report on organizational and user requirements

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LIS 688—The Planning and Marketing of Information Services

Brandon Lewter 7/24/2011



Lewter

I. In my LIS Planning and Marketing of Information Services Course, two classmates and I

were assigned to create an information literacy course for various branches of Greensboro Public

Library (GPL). One classmate, Jennifer Smith, is working with the Vance Chavis Branch, Rachel

Stas is working with the Benjamin Branch, and I am working with the Kathleen-Clay Edwards

Branch. Each of these libraries serves a variety of patrons. Vance Chavis serves mostly middle to

low class families; the Benjamin Branch serves middle class patrons in the surrounding

neighborhoods; and the Kathleen-Clay Edwards Branch serves a wide variety of patrons from the

upper to lower classes.

As my classmates and I started working with key members of the GPL system, our libraries

and their branch managers, our ideas of our projects evolved and took on different objectives. For

my project I eventually came to the conclusion, through a thought process I will later discuss, that I

needed to get an idea of how frequently GPL’s databases are used, why patrons need the

databases, and how the databases can better serve GPL’s patrons. From the answers to these

questions I believed that I could determine how to effectively market GPL’s databases to patrons,

and design and market an information literacy course on GPL’s databases that would be the most

useful for GPL’s patrons.

II.

GPL pays a large sum of money every year to provide its patrons access to over eighteen

different databases, and a number of these databases are underused. So why is GPL paying for

these services? Why do Greensboro Public Library patrons need databases? Well, there is not an



Lewter

easy answer to that question, as every patron has different needs, and those needs differ based on

what information each patron is looking for. But the fact is, Greensboro Public Library needs to

ask themselves, “What can our databases do for our customers?” That I believe is the answer to

getting more patrons to use their databases—they need to market to their patrons the value of their

databases; not just the fact that they have them. I didn’t come to this conclusion immediately.

I started this project for my LIS 688 class thinking that I was going to develop a literacy

information course at select branches of Greensboro Public Libraries that would teach high school

students how to write fluent research papers while using the correct format for citing their work.

But , after a meeting with key members of the GPL staff and discussing what they would really like

us to work on, this project took on a bigger, multi-faceted purpose. First of all, the key members of

GPL, who my classmates and I met with, wanted us to create some type of advocacy program for

their databases. Furthermore they wanted us to figure out which databases their customers are

using, and wh y they aren’t using others more; from this they could hopefully determine which

databases they could get rid of.

After the meeting with the people from Central GPL my classmates and I decided to adapt our

original literacy information course from teaching high school students about writing research

papers to teaching high school students how to use GPL’s databases. This gave me something to

wrap my head around, so I started to work. I created a survey intended for high school students

that basically asked them about their awareness, or lack thereof, of the databases GPL offers. Then

I did what most people do with a survey intended for high school students. I sought out high

school students and had them fill out the survey. And this was going all well and good until I had

an epiphany: “This is not what Greensboro Public Libraries wants me to do, and what good is this

information going to be for anyone!” I wasn’t asking the high school students why they didn’t use



Lewter

the databases, or even more importantly, tell them what the databases can do for them. I was just

asking them if they know about the databases, and where they usually go to seek information.

So now I come back to the question I asked in my introduction: “ Why do GPL patrons need

databases?” And from the answer to that, how can we market to the patrons the value of GPL’s

databases. Is an information literacy course the answer? If patrons are not using the databases, then

I think the answer to that question has to be “No.” That is what I will refer to as my theory in the

upcoming section.

(Note about survey results not all participants answered every question, so not all the results add up totwenty-five. Also, most of my responses came from high school students connected to my teacher, not

personal, Facebook page; only three of the results came from patrons at the Kathleen Clay Edwards

Branch.)

In this section I will discuss my analysis of the results from the survey I gave to twenty-five high

school students. Because I created this survey before I came to the conclusion of what I really

wanted my project to be about, not all the results are relevant; therefore, I will only discuss the

results that are.

