Evaluating the impact of the public library book collection: a case study of two public libraries in Cape Town Janusz Skarzynski1 and Mary Nassimbeni2 Library and Information Studies Centre, 11University of Cape Town; Library and Information Studies Centre, University of Cape Town janusz.skarzynski@capetown.gov.za; mary.nassimbeni@uct.ac.za 1. Introduction In times of fiscal restraint and greater emphasis on accountability amongst all types of libraries there are accelerating demands that libraries show evidence of their value. The South African library and information services sector is not immune from these pressures – the final draft of the Library and Information Services Transformation Charter contains a new chapter on monitoring and evaluation which argues that “LIS of all types should have a programme of monitoring and evaluation (M & E) in the interests of good governance, accountability and the opportunity for the collection of evidence on their impact and value” (Library and Information Services Transformation Charter 2014: 107). Libraries across the globe will be assisted in their efforts to document and demonstrate impact through the timely publication of ISO 16439 2Methods and procedures for assessing the impact of libraries (International Standards Organisation. 2014) that will assist libraries in their efforts to document and demonstrate their value. ISO 16439 proposes various ways of assessing the impact of libraries, both academic and public. The methods described in the ISO standard for assessing library impact are useful and can generate the required data to evaluate the impact of a particular library. Much of the library impact literature tends to report, in general, on the effects of interactions between individuals and a particular library (Poll 2003), particularly in the academic library where there is a longer tradition of impact measurement than in the public library. The limited literature on the impact of collections investigates interactions 1 Janusz Skarzynski, corresponding author is Principal Librarian, Fish Hoek, City of Cape Town Library and Information Service and is registered for the MPhil at the 2Library and Information Studies Centre, University of Cape Town. This paper reports on the preliminary findings from the M Phil. 2 Mary Nassimbeni is supervisor of Janusz Skarzynski’s MPhil at the 2Library and Information Studies Centre, University of Cape Town. The authors acknowledge and wish to 6thank the National Research Foundation (NRF) of South Africa for their financial support of this research project. 1 between library users and electronic collections (e.g. Spezi, Creaser, O’Brien and Conyers 2013) rather than the use of particular print collections. 2. The research problem Since 51% of South Africa’s population does 2not own any leisure reading material (South Africa. Department of Arts and Culture 2006: 34), public libraries are the only source of this material for the majority of the population. The question arises, then: does the simple provision of leisure reading material (in the form of print collections) in public libraries have a positive impact on the lives of their communities? In the academic library the impact of the collection is potentially easier to discern because its constituencies are clearly defined, and the dimensions of use fall into contained areas of learning, teaching and research, which can be further categorised into disciplinary domains. The impact of the collection in the public library is far more difficult to uncover because of the diversity of its member groups and their varying roles, and the multiplicity of uses for which the public library might be used. The use of the collection within a public library is not driven solely by informational, educational or research needs of the individuals, but in great part by the leisure reading pursuits of the people using the library. There has been very little research on this topic. The City of Cape Town libraries’ spend on book collections is approximately R9 million annually (City of Cape Town. Library and Information Service 2016). The collections in the 102 public libraries in Cape Town consist of around 4.5 million books (City of Cape Town. Library and Information Service 2016). In order to address this gap, the intention of this research was to evaluate the impact of the public library’s book collection by undertaking a case study in two Cape Town public libraries. The goal of this research is set out in Table 1, adapted from Huysmans and Oomes (2012: 5), notably in the final outcome column. If one can show that the print collection of a public library can meet the goals listed in the final column of the table, then it can be concluded that individuals benefit from their use of the collection. The study was informed by its intention to uncover this benefit. Library Output Output Outcome/Impact 2 mission (library does) (library counts) (hoped for) 4Stimulate reading and contribute to the level of language skills. Collection (quantity and quality). Use of materials (count). People 4read the books they borrow. They were inspired/surprised. Reading skills improved. Perceptions changed. People want to read more. Table 1. Library mission, outputs and impact (Adapted from Huysmans & Oomes 2012:5). This paper will briefly outline the methodology used and report on the preliminary results of the study. 