“I Am More Productive in the Library Because It’s Quiet”: Commuter Students in the College Library

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

“…Ethnographic approaches have also been used to explore the experiences of specific groups of students. In Regalado and Smale's (2015;n.d. ) extensive research of commuter students at the City University of New York (CUNY) a key finding was that students "valued the library as a distraction-free place for academic work, in contrast to the constraints they experienced in other places -including in their homes and on the commute" (Regalado & Smale, 2015, p. 899).…”

Section: Literature Review: Ethnographic Methods In Academic Librariesmentioning

confidence: 97%

Using Ethnographic Methods to Explore How International Business Students Approach Their Academic Assignments and Their Experiences of the Spaces They Use for Studying

Jensen¹,

Ramsden²,

Haigh³

et al. 2019

Objective -Understanding students' approaches to studying and their experiences of library spaces and other learning spaces are central to developing library spaces, policies, resources and support services that fit with and meet students' evolving needs. The aim of the research was to explore how international students approach academic assignments and how they experience the spaces they use for studying to determine what constituted enablers or barriers to study. The paper focuses on how the two ethnographic methods of retrospective interviewing and cognitive mapping produce rich qualitative data that puts the students' lived experience at the centre and allows us a better understanding of where study practices and study spaces fit into their lives.Methods -The study used a qualitative ethnographic approach for data collection which took place in April 2016. We used two innovative interview activities, the retrospective process interview and a cognitive mapping activity, to elicit student practices in relation to how they approach an assignment and which spaces they use for study. We conducted eight interviews with international students in the Business School, produced interview notes with transcribed excerpts, and developed a themed coding frame.Results -The retrospective process interview offered a way of gathering detailed information about the resources students draw on when working on academic assignments, including library provided resources and personal social networks. The cognitive mapping activity enabled us to develop a better understanding of where students go to study and what they find enabling or disruptive about different types of spaces. The combination of the two methods gave students the opportunity to discuss how their study practices changed over time and provided insight into their student journeys, both in how their requirements for and knowledge of spaces, and their use of resources, were evolving. Conclusion -The study shows how ethnographic methods can be used to develop a greater understanding of study practices inside and outside library spaces, how students use and feel about library spaces, and where the library fits into the students' lives and journey. This can be beneficial for universities and other institutions, and their stakeholders, looking to make significant changes to library buildings and/or campus environments.

“…Because BC is a commuter school, and our students do not live in dormitories, they do not experience immersive campus life, including opportunities to learn about local culture. The library is a space that is neither home nor dorm (places that may be full of distractions or offer no study spaces), but a place where students can be productive and collaborative (Regalado & Smale, 2015). The library was not the top reason to transfer to BC (cost and proximity to home were top two); however, several students factored the library into their decisions to enroll at BC.…”

Section: Library As Placementioning

confidence: 99%

“Don’t Make Me Feel Dumb”: Transfer Students, the Library, and Acclimating to a New Campus

Harrick

Fullington

2019

Objective -This qualitative study sought to delineate and understand the role of the library in addressing the barriers transfer students experience upon acclimating to their new campus.Methods -A screening survey was used to recruit transfer students in their first semester at Brooklyn College (BC) to participate in focus groups. The participants discussed the issues they encountered by answering open-ended questions about their experiences on campus, and with the library specifically.Evidence Based Library and Information Practice 2019, 14.3 78 Results -Transfer students desired current information about campus procedures, services, and academic support. They often had to find this information on their own, wasting valuable time. Students felt confused and stressed by this process; however, strategic library involvement can help alleviate this stress.Conclusion -Involving the library more fully in orientations could ease students' confusion in their transitional semester. Students desired local knowledge, and the library is in a key position to disseminate this information.