I'm currently in the process of reviewing a database and it's usage for renewal while looking at a new product from the same company, and upgrading another database from a different company. Same discipline, but different areas.
The information in the renewing database is specific to a certain group, but I think it is also available in other database's, but the user would have to do a more specific (advanced) search. So, I've looked at several of the other database's we have in this field to see where the overlap might be, while taking into consideration what is offered in other database's we are considering. The questions that are coming to mind: a) how many different ways do you offer the same information (i.e. DataMonitor reports), b) is there a way to define what type of different information or feature would justify the overlap, and c) what criteria should we use to determine what we can drop, taking into account we might lose features and or information, or d) should we not lose anything and go with the overlap?
At previous job, we used Serials Solutions, thus I had access to their wonderful Overlap Analysis tool. Alas, not so here. So, now I'm stuck with the question of the best way to compare overlap of one of the databases under consideration with two other databases, which we subscribe to, offering the same type of information. This time, the database is rather specialized, so it may not be as much of an issue, but what about the next time? After using SS, I really hate think that I might have to go in and (gasp) manually compare the full-text holdings for each database. Gads. It just seems so archaic to me. But, we do what we gotta do and I just may have to.
April 27, 2007
April 23, 2007
When simple might be too simple...
My library is in the process of redesigning the search interface for the OPAC. This is a process done by committee and was started long before I got here. They've rolled it out via a Preview button right now and have put methods there for feedback. Naturally, I'm giving it a test.
Currently, I use the OPAC rather than the ILS client to search for titles currently held (title searching), authors (author browsing), and to see what we have in various subject areas (subject browsing). What is currently being re-done, with Google-like visions, is the Simple Search. Sadly, this is where the current browse feature resides. The new simple search will be one search option only (Catalog Search) and that is over the entire record. Advanced search is still there, but it does not have the option to browse. So, when the OPAC is rolled out (unless they change it based on feedback and I did give feedback), users will no longer have the ability to browse subjects or authors.
I was aghast. It's second nature to me to subject browse and always has been, even before I became a librarian. Maybe it's because I learned to do research with a card catalog and print indexes. These force you to think in terms of subject. When I worked the reference desk and a student wanted information on a particular subject, I showed them how to do a subject search and most were quite pleased when they learned they could could search this way.
Bananas is a search I recently did, but I was looking for titles related to the banana trade, marketing, economic factors, etc. A search in the "Simple Search" box for bananas, netted 40 hits. Not overwhelming. Near the top of the list is Language, bananas and bonobos : linguistic problems, puzzles and polemics by Neil Smith; the only assigned subject is Linguistics. Bananas is simply in the title. Another match midway down the list is Walking after midnight : one woman’s journey through murder, justice & forgiveness by Katy Hutchison; it has a chapter titled "Yes, we have no bananas." I think few students are going to want to cull through 40 matches, but that is better than the several hundred which a Simple Search for Latino Culture brings up.
Advanced Search allows for searching within the subject field which gives much better results, but by title. To actually browse by subject, the user must select a matching title, then expand to the full record, then click on the Subject heading that matches what they are searching for. It takes about three clicks to get to where you can actually browse and then there is no Search box to refine or further browse; you have to either go with "previous" or "next" buttons to browse the subjects. I find myself adapting and the user probably will too, but I still think the ability to browse subjects and authors should be there.
I understand the desire to simplify. However, I think sometimes we underestimate the users and eliminate functionality that some use or would use if taught. I hear librarians say "but, they don't use it." Then, teach them.
Currently, I use the OPAC rather than the ILS client to search for titles currently held (title searching), authors (author browsing), and to see what we have in various subject areas (subject browsing). What is currently being re-done, with Google-like visions, is the Simple Search. Sadly, this is where the current browse feature resides. The new simple search will be one search option only (Catalog Search) and that is over the entire record. Advanced search is still there, but it does not have the option to browse. So, when the OPAC is rolled out (unless they change it based on feedback and I did give feedback), users will no longer have the ability to browse subjects or authors.
I was aghast. It's second nature to me to subject browse and always has been, even before I became a librarian. Maybe it's because I learned to do research with a card catalog and print indexes. These force you to think in terms of subject. When I worked the reference desk and a student wanted information on a particular subject, I showed them how to do a subject search and most were quite pleased when they learned they could could search this way.
Bananas is a search I recently did, but I was looking for titles related to the banana trade, marketing, economic factors, etc. A search in the "Simple Search" box for bananas, netted 40 hits. Not overwhelming. Near the top of the list is Language, bananas and bonobos : linguistic problems, puzzles and polemics by Neil Smith; the only assigned subject is Linguistics. Bananas is simply in the title. Another match midway down the list is Walking after midnight : one woman’s journey through murder, justice & forgiveness by Katy Hutchison; it has a chapter titled "Yes, we have no bananas." I think few students are going to want to cull through 40 matches, but that is better than the several hundred which a Simple Search for Latino Culture brings up.
