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Library Value in the Developing World

Nell McCreadie
Group Marketing Manager, SAGE
August 2013
http://www.sagepub.co.uk/librarians/dw
#libvalue
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1.0 AcknowledgemenLs .......................................................................................................................... 4
2.0 LxecuLlve summary .......................................................................................................................... 4
3.0 lnLroducLlon ...................................................................................................................................... 6
4.0 SLudy meLhodology .......................................................................................................................... 7
3.0 8ackground: llbrarles, lnformaLlon access and connecLlvlLy ............................................................ 7
3.1 lnformaLlon access ................................................................................................................ 8
3.2 8esearch ouLpuL ln developlng counLrles ............................................................................. 8
3.3 1he Lechnology challenge ..................................................................................................... 8
3.4 1he role of publlshers ln supporLlng developlng counLry llbrarles ....................................... 9
6.0 Lvolvlng value - evldence and percepLlons of value ...................................................................... 10
6.1 Lvldence and percepLlon of value - llbrarlans .................................................................... 10
6.2 Lvldence and percepLlon of value - faculLy ........................................................................ 11
7.0 Lvolvlng servlces - evldence and percepLlon of servlces ............................................................... 13
7.1 Lvldence and percepLlon of servlces - llbrarlans ................................................................ 13
7.2 Lvldence and percepLlon of servlces - faculLy .................................................................... 13
7.3 lnLegraLed Leachlng servlces - lnformaLlon llLeracy ........................................................... 13
7.4 lnLegraLed research servlces ............................................................................................... 16
8.0 8alslng Lhe vlslblllLy of Lhe llbrary and llbrary servlces .................................................................. 17
8.1 CommunlcaLlon ................................................................................................................... 18
8.2 CurrenL markeLlng and promoLlon of llbrary resources and servlces ................................. 20
8.3 8ulldlng relaLlonshlps .......................................................................................................... 21
9.0 Concluslons and furLher conslderaLlons ......................................................................................... 23
9.1 lor lndlvldual developlng counLrles llbrarlans .................................................................... 23
9.2 lor developlng counLry unlverslLles .................................................................................... 24
9.3 lor publlshers ..................................................................................................................... 24
10.0 8eferences .................................................................................................................................... 23
11.0 Appendlces ................................................................................................................................... 26

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1.0 Acknow|edgements
SACL would llke Lo acknowledge Clalre Creaser of LlSu and Lucy 8rowse of lnAS who conLrlbuLed Lo and
consulLed on Lhe flndlngs ln Lhls reporL. We are graLeful Lo all of Lhe llbrarlans and faculLy who compleLed Lhe
surveys and case sLudy lnLervlews from:

Ponduras (unlversldad naclonal AuLonoma de Ponduras)
lndonesla (lndoneslan 8esearch lnsLlLuLe)
Chana (unlverslLy of Cape CoasL)
Ceorgla (naLlonal SclenLlflc Llbrary)
kenya (Maseno unlverslLy)
nlgerla (CovenanL unlverslLy)
nlgerla (Cbafeml Awolowo unlverslLy)
hlllpplnes (unlverslLy of Lhe hlllpplnes vlsayas)
Senegal (unlverslLy of 1hles)
uganda (Makerere unlverslLy)
ukralne (lnsLlLuLe of lnLellecLual roperLy of naLlonal unlverslLy, klev)
Zlmbabwe (unlverslLy of Zlmbabwe)

We would also llke Lo Lhank SACL sLaff: Marcln kwlaLkowskl, LllsabeLh Leonard, MlLhu LucrafL, and Sophle
hllllps.


2.0 Lxecut|ve summary

uemonsLraLlng value for lnsLlLuLlonal sLakeholders has become an lncreaslngly lmporLanL acLlvlLy ln academlc
llbrarles around Lhe world. 1he concepL of llbrary value can be deflned ln several ways: value for users ln Lhe
level of supporL and servlces provlded, value for Lhe parenL lnsLlLuLlon ln conLrlbuLlon Lo lnsLlLuLlonal mlsslons
and goals, or economlc value for reLurn on lnvesLmenL. 1hls sLudy lnvesLlgaLes Lhe value, and percepLlons of
value, of academlc llbrarles for Leachlng and research faculLy ln developlng counLrles.

L|brary Va|ue |n the Deve|op|ng Wor|d ls a follow up Lo Lhe 2012 sLudy Worklng LogeLher: evolvlng value for
academlc llbrarles (hereafLer known as Work|ng 1ogether) whlch reporLed flndlngs from elghL case sLudles ln
Lhe uk, uS, and Scandlnavla. L|brary Va|ue |n the Deve|op|ng Wor|d reporLs on flndlngs of a slx-monLh pro[ecL
wlLh Lwelve case sLudles from developlng counLrles classlfled as low-lncome and mlddle-lncome economles
wlLh a Cnl (Cross naLlonal lncome) less Lhan $4,033 (1he World 8ank, 2012). uaLa were collecLed and
LrlangulaLed vla a serles of surveys and lnLervlews. Some comparlson wlLh developed-counLry llbrarles and
examples of good pracLlce are ldenLlfled, from whlch oLher lnsLlLuLlons could learn ln respecL of Lhe supporL
llbrarlans provlde for faculLy, and Lhe worklng relaLlonshlp beLween academlc llbrarles and Lhelr key
sLakeholders.

laculLy across developlng counLry unlverslLles have access Lo a large range of hlgh-quallLy maLerlal whlch
offers greaL poLenLlal for boLh research and Leachlng. lnLerneL connecLlvlLy ls an ongolng lssue buL sLeadlly
beglnnlng Lo lmprove. rovldlng access ls noL enough however and llbrarles, ln order Lo affecL Lhe llbrary's
value for Lhose sLakeholders, also need Lo lnfluence Lhe behavlour and percepLlons of Lhelr faculLy.

1he sLudy showed LhaL developlng counLry llbrarles are beglnnlng Lo recognlze Lhe lmporLance of evaluaLlng
Lhe level of supporL and servlce Lhey provlde. 1he drlvers for collecLlng Lhls evldence are prlmarlly lnLernal, and
prlmarlly measured Lhrough Lhe value of Lhelr resource collecLlon. ueveloplng counLry llbrarles are sLarLlng Lo
explore addlLlonal servlces Lhey can offer Lo Lhelr faculLy paLrons, buL Lhese addlLlonal servlces are noL offered
wldely.
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llndlngs from our surveys and case sLudles suggesL LhaL, overall, Lhe llbrary ls well percelved by faculLy,
alLhough Lhere are barrlers Lo overcome. CommunlcaLlon, and bulldlng Lhe relaLlonshlp beLween Lhe llbrary
and Lhe academlc deparLmenLs, ls key Lo changlng behavlour and percepLlons of value Lo galn faculLy supporL.
8alslng Lhe vlslblllLy and awareness of whaL Lhe llbrary can do Lo supporL Leachlng and research faculLy ls a key
componenL of demonsLraLlng Lhls value.

key flndlngs lnclude:

Access lnlLlaLlves ln developlng counLrles have resulLed ln subsLanLlal avallablllLy of scholarly
lnformaLlon, yeL e-resources are noL always belng accessed and used. A flfLh of faculLy surveyed do
noL use, or are noL aware of, Lhelr elecLronlc resource collecLlon
lnLerneL connecLlvlLy lssues remaln prevalenL for many developlng world llbrarles
1he physlcal llbrary bulldlng remalns lmporLanL Lo faculLy ln Lhe developlng world
1he ma[orlLy (Lwo-Lhlrds) of developlng counLry llbrarlans belleve percepLlons of Lhe llbrary for boLh
faculLy and unlverslLy managemenL ls measured vla Lhelr resource collecLlon
1he ma[orlLy (Lhree-quarLers) of developlng counLry faculLy measure Lhe value of Lhelr llbrary vla Lhe
quallLy and accesslblllLy of Lhe resource collecLlon
laculLy are noL always aware of servlces offered by Lhelr llbrary beyond access Lo resources - half of
faculLy surveyed are noL aware of, or use, any addlLlonal servlces
1here ls some evldence of Leachlng supporL offered by developlng counLry llbrarles, buL research
supporL was noL as well developed
CommunlcaLlon beLween Lhe llbrary, Lhe deparLmenLs and Lhe lndlvldual faculLy members ls noL
always effecLlve or LransparenL. A slxLh of faculLy ln case sLudy unlverslLles do noL know who Lo
conLacL wlLhln Lhelr llbrary
1here ls a need for an lncreased level of lnvesLmenL ln markeLlng Lhe llbrary. 1here ls some dlsconnecL
beLween whaL Lhe llbrarlans percelve Lo be effecLlve markeLlng and whaL resonaLes wlLh faculLy
8obusL llbrary webslLes are crlLlcal Lo provldlng access Lo elecLronlc resources and are Lhe mosL
lmporLanL means of communlcaLlon beLween Lhe llbrary and lLs users

1hese flndlngs hlghllghL several areas LhaL may be of lnLeresL for Lhe followlng groups Lo conslder:

Ior deve|op|ng country ||brar|ans
Colng beyond conLenL provlslon and avallablllLy Lo address usage and awareness of avallable
resources
Lngaglng wlLh faculLy Lo flnd new ways of dellverlng supporL, Lralnlng and advlce
CreaLlng campus advocaLes by culLlvaLlng relaLlonshlps wlLh Lhose wllllng Lo supporL Lhe llbrary
Lnsurlng Lhe llbrary ls up Lo daLe wlLh Lhe dlglLal envlronmenL and Lools
Lndeavourlng Lo obLaln more developlng counLry volces ln lnLernaLlonal debaLes on avallablllLy,
access and use of research
romoLlng advocacy of Lhe llbrary Lhrough sLrong relaLlonshlps wlLh senlor managers, parLlclpaLlon ln
[olnL research pro[ecLs, and geLLlng a volce for Lhe llbrary 'aL Lhe Lop Lable', Lo ensure Lhe llbrary's
concerns and needs are echoed wlLhln unlverslLy sLraLegy documenLs
Measurlng and demonsLraLlng Lhe value of Lhe llbrary's collecLlon and servlces
uslng publlsher supporL Lo creaLe awareness and usage of servlces and resources
uLlllzlng Lhe llbrary webslLe as a Lool Lo engage and provlde lnformaLlon Lo faculLy


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Ior deve|op|ng country un|vers|t|es
lnvesLlng ln llbrarles Lo ensure Lhe susLalnablllLy of research and learnlng
lnvesLlng ln Lhe professlonal developmenL of llbrarlans Lo ensure LhaL Lhe unlverslLy makes Lhe
greaLesL use of Lhe poLenLlal offered by lnformaLlon and Lechnology
Lncouraglng faculLy dolng research Lo make beLLer use of Lhe resources and Lechnologles avallable Lo
Lhem Lhrough Lhe llbrary
8alslng Lhe sLaLus and recognlLlon of llbrarlans and Lhe value Lhey add Lo Lhe work of academlc
colleagues and campus admlnlsLraLors

Ior pub||shers
undersLandlng Lhe needs and speclflcs of developlng counLry llbrarles and Lhelr work
AdapLlng onllne resource slLes Lo enable greaLer access ln developlng counLrles
underLaklng furLher research lnLo dlfferenL markeLlng channels Lo creaLe awareness and usage of
accesslble producLs
Worklng wlLh lndlvldual llbrarles Lo creaLe bespoke maLerlals Lo saLlsfy needs
CreaLlng a full markeLlng Loolbox for llbrarlans Lo markeL Lhelr resources and servlces


3.0 Introduct|on

L|brary Va|ue |n the Deve|op|ng Wor|d was a slx-monLh research pro[ecL LhaL Look place from !anuary Lo !une
2013 Lo lnvesLlgaLe Lhe value of academlc llbrarles for Leachlng and research faculLy. 1he flndlngs presenLed
here apply speclflcally Lo Lwelve developlng counLry unlverslLles, and wlll noL be appllcable Lo Lhe LerrlLorles as
a whole. neverLheless, we expecL LhaL many of Lhe lessons learned and Lhe conslderaLlons derlved from Lhese
wlll have wlder appllcaLlon and poLenLlal lnLeresL.

