What counts using data to influence practice
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What Counts? Using Data to Influence Practice. Tonnie Flannery Consulting Librarian for the Social Sciences, Cornell College Jessica Johanningmeier Quantitative Reasoning Consultant, Cornell College. Questions Data Can Answer. Why are we busy in Interlibrary Loan?

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What Counts? Using Data to Influence Practice

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What counts using data to influence practice

What Counts? Using Data to Influence Practice

Tonnie Flannery

Consulting Librarian for the Social Sciences, Cornell College

Jessica Johanningmeier

Quantitative Reasoning Consultant, Cornell College


Questions data can answer

Questions Data Can Answer

  • Why are we busy in Interlibrary Loan?

  • Who makes use of the Quantitative Reasoning Studio?

  • How do our student worker staffing needs vary?


Strategies for collection and analysis

Strategies for Collection and Analysis

  • Using and adapting existing data

  • Asking new questions

  • Creating new assessments


Using and adapting existing data

Using and Adapting Existing Data


Using and adapting existing data1

Using and Adapting Existing Data


Using and adapting existing data2

Using and Adapting Existing Data


Asking new questions

Asking New Questions


Creating new assessments

Creating New Assessments

Politics Information Literacy Assessment


What we learned

What We Learned

  • User Education

  • Policy Changes

  • Collection Development

  • Staffing


User education

User Education

Percent of student article requests that were canceled because our library owned them


User education1

User Education

Reducing Canceled Articles

  • Items the library already owns

  • Dissertation abstracts

  • Inadequate information provided

*61% of canceled ILL items fall into one of these three categories


Policy changes

Policy Changes


Collection development

Collection Development

  • Circulation statistics

  • Patterns in interlibrary loan

    • Popular titles

    • Popular directors


Staffing

Staffing

  • Scheduling student workers

    • Day-to-day demands

    • Block-to-block trends

  • Number of student workers


Ideas for the future

Ideas for the Future

  • Do students prefer to learn through instruction, online tutorials, or other avenues?

  • How many archives requests do we get for campus cultural items compared to official university records?

  • While going through the research process, do students change their minds about their anticipated outcomes?


Ideas for the future1

Ideas for the Future

  • Does using a greater number of sources correlate with a higher grade; or does using a higher quality of sources correlate with a higher grade?

  • Would changing the location of our new academic books increase their circulation?

  • Do you have ideas?


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