When asked, “ Are you aware that through their website Greensboro Public Libraries (GPL)

offer databases containing a variety of information that may be useful for conducting research or

finding all sorts of useful information?,” sixteen students responded “No” and only five responded

“Yes.” These results help confirm my theory: that if a literacy information course were to be

created for high school students, then it would not be very popular. If high school students do not

know about GPL’s databases, why would they be interested in learning more about them?

Depending on the answer students gave to the previous question, they were directed to a

different question in the survey. If they answered “Yes,” they would then be asked, “Do you use



Lewter

any of GPL’s databases?” Out of the five students who were asked this question three of them

responded that they do, and two responded that they do not. If students responded that they are

not aware of GPL’s databases, they were asked, “Do you know what types of information GPL's

databases provide?” Four respondents answered “Yes” and nine of them “No.” Again, this told me

that if an information literacy course were to be a utility to high school aged patrons, then GPL

needs to do a better job of marketing the databases to this age group.

Next, the most important data to look at, to help validate my theory, comes from two questions

that were answered by seventeen respondents: “ Would you be interested in participating in a short

class at a GPL branch to learn more about how to use GPL’s databases?” and “ Would you be

willing to participate in a brief online tutorial to learn about how to use GPL's databases?” Not

surprisingly, as most high school students would rather sleep than voluntarily go to a class, three

students responded “Yes” to the first question and fourteen responded “No.” And to the second

question, six students responded “Yes” and eleven “No.” The percentage of students who are

willing to participate in a “brief online tutorial” is about 35%, and even smaller is the percentage of

students who are willing to go to a class, about 18%.

So what does all this mean? I believe it means that if GPL wants to dedicate the time and effort

into creating a database information literacy course for high school students, then they first need to

dedicate time and effort into making the databases more popular with these students. They need to

show them how the databases can help them. If they cannot do that, then what is the point in

creating the course?



Lewter

(Note about survey: unlike my first survey, this survey was developed after I realized what the objectives of

my project should be (after my epiphany); therefore, I tried to include more qualitative-type questions, and I

did not require the respondents to be high school students—I opened the survey up to all my “Friends” on

Facebook who live in the Greensboro area.

Ideally I would have a greater sample size, but due to the date by which I need to complete this paper, I will

have to go with what I have. If I have more results by the time my final assignment is due, I will update this

section of my analysis.)

In this section of my analysis I will discuss and analyze the results from a survey I

conducted with thirteen respondents, varying in age, who live in the Greensboro area. The reason

for this second survey is because I believe it helps me better answer the critical questions for this

project, thus helping me fulfill my main objectives.

To make the analysis of this data easier to follow I will break up the data in two groups:

Group 1 answered “Yes” to the question, “ Are you aware that through their website Greensboro

Public Libraries (GPL) offer databases containing a variety of information that may be useful for

conducting research or finding all sorts of useful information?” and Group 2 answered “No.”

About 54%, or seven, of the respondents answered “Yes” to the first question. From there

they were asked whether or not they currently use or have used GPL’s databases. To this, I was a

little surprised to find out that even though these respondents know about the databases, only two

out of seven of them responded that they use or have used them; yet, interestingly enough, five of

them expressed an interest in learning more about them, either on their own or through an online

tutorial. In a later question, Group 1 was asked, “How do you usually find information (for

research or otherwise),” and not surprisingly most people said Google, Wikipedia or the internet;

some of the respondents cited a libraries in their answer, but they did not specify that they use a

library’s database resources.



Lewter

After answering “No” when asked if they are aware of GPL’s databases, the other 46% of

the respondents, making up Group 2, were asked how they usually find information, and like

Group 1, most respondents cited the internet and Google; none of them cited libraries. Out of

these six respondents, four of them expressed an interest in learning more about GPL’s databases,

and they would prefer to learn through an online tutorial.

