Archive for the The Weekly Number Category

Despite intentions, only 25% of community college students transfer to a bachelor’s program within 5 years, according to the Community College Research Center

CCRC_Transfers

Image credit: Community College Research Center

The Community College Research Center conducts research on a wide variety of issues affecting two-year colleges nationwide. As a route to higher education for well over a third (40%) of undergraduates in the U.S., community colleges are for many an important gateway to improved opportunities and earning potential. Their current research about student completion and transfer rates reveals a couple of interesting trends concerning students’ pathways through postsecondary education.

For example, although 80% of students who enter community college intend to transfer to a four-year program in order to complete a bachelor’s degree, only a quarter (25%) of them actually transfer within 5 years of starting school. In addition to this, while nearly three-quarters (72%) of transfers end up in public institutions, a disproportionate amount of minorities (Black and Hispanic) and under-performing students end up in for-profit colleges when they transfer, and are less likely to complete their bachelor’s degree.

A finding that may come as surprising is that it’s not the increased rigor and expectations of four-year programs that is the primary reason causing transfer students to stall, but rather the loss of credits due to transferring. With all of this said, the students who do transfer successfully reap pretty significant rewards, saving significant amounts of money on their lower division coursework and seeing essentially the same income benefits as four-year institution natives.

Since community colleges are such significant gateways to higher education for a large proportion of the country’s population, and especially the underserved, libraries at two-year institutions represent important points of contact that can help students gain the skills they need to achieve a degree, and the knowledge necessary for successful transfer. Additionally, libraries at four-year institutions should be aware of the difficulties transfers face, and should strive to meet the unique needs of this group.

You can read the full report on college transfer students here, and find other current projects from the Community College Research Center here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

Lack of diverse books is mirrored by a publishing industry that is 79% white, according to the Diversity Baseline Survey

DBS_Diversity_Publishing

Image Credit: Lee & Low Books

Many industries, libraries included, are trying to find ways to increase and promote diversity, but as it turns out the source of much of our information may also have natural bias. In 2015 Lee & Low Books conducted a Diversity Baseline Survey in order to better assess what diversity existed in the book review and publishing industries. The voluntary survey was sent to 13,237 people (with a 26% response rate) across 8 review journals and 34 publishing firms.

In 2014 the Cooperative Children’s Book Center found that just 2% of children’s books were by Black/African American authors, and over the past 20 years the number of diverse books published yearly has hardly budged above 10%. With this in mind, the Diversity Baseline Survey is quite revealing.

Nearly four-fifths (79%) of publishing and review journal staff self-identify as white. In the industry overall, the respondents also largely identify their gender as Female (78%), their orientation as heterosexual (88%), and their disability status as “Not differently able” (92%). These general findings about diversity are consistent across the board for all position types, except that men are twice as likely to be at the executive level (40%) than the average for the industry.

So how might these findings be useful for libraries? For starters, when it comes to collection development in public libraries, purchasing a little bit of everything that is available may not be enough. In order for diversity initiatives to be effective, they must include conscious efforts not only to have staff and librarians with diverse backgrounds, but also to ensure that collections are actually reflective of the communities that the libraries are a part of. Even more broadly, though, the study confirms a growing awareness of industries whose demographics do not reflect the U.S. population at large, and how this might hinder efforts to build a culture that is more inclusive and representative.

You can see all of the Diversity Baseline Survey’s findings here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

Study published in C&RL indicates 3 information literacy skills are the most important to employers: innovation, critical thinking, and collaboration

CRL

We know now that strong information literacy skills are very important in both the academic and work environments. In a new study published in College & Research Libraries, Victoria Raish and Emily Rimlaud seek, through a nation-wide survey of employers, to find out employers’ perceptions of critical information skills and their potential acceptance of a new technological measure of student skills, called digital badges.

Digital badges, as described by the authors, are a digital representation of an ability gained that “certifies skills at a more granular level.” The authors argue that this method of representing accumulated knowledge of various literacy skills could prevent the uneven nature of “one-shot” instruction provided by professors or librarians by establishing core competencies and identifying gaps.