1he focus of Lhe L|brary Va|ue |n the Deve|op|ng Wor|d research was Lo explore:

Lvldence and percepLlon of llbrary value
Lvldence and percepLlon of avallablllLy and use of llbrary servlces
CommunlcaLlon and vlslblllLy of Lhe llbrary and llbrary servlces

A flndlng of Work|ng 1ogether (Creaser and Spezl, 2012) was LhaL general markeLlng of Lhe llbrary ralses lLs
proflle amongsL Leachlng and research faculLy. 1hls ls seen as an lncreaslngly essenLlal acLlvlLy as a reacLlon Lo
Lhe changes ln dlssemlnaLlon of lnformaLlon broughL abouL by dlglLal Lechnologles (lbld). 1o Lhls end, L|brary
Va|ue |n the Deve|op|ng Wor|d lncludes a markeLlng case sLudy Lo assess how publlshers can conLrlbuLe Lo
llbrarles beyond maklng Lhelr resources avallable. 1he Lwelve parLlclpanL unlverslLles recelved access Lo SACL
producL plaLforms (Appendlx 1) as parL of Lhelr parLlclpanL agreemenL. Slx ouL of Lwelve developlng counLry
llbrarles were offered addlLlonal markeLlng supporL Lo drlve awareness and usage of Lhese resources. usage
sLaLlsLlcs are belng monlLored across all Lwelve parLlclpanL llbrarles and Lhe resulLs of Lhls markeLlng case sLudy
wlll be reporLed ln sprlng 2014. Larly lndlcaLlons are LhaL supporLed unlverslLles appear Lo record hlgher usage
of Lhe Lhree SACL resources Lhan unsupporLed ones.





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4.0 Study methodo|ogy

1he research was based on Lwelve case sLudy unlverslLles from counLrles wlLh a Cnl of less Lhan $4,033.
SevenLy-flve reglsLraLlons of lnLeresL were recelved from poLenLlal llbrarlan parLlclpanLs. Case sLudy volunLeers
were selecLed from Lhls group based on Lhe followlng crlLerla:

a. Ceographlcal locaLlon and spread
b. SLage of developmenL of lnsLlLuLlon/counLry
c. Slze of lnsLlLuLlon
d. SupporL of Lhe Llbrary ulrecLor Lo parLlclpaLe and Lhe capaclLy Lo do so ln Lhe Llme avallable

Successful parLlclpanLs recelved lnsLlLuLlon-wlde access Lo SACL !ournals, SACL 8esearch MeLhods, and SACL
knowledge. 1he research was conducLed as follows:

a. CuanLlLaLlve survey of llbrary sLaff wlLhln Lwelve case sLudy lnsLlLuLlons (elghLy-flve respondenLs)
b. CuanLlLaLlve survey of faculLy wlLhln case sLudy lnsLlLuLlons (Lwo hundred and nlneLy-seven
respondenLs - Lhls survey was lncenLlvlzed by means of a prlze draw for an lad)
c. CuallLaLlve Lelephone lnLervlew wlLh nomlnaLed case sLudy llbrarlans (Len respondenLs)
d. CuallLaLlve open-ended quesLlons emalled Lo faculLy aL Lwelve case sLudy lnsLlLuLlons (LwenLy
respondenLs)
e. CollecLlon of usage daLa Lo measure effecLlveness of markeLlng Lechnlques used Lo lnfluence
percepLlon, usage and awareness

1he survey daLa was analysed uslng Lhe SSS sofLware package.


S.0 8ackground: ||brar|es, |nformat|on access and connect|v|ty

lor many developlng counLrles, lnsufflclenL lnvesLmenL ln hlgher educaLlon by naLlonal governmenLs and
lnLernaLlonal donors durlng perlods of economlc crlsls ln Lhe 1980s and 1990s creaLed lnadequaLe llbrarles,
laboraLorles and lC1 faclllLles (8rowse, 2013). Whlle experlences varled by counLry, Lhere were some general
Lrends: a loss of LalenL, lnsufflclenL numbers of Leachlng sLaff (as sLudenL enrolmenLs were also lncreaslng),
and a fall ln Lhe sLandard of research underLaken aL posL-graduaLe level (lbld). lnsufflclenL budgeLs, coupled
wlLh Lhe rlslng cosL of books and [ournal subscrlpLlons, made lL dlfflculL for llbrarles Lo malnLaln adequaLe
collecLlons (Parle, 2010).

lrom Lhe laLe 1990s, aLLenLlon began Lo reLurn Lo hlgher educaLlon. new fundlng emerged and unlverslLles
rebullL, buL Lhls ls a slow process requlrlng co-operaLlon, long-Lerm sLraLegles and lnvesLmenL by governmenLs
and agencles (8rowse, 2013). new lnvesLmenL has been parLly drlven by recognlLlon LhaL academlc research ls
a prlnclpal source of Lhe lnformaLlon and knowledge needed for Lhe soclal, economlc and pollLlcal well-belng
of counLrles (Parle, 2010). ALLempLs by lnLernaLlonal donors Lo lnvlgoraLe locally relevanL research have been
cauLlous noL Lo llmlL Lhe re-emergence of academlc auLonomy (Lebeau & Mllls, 2008).

1he emergence of elecLronlc [ournals ln Lhe laLe 1990s offered Lhe poLenLlal Lo begln Lo lmprove Lhe slLuaLlon,
bolsLered by lncreased numbers of LlLles and Lhe parallel developmenL of a number of lnlLlaLlves offerlng
access Lo Lhese aL reduced or no cosL. 1hls means LhaL Lhe lssue of avallablllLy has been wldely and successfully
addressed over several years (Parle, 2010). Appendlx 2 llsLs Lhe ma[or supporL lnlLlaLlves and organlzaLlons
LhaL have focused on provldlng access Lo scholarly lnformaLlon, parLlcularly academlc [ournals.

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3.1 lnformaLlon access

Llbrarlans ln developlng counLry lnsLlLuLlons have secured access Lo a wlde range of resources, buL
unforLunaLely, avallablllLy does noL necessarlly equaLe Lo access and use (8urneLL, 2012). 8equlremenLs now
polnL Lo conslderlng Lhe ways ln whlch avallable resources are (or are noL) belng accessed and used (Parle,
2010).

laculLy ln developlng counLry unlverslLles commonly complaln of poor access Lo [ournals and LhaL Lhls ls a
serlous hlndrance Lo Lhelr academlc work. Awareness of Lhe maLerlals avallable among faculLy ls low. 1hls ls
relaLed parLly Lo lnsufflclenL promoLlon and communlcaLlon of whaL ls avallable, and parLly due Lo Lhe
complexlLles of onllne access and mulLlple enLry rouLes (Parle, 2010).

3.2 8esearch ouLpuL ln developlng counLrles

Llbrarles are crlLlcally lmporLanL Lo help research (8ln and 8Luk, 2011). 1he purpose of maklng onllne
resources avallable ls fundamenLally Lo supporL and sLlmulaLe research and Leachlng. 1he exLenL Lo whlch Lhey
are used Lherefore depends on Lhe level of research acLlvlLy Laklng place (Parle, 2010).

8elaLlvely low levels of scholarly research acLlvlLy mlghL parLlally explaln low levels of onllne conLenL and
[ournal use. 1he G|oba| kesearch keports (Adams eL al., 2010, 2011, 2013) are a serles of reporLs launched by
1homson 8euLers Lo lnform pollcymakers and oLhers abouL Lhe landscape and dynamlcs of Lhe global research
base. 1helr flndlngs show LhaL Lhe 88lCk naLlons (8razll, 8ussla, lndla, Chlna, and SouLh korea) represenL Lhe
mosL slgnlflcanL growlng lnfluence ln Lhe global economy and research landscape (Adams eL al., 2013). 1he
Arablan, erslan and 1urklsh Mlddle LasL, who produce only four percenL of Lhe world's sclenLlflc llLeraLure,
reporL growLh ln Lhe raLe of research ouLpuL LhaL slgnlflcanLly exceeds LhaL seen ln Asla and LaLln Amerlca
(Adams eL al., 2011). Powever, more Lhan half Lhe Afrlcan naLlons are off-Lrack or regresslng on ob[ecLlves Lo
achleve unlversal educaLlon by 2013. 1he lssue ls hlghllghLed by Lhe facL LhaL Lhe LoLal annual research ouLpuL
of Lhe Afrlcan conLlnenL ls aL 27,000 papers per year, equlvalenL Lo LhaL of Lhe neLherlands (Adams eL al.,
2010).



AuLhorAlu www.auLhorald.lnfo ls a global research communlLy for researchers whlch, as of !uly 2012, lncluded
more Lhan flve Lhousand researchers and oLhers from more Lhan one hundred and flfLy counLrles (8rowse,
2013). AuLhorAlu was developed Lo help supporL developlng counLry researchers ln geLLlng Lhelr work
publlshed, wlLh Lhe lnLenLlon of lncreaslng Lhe lncluslon of developlng counLry research ln [ournals globally.
8eloq oo AotbotAlu meotot qoes beyooJ o cooveotloool teocbet-stoJeot telotloosblp - lt ls o teolly stlmolotloq
ooJ wottbwblle leotoloq ptocess fot botb meotee ooJ meotot (korbel, 2011, p.2).

3.3 1he Lechnology challenge

1he advenL of elecLronlc [ournals generaLed new problems, speclflcally Lhe need Lo upgrade lnformaLlon and
communlcaLlons Lechnology (lC1) faclllLles and lnfrasLrucLure, Lo secure good lnLerneL access, and Lo lnvesL ln
Lralnlng and famlllarlzaLlon. lnLerneL connecLlvlLy ls sLeadlly lmprovlng, noLably wlLh recenL lnsLallaLlon of hlgh-
speed undersea flbre-opLlc cables ln Afrlca (Parle, 2010). Challenges remaln ln ensurlng broadband
connecLlvlLy and lnLerneL bandwldLh reaches beyond ma[or clLles and from coasLal counLrles Lo landlocked
nelghbours. unlverslLles' lnvesLmenL ln e-resources has secured slgnlflcanL conLenL, buL Lhls needs Lo be
maLched by assoclaLed lnvesLmenL ln lC1 faclllLles and Lralnlng. WlLhouL Lhls, Lhe money spenL on [ournals rlsks
belng wasLed (lbld).

