“A Really Nice Spot ”: Evaluating Place, Space, and Technology in Academic Libraries

Objective -In this case study, librarians at the William H. Hannon Library at Loyola Marymount University explored user behaviour in the Information Commons, user preferences for furniture style and configuration, and how users engaged with a mix of technology, resources, and activities inside the space.Methods -The researchers used a mixed-methods case study consisting of 2,443 "direct observations," 646 environmental scans, 248 patron surveys, and 46 whiteboard poll questions. They created visualizations of results in Tableau, with filters for zone and variable. They then carried out a follow-up furniture preferences survey with 190 respondents.Results -Independent study dominated the space usage. Users valued spaciousness, quiet, privacy, and a clean environment. Users frequently multi-tasked with additional devices as they Evidence Based Library and Information Practice 2017, 12.4 14 simultaneously used the library computers, including cell phones, headphones, and laptops. The majority of students self-reported using a library computer for email and to access the campus online learning platform. They also reported reading/studying and printing as frequent activities, although these were less frequently observed. Unattended belongings were observed along with broken electrical outlets. Temperature and noise levels were highly variable.Conclusions -This methodology allowed for the exploration of space use and satisfaction and uncovered implications for the redesign of the library space. The library has already taken steps toward making improvements based on this assessment project including: removing some reference stacks in favor of additional seating space, an inventory of all electrical outlets, and the exploration of new furniture and noise control strategies.

Section: Literature Reviewmentioning

confidence: 99%

Student Use of the Information Commons: An Exploration through Mixed Methods

Archambault

Justice

2017

“…Space needs differ among users and are often taskdependent, with both individual and group work requiring a variety of furniture options. Independent of group or individual study spaces, more table and seating options are a common theme within focus groups and survey findings, aligning our students' desires with other research on space attributes (Cha & Kim, 2015;İmamoğlu & Gürel, 2016;Khoo et al, 2014;Khoo, Rozaklis, Hall, & Kusunoki, 2016;Montgomery, 2014;Vaska et al, 2009). Regardless of space preferences (i.e., quiet vs. non-quiet), users consistently and whenever possible need additional outlets, aligning with research regarding the need for additional power to accommodate technologies (DeClercq & Cranz, 2014;İmamoğlu & Gürel, 2016;Khoo et al, 2014;Montgomery, 2014;Vaska et al, 2009).…”

Section: Space Attributesmentioning

confidence: 57%

“…As with other research (Cha & Kim, 2015;DeClercq & Cranz, 2014;Freeman, 2005;Khoo et al, 2014, Khoo et al, 2016, our students are looking for a quiet space to "get serious" (e.g., write research papers). This is especially true for masters and doctoral students, including one doctoral student wishing the library would be more like a neighboring academic library, where the entire space is quiet.…”

Section: Space Attributesmentioning

confidence: 99%

“…Understanding why students are not using this available space would be extremely valuable. As Khoo et al(2016) mentions, spaces without defined use conventions are considered full when they are relatively unoccupied, as individuals are unlikely to join a space already occupied by another individual. In the case of the lower level, this might be doubly true, as the classrooms on this level are not commonly used outside of instruction and students may be unaware of when they are able to, or not able to, use these rooms.…”

Section: Space Attributesmentioning

confidence: 99%

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User-focused, User-led: Space Assessment to Transform a Small Academic Library

Hillman

Blackburn

Shamp

et al. 2017

Objective -By collecting and analyzing evidence from three data points, researchers sought to understand how library spaces are used. Researchers have used results for evidence based decision making regarding physical library spaces.Methods -Undergraduate researchers, sociology faculty, and librarians used mixed-methods to triangulate findings. Seating sweeps were used to map patrons' activities in the library. Studentled focus groups discussed patterns of library use, impressions of facilities, and library features and services. The final step included a campus survey developed from seating sweeps and focus group findings.Results -Seating sweeps showed consistent use of the library's main level Learning Commons and upper level quiet spaces; the library's multipurpose lower level is under-utilized. Students use the main level of the library for collaborative learning, socializing, reading, and computer use. Students use the upper level for quiet study and group work in study rooms. Focus group findings found library use is task-specific. For example, a student may work with classmates on a project using the main level Learning Commons during the day, and then come back at night to use the quiet floor for test preparation. Survey responses highlighted areas in which the library is deficient. For example, respondents cited crowdedness, noise levels, and temperature concerns.Conclusion -These data offer empirical evidence for library space needs. Some data aligns with previous space studies conducted at this library: access to power outlets, lighting, noise, and an outdated environment. Evidence also supports anecdotal concerns of crowding, graduate students lacking designated study space, and the need for quiet study space away from group study space.

“…Researchers continue to adopt and develop inventive uses of ethnography in library settings, whether as a method, as in Dunne's (2016) shadowing of several students during the final weeks of their undergraduate studies and Kinsley, Schoonover, and Spitler's (2016) use of GoPro cameras to learn about students' processes of finding books in library stacks, or as pedagogical inspiration, as in Pashia and Critten's (2015) use of mapping and observation in library orientation sessions. Recent studies with implications for the research at hand include Holder and Lange's (2014) mixedmethods examination of library space and patron satisfaction, Allan's (2016) analysis of student awareness of librarians' roles within a learning commons setting, and Khoo, Rozaklis, Hall, and Kusunoki's (2016) surveys of student perception and usage of library space. These implications will be addressed in the Discussion section.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning about Student Research Practices through an Ethnographic Investigation: Insights into Contact with Librarians and Use of Library Space

Tewell

Mullins

Tomlin

et al. 2017

Objective -Student research habits and expectations continue to change, complicating the design of library spaces and the provision of research support. This study's intent was to explore undergraduate and graduate student research and study needs at a mid-sized university's two campuses in the Northeastern United States, and to improve librarians' understandings of these practices so that more appropriate services and spaces may be developed to support student learning.Methods -The research project utilized a primarily qualitative design for data collection that spanned from fall 2012 to summer 2013, consisting of an online questionnaire, unobtrusive observations, and in-depth semi-structured interviews. Data collection commenced with a questionnaire consisting of 51 items, distributed through campus email to all students and receiving 1182 responses. Second, 32 hours of unobtrusive observations were carried out by librarians, who took ethnographic "field notes" in a variety of Library locations during different times and days of the week. The final method was in-depth interviews conducted with 30 undergraduate and graduate students. The qualitative data were analyzed through the application of a codebook consisting of 459 codes, developed by a data analysis team of 4 librarians.Results -The results address topical areas of student interactions with librarians, contact preferences, and use of library space. Of the interviewees, 60% contacted a librarian at least once, with texting being the most popular method of contact (27%). In being contacted by the library, students preferred a range of methods and generally indicated interest in learning about library news and events through posters and signage. Participants were less interested in receiving library contact via social media, such as Facebook or Twitter. Regarding student use of and preference for library space, prominent themes were students creating their own spaces for individual study by moving furniture, leaving personal items unattended, the presence of unwanted noise, and a general preference for either working nearby other students in groups or in carrels to facilitate individual study.Conclusions -Being aware of student research processes and preferences can result in the ability to design learning environments and research services that are more responsive to their needs. Ethnographic research methods, as part of an ongoing research process, are recommended as a means to better understand library user practices and expectations.