The survey asked participants to rate a variety of critical information literacy skills from the employer perspective. It was found that three sets of skills had a statistically significant difference from the others, and were thus deemed the most important to employers. These were innovation, critical thinking and using quality information, and collaboration. In addition to this, nearly a quarter (24%) of employers indicated that grades and GPA do not correlate with preparedness for the workplace.

Universities and academic libraries in particular need to ensure that their information literacy curriculum at least closely matches the most common expectations students will meet when entering the workforce. This survey indicates some important areas of emphasis, as well as the potential that digital badges might offer for student success. Over one-third (33%) of participants said that digital badges would definitely be useful when evaluating applicants, and nearly the whole remainder (62%) said they might be useful, but needed to learn more. However these skills are represented, every indicator suggests that information literacy instruction needs to become a core function of higher education, not peripheral training.

To learn more about the survey, current findings about information literacy instruction in higher education, and how digital badges can serve as a new measure for student skill, interest, and ability, read the study in full here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

 

65% of Overdrive survey respondents say they visit a library in person or online at least once per week

overdrive

Image credit: Overdrive

The ebook and audiobook platform Overdrive recently released results from a survey of public library website users that investigated their preferences and use of library resources, in particular print and digital books. More than 16,000 respondents shared their opinions and behaviors to shed light on how public libraries are meeting these users’ needs.

More than 2 in 5 (43%) of respondents reported visiting the library—either in person or online—more than once per week, with a total of 65% saying they visit at least once per week. Of course this survey polled those who were already at a library’s website, so this skews higher compared to broader surveys we’ve shared before (such as those from Pew Research).

Interestingly, respondents split 50-50 on whether they visit the library (again, in person or online) with a particular title in mind or without a title in mind. Split about a third each, respondents said they’d be willing to wait “as long as necessary” for a title (34%) or up to a month (32%). Perhaps most helpful to libraries is that if users are not willing to wait for a title, a majority (65%) said they wouldn’t buy the book instead. Users seem to understand the nature of library collections and that waiting is part of the process.

Respondents also shared their typical methods of discovering both physical and digital books. More than half (53%) said they only found books in a digital setting while 16% only found books in a library or bookstore (physical setting). About a third (31%) relied on both digital and in-person options to find books.

Learn more about how Overdrive’s survey respondents reading and library habits with the full report here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

98% of CTBL survey respondents rate their satisfaction with CTBL services as “excellent” or “good”

CTBL FF

The results are in for the 2014 Colorado Talking Book Library (CTBL) Patron Satisfaction Survey, which seeks to evaluate the effectiveness of the library and overall satisfaction with its services. Highlights from the survey are detailed in our new Fast Facts report and previously published Closer Look reportCTBL provides free library services, including recorded books, Braille materials, large print books, and descriptive videos, to Coloradans of all ages who are unable to read standard print because of physical, visual, or learning disabilities.

Out of 6,500 active individual patrons, CTBL distributed the survey to an age-stratified sample of 1,733 patrons, and received 454 responses. The majority of respondents (60%) are over the age of 60, and more than a third (36%) have at least a bachelor’s degree or higher.

The survey reveals that the most common method of communication with CTBL is the phone, with three-fourths of respondents (74%) communicating this way, and a third (32%) of respondents communicating with the library approximately every 6 months. This lack of regular and face-to-face communication suggests not that patrons are dissatisfied with CTBL, but rather that they are pleased with the library’s current services. In fact, almost all (98%) of the survey respondents indicate their satisfaction with CTBL as “excellent” or “good,” and the service components rated most highly by respondents (all rated above 90% “excellent” and “good” combined) are the courtesy of library staff, the completeness and condition of books  received by patrons, the ease of contacting CTBL, the quality of the playback machine provided by CTBL, and the speed with which books are delivered to patrons.

The results obtained from this survey were consistent with the results gathered from past surveys conducted every 18 months since 2004.

Read the full 2014 CTBL Patron Satisfaction Survey report here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

Follow us on Twitter

LJ Financial Literacy Survey suggests over half of library cardholders would attend financial literacy training (if they knew about it)

LJ_Financial_Literacy

Image credit: Library Journal

As the variety of program topics increases in public libraries, financial literacy training has emerged as a common topic in many libraries, especially since the recession. Financial literacy training seeks to educate and provide strategies about how to manage one’s money and prepare for financial planning. Yet Library Journal’s 2015 Financial Literacy Survey suggests that these services are not being used by cardholders as much as they could be.

