WebIT2 Consultants Proposal

Web 2.0 Business Proposal QUT Library 2.0 Presentation Link: http://www.youtube.com/watch?v=bnGgkCqYGTY

Enterprise 2.0Semester 2, 2009

Lecturer: Dr Jason Watson Group Members:

Sarah Killey – 05740649 Donald Gee – 02341191 Mark Cottman‐Fields – 05414628 Darren Cann – 05747392 Sean Marshall – 05747252

Web 2.0 Business Improvement Proposal – QUT Library

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Executive Summary The QUT (Queensland University of Technology) Library is unusual in that its primary goals are not so much to increase profit for shareholders, but to offer the most effective services possible to the QUT community while making the best use of the funds available. As undergraduate and postgraduate student priorities shift to online resources, the QUT Library has begun to explore how new technologies could be of benefit. As other libraries and institutions are also investigating Web 2.0 tools and techniques, this investigation process should be structured and encourage innovation to aid the QUT Library to remain competitive. The overriding driver for adoption of Enterprise 2.0 for libraries is the ability to better respond to customers and remain competitive in a market where knowledge and collaboration are essential. Some of the areas where these requirements will manifest include offering QUT Library services consistent with student use of technology, while also improving their accessibility and visibility. Demonstrating commitment to innovation by treating online services as a separate branch and providing support for emerging teaching methods are ways to draw in students and teaching staff. Responding to and building expertise in these areas will encourage innovation in Library services to deliver competitive advantages for QUT. The chosen strategy for implementing Enterprise 2.0 tools and techniques involves

• Increasing general awareness through greater promotion • Creating a central location to access existing and future Web 2.0 and other tools • Encouraging changes in attitudes towards collaborative and interactive online resources • Considering the benefits and costs of including additional tools

The key objectives for this plan include

• Increased student use of Library services • Building and continually monitoring student and staff usage of the tools to gauge acceptance and identify

required changes • Streamlining productivity of Library staff through pairing tasks and processes with suitable applications

Measuring the return on investment is difficult, as the activities and value that result from incorporating Enterprise 2.0 tools and techniques are often unpredictable. Better use of resources can be observed in greater student satisfaction in and use of library services and increased staff productivity. These improvements can be measured through surveys or evaluations, which are still effective even though the tools and techniques may change. Development of the tools and the process changes require an iterative process using cycles that span in duration of a few weeks for the first 12 months and then over the maintenance period which is ongoing. Some of the key goals are:

• To prepare some tools for use in semester one, 2010 • Identifying and integrating disparate tools during each iteration • Focussing on productivity and student engagement goals by directly involving staff in development to

reduce duplication or confusion • To incorporate desirable features while conforming to QUT policy, through concentrating on 2 ‐3

manageable goals over each iteration The implementation of an Enterprise 2.0 strategy comprises a wide range of benefits that can extend beyond the boundaries of an internal system. QUT Library's current research into Web 2.0 marks a step in the right direction and although a majority of these tools and applications are primarily concealed from users, there is potential to deliver more immediate benefits efficiently and incorporate complementary tools over time.


Contents Executive Summary ................................................................................................................................................. ii

1 Introduction ..................................................................................................................................................... 1

2 Current Situation ............................................................................................................................................. 2

3 Brief Competitor Analysis ................................................................................................................................ 5

3.1 University of Queensland (UQ) ................................................................................................................ 5

3.2 University of Southern Queensland (USQ) .............................................................................................. 6

4 Proposal Description ....................................................................................................................................... 7

4.1 Proposed target market .......................................................................................................................... 7

4.2 Strategy Approaches ............................................................................................................................... 7

4.2.1 Approach 1 ‐ Increase the Awareness of Existing Library Web 2.0 Tools. ...................................... 7

4.2.2 Approach 2 ‐ Centralisation of all Current Library Web 2.0 Tools ................................................... 8

4.2.3 Approach 3 ‐ Introduction of New Web 2.0 Tools for the Library ................................................... 8

4.2.4 Approach 4 – Combination of Approaches ..................................................................................... 9

5 Proposed Objectives ...................................................................................................................................... 10

6 Business Drivers ............................................................................................................................................. 11

6.1 Driver 1 – Meeting Target Market Needs .............................................................................................. 11

6.2 Driver 2 – Improvement to Service Quality ........................................................................................... 11

6.3 Driver 3 – Commitment to Innovation .................................................................................................. 12

6.4 Driver 4 – Competitive Forces ............................................................................................................... 12

6.5 Driver 5 – Teaching and Learning Support ............................................................................................ 13

7 Benefits .......................................................................................................................................................... 14

7.1 Primary Benefits .................................................................................................................................... 14

7.2 Secondary Benefits: ............................................................................................................................... 14

7.3 The Impacts of Benefits Realisation ...................................................................................................... 15

7.3.1 Internal Collaboration: .................................................................................................................. 15

7.3.2 External Collaboration: .................................................................................................................. 15

7.3.3 Greater Productivity and Efficiency: .............................................................................................. 15

7.3.4 Moving beyond email: ................................................................................................................... 16

7.3.5 Distributed Work: .......................................................................................................................... 16

7.3.6 Faster Innovation: .......................................................................................................................... 16

7.3.7 Knowledge: .................................................................................................................................... 16

7.3.8 Staff Engagement: ......................................................................................................................... 16

7.3.9 Reputation: .................................................................................................................................... 17

7.3.10 Enhanced Collaborative Behaviours: ............................................................................................. 17


7.3.11 Easier access to expertise and organisation's capabilities: ........................................................... 17

7.3.12 Enhanced Search: .......................................................................................................................... 17

8 Return on Investment .................................................................................................................................... 19

8.1 Student Satisfaction and Engagement .................................................................................................. 19

8.2 Productivity............................................................................................................................................ 20

9 Implementation planning .............................................................................................................................. 21

9.1 Stage 1 Plan – Development of Libr@ry Connect ................................................................................. 22

9.2 Stage 2 Plan – Integrated Marketing Communications ......................................................................... 23

9.3 Stage 3 Plan – Extended Web 2.0 Functionality .................................................................................... 24

10 Conclusion ................................................................................................................................................. 25

11 Appendices ................................................................................................................................................ 26

11.1 Appendix A – Libr@ry Connect .............................................................................................................. 26

12 References ................................................................................................................................................. 27


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1 Introduction The rising popularity of more interactive websites and greater collaboration using new tools is having a significant effect on the way companies conduct business. Everyday people can more easily communicate with companies and other individuals. Changes are also occurring in the way work gets done within enterprises. As these new techniques and emerging technologies spread, every institution will need to adapt to the changing market, including the Queensland University of Technology (QUT) and the QUT Library. The implementation of an Enterprise 2.0 strategy comprises a wide range of benefits that can extend beyond the boundaries of an internal system. QUT Library's current research into Web 2.0 marks a step in the right direction. Although users are unaware of a majority of these tools and applications, there is potential to deliver more immediate benefits efficiently and incorporate complementary tools over time. This proposal focuses on a situational analysis and the implementation of tools to create an environment that invites QUT students to regularly utilise the QUT Library's online services. Initially, existing tools and services will be examined and improved, followed by longer term developments that aim to improve awareness of the Library's services, professional reputation, news and resources.


