Remote Access to Online Library Databases:
Developing new methods for justifying and
counting changing statistics.
Sara B. Metcalfe
LSI 580 - Evaluation and Research
Professor Mary Brown
Southern Connecticut State University
Table of Contents
I. Abstract
II. Introduction
III. Literature Review
IV. Sampling Plan and Methodology
A. Student Survey
B. Librarian Survey
V. Survey Results
A. Student Survey
B. Librarian Survey
VI. Discussion
VII. Conclusion
VIII. References
IX. Appendix
A. Survey Instruments - Student
B. Survey Instruments - Librarian
C. Letter to Librarians
I. Abstract
Remote access to online databases is becoming increasingly popular, especially
among college students living on campus whose computers are connected directly
to the library. However many libraries are still struggling to count this
new brand of library patron and justify their use. Two different surveys
were distributed. The first to patrons accessing the Mortensen Library at
the University of Hartford. Over the course of one week, 80 surveys were
completed by undergraduate and graduate students inquiring about their library
use habits. The second survey was sent to 36 Head Reference Librarians in
academic libraries that belong to the Connecticut Council of Academic Library
Directors (CCALD) to discover whether they have noticed any change in their
circulation, gate count, and reference statistics. They were then questioned
about the methods they use for taking statistics, and if they needed to
change these methods to compensate for remote users.
II. Introduction
Libraries are forever counting everything from the number of books received
within a fiscal year, to how many patrons access various departments and
library resources. With the growing popularity of personal computers in
the home and classroom, and easy access to the internet it was just a matter
of time before libraries began offering remote access to their databases.
This means more and different users for reference departments to count,
but how? Reference departments are busier than ever with these new technologies
however, there is no sure way to determine who is accessing them, and where
they are accessing them from.
The Mortensen Library at the University of Hartford recently noticed a significant
drop in their gate counts due to the popularity of accessing the libraries
databases from home by the students. As a staff member there, the researcher
was interested in discovering whether this is a occurrence to the Mortensen
Library. As well as discovering whether other academic libraries in Connecticut
are experiencing the same phenomenon, the research also hoped to discover
how these other libraries are compensating for the change, and what methods
they are using to count this new brand of user.
Over the past five years, the research habits of students have changed drastically
with libraries initial additions of CD-Rom databases and subsequent online
resources. Due to the ease of use that online databases offer, and the ability
to access a wide variety of resource in one area from the comfort of ones
own home, students seem to prefer this mode of research, especially if the
online databases are full-text. Students at the University of Hartford were
surveyed to further study their library use habits.
III. Literature Review
Two of the most useful resources on the topic of remote access to online
databases and counting those resources are columns written by Carol Tenopir
in Library Journal and Online. Within each article she discusses
a variety of topics concerning reference librarians, touching on everything
from reference use statistics to her most recent column “Online Databases”.
Interested in tracking changes in reference services, Tenopir sent surveys
to libraries in the United Stated and Canada who were members of the Association
of Research Libraries (ARL) in 1991, 1994, and 1997. In the most recent
survey, 110 questionnaires were sent out during the fourth quarter of 1997.
Rather than sending out a large survey, Tenopir simply sent the reference
librarians a few simple question which they were asked to answer and comment
on. The 68 responses were received from mostly larger institutions of 10,000
or more full-time students, and more than one library. Due to immense amount
of information she relieved, Tenopir was able to break the study down into
a series of articles. To experience the full effect of her study, it is
most useful to compile all of the article she has written on the study and
read them as though they were one.
In 1997, a group called The International Coalition of Library Consortia
(ICOLC) was formed to encourage discussions among higher education institutions
who belong to consortium on a variety of different subjects that effect
them. In November 1998 they released a document titled “Guidelines
for Statistical Measures of Usage of Web-based Indexed, Abstracted, and
Full Text Resources” (http://www.library.yale.edu/consortia/webstats.html).
In this document the ICOLC set about defining and creating guidelines for
vendors to follow in regards to database interfaces and operation, and pricing
practices The ICOLC is currently drafting guidelines for vendor produced
statistical reports covering concerns such as privacy and user confidentiality,
institutional or consortial confidentiality, and comparative statistics.
IV. Sampling Plan and Methodology
A. Student Survey
In surveying University of Hartford patrons, the Researcher was interested
in gathering data pertaining to library use habits of the users, and more
specifically their habits in relation to online databases and remote access.
