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The Pivotal Significance of Attentiveness to Standards and Assessment in South Carolinian School Libraries provides an overview of the history of the initial development of librarian standards and an in-depth look at the South Carolina Standards of Learning, the American Association of School Librarians’ Standards for Learners, and the International Society for Technology in Education Standards for Students. Information on the organizations’ covered standards is supplied, along with a brief examination of their potential application within school libraries. Additionally, a synopsis of South Carolina’s ADEPT Performance Standards for Classroom-Based Teachers, TE21 CASE Benchmarks, and South Carolina’s CTE Standards is provided. To conclude the research, three methods of assessment of standards application within a school library are summarized, including their potential impact on personnel growth.

Academic libraries have increasingly recognized the need to collect diverse materials. Simultaneously, academic libraries need to continue to develop additional measures to evaluate collections for diversity as well as connect to collections to their users and their campus initiatives and priorities. This paper features perspectives from two academic libraries and shares how both are grappling with not only assessing collections for the equity, diversity, and inclusivity, but also to place those collection efforts in the broader picture of institutional values and goals.

The Open University (OU) is the UK’s largest academic institution dedicated to distance learning, with over 120,000 students. The Library, based in Milton Keynes, was established alongside the University in 1969 to provide academic staff with access to the latest research in their field. The print library was designed to meet the needs of campus-based staff. The design of the teaching materials posted to students meant that they did not require access to an academic library service. At the turn of the millennium, as electronic publishing and home internet access grew, we commenced offering services to students and sought to establish a library that met their needs.\ud \ud We have a strong culture in performance measurement and assessment, which helps to ensure that strategy and service improvement is underpinned by evidence. Since 2012, this effort has been helped significantly by our Student Library Research Panel, a dedicated community of students who work with us in partnership as co-creators (Dick and Killick, 2016). A rolling recruitment effort attracts 500 students annually who agree to work with us for a year to contribute to our programme of continual improvement. Although there is a natural self-selection bias to panel membership, many students who join have had limited or no experience of the library when they agree to become part of the community due to the nature of distant learning. This inclusive approach to our student insight research ensures that our service development takes into consideration both user and nonuser needs. \ud \ud As our assessment culture has grown, one concern about our approach has continued to surface: the panel membership has been restricted to distance learning undergraduate and taught postgraduate students but these are not the only user groups that the library serves. When we developed the panel in 2012, a key objective was to ensure that we captured the views and experiences of these members of our community. They are the largest community we serve, and by their very nature difficult to gain feedback from. While some user experience research was conducted with the predominantly campus-based research students, insight from academic staff was provided only through anecdotal feedback. Feedback from our 9,000 associate lecturers, who teach our students directly and who are predominantly employed on a part-time distance basis, was even scarcer. We were concerned that we were planning service improvements based on student needs alone and not seeing a fuller picture.\ud \ud In February 2018 we started a Library Needs project, seeking to gain a more detailed understanding of current and future needs and expectations of the Library service from the whole OU community by undertaking focussed qualitative research with:\ud • Academic staff based on campus and in other parts of the UK\ud • Associate lecturers\ud • Research students on campus and in other parts of the UK\ud • Students (undergraduate and taught postgraduate)\ud \ud A total of 33 interviews were conducted as part of the project, using a directed storytelling approach to gain rich insights into the needs of our community. The conversations were recorded and transcribed before conducting Conversation Analysis (CA) and Thematic Analysis (TA) to draw out the themes in our very rich data. The findings were used by the library’s extended leadership team, coupled with their professional expertise, to develop the departmental operational plan and objectives for the forthcoming academic year. \ud \ud While the insights gained from the students (and, to some extent, from the research students) corresponded with the research previously undertaken with the student panel, some wider insights from the other community groups surprised us. Positively, we are seen as a prized resource that is central to the work of the University. Participants spoke about the value of the Library in their work, research, and study. In line with our continual improvement culture, however, one area was singled out as in need of improvement: the physical library. Since commencing offering services for student the Library placed a strong focus on electronic resources and we moved increasingly towards a virtual presence. Understandably, this suits our largest community, the distant learning students, but in the process the Library lost some relationship capital with campus-based academic staff and research students.\ud \ud In response to these findings, the Library has partnered with the Estates department to develop a new vision and strategy for the physical library. In line with our assessment culture this has been based on insight. Through observation studies, love letters and break up letters, and guerrilla interviews with both users and nonusers of the building we have identified the needs and expectations of the physical library. This insight, combined with our professional expertise has resulted in the new vision and strategy which we are now working to deliver.\ud \ud The wider learning from this process, however, is the importance of capturing the views of our whole community, including the users and nonusers, from all user groups. To take this forward we are in the process of extending and enhancing the Library Student Research Panel which has served us so well, to become the Library Research Panel, to ensure we continue to gather insight from our whole community. \ud \ud References\ud Dick, S. and Killick, S. (2016) ‘Delighting Our Customers : Building Services Collaboratively with Learners at a Distance’, in Baughman, S., Hiller, S., Monroe, K., and Pappalardo, A. (eds) 2016 Library Assessment Conference. Arlington, VA: Association of Research Libraries, pp. 543–548. Available at: http://oro.open.ac.uk/id/eprint/57807.

