Focus on Assessment - Nov 23, 2009

One data point collected by every Penn State library is a count of the number of visitors who step
through the door at each location. This number is submitted to University Libraries
Administration semiannually. University Libraries reports the average weekly exit or gate count,
to the US Department of Education for inclusion in the Integrated Postsecondary Education Data
System (IPEDS) which is consulted by decision and policy makers interested in trends reflected
by data in higher education (http://nces.ed.gov/IPEDS/).

Last year University Libraries calculated an average weekly exit count of 133,110. This number,
while impressively large, tells us little. Compared to previous years’ exit numbers it may reflect
an upward or downward trend. We then have to assess the variables that may be influencing the
count; a change in users’ habits, condition of the facilities, availability of services, or adequacy
of collections and other resources, for example. Outreach to users, new facilities, updated
resources, or an innovative suite of services may have a positive effect on gate counts, while
shabby furniture, outdated collections and outmoded services may have the opposite effect.
Knowing the gate count and tracking implementation dates allows us to perform an assessment.
If traffic increases by 20% after a renovation, we can say with some confidence that it had a
positive effect on library use.

The gate count can also quantify our casual observation that there are fewer users in the library
in June and July than in October. What exit statistics don’t tell us is how the library is being used;
as a place for study, research and quiet reflection or as a gateway to the restrooms in an academic
building. Nor do they tell us when, during the day, the library is being used most heavily or
which resources are most sought after. Head counts or room counts are better measures of dayto-
day library use patterns. Taken on a regular and recurring basis head counts can tell us when
to expect the heaviest use so that we can staff accordingly with higher numbers of experienced
personnel. But, while head counts can tell how heavily the library is being used at any particular
time, it takes close observation (qualitative analysis) to understand what brings the users and
which resources they are using. This type of assessment, now being carried out more frequently,
is often undertaken with detailed charts that allow observers to record where students are
clustering, whether they are interacting or working independently, seeking sunlight and soft
seating, or looking for quiet. Knowing how users behave and understanding their needs allows us
to adjust our services to more fully meet their needs.

A review of exit data, room counts and the accounts of observers allows for a comprehensive
assessment that may affect decisions on setting hours of service, allocation of resources, and
staffing patterns. Consistent, accurate and timely reporting enhance the ability of decision
makers to assess needs and allocate resources to meet those needs.