9


lnAS (Lhe lnLernaLlonal neLwork for Lhe AvallablllLy of SclenLlflc ubllcaLlons) has developed acLlvlLles aL
lnsLlLuLlonal and naLlonal levels Lo help unlverslLles lmprove Lhelr managemenL of lnLerneL bandwldLh. 1he
8andwldLh ManagemenL and CpLlmlsaLlon (8MC) programme supporLs Lhe formaLlon of naLlonal 8esearch
and LducaLlon neLworks - dedlcaLed hlgh speed broadband neLworks for academlc and research lnsLlLuLlons
(lnAS: hLLp://www.lnasp.lnfo/bmo)

1hree ouL of Lwelve llbrarlans and flve ouL of LwenLy faculLy ln Lhe developlng counLry unlverslLles reporLed
lssues wlLh provldlng adequaLe servlce levels due Lo connecLlvlLy lssues:


we belleve o fostet lotetoet coooectloo woolJ belp (oot osets) to be bettet ot tbelt wotk os cotteotly tbelt
lotetoet coooectloo ls oot stoble (llbrarlan: lndoneslan 8esearch lnsLlLuLe)

novloq o fostet lotetoet coooectloo ls tbe fotemost lssoe we ote oJJtessloq (llbrarlan: unlverslLy of
hlllpplnes vlsayas)

we oeeJ lmptoveJ ovolloblllty of blqb booJwlJtb fot stoJeots to be oble to occess opptoptlote ooJ televoot
lofotmotloo (faculLy: unlverslLy of Cape CoasL)


3.4 1he role of publlshers ln supporLlng developlng counLry llbrarles

ub||shers for Deve|opment (fD) was esLabllshed as a resulL of Lhe complemenLary work INAS and Lhe ACU
(AssoclaLlon for CommonwealLh unlverslLles) underLake wlLh lnsLlLuLlons ln developlng counLrles and
lnLernaLlonal publlshers. ubllshers and llbrarlans need Lo work LogeLher Lo leL developlng counLry researchers
know whaL ls avallable Lo Lhem by bulldlng Lhelr awareness of exlsLlng rouLes Lo lnLernaLlonal [ournals and
books. navlgaLlng Lhe complexlLy of mulLlple access rouLes can be challenglng, so lnAS works wlLh oLher
access lnlLlaLlves such as kesearch4L|fe and LIIL (LlecLronlc lnformaLlon for Llbrarles) Lo avold dupllcaLlon and
sLrengLhen Lhe lmpacL of collecLlve acLlvlLles.

ubllshers can adapL Lhelr slLes Lo enable greaLer access. 1he fD 8andwldLh Challenge encourages publlshers
Lo speed-LesL Lhelr slLes and work wlLh Lhelr Lechnlcal Leams Lo ldenLlfy ways ln whlch Lhelr slLes could be
speeded up. lor example Cambrldge unlverslLy ress have used Lhelr moblle plaLform Lo provlde an
alLernaLlve low-bandwldLh lnLerface (ubllshers for uevelopmenL, 2011), whlle Sprlnger's work Lo lmprove
Lhelr slLe speed was parL of Lhelr overall onllne sLraLegy (8lshop, 2012).

uesplLe lmprovemenLs ln avallablllLy, a challenge remalns ln LhaL awareness, access and use of Lhe resources
avallable ls lower Lhan expecLed. Parle's 2010 sLudy of four Afrlcan unlverslLles ldenLlfled slgnlflcanL barrlers Lo
accesslng and uslng resources and Lhe need Lo conLlnue ralslng awareness of whaL ls avallable Lo researchers
and academlcs was shown Lo be lmporLanL.





10

6.0 Lvo|v|ng va|ue - ev|dence and percept|ons of va|ue

Llbrarles are a physlcal manlfesLaLlon of Lhe values of Lhe academy and scholarshlp (8ln and 8Luk, 2011), buL
llbrarles are changlng. Whereas llbrarlans were once closely assoclaLed wlLh Lhelr llbrary bulldlng, Lhls ls no
longer necessarlly Lhe case. As we move Loward a more onllne world, and become more successful ln
provldlng seamless remoLe access Lo resources and servlces, Lhere ls a growlng dlsconnecLlon beLween
llbrarlans and academlcs (8ln and 8Luk, 2011). Many users who do Lake advanLage of access Lo e-resources
may noL be aware LhaL Lhe servlce ls acLually dellvered by Lhelr llbrary (8urneLL, 2012), and Lhls may resulL ln a
rlsk of Lhe fundamenLal value of llbrarles noL belng recognlzed.

Llbrarles are lncreaslngly called upon Lo documenL and arLlculaLe Lhelr value and Lhelr conLrlbuLlon Lo
lnsLlLuLlonal mlsslons and goals. 1he Va|ue of Academ|c L|brar|es In|t|at|ve was prepared by Lhe AssoclaLlon of
College and 8esearch Llbrarles (AC8L) ln 2010 Lo help academlc llbrarlans ldenLlfy resources Lo supporL Lhem ln
demonsLraLlng Lhelr value ln clear, measurable ways (Cakleaf, 2010).

unlverslLles appear Lo have more dlfflculLy ln quanLlfylng Lhelr value Lo Leachlng and research faculLy Lhan Lo
sLudenLs (lbld). 1herefore L|brary Va|ue |n the Deve|op|ng Wor|d focuses on Lhe value of academlc llbrarles Lo
academlc deparLmenLs and faculLy, and collaLes flndlngs from boLh llbrarlans and faculLy aL Lhe Lwelve
parLlclpanL developlng counLry unlverslLles Lo explore evldence and percepLlons of value.

6.1 Lvldence and percepLlon of value - llbrarlans

Llbrarlans can no longer rely on Lhelr sLakeholders' bellef ln Lhelr lmporLance, raLher, Lhey musL demonsLraLe
Lhelr value (Cakleaf, 2010). urlvers for collecLlng evldence of value ln Lhe developlng world can be Lwofold.
llrsLly, llbrarles genulnely wanL Lo do well and serve Lhelr communlLy of users (Creaser and Spezl, 2012).
Secondly, Lhey may need Lo show value Lo senlor managemenL of Lhe unlverslLy. Cne developlng counLry
llbrarlan commenLed LhaL Lhrough 'tbe voloe tbe llbtoty coottlbotes to teocbloq ooJ leotoloq, tbey ote folflllloq
tbe mlssloo of tbe oolvetslty ooJ tbe wbole bosloess of oot oolvetslty.'

llndlngs show LhaL Lhere ls no sysLemlc evldence collecLed by Lhe developlng counLry llbrarles Lo show Lhe
value of Lhelr llbrary for faculLy. LlghL ouL of Lwelve llbrarlans reporLed LhaL Lhe value Lhelr llbrary provldes ls
measured Lhrough Lhelr resource collecLlon, and LhaL Lhey provlde analysls of Lhelr collecLlon vla usage
sLaLlsLlcs. llve ouL of Lwelve llbrarlans reporLed LhaL Lhey are sLarLlng Lo monlLor value Lhrough oLher meLhods
such as LesLlmonlals, faculLy quesLlonnalres, Lrafflc Lo Lhe llbrary webslLe and llbrary aLLendance raLes:



l tblok we ote stottloq oow to meosote oot voloe. we ote ptoposloq to Jlsttlbote o poestloooolte to stoJeots
ooJ ocoJemlcs ooJ look ot lf we ptoJoce tesolts (unlverslLy of Zlmbabwe)

1be llbtoty's voloe ls coooecteJ wltb llbtoty's popolotlty lo eyes of focolty ooJ stoJeots. 1be evlJeoce of tbls ls
meosoteJ by vlslt stotlstlcs to tbe llbtoty, vlslt stotlstlcs to lottooet, ooJ e-kesootces osoqe stotlstlcs (naLlonal
unlverslLy, ukralne)

1be llbtoty coo meosote lts voloe to tbe ocoJemlc stoff tbtooqb cooJoctloo of teqolot lotetoctlve sessloos ooJ
qet voloeJ feeJbock ftom tbe ocoJemlc stoff. 1be llbtoty coo moke ose of losttomeots llke poestlooooltes,
lotetvlews, ooJ fotoms to lopolte bow tbe ocoJemlc stoff petcelve tbelt setvlces tbeteby setvloq os o meoos of
meosotloq tbe voloe of tbelt setvlces (CovenanL unlverslLy)
11

We asked developlng counLry llbrarlans how hlghly valued Lhey LhoughL Lhelr llbrary was by managemenL,
faculLy, and sLudenLs on a scale from one Lo Len. 1he average responses are shown and compared Lo Work|ng
1ogether (Creaser and Spezl, 2012) ln llg. 1.
liq. 1: Librorions perception of vo/ue


N8. moooqemeot wos opeo to lotetptetotloo of compos moooqemeot ot oolvetslty petsoooel

Cf noLe ls Lhe varlaLlon ln average score of value percelved by managemenL. 1hls could be assoclaLed wlLh
developlng counLry llbrarlans reporLlng few [usLlflcaLlon requesLs from Lhelr managemenL. 1hls mlghL resulL ln
greaLer llbrarlan percepLlon of value, and ln Lurn lesser moLlvaLlon for collecLlng evldence of value/use. urlvers
from Lhe developed world are more apparenL, Lo answer research quallLy assessmenL audlLs, lnsLlLuLlonal
league Lables, sLudenL recrulLmenL, budgeL allocaLlon supporL, for example, as well as user saLlsfacLlon
(Creaser & Spezl, 2012).

6.2 Lvldence and percepLlon of value - faculLy

Work|ng 1ogether (Creaser and Spezl, 2012) reporLed LhaL many of Lhelr case sLudy llbrarlans were relucLanL
Lo commenL on Lhe value placed on Lhelr llbrary by users, and suggesLed asklng Lhe users. L|brary Va|ue |n the
Deve|op|ng Wor|d Lherefore lncluded a survey Lo faculLy aL Lhe Lwelve lnsLlLuLlons (297 responses recelved) as
well as a serles of open ended quesLlons around Lhelr percepLlon and use of Lhelr llbrary's servlces (LwenLy
responses recelved).

laculLy were asked whaL was Lhe besL Lhlng abouL Lhelr llbrary. 1he ma[orlLy (fourLeen ouL of LwenLy) reporLed
LhaL Lhey placed Lhe hlghesL value on Lhe academlc resources Lhelr llbrary provldes:


1be best tbloq oboot my llbtoty ls tbot l om oble to occess e-jootools ooywbete (Maseno unlverslLy)

My llbtoty bos o lot of oolloe jootools tbot lt sobsctlbes to wblcb ote beoeflclol to my teseotcb ooJ teocbloq
(unlverslLy of Zlmbabwe)

wbot l llke most oboot my llbtoty ls tbot l coo occess oll teseotcb motetlols ooJ pobllcotloos oolloe (Makerere
unlverslLy)

6.8
6.6
6.4
7.7
7.6
7.9
8.0 8.1
7.4
8.1
8.4 8.4
0
2
4
6
8
10
uS uk Scandlnavla ueveloplng World
A
v
e
r
a
g
e

v
a
l
u
e

s
c
o
r
e

Cn a scale of 1 Lo 10 how valued do you Lhlnk your llbrary ls by senlor managemenL/
admlnlsLraLors, academlc sLa, sLudenLs?
ManagemenL Academlcs SLudenLs
12

1be best tbloq oboot my uolvetslty llbtoty ls tbe eose of locotloo of tesootces wltb tbe OlAc system
(CovenanL unlverslLy)


Powever, seven ouL of LwenLy reporLed Lhey were noL aware of all Lhe servlces Lhelr llbrary offered. We asked
faculLy whaL Lhey would llke Lo do Lo lmprove Lhelr llbrary. Lleven ouL of LwenLy faculLy members were crlLlcal
abouL Lhe physlcal aspecLs of Lhelr llbrary lndlcaLlng Lhe lmporLance Lhey place on Lhe llbrary bulldlng, wlLh
flfLeen percenL of faculLy vlslLlng Lhe llbrary bulldlng every day (llg. 2).


