How Academic Libraries Help Faculty Teach and Students Learn The Colorado Academic Library Impact Study

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1 How Academic Libraries Help Faculty Teach and Students Learn February 2006 Don Dickenson

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3 How Academic Libraries Help Faculty Teach and Students Learn The 2005 Colorado Academic Library Impact Study February 2006 by Don Dickenson Colorado Department of Education

4 For more information about this report, contact: Library Research Service 201 East Colfax Avenue, Suite 309 Denver, CO Web site: Keith Curry Lance, Director Nicolle Steffen, Associate Director The Library Research Service is a unit of the Colorado State Library, Colorado Department of Education, that is operated in partnership with the Library and Information Science Program, College of Education, University of Denver. This study was commissioned by the Colorado Academic Library Consortium and funded through the Library Services and Technology Act (LSTA) by the Colorado State Library, Colorado Department of Education. For copies of this and other LRS publications, contact the Library Research Service at or one of the staff above via . It is also available in.pdf format at Colorado State Board of Education Pamela Jo Suckla, Chairman 3rd Congressional District Jared Polis, Vice Chairman Member-at-Large Randy DeHoff 6th Congressional District Evie Hudak 2nd Congressional District Peggy Littleton 5th Congressional District Karen Middleton 7th Congressional District D. Rico Munn 1st Congressional District Bob Schaffer 4th Congressional District William J. Moloney, Commissioner Eugene Hainer, Director of the Colorado State Library, State Librarian

5 Table of Contents Acknowledgments Executive Summary Introduction and Methodology Undergraduate Students Survey Results ii iii 1 2 Background Information 2 Usage 3 Outcomes 18 Faculty Survey Results 29 Background Information 29 Usage 29 Outcomes 57 Additional Findings 68 Conclusion 71 Appendices 77 Appendix A: Undergraduate Student Questionnaire 77 Appendix B: Faculty Questionnaire 82 i

6 Acknowledgements The 2005 Colorado Academic Library Impact Study (ALIS) would not have been possible without the voluntary participation of the undergraduate students and faculty of the nine participating Colorado colleges and universities. In order to gain clear perspectives concerning usage and outcomes in Colorado s academic libraries, it was first necessary to identify pertinent issues, to refine the scope of the study, and to develop the survey questionnaires. In addition, a survey administrator from each participating institution took responsibility for promoting the study, delivering the survey questionnaires to faculty and undergraduate students (usually via electronic mailing lists), and encouraging high response rates. The following individuals contributed their time, energy, and ideas to the development and implementation of the Academic Library Impact Study: Members of the Statistics Committee of the Colorado Academic Library Consortium (study advisory committee) Beth Avery, Western State College Sue Byerly, University of Colorado at Colorado Springs Carol Dickerson, Colorado College George Jaramillo, Colorado State University Leslie Manning, University of Colorado at Colorado Springs Pat Nelson, University of Colorado at Denver and Health Sciences Center Roger Stelk, Front Range Community College Others who administered the surveys at participating institutions Julie Stetson, Pikes Peak Community College Tom Tyler, University of Denver Patricia Andersen, Colorado School of Mines Dianne Machado, Adams State College The author also wishes to express his sincere gratitude to Keith Curry Lance, Director of the Library Research Service, for his assistance and guidance during all phases of this project. ii

7 Executive Summary From March to May 2005, a study concerning academic library usage and outcomes was conducted by the Library Research Service in association with the Colorado Academic Library Consortium. The primary objectives of the study were to gain a greater understanding of how academic libraries help students learn, and to assess how libraries assist instructors in their teaching and research activities. Nine Colorado institutions administered two online questionnaires one to undergraduate students and another to faculty members who teach undergraduate courses. Overall, 3,222 individuals responded to the student survey, while 395 instructors answered the faculty survey. Key Findings from the Undergraduate Student Survey Undergraduates surveyed reported that they spend roughly equal amounts of time accessing library resources remotely and at the library. Overall students estimated that: 53 percent of their time accessing library information resources was spent at the library, while 47 percent of this time was spent utilizing remote library access. Estimated percentages, however, were highly variable between different institutions. The four most important reasons cited by students for using their college or university library were: quiet space for study, availability of computers and other electronic resources, availability of specific materials, and convenient location. Each of these four reasons was cited by at least 50 percent of student respondents. The most utilized library services among surveyed undergraduates were: computer access, electronic database/article access, traditional printed resources, and meeting/study space. Each of these services was used within the preceding 12 months by at least 70 percent of students responding to the survey. Undergraduates learn about using library information resources in a variety of ways. Nearly three-quarters of students reported that they learned primarily from other students and from personal experience. Nearly half received instruction from faculty regarding library resources. Onsite help from library staff and library instruction integrated into other courses were also common ways that undergraduates learned about using resources, each being cited by more than two of every five students surveyed. iii