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2 Current Situation Society has changed, and expectations surrounding information have changed as well. Gone are the days where individuals or organisations keep to themselves, working in silo environments. The dawn of the information age is upon us, where information is critical to enabling success in any facet of life or the business world. Jeff Schick (2009), the Vice Present of Social Software at IBM recently stated that; “Knowledge workers today have no time to add new activities to their day: they’re looking for how to work smarter.” Therefore, it is imperative that organisations equip their target audiences with the knowledge and tools to actively find information in a timely fashion. Web 2.0 or Enterprise 2.0, deals with all the attributes required to bring an organisation into the information sharing age. Although there is no set definition of what it is Web 2.0 is commonly associated with website technologies which facilitate information sharing, user‐centred design and collaboration, through the medium of the Internet. Enterprise 2.0 is just an extension of Web 2.0, implemented and used within the corporate environment (O’Reilly, 2005). In order to equip QUT Library with the tools required to propel them into the age of Enterprise 2.0, their current situation needs to be analysed. In particular how the library is currently using Web 2.0 initiatives and what challenges are apparent in moving forward. On first look at the library, it can be deduced that it provides services to multiple groups within the University. They include undergraduate, postgraduate, doctoral and research students, as well as academic and professional staff. All these groups combined indicate a client base well in excess of forty thousand individuals. These client groups are serviced through four different branches across QUT (Gardens Point, Kelvin Grove and Law Library), where the library strives to “provide dynamic and innovative access to information resources and services” (QUT Library Client Charter, 2005). In a technology driven world, the notions and understandings of a traditional library have long since dissipated. Gone are the days where students spend countless hours confined within the physical structure of the library, reading through encyclopaedias and physical journal articles. Today, individuals access the library’s facilities through their website, which houses a collection of more than seven hundred thousand books, one hundred thousand eBooks, three thousand journals and seventy thousand full text electronic journals. All of which has been made available through more than eight hundred electronic databases. It is highly likely that individuals could complete their studies without even setting foot within a physical library. This is because they have a wide variety of information available from anywhere they have an internet connection, twenty‐four hours a day, seven days a week, including the library's online resources. Therefore, the library’s job has changed from purely an information collection warehouse to an active information provider, through multiple avenues. As Ms. McDonald (2009), the Associate Director of Client Services and Learning Support for the QUT Library, stated in a recent talk, “Most people know how to find information; the library’s job is to aid in the process, and pre‐filter and select useful resources for various areas.”


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This is where Enterprise 2.0 steps in, to allow the library to maintain its high quality of information delivery through the agreed service values of:

• Flexibility;

• Responsiveness;

• Innovation;

• Commitment to agreed service standards; and

• Awareness of “the big picture” (Future Directions for QUT Library Services). The Library has already started to use various Web 2.0 technologies within its organisation. These are presented in Table 1 below: Catalogue Search:

• Really Simple Syndication (RSS) feeds for newly ordered books. This process is currently manual and does not automatically update once a book is entered into and made available through the catalogue system.

• Book Rating. A user of the catalogue can rate a book using the star system (1 to 5) to provide a subjective opinion about the book to their fellow colleagues.

• Library Profile, where individuals can log in and actively see what library material they have online at any given point in time. In addition a hold system is available where individuals can place holds on materials without leaving the comfort of their own home.

Library Databases: • The library databases ‐ there are over eight hundred of them and they are the highest used facility on

the website, with over seventy‐percent of the individual visiting the website, using these databases.

• The various databases are broken down into key subject areas to allow individuals to find the correct database for their needs quickly

Library Guides: • The library guides are one of the new Web 2.0 initiatives being undertaken by the QUT Library.

Currently, former Web 1.0 flat structure guides are being transformed into collaborative user‐friendly guides. These guides are broken down into subject area and provide avenues for individuals to search and locate information in key areas. In addition users are empowered to place comments on resources, RSS feeds and sharing facilities are used, including the use of del.icio.us tags.

• However, these guides as stated above are slowly being transformed and to a certain degree that can be manipulated to suit the target audience.

Twitter: • The library has just branched into the world of Twitter, however this is only a pilot at this stage and is

used as an announcement broadcast medium WIKI:

• A WIKI is an online space where groups of individuals can communicate and collaborate together on various topics or projects. Currently, QUT offer WIKI through the use of Confluence to internal members of the QUT community. These individuals are made up staff, higher degree students and some undergraduate students.

Miscellaneous: • The library is currently engaging with other Web 2.0 technologies including: Real‐Time librarian chat

and online polls to gauge feedback quickly. Table 1‐ Current Web 2.0 Tools in Use by QUT Library These Web 2.0 initiatives outline the main Web 2.0 initiatives the library is undertaking in an official sense. However, there are other initiatives, which are being undertaken by various staff members within the


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organisation. In particular a small portion of the Liaison Librarians are undertaking blogs and maintaining them on a regular basis. These blogs are being hosted externally and are being used to disseminate information and receive some feedback and comments. This venture by various staff to host blogs and other material on external resources raises an important question in relation to web governance. The QUT’s Library website is hosted on servers within the QUT and therefore must adhere to the guidelines set down in the Manual of Policies and Procedures (MOPP) and the Web Manual (References Here). As can be seen from section F/1.4 Policy on Web Pages and Web Servers, contained in the MOPP (Reference) there are heavy restrictions placed on the design and implementation of web pages and services. This has a dramatic flow on effect to Web 2.0 solutions, as most are currently hosted externally or allow for self‐authoring which would severely contradict a majority of the provisions in the various guiding instruments. It is imperative that if the QUT Library or the QUT itself, wants to take Web 2.0 forward within their organisation, it is vital that the authoritative framework surrounding web governance is reviewed. It is evident that the QUT Library is undertaking steps towards implementing Web 2.0 solutions within their organisation. However, more can be done to open the communication channels and provide a collaborative environment between multiple stakeholders.


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3 Brief Competitor Analysis Studies of other library systems have demonstrated strong integration with Web 2.0 technologies to promote their achievements, services and activities as well as encourage their staff to collaborate with students from within all faculties, researchers and the external community. In all competitor cases, Web 2.0 tools emphasised are made readily accessible to advance ‘FLATNESS’, the major components of Web 2.0 success and inherently generate a natural ‘network effect’(Hinchcliffe, 2009). Local competitors UQ (the University of Queensland) and USQ (the University of Southern Queensland) have openly embraced, integrated and adopted Enterprise 2.0 strategies to effectively communicate both within their own institutions and to the wider community. Their utilisation of social networking and project management platforms has incited a more integrated and efficient approach to acquiring library resources, enriching ubiquity by using media that can be accessed via mobile technologies and inciting authorship and collaboration through promoting contributions to educational topics.

3.1 University of Queensland (UQ)

UQ delivers its Web 2.0 solutions on their website’s home page to increase collaboration between its staff and students, promote their services and announce research breakthroughs and achievements on a global scale. Their tools are highly visible and readily accessible, showing that UQ has taken steps to use social networking media officially which not only improves their own stance but also that of the organisation as a whole: UQ’s Facebook application openly appeals to a vast number of students as a majority of them use this platform in their daily lives (Ellison 2007, 7). The integration of a Facebook UQ library search tool allows students to find resources more efficiently and ubiquitously as they would not need to visit the library site to find resources and they can access this tool even in transit. The UQ Library has implemented official blogs spanning across faculties and campuses that act as means for students and visitors to provide insights, asking questions and providing news to the community, regarding a particular topic or field. UQ Library has established a Flickr group that provides photos relating to the university’s news and reflects Community Service, the campus itself and research related breakthroughs. Students are also encouraged to make their own contributions where, like QUT, creative students tend to shine. Twitter is utilised to cover a wider range of relevant information, particularly news regarding research advancements, service updates and various library announcements. Tweets appear to be made quite regularly with a number of individuals and educational groups following their status. UQ’s YouTube Channel encompasses a wide variety of media from promotional video to news in research. A great number of their media entries target potential international students and they have successfully acquired a number of hits. UQ Library’s use of Web 2.0 technologies has opened a variety of doors to improve promotion, collaborate and share information and improve searching for both resources and topics of discussion. A noticeable disadvantage however would have to include the fact that visitors would be required to scroll down the home page in order to see the links to approximately half of their social media applications.


