SURVEY OF ACADEMIC LIBRARY UPPER MANAGEMENT: VIEW OF 24HOUR LIBRARY ACCESS ©2018 Primary Research Group Inc ISBN 9978-1-57440-555-2 Survey of Academic Library Upper Management: View of 24-Hour Library Access 2|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access Contents THE QUESTIONNAIRE INSTITUTIONAL AFFILIATIONS OF THE SURVEY PARTICIPANTS Characteristics of the Sample 11 SUMMARY OF MAIN FINDINGS 14 Current Library Policies on 24-Hour Access 14 Does the Library Plan to Initiate, Rolle Back or Increase 24-Hour Access? 15 Staffing for 24-Hour Library Access 16 Opinion on the Value of 24-Hour Library Access 16 Advice for Peers About 24-Hour Library Access 17 Table 1.1 Which phrase best describes the library’s 24-hour access policies? 18 Table 1.2 Which phrase best describes the library’s 24-hour access policies? Broken out by professional title of the survey participant 18 Table 1.3 Which phrase best describes the library’s 24-hour access policies? Broken out by field of study of the survey participant 19 Table 1.4 Which phrase best describes the library’s 24-hour access policies? Broken out by age of the survey participant 19 Table 1.5 Which phrase best describes the library’s 24-hour access policies? Broken out for public and private colleges/universities 20 Table 1.6 Which phrase best describes the library’s 24-hour access policies? Broken out by Carnegie class or type of institution 20 Table 1.7 Which phrase best describes the library’s 24-hour access policies? Broken out by enrollment 21 Table 1.8 Which phrase best describes the library’s 24-hour access policies? Broken out by undergraduate tuition, $ 21 Table 1.9 Which phrase best describes the library’s 24-hour access policies? Broken out by regional location of the institution 22 Table 1.10 Which phrase best describes the library’s 24-hour access policies? Broken out by gender of the survey participant 22 Table 2.1 Do you plan to initiate roll back or increase 24 hour access to the library? 25 Table 2.2 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by professional title of the survey participant 25 Table 2.3 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by field of study of the survey participant 26 Table 2.4 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by age of the survey participant 26 Table 2.5 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out for public and private colleges/universities 27 Table 2.6 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by Carnegie class or type of institution 27 Table 2.7 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by enrollment 28 Table 2.8 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by undergraduate tuition, $ 28 Table 2.9 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by regional location of the institution 29 Table 2.10 Do you plan to initiate roll back or increase 24 hour access to the library? Broken out by gender of the survey participant 29 3|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access Who staffs the library for off-hours access? Broken out by Carnegie class or type of institution .30 Table 3.1 How would you best describe your impressions of 24-hour access? 34 Table 3.2 How would you best describe your impressions of 24-hour access? Broken out by professional title of the survey participant 34 Table 3.3 How would you best describe your impressions of 24-hour access? Broken out by field of study of the survey participant 35 Table 3.4 How would you best describe your impressions of 24-hour access? Broken out by age of the survey participant 35 Table 3.5 How would you best describe your impressions of 24-hour access? Broken out for public and private colleges/universities .36 Table 3.6 How would you best describe your impressions of 24-hour access? Broken out by Carnegie class or type of institution 36 Table 3.7 How would you best describe your impressions of 24-hour access? Broken out by enrollment 37 Table 3.8 How would you best describe your impressions of 24-hour access? Broken out by undergraduate tuition, $ 37 Table 3.9 How would you best describe your impressions of 24-hour access? Broken out by regional location of the institution 38 Table 3.10 How would you best describe your impressions of 24-hour access? Broken out by gender of the survey participant .38 What advice would you have for peer libraries about 24-hour access? Broken out by Carnegie class or type of institution 39 OTHER REPORTS OF POTENTIAL INTEREREST FROM PRIMARY RESEARCH GROUP 45 4|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access THE QUESTIONNAIRE Please provide your contact information below A Name B Title C Institution D Email Address Field of Study in which you obtained your highest level academic degree: Which choice best describes your age? A B C D E Under 40 40-49 50-59 60-65 65+ Your college or university is public or private? A B Public Private Your college or university is best described as: A B C D Junior College BA-Granting MA or PHD Granting Research University What is your college/university’s total approximate FTE enrollment for all schools and programs? What is the average annual price of undergraduate tuition, the so-called sticker price, before financial aid or deductions? 5|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access The physical location of most of your college/university’s facilities are: A B C D E In the US South In the US Midwest In the US Northeast/Mid-Atlantic In the US West Non-USA Your gender is? A B C Male Female Transgender Which phrase best describes the library's 24-hour access policies? A B Have no 24-hour access at all Have 24-hour access to limited facilities in exam periods or other limited times C Have 24-hour access to limited facilities virtually all of the time D Have extensive 24-hour access to many facilities virtually all of the time E If so, describe the form and extent of access? 