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LIBRARY WEST COMMUNICATIONS PLAN

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Table of Contents

INTRO: About the Team

Brand Platform

Campaign Issues and Challenges

Executive Summary

Research a. Qualitative b. Quantitative c. Results d. Recommendations e. Target Audiences

Programming a. Key messages b. Strategy 1 c. Strategy 2 d. Strategy 3

Timeline and Budget

]Evaluation

]Stewardship

Appendix

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Natalia TamayoAccount Executive

Natalia is a senior public relations student with a minor in innovation. She was born in Colombia and (after graduation) she is moving to Washington, D.C., to begin her PR career.

Angela DunnCopywriter

Angela is a senior public relations student who hails from Naples, Florida. She's currently a Mountain Dew Kickstart Rep. She hopes to go into the hospitality industry and has her outside concentration in business.

Lilianne BustoMedia Director

Lilianne is a senior public relations student. She is a current media specialist for the Hinkley Center. After graduation, she plans to obtain a Masters in Business Administration. She enjoys photography and traveling.

Breyenne FlynchResearch Director

Breyenne is a senior public relations major at the University of Florida. She hails from Brooklyn, New York, but moved to Orlando at age 14. She isn't sure what the future holds for her upon graduation, but is ready for anything that comes her way!

Ashley SchiffmanResearch Director

After working last summer at the Dan Klores Communications PR firm in New York, Ashley's interest for healthcare PR sparked. She will be interning with Stryker this summer to further her career in healthcare administration. She hopes to attain a master's degree in this field.

Karen KacirCreative Director

Karen is a senior public relations student and a part-time clerk at the New York Times News Service Editing Center (conveniently located in the Gainesville Sun build-ing). Post-graduation, she wants to join the Peace Corps in the Edu-cation sector.

Our Team

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1 WHO WE AREVision

BRAND PLATFORM:

Values

To cultivate an innovative community with resources that ignite curiosity and promote intellectual exchanges through expert guidance and the use of technology.

CommunityLibrary West knows great ideas arise when students and faculty come together. We provide 16 group study rooms and eight large booths equipped with monitor hookups and wireless Internet access. The library hosts speakers, discussions and special collections for the exchange of ideas among knowledge-seekers.

PurposeLibrary West strives to strengthen and promote intellectual creativity and growth by offering research assistance and access to comprehensive resources. Library West, the University of Florida’s humanities and social science-focused library, is dedicated to providing excellent academic services to empower its users.

AccessibilityEach student should feel as though he or she has access to every tool needed to excel academically as well as professionally.

CollaborationLibrary West fosters creative breakthroughs through teamwork. Students can utilize the collaborative environment with spaces that meet the needs of individuals and groups, in addition to the presence of research assistants.

ResearchWe are part of an esteemed library system that sets standards for the University of Florida and supports research endeavors. Library West provides individualized research resources for its users.

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CAMPAIGN ISSUESAND CHALLENGES2

Primary issues1. Students do not understand the functions and responsibilities of librarians. 2. Students are not aware of how librarians can assist them.3. Students do not utilize the wealth of resources and information that is available to them.4. Students do not know how to access librarians in addition to their specialties or contact infor-mation.

Secondary issues1. Passing out fliers and tabling at Preview is not effective.2. Reach is not widespread.

`3 EXECUTIVE SUMMARY Working with Library West to develop this campaign was a pleasure. We look forward to the implementation of a campaign that will help achieve the goals and objectives we have outlined in this presentation, and we are proud to have worked with such a wonderful institution at the University of Florida. The overall purpose of this campaign was to raise awareness of librarian resources at Library West for students at the University of Florida, specifically targeting undergraduate students in the College of Liberal Arts and Sciences. Library West, would like to be instrumental in strengthening the relationship between students and librarians by having students become aware of the librarians and the resources that they offer. Conducting both primary and second-ary research have brought us insights that guided our goals and objectives. By conducting focus groups, we were able to have a discussion with students about their use of the library's resources, and through their feedback, we were able to develop a cohesive campaign outline to cater to student's needs. The implementation of surveys allowed us to poll a more significant population of undergraduate students to understand their attitudes toward Library

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West and determine how best to communicate informa-tion about the library's resources. Secondary research helped us identify best practices. By examining what other campus resources were doing to target undergrad-uate students, we were able to better understand what marketing strategies have more potential than others and save money. We determined that a varied approach to disseminating information about librarian resources around campus, paying attention to the channels where our target audience lies, is the best approach to commu-nication.

As the campaign plan was coming together, there were some challenges we needed to address. In a school of 50,000 plus students, it isn't easy to cater to each student's specific needs. In order for a successful awareness campaign, our messages needed to be clear and concise. This allows a wide-range of students to relate to our messages and it allows them to adapt the message to their specific situation. Another challenge was keeping our tactics consistent and easy to understand. We want to intrigue students with our visual messages while at the same time providing clear information so students can clearly understand what resources librarians provide. The challenge is to stand out. It is easy to get lost among the mountains of promotional fliers being distributed around campus. Each flier has a resource to help students succeed. We took more guerilla-type approach with our visual. By placing them in location where students don't immediately expect to be confronted with fliers and information that they do not have time to read at the moment, our messaging is sure to stand out.

