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This chapter looks at the principal use of a library as a place of quiet contemplation in contrast to the recent push for interactive environments and makerspaces, with particular focus on the centrality of library users’ needs in designing services and spaces.

This chapter draws on the results of primary survey data, and considers user needs as more important to successful educational support rather than contemporary trends that might lean toward other directions.

It is found that students at Stockton University desire more space for quiet study and, when library quiet spaces are expanded, they have flocked to these zones. The students are sending out their own SOS – they are “Seeking Out Silence” within the walls of the library.

This chapter provides a look at user-centered design as applied to the fundamental needs of library patrons. It reminds library professionals to stay focused on user needs regardless of entrenched tradition. It also provides insight into student behaviors and the nature of library as place.

The purpose of this column is to present a single snapshot of the modern library. Even though much of the building itself has evolved into a collaborative learning space and a highly visible social environment, the traditional notion of at least a portion of the building as quiet study space must remain in place to support its place, for many, as an enduring exemplar of solitude. For those who are engaged in independent study and quiet contemplation, it is essential that the quiet study spaces in libraries endure.

The article takes the form of a literature review and commentary on this topic that has been addressed by writers and researchers.

Data indicate that, even though technology is a paramount request by patrons using libraries, many require a quiet place to study as an integral part of their library experience.

The value in addressing this issue is to consider the substantiation suggesting that even though libraries have and continue to transform to meet the varied technological and other needs of the patron, those needs should include providing quiet study space for them as well.

The purpose of this paper is to explore the effect of an electronic noise-monitoring device (NoiseSign) at reducing noise levels in quiet study areas in an academic library.

Surveys and decibel-level measurements were used to measure the perceived and objective noise levels, respectively, in both an intervention and a control area of two major branch libraries. Patrons’ perception of noise was measured with a passive paper and online survey, which asked patrons to rate the current noise level and their desired noise level. The actual noise measurements were collected twice a day with a hand-held decibel reader for 60 seconds and then corroborated after the intervention with automatically logged decibel readings from the noise monitor device in the two intervention areas. The authors conducted one-way ANOVA’s to determine if the results were significant.

The NoiseSign had no statistically significant effect on either actual noise levels or user perceptions of noise in the library. The surveys comments and anecdotal observation of the spaces while doing measurements did reveal that noise in the quiet study areas was not the primary source of complaints.

In spite of many proposed solutions to reducing noise in libraries, there has been very little research in this area. This is the first study to examine the effectiveness of using a noise-monitoring device in reducing noise levels at an academic library.

The purpose of this paper is to examine undergraduates' perception and use of two distinct library spaces – social and communal – in an academic library in order to provide more customized services.

A survey was conducted at D.H. Hill Library at North Carolina State University, including structured questions on perceptions and use of the library, perceptions of library layout and design, and respondent demographics, as well as open questions on the advantages and disadvantages of social and communal spaces.

Undergraduates frequently use the physical library. Their usage patterns mirror common characteristics of Generation Y by going there mostly on weekday nights, with friends or in a group. Both communal and social spaces appear to be well‐used for many different activities ranging from solitary academic work to technology‐driven collaborative work and socializing. Some demographic variables, such as ethnicity and gender, are found to affect aspects of perception and use. For example, African American and Asian students tend to engage in activities that involve library technology, tools and resources, while White students simply use the spaces. Despite their excitement and appreciation of the social spaces in the library, students consider the quiet communal spaces integral to their experience of the library and stress the need of quiet space for academic work.

This is one of a few systematic empirical studies on end‐users' use of library space.

This study aims to investigate the performance of open-plan office layouts and to identify occupants’ concerns in existing open-plan office layouts.

Workplace activity questionnaire (WAQ) was administered in the form of an online survey in March 2019, as part of a design briefing process for the expansion of the office facilities located in Bangalore, India, for a Fortune 100 software technology company. A total of 4,810 questionnaires were distributed and 3,877 responses were received (80.6% response rate). After that, 849 incomplete responses were eliminated from the analysis, resulting in a final sample size of 3,028. The questionnaire included 11 key activities conducted by the office workers and established the gap between the workers’ perceived importance and support from their existing facilities using a five-point Likert scale.

The findings of this study provide strong evidence that different physical environments influence the satisfaction of occupants. An improvement of the facilities, especially by enabling areas for quiet working, should be prioritized in relation to the other activities surveyed. Also, office workers perceived significantly different support levels for quiet working depending on their department, while there was no significant difference between the workers of different buildings.

Individual demographic information was not collected because of the possibility of personal identification. There was also a lack of objective environmental measures, such as temperature and noise level. Thus, the quality of indoor environments was unknown. In this study, some respondents mentioned dissatisfaction with indoor environmental quality, including noise, temperature and air quality in their comments.