10 Do you plan to initiate, roll back or increase 24 hour access to the library? A B C D Don't have it and don't plan to implement it Roll back or decrease such access Initiate Increase such access 11 Who staffs the library for off-hours access? 6|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access 12 How would you best describe your impressions of 24-hour access? A B C D Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time An excellent idea that extends library service and serves the clientele 13 What advice would you have for peer libraries about 24-hour access? 7|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access INSTITUTIONAL AFFILIATIONS OF THE SURVEY PARTICIPANTS Arkansas Tech University Boise State University Bowling Green State University Bradley University Brenau University Cal Poly State University San Luis Obispo California State University Channel Islands Chippewa Valley Technical College Coastal Carolina University, Kimbel Library Drexel University Florida Atlantic University Iowa State University Longwood University Louisiana State University Macalester College Manhattan College Marist College Marquette University McGill University Mercer County Community College Mississippi Valley State University Missouri State University-West Plains The New School Libraries and Archives 8|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access Oral Roberts University Panola College Point Loma Nazarene University Roberts Wesleyan College Saint Louis University School of Law State Fair Community College Stetson University SUNY Oswego Syracuse University UNC Charlotte, Murrey Atkins Library University of Arkansas Fayetteville University of California Riverside University of California San Francisco University of Central Arkansas University of Detroit Mercy University of Kansas Libraries University of Kentucky Libraries University of Louisiana at Lafayette University of Michigan - Flint University of New England University of North Dakota University of Northern Colorado University of Rochester University of South Carolina Upstate University of Tennessee at Chattanooga University of Texas Arlington 9|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access University of Texas Health Science Center at San Antonio University of Vermont, Dana Medical Library Virginia Tech Carilion School of Medicine West Virginia University Parkersburg 10 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Table 3.5 How would you best describe your impressions of 24hour access? Broken out for public and private colleges/universities Your college or university is public or private? No Answer Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time Public Private 1.33% 2.33% 18.67% 30.23% 22.67% 20.93% 24.00% 23.26% An excellent idea that extends library service and serves the clientele 33.33% 23.26% Table 3.6 How would you best describe your impressions of 24hour access? Broken out by Carnegie class or type of institution Your college or university is best described as: No Answer Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time Junior College BA-Granting MA or PHD Granting Research University 0.00% 0.00% 2.00% 37.50% 33.33% 24.00% 31.25% 27.78% 24.00% 25.00% 27.78% 22.00% An excellent idea that extends library service and serves the clientele 6.25% 11.11% 28.00% 2.94% 8.82% 11.76% 23.53% 52.94% 36 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Table 3.7 How would you best describe your impressions of 24hour access? Broken out by enrollment Enrollment No Answer Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time Less than 2000 2000 - 4999 5000 - 9999 10000 - 20000 More than 20000 0.00% 3.45% 0.00% 4.55% 0.00% 27.59% 37.93% 15.79% 13.64% 10.53% 27.59% 24.14% 26.32% 22.73% 5.26% 20.69% 20.69% 31.58% 27.27% 21.05% An excellent idea that extends library service and serves the clientele 24.14% 13.79% 26.32% 31.82% 63.16% Table 3.8 How would you best describe your impressions of 24hour access? Broken out by undergraduate tuition, $ Undergraduate tuition, $ No Answer Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time Less than 6000 6000 - 9999 10000 - 19999 20000 - 30000 More than 30000 0.00% 3.85% 3.70% 0.00% 0.00% 31.82% 23.08% 14.81% 27.78% 16.00% 22.73% 19.23% 25.93% 33.33% 20.00% 37 | P a g e 27.27% 19.23% 22.22% 33.33% 16.00% An excellent idea that extends library service and serves the clientele 18.18% 34.62% 33.33% 5.56% 48.00% Survey of Academic Library Upper Management: View of 24-Hour Library Access Table 3.9 How would you best describe your impressions of 24hour access? Broken out by regional location of the institution The physical location of most of your college or university’s facilities are: No Answer Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time In the US South In the US Midwest In the US Northeast/MidAtlantic In the US West Non-USA 0.00% 3.57% 0.00% 28.57% 25.00% 23.33% 28.57% 17.86% 23.33% 14.29% 28.57% 20.00% An excellent idea that extends library service and serves the clientele 28.57% 25.00% 33.33% 5.00% 0.00% 10.00% 20.00% 15.00% 20.00% 35.00% 40.00% 35.00% 20.00% Table 3.10 How would you best describe your impressions of 24hour access? Broken out by gender of the survey participant Your gender is? No Answer Too much trouble to serve too few people A good idea to a limited extent