Slides for a presentation with Sarah Laleman and Margaret Bausman at the 2014 CUNY assessment conference: REINVENTING LIBRARIES, REINVENTING ASSESSMENT. Surveys of faculty satisfaction with library resources and services are a common benchmark of library performance, but what does satisfaction really mean and is it really all that anyone wants out of their library?

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4. INFORMATION GROUP THEMES
1. In-Person Library Use
2. Online Library Use
3. Use of Non-Hunter Libraries
4. Location of Research
5. Information Literacy
6. Overall Work Experience

5. CATEGORIES OF RESPONSE
1. Behavioral (factual descriptions of
specific experiences)
2. Affective (how they felt about
experiences)
3. Speculative (what they think could be
done better)

6. SYNTHESIS
In-person Use
of HCL
Remote Access
Use of HCL
Use of Other
Libraries
Location of
Research
Information
Literacy **
Overall Work
Experience
Behavioral
"Only for old journals
which are not available
electronically"
"I have yet to step into
the library"
"If I need a book, I order
it on Amazon".
Questions about why
some journals are
available electronically
and others are not; why
some years are available
and others not –
Basic lack of information
regarding electronic
subscriptions and
embargoes.
Reports that junior
faculty return to
resources at previous
institution.
International -
uses host
libraries.
GOES TO THE
PLACES WHERE
THE MATERIALS
EXIST.
Watching librarian
provide instruction
also informed Prof.
Junior faculty report that
there is no substantive
introduction to HCL/CUNY
library services and
resources - so they do not
know what resources are
available to support
teaching or research /
Affective
The physical library is
not a place for faculty.
Value ability to send
students to the library :
"the librarians are
fantastic".
Very frustrating.
Comfort and access to
what they need, lack of
knowledge about what
is available at HCL,
difficulties in
"transferring" materials
(RefWorks).
Very difficult.
Integration of Lib
Instr. into course is
valued!
AND the primary way
some new faculty
acquire orientation
to HCL.
Uncomfortable using the
HCLs; uncomfortable
teaching students to do
the same.
Speculative
Library refreshers for all
faculty.
Library refreshers for all
faculty.
Library orientation for
junior faculty - esp. as
resources and services
support research and
acquisition of tenure.
LibGuides - using
course lists, outreach
faculty for
collaboration on
content of LibGuides
Library orientation for
junior faculty - esp. as
resources and services
support research and
acquisition of tenure.

7. THE SURVEY’S PURPOSE
• What do faculty know about the library
resources and services?
• What resources and services do they
value and use in their research?
• What resources and services do they
value and use for their teaching?
Do this vary by tenure status, rank, or
experience?

8. FALS SURVEY

9. SURVEY CHALLENGES
• STRUCTURE
• INCENTIVE
• TOOL
• IRB
• DISTRIBUTION

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12. xxxxxxxxxx
I see no reason to maintain print
subscriptions at the branch
locations. I am happy with digital
access. I also find it disappointing
that there are journals available
elsewhere in the CUNY system to
which we have no access. Seems
like something is wrong with that
picture.
Suggestion: Print
Suggestion: Electronic
Criticism: Interlibrary
Loan
Suggestion: Print
Suggestion: Electronic
Criticism: Print
Criticism: Print
Compliment: Electronic
Criticism: Location
Variation in Approaches to Coding

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14. LEARNING ABOUT INTERRATER RELIABILITY:
Fleiss’ Kappa

15. SURVEY DEVELOPMENT: From open-
ended to categorical responses

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17. Adventures in Data Analysis - first steps
● Survey design issues
● Types of responses
● What analysis can be done with this data?

18. Preparing the Data for Analysis
● Survey design & question format
● Cleaning & recoding

20. Presenting effective data visualizations
● “Mobilize every graphical element”
● Consult with others

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24. GOING FORWARD
• Developing a longitudinal data set
• Refining the survey
• Diversifying the methodologies
• Extending cohort to other campuses

26. REFERENCES
Association of College and Research Libraries. “Standards for Libraries in Higher Education.” Accessed
June 2, 2014. http://www.ala.org/acrl/standards/standardslibraries.
Creaser, Claire, and Valerie Spezi. "Working Together: Evolving Value for Academic Libraries." Ed.
Loughborough University LISU. 2012. Accessed June 2, 2014.
<http://libraryvalue.wordpress.com/>.
Hightower, Christy, and Kerry Scott. “Infer More, Describe Less: More Powerful Survey Conclusions
through Easy Inferential Tests,” 2012.
Mays, Regina, Carol Tenopir, and Paula Kaufman. "Lib-Value: Measuring Value and Return on Investment
of Academic Libraries." Research Library Issues.271 (2010): 36-40.
Oakleaf, Megan. "The Value of Academic Libraries: A Comprehensive Research Review and Report for
the Association of College and Research Libraries." 2010. Accessed June 2, 2014.
<http://www.acrl.ala.org/value/?page_id=21>.
Primary Research Group. "Information Literacy Efforts Benchmarks, 2013 Edition." 2013. Accessed June
2, 2014. <http://www.primaryresearch.com/read_more.php?press_release_id=87>.
Robbins, Sarah, Debra Engel, and Christina Kulp. “How Unique Are Our Users? Comparing Responses
Regarding the Information-Seeking Habits of Engineering Faculty.” College & Research Libraries 72,
no. 6 (2011): 515–32.
Tufte, Edward R., and P. R. Graves-Morris. The Visual Display of Quantitative Information. 2nd Ed.
Graphics press Cheshire, CT, 1983.

27. Descriptive survey data from 2013
indicates that 70% of the respondents
are extremely or mostly satisfied with
library services while less than 10% of
the respondents indicated they are
somewhat unsatisfied or unsatisfied.
While the informational group data
suggest that faculty value relational
engagement with the library, the
survey data in turn suggests that
they are more aware of self-service
resources.
In 2013, 27% of respondents rated librarians as the
most important library resource for their students.
By comparison, 4% of respondents rated librarians
as the most important library resource for their
scholarly research. (p<0.01)
SOME KEY FINDINGS

28. SOME KEY DATA