Objective – This paper presents a Library Assessment Capability Maturity Model (LACMM) that can assist library managers to improve assessment. The process of developing the LACMM is detailed to provide an evidence trail to foster confidence in its utility and value. Methods – The LACMM was developed during a series of library benchmarking activities across an international network of universities. The utility and value of the LACMM was tested by the benchmarking libraries and other practitioners; feedback from this testing was applied to improve it. Guidance was taken from a procedures model for developing maturity models that draws on design science research methodology where an iterative and reflective approach is taken. Results – The activities decision making junctures and the LACMM as an artifact make up the results of this research. The LACMM has five levels. Each level represents a measure of the effectiveness of any assessment process or program, from ad-hoc processes to mature and continuously improving processes. At each level there are criteria and characteristics that need to be fulfilled in order to reach a particular maturity level. Corresponding to each level of maturity, four stages of the assessment cycle were identified as further elements of the LACMM template. These included (1) Objectives, (2) Methods and data collection, (3) Analysis and interpretation, and (4) Use of results. Several attempts were needed to determine the criteria for each maturity level corresponding to the stages of the assessment cycle. Three versions of the LACMM were developed to introduce managers to using it. Each version corresponded to a different kind of assessment activity: data, discussion, and comparison. A generic version was developed for those who have become more familiar with using it. Through a process of review, capability maturity levels can be identified for each stage in the assessment cycle; so too can plans to improve processes toward continuous improvement. Conclusion – The LACMM will add to the plethora of resources already available. However, it is hoped that the simplicity of the tool as a means of assessing assessment and identifying an improvement path will be its strength. It can act as a quick aide-mémoire or form the basis of a comprehensive self-review or an inter-institutional benchmarking project. It is expected that the tool will be adapted and improved upon as library managers apply it.

Purpose The University of Tennessee Knoxville’s Libraries has set aside space and stocked it with treadmill desks, standing desks, cycling desks and balance chairs to encourage physical activity while using library space to promote active learning. The purpose of this paper is to assess the impact of this innovative space on library users through a study conducted by a research team using observations and short surveys to gather information about usage trends and user perceptions of this “active learning space.” Design/methodology/approach This study used both ethnographish observation and self-selected survey. Researcher observation notes were used to gather usage rates of the space and equipment in the space, and survey responses were coded for themes to identify user perceptions around the space. Findings The findings strongly suggest that users find mental and physical health value in the “active learning space” and many would find value in the expansion and improvement of the space. Research limitations/implications The limitations of this study include a shorter observation period compared to the survey collection period and limited demographic collection to shorten the survey instrument. Originality/value However, this study was able to assess how an active learning space in an academic library can influence and have a significant impact on student success.

Purpose As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA. Design/methodology/approach The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment. Findings It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors. Research limitations/implications Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis. Originality/value This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.

Purpose A persona describes a group of library patrons as a single person to better identify and describe user patterns and needs. Identifying personas in academic libraries can assist in library planning by focusing on patrons. Initially, personas were thought to be unique to each library; additional insights led the researchers to rethink this assertion. The purpose of this paper is to determine if personas, developed in one library, are unique or more universal than previously thought. Design/methodology/approach In this study, 903 surveys were completed across two institutions asking library patrons to identify use patterns within each library. Mean score responses were analyzed using an ANOVA, principal component analysis and RapidMiner technology. All analyses were used to identify personas with common interests and places personas in groups or neighborhoods. Findings The findings provide evidence for the universality of academic library personas. However, differences occur in how the personas are grouped and use different library services and resources. Originality/value Personas allow librarians to view patrons in a more personal way as they connect personas to specific library spaces. While the personas appear to be universal, their interactions with each other depend on specific library amenities.

