Purpose -The purpose of this research paper is to review a selection of articles and books that highlight aspects of spatial theory and literacy from various disciplinary perspectives, along with a review of library space studies. Design/methodology/approach -This study reviews library literature published between 2010 to 2017 that utilizes spatial literacy and its related tools. The authors searched full text in two databases, a library specific database, Library, Information Science and Technology Abstracts (LISTA), and in a multi-disciplinary database SCOPUS. The article records were analyzed to find primary research studies, published between 2010 and 2017, which study patron use of library space using various single and hybrid methodologies. Findings -The findings of the literature reveal that of the 26 studies reviewed, 23 have a descriptive research question, three have a relational research question, and zero have a causal research question. Based on the analysis of the research methodologies employed, there is more that can be done in support of a librarian's research efforts as well as the arenas in which research is conducted. Practical implications -These findings highlight ways in which LIS researchers and those who educate them can broaden collective knowledge within the profession regarding spatial theory, literacy, and applicable research methodologies for studying and innovating library space. Originality/value -Current and best practices for designing library space studies that employ spatial literacy to collect and analyze data are identified along with a discussion of future directions for LIS researchers to better assess space and communicate the value of innovated physical space in libraries.

Background: Accelerated growth in Doctor of Nursing Practice (DNP) programs has mandated the need for innovative strategies for doctoral students to defend their final scholarly work while protecting the integrity and rigor of the experience. Method: A poster defense strategy was implemented and evaluated via a faculty focus group and a Likert-scale survey. Sessions highlighting eight projects each were scheduled at 75-minute intervals allowing for both informal poster viewing and formal audience questioning facilitated by a moderator. Evaluation of the event trended positive, with focus group members celebrating the energy around each session, noting the significant increase in audience size compared to past podium defenses. Conclusion: Evaluators who attended previous DNP project defenses all indicated that the large venue poster session approach was just as or more effective than previous methods. [ J Nurs Educ . 2020;59(1):51–53.]