Word-of-Mouth Marketing Using Peer Tutors

Millet, Michelle S.; Chamberlain, Clint

doi:10.1300/j123v53n03_07

Cited by 14 publications

(6 citation statements)

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“…Washington State University (Bancroft et al, 1998) University of Connecticut (Betz et al, 2009) University of Sunderland (Edwards and Webb, 1999) State and University Library, Bremen, Germany (Ellis, 2004) Texas A&M University (TAMU) Libraries (Hart et al, 2001) Wayne State University (Holley and Powell, 2004) University of New England, Armidale, New South Wales, Australia (UNE) (Leong, 2007) Tanzanian academic and research institutions (Manda, 2005) University of South Florida (Metz-Wiseman and Rodgers, 2007) Trinity University (Millet and Chamberlain, 2007) University of Arkansas (Parker-Gibson, 1994) Science & Engineering (S&E) Library at UCSC (Soehner and Wei, 2001) University of Illinois at Urbana-Champaign (Song, 2006) Marie R. Kennedy. 2011.…”

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confidence: 99%

What are we really doing to market electronic resources?

Kennedy

2011

Library Management

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Purpose: This research identifies which marketing activities libraries are using to promote electronic resources and examines how libraries are measuring the successes or failures of their marketing plans. Methodology: This research analyzes the literature published in library science on marketing techniques for electronic resources in use at libraries; the corpus is composed of 24 documents published from 1994-2009. The literature is qualitatively analyzed to determine the techniques in use, the libraries' goals, targeted groups, budgets, and assessments of their marketing plans. Findings: Thirty-eight unique marketing techniques were discovered in the 24 documents consulted for this research. The four most popular techniques were patron training in a group setting, flyers/brochures, emails to patrons, and surveys. Libraries were generally unclear about stating the goals for their marketing plans but were able to easily identify the target of their marketing efforts. Budgeting was inconsistent among libraries included in this research; nine libraries reported having either no budget for marketing or did not mention budgeting in the article. Assessment was the weakest part of the marketing plans, with four libraries not documenting an awareness of the need for assessment and seven libraries noting an understanding of the need to evaluate their plan but unsure how to do so. Value: Based on this analysis it is clear that as libraries engage in marketing activities they should make themselves aware of general principles before beginning their plan. Special focus should be given to selecting activities that match the goals of the marketing plan and choosing an appropriate evaluation technique before beginning the marketing activities.

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confidence: 99%

What are we really doing to market electronic resources?

Kennedy

2011

Library Management

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“…These marketing efforts and the methods they employ are reflected in the literature. Millet and Chamberlain (2007) recognized the importance of using "a multitude of approaches" in order to "guide students to the appropriate resources" since students often select free web resources instead of paid content from the library (p. 97). Kennedy (2011) reviewed articles about the marketing of electronic resources by academic libraries and identified several techniques, including during group training, email, flyers, direct mail, newspaper advertising, social media, web page advertising, user guides, and surveys.…”

Section: Literature Reviewmentioning

confidence: 99%

Targeted awareness: promoting niche resources using confirmation emails

Rennick

Camacho

Spackman

2020

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PurposeThe purpose of this paper is to examine the effectiveness of a targeted email advertising method that informs university students about library resources relevant to their major.Design/methodology/approachOver the course of one semester, students with business and communications majors who reserved group study rooms received customized confirmation emails that included targeted advertisements for library databases. These advertisements invited students to click a link that led to a database related to a student's major. Near the end of the semester, students were invited to complete a short survey about the advertisements. Survey questions were designed to discover whether the advertisements were seen and to measure database relevancy. The survey also gathered participant perceptions about the value of this targeted awareness advertising approach.FindingsOverall, the technique of appending database advertisements to reservation emails proved ineffective; very few students recalled seeing the advertisements or clicking the links. On the positive side, this study showed that very few of the survey respondents disapproved of receiving advertisements. Another positive result was that a majority indicated the selected library databases were relevant to their needs. Respondents also offered suggestions for improving this marketing technique.Originality/valueThis research introduces a novel, unobtrusive approach to advertising library resources to a targeted audience. The results can be used by library administrators as a starting point for experimenting with similar (yet improved) methods of sharing information about relevant library resources with specific user populations.

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“…Other examples described joint workshops led by instruction librarians and the professional writing staff focused on improving student learning outcomes (Artz, 2005;Boff & Toth, 2005;Cooke & Bledsoe, 2008;Leadley & Rosenberg, 2005). Further examples discussed the use of peer tutors serving in an assortment of roles from marketing ambassadors to basic research support assistants (Cannon & Jarson, 2009;Deese-Roberts & Keating, 2000;Furlong & Crawford, 1999;Gruber, Knefel & Waelchli, 2008;Lowe & Lea, 2004;Millet & Chamberlain, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Donahue¹

2015

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state's flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process.Methods -The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students' knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions.Results -The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixedchoice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior.Evidence Based Library and Information Practice 2015, 10.2 46 Conclusions -The assessment methodology used was an assortment of low-key, locallydeveloped instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

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Word-of-Mouth Marketing Using Peer Tutors

Cited by 14 publications

References 0 publications

What are we really doing to market electronic resources?

What are we really doing to market electronic resources?

Targeted awareness: promoting niche resources using confirmation emails

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

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