Only during special periods, such as exam time Male Female 2.22% 1.37% 26.67% 20.55% 33.33% 15.07% 13.33% 30.14% 38 | P a g e An excellent idea that extends library service and serves the clientele 24.44% 32.88% Survey of Academic Library Upper Management: View of 24-Hour Library Access What advice would you have for peer libraries about 24-hour access? Broken out by Carnegie class or type of institution Junior College 1) none since we don't have experience with it 2) Get administrative support for more resources 3) Collect patron traffic data consistently to get an accurate picture of when patrons are actually using the building especially if you run a trial of extended open hours in response to patron requests 4) Make sure that students especially overly committed and time restricted commuter students really want that much access to a facility Most at my institution want 24 hour remote access for convenience and ease of use 5) na 6) It worked much better at the state university I worked at then it does for our little community college The students here are not nearly as invested as are the higher degree seeking students 7) Think about how many students you are/will be actually serving and how they are using the library during this time BA-Granting 1) Don't it OR it in only short intervals (e.g finals) 2) If the need exists go for it Our numbers show that in our situation it is not needed although it is often suggested By a.m we have less than in our building 3) If you have a small student body like us make sure to build in a private and secure access point when building or upgrading That is our problem at the moment The cost to provide such access is prohibitive 4) n/a 5) Have virtual access 6) Have it 7) n/a 8) NA 9) When one is in an urban area it is not something that can be offered in all places 10) A great service but will require additional staffing either by hourly staff or more likely work study students 11) Since we don't offer 24 hour physical access I really don't have any advice Will say this though - 24 hour access is the #1 request of our students 12) Test it out at various times near the end of the semester We have found that it has been more successful during the last week of classes rather than during exams 39 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access 13) 24 hour access is good if it is cost effective 14) n/a since we not have 24-hour access MA or PHD Granting 1) none 2) It will require investment in staffing that goes beyond the normal investment Do not attempt to this with student workers 3) Library websites with all databases etc are open 24/7 No reason for physical space to be open Problem for Security 4) It is a great idea if you have the budget and man power to so 5) Just it 6) Secure additional funding for staffing from your institution before agreeing to offer 24-hour service No library should require its regular staff to work overnight without additional compensation 7) Make safety and security issues a high priority 8) ONLY DO IT IF NECESSARY 9) Requires an area that can be shut off from the main library Need to have sufficient staffing 10) Before implementing determine why you're doing this If students are asking for it what are they really needing: 24 hour access to the library or just a place to study/meet that's always open but doesn't require physical library resources? 11) To understand that implementation is more than a library decision This impacts other budgets such as campus police etc There are more stakeholders than just the library and students 12) Since we don't it, I don't have any advice 13) 24-hour access should contain a selective collection of key services - our area is the only location on campus that contains study spaces and a computer lab open after 10pm and on the weekends Space that is separated from the main library makes this easier so if that is a possibility it will ease in providing this service 14) As a public institution that makes our building a public library when the main building is open know that you can create a space that only students will use and that they will self-govern Give the students more credit than you initially think They come to study not to raise issues with others The library is still sacred to them in this manner You can open up the building and it can be safe just put precautions in place and work closely with your police and health centers to ensure the right resources will be there should something arise (closed circuit cameras safety pulls closed access security guards during busy hours) 15) Do it The students appreciate it 16) It is difficult to accurately predict 24-hour or extended hours use levels until they have been tried 40 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access 17) Depends on need; we often only have or people at 11 pm; have some difficulty with security after 11 pm as there is no outside access to the library (it is in a shared space) 18) None yet pending implementation 19) n/a 20) Study your patrons' needs and make a decision based on how you can best serve the organization's mission with the resources you have available 21) Once you start it's almost impossible to stop 24/7 service because upper administration just loves the optics If it's absolutely necessary to run 24 hr service, then make it 24/5 at most w 24/7 during exams And definitely limit overnight access (after midnight) to university community only 22) Assess safety concerns costs and actual/projected usage before making decision If students only need a place to study (not access to library materials/services) it may