8 Most undergraduates reported success at finding needed resources at their institution s library. Nearly nine of ten students surveyed felt that they were usually able to find the books they need at their institution s library. A similar percentage conveyed that needed print periodicals could usually be found at their school s library. More than nine of ten undergraduates reported that they could usually access needed electronic resources through their library More than half (58%) said that they could usually find needed materials at other public, college, or university libraries. Undergraduates use library websites in a variety of ways. Four out of five responding undergraduate students use their institution s library website to search the library s home catalog. Searching online databases for journal articles was reported by two of every three students. Nearly half of those surveyed used their library s site to learn about library hours, locations, and services. Students were most likely to be helped by library staff in two ways: Two-thirds of surveyed undergraduates indicated that their library s staff had helped them to find books, journal articles, and Web resources. Nearly half reported that staff had provided assistance in the use of online or electronic resources. Key Findings from the Faculty Survey Bibliographic instruction and information literacy appeared to be important to surveyed faculty. A majority of surveyed faculty indicated that, at least some of the time, they include bibliographic instruction or information literacy sessions in their undergraduate courses, and more than a quarter said that they did so frequently. Placing print materials on reserve was a popular practice among faculty respondents. Over half indicated that they have frequently or sometimes utilized traditional (e.g. print) reserve services at their institution s library. Nearly two of five faculty said that they have frequently or sometimes used electronic reserve services through their college or university library. However, over half of faculty respondents indicated that they rarely or never provide links to electronic databases and other electronic resources available from their institution s library when preparing course web pages. More than one-third said that they never provide such links. A great majority of surveyed college and university instructors reported that, at least some of the time, they recommend print resources available at their institution s library to their students. For five of the nine participating institutions, print resources were iv

9 recommended either sometimes or frequently by over 90 percent of respondents. More than half of responding faculty indicated that they frequently recommend print resources. Figures for recommending electronic resources were somewhat lower than for print materials, but still impressive. More than four of five faculty respondents said that they direct their students to electronic resources or databases at least some of the time. More than half of surveyed faculty reported that they suggest titles to be purchased for their institution s library frequently or sometimes. When asked to indicate how diminishing library resources had negatively impacted their ability to fulfill their teaching or research objectives, the cancellation of journals was by far the most frequently mentioned consequence, with more than two of five citing this as a negative impact. The results of the survey suggest that college and university faculty take greater advantage of remote library access than do their undergraduate students. When asked to estimate the proportion of time spent accessing library resources remotely and at the library, faculty respondents reported accessing library resources remotely 71 percent of the time (as compared to 47 percent for surveyed undergraduates). The survey results suggest that searching library catalogs other than their own home catalog is a common practice among faculty. More than three-quarters of faculty surveyed indicated that they perform such searches by utilizing links from their library s website. More than two of five responding faculty reporting that they did so frequently. Despite the continuing integration of electronic resources into scholarly pursuits, print publications remain the most frequently utilized type of information resource among faculty members. When asked to designate which library services and resources they had used during the preceding 12 months, the most popular response was print resources, chosen by nearly nine of ten faculty surveyed. Cited by more than four out of five respondents, electronic databases and article index usage among instructors was very high, as well. Employment of interlibrary loan or the Prospector system was also popular, with over three of five respondents indicating that they used these means of resource sharing. Use of this service, however, varied among faculty by institutions. More than 75 percent of faculty at five institutions, but less than 60 percent of faculty at the remaining four institutions reported using resource sharing services. Access to electronic journals was also cited by over three of five respondents. Faculty use of e-journals also varied by institution. Like their students, faculty members most often used their library s Website to search their library s home catalog, with more than four out of five choosing this response. The practice of searching for journal articles using online databases was the second most popular usage of college/university websites, cited by more than seven out of ten faculty members. More than three of five used their library s site for searching catalogs v