1be tbloq l woolJ cbooqe oboot my llbtoty woolJ be tbe seotloq ottooqemeot ooJ spoce. loJeeJ spoce ls
llmlteJ ooJ tbos tbete ls obsetvoble ovetctowJloq (Maseno unlverslLy)

(l woolJ) moke tbe llbtoty eovltoomeot mote cooJoclve fot teoJloq. At tlme tbe llbtoty eovltoomeot ls oot
cooJoclve to slt Jowo ooJ teoJ ... focolty sboolJ bove tbelt teoJloq toom sepotote ftom tbe stoJeots
(CovenanL unlverslLy)

1be llbtoty olt cooJltlooloq system Joes oot wotk, tbos tbe otmospbete to slt ooJ teoJ ls oot tbete (unlverslLy
of Cape CoasL)


Work|ng 1ogether (Creaser and Spezl, 2012) reporLed LhaL Lhe role of Lhe physlcal llbrary ln Lhe developed
world ls changlng and lncreaslngly geared Lo meeLlng Lhe needs of Lhe sLudenLs wlLh cafes and soclal spaces
provlded alongslde lnformaLlon resources. 1he unlverslLy of uLah ran a survey LhaL showed many faculLy
regard Lhe llbrary as a 'large undergraduaLe sLudy hall'. WlLh maLerlal avallable onllne and documenL dellvery
belng made dlrecLly Lo offlces, many faculLy never vlslLed Lhe llbrary bulldlng (Creaser and Spezl, 2012).

1he faculLy survey asked how ofLen respondenLs used Lhe llbrary bulldlng, webslLe, and onllne caLalogue. 1he
proporLlons of responses ln each caLegory are shown ln llg. 2:

liq. 2: locu/ty use of /ibrory


nlneLy-slx percenL of faculLy use Lhe llbrary bulldlng wlLh [usL LhlrLy-seven percenL uslng less Lhan once a
monLh. 1hlrLy-nlne percenL vlslL Lhelr llbrary webslLe aL leasL once a week, yeL LwenLy-Lwo percenL reporL
never uslng. 1wenLy-seven percenL of all respondenLs never use Lhe onllne llbrary caLalogue. 1hls could be
assoclaLed wlLh reporLed Lechnology dlfflculLles where llbrary webslLes lnfrequenLly crash, resulLlng ln lower
rellablllLy and faculLy use.

37
43
41
88
66
76
36
43
42
93
67
31
13
63
77
0 10 20 30 40 30 60 70 80 90 100
1he llbrary bulldlng
1he llbrary webslLe
1he onllne llbrary caLalogue
Pow oen do you vlslL:?
Lvery day Cnce a week or more Cnce a monLh or more Less oen never
13

7.0 Lvo|v|ng serv|ces - ev|dence and percept|on of serv|ces

7.1 Lvldence and percepLlon of servlces - llbrarlans

Work|ng 1ogether (Creaser and Spezl, 2012) reporLed LhaL developed world llbrarlans see a process of
relnvenLlon ln order Lo relnforce Lhelr supporL for faculLy ln Lhelr Leachlng and research roles. 1hese lnclude
llLeracy lnsLrucLlon, lnLegraLed Leachlng and research servlces, and research parLnershlps. Several of Lhe case
sLudy developlng counLry llbrarles mlrror Lhese flndlngs. lor example, Lhe unlverslLy of Maseno help Lhelr
faculLy and l1 sLaff Lo sLore and reLrleve lnformaLlon, provlde faculLy wlLh servlces where Lhey leasL expecL lL
e.g. conLenL dellvery Lo moblle devlces, and help sLudenLs ln developlng dlglLal medla llLeracy skllls.

Powever Lhe ma[orlLy of surveyed developlng counLry llbrarlans lndlcaLed LhaL Lhey were noL coheslve ln
offerlng servlces ln addlLlon Lo LradlLlonal roles of collecLlon developmenL and lnformaLlon skllls. 1he llbrarlans'
survey dlsLlngulshes beLween Lhe percepLlon of servlces Lhey offered Lo boLh faculLy (llg. 3) and Lhe unlverslLy
managemenL (llg. 4).

liq. l: which of the services provided by your /ibrory do you think is most vo/ued by reseorch stoff?


N8. 85 ftee text tespooses, wblcb coolJ be coJeJ loto mote tboo ooe coteqoty

AlLhough noL dlrecLly comparable - as Lhe Work|ng 1ogether (Creaser and Spezl, 2012) survey prompLed Lo
selecL from opLlons relaLlng Lo new and lnnovaLlve servlces, whllsL Lhe developlng world had a free LexL box - lL
ls noLlceable LhaL Lhe developlng world respondenLs menLloned few of Lhe servlces whlch were LhoughL Lo be
valued ln Lhe developed-world. WheLher Lhls ls because Lhere ls less avallablllLy of such servlces ln Lhe
developlng world, or wheLher core servlces would have been more hlghly valued ln Lhe developed world had
Lhey been lncluded, ls noL clear from Lhe survey daLa.

8ased on elghLy-flve respondenLs ln LoLal, Lhe mosL frequenL servlce menLloned was Lhe llbrary's lnformaLlon
resources (by flfLy-seven respondenLs), of whlch forLy-nlne (flfLy-elghL percenL of all respondenLs) speclflcally
noLed e-resources, and slx (seven percenL of all respondenLs) referred Lo lendlng and clrculaLlon servlces. lour
respondenLs (flve percenL of Lhe LoLal) menLloned promoLlon and Lrlals of new e-resources, whlch was one of
Lhe Lop four servlces LhoughL Lo be mosL valued by research sLaff ln Lhe developed-world.

2
4
3
3
3
3
3
7
7
12
14
16
21
38
67
0 20 40 60 80
8eposlLory
lLL
new resources
ueparLmenLal llalson
CurrenL awareness
LlLeraLure search
8lndlng
Lendlng servlces
hoLocopylng
Llbrary webslLe
8eference servlce
user educauon
Communlcauon
e-resources
lnformauon resources
14

1he second mosL commonly menLloned area was lssues Lo do wlLh communlcaLlon, menLloned by elghLeen
respondenLs (LwenLy-one percenL of Lhe LoLal). lour of Lhese speclflcally menLloned llalson work wlLh
deparLmenLs. lour respondenLs menLloned currenL awareness servlces, and Len menLloned Lhe llbrary
webslLe, alLhough lL was noL always clear wheLher Lhls was as a means of access Lo resources, or as a means of
communlcaLlon.

lourLeen respondenLs (slxLeen percenL) referred Lo user Lralnlng, wlLh one speclflcally menLlonlng Lhelr one-
Lo-one servlce. 1hls had also been one of Lhe Lop four servlces LhoughL Lo be mosL valued by research faculLy
by llbrarlans ln Work|ng 1ogether (Creaser and Spezl, 2012). 1welve respondenLs noLed reference and enqulry
servlces, no oLher servlce was named by more Lhan Len respondenLs. Cf Lhe oLher servlces LhoughL Lo be mosL
valued by research sLaff ln Lhe developed-world, help wlLh llLeraLure searchlng was menLloned by four
respondenLs ln Lhe developlng world (flve percenL of Lhe LoLal), whllsL none menLloned supporL from sub[ecL
speclallsL llbrarlans.

liq.4: whot do you think the university vo/ues most obout the services provided by your /ibrory?


N8. 85 ftee text tespooses, wblcb coolJ be coJeJ loto mote tboo ooe coteqoty

As above, Lhe mosL common area menLloned was provlslon of lnformaLlon resources - forLy-one llbrarlans
(flfLy-one percenL) menLloned Lhls, wlLh LwenLy-slx of Lhese (LhlrLy-one percenL of Lhe LoLal) speclflcally
menLlonlng Lhe elecLronlc collecLlon. SlxLeen (nlneLeen percenL) menLloned servlces for sLudenLs or Leachlng,
lncludlng Lhree menLlonlng lnformaLlon llLeracy, and seven (elghL percenL) menLloned supporL for research,
whlle Lwelve (fourLeen percenL) menLloned supporL for users ln general Lerms. Lleven respondenLs (LhlrLeen
percenL) menLloned currency of resources and Llmellness of servlce dellvery, whlle Len (Lwelve percenL)
menLloned Lhe quallLy, effecLlveness or efflclency of Lhe servlce. Cnly one percenL of respondenLs menLloned
Lhe llbrary webslLe as belng of mosL value as a servlce Lo Lhe unlverslLy.






1
4
4
3
6
8
8
12
13
14
19
31
31
0 10 20 30 40 30 60
Llbrary webslLe
8eference servlce
Communlcauon
lC1
Llbrary as place
lnformauon llLeracy
8esearch servlces
CuallLy / emclency
1lmellness
user supporL
SLudenL servlces
Cnllne resources
Access Lo resources
13

Case study h|gh||ght: examp|e of good pract|ce for co||ect|on eva|uat|on and support
Nat|ona| 1echn|ca| Un|vers|ty, Ukra|ne

laculLy aL n1u use Lhe elecLronlc resource collecLlons for Lhelr research and Leachlng, and llbrary sLaff ask
faculLy Lo make recommendaLlons and evaluaLlons. n1u llbrary creaLes lnformaLlon documenLs recommendlng
search sLraLegles LhaL are bookmarked Lo assess and Lrack whaL ls effecLlve.

SLudenLs also need Lo know how Lo use e-resources and academlc publlcaLlons. n1u has a one week
embedded course for flrsL-year sLudenLs (LhaL ls requlred for Lhelr sLudy), and offer refreshmenL courses ln
succeedlng years. n1u Llbrary prepares recommended llsLs of references whlch are publlshed on Lhe lnLraneL
so accesslble for all sLudenL and faculLy communlLles.

n1u llbrary evaluaLes Lhelr collecLlon by looklng aL sLaLlsLlcal daLa for use of resources, uslng cosL per
download Lo measure economlc effecLlveness. laculLy are surveyed Lwlce a year, wlLh sLudenLs occaslonally
lnvlLed Lo focus groups. n1u llbrary Lrles Lo undersLand why Lhere mlghL be low use of cerLaln resources e.g.
lnformaLlon supporL, dlfflculLy of lnLerfaces.