be more cost effective to create a secure all-night study space 23) It would benefit nearly every type of academic library Every academic library should seriously consider it even if it means diverting significant resources from other areas While many library services seem geared to helping the least capable students 24-hour access appears to be most important to our best students 24) collaborate with your security office to monitor building activity during off-hours 25) Student satisfaction with library has been at 99% since we instituted 24-hour access We considered many strategies and the related costs In the end we took the plunge and made it un-staffed access with card swipe No regrets 26) Balance the cost against the benefit 27) Let other libraries know if it can be done without increasing staffing costs 28) Do it if it's what your community needs 29) Work closely with student representatives to ensure a sensible approach Explain to them the expenses involved If there's a security office bring them into the conversation especially if it's unionized 30) This isn't my area I'm not in charge of this part of the library 31) None I have no experience with it 32) Determine what your student needs are and ensure students are secure in the building 33) collect data on late night use of the facility Consider what services are needed in late hours Can 24/7 online services fill the need? 34) The best thing an academic library can be is open! I resisted 24 hour service for years and then found a way to say yes to student requests for more hours I firmly believe it is one of our most important services to students 35) Think less about how many people use it during the quietest times and more about how no one has to get kicked out or wait until you open It makes things easier for the patrons 41 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Research University 1) Find a way to limit access to parts of the building 2) We have had no theft, no vandalism and few cleaning issues However, Harbor Branch is a research Institute with mostly graduate students or mentored undergraduates The monitored cameras activated card access, and after-hour security personnel visits to the library have worked in this setting for over 50 years, but this setting is a special library I was also the director of a medical library in an academic, teaching hospital 24 hour access to the library with activated ID was the norm 3) Have adequate budget for staffing 4) For an academic medical center it is a requirement 5) Don't it The students need to sleep During the week we are open 7am-2am That should be plenty 6) We work with our student government organization and they contribute to the costs of our 24/7 off hours Make sure you have adequate security staff and liaison with your campus police so they know to some extra sweeps during the overnight hours Think about what escort services for students need to be in place (and work with your campus police on this) 7) Start slowly such as access during exam periods Ask students if they could have a few extra hours each week when would they most like to have them They may ask for access during times that you wouldn't think of 1st 8) Headcounts 9) Require proximity card access Require 24-hour security guard support and install 24 hour security cameras at entrances/exits Permit borrowing while staff are not present 10) It is of high value to a small percent of the population To me it has been described as high-risk to server a small population, but I haven't heard any examples of loss or other undesirable events occurring 11) Don't have staff who work it only for hire security who check university IDs for entry and those in the building after midnight 12) In our numbers it really doesn't pay to have the building open 24-hours a day during any part of each semester other than the week leading up to finals week and finals week Even then we probably could reconsider but SGA is paying the costs of University Police presence during that time period 13) need security personnel and security cameras Swipe card access during overnight hours 14) Expensive but worth implementing 15) Our patrons use the 24 hour access and if we close early for a problem or something happens they get upset 16) Very popular; our students consistently ask for more times/more space open 24/7 42 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access 17) Begin with a small group of students and expand it Our 24-hour access is underutilized but good PR 18) This is an extreme pain point for us The decision to approach it the way we have is an old one and it is fraught with problems We don't have the resources to adequately staff our spaces 24 hours and we are uncomfortable giving students so much responsibility in the middle of the night Once you're in it's hard to get back out Another consideration that 24 hour access is encouraging unhealthy behaviour and poor time management I understand that most students can't swing higher education without a job so after hours studying is inevitable but studying all night isn't a good or healthy solution for any student 24 hour open makes it look like we co-sign decisions to pull all-nighters 19) There is significant demand for this service among student community 20) If you want to implement it have good assessment Give yourself an out (i.e if the cost per patron to keep it open exceeds $X then we will stop) My last library started 24/5 year round and ended up stuck with providing staff and facilities for very few patrons 21) You don't need to staff it with library employees There are no library