WLA 2009: "Library Services for the Homeless Population in Wisconsin"

Library Services for the Homeless Population in Wisconsin: Findings of a Study
Timothy Blomquist, UW-Milwaukee SOIS

• Sponsored by WLA Outreach Services Section
• Research for his Masters thesis
• Conducted survey April-May 2008
• 388 public libraries - sent survey
• 260 responses - 67% response rate, 1 invalid
• 16 questions
• questionnaire - had definitions
• He got the impression that people aren't aware of the issues

Statistics

• 2.5-3.5 million people homeless annually (in U.S.) - 39% children
• 700,000-2 million each night
• 12 million have experienced homelessness at some point (7%+ of population)
• 600,000 families with 1.35 million children experience homelessness each year
• Definitions vary - without permanent or adequate shelter
• Really, it's not just lacking a place to sleep - lacking storage for belongings, pulled away from friends/ family/ school/ support
• WI ServicePoint Homeless Management Information System
• Causative factors: Veterans, roommate/family conflict, eviction, low/no income, domestic violence, criminal history, addiction, institutional discharge, physical/mental disabilities, can't find affordable housing, disaster, illness, injury, moved to seek work, in transit, denied/delayed/term public assistance
• Response from small communities = "we don't have homeless," one said "because we don't have apartments"
• Every county has support system, based in larger population areas; Homeless Emergency Shelter Provider Regions
• Small towns often don't have best support systems, but libraries can provide simple resources (handouts etc. pointing to shelter)
• Emergency Shelter Use - 1/1-10/1/09 - 40.1% African-American
• no stats from privately funded shelters, such as one of largest in Milwaukee
• 1.3 million children/teens homeless nation-wide; 17,000 in Wisconsin
• Almost half are turned away from shelters each night because demand exceeds space
• Information needs = finances, relationships, childcare, literacy, housing, health, employment, education, transportation, public assistance (Hersberger 2001) - similar needs to general public
• library classification - many rural 73% - factor in why not services or interested in implementing
• Lack of funds, no need/homeless

Survey Questions

• Survey Question: would you attend a conference on public library services for the homeless? 15.2% yes, 41.4% undecided, 43% no
• 11.4% said they had services for the homeless
• Others said: existing support outside library, never thought of it, lack of funds/staff, lack of outside support/partner, patrons need an ID, other (7.7% - not problem, fear, all services available to all, no one would use it, no apartments, none have contacted us)
• stereotypes: smell, looks, argumentative, disruptive, sleep inside/outside, drink alcohol, violent, bring in food
• teenagers can be disruptive, too, but we still serve them
• libraries are a public space, people come because quiet, warm/cool, comfortable, safe, things to do, job resources, computers
• Survey Question: Will be offered in future? yes 1.6%, 47.6% undecided
• What needed to offer? homeless pop/demonstrated need, funds/staff/resources, evaluate/research/identify, training, partner, unsure 2.8%, other 3.6%, info/requests from social service agencies, more space 1.2%
• As simple as a card/handout with basic info = few resources to do
• other = update strategic plan, plan for lost/damaged, ID, if problem would identify, what entail showers/lockers?, hire new director
• one overly negative response, large urban library - shouldn't be a director - we treat all equally - people with many challenges - special services for the homeless"???"
• those that do have services = 11
• Survey Question: have you trained staff to handle? = 3
• Q: Do homeless share status with staff? A: Can't tell who's homeless [but they usually have to give an address which is in their record...]
• Survey Question: if can't check out, what else: onsite materials, computer/internet, temp card, other ID, need a shelter contact, restricted access (ex: 3 items)
• online in the library = 8, in and out library = 1
• Recommend shelter/other referral rather than ID if need such
• mailing address could include shelters, church, hotel, social service office, etc.
• maybe only 4 had specialized programs for homeless actually - housing consultation space/promotion
• would it work to have a union member database so that you can only have full membership at one library?
• "we're just trying to stay open" - if can provide game night, can print out a flyer
• Survey Question: actively promote? = 2 [he meant literature at services desk]
• homeless kit provided by county agency, fliers, newspaper articles, radio, tv, distro to agencies
• Survey Question: types of requests: housing, employment, other, education/training, literacy, legal. (other: meal programs, ESL, bus schedule, newspapers, trained staff for ref q's)
• Survey Question: what would it take to change? someone to take the lead, stengthen communication to serive providers, separate room for esl, limit checkouts to halfway houses/abuse shelters as we do for homeless
• some have homes but no heat/phone/etc.
• one library says they limit number and size of bags allowed to bring into library
• one library in a small community - someone will vouch for temporarily homeless

