3. Raison d'être..
Enhancing student experience
Providing the right information
Supportingteachingand
learning
Collection Connection Channel
Supportingresearch
4. Challenges..
• Whose collection?
PDA: books, journals; students, researchers
• Shape collection – short or long term
• Articles – docdel, deepdyve model
• Does this strengthen collections?
Value – how/what to measure/evaluate?
Typical factoids above – what they mean is that IC is a different beast in terms of its collections to many of your collections. Simpler – dont have legacy collections, dont do unique, dont have broad breadth of subjects, we have dosh,Resources are seen as a college utility D7sconul return – ejs – not including the ejs with databases e.gjstor – 200kEbks – ebl - textbk – reference sections, We do have researchers, students, alumni, nhs
In the fluffy paper – series of qs & a flavour of the issues we’re digesting.Schematic of the quandaries - mapped our services/activities to institutional mission/library strat plan. Qs within context of institution.Premise – e-collection rather than print world - stuff – access, links, connections - (eddiestobart of distribution). Cengage – negogiate content drm – package together. Deepdyve – rent article The remaining 2 are – being efficient & cost effective, contributing to the sector
Open era – data, access, educational resource, sharing is good equipment sharing schemeHow do we shape our collections – consequences short & long term.Data we know that PDA requested titles are used more than mediated purchase.PDA – library purchases the core text/reading list material – leaves us £250k which divvy up liaision librarians - they have autonomy how spent -% will be user requests , % they chose – using the strategies – new research grps/courses, demand usage, reservations (data available scattered) . The cost is north of £250k material – not factoring the attendant costs e.g selection, processing, housingHow do you measure value – what is value? How evaluate – against what – strat plan
Book collections – how they’re used. Snapshot of set of type & subjects – usage year of purchase, +1, +2. Can see 45% items purchased not borrowed – usual caveats – crude sum equated north of £125k.Stop purchasing – give that monies to PDA /depts – free up liaisions for other wrk . What is the best way to spend that money? These not £250k material – value of - not factoring the attendant costs e.g selection, processing, housing. Drill down I don’t know but I doubt whether anything unique in those titles -
What shall we be purchasing in future – not discrete titles – what are the info nuggetsWhat is the space we’ll be operating ? Concept of personal cloud - level of granularity – collection cloud distributedImportant delivery & distribution mechanism Tenopir/JISC scholarly reading study showed that article reading Interesting – might not come to library for bks – not convenient sourceSchiolarly chain flexing
Learning technologists are at departmental level- they’re not formally with central dept – ICT or library.Impetus – connections in the other ERS TL departments povidingiPADsCase study is the business school - consequences resoutcesiPAD ready. Developed info hub – vleEng depts - The central model to be investigated is the provision of a copy of core textbooks for download via the VLE and onto mobile devices for each 1st year undergraduate student in the Faculty of Engineering.APCS – again what is the mechanism so that instit. are not paying for the content twice – APCs & subs.printing options, annotation, ability to share notes between lecturers and students, and the
Need to focus on what makes our library special Consequences of which is who keeps the Can we all be special – share the ordinaire - national licences – shedl, ukrr monographs