related questions after about midnight 22) Provides good PR for the library Support from highest levels of university 23) Consider 24/5 rather than 24/7 Not enough demand on Friday and Saturday nights 24) Do it 25) be sure to provide security; consider impact on student sleep habits might not be good idea to encourage all-nighters 26) Students in health sciences and medicine really want 24 hour study areas If it is properly key carded I think they can take care of themselves 27) I'd like to qualify what I said above - 24 hr access is a good idea for many libraries incl my past library in Brooklyn which had a great need for it That is not the case at UND - when we've had extended access past midnight (just till am) in the past around exam time it was almost unused We had just people in the Library It is cold in ND in December and not that warm yet in April when exams are scheduled No one wants to come to the Library then - not at this institution In Brooklyn many students didn't have a good place to study at home or elsewhere and they did use the Library especially during exam time - we were absolutely swamped That is not the case here There are excellent dorms There are other good quiet spaces And many of our students have a good study space at home The circumstances are very very different So here I not plan to implement 24-hour access When I did in Brooklyn I'd say the top things to be sure you well are security and cleanliness You will invariably at some point have a security issue - hopefully not serious but it may be Be sure every staff member knows what to and has access to the right number to call for 43 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Campus Police or whoever else may be charged with assisting Call the security folks in advance of the 24 hour access starting and let them know who will be on duty in the Library as well as the home and cell numbers of someone senior who could be contacted in case of emergencies Make sure all staff are familiar with what to in a variety of situations Run drills or practice sessions Secondly make sure that someone is willing to pay for extra shifts of cleaning every night I personally told the Provost and President at my last institution that I was delighted to offer 24 hour access (which they had gotten many student contacts about since during a budget crunch we briefly had to reduce this) - but that I couldn't so without extra funds And in the extra funds I insisted on another sweep of the bathrooms and trash bins and main heavy traffic areas Without that I was not going to open Even with it it wasn't quite enough and the place was a mess many nights leaving the morning cleaning staff unhappy about overflowing trash bins sticky spills and bathrooms with no paper towels or toilet paper 28) none 29) Do some ethnographic work with your community to determine what they want and/or need We were 24/5 for 15 years before we went to 24/7 44 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access OTHER REPORTS OF POTENTIAL INTEREREST FROM PRIMARY RESEARCH GROUP Academic Library Use of Amazon (ISBN No:978-1-57440-550-7 ) Print : $98.00 PDF : $98.00 Multi-Site License : $165.00 Print + PDF : $130.00 Multi-Site License + Print : $198.00 This 100-page study presents data from 68 academic libraries about their purchases from Amazon, focusing particularly on print books, but covering also a broad range of materials and commodities including but not limited to eBooks, videos, audiobooks, archival supplies, library furniture, office supplies, printer and photocopier supplies, microfilm supplies, computing devices, CD’s, software, online courses and much more For the academic library book market the report presents broad market share data for the major suppliers and then gives detailed information on the intentions of those surveyed to increase or decrease the percentage of their book purchases from Amazon in the near future Survey participants also give their advice on how to best use Amazon and give their opinion of its most and least appealing characteristics; they also discuss their extent of use of the company’s services and plans for the future Data in the report is presented in the aggregate and broken out for public and private colleges, by general Carnegie class, by level of tuition, and by student enrollment Just a few of the report’s many findings are that: 29.41% of libraries surveyed had purchased archival boxes, files, tissue, boards, slides, albums or other similar archival tools over the past five years Research university libraries in the sample spent a mean of $7,180 for eBooks from Amazon in the past year More than 88% of colleges sampled charging more than $30,000 per year in annual tuition had purchased videos from Amazon in the past year 38.1% had purchased computer or printer supplies from Amazon in the past year, a figure that dropped to 33.33% for libraries with between 10 and 30 employees and then to 21.74% for those with more than 30 employees Spending on print books by libraries in the sample increased by 6.11% in the 2018-19 academic year 45 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Survey of American College Students: Evaluation of Research Skills Needs Evaluation (ISBN No:978-1-57440-543-9 ) Print : $95.00 PDF : $95.00 Multi-Site License : $149.00 Print + PDF : $120.00 Multi-Site License + Print : $179.00 This report presents data from a survey of 1,140 full time students at four year colleges in the United States about how they go about doing research for writing term papers and other purposes The study gives extensive data