The tactics include developing partnerships, and creating visuals and social media engagement. Our overall budget for the campaign tactics is $2,980. This is an annual budget that is subject to change with the agreement of both the client and the agency

We have made this a year-long campaign in order to test out different methods of communicating the library's resources to our target audience. By developing a strong evaluation plan, we have the flexibility to change our approach throughout the campaign in order to make improvements. Continual evaluation of our messaging will make this campaign successful long term. As a resource to the students at the University of Florida, Library West has a responsibility to creates relationship with students. Communication should be two-way and relationships should be kept up while the student attends UF. This extra step to nurture relationships will make an additional impact in the student's education.

We believe this campaign will bring attention to the incredibly helpful resources offered by librarians at Library West. We know that, by raising awareness, more students will be inclined to speak to a librarian. Once that connection is made, we are confident that they will use the resource again. This will help us build credibility and strong reputation among undergraduate students in the College of Liberal Arts and Sci-ences

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RESEARCH4I. Introduction This study used a quantitative survey and two qualitative focus groups to examine the knowl-edge and awareness of the librarian’s specialized skills and resources from students in the Humani-ties and Social Sciences colleges at the University of Florida. The findings from the conducted focus groups and survey exemplify the general lack of awareness students have about librarians. They were generally unaware of the multitude of re-sources the librarians at Library West have that can assist in their academic and extracurricular activities. However, there was a general attitude that was receptive to learning more about the resources the librarians provide and contributing in recommendations to assist the awareness of the librarians' specialized skills and resources.

Library West has 15 librarians, all with their own accredited specializations within the wide range of majors within the Humanities and Social Sciences colleges. They each have his or her own research guides in particular research areas. The librarians have access to a great number of data-bases, and other data statistics from all over the world that can provide beneficial information for students when dealing with finding articles, re-search papers, scholarly articles, eBooks, electron-ic newspapers and other significant writings. They also have a plethora of knowledge when it comes to higher education preparation courses and test-prep books such as the GRE.

Research Goals1 To determine how knowledgeable students

are about the services librarians provide at UF Library West

2 To gauge how many students already use the services provided by librarians at Library West.

The purpose for our study is to address Library West’s primary issues. Students do not understand the functions and responsibilities of librarians. Students are not aware of how librarians can assist them. Students do not utilize the wealth of resources and information that is available to them and students do not know how to access librarians in addition to their specialties or contact information.

Research Objectives12 To attain 250 humanities and social science

student survey responses by March 5, 2016.

To attain 8 to 12 humanities and social science students to participate in the focus group discussion by March 6, 2016

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The librarians have already taken some action to increase awareness on campus about the services they offer. They participate in preview by setting up a table for people to come and ask questions or grab pam-phlets. They send emails to very specific target audiences, which is one of our foreseen issues when first ap-proached about their awareness issue. In some cases a professor has asked a librarian to speak to their class when a research project is being assigned. In very few cases, professors have taken their class to the library for a brief tour.

II. Method 1 Qualitative The qualitative portion of our research was conducted through two focus groups. For data collection purposes, we decided that our population would consist of undergraduate students at the University of Florida,

approximately 18 to 23 years old, who majored or minored in humanities or a social science. The aim was to conduct a focus group lasting 1-2 hours that consisted of a sample of about 8 to 12 participants, both male and female students.

Convenience sampling was used due to the fact that both focus groups were to be conducted the week before spring break, therefore limiting the number of available students within our population. Research directors decided to conduct two focus groups on two separate days during the afternoon, both for the participants' convenience and to provide opportunities for additional recruitment as needed. The focus groups were scheduled for February 24 at 2:00 p.m. and for February 25 at 2:00 p.m.

There were three research directors at each focus group: one for audio recording, one for video recording and a moderator to not only ask questions but to write down essential notes and ideas men-tioned during the focus groups.

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From the participant pool, all 20 participants were between 18 and 23 years old. We had a total of 11 women and 8 men participate between the two focus groups. As for majors and colleges, we had a total of 7 participants from the College of Journal-ism and Communications (4 telecommunications, 1 public relations major and 1 journalism major), 4 from the College of Business (3 business majors and 1

Breakdown of focus group participants by college

For both focus groups that were conducted, we used a list of 10 open-ended questions to help guide research efforts and to spark meaningful conversation among the students. After both groups were conducted, we ended up with a sample size of 10 participants per focus group, ranging in majors from Criminology, Philosophy and Telecommunica-tions majors participated within the focus group.

Focus Groups at a Glance(2 groups of 10)

35-45 minute sessions

20 participants total

finance major), 1 participant who was an architecture major (College of Design, Construction and Planning) and 7 majors/1 minor from the College of Liberal Arts and Sciences (3 criminology, 1 english, 1 philosophy, 1 politi-cal science and 1 non-profit minor). Focus groups lasted between 35 to 45 minutes, which was shorter than we anticipated initially.

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III. Method 2: Quantitative The quantitative portion of the research was conducted through a survey. The research team used Qualtrics, an online survey software, to create the survey and record its responses. 352 individuals responded to the online survey over a period of two weeks. No print surveys were distributed. The popula-tion of respondents were University of Florida students in all 16 colleges; the respondents varied in age from freshmen to graduate students.

