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Evidence Based Library and Information Practice 2006, 1:1
58
Evidence Based Library and Information Practice
Article
Persuasive Evidence: Improving Customer Service through Evidence Based
Librarianship
Wendy A. Abbott
Associate Director, Customer Services, Bond University
Gold Coast, Queensland, Australia
E‐mail: wendy_abbott@bond.edu.au
Received: 10 December 2005 Accepted: 24 February 2006
© 2006 Abbott. This is an Open Access article distributed under the terms of the Creative Commons
Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Objective ‐ To demonstrate how evidence based practice has contributed to informing
decisions and resolving issues of concern in service delivery at Bond University Library.
Methods ‐ The paper critically analyses three evidence based research projects
conducted at Bond University Library. Each project combined a range of research
methods including surveys, literature reviews and the analysis of internal performance
data to find solutions to problems in Library service delivery. The first research project
investigated library opening hours and the feasibility of twenty‐four hour opening.
Another project researched questions about the management of a collection of feature
films on DVD and video. The third project investigated issues surrounding the teaching
of EndNote to undergraduate students.
Results ‐ Despite some deficiencies in the methodologies used, each evidence based
research project had positive outcomes. One of the highlights and an essential feature of
the process at Bond University Library was the involvement of stakeholders. The ability
to build consensus and agree action plans with stakeholders was an important outcome
of that process.
Conclusion ‐ Drawing on the experience of these research projects, the paper illustrates
the benefits of evidence based information practice to stimulate innovation and
improve library services. Librarians, like most professionals, need to continue to
develop the skills and a culture to effectively carry out evidence based practice.
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Evidence Based Library and Information Practice 2006, 1:1
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Introduction
Like most Australian university libraries,
Bond University Library employs a range
of quality processes and gathers vast
quantities of data to measure performance
and ensure students and staff receive a
high standard of library service. For
example, performance indicators such as
processing turnaround times are used to
verify that resources are available for
customers in a timely manner. Usage
surveys inform decisions about resource
selection and retention and customer
surveys objectively measure levels of
customer satisfaction and indicate the
service areas where further development
is needed. These performance indicators
and survey results are benchmarked
internally over time and externally against
other libraries and organisations in the
wider community.
A great deal of qualitative data is also
gathered to measure the Library’s
performance including free comments in
surveys, feedback received via suggestion
boxes (physical and virtual), focus groups,
roundtable forums and so on.
While some of these measures are
designed to diagnose problems and
prescribe the appropriate response or
remedial action required, others raise
issues for which there is no ready‐made
solution. At Bond University Library there
has been a natural progression from using
these systematic quality measures to
applying evidence based practice as a
rigorous methodology for solving
problems in service delivery.
Evidence Based Librarianship in Action
Despite the absence of an agreed upon
definition for evidence based librarianship
there is general consensus that evidence
based practice in library and information
science means applying a sequence of
information management processes (Brice,
Booth and Bexon 3):
Specifying the problem
The crucial first stage in evidence
based practice is to formulate a
focussed, structured, answerable
question. Models such as PICO (for
evidence based medicine) and SPICE
(which is more relevant for
information practice) have been
developed to help structure the
question (Brice, Booth and Bexon 5).
Finding the evidence to answer the
problem
The second stage in evidence based
practice is to conduct a comprehensive
search of the literature to find
evidence relevant to the question
posed. Qualitative and quantitative
research methods may also be used to
locally validate the published
evidence (Koufogiannakis and
Crumley 124).
Appraising the evidence
The validity, reliability and
applicability of the evidence must
then be appraised using critical
evaluation techniques (Brice, Booth
and Bexon 9).
Applying the results
The results of evidence based research
may be directly applicable or may
simply improve an understanding of
the issues. Variables such as the
nature of the user group, timeliness of
the evidence, costs, politics and the
severity of the problem influence how
the results are applied
(Koufogiannakis and Crumley 120‐
126).
Evaluating the outcome
The outcome of evidence based
practice can be evaluated on two
levels. Firstly on a technical level:
have the stages of evidence based
practice been successfully followed?
Secondly, has the intervention that
resulted from the evidence based
process actually made the anticipated
difference (Booth 127)?
Evidence Based Library and Information Practice 2006, 1:1
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Redefining the problem
Through evaluating the outcome of
the evidence based practice, the
original problem may be redefined or
a new question can emerge to guide
future research (Booth 128). This last
step in the process is sometimes
combined with the evaluation stage
above.
