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In 2010, the University of Huddersfield shared results from its analysis of anonymised library usage data [1]. Data was analysed for over 700 courses over four years - 2005/6 – 2008/9; this included the number of e-resources accessed, the number of book loans and the number of accesses to the University Library. This investigation suggested a strong correlation between library usage and degree results, and also significant underuse of expensive library resources at both School and course level. At the time, it was highlighted that the correlation between library usage and grade had not yet been significance-tested and that it was not known whether the Huddersfield findings were an anomaly or the norm [2]. As a result, a number of universities approached Huddersfield in order to benchmark against the data.\ud \ud In the light of the recent Comprehensive Public Spending Review and the Lord Browne’s Review of Higher Education Funding and Student Finance [3], it was thought that, if the Huddersfield experience was found to be of statistical significance across a broad range of universities, there was potential for the results to be used as a factor to enhance student attainment. In parallel, there is a continuing focus on the student experience and a desire that all students should achieve their full potential whilst studying at university. Results could also be used by libraries to target their resources more effectively where budgets are shrinking.\ud \ud In September 2010, the JISC released a call through the Activity Data programme [4] and in February 2011 the University of Huddersfield along with 7 partners: University of Bradford, De Montfort University, University of Exeter, University of Lincoln, Liverpool John Moores University, University of Salford and Teesside University were awarded JISC funding to prove the hypothesis that:\ud \ud ‘There is a statistically significant correlation across a number of universities between library activity data and student attainment’

The original Library Impact Data Project (LIDP) found a statistically significant relationship across a number of universities between library activity data (specifically the number of items borrowed and logins to e-resources in the library) and student attainment.\ud \ud Phase II of LIDP seeks to deepen our understanding of this relationship by investigating additional data such as gender, age, ethnicity, declared disability, retention, VLE and reading list use and engagement with in-house projects. This data will be used to identify predictors for student outcomes, with a particular focus on engagement with library services, in order to understand better how library activity relates to student attainment, including causal relationships.\ud \ud This paper will show some of the results from our quantitative data analysis:\ud \ud 1. Demographic factors and library use, examining whether there is a relationship between demographic variables and all measures of library use, and to see which factors carry the most weight in such a relationship.\ud \ud 2. Retention vs. non-retention, to see whether there is a relationship between patterns of library use (including increasing or decreasing intensity of use and time of use) and retention.\ud \ud 3. Value added, using UCAS points data (used in the UK to total up further education grades for application to universities) and library usage data to establish whether use of library services has resulted in higher than expected outcomes for students.\ud \ud 4. VLE use and outcome. Subject to data availability, we will test to see whether there is a relationship between VLE use and outcome.\ud \ud 5. MyReading and Lemon Tree. Although data will not be available in the lifetime of the project, we will discuss these new projects to encourage greater use of library resources and describe how we will test to see whether there is a relationship between demographic characteristics and engagement with these projects.\ud \ud 6. Predicting final grade. We will use demographic and library usage data to test whether you can predict a student’s final grade from available data.\ud \ud In addition the paper will discuss initial findings from three case studies of courses which exhibit non/low use of library resources. The qualitative data will improve our understanding of student behaviour, and help ensure library resources are allocated in the best way to meet student needs.

Presented in the session entitled "3 Years of Innovation: How the Summon Service Meets User Expectations and Research Needs".\ud \ud Join us as we celebrate the 3 year anniversary of the Summon® discovery service with guest librarians demonstrating how the Summon service is meeting their users’ academic research needs. Matthew Reidsma, Web Librarian, Grand Valley State University and David Pattern, Library Systems Manager, University of Huddersfield, both early adopters of the Summon service, will share data from their exciting new research on how users at their respective universities are using the Summon service and the real impact discovery is having on increasing user satisfaction and usage of library resources. The Summon service is now used by more than 30% of ARL libraries and hundreds of the largest research institutions around the world. Come learn what’s making the Summon service the most rapidly adopted new discovery service.\ud \ud Find out about our ground-breaking Discipline Scoped Searching and custom search widgets which make it easy to integrate the Summon service with LibGuides, research guides, and other Web-environments. Plus we’ll showcase the latest wave of Summon service innovations.\ud \ud Speakers: David Pattern, University of Huddersfield; Matthew Reidsma, Grand Valley State University