10 of other institutions, while more than half had used their library s site to request interlibrary loans. Surveyed college and university faculty appeared to be satisfied with their ability to find appropriate information resources at their own libraries as well as at the libraries of other institutions. Nearly two-thirds of responding faculty agreed or strongly agreed with the statement, I usually find the books I need at my institution's library. Over half agreed or strongly agreed with the statement, I usually find the print periodicals and journals I need at my institution's library, although there was considerable variation between institutions. Surveyed faculty generally seemed to be extremely confident about their ability to access electronic resources through their libraries. More than four out of five respondents felt that they could usually access needed electronic resources through their institution's library. In addition, nearly three of four faculty participants expressed confidence at being able to locate resources at other institutions. Faculty participants were asked to identify ways in which their library had supported the development of their instructional plans for the courses they teach. More than three out of five instructors indicated that access to subject databases and indexes had positively impacted their instructional objectives. More than half of surveyed faculty also indicated that their library had supported their instructional plans by: o providing access to materials for inclusion in lectures and reading assignments, o providing access to materials contributing to the conceptual framework of courses, and o purchasing pertinent print and electronic materials. Participating faculty were asked how their libraries had supported their teaching objectives. More than three out of five surveyed faculty felt that the library had assisted students in finding appropriate information for assignments and projects. A majority of these respondents indicated that their library had provided students with access to specific course materials (e.g. traditional and electronic reserves). Nearly half indicated that their libraries had supported their teaching objectives by providing students with skills to refine their research papers, projects, and presentations. A similar proportion felt that their instructional goals had been supported by library instruction. When faculty members were asked how they had utilized library facilities, two-thirds indicated that the library had provided facilities for them to research independently. Nearly one-third reported utilizing library computer and digital technology facilities. vi

11 Noteworthy Differences between Student and Faculty Findings Analysis of responses from undergraduates and faculty revealed some interesting differences in library usage patterns and perceptions between these two user groups. For example, while access to electronic databases and article indexes and print resources were very popular with both groups of respondents, interlibrary loans were considerably more utilized by faculty (62%) than by undergraduates (23%). More than three of four responding students reported using their institution s library for computer access, making this the most utilized library resource among undergraduates. Less than half of faculty respondents, however, reported that they used library computers. Seven of ten student respondents reported using library meeting and study space during the past year. Less than a quarter of faculty said that they had used meeting and research space in their library during this time. When accessing library resources remotely via their library websites, undergraduates and faculty generally reported utilizing many of the same services: searching the home catalog, searching databases for articles, and learning about library hours of operation. One striking difference in remote library usage between students and faculty, however, was observed concerning searches of other institutions catalogs. More than three of five faculty members used their library website to search other library catalogs. Less than two of five undergraduates reported using their library websites in this way. Undergraduates and faculty reported substantial differences in their respective abilities to find needed books and periodicals at their own institution s library. While nearly nine out of ten students agreed that they usually could find needed books at their library, just under two-thirds of faculty respondents reported that they regularly found needed materials at their institution. A similar percentage of undergraduates said that they usually were able to find needed print periodicals at their library, while just over half of their instructors felt this way. There also appears to be a difference in perception between students and faculty concerning the degree to which students are assisted by library staff with research projects. When students were asked how the library staff had helped them, Two out of three undergraduates said that library personnel had helped them find books, articles, and Web resources, and nearly half indicated that they had received assistance in using online resources. However, only one in eight students reported that library staff had helped them define or refine research questions, and one in ten said that they received assistance in choosing or refining a topic for a paper. vii

12 By contrast, nearly half of surveyed faculty reported that the library had supported their teaching objectives by providing students with skills to refine their research papers, projects, and presentations. viii

13 Introduction and Methodology Amid profound changes in the information environment and in the public sector severe budget cuts, Colorado s college and university libraries continue to modify their services and resources in order to meet the informational needs of students and faculty. Because the needs of academic library users have changed significantly in recent years, there is little current evidence about how students and faculty utilize library resources and how library services benefit those groups. The study was conceived with two primary objectives: to gain a greater understanding of how academic libraries help students learn, and to assess how libraries assist instructors in their teaching and research activities. Because of these specific project objectives, it was decided that only undergraduate students and faculty who teach undergraduate courses would be surveyed. While it was not feasible to include all of Colorado s institutions of higher education, a conscious effort was made to include state universities, state colleges, community colleges, and at least one private, non-profit institution. The following nine institutions participated: Adams State College Colorado School of Mines Colorado State University Front Range Community College Pikes Peak Community College University of Colorado at Colorado Springs University of Colorado at Denver and Health Sciences Center University of Denver Western State College In an effort to develop a clear picture of usage patterns and outcomes among primary user groups of academic libraries, this study was developed and implemented by the Library Research Service in association with the Colorado Academic Library Consortium and with the support of the Colorado State Library. Two separate online surveys were developed for undergraduate students and faculty, respectively. The undergraduate student survey (see Appendix A) consisted of four questions about library usage, six questions concerning outcomes and twelve background information questions. The faculty survey (see Appendix B) was composed of twelve questions about library usage, seven questions concerning outcomes, and five background information questions. Survey administrators from each participating institution agreed to send a message (or a series of messages) publicizing the study to appropriate student and faculty lists. Bookmarks publicizing the study were also designed and delivered to participating institutions for distribution at each school s library. Incentives for participation were included in each announcement. By responding to the survey and completing a separate questionnaire with contact information, all undergraduate and faculty 1