Using the study by Cooper and Dempsey (1998) as a model, the survey consisted
of 11 questions ranging from multiple choice to comments. During the week
of March 13, 2000, the surveys were left in areas that saw the greatest
amount of patron traffic; the Circulation Desk, Reference Department, and
Periodicals Department. Surveys were distributed manually by employees assisting
the patrons, and also left in boxes for patrons accessing each departments
services to complete on their own. At the end of the week, 80 surveys were
completed by Freshman, Sophomore, Junior, Senior and Graduate students affiliated
with the University of Hartford.
TABLE 1. Break down of the student population who completed the surveys.
B. Librarian Survey
Using Tenopir’s (1998) survey as an example, the second survey
was sent to head reference librarians in libraries that are members of the
Connecticut Council of Academic Library Directors (CCALD). Of the 36 surveys
that were distributed, 50 % (18) of the surveys were returned. Rather than
searching for figures and data to justify the success and/or failure of
remote access to online databases, this survey sought to find the reactions
and solutions to problems that many librarians may have had in regards to
this new technology. With this change in the way the library is accessed,
comes the need to discover updated techniques to count this new breed of
user. This survey was a chance to discover whether other academic libraries
in Connecticut are facing the same problem as the Mortensen Library at the
University of Hartford in regards to dropping gate counts, and increased
online access.
V. Survey Results
A. Student Survey
Part 1 - Student Survey Initial Research Results
From the results listed in Table 1 (above), we can see that the largest
percentage of students who accessed the physical library building were Freshman
(29.3%) and in Table 2 that 21 of those 24 Freshman students surveyed (87.5%)
had a computer in their home or dorm room.
This question was an important first step in determining how students are
utilizing the library. It illustrates just how many students actually have
the resources necessary to access online databases remotely. One of the
benefits of having access to a computer at home, is the ability to connect
to library databases that offer full-text journal articles. Though it is
possible to view these articles directly from the computer screen, most
students still prefer to print them up and have paper copies that they can
mark up and make notes on. Though online databases are very popular, this
seems to indicate that many people can still not live without paper resources.
The following table (Table 2 ) compares how many of the students surveyed
have computers and how many are actually connected to printers.
TABLE 2. Illustrates a breakdown of the classes who completed the survey
and the number that have computers in their homes or dorm rooms, and printers
connected to their computer.
87.8% of the students surveyed have computers
89.8% of the students surveyed with computers have printers connected to
them.
To better determine what additional resources are needed for a particular
subject libraries need to survey what populations are accessing them, and
what materials they need. On the survey, students were asked what they were
majoring in. It was discovered that the largest number of students (18.8%
of the 80 students surveyed) were from the Education Department followed
by 12.5% (10 students) from the Communication Departments. It is interesting
to note that although the University of Hartford has a separate music library,
music majors were the fifth largest group (8.3%) to access the main library.
TABLE 3. Break down of disciplines visiting the library
The next question posed to the students asked them to approximate the frequency
of use of the physical library building. The results can be seen in the
following Example. It is interesting to note the most frequent use is that
of Freshman (10 of the 24 or 42%) and Seniors (10 of the 21 or 48%) accessing
the library “A few days per week”. The majority of students (38.8%)
accessed the library “A few days per week”
TABLE 4. Measures the frequency of students visits to the physical library
building
Interested in discovering the actual frequency of the students remote access
to databases, they were asked to indicate how often they used the libraries
online resources. It is interesting to note that in Table 4, 2.5% of students
had never visited the library, while in Table 5, 33.8% had never accessed
the library remotely. Of the 27 students (33.8%) who never accessed the
library remotely, 6 of those (7.3%) did not have access to a computer in
their homes. 21 of the 27 students (25.6%) did have computers in their dorm
rooms. For those that circled other, they were asked to explain. Some of
the responses included:
• Once this year
• Occasionally when I have a paper, which is rare
• Every two months
• A couple times, but got new computer and didn’t bother to set
it up for that again.
• Just learned how.
TABLE 5. Measures the frequency of students remote access to the libraries
online databases.
** Of the students who had never accessed the online databases from outside
the library the following indicates whether they had the resources necessary.
Once we determined how frequently the physical library building was being
used, and by who, the next step was to find out why (for what reason are
students using the library). Obviously, the majority of students used it
for studying (27.4%) and research (32.8%). Though resources available on
the libraries homepage can be accessed remotely, 17.7% indicated that they
used the library to access the computers in the reference departments. Again,
a small percentage (7.5%) responded other. The “other” responses
include:
• Reserve Material • Make Copies
• Research Material • Getting Books
• Group Meetings • Tutoring
TABLE 6. Indicates the purpose for using the library.