Purpose The purpose of this paper is to explore ways in which “library value” may be communicated in a university setting through more effective engagement with strategic planning and a broader array of campus partners. Design/methodology/approach This paper presents a case study of an academic library in which alignment with the university mission and strategic plan and alignment of library assessment efforts with the broader culture of assessment at the university have resulted in positive gains for the library in terms of campus engagement and recognition of library value. Findings This paper provides insights into successful strategies for improved communication of library value to senior leadership, new investment in library facilities, and enhanced opportunities for collaboration across the university on strategic initiatives including student success, innovation in teaching and scholarship, and community engagement. Originality/value This paper provides library leaders with new approaches to engagement with campus partners and senior academic leadership in promoting the library as a strategic resource worthy of investment in the twenty-first century.

Purpose The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library. Design/methodology/approach The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes. Findings The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important. Originality/value This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”

Purpose The California State University Library successfully improved its library’s hours, including introducing 24-hour access, thanks in part to an assessment process that helped the University Library to develop a partnership with the students. The paper aims to discuss this issue. Design/methodology/approach In order to understand the need for expanded operational hours, students’ were surveyed on their satisfaction with current library hours, suggestions on how best to meet their actual hour needs, and interest in 24-hour access. Efforts to solicit student input included involving the student government in promoting the survey and reviewing its results, a decision that later had a major impact on the success of the project. Findings The survey identified days with problematic hours and which hours student suggested changes to that would best fit most students’ needs. In response to the findings, the library immediately implemented incremental changes that fit within current library resources. The survey’s most significant finding was that 94 percent of students wanted 24-hour study in the library. Originality/value An unexpected benefit of the library making immediate, incremental changes was that students could see the results of their input and feel a sense of ownership. The findings also led to the library making 24-hour access a top priority. When university funding was not available, the university’s student government approached the library with a unique proposal to include funding for 24-hour library access in their proposed student fee increase. The student body showed its willingness to invest in the library by passing the fee increase. California State University San Marco’s library began 24/5 hours in Fall 2017.

Purpose This case study provides a new methodology for examining patron-initiated noise complaints in academic libraries by mining virtual reference chat transcript logs. The purpose of this study is to illustrate how noise complaints can be identified, analyzed and mapped to create a visual representation of the library’s soundscape. Design/methodology/approach This study reviewed 4,494 reference chat logs taken over four semesters at a large public university between August 2015 and May 2017. From these transcripts, the author identified 330 unique noise complaints and analyzed them by content, time of day, day of week, week of semester and floor of library. Complaints were also plotted on a library map to determine noise complaint hot spots. Findings Analysis of the noise complaints showed that 82 per cent of the reported incidents originated in designated quiet study zones and 55 per cent of the complaints occurred in the evenings when the library was more lightly staffed. Mapping the noise complaints revealed that most infractions were reported in areas where public computing areas and group study rooms were situated directly adjacent to designated quiet study areas. Originality/value Although there are numerous studies on noise in libraries and many published analyses of reference chat transcripts, this paper is the first to analyze chat transcripts for the purpose of studying noise complaints in the library. This paper is an expansion of a preliminary study presented at the 2016 Library Assessment Conference in Arlington, VA.

Purpose The purpose of this paper is to draw a picture of the current landscape of library assessment based on the data gathered in interviews. The authors will focus specifically on the continuum between micro and strategic assessment and share the lessons learned from diverse institutions and geographies about how to build a culture of assessment. Design/methodology/approach Between 2015 and 2017, the researchers have interviewed more than 75 library directors and leaders, library assessment practitioners, and academic experts on four continents about library assessment and its current state in their institutions. Findings The results reveal a varied landscape, with libraries in widely varying stages of assessment performance and readiness. Originality/value This paper presents the results of a large-scale study over more than two years. More than 75 people have been interviewed in five countries. The scale and scope of the work is both significant and unique.