on the extent to which students rely on general internet searches, on-line academic library resources, print resources and other means to find the research information that they need The 120-page study also presents detailed information on how students evaluate their own skill in organizing and composing a research paper, including data on how they feel about their capabilities in each of the following areas: organizing a term paper, researching the paper, writing the paper, spelling and grammar skills, and citation skills – data on self-evaluation is presented for each of these characteristics The study gives its readers hard data about pressing instruction-related issues such as: how often are students relying on library resources vs those available on the general internet? What role does Wikipedia and other wikis play in student research? How important are print collections vs digital collections and non-library internet resources? How students evaluate their own level of skill in organizing a paper? In researching a paper? Who needs help but perhaps lags in recognition? Data in the report is broken out by more than 17 variables including but not limited to year of class standing, age, gender, sexual orientation, academic major or area of concentration, public/private college status, student family income level, region of origin, race/ethnicity, college grades, SAT/ACT scores and other variables Just a few of this pathbreaking report’s may findings are that: Students who grew up outside of the United States were significantly more likely than students who grew up in the United States to use extensively Wikipedia or other wikis In their research Freshmen were much more likely than seniors to rely on general internet resources rather than on online or print resources maintained by the academic library Males students were much more likely than female ones to feel that they needed more help with spelling and grammar Students majoring in psychology, sociology, political science, anthropology, or other social science (73.59%) and philosophy, history, English, classics, education or languages (70.94%) were most likely to have ever written a 10+ page paper during their college tenure, while students majoring in fine or performing arts (50.63%) and engineering, mathematics, or computer science (52.90%) were least likely 46 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Profiles of Academic Library Reference Services Management (ISBN No:978-157440-539-2 ) Print : $98.00 PDF : $98.00 Multi-Site License : $159.00 Print + PDF : $129.00 Multi-Site License + Print : $195.00 The 55-page study profiles the development and management of reference services at seven American institutions of higher education: the University of Arizona, Bowling Green State University, California State University—Fresno, Florida Atlantic University, the University of Idaho, Kaplan University and Princeton University The study looks at a broad range of issues including but not limited to: the development of special services for international students and distance learning students, the integration of reference services with info technology assistance, tutoring, and other student services, the presentation and orientation of the reference and circulation desks, the appropriate use of student labor and other staffing and labor use issues, the development of “personal librarian programs” and other customization strategies, the proper uses of reference statistics, the integration of virtual and on-site reference services and the marketing of reference services Other issues discussed in the report include: relationship building with student “customers”: use of surveying and focus groups to assess the quality of the student reference experience; collaboration with library subject specialists; staff training and dealing with a plethora of reference librarian retirements; and much more The study’s author is Christy Zlatos, MLS, Liaison Librarian, Washington State University Libraries Ms Zlatos has worked in several academic libraries in the United States including those of Auburn University, Northeastern University (Boston), and Washington State University She has served on the editorial board of the Journal of Academic Librarianship for many years Survey of American College Students: Use of Citation Tools (ISBN No:978-1-57440535-4 ) Print : $107.00 PDF : $107.00 Multi-Site License : $162.00 Print + PDF : $135.00 Multi-Site License + Print : $198.00 The study presents detailed data on the use of citation tools by college students at 4year colleges in the United States Students evaluation the quality of the information literacy instruction that they have received in citation tools and point out the programs and tools about which they would like to learn more The 135 47 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access page report also presents individual data for commonly used tools such as EasyBib, RefWorks, Papers, BookEnds, EndNote, Mendeley, Zotero and other programs and tools Students also note their preference for web-based or software tools Data in the report is broken out by sixteen variables including but not limited to year of student class standing, age, gender, general academic subject major or intended major, SAT/ACT scores, college grades, public or private college, type of college by general Carnegie class and many other characteristics Just a few of the report’s many findings are that: 82% of students report having ever used citation software or web application tools Students who grew up outside of the United States were significantly