Dr. Edward W. Walton MOBIUS Conference June 7, 2016

 Background Recognition ◦ Book Circulation Robust, but Decreasing ◦ E-books Use (Circulation) Increasing  Individual Institution Purchased  Loaning E-books Problematic  MOBIUS Business Model Built on Shared Print ◦ Proactive Initiative  Support Member Needs  Remain Relevant

 Committee Established (2012)  Parameters ◦ Share Collection (Equal Access) ◦ Unlimited User License ◦ Broad-Based Content  Diverse Membership – Multi-Type Library Support  Public Libraries  Academic Libraries – All Discipline ◦ Managed Collection

 RFP Responses ◦ Received Bids from Two Vendors ◦ Bids Equivalent ◦ Price Ultimately Deciding Factor Between Finalist  EBSCO eBook Selected ◦ eBook Academic Collection - North America (All) ◦ eBook Community College Collection ◦ eBook Education Collection (Added in 2015) ◦ eBook Subscription Clinical Collection ◦ eBook Public Library Collection- North America ◦ eBook K-8 Collection ◦ eBook High School Collection

 Membership Participation ◦ Participation Cost Scaled (FTE) ◦ 56/57 Institutions Participate ◦ Current Status: 3 rd Year  Collection Branding ◦ eMO

 Data Collection ◦ Data Collected for & ◦ Use Data from eMO System  EBSCO Provided ◦ Circulation Data, Satisfaction & Impact Data  Survey  Population/Sample Size ◦ N = 56; n = 25

 Data Analyses ◦ Use Data (Parametric Data)  Comparison: T-test ◦ Satisfaction & Impact (Non-Parametric Data)  Likert Scale  Satisfaction Questions Likert: Very Unsatisfied to Very Satisfied & NA  Impact Questions Likert: Decrease Significantly to Increased Significantly & NA  Chi-Square

 Q1: Satisfaction with collections ability to support student learning at your institution? ◦ Category:  Satisfied (11)  Very Satisfied (12) ◦ X 2 = 7.28, σ =.026 (less than α =.05)  Participants were overwhelming satisfied with the collection’s content and it’s ability to support student learning at their institution.

 Q2: Satisfaction with EBSCO E-book interface in terms of its usability? ◦ Category  Satisfied (14) ◦ X 2 = 14.2, σ =.003 (less than α =.05)  Overall, participants were satisfied with the EBSCO eBook interface. However, the level of satisfaction indicates that there is room for improvement.

 Q3: Satisfaction with EBSCO eBooks integration with your discovery tool. ◦ Category  Satisfied (8)  Not Applicable (9) ◦ X 2 = 10.0, σ =.04 (less than α =.05)  Participants using a discovery tool were satisfied with the integration with their discovery tool. Again, there is room for improvement.  However, many participants are not using a discovery tool.

 Q4: Impact of access to eMO on book purchasing decision? ◦ Category  Decreased Slightly (8)  No Impact (12) ◦ X 2 = 14.04, σ =.003 (less than α =.05)  For some institutions, access to eMO caused them to decrease book purchases.  For some institutions, having access to eMO had no impact on their decision to purchase books.

 Q5: Impact of access to eMO on e-book purchasing decision? ◦ Category  No Impact (13) ◦ X 2 = 13.00, σ =.005 (less than α =.05)  Access to eMO collection did not impact institutions decision to purchase e-books.

 Q6: Null-Hypothesis: there is no difference in the use of books and eMO e-books.  In both years, the null-hypothesis is rejected. There is a difference in use. ◦ Analysis  : F=11.962, σ =.002 (less than α =.05)  : F=15.388, σ =.001 (less than α =.05)  Books are used more than e-books from the eMO collections.  This raises the concern that eMO is not supporting student learning as well as anecdotally perceived by participants.

 Q7: Null-Hypothesis: there is no difference in the use of books and all e-books.  In both years, the null-hypothesis is rejected. There is a difference in use. ◦ Analysis  : F=9.732, σ =.005 (less than α =.05)  : F=8.587, σ =.008 (less than α =.05)  E-books are used more than books when all e-book systems are included in the results.

 PROBLEM: Confounded Data ◦ Use data for e-books comes from Book Report 1 for Counter 4 Compliant vendors. ◦ Counter 4 allows vendors to determine how they count uses. ◦ Some vendors count title use (EBSCO). ◦ Some vendors count section or page use (ebrary). ◦ Therefore, vendors are not reporting comparable data.  Thus, this finding is invalid.

 Q8: there is no difference in the use of eMO and other e-book systems.  In both years, the null-hypothesis is rejected. There is a difference in use. ◦ Analysis  : F=10.75, σ =.003 (less than α =.05)  : F=10.50, σ =.003 (less than α =.05)  E-books from non-eMO collections are used more than e-books from eMO collections.  Same Problem as Q7: Confounded Data  Thus, this finding is invalid.

 Q9: Null-Hypothesis: there is no difference in the use of books from 2014 to  The null-hypothesis is accepted. There is no difference in use. ◦ Analysis: F=.204, σ = 0.66 (Exceeds α =.05)  The number of books used did not change significantly from year-to-year.

 Q10: Null-Hypothesis: there is no difference in the use of e-books from 2014 to  The null-hypothesis is accepted. There is no difference in use. ◦ Analysis: F=.042, σ = 0.84 (Exceeds α =.05)  The amount of use of e-books did not change significantly from year-to-year.

 Participants Satisfied with eMO Collection ◦ Supports Student Learning ◦ User Interface ◦ Integration with Discovery Tool  Impact on Collection Development ◦ Slight Decrease in Purchasing Books (Some) ◦ No Impact on Purchasing E-Books (Some)

 eMO Collection ◦ Books Used More Than eMO E-book Collections ◦ Collection Not Supporting Student Learning as Perceived ◦ Impacting Collection Development Decisions  Use of both Books and E-books Remains Steady  Confounded Data ◦ Prevented Ability to Draw More Conclusions

Dr. Edward Walton Dean, University Libraries Professor of Library Services Southwest Baptist University 1600 University Ave Bolivar, Mo Phone: