Purpose
The University of Tennessee Knoxville’s Libraries has set aside space and stocked it with treadmill desks, standing desks, cycling desks and balance chairs to encourage physical activity while using library space to promote active learning. The purpose of this paper is to assess the impact of this innovative space on library users through a study conducted by a research team using observations and short surveys to gather information about usage trends and user perceptions of this “active learning space.”
Design/methodology/approach
This study used both ethnographish observation and self-selected survey. Researcher observation notes were used to gather usage rates of the space and equipment in the space, and survey responses were coded for themes to identify user perceptions around the space.
Findings
The findings strongly suggest that users find mental and physical health value in the “active learning space” and many would find value in the expansion and improvement of the space.
Research limitations/implications
The limitations of this study include a shorter observation period compared to the survey collection period and limited demographic collection to shorten the survey instrument.
Originality/value
However, this study was able to assess how an active learning space in an academic library can influence and have a significant impact on student success.
While journal articles are still considered the most important sources of scholarly reading, libraries may no longer have a monopoly on providing discovery and access. Many other sources of scholarly information are available to readers. This international study examines how researchers discover, read, and use scholarly literature for their work. Respondents in 2018 report an average of almost 20 article readings a month and there are still significant differences found in the reading and use of scholarly literature by discipline and geographical location, consistent with the earlier studies. Researchers show they are willing to change or adopt new strategies to discover and obtain articles.
Information literacy instruction (ILI) has long been an important part of undergraduate education.Subject librarians, together with undergraduate instructors, help students identify the relevant information sources in their discipline and learn how to search for, locate, and recognize highquality information effectively. Information needs, specific resources, and information practices differ across subjects and vary by workplace and discipline norms. This work, funded by the Engineering Information Foundation, presents our first step in developing a series of modules to support engineering students' development of information literacy. We have interviewed five engineering librarians at the 2018 ASEE annual conference to better understand the best practices for information literacy instruction in engineering courses. Based on the analysis of the interviews we identified and described a number of concepts that will be considered as we develop our modules. This paper also provides a list of recommendations for faculty and librarians who are involved in ILI for undergraduate engineering students.
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