Silent and Independent: Student Use of Academic Library Study Space

Hall, Katharine; Kapa, Dubravka

doi:10.21083/partnership.v10i1.3338

Cited by 22 publications

(19 citation statements)

References 10 publications

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“…(p. 219) from others. Similar research also notes individual study carrels and quiet spaces are valued (Hall & Kapa, 2015;Montgomery & Miller, 2011;Ojennus & Watts, 2017;Oliveira, 2016).…”

Section: Space Attributessupporting

confidence: 54%

“…Montgomery (2014) refers to the library as a place for informal learning, where students can set their own goals and determine their needs. The library is thought of for its study spaces and less for services and collections (DeClercq & Cranz, 2014;Hall and Kapa, 2015). A place to gather and have conversations, according to Oldenburg (1997), is an important part of learning; the library has begun to be this place.…”

Section: Library As Placementioning

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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“…(p. 219) from others. Similar research also notes individual study carrels and quiet spaces are valued (Hall & Kapa, 2015;Montgomery & Miller, 2011;Ojennus & Watts, 2017;Oliveira, 2016).…”

Section: Space Attributessupporting

confidence: 54%

Section: Library As Placementioning

confidence: 99%

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

Hillman

Blackburn

Shamp

et al. 2017

EBLIP

View full text Add to dashboard Cite

show abstract

“…Other items discussed by students as key to improving the library were to increase the number of electrical outlets, to improve the Wi-Fi signal throughout the entire building, and to offer wireless and free printing. Hall and Kapa (2015) found similar requests from library users for larger table space, additional comfortable furniture, and an increased number of desktop computers. Other recent qualitative and mixed-methods assessments of library space use have come to similar conclusions regarding the need for access to electrical power, sufficient group study space, and flexible seating (Asher, 2017;Dominguez, 2016;McCrary, 2017).…”

Section: Student Use Of Library Spacementioning

confidence: 66%

Learning about Student Research Practices through an Ethnographic Investigation: Insights into Contact with Librarians and Use of Library Space

Tewell

Mullins

Tomlin

et al. 2017

EBLIP

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Objective -Student research habits and expectations continue to change, complicating the design of library spaces and the provision of research support. This study's intent was to explore undergraduate and graduate student research and study needs at a mid-sized university's two campuses in the Northeastern United States, and to improve librarians' understandings of these practices so that more appropriate services and spaces may be developed to support student learning.Methods -The research project utilized a primarily qualitative design for data collection that spanned from fall 2012 to summer 2013, consisting of an online questionnaire, unobtrusive observations, and in-depth semi-structured interviews. Data collection commenced with a questionnaire consisting of 51 items, distributed through campus email to all students and receiving 1182 responses. Second, 32 hours of unobtrusive observations were carried out by librarians, who took ethnographic "field notes" in a variety of Library locations during different times and days of the week. The final method was in-depth interviews conducted with 30 undergraduate and graduate students. The qualitative data were analyzed through the application of a codebook consisting of 459 codes, developed by a data analysis team of 4 librarians.Results -The results address topical areas of student interactions with librarians, contact preferences, and use of library space. Of the interviewees, 60% contacted a librarian at least once, with texting being the most popular method of contact (27%). In being contacted by the library, students preferred a range of methods and generally indicated interest in learning about library news and events through posters and signage. Participants were less interested in receiving library contact via social media, such as Facebook or Twitter. Regarding student use of and preference for library space, prominent themes were students creating their own spaces for individual study by moving furniture, leaving personal items unattended, the presence of unwanted noise, and a general preference for either working nearby other students in groups or in carrels to facilitate individual study.Conclusions -Being aware of student research processes and preferences can result in the ability to design learning environments and research services that are more responsive to their needs. Ethnographic research methods, as part of an ongoing research process, are recommended as a means to better understand library user practices and expectations.

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“…Four studies included the option of taking the survey online or in-person (Dominguez (2016), Holder & Lange (2014), Montgomery (2014), and Webb, Schaller, & Hunley (2008)). The survey in one study was distributed online only (Hall & Kapa (2015). Interestingly, May and Swabey found that for their multi-site study, participation rates were much higher for surveys distributed in paper format rather than online, and therefore chose to change their distribution model to paper-only for all study sites after the first (p. 774).…”

Section: Resultsmentioning

confidence: 99%

Applying spatial literacy to transform library space: a selected literature review

Gray

Burel

Graser

et al. 2018

RSR

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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.

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Silent and Independent: Student Use of Academic Library Study Space

Cited by 22 publications

References 10 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

Learning about Student Research Practices through an Ethnographic Investigation: Insights into Contact with Librarians and Use of Library Space

Applying spatial literacy to transform library space: a selected literature review

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