In general, I am satisfied with the way in which I am

treated at the library.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL




In general, I am satisfied with library support for my learning, research, and/or

teaching needs.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL




In general, I am satisfied with library support for my learning, research, and/or

teaching needs.

How would you rate the overall quality of the

service provided by the library?

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

Information Literacy Questions (1)

The library helps me stay

abreast of developments in my field(s) of interest.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL




The Library aids my

advancement in my

academic discipline.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL




The Library aids my

advancement in my


The library enables me to be more efficient in

my academic pursuits.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL




The Library aids my

advancement in my




The library helps me

distinguish trustworthy /untrustworth

y information.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL




The Library aids my

advancement in my




The library helps me

distinguish trustworthy /untrustworth

y information.

The library provides me

with the information

skills I need in my work or

study.

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

FacultyFaculty

GraduateGraduate

UndergradUndergrad

ISUARL

Qualitative Data: Sample comments

Number: 6Date: 12:03 AM 3/31/2003 C.S.T.User Group: UndergraduateDiscipline: Science / MathLibrary Branch: Parks LibraryAge: 18 - 22Sex: FemaleKEYWORDS: ILL/DDComment:I was shocked to find such fast delivery for journal articles I have requested.

Qualitative Data (50+ user comments)

Topic # of users

Qualitative Data (20-49 user comments)

Topic # of users


Topic # of users

Collections-related 114Staff 57Noise, cell phones, individual/group study, etc. 55

Building, furniture, equipment, and collection storage 43e-Library, Library Catalog, Internet 39Circulation policy & practice 32Hours 22Public computing, printers, scanning, wireless, etc. 22

ILL/DD 18Instruction 18Reference & information services 15Assessment, LibQUAL survey, focus groups, etc. 14Library funding 11

Reserve & Media Services 9Food & drink 4Self-reliance 3Publicity, PR 2International students 1Users with disabilities 1


Topic # of users

Qualitative Data: Recurring themes…(Collections-related)

Collections-related

More journals! Grow the journal collection, avoid cuts, & stand strong against coercive publishers.

Improve remote access to e-resources, especially journals.

Many comments and suggestions regarding specific subject areas, titles, etc.

More full-text journals, including back files.

Qualitative Data: Recurring themes…(Staff-related)

Staff-related

Vast majority of respondents see library staff as uniformly courteous, friendly, helpful.

Several respondents comment on the inconsistency of staff service: the mix of professional & unprofessional behaviors. Perceived lack of knowledge

(on part of some staff) results in time delays and lots of referrals.

Still, some respondents (c.5) see staff as unfriendly, rude, disinterested, dismissive.

Several individual staff singled out for praise or criticism.

Qualitative Data: Recurring themes…(Noise)

Noise, individual/group study, etc.

Importance of the library as a study hall.

Vast majority of comments indicate that the Parks Library is too noisy. There is a need for designated “silent zones,” and for more group study rooms that are isolated and/or soundproofed to minimize disruption to others.

Occasionally, it’s the library staff who are talking too loudly!

Many users currently find the library a “wonderful environment for study,” individually or in groups. Especially conducive to quiet study: the Periodical Room and the branches.

Qualitative Data: Recurring themes…(Building, equipment, furniture)

Building, equipment, furniture

New copiers are nice, but are too slow, too expensive, and need more options (paper size, duplexing).

Need better lighting in bathrooms, stairwells, stacks, study areas, aisles.

Need new, more attractive, more comfortable chairs.

Stack/tier layout is confusing; need better signage.

Building is too hot & stuffy, especially in upper tiers/floors.

Retrieval of items from Storage is inconvenient, and items sent to Storage are not sufficiently old.

Qualitative Data: Recurring themes…(e-Library, Catalog, Internet, etc.)

E-Library, Catalog, Internet, etc.

Mixed ratings of the e-Library website. Some see it as excellent and appreciate its integration with other library services. Others express concern that the website is too graphics-intensive, lacks an effective site search, and is less navigable than the old one.

The growing tendency of many users to prefer Google or other Internet search engines for locating information and information resources.

Specific suggestions for enhancing the e-Library or Library Catalog.

The need for easier and more effective access to journals and indexes, by title and by subject.

Qualitative Data: Recurring themes…(Circulation policy/practice; Hours)

Circulation policy/practiceNeed to review and revise Circulation and Collection Development policies (loan periods, recalls, overdue fines, purchase of multiple copies) to improve book availability.

Need to move to email (versus printed) correspondence with users.

HoursThe need for longer hours during break periods, especially the weekend before classes begin.

A desire for expanded hours in general, including several requests for 24/7.

Qualitative Data: Recurring themes…(Public computing, printers, etc.)

Public computing, printing, etc.

The library needs better printers, “even if you have to pay…”

Add MS Office to more computers, and make more computers available for email.

The library needs more computers (including an open computer lab, and in group study rooms).

Qualitative Data: Recurring themes…(Instruction)

Instruction

The growing need for effective remote access to e-resources for distance education students.

The constancy of change. (“Everything has changed since I took Library 160…”)

The need for more instruction in specific areas, but especially finding books, journals, and journal articles in the e-Library. More events like DataPalooza.

Concerns regarding the validity of information resources and the user’s ability to locate and recognize unbiased information.

Next steps

• Share qualitative and quantitative data with appropriate library units, for analysis.

• Implement and document changes based on findings.

• Explore opportunities to compare findings with colleagues (GWLA, etc.)

• Repeat survey biennially (next in 2005) and watch the trajectories.

• Consider focus groups to explore areas of concern.

Recommendations

• Acquire more e-journals, and make them accessible from both on and off campus.

• Investigate the effectiveness of and alternatives to SerialsSolutions.

• Investigate and act on respondent’s recommendations for specific material purchases.

• Use circulation data to trigger the purchase of additional copies of heavily-used books.

Recommendations (cont.)

• Improve library support for distance learning.

• Improve turnaround time, communication, user education, and PR regarding interlibrary loan.

• Implement email notification for all circulation correspondence.

• Establish and promote an official quiet zone within the Parks Library.

• Explore ways to make the physical arrangement of collections more intuitive for users.

Recommendations (cont.)

• Improve access to laser printing within library facilities.

• Consider respondents’ concerns when negotiating our next contract for public copiers.

• Improve lighting in the stairwell that connects floors and tiers.

• Use respondents’ comments/complaints regarding customer service to shape staff development sessions in the upcoming year.

Documents

What is LibQUAL + ?