7.2 Lvldence and percepLlon of servlces - faculLy

Case sLudy lnLervlews hlghllghL Lhere ls concern from developlng world llbrarlans LhaL faculLy do noL
undersLand or appreclaLe all LhaL Lhe llbrary can offer. LlghLy-flve percenL of faculLy surveyed are aware of and
use Lhe llbrary prlnL collecLlon, wlLh elghLy-Lwo percenL aware of and uslng Lhe elecLronlc collecLlon. Powever,
flfLy-one percenL of faculLy surveyed dld noL know abouL or use any servlces beyond elLher Lhe prlnL or
elecLronlc collecLlons.

liq. 5: locu/ty oworeness of services offered


7.3 lnLegraLed Leachlng servlces - lnformaLlon llLeracy

lf unlverslLles are Lo lmprove Lhe use of e-resources amongsL Lhelr Leachlng faculLy, lL wlll depend on Lhe skllls,
experLlse and creaLlvlLy of Lhelr llbrarlans. 1he success of Lhls depends on Lhe undersLandlng, value and
percepLlon of whaL Leachlng supporL - speclflcally lnformaLlon llLeracy - can be offered. Lmbedded lnformaLlon
114
133
38
27
33
29
30
38
60
38
128
99
113
33
82
96
93
77
103
91
26
33
33
104
81
78
61
69
38
68
16
19
38
101
68
79
77
80
64
67
0 10 20 30 40 30 60 70 80 90 100
1he llbrary prlnL collecuon
1he llbrary elecLronlc collecuon
AsslsLance wlLh readlng llsLs
CopyrlghL clearance for course maLerlals
Llbrary Leachlng of lnformauon llLeracy
Cne-Lo-one lnformauon llLeracy Lralnlng
lnformauon llLeracy group Lralnlng
SupporL for open access publlshlng
Llalson work wlLh deparLmenLs/schools
SupporL from sub[ecL speclallsL llbrarlan
Whlch of Lhe followlng servlces are you aware of, and use, ln your unlverslLy?
use a loL
use someumes
never use
uon'L know abouL
16

llLeracy lnsLrucLlon ls far from belng Lhe norm ln hlgher educaLlon lnsLlLuLlons globally, and ls ofLen percelved
as conflned Lo cerLaln dlsclpllnes, such as healLh and medlcal sclences (Mounce, 2010).

PardesLy (1991) advocaLed LhaL Lhe besL way Lo provlde lnformaLlon llLeracy lnsLrucLlon Lo sLudenLs was for
llbrarlans Lo work LogeLher wlLh faculLy. Powever, lL ls recognlzed LhaL parLnershlp bulldlng wlLh faculLy may
presenL some dlfflculLles as a resulL of dlfferenL percepLlons and undersLandlng of Lhe role of llbrarlans.
AlLhough Lhere ls evldence LhaL faculLy value lnformaLlon llLeracy skllls (Saunders, 2012), faculLy Lend Lo have a
fragmenLed approach Lo lnformaLlon llLeracy lnsLrucLlon, calllng upon Lhe llbrarlan for ad hoc sesslons
(Saunders, 2012).

laculLy are reporLedly hard Lo reach, requlrlng a Llme consumlng one-Lo-one approach for e-resource Lralnlng.
1he llbrarlan lnLervlews hlghllghLed LhaL Lhree ouL of Lwelve developlng counLry llbrarles offer some baslc ad-
hoc lnformaLlon llLeracy Lralnlng for undergraduaLes. 1hls lnvolves how Lo use and reLrleve maLerlals from Lhe
unlverslLy CAC (Cnllne ubllc Access CaLalogue). 1he llbrarlans llalse wlLh Lhe faculLles and deparLmenLs Lo
acqulre maLerlals relaLlng Lo Lhe programmes LhaL Lhe unlverslLy ls offerlng. 1hese llbrarles offer orlenLaLlon
servlces, references servlce, elecLronlc supporL servlce, lnLer-llbrary lendlng, blbllographlc search asslsLance
and documenL dellvery servlces. Some degree of Lralnlng ls avallable wlLh varylng degrees of success. laculLy
are reporLed Lo lnslsL frequenLly on one-Lo-one Lralnlng by llbrarlans maklng Lhe face-Lo-face approach
parLlcularly Llme-consumlng. 1herefore, Lhere ls a clear need Lo approach Lralnlng and lnformaLlon
dlssemlnaLlon ln dlfferenL ways.

SlxLy-flve percenL of faculLy surveyed sald Lhey dld noL work wlLh llbrary sLaff Lo provlde lnformaLlon llLeracy
lnsLrucLlon. Summarlzlng lnformaLlon llLeracy opLlons ln Lhe faculLy survey above (llg. 3), forLy respondenLs,
LhlrLy-four percenL of Lhe LoLal, responded 'uon'L know abouL' Lo all Lhree servlces (llbrary offers, one-Lo-one
Lralnlng, group Lralnlng). Work|ng 1ogether (Creaser and Spezl, 2012) found LhaL llbrary Leachlng embedded ln
deparLmenLal courses was felL Lo be Lhe mosL hlghly valued servlce offered by Lhe llbrary for Leachlng faculLy.
Some uS lnsLlLuLlons have Laken embedded lnformaLlon furLher Lo lnclude co-Leachlng where Lhe llbrarlans are
fully lnvolved ln Lhe deslgn and Leachlng of Lhe course (Creaser and Spezl, 2012).

7.4 lnLegraLed research servlces

Access Lo hlgh quallLy conLenL remalns cruclal Lo research, and lLs value ls recognlzed by researchers, senlor
managers, and llbrarlans allke. ?eL Lhere ls recenL evldence Lo suggesL LhaL llbrarles and llbrarlans are noL
recognlzed as lnformaLlon resource supporL and provlders ln Lhe research conLexL, as Lhey sLrlve Lo make
access Lo Lhose resources as seamless as posslble for lndlvldual researchers (8ln & 8Luk, 2011). Llbrarles could
play a greaLer role lf researchers knew LhaL Lhls supporL was avallable.

llndlngs for Lhe developlng counLry case sLudles lndlcaLe emphasls on Lhe provlslon of Lhelr collecLlon as Lhelr
prlmary research servlce (as shown above wlLh Leachlng servlces). 1he llbrarlans reporL worklng wlLh research
faculLy by Lralnlng Lhem ln how Lo access elecLronlc resources and Lo Lalk Lo Lhem abouL reference
managemenL.

When asked how Lhey percelve research faculLy value Lhelr servlces, only Lwelve llbrarlans noLed reference
and enqulry servlces and help wlLh llLeraLure searchlng was only menLloned by four respondenLs ln Lhe
developlng world (flve percenL of Lhe LoLal), whllsL none menLloned supporL from sub[ecL speclallsL llbrarlans.
8esearch supporL acLlvlLles LhaL are more promlnenLly avallable ln Lhe developed world lnclude open access
publlshlng, self-archlvlng (lnsLlLuLlonal reposlLorles), blbllomeLrlcs, and llLeraLure searchlng.




17

Case study h|gh||ght: examp|e of good pract|ce of research serv|ce
UNAn, nonduras

UNAn, nonduras has an lnformaLlon llLeracy programme dlrecLed Lo researchers, academlc Leachers and boLh
undergraduaLe and posLgraduaLe sLudenLs. 1hls programme lncludes a baslc workshop on uslng Lhe lnLerneL,
Lools and sLraLegles for searchlng and reLrleval of onllne lnformaLlon, speclallsL daLabases, reLrlevlng
lnformaLlon from speclallsL daLabases, use of blbllographlc managers as a Lool Lo supporL Lhe wrlLlng of
academlc documenLs, and uslng and managlng onllne daLabases. 1hey also help undergraduaLe sLudenLs
lmprove Lhelr wrlLlng skllls - boLh clLaLlons and blbllographlc lnformaLlon LhaL meeL wrlLlng sLyle sLandards.

Slnce 2010, Ponduras has been helplng researchers creaLe Lhelr clLaLlons for arLlcle submlsslon ln lnLernaLlonal
[ournals. 1hey run an edlLorlal processes course whlch lncludes how Lo evaluaLe arLlcles, how Lo meeL
lnLernaLlonal sLandards for key words, absLracLs ln Spanlsh and Lngllsh, and publlshers' arLlcle submlsslon
lnsLrucLlons. Ponduras llbrary also works wlLh undergraduaLe sLudenLs who are requlred Lo do a slx-monLh
research pro[ecL for Lhelr degree. 1hey have one person asslgned Lo work wlLh Lhese sLudenLs, helplng Lhem
flnd relevanL lnformaLlon as well as flnal reporL wrlLlng.

1he llbrary aL Ponduras supporL research fellows malnly from Lhe mlcroblology school buL also englneerlng
and oLher programmes. lor a recenL research pro[ecL Lhe llbrary helped wlLh lnformaLlon reLrleval. 1hey
supporL MasLers uegree programmes, for example wlLh Lhe economlc faculLy, and are also supporLlng a
Canadlan research fellow worklng on AluS and malarla.



8.0 ka|s|ng the v|s|b|||ty of the ||brary and ||brary serv|ces

ln developlng counLry unlverslLles Lhere ls a clear need for beLLer promoLlon of resources, awareness ralslng
and skllls developmenL (Parle, 2010). Work|ng 1ogether (Creaser and Spezl, 2012) reporLed general markeLlng
of Lhe llbrary ralses lLs proflle amongsL Leachlng and research faculLy. 8alslng Lhe vlslblllLy and awareness of
whaL Lhe llbrary can do Lo supporL faculLy ls a key componenL of demonsLraLlng value. When asked Lo raLe Lhe
servlces Lhey provlde Lo Lhelr faculLy Lhe developlng world llbrarlans raLed communlcaLlon as Lhe second mosL
commonly lmporLanL servlce. llg. 6 supporLs Lhls wlLh a Lhlrd of llbrarlans feellng LhaL markeLlng, publlclLy and
ouLreach could lmprove Lhelr percelved value. 1o make use of (and ln Lurn value) Lhe llbrary's e-resource
collecLlon, faculLy and sLudenLs need Lo be aware LhaL Lhey exlsL and appreclaLe Lhelr scholarly value.

liq. : whot one thinq do you think the /ibrory cou/d do to increose the perceived vo/ue for ocodemic stoff?


13
17
21
24
33
0 3 10 13 20 23 30 33
user Lralnlng
ConsulL sLa
new/lmproved servlces
More resources / access
CuLreach / publlclLy
18

8.1 CommunlcaLlon

llg. 6 lndlcaLes LhaL developlng world llbrarlans feel Lhey should do more markeLlng and publlclLy Lo lmprove
Lhe percepLlon of Lhe llbrary Lo faculLy, yeL Lhls ls someLlmes meL by reslsLance accordlng Lo lnLervlew
dlscusslons. A lack of engagemenL ls experlenced whlch deflecLs moLlvaLlon Lo be lnnovaLlve or proacLlve ln
pushlng new communlcaLlon meLhods forward.

