Heat Map Visualizations of Seating Patterns in an Academic Library

Khoo, Michael; Rozaklis, Lily; Hall, Catherine; Kusunoki, Diana S.; Rehrig, Michael

doi:10.9776/14274

Cited by 3 publications

(9 citation statements)

References 18 publications

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“…Whether it is quiet study space or an open meeting space, the reasons how and why users select library spaces largely depend on individual needs and activities (Cha & Kim, 2015;İmamoğlu & Gürel, 2016;Khoo, Rozaklis, Hall, Kusunoki, & Rehrig, 2014;Montgomery, 2014;Vaska, Chan, & Powelson, 2009). Research focusing on students' requirements of library spaces reveal common themes: more natural light, larger or more tables and chairs, and more outlets (Andrews, Wright & Raskin, 2015;DeClercq & Cranz, 2014;İmamoğlu & Gürel, 2016;Khoo et al, 2014;Montgomery, 2014;Vaska et al, 2009).…”

Section: Space Attributesmentioning

confidence: 99%

“…Research focusing on students' requirements of library spaces reveal common themes: more natural light, larger or more tables and chairs, and more outlets (Andrews, Wright & Raskin, 2015;DeClercq & Cranz, 2014;İmamoğlu & Gürel, 2016;Khoo et al, 2014;Montgomery, 2014;Vaska et al, 2009). Library spaces must also accommodate simultaneous device use by students (Ellison, 2016;Ojennus & Watts, 2017).…”

Section: Space Attributesmentioning

confidence: 99%

“…Recent literature shows the need for more of these spaces, and that students respond positively to redesigns which provide more flexible learning and group study spaces (Cha & Kim, 2015;Given & Archibald, 2015;Khoo et al, 2014, Montgomery, 2014. Studying alongside others provides visual and social pressure for students, furthering the communal space (Andrews et al, 2015).…”

Section: Group Study and Non-quiet Spacesmentioning

confidence: 99%

“…Research indicates students use quiet areas to accomplish serious work (e.g., to study for exams or write papers) (Cha & Kim, 2015;DeClercq & Cranz, 2014;Freeman, 2005;Khoo et al, 2014). Even during individual study, students often indicate their desire to be near others studying (Andrews et al, 2015;Applegate, 2009;Goodnight & Jeitner, 2016;Hall & Kapa, 2014;İmamoğlu & Gürel, 2016;Montgomery, 2014).…”

Section: Quiet and Individual Studymentioning

confidence: 99%

“…Even during individual study, students often indicate their desire to be near others studying (Andrews et al, 2015;Applegate, 2009;Goodnight & Jeitner, 2016;Hall & Kapa, 2014;İmamoğlu & Gürel, 2016;Montgomery, 2014). Yet, students still desire ample personal space, feeling a space is full when 40-50% of seats are occupied (Applegate, 2009;İmamoğlu & Gürel, 2016;Khoo et al, 2014). Physical dividers would allow users to delineate personal space and minimize distractions so that they can work most effectively (İmamoğlu & Gürel, 2016).…”

Section: Quiet and Individual Studymentioning

confidence: 99%

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

Hillman

Blackburn

Shamp

et al. 2017

EBLIP

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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.

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Section: Space Attributesmentioning

confidence: 99%

Section: Space Attributesmentioning

confidence: 99%

Section: Group Study and Non-quiet Spacesmentioning

confidence: 99%

Section: Quiet and Individual Studymentioning

confidence: 99%

Section: Quiet and Individual Studymentioning

confidence: 99%

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

Hillman

Blackburn

Shamp

et al. 2017

EBLIP

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Space Use in the Commons: Evaluating a Flexible Library Environment

Asher¹

2017

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -This article evaluates the usage and user experience of the Herman B Wells Library's Learning Commons, a newly renovated technology and learning centre that provides services and spaces tailored to undergraduates' academic needs at Indiana University Bloomington (IUB).Methods -A mixed-method research protocol combining time-lapse photography, unobtrusive observation, and random-sample surveys was employed to construct and visualize a representative usage and activity profile for the Learning Commons space.Results -Usage of the Learning Commons by particular student groups varied considerably from expectations based on student enrollments. In particular, business, first and second year students, and international students used the Learning Commons to a higher degree than expected, while humanities students used it to a much lower degree. While users were satisfied with the services provided and the overall atmosphere of the space, they also experienced the negative effects of insufficient space and facilities due to the space often operating at or near its capacity. Demand for collaboration rooms and computer workstations was particularly high, while additional evidence suggests that the Learning Commons furniture mix may not adequately match users' needs.Conclusions -This study presents a unique approach to space use evaluation that enables researchers to collect and visualize representative observational data. This study demonstrates a Evidence Based Library and Information Practice 2017, 12.2 69 model for quickly and reliably assessing space use for open-plan and learning-centred academic environments and for evaluating how well these learning spaces fulfill their institutional mission.

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

Khoo

Rozaklis²,

Hall

et al. 2016

CRL

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This article describes a qualitative mixed-method study of students’ perceptions of place and space in an academic library. The approach is informed by Scott Bennett’s model of library design, which posits a shift from a ‘book-centered’ to a technology supported ‘learning centered’ paradigm of library space. Two surveys gathered data on (a) students’ perceptions of places in an academic library, and (b) on occupancy rates in the same library. When triangulated, the results identified two distinct and contrasting models of place: a more traditional model based on individual study near stacks of books, and an emergent technologically-supported group study model. The results suggest that academic libraries should develop new metrics to measure library place and space in settings of technologically-supported group work.

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Heat Map Visualizations of Seating Patterns in an Academic Library

Cited by 3 publications

References 18 publications

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

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

Space Use in the Commons: Evaluating a Flexible Library Environment

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

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