14 participants became eligible to win either an Apple ipod Shuffle or a gift certificate from Amazon.com. Providing a separate form for participation in the prize drawing ensured that survey responses could not be linked to individual participants. Potential participants were informed of the voluntary nature of the study, and were advised that the anonymity of their responses would be maintained. The survey was first administered in March 2005 and continued through May The samples for the study were self-selected. Overall, 3,222 students responded to the undergraduate survey, while 395 instructors answered the faculty questionnaire. Participating institutions included four state universities, two state colleges, two community colleges, and one private university. Responses by survey and by institution are listed below in Table 1. Table 1: Participation by Institution Institution Students % of Total Faculty % of Total Adams State College 152 5% 20 5% Colorado School of Mines 256 8% 33 9% Colorado State University % University of Denver % 78 Front Range Community College 120 4% 17 5% Pikes Peak Community College % 78 University of Colorado at Colorado Springs 1,353 42% 46 12% University of Colorado at Denver and Health Sciences Center 108 3% 25 7% Western State College 124 4% 34 9% Note: Percentages may total over 10 as some respondents may have indicated that they study or teach at more than one institution. Undergraduate Student Survey Results Background Information Despite changes in the academic landscape geared to the needs of non-traditional students and lifelong learners, survey participants were primarily of a traditional college age group. Nearly two-thirds (65%) were aged 22 or younger, and nine out of ten (9) were 35 or younger. The median age of respondents was 21. Virtually all students surveyed (99%) attended at least some of their classes on-campus, while only seven percent reported having utilized a distance learning program. Four out of every five respondents (8) lived off-campus. Almost nine out of ten undergraduate respondents (88%) were full-time students. The same proportion of these students (88%) went to a public high school for at least a portion of their high school/secondary studies, while one of ten () attended private or parochial school during grades Three percent reported being home-schooled at some point during those grades, and an additional two percent earned GEDs. Over twothirds of respondents (69%) received their high school/secondary education in Colorado. 2

15 Only one percent of the survey group identified themselves as international students. Nearly half (48%) of student respondents planned to pursue a bachelor s degree in the long-term. Nearly a third (32%) planned to pursue a master s degree, while 15 percent planned to go on to doctoral study. Five percent planned to pursue an associate s degree. One percent of respondents listed themselves as non-degree students. Usage: Bibliographic Instruction / Information Literacy Students were asked how they had learned about using information resources associated with their college or university library. The results suggest that students rely primarily on their own experiences and on those of their fellow students in order to obtain knowledge about library information sources. More than seven of ten (72%) responded that their own personal experiences or help from other students had been a factor (see Chart 1). Chart 1: How have you learned about using information resources associated with your college or university library? (check all that apply) Personal experience/help from other students 72% Directions or instructions from faculty 46% Library instruction integrated into other courses 41% Onsite help from library staff 41% Online tutorials and guides/online library help/faqs 22% For-credit courses taught by librarians 7% Percentage of Respondents Students from the public universities the University of Colorado at Colorado Springs (78%), Colorado State University (78%), Colorado School of Mines (77%), and the University of Colorado at Denver and Health Sciences Center (74%) were most likely to give this response, while the University of Denver (7), Pikes Peak Community College (64%) and the two public colleges (Western State College and Adams State College, both at 63 percent) exhibited somewhat lower percentages (see Chart 2). Front Range Community College had the lowest incidence rate of students learning about library information resources on their own or from other students at 41 percent. 3

16 Chart 2 : How have you learned about using information resources associated with your college or university library? Response: Personal experience/help from other students 9 Percentage of Respondents per Institution % 77% 78% 7 41% 64% 78% 74% 63% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Faculty members also play an important role in educating students about information resources available at their library. Nearly half of responding undergraduates (46%) indicated that directions or instructions from faculty had helped them learn about information resources. The highest percentage was produced by students of the University of Denver, over half of whom (55%) chose this response. Responses for all other institutions were between 49 and 38 percent (see Chart 3). The practice of integrating library instruction into courses also has a positive impact. More than two of five respondents (41%) said that they had learned about library resources in this way. Nearly three of every five students (57%) representing the University of Colorado at Denver and Health Sciences Center had received library instruction within their coursework, followed by more than half of students (55%) from Adams State College (see Chart 4). 4

17 Chart 3 : How have you learned about using information resources associated with your college or university library? Response: Directions or instructions from faculty 6 55% Percentage of Respondents per Institution 38% 38% 44% 41% 44% 47% 46% 49% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Chart 4: How have you learned about using information resources associated with your college or university library? Response: Library instruction integrated into other courses 6 55% 57% Percentage of Respondents per Institution 48% 46% 34% 32% 37% 47% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC 5