Purpose The research explores the emerging specialty of learning space assessment with a focus on how new information professionals represented by graduate students in an academic libraries course defined quality criteria for library spaces and how they approached designing and conducting a one-shot multi-site space assessment project. Design/methodology/approach The instructor-investigator adopted a diachronic collective case study strategy, using documents generated by six cohorts over three academic years. The data included 180 online discussion posts, 97 individual site assessments and 32 group project reports. Data were analysed quantitatively and qualitatively to identify patterns and trends in student behaviour. Findings The analysis revealed a strong trend among students for creating their own evaluation frameworks in preference to reusing existing professional tools in their current form; the proportion of students who developed their own criteria or combined existing criteria in new ways shifted from 40 per cent to 80 per cent in three years. Their approaches demonstrated willingness and ability to engage in independent and creative thinking, and readiness to explore interdisciplinary and international perspectives on space. They also displayed a commitment to accessible, flexible and adaptable user-centred design for active, collaborative learning and to bringing a user perspective to their observations. Originality/value The focus on student-librarians provides a unique forward-looking perspective on the desirable qualities of next-generation learning spaces in academic libraries. The study documents an unprecedented range of established and novel space evaluation frameworks and tools informed by different professional disciplines. The results should be of interest to library and information science (LIS) educators and practitioners.

Purpose This paper aims to examine the principles that underpin library assessment, methods used for impact and performance evaluation and how academic libraries should use the findings, and it discusses how value frameworks help. Design/methodology/approach This is a literature review covering aspects of value (value propositions, value co-creation), value frameworks (including the 2015 ACRL framework, Holbrook typology with worked example), data analytics and collaborative projects including LibQUAL+ initiatives and the use of balanced scorecard principles (including a values scorecard). Findings The use of data analytics in library assessment requires collaboration among library services to develop reliable data sets. Scorecards help ongoing impact and performance evaluation. Queries that arise may require a framework, or logic model, to formulate suitable questions and assemble evidence (qualitative and quantitative) to answer new questions about the value of library services. The perceived value framework of Holbrook’s typology, the values scorecard and the ACRL framework all support the deeper level of inquiry required. Research limitations/implications Includes examples of possible application of frameworks. Practical implications A value framework might help data analytic approaches in combining qualitative and quantitative data. Social implications Impact assessment may require assessing how value is co-created with library users in use of e-resources and open data. Originality/value The study contrasts the varying approaches to impact evaluation and library assessment in academic libraries, and it examines more in-depth value frameworks.

Assessment – this word is daunting and full of intimations of unfamiliar territory. The library field, particularly academic libraries, is becoming well acquainted with the expectation that they wi...

Purpose This paper aims to evaluate the performance of a chat reference service implemented at an academic library in a private liberal arts college by gauging its impact on other forms of reference service in terms of usage volume, with a focus on research-related face-to-face reference questions. Design/methodology/approach Two statistical methods are used, namely, the difference-in-differences method and a simple moving average time series analysis, to analyze both the short-term and long-term impact brought by chat reference. Findings This study finds that the usage volume of the traditional face-to-face reference is significantly affected by chat reference in its first service year. The long-term analysis suggests that chat reference volume displays a significant declining trend (−2.06 per cent academic month) since its implementation. Yet, its usage volume relative to other reference services remains stable over time. Originality/value The findings in this case study will be of value to libraries with similar scale and institutional features that are also interested in assessing their chat reference service. In addition, this paper is the first to apply the difference-in-differences approach in the field of library science, and the two statistical methods adopted in this case study can be readily adapted and applied to other similar volume-based library assessment projects.

Purpose The purpose of this paper is to discuss the importance of selecting “well-matched” independent and dependent variables in quantitative research to maximize the possibility of detecting impact of library services on indicators of student success. The paper introduces the concept of sensitivity, which is the extent to which a measure will detect change in the thing being measured. Design/methodology/approach To make the case, the authors use the impact of amount of library instruction received on Grade Point Average (GPA) as an example, explaining a correlational research study at their institution. However, the emphasis of the paper is on the conceptual importance of sensitivity in variable selection in quantitative studies of all types. Findings After finding no statistically significant relationship between the amount of library instruction received and GPA, the authors determined that GPA was not a sensitive enough variable to detect the impact of a few class sessions taught by a librarian throughout students entire undergraduate career. Based on the findings and the literature, the authors conclude that the practice of selecting “insensitive” dependent variables that are unlikely to detect impact of the independent variable is a common practice in the library assessment literature. Originality/value In an era where bigger is better when it comes to demonstrating impact of library services, this paper argues that libraries sometimes diminish their ability to illustrate their contributions to student success by choosing large scale indicators of student success as independent variables which fail to detect the impact of library services.