Existing & possible services

• Some libraries: collections in shelters, children's services, temp cards, computer access, outreach, listing services, cultural programs
• provide a handout listing local food, health, housing, welfare, legal aid, winter shelter, g.e.d. prep, locations for showers
• in homeless shelters: reading rooms, programming, films, parenting workshops, storytime, literacy (parents can be working 2-3 jobs, no time to support learning needs of children)
• take kids to cultural events, museums etc.
• provide transportation from shelters
• phone use for homeless needs
• "The Homeless Guy" Blog http://thehomelessguy.blogspot.com - newsletter - issues, information, advocate
• Resumes, email, contact other homeless, reaching out, communicating, create community
• can contact local agencies to know what's available, for referral
• partners: salvation army, emergency shelter, cots, head start, literacy coalition, health dept, safe and sound, pearls for teen girls, journey house, friends of the community/amigos de la communidad, domestic abuse shelter, food pantries, red cross

In closing

• libraries are doing good things - just a few were negative
• transient patrons only there for 1-2 weeks
• He doesn't think you need a social work background - librarians have breadth of knowledge
• You do need awareness, understanding, sympathy, non-judgemental attitude
• Both rural and affluent assume no homeless

WLA 2008: Constructing Questionnaires and Questions: It's Harder Than it Seems

This presentation by Thomas D. Walker (UW Milwaukee) covered the fundamentals of questionnaire construction.

Surveys are instruments to gather data for empirical analysis.

Some questionnaires can accidentally turn into "fishing expeditions", and ask too many questions.

There are three crucial tasks:

• sampling the population
• determining the medium - f2f 1 to 1, in groups, written form
• designing the questionnaire

Advantages to written Questionnaires:

• more cost effective than interviews, especially with large sample sizes or large regions
• most cost effective medium for large numbers of questions
• can be easier to analyze, depending on the construction of the questions; some aspects can be automated (#2 pencil)
• are a familiar medium
• can reduce bias associated with oral questionnaires
• can be less instusive than oral surveys (more anonymous)

Disadvantages to written questionnaires:

• lower response rates (equals lower confidence levels)
• questions are usually very focused -- no elaborations are possible ("well yes, but ..." qualified answers aren't possible)
• no visual cues (no body language observable by interviewer)
• hard to know who's fillig it out
• may not be suited to certain populations (jargon, reading level issues, language, etc.)

Developing a questionnaire:

• Define:
• what kind of info is required?
• from whom do you need data?
• Break down complex problems into very simple ones

Questionnaires:

• should be introduced to let the respondent know what the purpose of the survey is, who will analyze it, and whether the results will be made public
• should conclude by expressing appreciation
• should be designed at a relatively early reading level

Good questions are...
clear
concise

Non-threatening questions...

• seek truth on sensitive issues by using a clinical, anonymous distance
• gain the confidence of the subject
• do not lead in one direction or another

Seek one kind of info, not two or more:
"Are you satisfied with the hours and facilities of the library?"

If choices are provided, ensure they include all possibilities.
"Which of the following services do you use? -ILL - Reference -YA"

Offer mutually-exclusive choices; don't provide choices that overlap

Logical sequence

• group questions logically
• establish a logical flow within a group
• possible characteristics: general to specific; positives versus negatives; time sequence
  

Rewording to validate

• Some large-scale studies may benefit from the validation of data by means of question repetition
• Most of the time, surveys we do aren't this large

Make no assumptions
"How satisfied are you with DPL's provision of access to large-scale bibliographic databases?"