18 An equal proportion of undergraduate respondents (41%) indicated learning about resources onsite from library staff. Two-thirds of students from Western State College and the University of Colorado at Denver and Health Sciences Center (67% and 66%, respectively) led this response (see Chart 5). Chart 5: How have you learned about using information resources associated with your college or university library? Response: Onsite help from library staff 8 Percentage of Respondents per Institution % 49% 38% 42% 35% 66% 67% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Online tutorials, guides, help and FAQs were cited by less than one-quarter (22%) of students as sources for learning about information literacy. However, half () of surveyed students from the University of Colorado at Denver and Health Sciences Center reported learning about library resources in these ways twice the overall response (see Chart 6). While a relatively small percentage of students reported learning about library information resources by taking a for-credit course from a librarian (7%), students from Adams State College and Front Range Community College (14% each) were twice as likely to have done so (see Chart 7). 6

19 Chart 6: How have you learned about using information resources associated with your college or university library? Response: Online tutorials and guides/online library help/faqs 6 Percentage of Respondents per Institution 11% 16% 25% 25% 7% 19% 24% 16% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC 16% Chart 7: How have you learned about using information resources associated with your college or university library? Response: For credit courses taught by librarians. 14% 14% 14% Percentage of Respondents per Institution 12% 8% 6% 4% 2% 9% 6% 4% 6% 3% 9% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC 7

20 Usage: Onsite and Remote Library Access Students were asked to estimate the percentages of their time spent utilizing library resources onsite and remotely. Although students reported opting for onsite usage (53%) slightly more often than online access (47%), the difference was not dramatic. The institution exhibiting the highest level of traditional onsite usage was Colorado School of Mines, where students estimated that nearly three-quarters (72%) of their library use time was spent onsite (see Chart 8). Other schools with higher than average percentages of onsite usage were Colorado State University (6) and the University of Colorado at Colorado Springs (58%). The highest estimated level of remote usage came from the University of Colorado at Denver and Health Sciences Center at 68 percent, followed by the University of Denver and Pikes Peak Community College, both at 63 percent Chart 8: Of the time spent using your college or university library's resources: (total must equal 10) Percentage of time spent accessing library resources remotely: Percentage of time spent at the library: 54% 28% 63% 59% 63% 42% 68% 48% % % 52% 46% 37% 42% 37% 32% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC While the aggregate results indicate that traditional onsite library usage is still more common among college students than online usage, the large proportion of survey respondents from the University of Colorado at Colorado Springs representing more than two of five undergraduate participants may have skewed the results in favor of onsite usage. Usage: Reasons for Library Usage Students were asked to identify the three most important reasons why they use their college or university library. Four reasons were cited by more than half of those surveyed: quiet space for study (59%), availability of computers/electronic resources 8

21 (58%), availability of specific materials or information (56%), and convenient location (51%) (see Chart 9). Chart 9: What are the three most important reasons why you use your college/university library? (please select three) Quiet space for study Availability of computers / electronic resources Availability of specific materials or information 56% 59% 58% Convenient location 52% Group study space 37% Comfortable surroundings 29% Hours of operation 28% Helpfulness of library staff 21% Place to meet with friends 12% 6 7 Percentage of Respondents The library as a quiet place for study was consistently cited as an important reason for library usage. This reason was given by nearly three out of five undergraduate respondents (59%) and by over half of such students from eight of the nine participating schools (see Chart 10). While students representing the University of Colorado at Denver and Health Sciences Center were much less likely to give this response, over a third of them (37%) chose this option, making it the fourth most popular reason for library use by undergraduates at that institution. The availability of computers and other electronic resources was also highly valued by many undergraduate respondents. Students representing the University of Colorado at Colorado Springs (71%) and Colorado State University (61%) were more likely to choose this reason for using their libraries than their peers overall (58%) (see Chart 11). It should be noted, however, that, at a majority of the participating institutions, less than half of undergraduate respondents identified availability of computers and other e- resources as a reason for library usage. This raises the possibility that the relatively high numbers of student participants from UCCS and CSU which taken together would account for more than half of all undergraduate respondents may have boosted the apparent value placed upon these resources by all such students. 9

22 Chart 10: What are the three most important reasons why you use your college/university library? Response: Quiet space for study Percentage of Respondents per Institution % 64% 57% 57% 6 59% 37% 63% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Chart 11: What are the three most important reasons why you use your college/university library? Response: Availability of computers/electronic resources 8 Percentage of Respondents per Institution % 51% 61% 44% 34% 46% 71% 57% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC 10