3. Literature review Performance measurement of the public library has been evolving in the last two decades. Its progress in public libraries is summarised by Huysmans and Oomes in their paper, “Measuring the public library’s societal value: a methodological research program” (2012), where they discuss the move from output-based assessment of public libraries towards assessing the outcomes and impact of public library services. This trend in the public library sphere towards new standards for assessment has two basic drivers. The first, according to Poll and Payne in “Impact measures for libraries and information services” (2006: 548), is a need to demonstrate to funders and politicians the benefit of providing a public library service. The second is the adoption of evidence-based assessment in the public library field according to Booth (2006). His paper, “Counting what counts: performance measurement and evidence- based practice” (2006), explores the adoption of evidenced-based assessment in the public library sphere. This approach relies not just on counting the use of resources or services, but assessing the ‘improvement’ for the individuals who make use of the specific service. 3 Streatfield and Markless (2009) and the International Standards Organisation’s (ISO) Standard 16439/14 (International Standards Organisation 2014) provide the definition of impact - relevant to this study - as the 12difference or change in an individual that results from intentional or accidental contact with a library service. If positive, change can be expressed as beneficial, an effect that is helpful or intended to be helpful while value is “the importance that stakeholders (funding institutions, politicians, the public, users, staff) attach to libraries and which is related to the perception of actual or potential benefit” (International Standards Organisation 2014). The concept ‘leisure reading’, defined by Clark and Rumbold (2006: 1) as reading that an individual does of his/her free will, underpins the study. Related terms are ‘reading for pleasure’, ‘voluntary reading’, ‘independent reading’. Nell (1988) and Holden (2004) refute the commonly held perception that reading is a passive activity by pointing out its creative and interactive dimension. Author Pullman elaborates the reader’s active engagement with the text and relationship with the author: 9Consider the nature of what happens when we read a book….1It isn’t like a lecture: it’s like a conversation. There’s a back-and-forthness about it. The book proposes, the reader questions, the book responds, the reader considers. We bring our own preconceptions and expectations, our own intellectual qualities, and our limitations, too, our own previous experiences of reading, our own temperament, our own hopes and fears, our own personality to the encounter (Pullman 2004). The benefits of this type of reading are explained in the works of Kreshen (2007) and Nell (1988) who have shown that reading for leisure benefits individuals by: • increasing their level of literacy. • improving their cognitive function. • improving their emotional state of mind. • uplifting the individual economically, socially and educationally While it is difficult to quantify and identify the above, and it is possible for readers to be unaware of these changes (Nell 1988), studies conducted by Moyer (2007); Ross (2000) and Bray (2007) have demonstrated that it is possible to use surveys and interviews to identify learning that individuals experience during leisure reading. 4. Research methods 4 Two public libraries in Cape Town were selected as sites for this research based on the comparable size of their print collections and the number of members using the library, thereby allowing for comparison of results. One of the libraries is located in a community that is predominantly English-speaking, where the majority of the adult population is employed or retired (Library A), while the other library is located in a former township, where the population may have English only as a second language sand where unemployment and economic uncertainty are more commonplace (Library B). Library A has a collection of approximately 50 900 items and circulates around 130 000 items annually. Library B’s collection numbers 61 105 while the annual circulation figure is 110 000. The selection of the two libraries serving differing communities allowed the influence of different conditions on the reading behaviour to be uncovered. Since the type and range of changes in the individual are subtle and largely internalised, the research methods had to involve direct feedback from the individual. In order to assess the direct impact of voluntary reading (as a result of making use of the public library’s print collection), the identification of change in the individual is needed. Based on the research referred to above, the Generic Learning Outcomes (GLOs) can be used to identify the beneficial outcomes of voluntary reading (United Kingdom. Museums, Libraries and Archives Council 2008). A short questionnaire was developed with questions that could be directly linked to the GLOs as 10developed by the United Kingdom’s Museums, Libraries and Archives Council (2008). The GLOs all relate to a change or improvement in an individual as a result of his/her interaction with a museum, library or archive. These have been identified as (United Kingdom. Museums, Libraries and Archives Council 2008): ? 