Using student activity trends to inform purchasing: a layered model for collection management. Mason, K. F. Collection Building, 35(2):54–56, 2016.
doi  abstract   bibtex   
Purpose The purpose of this paper is to explore the development of a layered model for describing student activity that librarians can use to inform collection management decisions. It proposes using student activity in the classroom and the library, physically and virtually, to increase understanding of student curricular and research needs. The model can be used as a tool to facilitate conversations and can be adapted for use in large and small projects. Design/methodology/approach The paper used a theoretical approach using Mathematics Department as an example, with supporting evidence from existing studies and research. As a theoretical paper, data are discussed in the framework of what information you might use. Findings Experimentation suggests that the framework of student activity provides a meaningful assessment of collection contents that can be used to inform collection development activities. Implementation of the model in response to a specific research question may build evidence towards the assertion that patterns of academic activity and library use should be used to improve collection offerings. Research limitations/implications Further research is required to determine which criteria are most appropriate for inclusion in specific collection development activities and which questions are best suited for modeling. Practical implications The paper includes implications for developing student “personas” that can be used in collection building and beyond. Social implications The framework introduced can be used by libraries of any size or type to develop a layered model of student, or more generally user, activity. Originality/value This paper adds a flexible, responsive process to the body of collection assessment methods.
@article{katherine_f_mason_using_2016,
	title = {Using student activity trends to inform purchasing: a layered model for collection management},
	volume = {35},
	doi = {10.1108/cb-09-2015-0018},
	abstract = {Purpose The purpose of this paper is to explore the development of a layered model for describing student activity that librarians can use to inform collection management decisions. It proposes using student activity in the classroom and the library, physically and virtually, to increase understanding of student curricular and research needs. The model can be used as a tool to facilitate conversations and can be adapted for use in large and small projects. Design/methodology/approach The paper used a theoretical approach using Mathematics Department as an example, with supporting evidence from existing studies and research. As a theoretical paper, data are discussed in the framework of what information you might use. Findings Experimentation suggests that the framework of student activity provides a meaningful assessment of collection contents that can be used to inform collection development activities. Implementation of the model in response to a specific research question may build evidence towards the assertion that patterns of academic activity and library use should be used to improve collection offerings. Research limitations/implications Further research is required to determine which criteria are most appropriate for inclusion in specific collection development activities and which questions are best suited for modeling. Practical implications The paper includes implications for developing student “personas” that can be used in collection building and beyond. Social implications The framework introduced can be used by libraries of any size or type to develop a layered model of student, or more generally user, activity. Originality/value This paper adds a flexible, responsive process to the body of collection assessment methods.},
	number = {2},
	journal = {Collection Building},
	author = {Katherine F. Mason},
	year = {2016},
	keywords = {Collection development,Research paper,Collection management,Collection assessment,Holistic assessment,Student-focused assessment},
	pages = {54--56}
}
Downloads: 0