Library space assessment: a professional education case study

Abstract

Purpose -The purpose of this paper is to review the current state of library space assessment, and to investigate how new professionals, represented by a cohort of graduate students taking a course on academic libraries, approached the task of designing and conducting a one-shot space evaluation project. Design/methodology/approach -A review of literature on academic library space was used to introduce the project to student participants and to put the results of their work in context. Seven student groups were required to define their evaluation criteria, conduct quality assessments at individual sites and perform a cross-case analysis to inform recommendations for improvements. Findings -The literature confirmed growing interest in learning space assessment, with a trend toward the use of mixed (quantitative and qualitative) methods, particularly ethnographic techniques using multimedia, and the development of comprehensive toolkits and frameworks. The students used a range of approaches: three groups developed their own evaluation criteria or categories (informed by their reading), and four groups used existing tools (with modifications). All used observations to collect data. Variations across the cohort pointed to different priorities in professional and/or personal values.Research limitations/implications -The research was based on a small sample of 20 students in one cohort. Replication of the study with future cohorts tasked with the same assignment would strengthen the validity of the findings. Originality/value -The study offers a novel perspective on the desirable qualities of learning spaces by exploring how graduate librarianship students as both student library users and next-generation professionals specify evaluation criteria and conduct space assessments.

A systematic review of library service quality studies: Models, dimensions, research populations and methods

“…Table 1 shows that out of 95 selected studies, 28 studies (29.47%) have applied the SERVQUAL model, followed by 20 studies (21.05%) reported application of LibQUAL model, 8 studies (8.42%) applied the Structural Equation Modelling, 7 studies (7.36%) measured the service quality by applying two service quality models Cabrerizo et al (2017), Chen (2016), Li and Yang (2013) and Xi et al (2018) 4 studies (4.21%) applied a self proposed model (Barhoumi, 2016; Borbely, 2011; Powelson and Reaume, 2012; Mehrjerdi, 2017) and 2 studies reported the application of a fuzzy based model (Tooranloo et al, 2018; Lee et al, 2011). Twenty-five studies (26.31%) had no mention of any models Corrall (2017), Brettle et al (2011), Cabrerizo et al (2012), Einasto (2014), Gupta and Singh (2012), Helman and Horowitz (2001), Heradio et al (2012), Hernon and Nitecki (2001), Kim (2011), Partap (n.d), Rahimi et al (2018), Stokić et al (2019).…”

Library space assessment methods: perspectives of new information professionals

“…The data available included 180 online discussion posts, 97 individual assessment reports, 32 descriptions of evaluation criteria and 32 group project reports. Following a preliminary small-scale “snapshot” study conducted after the first complete iteration of the course as a two-section onsite and online offering, which was presented at the 11th Northumbria International Conference on Performance Measurement in Libraries and Information Services held in Edinburgh, July 2015 (Corrall, 2017), the present much larger study adopted a longitudinal or “diachronic” collective (multiple) case study strategy because the instructor was interested in not only analysing within and across the different student groups, but also exploring whether student approaches to designing and conducting a one-shot space assessment were changing over time (Thomas, 2016, p. 114).…”

“…More specifically, the study aimed to examine what evaluation criteria they chose and used, how they framed their assessments in terms of reference to established concepts, models, theories, methodologies, techniques and/or tools (e.g., adopting/adapting existing frameworks or developing new approaches), and to what extent they demonstrated independent thinking and/or creativity in the perspective offered. The small-scale pilot study of two cohorts taking the course in 2014 (20 students working in seven groups) found a variety of approaches, ranging from modified implementations and combinations of existing tools, to developing their own assessment categories and/or criteria, relying more on their personal experience and less on the professional literature (Corrall, 2017).…”

“…Readers interested in exploring the growing literature on the planning, design, development and assessment of library space can find fuller discussion in the recent book chapter by Diller (2017) or in the articles by Matthews and Walton (2014), Nitecki and Simpson (2016), and Turner et al (2013). (Corrall, 2017), the present much larger study adopted a longitudinal or "diachronic" collective (multiple) case study strategy because the instructor was interested in not only analyzing within and across the different student groups, but also exploring whether student approaches to designing and conducting a one-shot space assessment were changing over time (Thomas, 2016, p. 114).…”