Cne of Lhe alms of Lhls research was Lo provlde Lhe academlc llbrary communlLy ln developlng world LerrlLorles
wlLh a beLLer undersLandlng of Lhe connecLlons beLween academlc llbrarles and academlc deparLmenLs, and Lo
ldenLlfy pracLlcal ways Lo enhance Lhelr worklng relaLlonshlp. 1he faculLy survey showed Lhere was an
esLabllshed llnk ln Lhe relaLlonshlp wlLh flfLy-nlne percenL of respondenLs knowlng Lhe named lndlvlduals Lo
conLacL wlLhln Lhelr llbrary. 1he surveys measured how boLh faculLy and llbrary sLaff raLe how effecLlve a
varleLy of communlcaLlon meLhods are ln dlfferenL slLuaLlons.

liq. 7: Librorion perception of communicotion


42
60
66
38
76
77
78
71
78
74
79
83
91
21
17
16
14
9
7
9
7
8
8
6
3
1
13
9
2
13
1
2
6
3
4
3
3
0 10 20 30 40 30 60 70 80 90 100
1wluer
lacebook
lnformal meeungs
Llbrary blog
8ulldlng personal relauonshlps
lndlvldually LargeLed communlcauons
Lmall campalgns Lo llbrary groups
School/deparLmenL meeungs
Llbrary reporLs/commluee mlnuLes
vlslLs Lo academlcs ln depL
lnducuon programme for new sLa
Llbrary llalson reps ln depLs
Llbrary webslLe
Llbrary: how lmporLanL are Lhe followlng means of communlcauon?
lmporLanL
nelLher
unlmporLanL
uon'L do Lhls
19

liq. 8: locu/ty perception of communicotion with /ibrory


1he llbrarlan survey showed Lhe lmporLance placed on more LradlLlonal channels such as Lhe llbrary webslLe,
LargeLed communlcaLlon, and llbrary llalson represenLaLlves ln deparLmenLs (llg. 7). Less lmporLance and
acLlvlLy was placed on developmenLs ln soclal medla such as a llbrary blog, lacebook and 1wlLLer. laculLy also
place lmporLance on Lhe llbrary webslLe, llbrary llalson, and LargeLed communlcaLlon (flfLh) wlLh many faculLy
reporLlng no communlcaLlon recelved by soclal medla channels (llg. 8).

llg. 9 compares faculLy responses on frequency of conLacL wlLh Lhe llbrary wlLh llbrarlan responses on Lhe
lmporLance of varlous means of communlcaLlon. 1he llbrarlan quesLlon was scored as 'lmporLanL' = Lwo,
'nelLher lmporLanL nor unlmporLanL' = one, unlmporLanL' and 'Lhe llbrary doesn'L do Lhls' = zero. 'uon'L know'
was omlLLed from Lhe analyses. 1he average score across all respondenLs was calculaLed for each llne. 1hese
were Lhen ranked, wlLh one belng Lhe hlghesL average score (l.e. Lhe mosL lmporLanL) and LhlrLeen Lhe lowesL.
1he faculLy quesLlon was scored as 'ofLen' = Lwo, 'someLlmes' = one, 'never' and 'can'L remember' = zero, and
Lhe average score across all respondenLs calculaLed for each llne. 1hese were Lhen ranked, wlLh one belng Lhe
hlghesL average score (l.e. Lhe mosL frequenL conLacL) and LhlrLeen Lhe lowesL.

1he correlaLlon beLween Lhe Lwo seLs of ranks was calculaLed aL 0.64. 1hls lndlcaLes only a moderaLe level of
agreemenL beLween Lhem, suggesLlng some degree of dlsconnecL beLween whaL Lhe llbrary percelves as
lmporLanL and whaL faculLy remember. 1here was some agreemenL, for example Lhe llbrary webslLe was seen
as mosL lmporLanL by llbrarlans and was Lhe mosL frequenL means of conLacL reporLed by faculLy. 1hls
conLradlcLs Lhe flndlngs of Lhe developlng counLry faculLy survey whlch reporLs LhaL LwenLy-Lwo percenL of
faculLy never use Lhelr llbrary webslLe and LwenLy-seven percenL never use Lhe onllne llbrary caLalogue. A
recenL sLudy evaluaLed Lwo hundred unlverslLy and college llbrary webslLes from Len sub-Saharan counLrles
wlLh a vlew Lo evaluaLlng noL only e-access buL oLher funcLlonallLy and wlder servlces provlded (8urneLL, 2012).
llndlngs showed LhaL llbrary webslLes need Lo fulfll Lhe role of 'vlrLual gaLeway' Lo Lhe llbrary and lLs servlces
buL Lhe llbrary webslLes ln Lhe counLrles surveyed are lagglng behlnd ln Lhelr explolLaLlon of Lhe full poLenLlal
of Lhe llbrary porLal or gaLeway (8urneLL, 2012). 1he lnsLablllLy of llbrary webslLes may resulL ln less
dependable use.

33
23
37
62
33
92
82
36
73
112
33
38
10
98
78
103
122
98
123
92
106
81
94
60
48
24
96
143
96
71
99
48
83
83
87
60
143
139
200
34
40
26
29
33
18
23
33
39
16
43
37
48
0 10 20 30 40 30 60 70 80 90 100
Llbrary llalson represenLauves ln academlc
Llbrary reporLs / commluee meeungs
School / deparLmenL meeungs
lnformal meeungs
vlslLs Lo academlc sLa ln Lhelr deparLmenL /
8ulldlng personal relauonshlps
Lmall campalgns
lndlvldually LargeLed communlcauons
lnducuon programme for new academlc sLa
Llbrary webslLe
Llbrary blog
lacebook
1wluer
laculLy: Pow oen are you ln conLacL wlLh Lhe llbrary vla:?
Cen
Someumes
never
Can'L remember
20

1wlLLer was leasL lmporLanL Lo llbrarlans, and leasL frequenLly reporLed as a means of conLacL by faculLy. lL ls
worLh noLlng however LhaL some developlng counLry lnsLlLuLlons may have llmlLed soclal medla acLlvlLles ln
order Lo proLecL Lhe unlverslLy's bandwldLh.
liq. 9: comporison of ronks for meons of communicotion


1hose polnLs above and Lo Lhe lefL of Lhe llne are means of communlcaLlon whlch were ranked more hlghly by
Lhe llbrary for Lhelr lmporLance Lhan Lhey were by Lhe faculLy for frequency of conLacL. lor example 'lnformal
meeLlngs' were Lhe fourLh mosL lmporLanL means of communlcaLlon Lo llbrarlans, buL came nlnLh ln Lhe llsL of
mosL frequenL forms of conLacL accordlng Lo faculLy.

1hose polnLs below and Lo Lhe rlghL of Lhe llne are means of communlcaLlon whlch were ranked more hlghly
by Lhe faculLy for frequency of conLacL Lhan Lhey were by Lhe llbrary for Lhelr lmporLance. lor example, a
llbrary llalson represenLaLlve ln Lhe deparLmenL was elghL mosL lmporLanL as a means of communlcaLlon for
llbrarlans, buL Lhe second mosL frequenL means of conLacL Lo faculLy.

8.2 CurrenL markeLlng and promoLlon of llbrary resources and servlces

1he llbrarlan lnLervlews asked how each llbrary ls promoLlng lLs resources and servlces Lo faculLy wlLh reporLed
use of varlous markeLlng channels wlLh varylng degrees of effecLlveness. 1hls can lnclude sendlng emalls Lo
announce new resources, llbrary newsleLLers senL Lo faculLy on a regular basls, llbrary lacebook pages,
brochures and posLers or noLlce board announcemenLs hlghllghLlng resources Lo faculLy, and promoLlonal
evenLs/open days/workshops/semlnars run by Lhe llbrary.

lndlvldual llbrarlans came forward wlLh lnnovaLlve suggesLlons of how Lhey could promoLe furLher such as
ouLreach programmes, adverLlslng on Lhe campus radlo sLaLlon, eLc. Powever, Lhe ma[orlLy of llbrarlans felL
LhaL Lo markeL Lhelr llbrary more effecLlvely Lhey needed more human, maLerlal and flnanclal resources and
greaLer moLlvaLlon and pro-acLlvlLy on Lhe parL of Lhe lndlvldual llbrarlans Lhemselves.

Llbrary llalson rep ln
depL
Llbrary reporLs /
cuee mLgs
School / depL mLgs
lnformal meeungs
vlslLs Lo sLa ln
depL
ersonal
relauonshlps
Lmall campalgns
lndlvldual comms
lnducuon for new
sLa
Llbrary webslLe
Llbrary blog
lacebook
1wluer
0
2
4
6
8
10
12
0 2 4 6 8 10 12
l
a
c
u
l
L
y

r
a
n
k
l
n
g

f
o
r

f
r
e
q
u
e
n
c
y

Llbrary ranklng of lmporLance
21

1hls confllcLs wlLh Lhe experlence of seven ouL of LwenLy faculLy who reporLed low awareness of Lhelr llbrary's
markeLlng efforLs. !usL because a markeLlng campalgn ls underLaken does noL necessarlly mean Lhe users have
absorbed Lhe lnformaLlon and are now experL searchers and users (Clbendl, 2012).


Oo lmptoveJ commoolcotloo, tbete ls oeeJ fot o Jltect emoll ot electtoolc commoolcotloo betweeo tbe llbtoty
ooJ tbe Jepottmeot. 1bls wlll bosteo tbe commoolcotloo ptocesses (faculLy: Maseno unlverslLy)

use of emoll losteoJ of popet memos wblcb ooe teoJs ooJ fotqets oboot (faculLy: unlverslLy of Zlmbabwe)

1be llbtoty coolJ qet emoll oJJtesses of osets os well os tbelt oteos of speclollzotloo so tbot lofotmotloo oo
oew ottlvols tbot ote televoot to eocb petsoo's oteo of lotetest coo be molleJ to tbem (faculLy: CovenanL
unlverslLy)

we bove tbe lotetoet setvlces, bot tbe llokoqe coooectloq flow of lofotmotloo betweeo me ooJ tbe llbtoty ls
lockloq. 1be llbtoty Joes oot eveo koow tbot l bove o uolvetslty emoll oJJtess (faculLy: unlverslLy of Cape
CoasL)



Case study: examp|e of good pract|ce of market|ng and promot|on
UNAn, nonduras

unAP reporLs lnnovaLlve and proacLlve approaches Lo promoLlng Lhelr resources and servlces. 1hey have
embarked on a pro[ecL called Lhe moblle llbrary where Lhe llbrary goes Lo faculLles Lo seL up exhlblLlons of
blbllographlc maLerlal, wlLh lssues LhaL capLure Lhe lnLeresL of sLudenLs. 1hey glve dlrecLlons abouL Lhe use of
Lhe vlrLual llbrary and resources, and explaln how Lhe sLudenLs can geL access Lo Lhe servlces LhaL Lhe llbrary
offers. 1hls has worked well because Lhe llbrary brlngs maLerlals LhaL sLudenLs, Leachers and researchers need
ln Lhelr faculLles, Lhey do noL need Lo go Lo llbrary bulldlng ln order Lo geL Lhe lnformaLlon.

unAP llbrary promoLes readlng Lhrough dlfferenL acLlvlLles. ln 2013 Lhere ls a campalgn named '1he pleasure
of 8eadlng' where Lhe llbrary has lnvlLed naLlonal auLhors Lo speak abouL Lhelr experlences as a reader and
how Lhe llbrary has conLrlbuLed ln Lhelr wrlLlng role.