Does not suggest an answer; doesn't lead the person to an answer

Avoid jargon and acronyms

Should not be tied to other questions; avoid especially in written questionnaires

Adhere to the Rule of 5

• Likert scale 1 - 5
• Rankings

Direct questions:

• True / false
• Multiple choice
• Likert scale
• Ranking

Advantages to direct/closed questions:

• easy to answer
• easy to code
• responses are uniform
• success of closed quesitons depends on the quality of the questions

Scaling

• Likert scale
• spectrum between two poles

Open-ended questions

• unstructured
• sentence completion
• word association

Advantages of open-ended questions:

• more flexible
• richer data (hard to analyze)
• may lead to other variables (other questions you want to ask in a future questionnaire)

Disadvantages of open-ended questions:

• hard to code/analyze

Confidentiality:

• statements assuring confidentiality are desirable and may be required
• inform respondents that thier responses are voluntary and their anonymity is assured
• if children are involved in any way, extra precautions must be taken

Question order:

• don't start with sensitive questions
• lead logically and unthreateningly to sensitive questions
  
• request demographic data at the end
  

Return rates from online surveys of distance education students are dismally low.

WAAL 2008: User Surveys: Cost-effective Marketing Strategies

• Larry Duerr and Dolores Skowronek, Alverno College

Cost-effective Marketing Strategies

• Both of us are on campus library marketing committee
• Previous committee members were more interested in promoting internally through bulletin boards, etc.
• International Encyclopedia of Information and Library Science: "Marketing represents an organized way of offering library services cost-effectively and efficiently, baesd upon user interests, communication methods, imaginative design of service and products, and feedback that improves what the library is doing."
• Rather than pulling an idea out of a hat and saying, "let's try this" - we needed data on our users
• Last time we'd gathered data like this was 10 years ago
• Info we wanted to gather: frequency of library use, demographics, reality of student tech proficiency vs. their self-assessment, satisfaction level with library

Data gathering & statistical analysis

• Probability sampling - better option but requires more understanding of statistics, and more funds - everyone has same chance of being surveyed - yields statistically measurable results
• Non-probability sampling - tends to be biased and not representative of whole population - not generalizable - convenience sampling (try to get as many people as possible who come into library on certain day/time to take survey) - handy when you aren't sure if there's a problem or not
• Most librarians don't have the research methodology skills to do probability sampling
• We had both taken a research methods class, but had never used in practice - we chose non-probability sampling
• Used same categories in our demographic survey questions, as those used by college - could then compare
• Educational institutions have tons of data on students - very helpful
• Attempted to minimize bias when distributing surveys - handed out to absolutely everyone who passed by, whether or not we knew if they were students
• Larger the sample size, the better - our goal was 331 (minimum sample size for our overall study body, if we'd used probability sampling)
• You're welcome to use our survey questions - contact us

Our questions + results

• We adopted a definition of a non-user: "somebody who uses the library once a year or less" - turned out that it wasn't good definition - very few people fit into that category - but it was good that we didn't seem to have the problem of non-use that we suspected
• Identify and separate 1st-year students, because of course they didn't use library last year...
• When analyze open-ended questions, need to go through "open coding" process - group into categories and assigned code to enter into analysis software - librarians are good at this!
• Try to reduce bias by having more than one person work on open coding, separately
• SPSS is great qualitative analysis software, but not intuitive - seek someone out with know-how
• 377 usable surveys, 322 were students, 8 nonusable, 124 chose not to answer survey [a data point most people don't collect]
• Happy to get small differences in percentage between our sample, and overall population by year in school, etc.
• Grad students - higher non-use of physical facility, but higher use of website; don't necessarily know why
• "Liked best about the library?" - generating talking points we can use with the administration - why have a library, why continue to staff it - leverage value-added component - high = library staff, quiet space
• "Liked least?" - too few computers (we had anecdotal evidence about this, but now real data to use in requests for funding); too few hours (have made some changes)
• "Where do you go first?" - internet (no surprise, not trying to compete there); library building 21%; library website; library databases

What changes have we made?

