Library space assessment methods: perspectives of new information professionals

Abstract

Purpose -The research explores the emerging specialty of learning space assessment with a focus on how new information professionals represented by graduate students in an academic libraries course defined quality criteria for library spaces and how they approached designing and conducting a one-shot multi-site space assessment project. Design/methodology/approach -The instructor-investigator adopted a diachronic collective case study strategy, using documents generated by six cohorts over three academic years. The data included 180 online discussion posts, 97 individual site assessments, and 32 group project reports. Data were analyzed quantitatively and qualitatively to identify patterns and trends in student behaviour. Findings -The analysis revealed a strong trend among students for creating their own evaluation frameworks in preference to reusing existing professional tools in their current form; the proportion of students who either developed their own criteria or combined existing criteria in new ways shifted from 40 percent to 80 percent in three years. Their approaches demonstrated willingness and ability to engage in independent and creative thinking, and readiness to explore interdisciplinary and international perspectives on space. They also displayed a commitment to accessible, flexible and adaptable user-centered design for active, collaborative learning, and to bringing a user perspective to their observations. Originality/value -The focus on student-librarians provides a unique forward-looking perspective on the desirable qualities of next-generation learning spaces in academic libraries. The study also documents an unprecedented range of established and novel space evaluation frameworks and tools informed by different professional disciplines. The results should be of interest to LIS educators and practitioners.

Exploring the Uncharted: Lived Experiences of Research Commons Librarians

“…Harrison (2018) emphasises that the commons environment undergoes various levels of change, from encompassing adjustment to broader transformative change. To effectively implement the RC model, the Learning Commons matrix recommends identifying the optimal mix and concentration of activities (Corrall 2018). In his blog, Elliot Felix (2019) delineates seven key functions of RCs, including centralising support, fostering new scholarship, sharing research through exhibits and events, supporting new or niche projects, and connecting researchers through introductions and matchmaking.…”

“…Observations of the RC facilities reveal varying approaches, with some incorporating modern amenities while others adhere to conservative practices (Bangani, Moyo, and Mashiyane 2020). Continuously assessing RC services and user needs is crucial to ensure alignment with evolving requirements and technological advancements (Corrall 2018;Dowson 2016). Cooper, Hill and Schonfeld (2022) further stress the importance of aligning the research library with organisational strategy for effective operation.…”

“…There is a common acknowledgement of the need to contemporary library services to align with evolving learning Participants RC1 and RC2 indicated that the university leaders recognised this need and initiated the transformation process (Corrall 2018;Ramakrishnan, Shrestha, and Soar 2021;Koelling and Townsend 2019).…”