Slnce 2011, unAP Llbrary has run a congress called e-Llbrary Congress" almed for llbrarlans, buL Lhere are
also some speeches dlrecLed Lo end users (publlshers, researchers, academlcs, and sLudenLs) ln order Lo
promoLe new servlces LhaL llbrary ls lmplemenLlng.

Ponduras belleves LhaL vlslLs Lo Lhe faculLles are a greaL way Lo leL researchers and academlcs know abouL Lhe
llbrary's servlces and resources. 1hey feel LhaL Lhe dlsLrlbuLlon of promoLlonal maLerlal (especlally brochures)
works less well, wlLh [usL a few percenL of faculLy and sLudenLs readlng and absorblng Lhe conLenL.


8.3 8ulldlng relaLlonshlps

Many of Lhe challenges Lo percelved value resL on Lhe sLrengLh of Lhe relaLlonshlps whlch exlsL beLween
llbrarles and oLher sLakeholders wlLhln Lhe unlverslLy. Close and supporLlve llnks need Lo be forged beLween
Lhe llbrary and academlc unlLs (Parle, 2010). laculLy ouLreach relles on good personal relaLlonshlps beLween
faculLy and llbrarlans. When we asked llbrarlans (llg. 6) whaL one Lhlng Lhey LhoughL Lhe llbrary could do Lo
22

lncrease Lhe percelved value for faculLy, sevenLeen percenL of respondenLs (fourLeen ouL of elghLy-flve) felL
LhaL Lhey should consulL more wlLh faculLy abouL Lhelr needs.

1hree of Lhe Lwelve case sLudy llbrarles have llbrary represenLaLlon on academlc faculLy boards as well as a
llbrary commlLLee wlLh deparLmenL represenLaLlves. Cne llbrarlan suggesLed LhaL Lhey would llke Lo become
more aggresslve ln LargeLlng faculLy by vlslLlng and engaglng Lhem by offerlng Lo conducL awareness
campalgns Lo sLudenLs, for example. Powever, LhaL llbrarlan reporLed Lhere ls a lack of resources Lo provlde
Lhls.

1he llbrarlan lnLervlews hlghllghLed a sLruggle Lo creaLe sLrong relaLlonshlps wlLh faculLy - Lwo speclflcally
experlenced a negaLlve aLLlLude Lowards Lhe llbrary as a whole. 1hls lack of faculLy engagemenL appears Lo
prevenL perseverance and lncenLlve Lo Lry and lmprove Lhe relaLlonshlp. 1he llbrarlans reporL LhaL Lhey would
llke Lo encourage more feedback on servlces, resources and llbrary lssues buL endeavours Lo do so are meL
wlLh reslsLance.


(locolty) jost Joot toke lt opoo tbemselves to commoolcote wbot tbey woot ftom tbe llbtoty. we tty to
eoqoqe tbem, bot tbey ote oot fottbcomloq (unlverslLy of Zlmbabwe)

wbeo yoo tolk to (focolty) lo o meetloq tbey teolly Joot koow wbot ls ovolloble fot tbem ooJ yet lt ls tbete oo
tbe webslte. we ote ttyloq to cteote owoteoess ooJ keep ttyloq to follow op oo tbloqs tepoesteJ bot tbete ls
llttle feeJbock (Maseno unlverslLy)

1be (telotloosblp) coolJ be bettet lf we ote mote ptooctlve. 1be qeoetol petceptloo ls tbot most lectotets Jo
toke octlve lotetest lo tbe llbtoty. 5ome effotts bove beeo moJe by tbe llbtotloo to oppolot llbtotloos to
tepteseot tbe llbtoty ot tbe votloos focoltles, bowevet tbey ote yet to be tecoqolzeJ

5eosltlzotloo wotksbops bove oot beeo so soccessfol becoose os sooo os some ocoJemlc stoff complete tbe
wotksbop tbey fotqet oboot tbe llbtoty ot Jeclsloo tlmes wbeo lt ls ctltlcol (Makerere unlverslLy)


Powever, Lhe faculLy survey shows LhaL sevenLy-flve percenL of faculLy are ln conLacL wlLh Lhelr llbrary vla
personal relaLlonshlps: slxLy-slx percenL reporL lndlvldual meeLlngs and over flfLy percenL reporL elLher vlslLs Lo
faculLy ln Lhelr deparLmenL or ln school/deparLmenL meeLlngs (llg. 8).

laculLy offered suggesLlons on ways Lo bulld Lhls relaLlonshlp furLher:

1bete sboolJ be Jltect llok betweeo tbe Jepottmeot ooJ tbe llbtoty. 1be llbtoty sboolJ bove stoff JeJlcoteJ to
tbe oeeJ of eocb Jepottmeot ooJ tbls sboolJ be well commoolcoteJ to tbe Jepottmeot (Cbafeml Awolowo
unlverslLy)

l woolJ soqqest tbot vlsltloq Jlffeteot oolts to meet stoff ooJ stoJeots ot o lowet level ot leost ooce lo o
semestet ot ocoJemlc yeot woolJ oJJ voloe ooJ eocootoqe mooJototy llbtoty osets, occess ooJ otlllze oll tbe
oltetootlve setvlces ooJ lofotmotloo sootces pottlcolotly fot tbose ptefettloq oolloe setvlces os oqolost pbyslcol
vlslts (Makerere unlverslLy)

cteote o ttlooqolot llok tbot wlll setvlce tbe llbtoty, Jepottmeot ooJ me fot cotteot owoteoess potposes ooJ
ooy otbet teloteJ mottets (unlverslLy of Cape CoasL)

23

1be llbtoty sboolJ eosote tbot lt qets coostoot feeJbock ftom osets vlo o soqqestloo box ooJ otbet metboJs of
qololoq lofotmotloo ftom stokebolJets (unlverslLy of Zlmbabwe)


8elaLlonshlps also need Lo be bullL aL senlor levels. unlverslLy managers are only llkely Lo offer adequaLe
supporL Lo Lhe llbrary lf Lhey properly undersLand lLs value, needs and Lhe servlces lL seeks Lo dellver (Parle,
2010).


9.0 Conc|us|ons and further cons|derat|ons

1he focus of L|brary Va|ue |n the Deve|op|ng Wor|d was Lo explore:

Lvldence and percepLlon of llbrary value
Lvldence and percepLlon of llbrary servlces
CommunlcaLlon and vlslblllLy of Lhe llbrary and llbrary servlces

1he ma[orlLy of developlng world llbrarles measure Lhe value Lhey provlde Lo Lhelr Leachlng and research
faculLy vla Lhelr resource collecLlon. 1here are no unlfled drlvers for reporLlng Lhls evldence and few llbrarlans
lnLervlewed reporLed [usLlflcaLlon requesLs from senlor managemenL. Llbrarlans and faculLy ln developlng
world lnsLlLuLlons conLlnue Lo experlence lssues wlLh lnLerneL connecLlvlLy and low bandwldLh, and Lhls
conLrlbuLes Lo Lhe percepLlon and rellablllLy LhaL faculLy place on Lhelr llbrary. ueveloplng world llbrarles don'L
offer a conslsLenL approach ln offerlng servlces beyond Lhelr resource collecLlon, and half of all faculLy
surveyed are noL aware of any addlLlonal servlces provlded. 1he research ouLcomes hlghllghL areas of
dlsconnecL beLween Lhe llbrarles and Lhelr faculLy, mosL noLably beLween whaL llbrarlans see as lmporLanL
means of communlcaLlon, and communlcaLlon LhaL Lhe faculLy reporL as belng effecLlve. Llbrarlans recognlze
Lhe need for more lnvesLmenL ln Lhe markeLlng of Lhe llbrary as a whole, buL reporL Lhelr ablllLy ls llmlLed due
Lo consLralnLs on human, maLerlal and flnanclal resources.

1hese flndlngs hlghllghL areas LhaL may be of lnLeresL for Lhe followlng groups Lo conslder.

9.1 lor lndlvldual developlng counLrles llbrarlans

Ceneral markeLlng of Lhe llbrary ralses lLs proflle amongsL Leachlng and research faculLy, and ralses Lhe
vlslblllLy and awareness of whaL Lhe llbrary can do Lo supporL faculLy. 1hls ls a key componenL of
demonsLraLlng value. ldenLlfylng sLraLegles Lo acLlvely markeL Lhe llbrary Lo all lLs sLakeholders could help
garner Lhelr supporL. 1hls would resulL ln lmproved neLworklng and communlcaLlon beLween Lhe llbrary and
Lhose who use Lhe llbrary's resources and servlces.

Llbrarlans could conslder how Lo develop and expand Lhelr skllls and Lechnlques Lo collecL, record, lnLerpreL
and reporL resource usage daLa. 1hls may have an effecL on usage of e-resources, and ald Lhe measuremenL
and demonsLraLlon of Lhe value of Lhe llbrary's collecLlon and servlces. 1hese developed skllls ln managlng e-
resources mlghL addlLlonally be used Lo Lraln oLhers as faculLy reporL preference for peer-Lralnlng raLher Lhan
llbrary sLaff. 1o ralse Lhe vlslblllLy of Lhe llbrary Lo senlor managers, llbrarlans could address Lhe promoLlon of
advocacy of Lhe llbrary Lhrough encouraglng sLrong relaLlonshlps wlLh senlor managers, parLlclpaLlon ln [olnL
research pro[ecLs and geLLlng a volce for Lhe llbrary 'aL Lhe Lop Lable'. 1hls would help ensure Lhe llbrary's
concerns and needs are echoed wlLhln unlverslLy sLraLegy documenLs.


24

9.2 lor developlng counLry unlverslLles

Llbrarles are a physlcal manlfesLaLlon of Lhe values of unlverslLles and scholarshlp. lurLher lnvesLmenL ln
llbrarles and ln Lhe professlonal developmenL of llbrarlans could be consldered Lo ensure Lhe unlverslLy makes
Lhe greaLesL use of Lhe poLenLlal offered by lnformaLlon and Lechnology. 8alslng Lhe sLaLus and recognlLlon of
llbrarlans and Lhe value Lhey add Lo Lhe work of faculLy could be beneflclal for Lhe unlverslLy as a whole.

9.3 lor publlshers

ubllshers can conLrlbuLe Lo developlng world llbrarles beyond maklng Lhelr resources avallable freely or aL
greaLly dlscounLed raLes. undersLandlng Lhe ongolng needs and speclflcs of developlng counLry llbrarles and
Lhelr work ls of value. 1he markeLlng case sLudy (Lo be publlshed 2014) wlll provlde noLable resulLs for
publlshers Lo conslder ln provldlng supporL for developlng world llbrarles.
23

10.0 keferences

Adams, !, klng, C, Pook, u (2010). Clobal 8esearch 8eporL: Afrlca. Avallable aL hLLp://sclencewaLch.com/global-research-
reporLs (accessed 19/6/13).