23 The availability of specific materials was another consistently popular reason for using an academic library, cited by well over half (56%) of surveyed undergraduates and by at least 48 percent of those surveyed from each institution (see Chart 12). The students at the University of Colorado at Denver and Health Sciences Center were most likely to attribute their library use to availability of specific materials, with more than four of every five students (82%) choosing this reason. Chart 12: What are the three most important reasons why you use your college/university library? Response: Availability of specific materials or information Percentage of Respondents per Institution % 48% 62% 67% 59% 51% 54% 82% 57% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC The library s convenient location was considered an important factor by over half (52%) of all undergraduate participants, and at least two of five students at each institution (chart 12). Nearly three-quarters (73%) of those surveyed from Front Range Community College cited this reason for using their library, by far the highest figure from any participating institution. Group study space was chosen as being important by more than a third (37%) of surveyed undergraduates, with students from the University of Colorado at Colorado Springs and Colorado School of Mines, each exceeding the survey average for this selection with 42 percent (see Table 2). Comfortable surroundings were cited by three of ten respondents (29%) overall, but by nearly two in five (38%) from Pikes Peak Community College. More than one in four students (29%) thought that the library s hours of operation were a contributing factor to their library usage. Colorado State University s responding undergraduates exceeded all student respondents at 42 percent. The helpfulness of library staff was felt to be important by more than one in five respondents (21%) overall. Nearly two-thirds (65%) of students surveyed from Western State College, however, cited this factor. Their response to this factor is more than 20 percentage points higher than any other participating institution. Meeting with friends at the library was mentioned by fewer than one in eight (12%) of undergraduates surveyed. 11

24 This reason for visiting the library was most popular with Colorado State University s students, 16 percent of whom chose it, Chart 13: What are the three most important reasons why you use your college/university library? Response: Convenient location 8 73% Percentage of Respondents per Institution % 51% 54% 43% 54% 53% 49% 46% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Table 2: What are the three most important reasons why you use your college/university library? (please select three) Response ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Total Convenient location 45% 51% 54% 43% 73% 54% 53% 49% 46% 52% Hours of operation 24% 32% 42% 32% 23% 22% 26% 13% 21% 28% Availability of specific materials or information 55% 48% 62% 67% 59% 51% 54% 82% 57% 56% Helpfulness of library staff 34% 17% 43% 32% 12% 35% 65% 21% Availability of computers/electronic resources 45% 51% 61% 44% 34% 46% 71% 57% 58% Quiet space for study 6 64% 64% 57% 57% 6 59% 37% 63% 59% Group study space 36% 42% 39% 37% 24% 42% 37% Comfortable surroundings 28% 26% 32% 12% 36% 38% 32% 29% 29% Place to meet with friends 11% 14% 16% 6% 12% 9% 14% 11% 12% 12

25 Usage: Library Services When questioned about the library services they had used during the previous 12 months, four services were listed by at least seven of ten respondents: computer access (77%), electronic databases and article indexes (76%), traditional printed resources (75%), and meeting and study space (7) (see Chart 14). Chart 14: Which of the following library services have you used during the past 12 months? (check all that apply) Computer access Electronic databases / article indexes Traditional printed resources Meeting/study space 77% 76% 75% 7 Print resources placed on reserve by your instructor 41% Interlibrary loan/prospector Video materials Web connection for laptop or PDA Electronic reserves Electronic books Information/research services provided by library staff 23% 21% 21% 21% 19% 15% Laptop/technology equipment checkout Audio materials 8% 6% Local document delivery (if available) 2% Students reported using computer access more frequently than any other library service. Institutions whose undergraduates chose this service most often were the University of Colorado at Colorado Springs (87%), Colorado State University (82%) and Western State College (81%), while only three of five students (6) from the University of Denver did so (see Chart 15). The relatively low figure for DU students is likely a result of the university s laptop initiative policy, which requires all undergraduate students to have laptop computers. While over three-quarters (76%) of students accessed electronic databases and article indexes via their college or university libraries, students from three institutions exhibited levels of usage that approached 90 percent: Colorado State University (87%), the University of Denver (87%) and Western State College (87%). Nearly as high a proportion from the University of Colorado at Denver and Health Sciences Center (85%) reported using this service (see Chart 16). Students least likely to report using such e- resources came from Front Range Community College (58%) and Colorado School of Mines (6). 13

26 Chart 15: Which of the following library services have you used during the past 12 months? Response: Computer access 10 Percentage of Respondents per Institution % 75% 82% 6 65% 65% 87% 76% 81% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Chart 16: Which of the following library services have you used during the past 12 months? Response: Electronic databases/article indexes 10 Percentage of Respondents per Institution % 6 87% 87% 58% 69% 76% 85% 87% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Despite the proliferation of electronic resources, print resources are still being widely utilized by college and university students. Three out of four undergraduates (75%) 14