B. Librarian Survey
Initial findings in this study were very surprising. Having observed
first hand drops in traditional statistics taken at the Mortensen Library,
the researcher was expecting more libraries to have gone through the same
experience. After analyzing the few “numbers” that were requested,
it was quite surprised to find that not as many libraries as imagined were
experiencing dropping gate counts. Of the 18 surveys that were returned
only 28% (5) had noticed a drop in gate count, whereas 72% (13) had not
experienced any drop. However, 56% (10) of the librarians had noticed a
drop in circulation statistics and 44% (8) had not. 44 % of reference librarians
surveyed did find a drop in reference statistics, and 56% had not.
Figure 1.
Drops in (a) gate count, (b) circulation statistics and (c) reference statistics.
After analyzing these statistics, it was interesting to go on and read the
comments that were made by those libraries which had not noticed any change.
Their comments generally clarified why they had or had not noticed any significant
change in gate counts and statistics.
• The online databases have actually seemed to increase library usage.
We’ve increased the number of databases, we try to make access as easy
as possible, we encourage the use of online databases, and we’re trying
to expand remote access.
• We opened a new library in January 1999. Usage has increased dramatically.
• We encourage students to use a variety of sources and tell them about
how books exist which may have exactly the information they need while they
would need to research the internet for a long time for the same information.
In a nutshell - marketing and “sales pitches” .
• We are adding more online databases, full-text, as well as indexing
and abstracting. Just added JSTOR and it has been received very well.
VIII. Discussion
Remote access to online resources is the way of the future, however
with this popular trend comes new problems. How do librarians count this
new brand of users? Many librarians are still employing old methods to calculate
the wide range of users they see in the physical library building, and are
struggling to find ways to ascertain how many people are accessing their
various online databases.
Unfortunately, at the University of Hartford many of the senior administrators
are not aware that there is more to count than “warm bodies” stepping
foot into the library. This being the case, the library has taken numerous
measures to lure students into the physical library building. A state-of-the-art
computer users branch was recently added. Though there are a number of other
users branches across the campus, many students have said that they prefer
using the facilities in the library. Not only are the facilities in the
library more esthetically pleasing, but students have numerous resources
and research assistance from the librarians at their finger tips. Presently,
the Mortensen Library is petitioning to university administrators for a
coffee shop to be added to the library. Because of the addition of the users
branch and state -of-the-art computers added to the reference department,
the gate count was up 4500 since last April 1999. In a recent assessment
of activity occurring on the webpages at the University of Hartford, it
was discovered that the Mortensen Library homepage was accessed more times
than the actual university’s homepage. The library experiences an average
of 15,000 hits per month with most of the visitors bypassing the Universities
homepage, and going right into the library’s. This in itself should
be a sure sign to the University administration of the importance of the
library.
One of the most useful resources offered to students at the University is
the Information Skill’s Tutorial. This not only educates students,
but brings the “warm bodies” into the library that the administration
feel is so important. Through this workshop, students learn the “ins
and outs” of the libraries homepages, and how to use various resources
and databases offered online. This also brings more students into the library,
and makes them aware of the facilities. Of the 80 students surveyed only
23.8% had taken the Information Skills Tutorial, however, due to greater
publicity for this course 41.7% of the 24 Freshman surveyed had taken a
this course. Table shows a marked increase in the number of students who
have taken the tutorial from the senior class who enrolled in the University
four years ago, to the Freshman who came to the University in the Fall of
1999 (eight months ago). When asked what librarians feel is the biggest
problem with online resources, 27.8% answered “insufficient training
by users”. 62% of libraries surveyed presently offer a library tutorial
to students.
Figure 2. Percentage of students arranged by class who attended
an Information Skills Tutorial at Mortensen Library.
The demise of periodicals collections in paper format is a major concern
in many libraries, especially with the reallocation of funds from paper
to full-text electronic databases. One of the factors that encourages remote
access are full-text resources such as EBSCOhost, Lexis-Nexis, and J-Stor,
see Table 7. Tenopir (1999, May) noted in regards to her most recent survey,
that when librarians are choosing databases for their libraries, one of
the major factors they take into consideration is the availability of full-text.