This paper will describe the application of
evidence based practice in solving a
number of practical problems that arose at
Bond University. Two of the issues
emerged from customer feedback and the
other evolved through a collaborative
project between an academic group and
Library staff.
Case Study on Library Opening Hours
Questions: Should Bond University Library
increase opening hours to meet student
demand? How realistic is twenty‐four
hour opening?
While Bond University Library opening
hours are good by Australian standards,
in 2004 students were increasing pressure
on the Library to extend its opening hours
including requests for twenty‐four hour
opening. Requests were received through
the Library Suggestion Box, the Rodski
Customer Survey and from the Student
Council and other student associations.
The decision was made to use an evidence
based approach when the issue was
escalated to the senior University
executive level. Library management
decided that a comprehensive report with
recommendations based on best practice
and other relevant evidence would inform
all stakeholders and help to resolve the
issue.
The evidence was gathered in a variety of
ways:
The Library’s opening hours were
compared to those of other Australian
university libraries using the Council
of Australian University Librarians
(CAUL) annual statistics. This
revealed that Bond Library’s opening
hours were the fourth best in
Australia. Only one other institution’s
opening hours were significantly
better.
A survey of the twenty‐four hour
facilities of other Australian university
libraries was conducted using CAUL
to distribute a questionnaire. This
showed that six Australian
universities had a twenty‐four hour
facility associated with the Library
ranging from a traditional computing
laboratory to specially designed and
constructed areas incorporating
individual and collaborative
learning/study facilities. The survey
results are available on the CAUL
website (“24x7 Library Facilities”).
A review of the literature illustrated
that internationally, an increasing
number of institutions are opening
their libraries for twenty‐four hours
for some days of the week and new
libraries are being built to incorporate
a twenty‐four hour facility. Research
conducted in the United States
indicates that students’ requests for
extended library opening hours are
perennial and they vary from requests
to open until 2.00 am during exam
periods to demands to open twenty‐
four hours per day seven days of the
week, most days of the year (Steele
and Walters; Curry; Engel, Womack
and Ellis).
A quantitative analysis of the
feedback about opening hours
received from Bond University
customers in 2004 indicated a low but
persistent level of complaints (see
Appendix A for more details on how
this analysis was performed).
A quantitative analysis of the usage
patterns gathered in the Library’s
Facilities Use Survey was used to
show that the current spread of hours
approximated closely to usage
Evidence Based Library and Information Practice 2006, 1:1
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patterns (see Appendix A for more
details on the methodology for the
quantitative analysis based on the
Facilities Use Survey).
A detailed costing was prepared for
four different scenarios ranging from
longer opening hours for the duration
of the semester to a short period of
twenty‐four hour opening leading up
to the examination period (see
Appendix B for details on how the
costing was done).
The evidence was appraised and
summarised to produce a report
incorporating a short term
recommendation to further increase
opening hours in the weeks leading up to
the examination period. The
recommendation for the longer term was
to incorporate a twenty‐four hour study
facility when and if the Library is
refurbished. Based on the CAUL survey,
such a facility should provide individual
and group study spaces, computers,
wireless access, laptop ports, photocopier
and printing equipment, vending
machines, lounges and appropriate
security arrangements.
The report was discussed with the Student
Council and the senior University
executive and while the recommendation
for the long term was accepted, the short
term proposal was not adopted. Through
the process, all stakeholders gained a good
understanding of the issues and agreed
with the decision that was made.
In the period since the research was
undertaken, the concept of refurbishing
the Library has progressed and the
University has invited proposals from
architects to develop a brief for the project.
The evidence gathered to resolve the
opening hours question has contributed to
a better understanding in the wider
University community of the Library’s
role in providing a learning environment
in addition to its traditional role as a
repository of books and provider of
electronic resources. This is helping to
convince the senior executive that a
refurbishment is necessary to meet student
needs.
The refurbishment proposal has defined a
new question: “What facilities and
services would students like to see
included in a refurbished library?” and
stakeholder feedback is being gathered
using an online survey and focus groups.
Case Study on Management of Access to
Feature Films
Questions: How can the feature films on
DVDs and videos be organised and
managed to maximise access for the Bond
community? Should these resources be
more tightly controlled to improve access?
What is the most appropriate shelf
arrangement?