27 reported using print materials within the past year. More than nine of ten (91%) of those surveyed from Western State College reported using traditional print resources at their library the highest percentage among participating institutions (see Chart 17). The reliance on electronic resources of students from the University of Colorado at Denver and Health Sciences Center was reflected by their relatively low response (66%) for print resources. Chart 17: Which of the following library services have you used during the past 12 months? Response: Traditional printed resources Percentage of Respondents per Institution % 84% 83% 7 72% 7 66% 91% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Library meeting and study spaces were also highly utilized by students. More than 75 percent of responding undergraduates from three of the four participating state universities Colorado State University (78%), Colorado School of Mines (77%), and the University of Colorado at Colorado Springs (76%) reported having utilized meeting or study space at their library. Slightly fewer students (72%) from the fourth state university the University of Colorado at Denver and Health Sciences Center reported using such spaces (see Chart 18). Library meeting and study spaces were least utilized by students at the two community colleges Front Range Community College and Pikes Peak Community College (52% each). More than two of five (44%) responding undergraduates indicated that they had accessed electronic journals through their library during the past 12 months (see Table 3). Students from the University of Colorado at Denver and Health Sciences Center registered the highest usage level, with nearly four of five (79%) employing this type of digital resource. Over three of five (61%) responding students from Colorado State University reported using this service, also well above the overall survey average. 15

28 Chart 18: Which of the following library services have you used during the past 12 months? Response: Meeting/study space 9 Percentage of Respondents per Institution % 77% 78% 66% 52% 52% 76% 72% 68% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Over 40 percent (41%) of undergraduate respondents reported accessing print materials placed on reserve by their instructors. While students at the University of Colorado at Denver and Health Sciences Center rely heavily on electronic resources, they rely even more on print reserves (64%). The same proportion of students (64%) from Western State College reported using print reserves. More than one in five students (23%) requested items through interlibrary loan or the Prospector system. Over two in five students at Colorado State University (44%) and Western State College (41%) made such requests, while only seven percent of those attending classes at Front Range Community College reported using this service. One in five responding undergraduates (21%) reported using each of three services: access to video materials, access to a laptop or PDA Web connection, and access to electronic reserves. Two in five students from Western State College () and over a third from Pikes Peak Community College (35%) reported accessing video materials at their libraries. 16

29 Almost half (46%) of students from the University of Denver--which has a laptop requirement for its undergraduate students reported using a library connection for PDA or laptop, followed by Colorado State University students at 41 percent. These figures were more than twice the overall survey average and over twenty percentage points higher than all other institutions. Among their peers at participating institutions, students from Adams State College (3%) were the least likely to connect personal electronic devices to the Web at their library. Table 3: What are the three most important reasons why you use your college/university library? (please select three) Response ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Total Traditional printed resources 8 74% 84% 83% 7 72% 7 66% 91% 75% Electronic databases/article indexes 79% 6 87% 87% 58% 69% 76% 85% 87% 76% Electronic books 12% 13% 31% 19% 17% 8% 13% 19% Electronic journals 33% 28% 61% 49% 22% 48% 79% 44% 44% Video materials 13% 7% 23% 31% 35% 19% 21% Audio materials 3% 2% 7% 7% 15% 5% 3% 19% 6% Print resources placed on reserve by your instructor 32% 47% 42% 39% 12% 17% 47% 64% 64% 41% Electronic reserves 9% 9% 6 52% 7% 11% 12% 12% 13% 21% Interlibrary loan/prospector 21% 44% 7% 9% 12% 41% 23% Local document delivery (if available) 3% 1% 3% 3% 4% 2% 1% 1% 2% 2% Information/research services provided by library staff 23% 21% 16% 19% 19% 11% 17% 23% 15% Computer access 73% 75% 82% 6 65% 65% 87% 76% 81% 77% Web connection for laptop or PDA 3% 41% 46% 14% 7% 18% 11% 15% 21% Laptop/technology equipment checkout 1% 4% 54% 8% 3% 2% 2% 2% 1% 8% Meeting/study space 65% 77% 78% 66% 52% 52% 76% 72% 68% 7 While approximately one in five students (21%) reported accessing materials placed on electronic reserve in their library, usage rates varied greatly by institution, and in all likelihood were highly dependent on the availability of this service. It was chosen by more than 50 percent of responding undergraduates only at Colorado State University and the University of Denver (6 and 52%, respectively). These two institutions also produced usage levels for electronic books (e-books) that were well above the survey average of 19 percent, with approximately three of ten students from CSU (31%) and DU () indicating that they had used this service during the past year. 17