• 1st/2nd year students don't use website - more focus by Librarians in Residence, and tutorial videos
• Students say staff are friendly and easy to work with - confidence for librarians to serve on more curriculum committees, extend staff outside the building
• Want more computers - budget request, opened nearby computer lab for drop-ins from 12-1pm during week
• Focus group: more classes in how to do research - offering more workshops on APA citation format - got 5 people at each of 3 workshops [hmmm... not sure this is the right tactic]
• Low use of web2.0 (blogs, wikis, rss) - continuing workshops on learning technologies, want to purchase Captivate license
• High use of Facebook - created page, want to create link from website - communicating resources/services/events - gray area about crossing the line into student online communities - but we know it's being used, so good place to spend library time
• Faculty focus groups: expect library to keep them informed about new technologies and research

Future

• Do more frequent surveys - not wait 10 years between
• Target grad students
• Short-term goals: more laptops, more embedded librarians for specific courses - "Librarian in Residence," promote website to freshmen
• Long-term: new library building 4-5 years (ours is from 1950's) - get librarians involved, include Information Commons; create information literacy general education course taught by librarians (ACRL IL competencies); staff training - using technology

Lessons learned

• Find and use experts on campus (ex: SPSS experts)
• Redefine non-user = someone who uses library once a semester or less
• Verify college data - use master set/codes, rather than info on the open web which might not match (oops!)
• Detailed timelines would have been more helpful - tried to go back to analyze data after a semester, had lost momentum - this is common - loss of morale for staff as well as users who have answered survey
• Offered online survey version after refused paper survey - not many takers - has to be exactly the same
• Followed up survey with one focus group with students, one with faculty - wanted more, but very hard to schedule - good information - wanted to know what librarians "really do"
• Need IRB approval, admin buy-in, above-board
• Without funds for outside expert consultant, wanted to become good researchers - wonderful experience - will understand the literature better now - positive change - total cost was under $600

Questions/comments

• Let users know results? Haven't yet much; some info in annual report. Will make formal report to admin. Notepad at next "Institute" event where faculty meet - giveaway with facts about library.
• Memorial Library at UW-Madison did a "know your librarian" display - what they do when they are and aren't on the job
• Non-usable surveys? Filled out front and not back of survey.
• Amanda's reaction: Yay! Assessment as part of marketing!

WAAL 2008: Web Site and Online Database Accessibility...

Web Site and Online Database Accessibility at Academic Libraries: A Critical Overview of the Recent Research and Policy Developments
Axel Schmetzke

Axel started by showing us a short video about using a screen reader to read online documents and surf the web.

"For people with print/sensory disabilities, the digitization of information offer unprecedented opportunities..." but we need to do it right. The accessibility of online stuff depends on its design.

Common barriers to web page accessibility:

• images and maps without ALT
• tables used for layout
• scrolling/blinking elements
• no meaningful link text
• poor contrast between text and background
• no "skip navigation" link

WCAG (Web Content Accessibility Guidelines) and Section 508 (federal requirements) are the standard "rules" for making online stuff accessible. 508 is becoming more widely used because vendors are motivated to meet federal requirements and many states (including WI) are adopting 508 as their standard.

Reasons for an accessible online environment:

• Ethics -- it's the right thing to do
  
• Economics -- it makes sense from a business point of view
  
• Selfishness -- we may need it ourselves
  
• Law -- we gotta do it
  

Title II (ADA):
Services must be provided that are...
...as effective as those provided to other patrons
...the same -- unless different services are necessary to obtain equal results
...provided in the most integrated setting appropriate (no separate but equal)

Existence of a policy has a postive impact on accessiblity -- if your school or library has a policy requiring or recommending web accessibility, accessibility happens.

Study of SLIS and library web sites found that total site overhauls tended to reduce accessibility
SLIS sites tend to be less accessible than library sites generally.

As libraries, we should proactively think about accessibility as we build our online environment.
UWSP Collection Development policy includes accessibility for all, including people with disabilities -- need to, at least, consider accessibility: has the product been tested by users, documenting the reasons for selecting an inaccessible product...

Library Hi Tech special issue (2002)
database accessibility improved from 1999-2002, but usability remains a problem

Vendor survey

• They're much more aware of accessibility issues
• They're mostly working on it
• Sales reps get training on how to respond

But...