To support the Bond University School of
Film and Television (FTV) programs, the
Library has an extensive collection of
feature films on DVD and video. The
collection benefits the entire Bond
community and is heavily used. However,
academic staff and students in the FTV
School had a number of issues concerning
their access to the feature films:
Due to the popularity of the films,
FTV staff and students felt that the
DVDs and videos were often not
available for their primary purpose
(i.e. the teaching and learning needs of
FTV courses). They felt that the DVDs
and videos they wished to access were
often damaged, lost or loaned to
borrowers who were not undertaking
FTV courses.
The arrangement of DVDs and videos
using the Library of Congress
classification and a genre designation
was too difficult to use and a title
order arrangement was requested.
Evidence to resolve the questions posed
was gathered using a survey, analysis of
reports of damaged and lost items,
analysis of loan patterns and perusal of
the policies applied by other university
Evidence Based Library and Information Practice 2006, 1:1
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libraries. A literature review was also
undertaken.
The evidence gathered is summarised as
follows:
A survey of the management practices
used in Australian university libraries
was conducted using CAUL to
distribute a questionnaire. This
confirmed that most universities have
relatively open access polices for their
films on DVD and video; i.e. loans
available to all borrowers, material on
open access, standard loan periods,
multiple items allowed for borrowing.
The survey revealed libraries were
using a variety of security
arrangements including traditional
Library security strips as well as
locked security cases. According to the
survey results, most libraries were not
experiencing a great deal of theft or
loss of feature films. Videos were
found to be the most prone to damage
due to their aging format.
The survey showed there were
significant differences in how libraries
shelve their feature films although
about a third of those surveyed use a
system that effectively organises them
in title order.
According to the survey, 70% of
CAUL libraries use some form of
booking system to ensure films are
available for class purposes.
The results of the CAUL survey are
available on the CAUL website
(“Feature Film Collection
Management”).
The literature review indicated that
management of audiovisual
collections and especially feature films
in academic libraries is an evolving
situation for all aspects of their
collection management and access.
The trend is strongly towards
integrating audiovisual collections
into the mainstream of library
collections, minimising specialist
treatment due to the medium (Merry;
Brancolini).
Analysis of Bond Library’s loan
statistics confirmed that usage of the
feature films was high compared with
other parts of the collection but that
most borrowers were respecting the
loan period.
Analysis of lost and missing reports
has been ongoing and this has
highlighted the titles that are most
susceptible to theft, namely DVDs of
popular television series.
Based on these findings FTV academic
staff were consulted and a number of
steps could be taken immediately. For
example, a manual booking system for
staff to reserve their titles for class
teaching was promoted and an automated
system is under consideration. Secondly,
feature films were re‐shelved in title order.
Lastly, security was increased for the
popular television series that were found
to be susceptible to theft by relocating
them to closed access at the Loans Desk.
Lockable cases are being investigated in
order to be able to return them to open
browsing access.
A report with recommendations is being
prepared to vary the loans policy,
including proposals to limit both the
number and length of time that feature
films can be borrowed. The new policy is
to be discussed and agreed with
stakeholders and would incorporate
maximum flexibility for academic staff
and students in the FTV School to facilitate
their borrowing for teaching, learning and
research purposes.
Case Study on Teaching Undergraduate
Students EndNote
This case study is at an early stage and
thus is less complete than the two case
studies described above.
Evidence Based Library and Information Practice 2006, 1:1
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Question: How can undergraduate
students be supported to learn the basics
of using EndNote?
At Bond University all undergraduate
students are required to undertake a series
of core courses including a course
delivered by the School of Information
Technology (SIT) that is designed to
ensure that students understand the key
concepts of information technology. The
course aims to enable all students to gain
competency in using a range of
productivity packages. In 2005, it was
decided to add EndNote to the list of
applications that students would master in
this course.
Since the acquisition of a University site
licence for EndNote in 2002, the Library has
been responsible for support and teaching
of the program within the University
community. Acknowledging this expertise,
SIT staff called on the Library’s support in
the new initiative.
The literature was reviewed and a survey
of practice in Australian universities was
conducted via CAUL as summarised
below:
The literature review revealed a
plethora of articles about the technical
aspects of EndNote including reviews
of new versions of the software but
relatively few articles on support and
teaching EndNote (East; Siegler and
Simboli).
The CAUL survey showed that all but
one of the thirty‐four universities that
responded had a site licence for
EndNote and those thirty‐three
provide support and training in some
form. The institutions surveyed
indicated that they focus their EndNote
training on staff, researchers and
postgraduates; however, sixteen
provide EndNote training for
undergraduates, usually at the request
of academic staff.