Purpose The purpose of this paper is to review the current state of library space assessment, and to investigate how new professionals, represented by a cohort of graduate students taking a course on academic libraries, approached the task of designing and conducting a one-shot space evaluation project. Design/methodology/approach A review of literature on academic library space was used to introduce the project to student participants and to put the results of their work in context. Seven student groups were required to define their evaluation criteria, conduct quality assessments at individual sites and perform a cross-case analysis to inform recommendations for improvements. Findings The literature confirmed growing interest in learning space assessment, with a trend toward the use of mixed (quantitative and qualitative) methods, particularly ethnographic techniques using multimedia, and the development of comprehensive toolkits and frameworks. The students used a range of approaches: three groups developed their own evaluation criteria or categories (informed by their reading), and four groups used existing tools (with modifications). All used observations to collect data. Variations across the cohort pointed to different priorities in professional and/or personal values. Research limitations/implications The research was based on a small sample of 20 students in one cohort. Replication of the study with future cohorts tasked with the same assignment would strengthen the validity of the findings. Originality/value The study offers a novel perspective on the desirable qualities of learning spaces by exploring how graduate librarianship students as both student library users and next-generation professionals specify evaluation criteria and conduct space assessments.

This paper shares the Georgia Southern University Library’s experience of LibQUAL in user-centered and service-oriented academic learning environment. On the basis of reviewing the library literature on LibQUAL, this study presents the process of data analysis and data visualization for academic library assessments. Using the 2016 LibQUAL Survey at the Georgia Southern University Library as a sample, this study illustrates basic methods of analyzing and interpreting the LibQUAL Survey Raw Data and User Response Raw Data saved in Excel files. Also mentioned in this study are other common statistical tools and a set of general procedures, including data analysis, data validation, data migration, data mining, and data visualization, for academic library assessments to identify patron needs and satisfactory factors.

Assessment has become a necessity for academic libraries. Public services librarians do participate in assessment activities; however, technical services professionals who play a role in library-wide assessments are not widely reported. Although the line between public services and technical services has been blurred, the functions of technical services still exist and remain indispensable. Therefore, it is essential for technical services librarians to contribute to assessment, offering their insights to enhance their library services and demonstrate its value. This case study highlights technical services professionals' roles in library-wide assessments which can be replicated in small to medium-sized libraries.

We are living in a time when every librarian must be involved in assessment approaches. They must advocate for their library’s value, justify their role, ensure their patrons are being served well,...

The aim of this book is to address the barriers that libraries face when considering assessment activities. The purpose is not to add to the body of knowledge on library assessment; rather the unde...

This large-scale study was conducted for the purposes of determining how representative library users are compared to the whole student population, to explore how library services contribute to student success, and to position the library to be included in the institution’s learning analytics landscape. To that end, data were collected as students at University of Central Florida (n = 25,336) interacted with five library service points over four semesters. Analysis revealed a positive association between students who used one or more library services and higher end-of-semester GPAs. The article emphasizes how results were disseminated and ongoing work to build an interactive learning analytics library dashboard that complements existing institutional dashboards.

The purpose of the Augustana Library Feedback Project was to gather direct feedback from faculty and students at the Augustana campus about library resources, services and communications. The library wanted to listen and engage in strategic conversations with users to inform future decision making and best practices for the Augustana campus library going forward. The project took place over 9 months (July 2019-March 2020) and used a combination of methodologies that included a survey of Augustana faculty, focus groups with students and website usability testing with students. As this project was broad and ambitious in its scope, the findings are general. It is recommended that these findings be used as the basis for further investigation, feedback and conversations.