In conclusion of this analysis I find this survey shows more of an awareness of GPL’s

databases and a greater desire to learn more about them. But, even with this being the case, I still

believe it would be in GPL’s best interest to spend more time marketing their databases by way of

telling their patrons and potential patrons about the ways databases can be of use. They need to

convince patrons that for NO COST their databases can give more accurate and thorough

information than Google can most likely ever offer. Then, if this step is successful, the plan to

move forward with an information literacy course on databases should be put in place.



Lewter

Below is a table that systematically breaks down ALL the goals and objectives of this

project, and next to these are resources and technologies that will help accomplish them. Each

subsequent goal/objective and sub-goal/objective is dependent on the preceding goal’s results,

success, or failure (the resources and technologies are more or less random).

Organizational Goals & Objectives

Goals & Objectives Resources Technology

1. Market GPL’s databases

1. Determine user and user demand (Who

are the users, and do they want to use

GPL’s databases?)

2. Determine which databases are currently the most popular with users and why

(Which databases get the most hits and

why?)

3. Determine users’ need (Why do GPL’s

patrons need databases?)

4. Make databases more accessible on

website

5. Market usefulness of GPL’s databases

(Why is using GPL’s databases better

than using Google?)

6. Reevaluate database usage and demand

1. Survey

2. Patrons

3. Current GPL

librarians and branch

managers4. Tim Cole (GPL’s

assistant director for

acquisitions and

collections)

5. Willie Taylor (GPL’s

Grassroots Advocacy

Leader)

6. GPL’s content

developer

7. Online blog or

website8. Marketing through

high school teachers

and college

professors

1. SurveyMonkey

2. WordPress

3. Wikipedia

4. Facebook

5. Email6. GPL’s website

7. Flyers

2. Provide information literacy courses on how

to use GPL’s databases

1. Determine users and user demand

2. Conduct focus groups and surveys of

users

3. Market course

4. Pilot a course5. Launch by January 2012

1. Online blog or

website

2. GPL’s content

developer

3. Current GPL

librarians and

branch managers4. Schedule

5. Marketing

through high

school teachers

and college

professors

6. RSVPs

1. GPL’s website

2. Wordpress

3. Facebook

4. Email

5. Flyers



Lewter

… I hope this project to greatly increase the use of Greensboro Public Library’s databases—

not because they are ultimately marketed better, although that is part of the big picture, but

because they are meeting the needs of patrons. When this project is completed I hope that GPL

has more patrons, and I hope that when patrons are in need of information, whether they want to

know how to fix their car, how much their dead Aunt Sally’s tea kettle is worth, or where Mark

Twain was born, they know where to go and how to search for the free and reliable information

GPL’s databases can provide in a better and more efficient way than Google. My vision is that this

will be made possible through better marketing towards GPL’s current and future patron needs.



Lewter

Create Presenation Movie for

GPL Managers and Post

YouTube

7/10/2011 Brandon

Lewter

YouTube video created, but

project goals and objectives have

since changedMeet With Key Group

Members

7/13/2011 B. Lewter, J.

Smith, R. Stas,

B. Blanton, T.

Cole, J.

Hutson, W.

Phifer

Meeting went well; GPL's needs

change vision, goals and objectives

of project

Publish Organizational and

User Requirements

7/24/2011 Brandon

Lewter

Publish Information Services

Implementation and

Marketing Plan

8/7/2011 Brandon

Lewter

Survey Patrons on Needs of

Databases

8/20/2011 Brandon

Lewter

Analyze Surveys of Patrons'

Needs and Determine How to

Best Meet Patron Needs

8/27/2011 Brandon

Lewter

Invite teachers and professors

to attend database information

and training session

8/28/2001 Brandon

Lewter

Marketing Campaign for

Project Begins

8/28/2011 Brandon

Lewter, WillieTaylor, Tim

Cole

Hold information and training

session on GPL databases for

teachers and professors

9/10/2011 Brandon

Lewter

First Information Literacy

Course

10/8/2011 Brandon

LewterThis task is dependent on the

success of the preceding tasks.