Advanced Search allows for searching within the subject field which gives much better results, but by title. To actually browse by subject, the user must select a matching title, then expand to the full record, then click on the Subject heading that matches what they are searching for. It takes about three clicks to get to where you can actually browse and then there is no Search box to refine or further browse; you have to either go with "previous" or "next" buttons to browse the subjects. I find myself adapting and the user probably will too, but I still think the ability to browse subjects and authors should be there.
I understand the desire to simplify. However, I think sometimes we underestimate the users and eliminate functionality that some use or would use if taught. I hear librarians say "but, they don't use it." Then, teach them.
April 16, 2007
How many users?
At current work place, we're running quite a few database trials right now. So, this morning I was checking some of them out and giving feedback. One of them is a spiffy little database - Literary Reference Center by Ebsco. I also ran a trial at previous work place. That previous trial is what made me begin to seriously look at the number of users when licensing a database. This database does not solely license unlimited users. You start with one user and work your way up from there. My first thought, was gosh, good price, but only one user?
Then I really thought about it. I would be replacing print editions of criticisms with the database. With a print edition, only one person can use it a time and if it has been used and is laying on a table somewhere waiting to be shelved, then the next user does not have ready access. So, I'm not losing anything, except the amount of money I'm paying. I did the math, the print costs for the titles the database would replace were more than the cost of the database itself. And, the database doesn't require shelf room. Plus, you have the added functionality of being able to search across all reference volumes, articles, criticisms; you get author biographies, books are assigned categories; and it's accessible 24x7 from anywhere. So, only one person can access it a time, but now we have increased accessiblity.
After thinking about this and realizing that realistically, I'd probably want 2-4 user seats, I also realized that based on the type of resource and who would be using it, unlimited usage was really not required. And, given my limited budget, that was a liberating realization. Some standard databases do need unlimited access, Ebsco Academic Search Elite/Premier or ProQuest Research Library, for instance. However, look at the subject areas they cover and the fact that all students, undergraduate and graduate, as well as faculty will use it. Literary Reference Center is a very nice database, but it's usuage is most likely limited to undergraduate students in lower level writing and English courses. It is is not a resource for the graduate or faculty researcher.
Here we're actually taking a hard look at the number of users for a database we already have, which has about four users. We looked at the past year. Some months we had turnaways in the hundreds, but other months we had just two turnaways, other months, there were no turnways, and for a couple of months there was no usage. What we're looking into are the instructional sessions. Are these tying into the high number of turnaways? If so, perhaps, the sessions could be adapted away from "hands on" with the knowledge that a) not everyone will be able to get on (or put them in groups to match the number of logins), and b) when the time comes for the students to do research, odds are they'll be able to get it. If the turnaways are occuring due to the training sessions, then the turnaway numbers aren't really an accurate picture of the number of users we need for the database.
End result: now I approach database licensing and number of users differently. If the "default" is unlimited users, good. If not, then I look more closely at the resource, but I also take a hard look at who my user population will be. Odds are having less than five users will be sufficient. And, if it's not, then we can always evaluate the usage and increase the license if needed.
Then I really thought about it. I would be replacing print editions of criticisms with the database. With a print edition, only one person can use it a time and if it has been used and is laying on a table somewhere waiting to be shelved, then the next user does not have ready access. So, I'm not losing anything, except the amount of money I'm paying. I did the math, the print costs for the titles the database would replace were more than the cost of the database itself. And, the database doesn't require shelf room. Plus, you have the added functionality of being able to search across all reference volumes, articles, criticisms; you get author biographies, books are assigned categories; and it's accessible 24x7 from anywhere. So, only one person can access it a time, but now we have increased accessiblity.
After thinking about this and realizing that realistically, I'd probably want 2-4 user seats, I also realized that based on the type of resource and who would be using it, unlimited usage was really not required. And, given my limited budget, that was a liberating realization. Some standard databases do need unlimited access, Ebsco Academic Search Elite/Premier or ProQuest Research Library, for instance. However, look at the subject areas they cover and the fact that all students, undergraduate and graduate, as well as faculty will use it. Literary Reference Center is a very nice database, but it's usuage is most likely limited to undergraduate students in lower level writing and English courses. It is is not a resource for the graduate or faculty researcher.
Here we're actually taking a hard look at the number of users for a database we already have, which has about four users. We looked at the past year. Some months we had turnaways in the hundreds, but other months we had just two turnaways, other months, there were no turnways, and for a couple of months there was no usage. What we're looking into are the instructional sessions. Are these tying into the high number of turnaways? If so, perhaps, the sessions could be adapted away from "hands on" with the knowledge that a) not everyone will be able to get on (or put them in groups to match the number of logins), and b) when the time comes for the students to do research, odds are they'll be able to get it. If the turnaways are occuring due to the training sessions, then the turnaway numbers aren't really an accurate picture of the number of users we need for the database.