• They're not marketing accessibility
• They don't register accessible products with GSA Buy Accessible Data Center
• They don't conduct usability studies with people with disabilities

Survey tools:
SurveyMonkey not currently accessible -- but may be better now.
Accommodations often don't work so well for surveys about private concerns

Things to remember:

• Think about accessibility when buying products, when hiring web people, when designing websites
• Provide feedback to vendors after purchasing decisions
• Collaborate with assistive technologies person on campus
• Insist on 508-compliant survey tools
• Join discussion forums like AXSLIB

Axel's Survey Site:
http://library.uwsp.edu/aschmetz/Accessible/websurveys.htm

WLA 2007: Applying Survey Methodology in the Real World

Applying Survey Methodology in the Real World
a presentation by Thomas Walker, Associate Dean, UW-Milwaukee, SOIS

Introduction to surveys:

1. What are they?
2. How to plan a survey
3. How to collect data
4. Sampling
5. Questionnaires

I. What are surveys?

• a formalized method of gathering info about a group of people through a sample
• a carefully chosen sample can be used to project results to a larger population

Surveys are not...

• collected from 100% of a population
• collected entirely from a self-selected group
• collected from a group just because that "sample" is easy to get data from

Data gathered systematically:

• standardized procedures
• not data from individuals -- should be anonymous
• data should form a composite profile of the whole

Library surveys:

• usually to assist in the planning process
• assess community needs
• assess community perceptions of...
• - what libraries are
  
• - what libraries should be

Surveys and methods of collection:

• telephone
• mail
• in-person at the library or other location
• web site or email
• while methods of data collection can be used to describe the type of survey, methods should not be the main reason a sample is chosen

II. Planning a survey

1. Development
2. Pre-test
3. Final draft of plan and survey
4. Implementation
5. Coding
6. Analysis and reporting

Development:

• define budget, staffing, and time
• define outcomes
• broadly define population and sample
• draft data collection method

Pre-test -- allows you to try things out; a dry run

• more clearly define population and sample
• refine questionnaire
• pre-tests(s) of revised questionnaire
• evaluate pre-tests(s) and contine or pre-test again

Final draft of plan and survey:

• finalize population and sample
• prpare final questionnaire
  
• organize logistics of implementation -- will the survey be distributed at a service desk; given to every 10th person, etc.

Implementation:

• select sample

Coding:

• evaluate validity of data -- remove invalid responses and otherwise clean up
• prepare data for analysis (code)

Analysis:

• prepare data sets and subsets
• analyze data

Final reporting

• contextualize data in pre-established framework of survey plan
• prepare report

Two crucial tasks:

1. questionnaire design
2. sampling

V. Questionnaires:

• define:
• - what kind of information is required?
• - from whom do you need data?
• write questions at a 5th grade level; keep things simple & direct
• break down complex problems into very simple ones
• create clear simple questions

The questionnaire:

• may be self-administered or done by an interviewer
• should be introduced to let the respondent know what the purpose is, who will analyze it, and whether the results will be made public
• should conclude by expressing appreciation
• should be designed at a 5th grade reading level

Confidentiality

• statements assuring confidentiality are desirable and may be required
• inform respondents that thier responses are voluntary and that their anonymity is assured
• if children are involved in any way, extra precautions must be taken

Clear, simple questions

• scales may be useful ("on a scale of 1-5...")
• multiple choices may be clear, if all possible choices have been anticipated
• open-ended questions can yield rich data, but are difficult to analyze or quantify
• questions should be pre-ested
• special terms should be defined (acronyms like OPAC, jargon, etc.)

IV. How to sample

• define overall population
• determine ways to accurately sample that population

Examples of samples -- public library service populations subgroups:

• users
• non-users
• children in school
• visually impaired

Sample size:

• there is not one magic formula for determining sample size
• factors:
• - degree of exactitude needed
• - budget available
• - staff time
• - ease of administration of survey
  

Sample may be small

• if well-chosen, a sample may be just a small percent of the whole population
• it's better to spend one's time focusing on the design of a survey and the sampling of a population than to blanket a larger percent of a population

Confidence level

• expressed as a percentage for how frequently the true percentage of a population would answer the question
• the number of percentage points
• it is most common to express confidence more fully by including both the confidence level and the interval

Sample size calculator: http://www.surveysystem.com/sscalc.htm
"You can use it to determine how many people you need to interview in order to get results that reflect the target population as precisely as needed. You can also find the level of precision you have in an existing sample."

Finding sample surveys

• same time by replicating other surveys
• published articles for similar institutions or types of surveys, some of which may even include a copy of the original survey instrument

The Rodski Survey: http://www.newcastle.edu.au/service/library/rodski/