To gather respondents, students in the course posted the survey to different pages on social media, including but not limited to Facebook class pages, Facebook group pages and personal Facebook accounts. Because there is not an exact number of individuals who were notified of the survey, there is no way to accurately gauge a response rate; however, with a target of 250 respondents for this survey, the research team exceeded its goal by 102 respondents.

The question types in the survey included Likert-scale questions, multiple choice and rank order questions, which allowed the researchers to gauge respondents' awareness, perception and preferences. Thirteen total questions were asked, including questions asking individuals to identify their gender identity, year of study and college within the University of Florida. Survey data was analyzed using SPSS to deter-mine the Awareness questions were mostly multiple choice and included :

• Have you ever been to Library West?

• If an assignment required an expert source or outside research, where

would you find it?

• Prior to this survey, were you aware of the following library resources:

º Assistance from library staff at research assistance desk

º Assistance from library staff through Ask-A-Librarian

º Assistance from librarians through Twitter

º Assistance with copyright questions

º Assistance with research through Subject Specialists

º Assistance with through the assignment calculator.

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Perception questions were mostly asked through the form of Likert Scale questions, such as:

• I am aware of Library West’s research librar-ians • I am comfortable navigating UF’s online library databases • I know how to get in touch with a librarian • I am aware there is a librarian directly ca-tered to my college and/or major.

Preference questions spanned all forms of question types. These included: “Of the current ways to contact library staff, rank your most preferred method” and “How important is each resource to you: assistance from library staff at research assistance desk; assistance from library staff through Ask-A-Librarian; assistance from librarians through Twitter; assistance with copyright questions; assistance with research through Subject Specialists; and assistance with managing projects through the assignment cal-culator.”

Breakdown of survey group participants by year

Breakdown of survey group participants by gender

Of these respondents, 80.9% were female, 18.3% were male and .7% preferred not to answer. The respondents’ years of study varied from fresh-men to graduate students, with 12.9% freshmen, 18.3% sophomores, 28.1% juniors, 33.5% seniors and 7.2% graduate students. Finally, the respondents’ colleges also varied tremendously, with a breakdown shown in Graph 3.

Students were asked to select all colleges that ap-plied to their majors and minors, unlike the prior two questions that were in multiple choice format and asked respondents to only select one answer. All University of Florida colleges except the College of Dentistry, College of Medicine and College of Veteri-nary Medicine were represented.

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IV. Results Most survey respondents and focus group members were University of Florida students in the Liberal Arts and Sciences departments. There were more female respondents than males for the survey and focus group. The average survey respondent was a senior under-graduate female in the College of Liberal Arts and Sciences.

Results are organized based on how the respondents answered our research questions, then followed by participants’ recommendations. In-depth findings from the focus groups are explained first to have a sense of community, intricacy and clarity. There were two separate but consistent focus groups, with 10 respondents in each section, leading to a total of 20 respondents of UF undergraduate students. After discussion of the focus group findings, the data and perceptions from the survey are discussed in detail. The survey results were exported from Qualtrics to SPSS (Version 23.0) and analyzed on March 9, 2016. After removing invalid or incomplete surveys, the total data tallied at 278 responses.

popularity suffered due to its change from 24/5 to restricted library hours that required student IDs to access the library late night. This seemed to be the biggest flaw in Library West's image, accord-ing to the sentiments expressed by the respondents.

Although students felt that the Mar-ston Science Library was preferable to Library West in terms of actual study space, the participants were aware of the services that Library West provided such as an online library system with course reserves as well as printed resources that are otherwise inacces-sible to students. Participants believe that these ser-vices should be capitalized on through more authentic in-person interaction rather than tabling or electroni-cally through social media. Thus, the participants suggested that librarians focus on building personal relationships with students as opposed to just adver-tising to students.

A suggestion to build authentic and quality relationships was to have library specialists visit class-rooms (especially mass general education classes like What Is The Good Life that require research-based papers) and introduce themselves as resources. Additionally, One female respondent suggested that library specialists take a more active role at Preview by teaming up with advisors.

273 survey resultsQualitative results: The key findings from Wednesday’s focus group depicted that UF students were generally fonder of Library West because of the perceived spaciousness, vast coverage of academic topics and great traditional resources. One female respondent stated, "I was more likely to go into the library when it was 24/5. Library West was more open to all majors and not just the science majors". The general senti-ment from respondents was that Library West’s Students want authentic relationships

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She stated “coming from a Staffer, there’s just no way you can possibly reach a student during those two days unless it’s like a one-on-one environment because the booth is going to be during the nighttime rotations where you go to dinner, where you see night-time skits and advising, and like, all that stuff. That, in itself, is very overwhelming for incoming students. I think it would have to be when you’re sitting down with your advisor to schedule your classes. Having that ad-

visor be like, ‘Okay, because you’re this major, this is your librarian.’ They have abooklet, and then you’d just write it in because they need so many signatures before their sched-ule is approved.

That’s just one more name and number they can write down. And then they take that booklet with them throughout their freshman year.”

