Maximised discovery of institutions digital collections - Jisc Digital Festival 2015

Spotlight on the Digital
Maximised discovery of institutions’ digital collections

A treasure chest at the bottom of the sea
10/03/2015 Jisc Digital Festival, 9-10 March 2015, ICC Birmingham 3
The Spotlight project found that digitised collections are like a treasure chest at the bottom of the sea: it’s
there but not many people can find it.
http://bit.ly/Spotlight_project

Surfacing the treasure chest
Databases,
library
catalogues
Personal
recommendations
Survey of Academics 2012
- ~ 40% …. begin their research processes at a
general purpose search engine on the internet
or world wide web
- ~ one-third … begin their research at a specific
electronic research resource
- ~ less than 15% … start with an online library
catalogue or a national or international
catalogue or database
- only a very few (2%) reported starting their
research with a visit to the library building
http://bit.ly/Spotlight_behaviours

What spotlight found
Global search engines – search engines (such as Google)
represent for the majority the default mechanism for discovering. But
surveyed libraries believe key channels are open Institutional Repository first,
and then Google and the Discovery Layer second.
Popular web-scale channels – Channels such as
Wikipedia and Flickr are regarded as starting points for
students and researchers
Social recommendation – The impact of recommendation and in
particular the roles of experts and peers should not be
underestimated; it may become more explicit as online ‘social’ services
achieve critical mass and become more embedded in practice.

What spotlight found
Undiscoverable collections – Some collections become “lost” to the web
over time (about 20% of the web assessment sample). Reasons range from
poor exposure to search engines to the loss of web access to the content
itself to relocation within other collections or aggregation services – which
doesn’t necessarily mean that collections don’t exist anymore.
Undiscoverable items – Items, as opposed to collections, are at most
danger of being “lost” (only about 50% of items assessed appeared on the
first page of Google results using the item name or title).
http://bit.ly/Spotlight_items

Solutions
1. Institutional capacity building
2. Role of aggregations
3.Technology foresight group
4. Reliable reference service
5. Reusable software tools
6. Strategic content promotion
7. Open content licensing
http://bit.ly/Spotlight_outputs

Spotlight on the digital – Phase 2
Providing services and tools to maximise discovery of institutions’ digital collections over time
Audience: librarians, information professionals, archivists, e-resource managers, academics responsible for
creation and management of digital collections
1: Providing national training and advice services to support discoverability good practice
~ Jisc Digital Media
2: Develop tools to facilitate discoverability of digital collections ~ Jisc services and external
stakeholders
3: Optimise Jisc resource discovery services to increase visibility of digital collections ~
Copac, Archives Hub
4 Provide horizon scanning on rapidly changing technology in resource discovery ~ Jisc
discovery services , Jisc Digital Media, external stakeholders

The Spotlight Guide
http://bit.ly/Spotlight_guide

Discovery scholarships
Jisc will offer Discovery scholarships to a small number of
institutions to help shape the training offer.
Jisc will
• Award £5000 per participating institution
• Provide training, guidance and advice to institutions on how to
maximise discovery of their resources
Institutions will:
• Work with Jisc on piloting the training offer
• Provide input into the curriculum and delivery of the training
• Produce a case study at the end of the pilot
Keep an eye on the Jisc content blog http://bit.ly/1FbcCap

Targeting training to user needs
Make google
searches work
for you
Improve the
user
experience
Reach
academic
researchers
Use social
media
Integrate with
your
organisation’s
systems
Using popular
websites to
reach broader
audiences
Create
collection
champions
Learn to use
content
aggregators
Make your
collection
available for
learning and
teaching

Make google searches work for you
Structure your URLs
Understand relevancy ranking
Get your page titles correct
Get your page descriptions correct
Use sitemaps effectively
Help search engines index your content
Use ‘alt’ texts to describe images
Add structured metadata to your pages using schema.org
Create clear, simple item descriptions
Remove registration or authentication barriers for your audiences
Structure your page with good heading tags
Keep your search engine optimisation (SEO) knowledge up to date
http://www.jisc.ac.uk/guides/make-google-searches-work-for-you

Use social media
http://www.jisc.ac.uk/guides/using-social-media-to-promote-your-digital-collections
Identify and use popular web services
Use hashtags effectively
Develop your own social network presence
Use crowdsourcing to engage users
Create a twitter bot to regularly tweet collection items or links
Make it easy for others to share your content
Create engaging blog posts

Learn to use content aggregators
http://www.jisc.ac.uk/guides/use-aggregators-to-boost-your-collection
License your content correctly to enable suitable reuse
Find aggregated catalogues your audience uses
Make use of established cataloguing standards
Use common data formats for metadata
Publish metadata describing digitised resources under an extremely permissive
license such as CC0
The OpenArchives Initiative Protocol for Metadata Harvesting
Get your resources listed on library discovery indexes
Improve processes for exporting content

Make your collection available for teaching and learning
http://www.jisc.ac.uk/guides/make-your-collection-available-for-learning-and-teaching
License your content correctly to enable reuse
Make use ofWikimedia commons
Create resource packages for teachers
Provide APIs to enhance access to your collection
license such as CCO
Collaborate with the users of your collection
Work with suitable partners

Using popular websites to reach broader audiences
http://www.jisc.ac.uk/guides/how-to-help-your-digital-collections-reach-global-audiences
Republish your content on popular web services
Make use ofWikimedia commons
Target websites and services your audience use
Make it easy for others to share your content
Host a Wikipedia edit-a-thon
Create engaging blog posts

Improve the user experience
http://www.jisc.ac.uk/guides/improve-the-user-experience-of-your-digital-collection
Get your page titles correct
Use ‘alt’ texts to describe images
Carry out regular user testing
Get the best from web analytics
Create clear, simple item descriptions
Remove registration or authentication barriers for your audiences
Know your audience, speak to them
Learn how to use log files

Reach academic researchers
http://www.jisc.ac.uk/guides/ensuring-your-digital-collections-reach-academic-researchers
Provide clear guidance on citing your content
Collaborate with the users of your collection
Ensure your systems work with reference management software (e.g. Zotero,
RefWorks, Mendeley, EndNote)
Improve processes for exporting content

Create collection champions
http://www.jisc.ac.uk/guides/create-champions-for-your-digital-collections
Create resource packages for teachers
Use crowdsourcing to engage users
Give your internal staff clear roles

Integrate with your organization’s systems
http://www.jisc.ac.uk/guides/ensure-your-digital-collections-integrate-with-your-
organisations-systems
license such as CC0

Shaping the training opportunity: your feedback
1) Audience -Who would you envision as the core audience for this training
and how would it be disseminated within your institution?
2) Focus –Would a focus on cross-cutting themes (such as improving
discoverability for teaching and learning) be more useful than technically
themed units?
3) Mode -What mode or modes of training delivery would you and your
colleagues most value (eg f2f, webinar, online independent learning…)?
4) Modularity – Should the training components be independent of each
other (pick 'n’ mix) or is there value in working through a programme
of activities as a cohort

Find out more…
Contact…
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND
Paola Marchionni
Karen.colbron@jisc.ac.uk
@paolamarchionni
Karen Colbron
paola.marchionni@jisc.ac.uk
@karencolbron

2015 Survey
Do you recognise
or are you surprised by
these reported student,
researcher and academic
staff behaviours?
UK Survey to be published
2987 Respondents

Training Modes
Subject
expert
webinars
Guided
online
study
Self paced
online
learning
Face to
face
workshops

Maximised discovery of institutions digital collections - Jisc Digital Festival 2015

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