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3.2 University of Southern Queensland (USQ)

USQ follows a number of similar principles, displayed in a relatively easy fashion. They have recently introduced a Perl based Open Source enterprise wiki ‘TWiki’ to not only collaborate internally, but also encourage authorship, tagging, and contributions by both students and visitors from the global community. This has marked one of their most influential and active Web 2.0 solutions as visitors not only have the options to contribute to topics, discussions and projects, but they are also introduced to the new system with a brief introduction ‘in wiki format’ as well as a Sandpit area for experimentation. Visitors and students are encouraged to register as wiki users and make their contributions. As an enterprise solution it also includes a level of control granting varying levels of access. The introduction of TWiki has also provided additional features, including tagging and its inherent search functions. USQ has also provided a new search for their wiki data, labelled ‘WebStatistics’. This tool appears to refresh on a regular basis and groups popular searches by month. The most popular topic searches, views and uploads are highlighted, providing visitors useful ‘Extensions’ to seek relevant information. USQ’s system successfully improves collaboration and centralising unit information by effectively promoting the use of their wiki. However their use of a drop‐down box to find TWiki was not immediately obvious and could cause potential issues for first time visitors. Our proposal aims to incorporate the benefits of competitive Web 2.0 use and improve on any potential flaws.


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4 Proposal Description 4.1 Proposed target market

From the current situation analysis, there are two identified groups of students that the library services ‐ undergraduate and postgraduate. It could be argued that the student group for the library is homogeneous, however, each group of students have distinct motivations and search behaviour that will influence how they engage and use their library resources. These behaviours are quite disparate in usage patterns, resources accessed and type of assistance required. A study by Valentine (1993) investigated undergraduate search behaviour and found that undergraduates tend to look for the easiest, least painful way to complete a research project in a timely and satisfactory fashion. The rise in popularity of search boxes and search engine use by this student group is consistent with this finding. The study also revealed that undergraduates who are overwhelmingly time poor will often conduct their search with resources that they are most familiar with and have a reluctance to ask for assistance from their academics. A high proportion experience what Mellon (1986) describes as "library anxiety" where lack of familiarity with the library services is a significant obstacle for students in initiating research activities with their library. Another study by Griffiths and Brophy (2005) that investigated student search behaviour and the web revealed that postgraduate students used library services and online information systems more than their undergraduate counterparts. Furthermore, postgraduate students that undertake a degree by research were observed to have a different pattern of use from that of postgraduate students undertaking a degree by coursework. Understanding these two student groups and their library search behaviours will enable this proposal to take into consideration their needs and how Web 2.0 tools and strategy can enable, facilitate and improve the library service.

4.2 Strategy Approaches

4.2.1 Approach 1 ‐ Increase the Awareness of Existing Library Web 2.0 Tools. As stated in Section 2 the library has already implemented a few Web 2.0 tools such as the staggered implementation of the LibGuides and trial of Twitter just to name a few. This approach aims to increase the awareness of this suite of existing Web 2.0 tools in student groups. As Dawson (2009) states in his proposed social media framework for engagement, organisations must enter the conversation with their target audience, provide relevant content and add value to communities. From the analysis conducted the content being provided by the library is relevant to the target audience and through the variety of tools currently on offer, each element adds value to the communities of students. What the library evidently lacks is the first component, engagement with the target audience. Prior to an in‐depth analysis, many of the tools mentioned in Section 2 were not widely known by students or if the tool availability was known, the exact usage or online value proposition was not clear to students. A strategic marketing plan that aims to increase awareness of tool availability, purpose and value with the student groups would increase the tangibility of library resource services, reducing perceived risks and increased benefits to engagement. Particularly with the undergraduate student group, as identified in Section 4.1, by building awareness and familiarity of the tools available it can help overcome the "library anxiety" of this student group and increase engagement, usage and adoption (Mellon, 1986).


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4.2.2 Approach 2 ‐ Centralisation of all Current Library Web 2.0 Tools This approach has a usability and tool access focus with the centralisation of all of the current Library Web 2.0 tools into one page that highlights the Web 2.0 aspect of the tools. The situational analysis found that the current Web 2.0 tools the Library has implemented are very dispersed in access location. For example the Twitter account is external with no aggregation of Twitter content back to a local QUT Library site, the LibGuides are hidden under "Subject Guides" section with no explanation given about the rich collaborative and personalised experience given by this tool until students click down to an actual LibGuide and can see the presentation of the site is different from traditional library web pages. The "Ask a Librarian" online chat has its own link at the bottom of the page and liaison librarian blogs can only be found through the liaison librarian's contact page. As can be seen there is a great amount of search activity required to find each of these tools and an assumption that students understand which part of the site they need to go to find the specific tool that they need. This assumption is unrealistic given that there are cohorts of new students each year that will be unfamiliar with the library, its website and the tools available. Even the seasoned student may find it difficult to navigate to all the different sections of the site to access the tools. Pooling the resources into one clearly defined location that strengthens the Web 2.0 positioning of the library is seen as beneficial for ease of access to the tools for students. It is envisaged that a page called “Libr@ry Connect” would act as a portal and contain all of the library's Web 2.0 systems and tools in one central location. With a statement of purpose such as "Libr@ry Connect ‐ all the tools to connect you to your sources of research" followed with a quick explanation of each tool, this would clearly identify the function and value of the tools made available on the page. On the “Libr@ry Connect” page (See Appendix A for web page mock up) students would be able to see an aggregated Twitter feed from the library's Twitter account, the "Ask a Librarian" link would also be prominent on the page along with the RSS feed subscription functionality, emphasis on being able to give books a star rating and login to their "My Library Profile". Then there is an element of customisation where students can select their faculty or area of study and the LibGuide for that area will be shown with contact details of the liaison librarian and links to the librarian's blogs (if they maintain one ‐ as mentioned previously blogs implementation is by librarian's choice and not management policy). This centralisation of tools into Libr@ry Connect would improve the access of tools to students furthermore marketing communications for engagement with student groups would be able to be focused on promoting and raising awareness of Libr@ry Connect and it's suite of tools rather than having separate marketing efforts for each individual tool. An important part of strategy development for social media as stated by Dawson (2009) is to define activities and more specifically as one of the steps of defining activity is to link offline marketing activities to increase awareness, participation and adoption in the target audience.

4.2.3 Approach 3 ‐ Introduction of New Web 2.0 Tools for the Library Taking into consideration the search behaviour of the identified target groups, the integration of new search functionality across social media platforms such as Facebook can encourage and facilitate another level of engagement with the student group. In a study by market research firm, The Neilson Company, it was found that time spent on social media sites has tripled in the last year (Warren, 2009). The growth in this area of social media makes it vital for the Library to engage in penetrating that space where their target market is most likely to spend the most time. This will help to increase service awareness, facilitate impulse searches, build familiarity to overcome "Library Anxiety" and integrate Web 2.0 tools to provide value to the student. In a competitor analysis that was conducted to investigate other university's use of Web 2.0, the University of Queensland (UQ) was found to have a UQ Library search Facebook application. The application enables


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students to add the API to their Facebook profile (an important element of customisation and student "ownership" of the tool) and within the Facebook space type in a search for a resource and be redirected back to their existing search system. The notion of "ownership" is an important concept for tool adoption, if the user feels empowered and part of the "community" they are more likely to adopt and promote the tool to others (if they think it is useful). This approach would see QUT's library developing a simple API such as this for use on their student's Facebook profiles. It has been identified that the Library is currently considering a new combined search (books and all other resources) instead of having separate searches for each. The implementation of this will see improved search functionality and ease of use for students conducting searches. It is recommended that the Library takes advantage of this redevelopment and extend the new search product into a Facebook API for students to add to their profiles at the same time.