After taking time to show patrons how to access the various databases, both
full-text and abstracted, it is then expected that they will make intelligent
choices in the resources they choose. However, this is not the case. Most
of the time, due to factors such as convenience and time constraints (and
more often than not laziness), many will only use the full-text not realizing
that this limits much of the information they will find. To contradict this,
Cooper and Dempsey (1998) state that “On-campus remote users are likely
to be highly motivated, possess significant experience with library research
and familiarity with electronic resources and demonstrate relatively high
success in using information technology.”
One of the more interesting questions asked of the students was which of
Mortensen Library’s online databases did they access on a regular basis.
Not surprisingly, the most popular database is EBSCOhost, which offers a
wide variety of full-text and abstracted journals.
Though online databases are very popular, they do have their downfalls.
The biggest draw back to online resources that many of the libraries surveyed
all agreed with was the instability of this new technology. Frequent computer
glitches and crashes, and slow connections to the internet. Authentication
problems plague those patrons accessing the resources from off campus as
many of the popular internet providers do not support proxies. Many libraries
are getting around this problem by utilizing web2. This allows the patrons
to log in with their student number and password, and they do not have to
reconfigure their browser.
TABLE 7. Most frequently accessed databases by students
Many librarians are concerned that with the advent of full-text, online
resources libraries are setting themselves up for disaster. Libraries have
begun canceling those titles which they receive full-text as they just can’t
afford to have both. For years University Microfilms, a division of Bell
& Howell has provided microfilmed copies of the New York Times. In 1993
many of the New York Times freelance writers were outraged that their works
were being reproduced without their knowledge or permission and took several
companies including University Microfilms to court to challenge this. Though
the judge ruled in favor of the companies that were archiving the material
onto microfilm and CD-Roms it began to make many very nervous. As popular
as full-text journals are, many are worried about the stability of the vendors
who keep deleting and changing the lists they draw from and copyright issues
as discussed above.
Counting actual hits to these databases has become a big dilemma for many
libraries, often having to rely on each online vendor to supply a monthly
usage bulletin. The biggest problem with the monthly statistics that vendors
provide is that they do not break down whether the hits are occurring internally
or externally. In discussing justification for supporting and counting remote
access to library databases, Hiott (1999) makes an important point about
why libraries need to count remote users “The library’s role as
an electronic information provider at home must be as visible as its current
role as electronic information access provider in the library. Being able
to tell which patrons are in the library and which are at a remote site
will be essential to defining and justifying these future electronic services”.
Of the of libraries surveyed 56% rely heavily on each individual vendor
to supply them with monthly use statistic. These monthly numbers are very
simple and do not break down who is accessing the databases and from where.
There are number of companies producing software for businesses in which
they can track users to their site, determine which pages are the most effective
and being accessed most frequently. One of these sites is called Webtrends
(http://www.webtrends.com). Though the products these companies supply are
marketed towards businesses, they also quite useful to libraries, however,
they can be quite expensive. Not only do you have to purchase the software,
but you also need to pay yearly subscriptions. Depending on the package
you choose, software can cost anywhere from $500-$2000 A one year subscription
to a company such as Webtrends can range from $150-$600. However, if you
purchase both the software and subscription together, you are eligible for
a discount. The most useful software package offered by Webtrends would
be their Log Analyzer which will track users to your website and tell you
where your users are coming from, and where they go once they reach your
site.
IX. Conclusion
Due to their extreme popularity, online databases and remote access
to them are here to stay. To insure their success, patrons (students, faculty
and staff) need to be educated on how to utilize them correctly and most
efficiently. As for counting and justifying their use, the most viable and
cost effective way to count hits to various databases, is to rely on the
vendors to supply them.
It is incredible to look back at the resources and technology libraries
were using only five years ago. Computer were still very slow, and the libraries
Technology Departments were overcrowded with CD-Rom towers filled with various
indexes. Back then, if the computer system crashed, the systems librarians
often times would have to waste hours reloading the CD-Roms back onto the
libraries system. Now, a less cluttered office, and a phone call made to
the company offering the online databases will usually do the trick. With
all of this change it makes one wonder where library resources will be in
another five years, and how librarians be dealing with counting them.
X. References
Ackerson, L.G., & Szczepaniak, A. (1995, May). Using Local Area
Networks to Achieve Remote Access: Some Lessons from a Pilot Test. Journal
of Academic Librarianship, 195-197.
Battles, M. (2000, January). Lost in the Stacks. Harper’s Magazine,
36-39.
Cooper, R., & Dempsey, P.R. (1998). Remote Library Users: Needs and
Expectations. Library Trends, 47, 42-65.
Hiott, J. (1999, October). Making Online Use Count. Library Journal,
124, 44-47.