Respondents also believed that the library and the library specialists should foster more of a relation-ship with the teachers aligned with the research topics by making sure that the library specialists are included in the course syllabus. This suggestion was unani-mously agreed upon by the participants especially in regards to the promotion of online guides. One female respondent stated, “I think it needs to come from the professors, because they always say like, ‘Oh you can use this journal, because UF like pays for it or what-ever but that’s not really helpful, telling me a journal, you know. I’m still like doing a ton of research within that journal but if there’s someone I can sit down and

talk to, that’s a little bit easier.”

Respondents also unanimously disapproved of Library West on social media. The only exception to this rule was if the Library account as a parody ac-count or had a comical tone with the general attitude that they would “follow Club West rather than Library West.” However, most respondents believed that, if Library West did have a social media account, Twitter would be the best medium to capture the attention of UF students because of its “short and sweet” nature.

Another key finding was that although students generally liked Library West, the biggest obstacle may be getting students to use the library for research pur-poses rather than just using the library as a quiet place to study. One male respondent stated that “Google is the win” and many of the respondents said they don’t use the library’s research resources due to the fact that they can Google the information that they needed. However, most respondents did know what the library’s special-ist role was and that they were available. One male respondent from the Col-lege of Journalism even stated that he knew his library specialist on a first name basis and contacted her frequently. This relationship was formed by the library specialist visiting the class to introduce herself.

Partner with professors; get the infor-mation in the syllabus.

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Most of these sentiments were echoed during Thursday’s focus group with respondents suggest-ing that Library West increase the presence of library specialist in classrooms by visiting toward the begin-ning of the semester and incorporating them heavily into classes amongst freshmen and sophomores and putting their information on class syllabi.

However respondents believed that Library West’s website was very confusing and didn’t help to explain what the roles of librarian specialists were. Participants suggested having colleges listed and the librarians categorized under each college so they are easier to find and more accessible and counter to what Wednesday’s focus group stated, Thursday’s focus group unanimously agreed that social media is a tool they would use if it was more personalized and the librarians quickly responded to students. They also suggested the use of SnapChat to communicate with librarians However, they did prefer a Twitter account that was comical in nature like Wednesday’s focus group suggested.

Overall, respondents expressed dissatisfaction at the mention of how Library West is no longer 24/5, as it is their preferred library. Generally, respondents believed that the research tools available at Library West could improve their academic experience but were were difficult to access. Whether it took more work for them to find the resources due to a lack of knowledge or because Marston was more accessible due to its wider range of hours of operation.

Respondents would enjoy hearing more about Library West from their professors especially earlier on in their collegiate careers however would prefer more of a personalized and one-on-one approach as a majority have a disdain for emails from UF-affiliated programs and will only follow social media if it’s enter-taining.

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Writing a PaperGroup Study1Individual

Study

2 3Reasons Students Visit Library West

Quantitative ResultsSummary

Frequencies for the survey were first run for all demographic and behavior control variables.Pearson correlations measured multiple relation-

ships, for example, the respondent’s demographics and his or her awareness of the resources librariansoffer. Although variables were analyzed independent-

ly, multiple indexes were created in order to furtheranalyze bivariate relationships of variables.e

Current Student Relationship Awareness of Library West is not an issue, as 96 percent of respondents reported they have visited Library West. Eighty-three percent of studentsvisit Library West at least once per month; twenty-

seven percent of respondents visit one to three times per week. w

However, students did not immediately rely on the library for study resources. All undergraduate years listed “Google Search” as their research tool of preference, followed by “Online Databases” and “UF Library Website Tools”, respectively. The exception lay in graduate students, who listed “UF Library Website Tools” as the top choice, with “Google Search” and “Online Database” following.

Communication Respondents were asked to rank nine methods of communication with librarians in order of most-to-least preferred. 179 respondents preferred to meet in person, and 116 listed email as their second choice. Graduate students were again an exception, listing communication via Canvas as their second choice.

Social media was not favored, as Twitter had 164 “eighth choice” and Facebook with 139 “seventh choice” rankings.

When asked how they’d like to receive infor-mation from Library West, 100 percent of respon-dents ranked “Email” and “Social Media” in the top three preferences.

Awareness of Resources Involving Librarians (AL Index)The AL Index was formed based on the following three responses:

I am aware of Library West's

research Librarians

I know how to contact a

Librarian

I am aware there is a librarian directly

catered to my college/major

Students responded on a seven-interval Likert scale, with 1 being “Strongly Disagree” and 7 “Strong-ly Agree.” When these variables were combined and averaged, we created the AL Index to represent the average students’ knowledge of librarian-based re-sources. We then compared the index to these vari-ables:

vs Importance of Contacting a Librarian via Offline Methods (ILO Index) When testing bivariate, the correlation was very close to having a significant value (p = .051), meaning that those who are aware of librarian-based resources are more likely to value the importance of contacting a librarian in-person or over the phone.

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vs Gender Identity (Q11) This relationship was found significant through an Independent Sample T-test at the .01 level (p = .002), meaning that females (M = 3.99, SD = 1.54) are more aware of the resources involving librarians than males (M = 3.30, SD = 1.49), t (274) = -2.89, p<.01.