In terms of evaluating training,
seventeen of the institutions surveyed
via CAUL ask participants in
workshops to evaluate content and
delivery to inform course
development but none appeared to
assess the learning of participants or
use exams to test competency. A few
are using quizzes and exercises for
learners to check their own progress
as they work through EndNote
tutorials.
The results of the survey are available
on the CAUL website. (“EndNote”)
As the evidence gathered did not reveal
any assessment techniques that could be
used to evaluate competency in using
EndNote, further discussions were held
with SIT academic staff and it was agreed
that Liaison Librarians would give input
to the development of the EndNote
mastery tests that would be produced by
SIT staff. Library staff conducted EndNote
training for the SIT tutors who would
deliver the practical tutorials for
undergraduates. It was also agreed that a
Liaison Librarian would be coopted to
introduce EndNote in the lecture program.
At the end of the semester, students’
results on the EndNote mastery test will be
analysed. A broader question about the
impact of teaching EndNote still needs to
be researched and answered: How will
teaching undergraduate students EndNote
impact on their overall information skills?
Evaluating Our Performance
Using evidence based practice at Bond
University Library constitutes a deliberate
strategy for introducing change and
continuous improvement. While
professional experience and judgement
are not discounted, using evidence based
practice is an attempt to move away from
relying solely on anecdote and personal
experience to solve important problems in
service delivery.
Analysing our performance in applying
evidence based practice at Bond
University illustrates our successes as well
Evidence Based Library and Information Practice 2006, 1:1
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as our limitations. One of the highlights
and an essential feature of the process at
Bond Library is the involvement of
stakeholders. This varies from seeking
their input to partnering with them to
learn from their expertise. The ability to
build consensus and agree upon action
plans with stakeholders is an important
outcome of that process. Stakeholder
involvement is akin to the patient centred
approach that is a hallmark of evidence
based medicine (Sackett et al.). In the Bond
context, it continues a strong tradition of
developing and maintaining good
relationships with customers.
In critically analysing each step of the
evidence based approach we used, the
three case studies have been a valuable
learning experience:
Specifying the question: In the case of the
opening hours issue and the access to
feature films problem, the questions were
focussed by analysing the feedback from
customers. In the case of support for
EndNote the question was not as easy to
define and as it transpired, the broader
question that could have been asked still
needs to be addressed. In all the projects a
structured process such as PICO or SPICE
could have helped focus the questions and
in turn would have aided the process of
choosing the research design (Brice, Booth
and Bexon 5‐6).
Finding the evidence to answer the problem: In
each case, a range of techniques was used
to gather evidence, including literature
searches, surveys and other data gathering
methods. As reported by Brice, Booth and
Bexon (7), the literature search process
was complicated due to the range of
information sources that comprise the
evidence base. The databases we searched
included Ebsco’s Academic Search Premier,
Business Source Premier, Library Information
Science and Technology Abstracts and
Professional Development Collection. InfoTrac
Expanded Academic and ERIC were also
searched. In each case, structured search
methods were used across the target
databases. Searching a wider range of
sources could have produced better
results but this was not practical within
the time available.
In each case, a survey was conducted of
CAUL members (40 Australian university
libraries) and the Council of New Zealand
University Librarians members (6 New
Zealand university libraries). The surveys
gathered a broad base of valid and reliable
evidence about current practice in the
sector. However, the survey methodology
we used could have been more rigorous.
For example, the questions could have
been more thoroughly tested to obtain
more accurate and comprehensive
information and more thought could have
been given to how the responses would be
analysed. If the survey methodology had
been automated, the results would have
been easier to analyse. Web‐based survey
applications with inbuilt analysis
methodologies can save a lot of time for
those responding to surveys as well as
those analysing the responses. While
using surveys as the predominant research
method may not meet the gold standard
for research rigor (West 12–13), in the case
of the questions raised at Bond University,
they satisfied the need to gather evidence
quickly so that pressing service problems
could be resolved in a timely manner.
Appraising the evidence: The evidence base
generated by the literature searches was
informative and contributed to an
improved understanding of the issues. But
as found by Booth and Brice (10), the
results for the literature searches
conducted for all three case studies
showed few studies with findings that
could be transferred to the current
situations. This may be inevitable given
the practical nature of the questions being
posed. Fortunately, the lack of transferable
results in published studies was partly
overcome by the broad base of evidence
generated through the CAUL surveys. The
survey information was analysed and the
major trends for the sector could be
readily identified and used as a guide for
practice at Bond University. Another
valuable evidence base in two of the three
cases described was the analysis of local
usage statistics.