3Increase in knowledge and understanding ? Increase in skills ? Change in attitudes or values ? Evidence in knowledge ? Evidence of enjoyment, inspiration and creativity ? Evidence of activity, behaviour, progression 5 Table 2 shows how specific questions linked to a particular GLO were generated for the questionnaire, with the addition of a 6th outcome based on a study in the USA by Moyer who investigated learning through leisure reading (2007). The question that follows reflects the recognition that reading is not merely an individual pursuit, but a social practice (Barton and Hamilton 2000: 7-14.) The final question sought to profile respondents with respect to the amount they read. Included in the questionnaire was an explanation of leisure reading to assist the participants in identifying that type of reading behaviour. (GLO) Knowledge and understanding Q. Reading has helped me understand why some people behave in a certain way Q. I think that reading has allowed me to better understand historical events (GLO) Attitudes and Values Q. Reading has given me a better understanding about people who are different from me (belong to a different religion, culture or race) Q. Reading has helped me deal with your emotions and feelings. (GLO) Skills Q. Reading has improved how I communicate with other people (writing, speaking and listening) Q. Reading has helped me to better understand what other people are feeling (GLO) Enjoyment, inspiration and creativity Q. I find reading an enjoyable part of your life Q. Reading has inspired me to try something new (GLO) Action, behaviour, progression Q. Reading has made me change the way I do something in daily life Q. Reading has helped me understand problems and solve them 6 (Moyer) Awareness of learning Q. Reading has taught me very little Q. Nothing I read relates to my life Social practice Q. I discuss the novels I read with my friends Amount of reading How many books do you read on average in a month? Table 2. Survey questions and related outcomes Convenience sampling was used and questionnaires were handed out to willing adult participants at both sites over the period of two weeks. In all fifty completed questionnaires from each site were collected. The findings are discussed in Section 5. An interview schedule has also been designed with the intention of probing particular trends emerging from the questionnaire. In addition it seeks to gain an in-depth insight into the reading experience of the respondents by inviting them to articulate any relationship between particular books they have read and their lives. It will attempt to investigate the longevity of any particular effect of reading on a respondent’s life, and invite them to express their attitude to reading and its role in their lives. Interviewees (five from each site) will be selected from survey participants who volunteered their contact information when asked if they would be willing to be interviewed, twenty-two from library A and thirty-one from library B. Comment [J1]: Added the number of contact details received. 5. Findings and Discussion The participants in the survey from both libraries tend to fall into a very similar age profile with only small differences between the higher number of younger participants at Library B and older participants at Library A. This is reflected in the demographics of the communities as the suburb library A serves has double the percentage of residents over the age of 65 as opposed to the suburb surrounding library B (City of Cape Town Geographic Information System 2013). Comment [J2]: Added 7 The number of books read in an average month as reported by the respondents was very similar but with a slightly higher probability of more books being read per month by the users of Library A. The average for Library A is 6.48 books per month while for Library B is 6.15 books per month. Using the most recent survey of reading habits in the US, the average intensity of reading in both libraries can be classified as heavy: Roughly three in 10 are light readers (one to five books in the past 12 months); another 25% to 31% are moderate readers (six to 20) and just about two in 10 are heavy readers (21 or more books) in the past 12 months (Miller, Purcell and Rainie 2012). The question asking whether the respondents discussed books they read with others, was seen as a way of gauging if people had internalised what they had read. A large majority at both Libraries reported in the affirmative: 88% at Library A and 90% at Library B. This can be viewed as a sign that the participants in the survey are internalising what they are reading, sufficiently so, that they are able to report on it. This could very well be seen as positive correlation between reading and learning and supports the idea that reading is also a social practice that is situated in a particular context (Barton and Hamilton 2000). As far as the primary source of reading material is concerned, the participants from both libraries sourced the majority of their reading matter from libraries: 86% from Library A and 80% from Library B. For the participants in this study the public library is clearly the primary source of reading material, with a small balance of their reading material being sourced elsewhere. So, with respect to respondents’ age, reading volume and the library as a source of reading material, the patterns of responses are fairly similar between the two libraries. The next portion of the questionnaire asked participants to indicate their preferred genres. This question was included to both gauge reading interests and to probe a possible correlation between reading benefits and a particular genre. Some of these results proved rather intriguing. For example a larger percentage of participants from Library A answering that they ‘Love romance’ fiction agreed with the correspoinding 8 GLO statements in comparison with those that indicated