University Library Premises: The Evaluation of Customer Satisfaction and Usage

Lehto, Anne; Toivonen, Leena; Iivonen, Mirja

doi:10.1515/9783110263121.289

Cited by 5 publications

(4 citation statements)

References 12 publications

(14 reference statements)

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“…Given and Leckie's (2003) results, gathered over ten years ago when laptops were less prevalent, found that reading and writing were the most popular activities, followed by computer use. Bryant et al (2009) found similar results, as did Lehto, Toivonen, and Iivonen (2012).…”

Section: Discussionsupporting

confidence: 70%

Looking and Listening: A Mixed-Methods Study of Space Use and User Satisfaction

Holder¹,

Lange²

2014

EBLIP

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Objective -This study was designed to assess users' reactions to two newly re-designed spacesone intended for quiet study and the other for group study -in the busiest library branch of a large research university. The researchers sought to answer the following questions: For which activity (group work, quiet study, and lounging or relaxing) do the users feel the space is most effective? Which furniture pieces do users prefer and for which activities? How are these spaces being used?Methods -Researchers used a mixed-methods approach for this study. Two methods -surveys and comment boards -were used to gather user feedback on preference for use of the space and users' feelings about particular furniture types. A third method -observation -was used to determine which of the particular areas and furniture pieces occupants were using most, for Evidence Based Library and Information Practice 2014, 9.3 5 which activities the furniture was most commonly used, and what types of possessions occupants most often carried with them.Results -User opinion indicated that each of the spaces assessed was most effective for the type of activity for which it was designed. Of the 80% of respondents that indicated they would use the quiet study space for quiet study, 91% indicated that the space was either "very effective" or "effective" for that purpose. The survey results also indicated that 47% of the respondents would use the group study space for that purpose. The observation data confirmed that the quiet study space was being used primarily for individual study; however, the data for the group study space showed equal levels of use for individual and group study. Users expressed a preference for traditional furniture, such as tables and desk chairs, over comfortable pieces for group work and for quiet study. One exception was a cushioned reading chair that was the preferred item for quiet study in 23% of the responses. The white boards were chosen as a preferred item for group study by 27% of respondents. The observations showed similar results for group study, with the three table types and the desk chair being used most often. The lounge chairs and couch grouping was used most often for individual study, followed by the tables and desk chairs.Conclusion -By combining user feedback gathered through surveys and comment boards with usage patterns determined via observation data, the researchers were able to answer the questions for which their assessment was designed. Results were analyzed to compare userstated preferences with actual behaviour and were used to make future design decisions for other library spaces. Although the results of this study are institutionally specific, the methodology could be successfully applied in other library settings.

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Section: Discussionsupporting

confidence: 70%

Looking and Listening: A Mixed-Methods Study of Space Use and User Satisfaction

Holder¹,

Lange²

2014

EBLIP

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“…Ramsey (2016) argues librarians need to move beyond connecting users with conventional information resources and focus on building connections between people to build SC that will support their academic and professional success and personal well-being; suggested strategies include prioritising group activities in IL classes and engaging students through social networking sites, as well as providing meeting spaces for student groups and partnering or hosting other student services. Others have a more ambitious vision of academic libraries as 'third spaces' building SC for the campus and surrounding communities by partnering external organisations, and hosting gaming tournaments, lecture series and other social gatherings, thus enacting community engagement as their campus and library missions (Frey & Codispoti 2010;Lehto, Toivonen & Iivonen 2012).…”

Section: Capital Perspectives In Academic Librarianshipmentioning

confidence: 99%

The Social Mission of Academic Libraries in Higher Education

Corrall¹

2022

The Social Future of Academic Libraries

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“…(Dzurak, 2008). In Finland, university libraries are open to all (Lehto, Toivonen, & Iivonen, 2012). Academic libraries in Norway traditionally are open and accessible to all (Anderson & Fagerlid, 2016).…”

Section: Policy Changes and Challengesmentioning

confidence: 99%

‘Is the library open?’: Correlating unaffiliated access to academic libraries with open access support

Wilson¹,

Neylon²,

Brookes-Kenworthy³

et al. 2019

LIBER Quarterly

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In the context of a growing international focus on open access publishing options and mandates, this paper explores the extent to which the ideals of 'openness' are also being applied to physical knowledge resources and research spaces. This study, which forms part of the larger Curtin Open Knowledge Initiative project, investigates the relationship between academic library access policies and institutional positions on open access or open science publishing. Analysis of library access policies and related documents from twenty academic institutions in Asia, Australia, Europe, North America, Africa and the United Kingdom shows that physical access to libraries for members of the public who are not affiliated with a university is often the most restricted category of access. Many libraries impose financial and sometimes security barriers on entry to buildings, limiting access to collections in print and other non-digital formats. The limits placed on physical access to libraries contrast strongly with the central role that these institutions play in facilitating open access in digital form for research outputs through institutional repositories and open access publishing policies. We compared library access policies and practices with open access publishing and research sharing policies for the same institutions and found limited correlation between both sets of policies. Comparing the two assessments using Spearman's rank correlation coefficient confirmed open access policies have a direct association with the narrow aspects of public access provided through online availability of formal publications, but are not necessarily associated (in the universities in this study) with delivering on a broader commitment to public access to knowledge. The results suggest that while institutional mission statements and academic library policies may refer to sharing of knowledge and research and community collaboration, multiple layers of library user categories, levels of privilege and fees charged can inhibit the realisation of these goals. As open access publishing options and mandates expand, physical entry to academic libraries and access to print and electronic resources has contracted.

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University Library Premises: The Evaluation of Customer Satisfaction and Usage

Cited by 5 publications

References 12 publications

Looking and Listening: A Mixed-Methods Study of Space Use and User Satisfaction

Looking and Listening: A Mixed-Methods Study of Space Use and User Satisfaction

The Social Mission of Academic Libraries in Higher Education

‘Is the library open?’: Correlating unaffiliated access to academic libraries with open access support

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