30 Information or research services at academic libraries were utilized by 15 percent of students. Each of the two participating state colleges Adams State College and Western State College produced the highest response rate at 23 percent. Checking out laptops or other technology-related equipment while not available at all participating libraries was chosen by eight percent of undergraduates surveyed. By far the largest proportion of students taking advantage of this service-- more than half (54%) came from Colorado State University. Also not available at all participating institutions, local document delivery services were only mentioned by two percent of all undergraduate respondents, with students from Front Range Community College most likely to report using such services at four percent. While only six percent of responding undergraduates reported using audio materials during the previous year, these materials were markedly more popular with students from Western State University (19%) and Front Range Community College (15%) who were more than twice as likely to report using them as all participating students. Outcomes: Resource Access and Availability Students were asked to answer a series of questions about their ability to access resources through their own institutions libraries, as well as the availability of materials from other college and university libraries. Nearly nine of ten students (89%) agreed or strongly agreed with the statement, I usually find the books I need at my institution's library. This consensus was shared among participants from all participating institutions, with at least four of five students from each school either agreeing or strongly agreeing with the statement (see Chart 19). The highest response in this regard came from students at Front Range Community College (97%) and Colorado State University (95%). 18

31 Chart 19: "I usually find the books I need at my college/university library." % 84% 95% 91% 97% 84% 9 93% 81% Agree / Strongly Agree 7 6 ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Regarding the availability of print periodicals, again, nearly nine of ten students (88%) agreed that they usually found this type of resource at their college or university library. As with the question concerning books, at least four of five students from each participating institution either agreed or strongly agreed that they were usually successful in finding needed periodical resources (see Chart 20). The University of Colorado at Denver and Health Sciences Center led the way in this regard with a near unanimous response of 98 percent. 19

32 Chart 20: "I usually find the print periodicals I need at my college/university library." % 87% 92% 87% 88% 87% 88% 98% 8 Agree / Strongly Agree 7 6 ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC More than nine of ten undergraduate respondents (93%) agreed or strongly agreed with the statement, I can usually access the electronic resources I need through my institution's library. In addition, students from all nine participating institutions produced agreement rates of at least 90 percent, with Western State College students reporting a near unanimous 98 percent rate of agreement (see Chart 21). Nearly three of five student participants (58%) agreed or strongly agreed that they can usually find needed materials at other public, college, or university libraries. Students from the two participating community colleges were the most likely of those surveyed to successfully find resources at institutions other than their own. Three of every four responding undergraduates (74%) from Pikes Peak Community College and nearly as high a proportion (71%) from Front Range Community College indicated such success (see Chart 22). Conversely, less than two in five students from the University of Colorado at Denver and Health Sciences Center indicated that they usually find information resources at other colleges or universities, which is not surprising given the specialized nature of the UCDHS collection. 20

33 Chart 21: "I can usually find the electronic resources I need through my college/university library." % 9 96% 92% 93% 94% 93% 96% 98% 8 Agree / Strongly Agree 7 6 ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC Chart 22: "I can usually find the materials I need at other public, college, or university libraries." % 75% 6 54% 62% 59% 55% 61% Agree / Strongly Agree 49% 38% ASC CSM CSU DU FRCC PPCC UCCS UCDHS WSC 21

34 Outcomes: Library Website Students were also asked to specify if they had used any of ten different information services via the library s website. Not surprisingly, the most popular form of usage was searching the library s home catalog, with nearly four out of five (79%) of those surveyed indicating that they had used the site in this way (see Chart 23). Chart 23: "I have used the library's website to " (check all that apply) Search the library's home catalog 79% Search electronically for journal articles using online databases 67% Learn about library hours, locations, and services 48% Search the catalogs of other libraries 39% Access electronic reserves 31% Learn about finding information 26% Request interlibrary loans Learn about correctly citing information resources 25% 24% Ask research or reference questions 19% Request document delivery (if available) 6% Percentage of Respondents Searching their library s home catalog was a very popular use of library websites with undergraduate students from all participating institutions, ranging from over two-thirds (68%) from Pikes Peak Community College to more than nine out of ten (91%) from Western State College (see Chart 24). Students also frequently used their library s websites to search electronically for journal articles using online databases. Two-thirds of respondents (67%) said that they had utilized this online service. Institutional percentages for this option were somewhat more variable than for searching the library home catalog (see Chart 25). Nearly nine of ten students (89%) surveyed from the University of Colorado at Denver and Health Sciences Center said they had used these online resources, while less than half responding from Colorado School of Mines (45%) and Front Range Community College (48%) reported searching for journal articles in this way. 22