that they ‘Do not read’ romance novels (See Table 3) except for two of the GLOs. Yet the opposite is true of the result for Library B. In fact the results almost mirror each other, except for two of the GLOs (See Table 3 and 4). It seems worth pointing out that the GLO referring to feeling and emotions scored highly at both libraries amongst fans of romance fiction. Comment [J3]: Rewrote I think it reads better now. Library A Love Romance N=13 Don’t Read Romance N=14 5Agree Don't Know Disagree Agree Don't Know Disagree Reading has helped me understand why some people behave in a certain way 91.67% 8.33% 78.57% 14.29% 7.14% Reading has made me change the way I do something in daily life 84.62% 7.69% 7.69% 57.14% 21.43% 21.43% Reading has given me 7a better understanding of people who are different from me 84.62% 7.69% 7.69% 92.86% 7.14% Reading has improved my communication skills with other people Reading has helped me to better understand what other people are feeling Reading has inspired me to try something new Reading has helped me deal with my emotions and feelings Reading has helped me understand problems and solve them 100.00% 83.33% 84.62% 81.82% 76.92% 8.33% 7.69% 9.09% 23.08% 8.33% 7.69% 9.09% 92.86% 78.57% 78.57% 64.29% 64.29% 14.29% 14.29% 21.43% 21.43% 7.14% 7.14% 7.14% 14.29% 14.29% 9 I think that reading has allowed me to better understand historical events 76.92% 23.08% 100.00% Table 3. Relationship in Library A between the reading of romance fiction and GLOs Library B Love Romance N=14 Don’t Read Romance N=16 5Agree Don't Know Disagree Agree Don't Know Disagree Reading has helped me understand why some people behave in a certain way 84.62% 7.69% 76.90% 87.50% 12.50% Reading has made me change the way I do something in daily life 78.57% 14.29% 7.14% 87.50% 6.25% 6.25% Reading has given me 7a better understanding of people who are different from me 92.86% 7.14% 87.50% 6.25% 6.25% Reading has improved my communication skills with other people 85.71% 14.29% 93.75% 6.25% Reading has helped me to better understand what other people are feeling 85.71% 14.29% 87.50% 12.50% Reading has inspired me to try something new 92.86% 7.14% 93.75% 6.25% Reading has helped me deal with my emotions and feelings 100.00% 75.00% 12.50% 12.50% Reading has helped me understand problems and solve them 85.71% 14.29% 75.00% 12.50% 12.50% 10 I think that reading has allowed me to better understand historical events 85.71% 7.14% 7.14% 93.75% 6.25% Table 4. Relationship in Library B between the reading of romance fiction and GLOs At both sites the participants who enjoyed biographies all indicated in the positive to all the GLOs, in most cases 100% of them reporting learning related to the corresponding GLO had taken place. While those who did not read biographies tended to show some negative responses. The only clear conclusion that one can draw is for the most part is that genre preference does not impact the perceived learning experience of leisure reading strongly but that there is some influence that seems to be localised. This would need to be studied further before any conclusion could be drawn. Crime novels, thrillers, biographies and do-it-yourself books were the most popular genres at Library A while religious fiction, historical fiction, thrillers, crime novels and books on health were the most popular at Library B. When responding to the eleven questions directly relating to the GLOs, a great majority of respondents from both libraries agreed with the statements that they had achieved learning outcomes as listed. These were; 8Knowledge and understanding, Attitudes and Values, Skills, Enjoyment, inspiration and creativity and Action, behaviour, progression. Two additional questions were added to check for the respondents’ awareness of learning and to test that participants were reading the questions accurately. These two questions needed to be answered in the negative, as opposed to the other questions in the survey, and thus acted as ‘trap questions’. Two questions were allocated to test for each of GLOs listed above and the options of Agree, Do Not Know and Disagree were offered as answers. For the GLO Knowledge and Understanding the following statements were posed: Reading has helped me understand why some people behave in a certain way and I think that reading has allowed me to better understand historical events. A high 11 percentage of participants from both libraries agreed with this: 90% and 89% respectively. It was much the same with the response to the statements, Reading has given me a better understanding about people who are different from me and Reading has helped me deal with my emotions and feelings. These were designed to test for changes in the GLO, Attitudes and Values. Library A participants were slightly less emphatic in their response to these questions with 83% at Library A and 88% at Library B. With respect to the statements referring to the GLO for skills; Reading has improved my communication skills with other people and Reading has helped me to better understand what other people are feeling: 90% at Library A and 89% at Library B agreed with these statements. The responses to the statements, Reading has made me change the way I do something in daily life and Reading has helped me understand problems and solve them, are the only ones that show a noticeable shift in agreement at Library A, with those agreeing dropping below 80% to 78%, while at Library B this remained high at 83%. This could be a reflection of how the different environmental and cultural factors between the two communities shape people’s behaviour and actions. The last set of statements referred to recognising if learning had taken place and acted as the ‘trap questions’. The statements posed were Reading has taught me very little and Nothing I read relates to my life. Fortunately the responses were unquestionably negative, with Library A at 89% and Library B 81% showing a strong awareness that leisure reading does contribute to the participants’ learning. The final portion of the survey was an open ended question asking participants to name a book that had influenced their life and why. At Library A, twenty-nine participants answered this question with the results broken down as follows: ? 