Generally, women are more aware of library resources

vs Year of Study (Q12) This relationship was found significant at the .01 level (p = .007) from an Independent Sample T-test. From this data we can argue that students become more aware of the resources involving librarians as they spend more time at the University of Florida. Compare a freshman (M = 3.35, SD = 1.63) to a sopho-more (M = 3.67, SD = 1.45). The means slowly increasing until reaching gradu-ate students, the most aware (M = 4.47, SD = 1.49).

Current Resources Students were asked to rank both their aware-ness and importance of six resources. Below is the result of an Independent T-test measuring how important the resource is (1 being Essen-tial, 2 Very Important, 3 Somewhat Important, 4 Not Important). Students most frequently valued “Assistance through Subject Special-ists,” Library West’s trained research librarians. The most essential resources were assistance from the research desk (M = 2.68, SD = .970), assistance with copyright laws (M = 2.76, SD = 1.005), and assistance through Subject Spe-cialists (M = 2.65, SD = .993). Due to the nature and accessibility, these three variables were combined into the Importance of Librarian As-sistance Offline Index (ILO).

Although students struggled with awareness of Library West’s resources, the majority of re-spondents showed genuine interest in learning

or using more. When asked, “If you knew a librarian could assist with the following academic tasks, would you be more inclined to ask for help?” the overwhelming response was yes.

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88 percent92 percent79 percent78 percent86 percent

would be more likely to ask for help narrowing down a topic.

would be more likely to ask for help locating scholarly research.

would be more likely to ask for help creating citations.

would be more likely to ask for help to learn new technologies

would be more likely to ask for help in finding government documents or statistics.

Almost 60 percent of respondents were unaware of his or her college’s Study Specialist, yet 88 percent would be more likely to ask for help regarding specific topics, such as narrowing topics or locating scholarly research. These activities directly correlate with the Study Specialist’s role.

Outliers Potential error could lie in skewed data. While we wanted to be equally representative of UF’s population, it should be noted that our respondents were overwhelmingly female.

IV. Recommendations The librarians at Library West are extremely knowledgeable on their respective subjects; they can pro-vide useful resources for University of Florida students. However, the lack of knowledge of the librarian special-ists and their roles hinders the potential they have to connect with students.

Lack of funding has made it difficult for Library West to attract students. It is no longer open 24 hours, five days a week, unlike its counterpart, the Marston Science Library. As our results state, even though re-spondents prefer Marston, the students would rather Library West stay open 24/5 because of its abundance of space, desks and seats.

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Here's our takeaway from all this: Library West should target its audience in a way that is unavoidable.

As of now, the library has a small booth that incoming freshmen have the option to visit during Preview. To increase awareness and engagement, students should learn about the resources in one-on-one conferences with advisers that would include useful information.

Social media with students is a key way to engage them. Our research showed 100% of students ranked “Social Media” in their top three preferences on how to receive information, even though they did not specify what platforms until later on. Although the results show the students did not like the idea of an informational Twit-ter (with a 164 “eighth choice” ranking) they believed there was potential if the account was humorous. Students also mentioned that if they were responded to quickly, they might use this resource more often.

A specific recommendation that was provided by one of the students was increased librarian visits to classes. This would allow the students to learn the name and face of his or her assigned librarian. Library West’s online presence needs to be made more clear. With that, the team along with the focus groups were able to state that the website needs to be fixed, making it less confusing and more organized when searching for re-sources.

Target AudiencesPrimary Target Audience:

Secondary Target Audience:

Our primary target audience is undergraduate students at the University of Florida in the College of Liberal Arts and Sci-ences.

Our secondary target audiences include professors who teach CLAS coursework and the advisors in the CLAS college.

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K e y M e s s a g e s

Defeat the Stereotype

Librarians are often seen as hard-to-reach resources. Students are not sure of how librarians can actually help them with research. We want to deliver a message of defeating the stereotype of the typical librarian played in the media.

Research can be comprehensive and manageableStudents see research papers as a monster they have to tackle. When professors require extensive research, students spend a majority of their research efforts on Google. We want to focus on Librarians as a source to complement search engines and discuss what Google cannot.

Trained for the bestThe University of Florida is a top-tier institution and our librarians are just as qualified. Librarians are trained on specific subject areas and have access to top-tier research. They can also help students interpret research so they can find the best fit for a research project.

Less complicated than your Starbucks orderContacting and interacting with a librarian is easier than you may think. Librarians are located inside library west, but are flexible with their schedules and can meet you around campus. Getting in touch with a librarian is just a short email away.

Campaign Slogan The Way to an A Starts Here

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PROGRAMMING5

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St r a t e g i e s a n d T a c t i c s

1 . D e v e l o p p a r t n e r s h i p s w i t h s p e c i f i c l i b e r a l a r t s - r e l a t e d o r g a n i z a t i o n s o n c a m p u s

Academic Success WorkshopThe CWC offers workshops on how to manage stress and how to beat procrastination. By reaching out and partnering with CWC, Librarians can participate in these workshops and use the theme-of-the-day to contribute relevant infor-mation about the subject specialists.

The CWC website states that space is limited. If Library West partners with CWC, the library can offer a bigger meeting room and host sessions at the library. More details can be found at http://bit.ly/1aafEBs

Partner with the Counseling and Wellness Center (CWC) during finals week to help spread information during events.