In the programming stage of a workplace design process, the WAQ survey tool has value because it renders important insight into the perception of a live workplace, which can then be used to determine priorities for a design effort. It clearly identifies the areas to focus on, ask questions about and develop improvements. Validating its reliability will enhance its credibility and confidence in its use. In addition, the large sample size provides statistical advantages in the data analysis, providing a higher likelihood to find a true positive of the findings of the study. Also, having a relatively high response rate provides an advantage of mitigating the risk of having non-response bias in the analysis.

The purpose of this paper is to analyse privacy and interaction preferences in the social dimension of individual learning students and how the spatial configuration affects individual learners’ choices of learning spaces.

This empirical survey study was conducted in an Australian university’s informal learning spaces. Space syntax theories are applied to construct a four-quadrant theoretical framework.

The research findings indicate that based on the differences between students in their individual characteristics, there are significant differences in their needs for privacy and interaction. This study reveals that the spatial configuration affects individual learners’ choices of learning spaces.

This study could assist universities in providing students with more effective and diverse informal learning spaces.

The focus on designing spaces for users in the last decade or so signifies the gradual change in the mission of libraries from provision of resources to that of a pro-active partner in learning. Planning for user space in support of learning is far more complex as it needs to take into account the variety of users’ needs and behaviour. Before specifying the actual layout and design of users’ spaces it is important to consider all the major factors that affect the use of the intended library space. The purpose of this paper is to provide a guide to library planning base on the experience of the authors at Nanyang Technological University (NTU) Libraries.

The framework for planning library spaces developed at NTU Libraries consists of four components – collaborative space, sanctuary space, interaction space and community space. Discussion on the rationale of these spaces and suggestions for their implementation will assist others in asking appropriate questions on their own library space planning exercise.

The paper reinforced the view that a good library building has to provide a wide variety of spaces, some of which are contradictory as the needs of a student is different from another. A student also has different needs at different times. Providing and balancing these needs is essential.

This paper provides a tried and tested conceptual framework for use by library space designers.

Physical environments, especially the sound environments of ILSs on a university campus, have become increasingly important in satisfying the diverse needs of students. Poor sound environments are widely acknowledged to lead to inefficient and underutilised spaces and to negatively influence students' learning outcomes. This study proposes two hypotheses to explore whether students' sound environment perceptions are related to their individual characteristics and whether students' preferences for the type of ILS are related to their sound environment sensitivities.

An investigation through a questionnaire survey has been conducted on both students' individual characteristics affecting their sound environment perceptions in informal learning spaces (ILSs) of a university campus and their sensitivities to the sound environments in ILSs affecting their preferences for the type of ILSs.

The research findings indicate that students' sound environment perceptions are associated with some of their individual characteristics. In addition, the results show that students' sound environment sensitivities affect their preferences for the type of ILS they occupy.

This study could help architects and managers of university learning spaces to provide better sound environments for students, thereby improving their learning outcomes. The article contributes valuable insights into the correlation between students' individual characteristics, sound environment perceptions and preferences for ILSs. The research findings add to the existing knowledge in this field and offer practical implications for enhancing design and management of university learning environments.

The purpose of this paper is to describe the process and work undertaken by the library anthropologist and the Usability Task Force (UTF) for reconfiguring the library's physical and virtual spaces to meet the educational needs and expectations of users, including students, faculty, and community patrons.

Through formal usability studies and ethnographic research, the paper describes the process and work undertaken by the library anthropologist and the UTF.

Through surveys, focus groups observation data were obtained about the current study and web habits of undergraduates and faculty.

This paper presents an ethnographic approach to policy development and implementation to re‐orient the physical and virtual library environments at a large research library. Libraries and library administrators will find value in the policies established and processes outlined for the development of user‐centered learning spaces.

The author of this chapter will explain how libraries define safe space through policies, procedures, and professional codes of ethics. The chapter will generate a history of the concept of libraries as safe space, will explain how libraries attempt to create safe spaces in physical and online environments, and will show how library practices both help and harm patrons in need of safe space.

This chapter provides a review of the literature that illustrates how libraries provide safe space – or not – for their patrons. The author will deconstruct the ALA Code of Ethics and Bill of Rights to demonstrate how libraries remain heteronormative institutions that do not recognize the existence of diverse patrons or employees, and how this phenomenon manifests in libraries.

Libraries, either through their physical construction or through policies and procedures, have become spaces for illegal activities and discrimination. Populations who would be most likely to use libraries often report barriers to access.

Libraries should revisit their policies and procedures, as well as assess their physical and online spaces, to determine whether or not they truly provide safe space for their patrons. While libraries can become safer spaces, they should clearly communicate what types of safety they actually provide.

This chapter offers a critique of libraries as safe spaces, which will challenge popular opinions of libraries, and compel the profession to improve.