End result: now I approach database licensing and number of users differently. If the "default" is unlimited users, good. If not, then I look more closely at the resource, but I also take a hard look at who my user population will be. Odds are having less than five users will be sufficient. And, if it's not, then we can always evaluate the usage and increase the license if needed.
April 09, 2007
A brand new world...
It's been a little while since my last post. Mostly this is because this April finds me in a new job. Having had a number of personal changes in my life, I sought a new start. Many things helped me to find my current position - and thus the topic of this entry.
Networking, networking, networking!
I put the word out to every possible librarian that I knew that I was looking for a new opportunity. I attended trainings, conferences, workshops, and got involved. The key thing to this I see is not stopping those activities now that I'm settled. In order to retain one's network it is mandatory that it be a way of life, not just something you use when you need something.
Mentors
I had developed some mentors along my path. People that although they may be sad to see me move on were still encouraging me every step of the way. My two cents on finding one is to see who's in your environment, your sphere of influence that you respect and admire. Do not be held back by thinking they may be too busy or too important to spend time with you. What I found was that these were exactly the people MOST willing to be a mentor.
Job Buddy
I had a couple of friends/colleagues that I was able to continually talk with about the job hunt. They were the people that encouraged me when potential employers were taking forever to respond. They were the ones that helped remind me WHY it was I was going through this job change. Finally, they were the ones that helped me evaluate not only my own resume, but also the job postings that sounded most interesting.
I wish you luck on your next job hunt! Feel free to contact me if you need that extra boost to get started or keep going!
Networking, networking, networking!
I put the word out to every possible librarian that I knew that I was looking for a new opportunity. I attended trainings, conferences, workshops, and got involved. The key thing to this I see is not stopping those activities now that I'm settled. In order to retain one's network it is mandatory that it be a way of life, not just something you use when you need something.
Mentors
I had developed some mentors along my path. People that although they may be sad to see me move on were still encouraging me every step of the way. My two cents on finding one is to see who's in your environment, your sphere of influence that you respect and admire. Do not be held back by thinking they may be too busy or too important to spend time with you. What I found was that these were exactly the people MOST willing to be a mentor.
Job Buddy
I had a couple of friends/colleagues that I was able to continually talk with about the job hunt. They were the people that encouraged me when potential employers were taking forever to respond. They were the ones that helped remind me WHY it was I was going through this job change. Finally, they were the ones that helped me evaluate not only my own resume, but also the job postings that sounded most interesting.
I wish you luck on your next job hunt! Feel free to contact me if you need that extra boost to get started or keep going!
April 06, 2007
My first Curriculum Committee meeting
Yesterday afternoon I attended my first Undergraduate Curricula Committee Meeting. Normally, my manager sits in on this committee, but she's on vacation, so I got to go. I was a little lost at first, but it was interesting. Apparently, there have been a lot of changes this year, so this was an additional meeting for the semeseter. Many of the changes were changes in prerequistes, but there were new classes (adds) and courses that were dropped (deleted). Interestingly (to me anyway) some of the changes were to the programs themselves and many were to drop the required degree hours down to around 120, with the exception of one degree which actually took the required hours to 133. Naturally, many of the changes were to meet accreditation standards and must go through the state board of education.
Information about adds and changes in degrees is passed on to the librarian responsible for collection development for that area. This is good as it helps to determine what areas to order in, especially in light of new classes. Naturally, when degrees are added we are a part of the process.
So, you might wonder why this is intriguing to me. At my former library, a representative from the library was not on either of the curriculum committees, undergraduate or graduate (even in a non-voting capacity as we are here). Since the faculty did most of the ordering, in theory this shouldn't have been a problem. However, as I pointed out in a previous post, faculty tend to order for their research needs at times and not necessarily in support of the programs being taught. The result is that the library may not have materials needed to support a class.
We had always believed the library should be included on these committees and after attending this meeting, I'm sure of it. No, we don't need to vote, but if the school is going to support the classes, then the library needs to have materials available. No, not all classes will require library support, but many will. By participating on the committee the library is aware of what the departments are teaching and no extra step is needed to bring the library into the loop.
Information about adds and changes in degrees is passed on to the librarian responsible for collection development for that area. This is good as it helps to determine what areas to order in, especially in light of new classes. Naturally, when degrees are added we are a part of the process.
So, you might wonder why this is intriguing to me. At my former library, a representative from the library was not on either of the curriculum committees, undergraduate or graduate (even in a non-voting capacity as we are here). Since the faculty did most of the ordering, in theory this shouldn't have been a problem. However, as I pointed out in a previous post, faculty tend to order for their research needs at times and not necessarily in support of the programs being taught. The result is that the library may not have materials needed to support a class.