Partner with GatorWell

Have librarians coordinate with GatorWell health edu-cators to hold workshops or public sessions in which GatorWell representatives discuss ways to manage stress, while librarians offer solutions to assist with time management, tactics for coping with stress and assignments.

These appointments are available through request by directly emailing the health educators related to stress and time management. This is a great way for students to not only seek information on their well-being, but also to provide useful tools.

Partnering with GatorWell and their Health Hut can help spread the word about librarian resources all throughout campus.

The Health Hut is mobile and has a rotating topic for discussion: http://bit.ly/1MtPyfW

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Library West should utilize the preview staff training each spring semester and talk to Mickey Howard from NSFP (michaelh@dso.ufl.edu) about having a class session to talk about Library West resources and how librarians can help first-year students. The preview staffers are trained in specific areas, and the faculty that help with preview are trained in areas as well.

Without having to commit the time to tabling, where a first-year student may not be inclined to approach a table about Library West, shifting the focus to educate preview staffers can have a more personal and direct promotional approach for students

Engagement with New Student and Family Programs and and Pre-view Staffers

First Year Florida classes are elective classes designed for first-year success. By partnering with a FYF class, librarians can promote their resources directly to students who will be utilizing the library for the next four years. FYF classes are small-scale and specialized (Innova-tion Academy, Opportunity Scholars, Business, etc.)

First Year Florida

Residence halls give out goodie bags to every single resident on the University of Florida campus. By partnering with IRHA and providing a promotional item that students around campus can use, we can also promote librarian resources alongside out promotional item. More information about the bags: http://bit.ly/25ZCHrXSpecific contact information for placing an item in bags: IRHABusi-nessManager@housing.ufl.edu.

Inter-Residence Hall Association

Canvas Links

Canvas is the online learning tool that most students use for homework. By looking at the course work of all CLAS undergradu-ates, a list can be composed of which classes we want to target.

By partnering with Canvas and the professors who offer those courses, we are able to place a link with information about librar-ian resources exactly where it is needed.

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2. Using strategic visual communications to be placed around campus for specific, targeted audi-ences

Short informational blurbs and attention-grabbing, but would include links to the website where students can find more information about how to contact a librarian and where to find more resources.

Visuals both around the library and close to librarian help desk will allow students to be able to come in contact with the information before approaching the help desk. This way, they are not intimidated by the person standing behind the desk.

Decal on elevator doors that read: “The way to an A starts here,” drawing them to a spe-cific floor. Additional information can be posted inside the elevator. (Make sure decals do not ruin paint.)

The librarians have a help desk on the second floor, poster stands can be displayed throughout the library with a photo of a librarian and a brief summary of their subject and how they can help students.

Visuals within the library that encourage students to seek librarian assistance

The Way To an .

A S T a R T S

ViSiT a SpecialiST in youR aRea of STudy Today. STop by The ReSeaRch aSSiSTance deSk To geT STaRTed.

h e R e

Sample elevator graphic

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Changing the desktop on the computers in the library to a photo of a librarian with a brief caption about how he or she can help.

Using paid promotion (pop-up chats or blurbs from the librarians on the computers) to add these profiles to frequently used re-search books or websites. When people are online or checking out books, they can learn about the resources.

Computer visuals

Place targeted messaging on CLAS buildings. Here can be infor-mation placed inside advisers' offices for when students come in for advising.

Placing information on all Syllabi campus-wide. Just as the state-ment for the Disability Resource Center, librarians would be able to promote Library West research assistance as a resource for all students at the University of Florida.

Promotion with CLAS

Library Resources - JOU 2005 Syllabus

Librarians are available to assist with research and help students across all fields of study. To find a subject specialist online:

visit the Library West Website: http://cms.uflib.ufl.edu/librarywest/index.aspx#. Click “finding help” subject guides and specialists.

Finding research help in the library: Located on the 2nd floor at the Research Assistance Desk (352)-273-2665

Sample syllabi section

If allowed, Library West can even partner with the on-site Star-bucks and place information about the librarians onto the cups or cup sleeves themselves. Posters with the same motif may also be placed around the store.

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Sample CLAS poster

4 week side ads range from $320 - $1,500 depending on size.

Full bus wraps are $3,000 for a 4-week minimum

Interior card advertising is available at a more affordable rate. For pricing information, visit advertisewithrts.com

Bus Ads for RTS

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3. Engage audiences on social media with interesting digital content that lends itself well to sharing on social media

To be shared through YouTube, Facebook and Twitter.

Use light humor to promote librarian services and spread our message of “Defeating the Stereotype.”

“Humans of the Lib West” video

This video pokes fun at all the different stereotypes you find at the library. It is a frustrated student trying to get their research paper completed, but he/she is being distracted by people at Library West. In the end, the student sees a promotional item from a librarian about their research help, and the student is saved from being at the library all day feeling helpless and annoyed.

Videos

“Librarians in 60- seconds”

This would be a lighthearted video in which librarians answer ques-tions unrelated to their jobs. It is a speedfire round and can be hu-morous. The purpose of this video is to get to know the librarians at a more personal level and help them connect with students.

Both videos will end with information of how to contact a librarian and how to find more resources.

