What Matters for Students' Use of Physical Library Space?

Hyun, Seung; Kim, Tae Wan

doi:10.1016/j.acalib.2015.03.014

Cited by 89 publications

(74 citation statements)

References 24 publications

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“…As other research has suggested, views have some importance (Cha and Kim, 2015). A view outside helped relieve the sense of pressure and claustrophobia; and was also an inspiration.…”

Section: Case Study Contextmentioning

confidence: 92%

“…Features of spaces such as the amount of room, noise level, degree of crowding and comfort of furnishing are major factors for students (Cha and Kim 2015). IT resources can be an important factor in choice of space (eg Harrop and Turpin 2013) but expert support from library staff does not appear to be a major influence (Yoo-Lee et al 2013).…”

Section: Student Use Of Learning Spacesmentioning

confidence: 99%

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Space and embodiment in informal learning

Cox

2017

High Educ

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Changes in pedagogy to emphasise independent study and group work have increased the need for informal learning spaces on campuses. University libraries have been quick to respond to this need, partly because of the decline in book lending and partly because of technology enablers. Furthermore, new types of buildings that combine many types of facility, including libraries and informal learning spaces, are being built. This research aimed to explore students' experience of such informal learning spaces, through focus groups and walk with interviews. It was found that the creation of different types of learning atmosphere, should be understood as a multi-sensory experience, and actively constructed by learners themselves. Informal learning spaces are important destinations for students, who have favourite places to study, where they often work alongside companions and find motivation to work in the presence of others.

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“…As other research has suggested, views have some importance (Cha and Kim, 2015). A view outside helped relieve the sense of pressure and claustrophobia; and was also an inspiration.…”

Section: Case Study Contextmentioning

confidence: 92%

Section: Student Use Of Learning Spacesmentioning

confidence: 99%

Space and embodiment in informal learning

Cox

2017

High Educ

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“…Some research focused solely on measures or ideal attributes of library or commons space. Cha & Kim (2015) used surveys of academic library users in the Netherlands, while the TEALS standard was the product of another (Abbasi, Elkadi, Horn, & Owen, 2012). Only two longitudinal studies exist (Fox & Doshi, 2017;Montgomery, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Student Use of the Information Commons: An Exploration through Mixed Methods

Archambault

Justice

2017

EBLIP

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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.

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“…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%

“…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%

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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What Matters for Students' Use of Physical Library Space?

Cited by 89 publications

References 24 publications

Space and embodiment in informal learning

Space and embodiment in informal learning

Student Use of the Information Commons: An Exploration through Mixed Methods

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

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