Lipow, A.G., & Creth, S.D. (Eds.). (1995). Building Partnerships.
Berkeley, CA: Library Solutions Press.
Margaret, S. (1996, November/December). Remotely Possible? Simple Remote
Access to the Network. Computers in Libraries, 63-67.
Mullins, Jim. (1999). Statistical Measures of Usage of Web-Based Resources.
The Serials Librarian, 36, 207-210.
O’Brien, S. (1996, January). Providing Wide-Area Database Access to
a College Campus Using the Internet. Computers in Libraries, 57-59.
Shirato, L. (Ed.). (1995). The Impact of Technology on Library Instruction.
Ann Arbor, MI: Pierian Press.
Tenopir, C. (1999, June). Influencing Database Use in Public Libraries.
Library Journal, 124, 40-41.
Tenopir, C. (1999, May). Online Databases. Library Journal, 124,
36-37.
Tenopir, C. (1998, May). Reference Use Statistics. Library Journal, 123,
32-33.
Tenopir, C. (1998, March). Plagued By Our Own Success. Library Journal,
123, 39-40.
Tenopir, C. & Ennis, L. (1998). The Impact of Digital Reference on Librarians
and Library Use. Online, 22, 84-87.
Tenopir, C. & Ennis, L. (1998). The Digital Reference World of Academic
Libraries. Online, 22, 22-27.
Thomsen, E. (1999). Rethinking Reference. New York: Neal-Schuman
Publishers, Inc.
XI. Appendix
A. Survey Instruments - Student
SURVEY - Students
Are you a:
Freshman Sophomore Junior Senior Grad
What is your major?
Do you have a computer with internet access? Yes No Do you have a
printer? Yes No
How often do you access the physical library building?
a. Everyday e. Once a month
b. A few days per week f. During Finals
c. Once a week g. Never
d. A few times per month h. Other (please explain)
For what purpose do you use the library?
a. Studying d. Access the computers in Reference
b. Research e. Access the computer users branch
c. Hanging out f. Other (please explain)
How often do you access the library from home (via the internet)?
a. Everyday e. Once a month
b. A few days per week f. During Finals
c. Once a week g. Never
d. A few times per month h. Other (please explain)
When at the library, how likely are you to ask for assistance?
Have you taken Mortensen Library’s Information Skills Tutorial?
Yes No
If you were the Director of the Mortensen Library and could make any changes
to the library you wanted, what would they be? (Please have fun!)
B. Survey Instruments - Librarian
ONLINE RESOURCES SURVEY
If you run out of room, please feel free to add
additional comments on the other side.
How many students (undergraduate & graduate) are enrolled
in your college/university?
Have you noticed a drop in the following? What do you estimate
the change to be?
Gate count ________ Circulation statistics________ Reference statistics________
Has your library done anything to compensate for the change?
Please explain.
Have you had to modify/change the statistics you take? Please explain.
What methods are you using to count reference use? Please explain.
What methods are you using to count remote use? Please explain.
What do you feel are the biggest problems with online resources? Please
explain.
Which modes of reference assistance do you offer your users?
Online E-mail Phone In person Other (please explain)
How much time (on average) do your reference staff spend
training online users?
a. Less than five minutes d. 20-30 minutes
b. 5-10 minutes e Other (please explain)
c. 10-20 minutes
Do you offer library computer tutorial class to your students?
YES NO
To return the survey, please turn the survey over and fold and tape
where indicated.
(When securing document, please use tape and not staples.)
C. Letter to Librarians
Sara B. Metcalfe
16 Frederick Road
West Hartford, CT 06119
4/23/02
Dear ,
I am a library science student at Southern Connecticut State University.
As a final assignment for the class Evaluation and Research taught by Professor
Mary Brown, I am writing a research paper on the effects online resources
are having on college and university libraries in Connecticut. As the Serials
& Stacks Coordinator at the Mortensen Library, University of Hartford,
I am well aware of the impact this is having on academic libraries. Though
I do not intend to come up with the definitive solution, I do hope to discover
innovative and useful ways for libraries to cope with, justify, and count
this new brand of user. Your participation in this survey would be greatly
appreciated. As a thank-you, I will send you the end results in hopes that
this examination will aide your library also.
To return the survey, please turn the survey over and fold and tape where
indicated. (When securing document, please use tape and not staples.)
If you have any comments, questions or concerns please do not hesitate to
contact me.
Sincerely,
Sara B. Metcalfe
(860) 233-4816
metcalfe@mail.hartford.edu
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