less likely than those raised in the USA to report having ever used citation software or web applications 17.46% of students have ever used RefWorks Students majoring in engineering, mathematics, or computer science were most likely to prefer software rather than web applications as citation tools Survey of American College Students: Use of Distance, Blended, Self-Paced & FlippedClassroom Education (ISBN No:978-157440-533-0 ) Print : $124.00 PDF : $124.00 Multi-Site License : $185.00 Print + PDF : $165.00 Multi-Site License + Print : $215.00 This comprehensive 140-page report gives highly detailed data on the use of distance, blended, self-paced, independent study and flipped-classroom education by 1,065 full time students at 4-year colleges in the United States The study answers questions such as: how many college students have taken distance learning classes and how open are they to taking them in the future? How many of their total classroom credits are accounted for by distance education? The report also provides data for the number of credits accumulated through blended learning classes, selfpaced independent study, and courses using flipped-classroom techniques Moreover, in open ended questions, students give their opinion of what they think of these technologies and approaches Data in the report is presented in the aggregate and broken out for 16 variables such as age, gender, sexual orientation, family of origin income level, academic major or intended major, ACT/SAT scores, college grades, regional origin, public/private school status, institutional Carnegie class, race and ethnicity and other variables 48 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Just a few of the report’s many findings are that: 52.49% of students sampled said their institutions allowed them to take distance learning courses to satisfy course credit requirements In terms of student age groups, students over the age of 30 were by far the most likely to have taken a distance learning course at their present institution; 66.27% had done so Students who consider their religion a very important part of their life are more likely than their secular counterparts to have ever taken a blended learning course at their present institution 17.28% of those sampled had ever taken an instructor-led independent study course About 8.5% of students who have a full time job have taken one or more selfpaced independent study courses that are web or video-based and which not emphasize a live instructor Students who grew up in the US South were more likely than those who grew up in other regions or abroad to say that they would likely take a distance learning course in the future Students who grew up abroad had accumulated far more flipped classroom credits than had students who grew up in the USA International Survey of Academic Library Data Curation Practices, 2019 Edition (ISBN No:978-157440-553-8 ) Print : $114.00 PDF : $114.00 Multi-Site License : $179.00 Print + PDF : $149.00 Multi-Site License + Print : $210.00 The 100-page report presents data on the data curation practices of 22 academic and research library data curation programs, primarily those of major researchoriented universities The study gives detailed data on personnel, staff time devoted to data curation, budgets, level of cooperation with library data plans by scholars, use of data request management systems, and the role of the library in data oriented facets of work such as discovering datasets, developing metadata for data sets, archiving data and other tasks The report also measures the use of plans to help scholars meet data requirements of journal publishers and funding agencies, as well as general information data literacy efforts to help train faculty in data manipulation, storage, retrieval and visualization, including data on use of tutorials, courses, videos, workshops and other means Survey participants name their best attended or most used vehicle for teaching data management literacy, and comment on the degree of coordination on data management issues with other university or parent organization academic and administrative departments The report also looks at the library role in training patrons in the use of statistical packages such as R and SAS, among others 49 | P a g e Survey of Academic Library Upper Management: View of 24-Hour Library Access Just a few of the report’s many findings are that: Overall, 35.36% of respondents said the amount of staff time spent on data management had stayed about the same over the past two years; for 36.36% it increased, and for 27.27% it increased significantly 13.64% of the institutions sampled offered library patrons videos or web-based tutorials on data curation or management 18.18% of libraries sampled offered patrons training in the statistical analysis package R Patrons estimated that a mean of 31.67% of the data projects that their libraries customarily deal with concern human subjects or are otherwise sensitive and confidential and require strict distribution monitoring 50 | P a g e .. .Survey of Academic Library Upper Management: View of 24-Hour Library Access 2|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access Contents... to the library? Broken out by gender of the survey participant 29 3|Page Survey of Academic Library Upper Management: View of 24-Hour Library Access Who staffs the library for off-hours... 118 Survey of Academic Library Upper Management: View of 24-Hour Library Access SUMMARY OF MAIN FINDINGS Current Library Policies on 24-Hour Access We asked: Which phrase best describes the library s