4.2.4 Approach 4 – Combination of Approaches Each of the strategy approaches presented have, individually, key strengths that can help the Library to establish their Web 2.0 tool suite and presence. Taking into consideration the key strengths of each and the identified needs of the target market, a combined approach is recommended. This will involve the creation of Libr@ry Connect (approach 2), the introduction of a new search tool with integration into Facebook (approach 3) and the strategic marketing of these tools (an extension of approach 1). This three‐staged approach will enable the Library to effectively engage with their target audience, streamline their tool availability and ease of use. These are important aspects to facilitate adoption of technology and engagement with the target market. This approach will also assist in meeting the service needs of their target market, which is vital for developing the online value proposition of the library's services and the achievement of their organisation's objectives (as will be discussed in the following section). Approach 4 is the recommended approach for this business improvement proposal. An implementation plan for this approach will be presented in Section 9 and will detail the key phases, activities and milestones for this approach.


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5 Proposed Objectives In order to measure a particular solution’s success or failure, its fundamental objectives must be realised. Therefore, this section will outline the 3 key objectives that will be achieved through the actions of this business improvement proposal with the recommended solution, approach 4. The objectives will be presented in a SMART manner ‐ specific, measurable, achievable, relevant and timely and provide justification for selection.

1. Achieve 80% Web 2.0 tool awareness (LibGuides, Twitter, Blogs, RSS etc) with the target market by the end of Semester 1, 2010.

The issue of tool awareness is a major issue that seeks to be addressed with the implementation of approach 4 so this first objective sets the target for raising greater awareness of the existing Web 2.0 technologies, in use within the QUT Library. This is important, not only for current but future Web 2.0 ventures for the QUT Library. Marketing and communication efforts must be measured for impact to ensure that the key messages are getting through to the intended target market and thereby facilitating greater awareness about access to tools. In order to achieve this, a multichannel communication strategy will be implemented, such as email, posters and flyers to spread the message. The marketing campaign will be an ongoing cycle for each semester, as Web 2.0 technologies evolve and new stakeholders enter the QUT Library space (as will be outlined in detail in Section 9). The success metrics will be via statistics analysis of online polling about student awareness of Libr@ry Connect and its Web 2.0 elements.

2. Achieve 30% usage rates for Libr@ry Connect by the end of Semester 1, 2010.

Through the aforementioned marketing efforts that will aim to promote the Web 2.0 facilities, aim to alleviate “library anxiety” by crossing the boundaries from social to professional platforms (Twitter, Facebook, and Blogs etc), individuals will become more familiar with the technology resources available that will aid them in their studies. Creating “Libr@ry Connect” will allow students to access all the Web 2.0 tools in one single portal. This centralisation will reduce the complexity in finding the tools that will assist them in their information search. By reducing the complexity, increasing the access and visibility of services students will more likely use Libr@ry Connect. Usage of “Libr@ry Connect” can be measured through the number of unique visitors to the page, student profiling (if users log into “My Library Profile”), monitoring of links clicked, tools used and the time spent on the web page.

3. To achieve 80% student satisfaction rating for “Libr@ry Connect” page and integrated tools by the end of Semester 1, 2010.

As will be outlined in Section 8, one of the key components for return on investment will be a measure of student satisfaction. For the QUT Library the business model is not profit‐driven but focuses on the efficient allocation of available resources (both financial and human resources) for the effective provision of services for students. Student satisfaction of the approach of implementing “Libr@ry Connect” and its integrated suite of Web 2.0 tools will be integral to the success of this Web 2.0 business improvement proposal. All efforts to increase usage are underpinned by student satisfaction. If students are satisfied with a service they are more likely to engage in repeat visitation, habitual usage and recommendation to other students. Measurement of student satisfaction will be through online polling and selected focus groups to uncover satisfaction ratings and if there is any recorded dissatisfaction, seek to uncover the issues for dissatisfaction for future improvement.


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6 Business Drivers Enterprise 2.0 is quite a new concept to many businesses, yet it is becoming an aspect that many are looking at to help obtain and retain customers and become more efficient in internal interactions. There are any number of ways a customer can be occupied, and many businesses offer very similar products. New methods of competition are emerging, with community and company responsiveness and responsibility chief among them. The most important driver for the uptake of Enterprise 2.0 tools and techniques is this progression in business practices (Mitchell, 2007). The QUT Library is competing for student attention. Although there are other influences on a student's use of the library, such as the need to complete assignments or pass exams, the Library still needs to offer a superior product to attract their target audience. Unlike traditional businesses, which have responsibilities to shareholders, the Library's overriding goal is to deliver services to the University in four areas: teaching and learning, research, community engagement and resources (QUT Library, 2005). There are some key areas that need to be addressed to meet the strategic goals of the Library and University. In this section 5 key business drivers will be presented.

6.1 Driver 1 – Meeting Target Market Needs

“Offering Library services consistent with student use of technology Students constitute a large contingent of the users of Web 2.0 tools, and many use web‐based applications and are involved in communities as part of their everyday life. This extensive use and familiarity with Web 2.0 attitudes and tools will be reflected in expectations for university life. Adopting Web 2.0‐based tools and techniques that make sense in a teaching and learning arena will help to improve and preserve the Library's reputation. Although tools dedicated for use in an educational arena will have different functionality from tools mainly used for social interaction, there are some things that will be expected:

• Responsiveness ‐ Important in any application, especially when time is a priority

• Polished Interface ‐ User Interaction and requiring the lowest mental cost possible is an aim of all interfaces.

• Simple Interaction

• Interaction with other web apps ‐ Possibly not as important, as educational applications serve a different purpose to social applications, which are built around interaction.

• Easy Ways to Share ‐ May be implemented in more automatic or implicit ways, such as RSS feeds, updates from library staff on new resources than directly between students.

• Import and Export of data and information

• Governance and Policy

6.2 Driver 2 – Improvement to Service Quality

Improving accessibility and visibility of library services Traditional methods of website design and structure do not readily allow large amounts of information or links to be presented in easily understandable ways. Through the use of Enterprise 2.0 tools and strategies, the QUT Library may be able to restructure online services to make service offerings more visible. Some current Library services are hidden behind multiple clicks or ineffective interfaces. They may not be wholly designed with the users in mind. New techniques allow for governance and policy to be observed, while also enabling users to find and use the most relevant services. For example, replacing a static website that


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requires trial and error with usage data and a mixture of tagging and categorisation could allow the most popular or most suitable services for a range of tasks to be promoted dynamically. Search is quickly replacing navigation as the primary means of locating information. Future plans could place search as the central feature of the online services, and integrate other functionality, such as suggestions, reviews or librarian help based on the context.

6.3 Driver 3 – Commitment to Innovation

Demonstrating commitment to innovation by treating online services as a separate branch The main advantages of treating online services as separate from a physical library building are that library staff and users are encouraged to:

• View online resources as complementary face‐to‐face contact and physical books, rather than a replacement.

• Allow time to be evenly dedicated to online and offline tasks

• Show that online resources are an important and valid means of learning and research

• Ensure adequate resources are available to investigate and implement new tools and techniques

• Provide services in real‐time that students can use quickly and effectively

These benefits are a driver due to the reputation gain and better knowledge of the student environment.

