1. Use of Library Collections
Finding Value in
Course Syllabi:
Using NVivo to Assess
Use of Library Collections
Jeremy Whitt
Pepperdine University
June 26, 2016

2. Text Mining &
Qualitative Analysis

3. Why Syllabi?
“[Syllabus content establishes] the foundation for the yet to be negotiated, unwritten rules for the ways in which the class will function”
(Eberly, Newton, and Wiggins 2001).

4. 109 Syllabi Top Five Majors Project Scope Fall 2014 - Spring 2015
Business (48), Psychology (27),
English (19), Sports Medicine (9), Advertising (6)

5. Valid library reference
43% of syllabi:
Valid library reference
Institutional access?

6. Results Specific terms appearing in syllabi: “SPSS”
“Business Source Premier”
“EBSCO”
“Mintel”
“ProQuest”
“SRDS”
“PsycINFO”

7. Results General terms appearing in syllabi: “Database” “E-book”
“Scholarly journal articles”
“Electronic resources”

8. General or Specific?
Sports Medicine & English: 95% - 100% general terms
Advertising: 95% specific terms
\Business & Psychology: Mix of general & specific terms

9. Conclusion & Future Steps
Value of library resources in syllabi
Limitations of method
Future opportunities

10. Thanks! jeremy.whitt@pepperdine.edu Project Members:
Colleen Mullally, Paul Stenis (Pepperdine)
Casey Ann Mitchell (Margaret Herrick Library)
Kevin Miller (UC Davis)

11. Works Cited
Eberly, Mary B., Sarah E. Newton, and Robert A. Wiggins. “The Syllabus as a Tool for Student-Centered Learning.” The Journal of General Education 50, no.1 (2001): Accessed June 6,
Association of College and Research Libraries. Value of Academic Libraries: A Comprehensive Research Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries,
Image credits:
Slide 1: Jeremy Thomas,
Slide 2: Patric Tomasso,
Slide 3: Samuel Scrimshaw,
Slide 4: Luca Zanon,
Slide 5: Patric Tomasso,
Slide 6: John Hult,
Slide 8: Tobias van Schneider,
Slide 9: Joe Beck,