Adams, !, klng, C, endlebury, u, Pook, u, Wllsdon, ! (2011). Clobal 8esearch 8eporL: Mlddle LasL. Avallable aL
hLLp://sclencewaLch.com/global-research-reporLs (accessed 19/6/13).

Adams, !, endlebury, u, SLernbrldge, 8 (2013). Clobal 8esearch 8eporL: 8ulldlng 8rlcks. Avallable aL
hLLp://sclencewaLch.com/global-research-reporLs (accessed 19/6/13).

8rowse, L (2013). Co-operaLlon and collaboraLlon Lo sLrengLhen Lhe global research cycle
hLLp://uksg.meLapress.com/conLenL/l8kh06Lv36243738/ (accessed 19/6/13).

8lshop, 8 (2012). Sprlnger resenLaLlon aL 2012 fu conference: hLLp://pubs-for-dev.lnfo/wp-
conLenL/uploads/2012/06/2012-08-Sprlnger-fu.pdf (accessed 19/6/13).

8urneLL, (2012). CaLeway or CbsLacle Course: A survey of selecLed Afrlca llbrary webslLes hLLp://blog.lnasp.lnfo/wp-
conLenL/uploads/2012/09/CaLeway-or-CbsLacle-Course.pdf (accessed 1/7/13).

Creaser, C and Spezl, v (2012). Worklng LogeLher: evolvlng value for academlc llbrarles. !une 2012. Avallable Lo download
www.llbraryvalue.wordpress.com (accessed 19/6/13).

Clbendl, 8, (2012). When MarkeLlng L-8esources . , racLlslng uevelopmenL blog:
hLLp://blog.lnasp.lnfo/markeLlng-e-resources/ (accessed 19/6/13).

PardesLy LL (1991). laculLy and Lhe Llbrary: 1he undergraduaLe Lxperlence. norwood, n!: Ablex ub.

Parle, ! (2010). Crowlng knowledge: access Lo research ln easL and souLhern Afrlcan unlverslLles. 1he AssoclaLlon of
CommonwealLh unlverslLles, 2010: hLLps://www.acu.ac.uk/focus-areas/arcadla-growlng-knowledge (accessed 11/6/13).

korbel, u A (2011). Learnlng from Lxperlence, 1he AuLhorAlu menLorlng scheme ln acLlon:
hLLp://www.lnasp.lnfo/uploads/fller_publlc/2013/04/08/learnlng_from_experlence.pdf (accessed 19/6/13).

Lebeau, ? and Mllls, u, (2008). lrom 'crlsls' Lo 'LransformaLlon'? ShlfLlng orLhodoxles of Afrlcan hlgher educaLlon pollcy and
research, Learnlng and 1eachlng 2008, 1 (1):
hLLp://www.lngenLaconnecL.com/conLenL/berghahn/laLlss/2008/00000001/00000001/arL00003 (accessed 19/6/2013).

Mounce M (2010). Worklng LogeLher: Academlc llbrarlans and faculLy collaboraLlng Lo lmprove sLudenLs' lnformaLlon
llLeracy skllls: A llLeraLure revlew 2000-2009. 8eference Llbrarlan 31(3): 300-320.

Cakleaf M (2010). 1he value of Academlc Llbrarles. A Comprehenslve 8esearch 8evlew and 8eporL. Avallable aL:
hLLp://www.ala.org/acrl/slLes/ala.org.acrl/flles/conLenL/lssues/value/val_reporL.pdf (accessed 8/6/13).

ubllshers for uevelopmenL (2011). "Cambrldge unlverslLy ress' low bandwldLh moblle access polnL - C!Cm", fu
newsleLLer, 1 (1): hLLp://www.pubs-for-dev.lnfo/2011/03/research-ln-Lhe-palm-of-your-hand/ (accessed 19/6/13).

8ln and 8Luk (2011). 1he value of Llbrarles for 8esearch and 8esearchers. Avallable aL: hLLp://www.rln.ac.uk/our-
work/uslng-and-accesslng-lnformaLlon-resources/value-llbrarlesresearch-and-researchers (accessed 8/6/13).

Saunders L (2012). laculLy perspecLlves on lnformaLlon llLeracy as a sLudenL learnlng ouLcome. !ournal of Academlc
Llbrarlanshlp 38(4): 226-236

1he World 8ank (2012). hLLp://daLa.worldbank.org/news/newesL-counLry-classlflcaLlons-released (accessed 19/6/13)
26

Append|ces

Append|x 1: SAGL product p|atforms
1he 12 parLlclpanL unlverslLles recelved access Lo SACL producL plaLforms as parL of Lhelr parLlclpanL agreemenL. 1hese
plaLforms are:
SAGL Iourna|s - elecLronlc access Lo over 643 peer-revlewed, full-LexL [ournals, wlLh conLenL daLlng back Lo 1999
SAGL know|edge - elecLronlc access Lo more Lhan 2,300 LlLles, lncludlng an expanslve range of SACL e8ook and
e8eference conLenL, lncludlng scholarly monographs, reference works, handbooks, serles, professlonal developmenL LlLles,
and more
SAGL kesearch Methods - a research meLhods Lool creaLed Lo help researchers, faculLy and sLudenLs wlLh Lhelr research
pro[ecLs. SACL 8esearch MeLhods llnks over 100,000 pages of SACL's renowned book, [ournal and reference conLenL wlLh
Lruly advanced search and dlscoveryLools

Append|x 2: Ma[or support and access programmes
Ma[or supporL and access programmes lnclude (buL are noL llmlLed Lo):

Access to G|oba| kesearch |n Afr|ca (AGCkA) www.aglnLerneLwork.org
1he ACC8A program, seL up by Lhe lood and AgrlculLure CrganlzaLlon of Lhe un (lAC) LogeLher wlLh ma[or publlshers,
enables developlng counLrles Lo galn access Lo an ouLsLandlng dlglLal llbrary collecLlon ln Lhe flelds of food, agrlculLure,
envlronmenLal sclence and relaLed soclal sclences.

Access to kesearch for Deve|opment and Innovat|on (AkDI) hLLp://www.wlpo.lnL/ardl
1he A8ul program ls coordlnaLed by Lhe World lnLellecLual roperLy CrganlzaLlon LogeLher wlLh lLs parLners ln Lhe
publlshlng lndusLry wlLh Lhe alm Lo lncrease Lhe avallablllLy of sclenLlflc and Lechnlcal lnformaLlon ln developlng counLrles.

8ooka|d Internat|ona| www.bookald.org
8ookald's prlnclpal focus ls on supporLlng readlng aL lower educaLlonal levels, buL lL also provldes supporL Lo a number of
unlverslLy llbrarles, ln Lhe form of regular book donaLlons.

L|ectron|c Informat|on for L|brar|es (LIIL) www.elfl.neL
LsLabllshed ln 1999, ellL works Lo lncrease access Lo elecLronlc lnformaLlon ln LranslLlon and developlng counLrles. lLs
prlnclpal areas of acLlvlLy lnclude llcenslng negoLlaLlons, consorLlum bulldlng and developmenL, open access, lnLellecLual
properLy, advocacy on balanced copyrlghL laws and access Lo knowledge, and free and open source sofLware.

Internat|ona| Network for the Ava||ab|||ty of Sc|ent|f|c ub||cat|ons (INAS) www.lnasp.lnfo
LsLabllshed ln 1992, lnAS ls a developmenL charlLy wlLh Lhe goal of conLrlbuLlng Lo susLalnable soclal and economlc
developmenL by sLrengLhenlng research and knowledge sysLems. lL helps address some of Lhe challenges developlng
counLrles face around Lhe avallablllLy of lnLernaLlonal onllne books and [ournals, Lhe wrlLlng and publlcaLlon of locally-
produced work and Lhe communlcaLlon and upLake of research Lo lnform pollcy and pracLlce.

nINAkI Access to kesearch |n nea|th rogramme www.who.lnL/hlnarl
1he PlnA8l rogramme, seL up by Lhe World PealLh CrganlzaLlon (WPC) LogeLher wlLh ma[or publlshers, Lo enable
developlng counLrles Lo galn access Lo one of Lhe world's largesL collecLlons of blomedlcal and healLh llLeraLure. up Lo
11,400 [ournals (ln 30 dlfferenL languages), up Lo 18,300 e-books, up Lo 70 oLher lnformaLlon resources are now avallable
Lo healLh lnsLlLuLlons ln more Lhan 100 counLrles, areas and LerrlLorles beneflLlng many Lhousands of healLh workers and
researchers, and ln Lurn, conLrlbuLlng Lo lmprove world healLh.
Informat|on 1ra|n|ng and Cutreach Centre for Afr|ca (I1CCA) www.lLoca.org
l1CCA ls a Lralnlng hub and user supporL cenLre ln Afrlca whlch supporLs Lhe PlnA8l, ACC8A, CA8L and 1LLAL access
lnlLlaLlves. 1ralnlng ls provlded Lo llbrarlans, researchers and sLudenLs Lhrough workshops. l1CCA also supporLs Lhe
developmenL of lC1 programmes offerlng Lechnlcal asslsLance.
27


Cn||ne Access to kesearch |n the Lnv|ronment (CAkL) www.oaresclences.org
CA8L, an lnLernaLlonal publlc-prlvaLe consorLlum coordlnaLed by Lhe unlLed naLlons LnvlronmenL rogramme (unL), ?ale
unlverslLy, and leadlng sclence and Lechnology publlshers, enables developlng counLrles Lo galn access Lo one of Lhe
world's largesL collecLlons of envlronmenLal sclence research.

ub||shers for Deve|opment (fD) www.pubs-for-dev.lnfo
A [olnL lnlLlaLlve of Lhe AssoclaLlon of CommonwealLh unlverslLles (ACu) (www.acu.ac.uk) and lnAS, fu was launched ln
2008 and ls a forum for lnformaLlon and dlscusslon almed aL explorlng some of Lhe challenges experlenced by developlng
counLry llbrarles, researchers and publlshers.

kesearch4L|fe hLLp://www.research4llfe.org
8esearch4Llfe ls Lhe collecLlve name for ACC8A/PlnA8l/CA8L/A8ul, a publlc parLnershlp of Lhe WPC, lAC, unL (unlLed
naLlons LnvlronmenL rogramme), WlC (World lnLellecLual roperLy CrganlzaLlon), Cornell and ?ale unlverslLles and Lhe
lnLernaLlonal AssoclaLlon of SclenLlflc, 1echnlcal and Medlcal ubllshers.

1he Lssent|a| L|ectron|c Agr|cu|tura| L|brary (1LLAL) hLLp://Leeal.org/
1LLAL ls a dlglLal collecLlon of research [ournals for agrlculLure and relaLed sclences. 8esearchers, sLudenLs, faculLy and
llbrarlans can dlscover and access Lhousands of full-LexL ul arLlcles wlLhouL Lhe use of Lhe lnLerneL. 1LLAL ls avallable Lo
lnsLlLuLlons ln lncome-ellglble counLrles.
www.sagepub.co.uk/librarians/dw

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