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Social Media

Create a Twitter account using the handle @ClubWest

This will be a more humorous Twitter account in which the tone of voice will be poking fun at things that happen within the library, while feeding students information about librarian resources

Use the term “ClubWest” because it is a common joke among stu-dents and creates a sense of camaraderie.

Schedule tweets using Buffer weekly with content, at least 3 to 4 tweets go out each day from the Twitter account at prime times (usually during lunch and late afternoons are best.)

It is wise to include graphics, short “Vine-like” videos, or memes with the Tweets in order to have a higher reach.

For more serious information, This Twitter handle should have the link to the @UFLibraryWest on the bio in order to direct students who have questions about other information

Twitter

Paid Media

Using the existing Facebook Page, Library West can sponsor posts with a small budget.

Sponsored posts on Facebook would allow the library to target a specific audience in order to make sure that each cent you are spending is well-spent.

Facebook advertising can be targeted to the University area so the ads would only be shown to people attending UF. If Facebook pro-files have more information on them, we can target by gender and even by major.

Below is a mock-estimate of the click-through rate per cent of a Facebook Paid media campaign.

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EXAMPLE TWEETS@ClubWest: To the girl chewing loudly on ice: sounds like you are done with your venti iced coffee, hope you enjoyed. Nervous Ice-chewing means it’s finals week

@ClubWest: Struggling to find research for your term paper, our librarians are here to help! (include contact email)

@ClubWest: Did you know that Library West is The Humanities and Social Sciences Library? However, we welcome all majors in our study space.

@ClubWest: Need help with research? Get help at the 2nd floor Research Assistance Desk! #WeDont-Bite

@ClubWest: Ask a librarian! Chat with a librarian Monday through Thursday (9AM-9PM) or Fridays (9AM-12PM

@ClubWest: There are 19 library specialists specializing in 39 subjects/areas.

@UFStudent: I need a break from all this studying!

@ClubWest: @UFStudent: Why don’t you stop by Starbucks on the first floor?!

@UFStudent: @ClubWest: There’s always room for a coffee break, on my way!

@ClubWest@UFStudent: Check out your Starbucks cup for the featured librarian and how they can

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TIMELINE & BUDGET6The following budget is for the campaign tactics listed above. This is an annual budget that is subject to change with the agreement of both the client and the agency.

Paid Media: The paid media will be handled by the agency. The agency will work with the client to scheduled tar-geted posts on social media in three month periods. The paid ads will be set up to target the Gainesville radius, favoring those students who, through Facebook algorithms, are most likely to be CLAS majors.

VisualsElevator Decals: The decals will be designed by the agency and placed on the elevators of Library West. Re-search will be conducted to determine what the most affordable option is to print decals in Gainesville.

Bus Decals: The bus decals will run for a full 30 days and can be left longer if budget is available. The agency will be contacting RTS in order to get a quote for the decals. We will also get a quote from RTS and design a poster to advertise inside of the buses.

Starbucks Promo: We will partner with Gator Dining Services and the Starbucks inside Library West to have a month-long promotion where a sticker about a librarian’s profile will be placed on the coffee cup sleeves.

Printed Ads: These will be placed around Library West (as explained in the tactics section above), in the advising office at CLAS and strategically around campus. They will be designed by the agency and printed at the most affordable place in Gainesville.

Video Production: The video will be produced by the agency and feature the Library West Librarians as well as student volunteers. Production will be in the Journalism and Communications College.

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5

Timeline

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EVALUATION7Throughout the campaign, send short survey to all faculty to determine what percentage of them have included a blurb about Library West resources on his or her syllabus.

As students come for appointments at the library, or check out books at Library West, a survey will be sent out asking if they have used the librarian resources and how they found out about the resources.

Evaluation should be a continuous effort throughout the campaign as well as after the campaign has ended.

Librarian information around UF campus

Constant social media monitoring should be practiced throughout the campaign. Library West should be watching for any mentions and interact with people us-ing their services.

A record of the social media following and posts should be started at thebeginning of campaign. Tracking progress of followers, engagement and reach can help determine best practices such as what times are best to post. A/B testing needs to be completed by sending out social media messaging, both paid and not paid with graphics and with no graphics, with hashtags and no hashtags and with links or no links, to evaluate the click-through rate and to determine which posts perform better.

At the end of the campaign, there should be enough data to make an educated evaluation of what was successful and what was not successful promotion on social media.

Video Evaluation

The success of the videos can be determined by the amount of views, shares and interactions from both YouTube and other social media sites.

Social Media Evaluation

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STEWARDSHIP8

As students and faculty submit their input through surveys, Library West can adjust to input appropriately. This includes fixing anything that is not working and continuing what is working.

Students will begin to engage with librarians and we can then ask for volunteers to gather personal success stories for future campaigns

Responsibility: Incorporate student testimonials into messages to show that librarians can help students become successful

Reporting: Using social media and consistent communication with cam-pus organizations to keep students and the UF community informed about new and available resources.

Library West needs to interact on social media, not just report infor-mation.

The library is responsible for ad-dressing issues and communicating anything that might disturb normal librarian resource communication.

Social media needs to remain active and fun. If we want students to use social media to communicate to the library, there needs to be consistent posting.