Reevaluate Database Usage

and Demand

11/15/201

1

Brandon

Lewter



Lewter

The planning for the literacy course GPL Databases is done. It is now time to put the

carefully, planned steps into place. As previously stated, in the “Analyze” section of this report,

more evaluation is needed. This evaluation will come in the form of a survey, starting August 8 and

ending August 20. The focus of the survey will be to determine GPL’s user needs for databases,

and how well or not the databases currently fulfill those user’s needs. Upon completion of the

aforementioned survey, the data will be analyzed by August 27 in order to best structure the next

step, marketing. If the survey’s results show a need to advertise for and educate about GPL’s

databases, marketing for the information literacy course will take place using two main strategies:

Word of Mouth Marketing (WOMM) and Social Media sites.

Word of Mouth Marketing is the act of publicizing through people. According to Bite

Sized Marketing , WOMM is based on the theory that 10 percent of the market influences the

other 90 percent. Therefore, if the 10 percent like something they will talk about it positively and

the other 90 percent will follow suit by trying the said product or service.

In order to use WOMM with this project, high school teachers and community college

professors will be invited, through email and faculty meetings, to attend a free, special training

session (similar to the information literacy course) focused on GPL’s databases and how they

work —these people will act as the 10 percent. In addition to informing the 10 percent about GPL’s

databases and teaching them how to use them, the 10 percent will also be taught the value

databases have over using search engines, such as Google. Besides advertising the value of this

training session, free coffee and doughnuts from Doughnut World will be offered to participants.



Lewter

Several social media sites will be used to market the information literacy course on GPL’s

databases. Using GPL’s Facebook page, “News Feeds” will be published advertising the courses as

being an educational opportunity to learn how databases can be more useful than Google. A

Wikipedia page that specifically details each GPL database will be created, and on that page will be

a brief summary detailing how databases can be more effective when searching for a particular type

of information. GPL’s Twitter page will advertise for the course through “tweets.” And the course

will be advertised through the Wordpress blog where this paper is posted.

The marketing for the information literacy course will conclude its initial campaign on

Thursday, October 7, and the first information literacy course will be on October 8 at 7pm at the

Central Branch location. If the turnout for the initial course session is positive, more sessions will

be scheduled at smaller branch locations.

E. A month and one week after the initial information literacy course, an evaluation process

will take place. This process will include a brief survey given to the participants of the initial

training course, and analysis of the overall usage of the databases. The survey participants will be

contacted through the email they left on the sign in sheet for the training course, and it will ask

questions such as, “Have you used GPL’s databases since attending the training course? If so, how

often?” and “Have you ta lked with your students about using GPL’s databases to help with

academic research papers?”

Below is a table that goes into more depth with this process:



Lewter

Increase Usage of

Databases

- hit count

- teacher and professor

input

- web analytics

- survey

Improve Marketing of

Databases

- instances of

marketing

- documentation of

WOMM marketing - documentation of

social media sites

created for marketing

Offer Courses - number of courses

offered

- number of attendees

- documentation of

courses offered

- sign in sheets

III. As previously stated, I believe that the overall analysis shows patrons’ overall lack in

knowledge of GPL’s databases; few know about them, and few have a desire to learn more about

them. This tells me that users are not aware of the usefulness of the databases, and that they would

rather use Google to find information, even though GPL’s databases can provide free, and more

accurate and reliable information than Google.

In order to find out more about patrons information seeking needs, I believe more

thorough surveying is essential. A greater sample needs to be accessed and more qualitative

questions need to be asked, perhaps like, “How can GPL persuade you to use their databases

when seeking certain types of information?” And perhaps after showing patrons where they can

access GPL’s databases, ask them, “How can GPL make their databases more accessible and

inviting?” If these questions are answered with either more surveys or a dedicated focus group, I

think the second stage of creating an information literacy course on databases could be developed.

report on organizational and user requirements

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