6.4 Driver 4 – Competitive Forces

Encouraging Innovation in Library services to deliver competitive advantages for QUT Many Web 2.0 tools have a primary goal of reducing time and effort required to complete tasks. Major companies have begun to explore how these tools can help improve their business. The QUT Library would benefit from investigating how new tools and processes might be of benefit in the long run. The tools used should be empowering and forgiving, allowing tasks to be completed without the need for extensive training or prior knowledge (McAfee, 2009). According to Miles (2009) a consistent key gain from Enterprise 2.0 software and attitudes is better use of shared knowledge. Governance and corporate policy can often be obstructions to developing effective new tools and techniques. The desire for control over content, appearance and views is a cautious approach, but usually warranted. In an area where there are no established best practises, it would be of benefit to experiment with new methods before everything becomes locked down by policy. For example, knowledge flows are a substantial issue, where communication externally between businesses and internally between departments, project teams and managers is emerging to be a key element to competitiveness (Dawson, 2009). For the QUT Library, this shift will impact how information is shared around the University and sections of the Library. Investing in Enterprise 2.0 will aid in enhancing and encouraging beneficial knowledge flows.


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6.5 Driver 5 – Teaching and Learning Support

Providing support for emerging teaching methods As new tools and techniques emerge, students and businesses will expect QUT to incorporate new developments into the units offered. The QUT Library can place itself in a position to support and aid lecturers and tutors in developing and presenting new content. The more knowledgeable and forward‐thinking the library is the better advice and support received from the library will be regarded. Providing support is reflected in offering services consistent with student use of technology. Changes outside the Library and University will need to be reflected in the approach and methods used in learning and teaching.


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7 Benefits Implementation of our Enterprise 2.0 strategy will incur a series of benefits that will improve the library's interaction with their target audience both immediately and progressively over time. The Primary and Secondary benefits provided represent a sample of the most influential prospects that Web 2.0 tools can provide.

7.1 Primary Benefits

• Heightened awareness of QUT Library services, news and resources. • Efficient and effective implementation of Web 2.0 tools based on existing QUT Library research. • Incremental implementation with manageable risks ‐ strategies can be easily amended to help achieve

project objectives and maintain strategy focus. • High level integration with QUT's existing infrastructure ‐ using applications that complement existing

QUT IT infrastructure rather than replace it. • Improved collaboration and experimentation with new tools ‐ Students and staff can engage more

freely using Web 2.0 tools and share their usability experience more openly. • Improved Knowledge Management ‐ Share information within a perpetual environment that evolves in

response to usage ('Network effect'), stays up‐to‐date and retains full context for all visitors and effectively reduces or omits redundancy.

• Convergence ‐ Creation of a clear, simple and concise interface ‐ An improved and easier means of access to Library services, news, events and resources

• Makes effective use of existing expertise with leading and emerging technologies ‐ Encourage existing and prospective students to integrate their skills in Web 2.0 and social computing to interact with the library and contribute to the QUT community.

• Tap into mobile computing through integration with popular Web 2.0 platforms (e.g. Facebook, YouTube, Flickr and Twitter)

7.2 Secondary Benefits:

• Potential for 'Emergence' ‐ Purpose and value of particular Web 2.0 platforms and tools can be defined and inherently evolve as a result of user contribution (in relation to Network Effect).

• Flexible and Dynamic ‐ Use of Open Source APIs can help create future custom applications that can further enhance your site's features to attain higher level/long term goals. The prospect of creating more ubiquitous Web 2.0 (applications beyond the Web Browser) can improve the adoption of the Enterprise 2.0 paradigm and efficiency in everyday 'business' collaboration.

• Potential for infrastructure improvements ‐ Successful use of Web 2.0 can assist with shaping QUT's new IT infrastructure.

• Connection to other repositories and the wider community ‐ Enterprise 2.0 strategies are being tested and adopted by institutions worldwide. The utilisation of collaborative tools can lead to improved aggregated search amongst neighbouring universities for conventional students as opposed to just researchers.

• Employment and advertisement opportunities beyond QUT ‐ Use of popular tools can be used to engage the community as a means of advertisement for international students (e.g. UQ's social media on Flickr, Youtube, Wordpress and Twitter), a forum for consultations, a channel to find out more about QUT's successes within the library sphere, resource discoveries (e.g. USQ and its academic TWiki) and advertising employment opportunities (e.g. Serena's use of Facebook as well as Novell's external wiki)


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7.3 The Impacts of Benefits Realisation

7.3.1 Internal Collaboration: QUT's infrastructure has already introduced a number of Web 2.0 solutions to improve its collaboration, efficiency and effectiveness. The use of enterprise wiki solution Atlassian Confluence and Microsoft SharePoint along with management software Atlassian Jira play a vital role in encouraging internal collaboration and centralising information with a high level of control amongst faculties, divisions and institutions among QUT staff. One of the major benefits of implementing our Enterprise 2.0 strategy is that QUT Library will begin to build a bridge between staff, students and prospective students from the global community.

7.3.2 External Collaboration: The first and simplest of our objectives is to publicise and improve the accessibility of QUT’s experimental Web 2.0 tools. Twitter, RSS feeds and the newly implemented 'LibGuides' have proven themselves to be effective, primarily due to the fact that they are:

• A commonly used and popular means of communication and knowledge sharing

• 'LibGuides' promote the use of Web 2.0 components: 'Searching', 'Links', 'Authorship', 'Tagging', 'Extensions' and 'Signals' (McAfee 2006, 3) by combining comprehensive and clever resource searching, RSS feeds, the ability to write and comment on subjects as well as automate the display of related topics, which are necessary for students to take full advantage of the Library's services and resources

As powerful as these tools are, they need to be made more noticeable in order for visitors to make contributions. Our strategy can assist the Library communicate to its target audience by appealing to the talent and expertise of a majority of undergraduates. In a report written by Sydney Jones and Susannah Fox (2009, 7) persons aged 18 ‐ 32 effectively represent 30% of the internet population. They have concluded that Generation Y have strong tendencies to utilise Web 2.0 tools for entertainment, communication with family and establishing personal profiles ‐ a target that utilises these technologies as a means of expression and accomplishing daily tasks. Expansion on the use of Twitter, the incorporation of official Faculty Blogs, and full migration to the new LibGuides will not only assist in raising awareness of the Library's services, but can also effectively promote QUT news, researcher's achievements and specific advertisements for potential local and international students from around the world. Adoption of Web 2.0 use is already apparent amongst QUT staff based on active wiki use in their general workflow. From a long term perspective, utilisation of complementary tools (for example a Yammer plug‐in for use with Microsoft SharePoint) offer incentives and a progressive shift in paradigm that can encourage staff to support official library liaison blogs. QUT's connection to popular and commonly used platforms inspire new levels of trust and can appeal to people on an emotional level as you (as an entity) will exist in a social networking arena that encourages interaction, contribution, queries and evolving system usage. Web 2.0 solution company 'Serena' acts as a good example of this, as their publicised Facebook Group has incited queries, customer service and online recruitment opportunities.

7.3.3 Greater Productivity and Efficiency: According to current studies summarised by Jillian Griffiths and Peter Brophy (2005, 545), approximately 45% of surveyed undergraduate students utilise Google searches as their "primary information‐seeking strategy" over the use of their local library system (10% use) on the grounds of simplicity of use and searching speed. Utilisation of our strategy in conjunction with existing digital resources used at QUT will heighten an


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encouragement for students to begin their research from the university's digital repository. Another article written by Mary Schultz (2007) has demonstrated research, concluding that Google Scholar is a successful and preferred method for finding digital resources, regardless of its system's flaws and competitors. The simplicity of its interface along with the fact that this application bears the 'Google' brand makes this a trustworthy and popular means of resource discovery. Our strategy focuses on simplifying the library’s user interface and integration with applications like this to ensure a high level of familiarity and improvements in student retention.

