From 28676a5a1d9ce02d4c6db34c5c0bfe0f170939f7 Mon Sep 17 00:00:00 2001
From: Anthony Whyte <anthwhyte@gmail.com>
Date: Wed, 15 Jul 2020 10:32:18 -0400
Subject: [PATCH 1/2] Add librarian, advisor, learner, and leader user stories.

---
 .../library/caliper-profile-library-v1p2.html | 66 ++++++++++++++++---
 1 file changed, 57 insertions(+), 9 deletions(-)

diff --git a/profiles/library/caliper-profile-library-v1p2.html b/profiles/library/caliper-profile-library-v1p2.html
index 1018c0cc..7ec9959a 100755
--- a/profiles/library/caliper-profile-library-v1p2.html
+++ b/profiles/library/caliper-profile-library-v1p2.html
@@ -84,25 +84,73 @@ <h3>User Stories</h3>
                 <ul>
                     <li>As a librarian,
                         <ul>
-                            <li>I would like to ....</li>
-                            <li>I would like to ....</li>
-                            <li>I would like to ....</li>
+                            <li>I want to know whether the amount, degree, relative
+                            rank, or timing of student library resource use impacts student success
+                            outcomes (such as learning outcomes, assignment or course grades,
+                            overall GPA or test scores, engagement, persistence and retention,
+                            transfer/completion/graduation, career placement or salary), so that I
+                            can advocate for more or more appropriate collection resources, advocate
+                            for faculty/librarian course design interactions to maximize or hone
+                            resource use, encourage more faculty and students to increase or refine
+                            their library resource use, remove hurdles to resource use, inform
+                            collections decision-making, and improve collections.</li>
+                            <li>I want to know whether students who interact with
+                            library reference services achieve success outcomes (such as learning
+                            outcomes, assignment or course grades, overall GPA or test scores,
+                            engagement, persistence and retention, transfer/completion/graduation,
+                            career placement or salary) more easily, quickly, or thoroughly, so that
+                            I can advocate for more or more appropriate reference resources (time,
+                            personnel, collections), encourage more faculty and students to interact
+                            with reference librarians, remove hurdles to reference interactions, and
+                            improve reference services.</li>
+                            <li>I want to know whether students who participate in
+                            library instruction achieve success outcomes (such as learning outcomes,
+                            assignment or course grades, overall GPA or test scores, engagement,
+                            persistence and retention, transfer/completion/graduation, career
+                            placement or salary) more easily, quickly, or thoroughly, so that I can
+                            advocate for more or more appropriate instruction resources (time,
+                            personnel, facilities), encourage more faculty and students to
+                            schedule/participate in instructional services, remove hurdles to
+                            instruction engagement, and inform and improve instruction.</li>
                         </ul>
                     </li>
                     <li>As a learner,
                         <ul>
-                            <li>I would like to ....</li>
-                            <li>I would like to ....</li>
+                            <li>I want to know whether my use of library services, resources, or
+                            facilities is more/less/equal to other students (who are like me or who
+                            are more/less successful than I), so that I can adjust my library use to
+                            match my goals.</li>
+                            <li>I want to know whether or to what degree my use of library services,
+                            resources, or facilities will help me (increase my learning, attain my
+                            desired assignment or course grades, transfer/complete/graduate on my
+                            intended timeline), so that I can make informed choices in order to
+                            achieve my goals.</li>
                         </ul>
                     </li>
-                    <li>As a researcher,
+                    <li>As a advisor,
                         <ul>
-                            <li>I would like to ....</li>
-                            <li>I would like to ....</li>
-                            <li>I would like to ....</li>
+                            <li>I want to know whether and to what degree student use of library
+                            services, resources, and facilities influences their short- or long-term
+                            success, so that I can facilitate student interactions with the library
+                            and librarians in order to remove hurdles to student success and improve
+                            student outcomes.</li>
+                        </ul>
+                    </li>
+                    <li>As a senior institutional leader,
+                        <ul>
+                            <li> I want to know whether (and which) library expenditures impact
+                            student success measures, faculty teaching excellence, faculty research
+                            productivity, faculty grant productivity, institutional
+                            brand/image/prestige, institutional affordability, and/or institutional
+                            accreditation, so that I can make resource decisions that will maximize
+                            institutional goals, priorities, and outcomes.</li>
                         </ul>
                     </li>
                 </ul>
+
+                Additional user stories can found in M. Oakleaf,
+                <a href="https://library.educause.edu/~/media/files/library/2018/11/liila.pdf"
+                target="_blank">Library Integration in Institutional Analytics</a> (November, 2018).
             </section>
 
             <section id="terminology">

From 48cd4f5f3adb645493dc56a256ceecbc5ddc3b82 Mon Sep 17 00:00:00 2001
From: Anthony Whyte <anthwhyte@gmail.com>
Date: Wed, 15 Jul 2020 10:39:55 -0400
Subject: [PATCH 2/2] To uppercase LibraryUseEvent.

---
 profiles/library/caliper-profile-library-v1p2.html | 2 +-
 1 file changed, 1 insertion(+), 1 deletion(-)

diff --git a/profiles/library/caliper-profile-library-v1p2.html b/profiles/library/caliper-profile-library-v1p2.html
index 7ec9959a..5d7ba286 100755
--- a/profiles/library/caliper-profile-library-v1p2.html
+++ b/profiles/library/caliper-profile-library-v1p2.html
@@ -228,7 +228,7 @@ <h2>Events</h2>
             <h2>Actions</h2>
 
             <section id="actions-libraryuse">
-                <h3>libraryUseEvent</h3>
+                <h3>LibraryUseEvent</h3>
 
                 <p>The Caliper <a href="#LibraryUseEvent">LibraryUseEvent</a> supports
                     the following actions:</p>