Out of 10 options, libraries ranked last as a source of financial information among the 1,466 library cardholders surveyed across 230 libraries. Just under one-fifth (18%) of those surveyed ranked it as a possible source, even though well over half (61%) of librarians surveyed said that they offered financial services.

Library Journal proposes that the biggest challenge to public libraries is actually getting the word out about financial literacy training, since their survey indicated that more people would likely attend these events if only they knew about them. More than half (55%) of those surveyed said they would be willing to attend financial programming if they knew about it, and in addition to that an overwhelming majority (87%) said they trust financial information they receive from public libraries.

The good news is that any public library can create financial literacy programming that is both inexpensive and appeals to patrons. One librarian surveyed was able to put on a week-long programming event for just $200. The survey also found that programming that integrated financial training for children saw higher attendance, a proactive strategy that helps to develop financial literacy early on in life while also opening up conversation among adults.

Get ideas for how your public library can jump-start its financial literacy programming, and read the full report, here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

More than two-thirds of Americans are wielding smartphones today, Pew finds

pew_smartphone

After taking a look around you, it will likely come as no surprise that smartphone ownership has been skyrocketing in recent years. Pew Research conducted a technology device ownership survey this year, and found that more than two-thirds (68%) of Americans now own smartphones, a 35% increase since 2011. Tablets are the only other device that saw a strong increase in ownership – almost half (45%) of U.S. adults own a tablet computer today, compared to just 3% in 2010.

What’s more, of the 1,907 U.S. adults that were surveyed, it was found that this sharp increase in smartphone and tablet ownership was accompanied by steady or even declining ownership in many other digital devices. For example, after years of steadily increasing ownership, e-book devices have begun to decline in popularity, with only one-fifth (19%) of U.S. adults owning one in 2015. Meanwhile, the ownership of MP3 players, game consoles, and desktops and laptops have stagnated in recent years. Among U.S. adults under 30, though, the ownership of a desktop or laptop has declined by 11% since 2010.

What does this information mean for libraries and library services? Pew suggests in its report that the boom of smartphone ownership may correspond to a decline or stagnation in other device ownership as more people use smartphones and tablets as a primary source for a variety of their information needs. These trends mean that it will likely be very important for libraries to continue improving their mobile websites and services so that patrons can easily access resources and information about services from the devices they are most likely to use to stay connected.

Check out all of the device ownership trends from Pew here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

Congratulations to the 7 Colorado Star Libraries for 2015!

starlibraries2015

Image credit: Library Journal

7 libraries in Colorado have been named Star Libraries by the 2015 Library Journal Index of Public Library Service. Colorado ranks 11th out of 41 states with star libraries, and is tied with three other states (Indiana, Alabama, and Missouri) that also have 7 star libraries. The 7 star libraries in Colorado are:

  • Arapahoe Library District
  • Denver Public Library
  • Douglas County Libraries
  • Holyoke/Heginbotham Library
  • La Veta Regional Library District
  • Limon Memorial Library
  • San Miguel Library District #1 (Telluride)

Although a few libraries that were Colorado star libraries last year are no longer represented on the list, Holyoke/Higenbotham is a new addition to the star library cohort this year.

The LJ Index, which is used to determine star libraries around the country, is a measure that compares public libraries with others that have similar expenditures based on the output measures of circulation, library visits, program attendance, and public internet computer use. Output measures (as opposed to other measures used for library assessment, inputs and outcomes), are quantifiable measures of various services that the library renders. These outputs are based on data provided by public libraries in the IMLS Public Library Survey.

The kinds of outputs measured by the LJ Index have begun and will continue to change over the next several years. For example, the 2015 star library ratings are the first to include e-circulation as part of its measures, and the 2016 ratings will be the first to account for all reference transactions, including virtual. This is an attempt to control for the fact that many library visits and services today are virtual as opposed to physical. Another factor that will affect the star library ratings in the coming years is increasing competition; more libraries than ever before, a whopping 7,663, were scored on the LJ Index in 2015.