7.3.4 Moving beyond email: The implementation of official discipline‐driven blogs and externally facing wiki's (future consideration) can help facilitate and share knowledge in full context, reducing redundant questions and encouraging authorship, participation and interaction between staff and the community. The ability to create and update entries ensures a 'living' piece of information that remains up‐to‐date and perpetually visible. The addition of commenting and creating new tags automatically categorises information making it easier to locate and refer to. Officially releasing library blogs can incite this positive response efficiently where students can ask questions, request resources or share information pertaining to subjects of their choice. In the long run, introduction of an externally facing wiki (like USQ, Serena and Novell) not only engages the community to collaborate and share, but it can also act as a means of connection, strong digital presence and a forum for advertisement and customer service.

7.3.5 Distributed Work: Our strategy primarily emphasises harnessing QUT Library's existing Web 2.0 applications and tools as they are not only already commonly accepted mediums throughout the community, but also easily implemented and adopted as they are already in use and complement QUT's existing infrastructure. The library staff is already exposed to social networking and knowledge management tools through internal collaboration and their expertise in emerging technologies is quite apparent. Their openness to accept new forms of communication will improve their efficiency and effectiveness at work as more students and members of society start to contribute and help them answer commonly asked questions and help improve QUT's Web 2.0 tools.

7.3.6 Faster Innovation: The Enterprise 2.0 strategy that we wish to implement is not only easy to establish but also highly flexible and integrated. Publicising the Web 2.0 tools already being tested will require minimal effort and return a more rapid response. By making these tools more apparent and accessible, students will be able to engage the library more openly and make suggestions regarding potential improvements. All proposed Web 2.0 tools have been designed to complement existing systems making them more efficient and effective. Since these applications, for example UQ's Facebook application and 'Gliffy Plug‐ins' for Confluence Wiki utilise open source API's that both staff and the community can exploit to collaboratively devise new applications and plug‐ins that are not only unique to QUT Library but also assist with social networking, data management and ubiquitous access to the library's services, news, activities and resources.

7.3.7 Knowledge: Creation of a new space Libr@ry Connect effectively retains and centralises knowledge within a specific focal repository. This will effectively provide easily searchable information to all visitors that will evolve dependent on situations and contributions and reduce the necessity to use traditional channels (e.g. sending emails) where context can be lost and redundant content can be published in multiple areas. All visitors to this newly developed site can benefit from this singular resource and effectively contribute to any subject, topic or query.

7.3.8 Staff Engagement: A majority of QUT library staff are already engaged with new technologies in varying degrees, thanks largely to QUT's existing IT infrastructure, Research & Development, personnel's individual exploration of tools


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(including Wordpress, Facebook and Twitter) and their personal preferences to administer and maintain discipline‐focused blogs. Our Enterprise 2.0 strategy aims to nurture these initiatives and encourage others to integrate gradually using wiki's, blogs and social networking platforms. Official rollouts of blogs and LibGuides throughout all disciplines acts as an extension of existing tools used at the University. Advertising experimental Web 2.0 can demonstrate a positive influx of student participation which staff can adapt and engage with. Interaction with students on this level allows both staff and students to collaborate on a more emotional and trusting level with a community of experts and enthusiasts. This, in turn, can help provide insights and recommendations to help improve the Library's (and QUT's) rapidly changing online system as outlined in the upcoming web transformation project. Staff will become more approachable in both digital and physical environments, providing a richer level of support to people who already use these technologies.

7.3.9 Reputation: With the gradual integration of tools including Facebook, Yammer and community wiki’s, QUT Library can enhance the university's digital presence and demonstrate the integrity, honesty and reputation of its staff beyond a local setting. With the proper considerations, guidelines and governance already in place, staff's professional conduct online will positively reflect upon the University's reputation (with very similar effects to Texas Instruments and their use of a customer service wiki to promote caring, efficient and effective customer support). Gradual adoption of other means of communicating multimedia (an official roll‐out of innovative tools available to all faculties, schools and disciplines as opposed to optional applications used only by 'Creative Industries') can also contribute to bolstering your reputation and credibility to audiences throughout the world.

7.3.10 Enhanced Collaborative Behaviours: The adoption of an Enterprise 2.0 strategy automatically encourages staff and the wider community to engage each other more openly, collaboratively and constructively. Emerging technologies including social networking platforms, wiki’s, blogs and microblogs will effectively open additional channels and a means of sharing information whilst also establishing a level of trust and credibility within a forever evolving network. Publicising your Web 2.0 tools will increase your chances of encouraging all potential participants to engage and contribute to subjects that apply specifically to them, effectively forming new digital communities within the QUT library sphere. This community possesses unlimited potential for growth dependent on the level of adoption and subsequent 'network effect'.

7.3.11 Easier access to expertise and organisation's capabilities: By continuing use of commonly used platforms and tools (LibGuides, Wordpress and Facebook) you will effectively expand students' access to your organisation's services, news and resources. Ellison (2007, 7) discovered that approximately 80% of undergraduate students in her study utilised Facebook to establish their own personal presence online and establish, rekindle and maintain various social relationships. Incorporating tools including a Facebook library application, that reach out to platforms like this can provide a more convenient and efficient means of accessing the library's resources. In retrospect, personnel within the QUT library can also acquire insights from the local university community, as well as professionals and experts linked throughout these networks.

7.3.12 Enhanced Search: Social networking and authorship promote additional behaviours that improve searchability. Refinement of the new LibGuide system can potentially allow users to create their own tags/comments, link to relevant websites and resources apply commentary and even supply metadata ‐ all essential to establish an effective 3rd generation search (also referred to as Search 2.0). The prospect of ‘folksonomy’ (commenting and tagging information) opens new doors for improved resource discovery that can assist undergraduate students in similar ways to postgraduate researchers. Increased activity from both staff and students create more meaningful and updated RSS feeds that provide 'signals' that can be monitored and followed easily using


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aggregators including the popular 'Tweet Deck'. Culminating all searches within one simple interface will act as a positive step which can potentially be expanded to include repositories from numerous institutions over time. Enterprise 2.0 strategies have been strongly integrated within various library systems both locally and internationally. Adoption of these strategies can assist you in engaging your audience online and through mobile devices, encourage participation, eliminate knowledge silos using a perpetual, and centralised repository, improve efficiency as well as raise awareness. Web 2.0 is already widely used and should be embraced to help improve your system.


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8 Return on Investment The Return on Investment (ROI) in Enterprise 2.0 technologies and behaviours has been recognised as being very difficult to measure (Hinchcliffe, 2009). Traditionally, a business project or plan would compare the return on a number of options through the amount of revenue they would generate, or the reduction in costs they might bring. Social Media ideas and Web 2.0 tools do not as yet have clearly defined ways to measure reductions in costs or improvements in revenue. There are often only indirect effects on revenue through using Enterprise 2.0. The real benefits come through goodwill, better communication and a general improvement in the public opinion on the company, which is very difficult to measure objectively. As described by Carpenter (2009), "Software ROI is only as predictable as the activity for which it is used". Although methods of analysis and measurement are as yet only in early days, there are some ways to keep track and approximate the impact of the introduction of Enterprise 2.0 attitudes and tools. For a typical business, ROI describes the difference between revenue coming in, and expenses going out. In this area, the returns from Enterprise 2.0 software and attitudes include better collaboration over geographic and spatial boundaries, greater engagement with colleagues and tasks and capturing knowledge from transitioning workers (Lynch, 2008). For the QUT library, the return will not so much be additional revenue, as spending the funding available more efficiently. This will primarily involve savings in Human Resources spending, in addition to the benefits gained by businesses mentioned above. Where the savings will come from as yet cannot be predicted, so the initial measurements are often qualitative (Newsgator, 2007). The majority of the advancements results in better Service Quality and Provision.

