1. Capturing meaningful data at the Reference Desk Michael Mitchell Reference & Instruction Librarian Bethel University Library m-mitchell@bethel.edu @M_Librarian

2. Learning from Reference/Instr. Data 3 necessary steps: 1. Gather the data 2. Make connections within and b/w data sets 3. Communicate findings in a way that is useful

3. Gathering Data: Challenges Reference/Instruction Data is not standardized Labor-intensive (requires consistent documentation) Delicate balance: How to get useful data without being burdensome to your staff

4. Bethel Univ. Library’s Solution: Electronic form at Reference Desk (LibAnalytics) Some basic req’d fields (patron type; contact method) Other info optional (What type of ?; what subject, etc.) Separate form for Instruction More detailed info (How many students; course #)

5. Make connections w/ the data

6. Make connections: Data analysis Start simple: descriptive statistics Average # of questions per month Frequency of question types Build up several semesters of data – look for trends. Are certain times of the year/semester always busiest? Are your total instruction sessions increasing? Declining? Can you identify a “normal” level of Ref / Instruction?

7. Make connections: Across data types These departments probably need instruction

8. Make connections: Across data types Plan for busy times

9. Communicate findings in a useful way

10. Communication: To your librarians How can this help Reference & Instruction staff? Know how to plan for busy times of the week/year Anticipate which questions come up the most Perfect for training new staff Target majors/courses for instruction outreach

11. Communication: Your community Link between Ref/Instruction and Institutional Goals Do you support GenEd or required courses? Are instruction-heavy courses assoc. w/ certain campus- wide “learning outcomes”? Use campus-wide language

12. Follow-up Send questions or comments to: m-mitchell@bethel.edu