This year’s report also includes a handy how-to on DIY LJ Index projects, so you can figure out how to leverage the index data to evaluate how your library stacks up against its peers. Whether or not your library was named a star library this year, you can find all of the data here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

 

LJ reports that more than four-fifths of new library graduates are employed full time, up 19% from 2013

LJ_Salaries2015

Image credit: Library Journal

Library Journal has released the findings from their 2015 Placement & Salaries Survey, which tracks yearly trends in employment among newly graduated MLIS students. In 2014, out of 4,331 estimated library school graduates, 32% participated in Library Journal’s survey. The results show an overall increase in full-time employment among new graduates, as well as steadily increasing salaries, though many new librarians are frustrated at the rigor of the application process and the number of available entry-level positions that actually require an MLIS degree.

The number of new library school graduates with full-time employment increased from 70% in 2013 to 83% in 2014. What’s more, those new graduates are earning even more starting off; starting salaries increased 2.9% from 2013, to $46,987. Women’s salaries increased slightly more than men’s as well, which represents a modest gain in closing the gender wage gap, though men continue to earn 14.9% more than women.

Of course, all regions and job titles are not experiencing these trends equally. The Pacific reported the highest average salaries, while the Southeast had the lowest, and the Northeast and Midwest were close to the average. These differences did, however, correspond closely to standard cost of living differences. One shift across the board is the fact that the highest paid positions are increasingly ones with non-traditional titles – positions that contain phrases such as “software developer,” “usability designer,” “data analyst,” etc. Meanwhile, many new graduates expressed frustration that some other full-time positions did not appear to require an MLIS at all

You can peruse all of Library Journal’s data on salaries and placement here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

The Digital Inclusion Survey finds that 9 out of 10 public libraries offer general Internet usage training

DigitalInclusion_digliteracy

Image credit: Digital Inclusion Survey

The Digital Inclusion Survey recently released new data and issue briefs that deal with a wide range of technology based services in public libraries, from access to e-government. The survey tracks trends and advances in the “access, adoption, and application” of digital resources in their effort to promote the importance of equitable technology access to the future of communities.

Their issue brief on digital literacy reports that 9 out of 10 public libraries in the U.S. (90%) at least offer training in general Internet usage. In fact, there is little gap in the number of libraries that provide basic technology services in suburban areas (93%) and those that do so in rural areas (87%).

Public libraries today have an average of 19 public access computers (including laptops), and many trainings now include workforce development and mobile technologies. Overwhelmingly though, libraries favor informal point-of-use interactions – four-fifths (79%) of libraries indicate they use this method, compared to the 39% that offer formal trainings.

Yet public libraries are not without challenges in providing digital literacy service to their communities. A lack of infrastructure, funding, and staff expertise can all be major hurdles. For example, the Digital Inclusion Survey found a direct association between libraries that had undergone major renovations in the past year (21% of public libraries) and their ability to provide technology training. Attention to the space of the library itself, it seems, may be an indicator of the energy and assets put into emerging digital services.

You can access all of the Digital Inclusion Survey’s 2015 issue briefs here.

Note: This post is part of our series, “The Weekly Number.” In this series, we highlight statistics that help tell the story of the 21st-century library.

 

Page 1 of 1212345...10...Last »

POPULAR RESOURCES

  • Public Library Statistics & Profiles
    Dive into annual statistics from the Colorado Public Library Annual Report using our interactive tool, results tailored to trustees, and state totals and averages.
  • School Library Impact Studies
    School libraries have a profound impact on student achievement. Explore studies about this topic by LRS and other researchers in our comprehensive guide.
  • Fast Fact Reports
    Looking for a quick rundown of library research? Check out our Fast Facts, which highlight research and statistics about various library topics.

LIBRARYJOBLINE

See more @ LibraryJobline.org

ABOUT

LRS is part of the Colorado State Library, a unit of the Colorado Department of Education. We design and conduct library research for library and education professionals, public officials, and the media to inform practices and assessment needs. We partner with the Library and Information Science program at University of Denver's Morgridge College of Education to provide research fellowships to current MLIS students.

This project is made possible by a grant from the U.S. Institute of Museum and Library Services (IMLS).

Staff & Contact Info