8.1 Student Satisfaction and Engagement

Investing in tools and techniques that allow Library staff to better respond to student enquiries or provide services that allow students to answer their own questions will increase student use of Library services. Developing more inclusive and intuitive searches, such as the trial currently under‐way, removes barriers such as lack of time or lack of expertise. This could be extended by integrating external services and platforms into the QUT offerings. A separation between social, personal, education and work tools and interactions would be desirable, but some blurring of boundaries would be allow contact to be maintained, and increase the value of updates. These improvements can be measured using surveys presented in a variety of ways. Online polls, step‐by‐step surveys or applications similar to the Learning Experience Survey (LEX) would capture different types of students. Passive measurement could be implemented through authorised use of web logs and statistics, as this data is already created and there are tools available to add value to the raw information.

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9 Implementation planning The implementation plan for this business improvement proposal will follow an iterative 2.0 development cycle as proposed by Acando (2009) that is characterised by short phases for prototyping, development, launch, evaluation and adjustment (see Figure 2). This approach will enable the ongoing evaluation of strategies, measurement of achievement of key objectives and consistent value creation building. This is particularly important as Web 2.0 tools evolve and target market needs and expectations may change over time.

There are 3 stages for the implementation as illustrated in Figure 3. The first is to engage in centralising existing tools as Libr@ry Connect, establishing an effective integrated marketing communications campaign to engaged with the target market (students). The third stage will see the extension of Web 2.0 functionality. This can be in the form of the Facebook search API leveraging the launch of the new combined search tool and evaluation of current tools that identifies gaps in capabilities or opportunities for extension. A breakdown of activity timeline and milestones is presented in the following sections. Stage 1 and 2 can occur simultaneously as the activities of Stage 2 must support the end product of Stage 1 (development and launch of Libr@ry Connect). Stage 3 can occur after the completion of Stage 1. It is envisaged that Stage 2 will also be ongoing with a renewal cycle for the beginning of every semester.

1.Development of Libr@ry Connect

2. Integrated Marketing Communications

3. Extend Web 2.0 functionality

Idea Develop Launch Evaluate Adjust

Weeks Weeks Weeks Weeks Weeks

Redevelop, re‐launch, re‐evaluate adjustment

Figure 2 ‐ 2.0 iterative development cycle (Acando, 2009)

Figure 3 ‐ Stage Plans


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9.1 Stage 1 Plan – Development of Libr@ry Connect

Stage 1 – Idea Timeline Milestone Milestone achievement criteria 6 – 17 Dec 2009

Stakeholder consultations around Libr@ry Connect concept

Feedback report from stakeholder consultations

11 Jan 2010 Project Committee sign off on Libr@ry Connect concept Approval signed for prototyping from committee

Stage 1 – Develop Timeline Milestone Milestone achievement criteria 12 Jan 2010 Libr@ry Connect Prototype Plan Draft document completed 18 – 21 Jan 2010

Identification of existing Web 2.0 tools to be integrated Integration plan completed

25 Jan 2010 Sign‐off for tools integration and prototype plan from project committee

Sign‐off obtained

25 Jan – 8 Feb 2010

Libr@ry Connect page development (using already web governance approved site template – shown in Appendix A)

Page developed

25 Jan – 8 Feb 2010

Development of Libr@ry Connect governance policies (establishing roles of contributors, categorisation of information, presentation and maintenance standards)

Governance document for Libr@ry Connect

8 Feb 2010 Sign‐off from project committee on Libr@ry Connect governance policies

Sign‐off obtained for governance policies

9 – 19 Feb 2010

Integration testing of Libr@ry Connect in sandpit server Errors and bugs resolved

9 – 18 Feb 2010

Usability testing of Libr@ry Connect Usability tests passed

Stage 1 – Implement Timeline Milestone Milestone achievement criteria 19 Feb 2010 Project Committee sign‐off to Go‐Live on date Sign‐off obtained 19 – 26 Feb 2010

Staff training about Libr@ry Connect governance, tools and support

Staff development materials delivered

22 Feb 2010 Go‐live of Libr@ry Connect (concurrently with Stage 2 – marketing)

Go‐Live date confirmed for Libr@ry Connect

22 Feb – 12 Mar 2010

Dedicated Library support for Libr@ry Connect usage queries and monitoring

Staff allocation for support

Stage 1 – Evaluate Timeline Milestone Milestone achievement criteria 10 May 2010 – 28 May 2010

User feedback capture and analysis (quick radio button online user poll on Libr@ry Connect usage/satisfaction)

Poll statistics analysed

10 May 2010 – 28 May 2010

User focus groups (gauging more qualitative feedback about Libr@ry Connect adoption and opinion themes)

Evaluation Report completed

22 Feb – 28 May 2010

Visitation statistics (number of unique visitors, elements on the page visited, most used tools, visit duration, student profile (if they log into “My Library Profile”)


Stage 1 – Adjust Timeline Milestone Milestone achievement criteria 31 May – 11 June 2010

Evaluation analysis – any further action points to be taken

Next stage plan


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9.2 Stage 2 Plan – Integrated Marketing Communications

Stage 2 – Idea Timeline Milestone Milestone achievement criteria 12 Jan 2010 Communication Plan Concept Approved by TILS (Teaching,

Information and Learning Support) marketing communications team and project committee

12 – 18 Jan 2010

Identification of key stakeholder groups (students and staff group support)

List of stakeholders to target for marketing communications.

18 Jan 2010 Project committee sign‐off for communication plan Sign‐off obtained for plan Stage 2 – Develop Timeline Milestone Milestone achievement criteria 19 Jan – 12 Feb 2010

Development of Libr@ry Connect giveaway materials for Orientation Week

Approved by TILS marketing communications team and project committee

19 Jan – 12 Feb 2010

Development of Libr@ry Connect materials for Academic Staff

Approved by TILS marketing communications team and project committee. Distributed via the Assistant Deans of Teaching and Learning per faculty.

19 Jan – 12 Feb 2010

Development of Libr@ry Connect posters Approved by TILS marketing communications team and project committee

19 Jan – 12 Feb 2010

Development of Libr@ry Connect posters for Library noticeboards


19 Jan – 12 Feb 2010

Development of Libr@ry Connect “How‐To” sessions (online Flash media demonstration)


19 Jan – 12 Feb 2010

Development of Libr@ry Connect “How‐To” sessions (librarian presentation)


19 Jan – 12 Feb 2010

Plan cross promotion with “Kick Start – Study Smart” website (http://www.kickstart.qut.edu.au/)

Approved by TILS marketing communications team and project committee. Link to Libr@ry Connect established on “Kick start – study Smart” webpage

19 Jan – 12 Feb 2010

Development content for student E‐newsletter Libr@ry Connect launch material

Approved by TILS marketing communications and project committee. Email sent to all students.

Stage 2 – Implement Timeline Milestone Milestone achievement criteria 15 Feb – 26 Mar 2010

Email to all students Email sent

15 Feb – 26 Mar 2010

Email to all academic staff Email sent

22 Feb 2010 Release of posters, flyers, tip sheets Publications made visible 22 Feb – 26 Mar 2010

Conduct “Library Connect” workshops Organised and attended

22 Feb – 26 Mar 2010

Conduct “Libr@ry Connect” lecture presentations Performed (either by Liaison Librarians in each faculty or by lecturers in Week 1)


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15 – 19 Feb 2010

“Libr@ry Connect” freebie materials given out in Orientation Week

Execution with each faculty.