12 respondents indicated novels, ? 7 general non-fiction, 12 ? 3 biographies, ? 3 religious non-fiction, ? 2 Christian fiction and ? 2 the Bible. In general the comments about the novels focused on learning about other people’s perceptions and cultures. Those who indicated general non-fiction tend towards self- help or learning a skill. Christian religious books, collectively, made up one of the largest groupings. The following comment mirrors many of the comments made about novels: “Helped me realise you always have to look at things from the other side.” (a comment about To kill a mocking bird by Harper Lee) A number of participants singled out non-fiction books with a Christian theme, usually offering some form of advice for overcoming setbacks in life or dealing with grief. Biographical or autobiographical books did not seem to have the same impact and the comments tended to focus more on events reported in the books rather than on the individual themselves. At Library B thirty-one responded to the question above, though some of the titles were difficult to categorise. The following pattern emerged: ? 13 respondents indicated novels; ? 6 general non-fiction, ? 3 biographies, ? 3 religious non-fiction ? 3 bible and ? 2 periodicals. The balance could not be categorised. The breakdown of novels tends more towards family-based drama or romance and, similar to Library A, the comments referred to learning about other cultures and other people’s points of view. More of the respondents from this library mentioned how the books impact directly on their lives such as: 13 “It mirrors the type of life I have led which prompted me to write my own book.” (a comment on Of human bondage by W. Somerset Maugham) One comment mentioned how books with gay protagonists help the participant in the survey come to terms with his sexual orientation. As with Library A most of the non- fiction mentioned had religious themes. Crime novels featured twice and one novel in isXhosa - unfortunately with no explanation as to the reason why. Interestingly the novel Shantaram by Gregory David Roberts, which vividly describes life in Mumbai, appears on both lists, as does Nelson Mandela’s autobiography A long walk to freedom. Taking into account the data collected at both sites it would appear that collectively there is very little difference in the learning that appears to take place between the participants from the two libraries. It would seem that these public libraries provide comparable learning opportunities to people from the differing communities. The benefit gained from the provision of the print collection is dependent on its use, however. Only one participant in the survey indicated they did not use books from the library. It would appear that in general, use of a public library does translate to significant and heavy use of the print collection. Unfortunately using surveys and the GLOs to assess learning does not allow for reflection on the nuances of the learning that took place. It is hoped that the interview stage of the research will build a more complete picture of the level and degree of effects. 6. Conclusion While there is still a fair amount of additional work needed to complete this study, and taking into account the small sample size, it would appear that following the guidelines of the ISO standard 16439 and the principles of impact assessment, it is possible to construct a viable research instrument that can demonstrate the benefits of leisure reading. The benefits reported in high numbers reflect and confirm the reading experience reported in a number of studies (e.g. Krashen 2007; Clark and Rumbold 2006). Some aspects still need to be explored further, such as do 14 communities where English and Afrikaans are not the primary language experience the same outcomes from the provision of a print collection and, how does one relate the use of the library to the benefit of the larger community? Critically, an attempt should be made to arrive at a better understanding of the type and level of learning taking place to enable a deeper understanding of the effects of reading in public libraries in diverse communities. Over the past few years, the circulation of books in Cape Town public libraries has shown a decline. Public libraries need to leverage the undeniable benefit of leisure reading to elevate it to an activity of choice amongst members of their immediate communities. This could prove difficult in a country with low literacy rates and a scarcity of titles available in indigenous languages. It is only through the continued demonstration of public libraries’ contribution to the broader society and lowering barriers of access to public libraries and their collections that print collections will continue to have relevance. References Barton, D. and Hamilton, M. 2000. Literacy practices. 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