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Reciprocity: Mutually beneficial help between the students and librarians. Stu-dents continue to receive educational assistance from librarians, while students increase loyalty with librarians through word-of-mouth reviews to maintain the awareness of the librarians on campus.

Making sure that students are comfortable in the library study space is important. Having a friendly smile as students are approaching the help desk and being courteous no matter how many times the same question has been answered.

Many students may approach the help desk because they are lost or need a resource not related to librarians, it is important to help the student in the best way possible and exercise good customer service.

Taking the time with each student while making sure that enough Help Desk Librarians are available if the line gets too full shows how much the library cares about each individual student.

Relationship Nurturing: Maintaining a dialogue over social media with students. Consistently staying updated on what is happening with Liberal Arts students to initiate helpful discussions or events.

It is important to build a relationship with the students using the librarian services and library west as a whole. Asking students generally how they did after finals week and pro-moting food specials or activities around Gainesville to help de-stress after exams would be a great attention grabber for social media. For librarians, using the input students give and their emails to ask how the research paper went and of there is anything else they can do. Also, personally emailing those student that are already on their email list about other Library West related opportunities.

Thanking professors for sharing library information with students is important. Using part-nerships to thank them is an innovative way to do this. For example, the Campus Diplo-mats send free thank you notes from professors than anyone can write. It is a free gift and thank you note. Librarians can fill these out and send them to CLAS professors thanking them for their collaboration.

Librarians can also use their own thank-you system to say thanks after presenting at First Year Florida classes or New Student and Family Programs Preview training sessions.

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Appendix1. Script: "Humans of Lib West"

[Aaron/Erin] Tall caramel iced coffee for Aaron/Erin, please.[Barista] Air-EEN? Air-EEN? (or the misspelled name of whoever we’re going for.)[Aaron/Erin] -sighs- Thanks.[V/O] Another day in paradise.

[Our guy goes up the elevator]Don’t get me wrong, I love Library West. It’s just that some people take the whole “Club West” thing too seriously.

[zoom in on a group of people coming down the elevator; they’re gesturing wildly, obviously very loud. Sound is muted, but still audible over the voiceover.]

[cut to quiet study floor; zoom in on someone’s finger tapping/leg bouncing. Our guy looks at his/her homework][V/O] But I’ll take talking over tapping every day.

[cut to guy with Chipotle, chewing loudly/animatedly.][V/O] I’d say “I hope you brought enough to share,” but, on second thought, I’ve lost my appetite.

[cut to the sleeping person]Poor guy.

[V/O] Ugh, this is all super distracting. And I need to get this paper done. Like, now. I wish someone could help me get started. Like a librarian.

[flash negative stereotypes across the screen]

[pan to the sticker on the cup][V/O] Might be worth a try though.

[cut to guy in librarian’s office]Wow, this is better than I thought.

[Other voice]At Library West, we have subject specialists in a variety of social sciences and humanities disciplines. This means that there’s someone here who’s been specifically trained to help you do research in your field of study. From navigating copyright restrictions to helping you access powerful market research databases, our librarians are here for you. Get in touch at the Re-search Assistance Desk and ask for you subject specialist today.

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2. Sample Evaluation Survey Hello, Natalia, we see that you have recently used our Library West Services and we would love to have your feedback. Your input is important to us in order to make Library West a successful resource for all students. The survey will take about ten minutes to complete and your answers will remain anonymous.

1. have used library West in the past One to two days One to two weeks A couple of times this past month A few times this year

2. I used the following resources at Library West (check all that apply) Computers Study Space Starbucks Help Desk Librarian research help Check out a book Other

3. How did you find out about the resources you used at the Library? (check all that apply) Social media Canvas Fliers around campus On the RTS bus My college adviser Through the library study space Other

4. What is your name, major and student ID

5. Would you want to be contacted to participate in sharing more information to improve our resources? If yes, what is the best email we can contact you at?

6. Thank you for taking the time to improve the Gator Nation

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1. What types of research do you do for your classes? What resources do you use when conducting re-search?

2. How would you describe what a librarian does?

3. Have you ever asked a librarian for help in the past? If so, why did you contact the librarian? How would you describe the experience? If not, what are the barriers that have kept you from doing so?

4. What are your recommendations to make librarians more easily accessible?

5. How much do you know regarding the subject specialists? Are you aware that Library West offers online research guides? (Probe: Would you be more inclined to ask for help if you knew there was a person who was a research specialist in your area and had already created an online guide with all the best resources avail-able to you?)

6. What do you think is the best way to inform students that there are online guides available for you that have been created by subject specialists?

7. How do you think Library West can improve their reach of their messages?

8. If Library West were to use social media platforms to reach you, which social media site(s) would you think be most effective?

9. What issues have you encountered when trying to use the Library West website?

10. What suggestions do you have for future promotion of Library West’s resources?

3. Focus Group Questions

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4. Survey Questions

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Bibliography

Advertise with RTS. (n.d.). Retrieved April 18, 2018 from http://www.advertisewithrts.com

IRHA Executive Board. (n.d.) Retrieved April 18, 2016, from http://irha.housing.ufl.edu/about- irha/irha-executive-board

University of Florida Library West Addition. (n.d.). Retrieved April 18, 2016, from http://www.r-barc.com/projects/university-of-florida-library-west-addition