Evidence Based Library and Information Practice 2006, 1:1
65
Applying the results: In determining the
applicability of the evidence assembled,
questions about costs, severity, timeliness
and politics, as suggested by
Koufogiannakis and Crumley (121–123) all
came into play. In each case feedback from
stakeholders had been significant in
raising the issues in the first instance.
Their involvement was equally important
in deciding how the results of the research
would be applied to address those issues.
In each case, library staff discussed the
evidence with stakeholders and through
the process a consensus developed on how
best to proceed. Both library staff and
stakeholders were informed by the
research and assured that plans to take
action were soundly based.
Evaluating the outcome and redefining the
problem: The opening hours case was
concluded to the satisfaction of both
library staff and stakeholders and is now
pending a refurbishment of the Library.
This has effectively defined a new
direction for our research. The other two
cases have not yet been concluded
although following initial research and
consultation with stakeholders some
interim actions have been undertaken and
this has allayed some of the biggest
concerns of stakeholders especially in the
case of managing access to feature films.
In evaluating the EndNote case study, the
broader question about the impact of
teaching EndNote on students’ information
skills has emerged to define a new
research question.
Conclusion
The three case studies illustrate Bond
Library’s first intentional foray into using
evidence based practice to capitalise on
well established quality processes and to
stimulate innovation and change. The
concept of “professional practice built on
the explicit and judicious use of current
best research findings in making decisions
about the performance of the day‐to‐day
role” seems hard to fault (Todd 9).
However, as the Bond University
experience has shown, there are barriers to
overcome even when the work
environment is conducive. Like most
professionals, librarians at Bond
University need to develop the skills and a
culture to effectively carry out evidence
based practice. These include the skills to
articulate questions, undertake research,
appraise research findings and implement
a course of action. Above all it requires
librarians to develop a culture of
questioning and reflecting on what we do.
Despite the limitations in some aspects of
the evidence based practice used at Bond
Library, the success of the three research
projects described in this paper amply
demonstrates the benefits of an evidence
based approach. Persuasive evidence!
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Evidence Based Library and Information Practice 2006, 1:1
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Appendix A: Details on Quantitative Analyses Used
Quantitative Analysis of Feedback about Opening Hours
To assess the level of feedback about opening hours, unsolicited feedback received in the
Library’s Suggestion Box and “free” comments recorded in the Library’s 2004 Customer
Survey (conducted by the Rodski Behavioural Research Group) were measured as a
percentage of the total number of comments received.
The analysis showed that in 2004, 7% of Suggestion Box comments and almost 4% of free
comments in the customer satisfaction survey were requests for longer opening hours. In the
first half of 2005 the number of Suggestion Box requests for longer opening hours grew to
10%.
Usage patterns identified in the Facilities Use Survey
Bond University Library regularly conducts a Facilities Use Survey by counting the number
of users occupying the Library’s various facilities (study carrels, open tables, lounge chairs,
Library catalogues, student use computers, laptop ports, group study rooms, DVD and video
players, etc.). The survey also includes a total head count. A precise count is taken four times
daily throughout the Library’s opening hours during the survey period (two weeks each
semester).
In 2004, the Facilities Use Survey illustrated that patronage was heaviest at mid afternoon and
showed that patronage grew and declined on either side of the peak time of day; building
gradually from opening time and tailing off towards closing time.
Evidence Based Library and Information Practice 2006, 1:1
68
Appendix B: Detailed Costing to Extend Library Opening Hours
The major expense in extending the Library’s opening hours is the cost of additional staffing
and to illustrate the scale of funding that would be required, the costs of four scenarios were
developed. The scenarios are listed below from the most expensive (1.) to the least expensive
(4.) diminishing by approximately 50% for each option down the list.
1. Open 24x7 for 2 weeks per semester during exam periods: cost per annum for 2 libraries
(Main and Law)
2. Open extended hours for Friday, Saturday and Sunday (until 9.00pm) throughout the
semester: cost per annum for 2 libraries (Main and Law)
3. Open until midnight (Monday to Thursday) for second half of semester (7 weeks): cost
per annum for 2 libraries (Main and Law)
4. Extend opening hours for Friday, Saturday and Sunday until 11.00pm for the last three
weeks of the semester: cost per annum for 2 libraries (Main and Law).
Option 1 would also require additional security arrangements including CCTV and close
surveillance by Security staff.