Assessment and Accountability in Reference Work explores the issue of library assessment methods and the impact of accountability on the delivery of reference services. It is a call for librarians to actively adopt performance measures and learn how to work with the results. This fascinating book explores a wealth of assessment methods that librarians can use to collect data and create standards that are valid, practical, and useful in accounting for reference services. Some of the methodologies described include quantitative measures, qualitative measures, patron surveys, questionnaires, interviews, case studies, peer review, unobtrusive testing, and even updating the library's policies and procedures manual as a way to evaluate services. A variety of assessment methods for reference services are applied to all types of libraries. Chapters in Assessment and Accountability in Reference Work describe how a small town library defends the relevancy of its services at a town meeting, how a special library documents the value of its services to cost-conscious management, and how academic libraries can become involved in university- and college-level assessment programs. Librarians seeking to develop their own assessment methods will benefit from practical advice on assessing diversity in the library, and helpful suggestions for improving reference services through training workshops, peer-coaching, and changes in organizational climate. A valuable bibliography of additional resources on assessment and accountability assembled by the editors completes this well-rounded work. All librarians concerned with finding the best way to justify the value of their reference services will find Assessment and Accountability in Reference Work a valuable introduction to the assessment methods that will fit the individual needs of their libraries.

Slides from a presentation given December 6, 2018 at the Library Assessment Conference in Houston, TX. At a High-Research Activity University, a new Chancellor began a strategic planning process in fall 2016 with a focus on “big ideas” and “giant steps.” Each year, units are required to submit their strategic planning report to the Office of Accreditation and Assessment with objectives, measures and targets. At the end of the year units submit a report to show if these objectives were accomplished. The report includes findings to show if targets were met or not along with an action plan for improvement. For both the planning and annual reports units are asked to link their goals and accomplishments to the University’s strategic plan where appropriate. These reports are ultimately sent to the Chancellor’s Office and a campus-wide report is developed. The UNCG University Libraries linked several of its objectives to support student and knowledge transformation through information literacy, student employment opportunities, learning spaces and open educational resources. Specific metrics provided concrete evidence on goal attainment. The Libraries also took steps to develop specific assessment measures to provide additional evidence of its contributions to the strategic plan. The annual assessment plan includes studies that will support both the Libraries’ and the University’s goals.

A paper presented at the Library Assessment Conference, which took place December 5-7, 2018, in Houston, TX.

Slides from a presentation given December 6, 2018 at the Library Assessment Conference in Houson, TX. Assessing the library’s impact on student success is vital for all library departments, but many assessments exclude nontraditional students. According to the National Center for Education Statistics (NCES, https://nces.ed.gov/pubs/web/97578e.asp), a nontraditional student is defined by many characteristics, such as: delayed enrollment into higher education programs, part-time attendance, working full-time, financial independence from parents, caretaking responsibilities, single parenthood, and having received a GED. Because nontraditional students can feel isolated from campus resources, reaching out to this population of students is crucial. Though there is literature on creating library outreach and instruction to nontraditional students there is a gap in the literature about assessing nontraditional students research needs. Creating assessments that include and focus on nontraditional students is key to improve library resources and services. Two librarians from a midsize public university created assessments focused on two student groups with many nontraditional students: online students and transfer students. Assessing transfer students has been a long-standing strategic mission for this library, and growing assessment to online students is a more recent step. This paper will cover an introduction to nontraditional students, our assessment methodology and approach to these student groups, our findings, and the value of assessing nontraditional students at other institutions. The purposes of these assessments were to target online and transfer students and assess their use and perceptions of library resources and services. This assessment plan to nontraditional students included many approaches. Transfer students were assessed through surveys, pretest and posttest, and focus groups. Assessing transfer students was also expanded under the Association of College & Research Libraries (ACRL) Assessment in Action (AiA) program. Online students were targeted through surveys and usability studies on library websites, as well as evaluating nontraditional student chat transcripts and creating online advisory groups. With all assessments, these librarians collaborated across library departments and across the institution. When assessing online students, public services, technical services, and library information technology teamed up for usability testing and surveys. To create the advisory board for online students, this librarian worked with nonlibrary departments across campus. With transfer students, the librarian teamed up with nonlibrary departments and regional community colleges. The findings of our assessments indicate that better marketing of services is needed to nontraditional students, as well as an outreach plan to reach students at the beginning of their academic careers. Continuing collaboration is key in order to improve our resources, including working with nonlibrary departments to better communicate with nontraditional students to create workshops and orientations geared towards nontraditional students. Both librarians also see in the findings the need to work with regional community colleges to reach out to transfer students and learn from their online learning initiatives. Future directions of our findings indicate that possibly creating a position that would focus on student success, including nontraditional students, would help strengthen these initiatives on campus and regionally.