Stage 2 – Evaluate Timeline Milestone Milestone achievement criteria 10 – 28 May 2010

User feedback capture and analysis (quick radio button online user poll on Libr@ry Connect about how they heard about Libr@ry Connect)

Each marketing channel is presented in the online poll and the number tally will be evaluated

10 – 28 May 2010

User focus groups (gauging more qualitative feedback about Libr@ry Connect communication and access)


10 – 28 May 2010

Visitation statistics (number of unique visitors, tools visited, most used tools, visit duration, student profile (if they log into “My Library Profile”)


Stage 2 – Adjust Timeline Milestone Milestone achievement criteria 7 – 26 June 2010

Evaluation analysis – any further action points to be taken

Next stage plan

9.3 Stage 3 Plan – Extended Web 2.0 Functionality

Stage 3 – Idea Timeline Milestone Milestone achievement criteria 24 – 28 May 2010

Idea concept for Facebook Library Search API (dependent on new combined search tool completion)

Approval from project committee

7 – 18 June 2010

From Evaluation of Stages 1 if there are any opportunities for tool extensions – for them to be identified and developed

Approval from project committee

Stage 3 – Develop Timeline Milestone Milestone achievement criteria 14 – 18 June 2010

Facebook Library Search API Prototype Development Facebook Library Search API prototype developed

14 – 25 June 2010

Any other tool development (flexible) Other tools are developed

21 Jun – 2 July 2010

Testing of Facebook API Errors and bugs resolved

Stage 3 – Implement Timeline Milestone Milestone achievement criteria 5 July 2010 Project Committee sign‐off on Go‐Live date Sign off obtained and date set 12 July 2010 Go‐live of Facebook Library Search API release Facebook Library Search API

released 12 July – 13 Aug 2010

Mini‐marketing campaign on “Libr@ry Connect” website, Twitter announcements, RSS etc

Increased API install during marketing campaign

Stage 4 – Evaluate Timeline Milestone Milestone achievement criteria 13 Sep – 22 Oct 2010

Evaluate the number of Facebook Library Search API installs

Usage statistics analysed

13 Sep – 22 Oct 2010

Online poll about usage of Facebook Library Search API Poll Statistics analysed

Stage 4 – Adjust Timeline Milestone Milestone achievement criteria 25 Oct – 5 Nov 2010

Evaluation analysis – any further action points to be taken (new interface, decommission, or improve)

Next stage plan


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10 Conclusion The chosen approach to implementing Enterprise 2.0 tools and techniques in the QUT Library was selected because it allows for the greatest amount of progression and development, while retaining staff dedication and student attention. The iterative solution can complete small tasks regularly, such as incorporating existing functionality into a central location or building tools in separate, useful pieces. Each advance in the process can account for training requirements and time for promotion. Enterprise 2.0 applications and attitudes allow even small developments to convey benefits. Internal and external collaboration can be aided with straightforward policies that include using tools other than email for distributed work. Existing staff engagement in Web 2.0 tools can be leveraged to promote further innovation while establishing easier access to the expertise and knowledge available in the organisation. Throughout this project, the focus has remained on improving the Library's contribution to QUT's four key responsibilities: teaching and learning, research, community engagement and resources. The implementation timeline shows that this proposal aims for returns within a short but achievable time frame. Through making more effective use of available financial resources, while also improving the services identified as important to students, the Library will continue to support evolving requirements.


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11 Appendices 11.1 Appendix A – Libr@ry Connect

This Libr@ry Connect template is modelled off a web governance committee approved web template. This template is currently used for the IT Helpdesk and because it has already been approved by the web governance committee the Library will have fewer governance approval issues for implementation. Key features of this webpage is the integration of the Library Twitter feed, LibGuides, Hot Links highlighting other Web 2.0 tools in use (blogs, RSS feeds etc), access to the combined search, seeing what other students have been searching for, Chat to a Librarian and My Library Profile all on one centralised page.


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12 References Carpenter, H. (2009). How I Address the Question of Enterprise 2.0 ROI. Retrieved October 20, 2009 from http://bhc3.wordpress.com/2009/03/09/how‐i‐address‐the‐question‐of‐enterprise‐20‐roi/ Dawson, R. (2009). Updated Social Media Strategy Framework. Retrieved 2 October 2009, from http://rossdawsonblog.com/weblog/archives/2009/09/updated_version.html Dawson, R. (2009) The Big Shift in economic structure and why knowledge flows are becoming a fundamentally important business driver. Retrieved 6 October 2009, from http://rossdawsonblog.com/weblog/archives/2009/10/the_big_shift_i.html Ellison, N. (2007). Facebook Use on Campus: A Social Capital Perspective on Social Network Sites. Retrieved 6 October 2009 from http://net.educause.edu/ir/library/pdf/ECR0713.pdf Frappaolo, C. & Keldsen, D. Enterprise 2.0: Agile, Emergent & Integrated. AIIM. Retrieved 11 October 2009 from http://www.aiim.org/Research/MarketIQ/Enterprise‐2.0‐Agile‐Emergent‐Integrated.aspx Griffiths, J. R., & Brophy, P. (2005). Student Searching Behaviour and the Web: Use of Academic Resources and Google. Library Trends, 53(4), pg 539‐554. Hinchcliffe, D. (2009). Determining the ROI of Enterprise 2.0. Retrieved October 20, 2009 from http://blogs.zdnet.com/Hinchcliffe/?p=334 Jones, S. and Fox, S. (2009). Generations Online in 2009. Retrieved October 15 2009 from http://pewinternet.org/Reports/2009/Generations‐Online‐in‐2009.aspx Lynch, C. (2008). The ROI of Enterprise 2.0: Four Ways Wachovia Justified Wikis, Blogs and Other Social Networks. Retrieved October 20, 2009 from http://www.cio.com/article/391913/The_ROI_of_Enterprise_2.0_Four_Ways_Wachovia_Justified_Wikis_Blogs_and_Other_Social_Networks McAfee, A. (2009). Toward a Pattern Language for Enterprise 2.0. Retrieved October 16, 2009, from http://andrewmcafee.org/2009/06/toward‐a‐pattern‐language‐for‐enterprise‐20/ McAfee, A. (2006). Enterprise 2.0: The Dawn of Emergent Collaboration. MIT Sloan Management Review. 47 (3) Mellon, C. A. (1986). Library Anxiety: A grounded theory and its development. College and Research Libraries, 47(March 1986), pgs 160 ‐ 165. Miles, D. (2009). Industry Watch: Collaboration and Enterprise 2.0: Work‐meets‐play or the future of business?. AIIM. Retrieved 12 October 2009 from http://www.aiim.org/Research/Collaboration‐Enterprise20‐Research.aspx Mitchell, D. (2007). Enterprise 2.0: turning consumer‐driven Web 2.0 technologies into business value. Retrieved October 21, 2009 from http://www.slideshare.net/nasscom/session‐10a‐enterprise‐20‐turning‐consumerdriven‐web‐20‐technologies‐into‐business‐value‐david‐mitchellovum


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Newsgator. (2007). Enterprise 2.0 ROI. Retrieved October 20, 2009 from http://blogs.newsgator.com/daily/2007/08/enterprise‐20‐r.html Offsey, S. (1997). Knowledge Management: Linking People to knowledge for Bottom line Results. Journal of Knowledge Management 1 (2). O’Reilly, T. (2005). What is Web 2.0? http://oreilly.com/web2/archive/what‐is‐web‐20.html (accessed October 6, 2009) QUT Library. (2005). QUT Library Client Charter. Retrieved October 17, 2009, from http://www.library.qut.edu.au/about/clientcharter.jsp Shultz, M. (2007). Comparing Test Searches in PubMed and Google Scholar. Retrieved 6 October 2009 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2000776/ Valentine, B. (1993). Undergraduate Research Behavior: Using Focus Groups to Generate Theory. The Journal of Academic Librarianship, 19(5), pg 300‐304. Warren, C. (2009). STUDY: Time Spent on Social Networks Has Tripled. Retrieved 10 October 2009 from http://mashable.com/2009/09/25/social‐networking‐triple/

WebIT2 Consultants Proposal

Technology

Transcript of WebIT2 Consultants Proposal