We had always believed the library should be included on these committees and after attending this meeting, I'm sure of it. No, we don't need to vote, but if the school is going to support the classes, then the library needs to have materials available. No, not all classes will require library support, but many will. By participating on the committee the library is aware of what the departments are teaching and no extra step is needed to bring the library into the loop.
April 02, 2007
Approval plans and subject areas...
I'm now about three months into the new job and merrily selecting for my subject area - business. We use approval plans and slip plans for selecting. These are broken up into the following areas: Management, Marketing, Economics, Finance, and Accounting. Needless to say, some areas publish more than others. Also, some are more dependent on the library than others.
Each week I get an electronic slip list, which I go through. What has amazed me it what the jobber puts in certain categories. For example, all career guidance manuals, materials, etc. are in Accounting. So, Careers in Psychology shows up on the approval plan under Accounting. I admit, that one puzzles. But, because accounting doesn't publish that much, I'm rolling with the flow on that. For now. At some point, I may ask why the career manuals are under accounting. Then, there's just the plain odd stuff. And, I wonder if I'm the only one here (we have five Collection Development librarians working with different areas) receiving certain titles. Currently, I'm reviewing a title that I received a slip for that is given the subject area of "Home Economics" by the jobber, is on my Management slip list, and "chronicles a highly personal journey, with plenty of loafing stops along the way, through the hills and hollows of Southern Appalachia, in search of the tastes that define and sustain the region's people." Now, admittedly, I could be missing something, but to me it doesn't fit in any of the subject areas I cover.
Then, almost everything legal, falls under the Marketing profile. Again, some of it I can see, business law for example, but a lot of it is just plain legal with no relation to Marketing. Fortunately, the majority of it comes in slips so I can pick and choose. It just adds a bit of work to review a title that really has nothing to do with the subject.
The jobber doesn't always have a description and/or table of contents for the work. So, I find myself usually checking Global Books In Print for descriptions, which they generally have as well as fairly descriptive subject descriptions. But, if you check several sources - a couple of jobbers, GBIP, and Worldcat among others - nine times out of ten you will get different subject areas from all of them. The above title mentioned gets a subject of Cookery & Cooking/General from GBIP, Cooking from jobber number 2, and Cookery/American, Cookery/Applachian Region, Southern from WorldCat. Generally, it's the jobber that my approval plan is set up with that gets a somewhat goofy subject area. The more I do this, the more I'm intruigued with the different subject areas assigned by the different sources. I'm not alone. I've heard some of the other librarians puzzle over subjects that show up on their approval list as well.
In the end, I'm not sure it really matters. If the book doesn't fit my subject area, I don't order it. Hopefully, I'm not missing any titles this way either.
Each week I get an electronic slip list, which I go through. What has amazed me it what the jobber puts in certain categories. For example, all career guidance manuals, materials, etc. are in Accounting. So, Careers in Psychology shows up on the approval plan under Accounting. I admit, that one puzzles. But, because accounting doesn't publish that much, I'm rolling with the flow on that. For now. At some point, I may ask why the career manuals are under accounting. Then, there's just the plain odd stuff. And, I wonder if I'm the only one here (we have five Collection Development librarians working with different areas) receiving certain titles. Currently, I'm reviewing a title that I received a slip for that is given the subject area of "Home Economics" by the jobber, is on my Management slip list, and "chronicles a highly personal journey, with plenty of loafing stops along the way, through the hills and hollows of Southern Appalachia, in search of the tastes that define and sustain the region's people." Now, admittedly, I could be missing something, but to me it doesn't fit in any of the subject areas I cover.
Then, almost everything legal, falls under the Marketing profile. Again, some of it I can see, business law for example, but a lot of it is just plain legal with no relation to Marketing. Fortunately, the majority of it comes in slips so I can pick and choose. It just adds a bit of work to review a title that really has nothing to do with the subject.
The jobber doesn't always have a description and/or table of contents for the work. So, I find myself usually checking Global Books In Print for descriptions, which they generally have as well as fairly descriptive subject descriptions. But, if you check several sources - a couple of jobbers, GBIP, and Worldcat among others - nine times out of ten you will get different subject areas from all of them. The above title mentioned gets a subject of Cookery & Cooking/General from GBIP, Cooking from jobber number 2, and Cookery/American, Cookery/Applachian Region, Southern from WorldCat. Generally, it's the jobber that my approval plan is set up with that gets a somewhat goofy subject area. The more I do this, the more I'm intruigued with the different subject areas assigned by the different sources. I'm not alone. I've heard some of the other librarians puzzle over subjects that show up on their approval list as well.
In the end, I'm not sure it really matters. If the book doesn't fit my subject area, I don't order it. Hopefully, I'm not missing any titles this way either.
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