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This research seeks to observe the occupancy of study areas in a university library over a period of several months with the aim of evaluating the efficiency of library resources usage.

In undertaking the research, study facilities of a library, such as chairs, sofas, carrels, and tables, were first drawn as features on maps using a GIS application. Geospatial databases were then created to store data of occupancy of the facilities by library users, which were observed by the author. On connecting records in the databases to features on the maps, GIS functions were explored to analyze observed data and exhibit the analytical results on the maps.

The findings of this research challenge the predominant opinion that insists that academic library users have a preference of study carrels over tables for studying. Instead, the research reveals that student users tend to select tables to study, especially tables equipped with electrical and internet connections. At the same time, group study rooms are overwhelmingly welcomed.

This research demonstrates the potential of GIS technology for assisting library operations with regard to study space management. With GIS, libraries can have an automation tool to record their daily activities, analyze the data, and exhibit the analysis on maps for better understanding.

This is an experimental work. Librarians may find it useful in managing the activities of their library and helpful in providing information for space rearrangement and service enhancement.

Library space and services should center on library patrons and what they need. Trying to match the needs of each patron can become a daunting task. A new approach needs to be taken – one that describes patrons and their needs in a useful way. Using an approach from marketing and product design, personas or user groups offer a unique approach to thinking and describing patron needs to assist in the identification and design of library space and services.

The identification, development, and validation of personas employs an iterative process using both qualitative and quantitative methods to first identify user patterns, then develop the patterns into meaningful descriptions, and finally to validate the personas. Once validated, additional data is collected, and, as librarians become persona-minded, the persona descriptions continue to be enriched.

The chapter provides a description of personas found in one academic library and how those personas were developed before being used to assist in library space identification and development. One unique feature of our personas was the fluid nature where patrons would shift personas depending on personal needs.

Personas are a practical and meaningful tool for thinking about library space and service design in the development stage. Several examples of library spaces that focus on the needs of specific personas are provided.

This paper was read at the Library Association Conference, Resource Centres in Schools, at Loughborough University of Technology in October 1971. It describes some of the more sophisticated American Resource Centres and deals with a situation a step or two away from general practice in this country. The author reports what he saw and how the centres are used, and so perhaps suggests both where and where not to aim in developing Resource Centres here.

The purpose of this paper is to determine the use of library spaces by postgraduate students at the North-West University in South Africa.

A survey research methodology was used in which both online and print questionnaires were used to gather data.

The major findings of the study were that postgraduate students frequently visited the libraries to make use of the quite study spaces, which include the research commons and the study carrels. The study further found out that postgraduate students rarely visited the libraries for the purpose of consulting librarians regarding their studies. Challenges expressed by the students include insufficient workstations, poor internet and Wi-Fi connectivity and limited seating capacity. The benefit of the study is that it will help librarians and the university administrators to better understand the postgraduate students space needs, as well as the challenges being encountered.

This biggest limitation of this study was a lack or low response rate by certain faculties, which mitigated against comparing the use of spaces by faculty.

The results of this study re-affirm the need for postgraduate spaces. University libraries that seek to build postgraduate spaces in the future need to ensure that an adequate number of computer workstations are supplied and Wi-Fi and bandwidth are improved. University libraries that already have postgraduate spaces should consider adding more workstations and improving bandwidth and Wi-Fi connectivity in those spaces. These results further point to a need for libraries in Africa and elsewhere to consider having more quiet study spaces for postgraduate students while reducing the number of group study spaces.

The results of this study point to a need for libraries and university authorities to periodically review library spaces as a way to ensure their continued optimal usage. They also point to a need for more funds to further enhance the library spaces for postgraduate students’ use.

South African libraries are faced with challenges including the addition of 15 per cent value added tax to print and online resources. In this environment, libraries are expected by university authorities to demonstrate return on investment. This study, therefore, is located within the realm of determining return on investment for the funds spent by universities to build dedicated postgraduate library spaces. This study will further benefit librarians and the university administrators by helping them to better understand the postgraduate students space needs, as well as the challenges being encountered.

It has been suggested that “space and artifacts constitute systems of communication which organizations build up within themselves” (Gagliardi, 1992a, b, p. vi) and reflect the cultural life within that organization. This is a study of how the “landscape” of a public library (“Library X”), as an information retrieval system, relates to the values of the people who created it. The efforts here are geared towards understanding the physical instantiation of institutional culture and, more specifically, institutional values as they are reflected through the artifact.

This paper examines student perceptions of new individual study desks (ISDs) and how they improved the students' learning experience.

The study describes the process for developing new ISDs. When about half of the old ISDs were replaced with new ISDs, two parallel surveys were used to understand why students used the ISDs, what their experiences were and any suggested improvements.

Results indicate that the new ISDs were used by students for significantly longer periods of time. They enjoyed the ambiance and amenities of the new desks, including a whiteboard used by over 90% of students. Many students using new ISDs expressed a desire for more new ISDs, so it would not be as hard to find an available one; students using old ISDs called for improvements that would make the old ISDs more like the new ISDs.

This study has two practical implications. It emphasizes the importance of both engaging student patrons throughout the design process and conducting follow-up assessments to determine if changes make things better.

The value of this study is in understanding the optimal steps for developing new study spaces for students. These steps include integrating student input during development and design, prototyping a change and following up to determine the degree to which a change worked on the changes made.

To report on the process of redesigning a previously inaccessible room in the center of Emerson College’s Iwasaki Library for student use.

Library staff solicited input from multiple stakeholders through informal suggestion boards; conversations with staff and faculty; a 3-hour Participatory Design Workshop (PDW) with students, both undergraduates and graduates from multiple departments; and a month-long collaboration with a Business Studies class. A particular emphasis was placed on student input in the design process because of their status as the library’s primary users.

It was not possible to incorporate all of the students’ suggestions into the final design: particularly the requests for a homey, “living room” feel. However, through repeated inquiry, the library was able to find a match between some of the things students wanted and what the library could provide, namely a flexible event and study space.

Although libraries do not often have the opportunity to “expand” with their existing footprints, this chapter will be of use to other libraries planning an expansion or renovation. Library expansion is often dependent on well-documented need and student voices can have a high impact and, therefore, should play a critical role in the design process.

Libraries can be seen as the collective identity of its employees engaged in providing a myriad of services to a community of patrons. Libraries can also exist in virtual settings, defined with descriptive parameters, described by a wider user group external to the library environment. The diverse nature of what constitutes libraries is illustrated by researchers, such as Marino and Lapintie (2015), who use the term “meta-meeting place” when describing its environs. Whatever model is used to describe contemporary libraries, the library environment usually has numerous needs and demands coming from a variety of stakeholders, from administrators to patrons. This chapter examines how we, as librarians, with users, co-construct library as both space and place.

We used a theoretical framework (social constructionism) to show how library identity is established by its users in the space planning process to address their needs and expectations and provided a case study of the main library at the University of South Florida.

We found that libraries are reflective of the vision and values of a diverse community and the social-political milieu in which they are housed. Librarians used a number of innovative methods and frames to create best/evidence-based practice approaches in space planning, re-envisioning library functions, and conducting outcomes/programmatic assessment. For librarians to create that sense of place and space for our users requires effective and open conversations and examination of our own inherent (and often unacknowledged) contradictions as to what libraries are or should be as enduring structures with evolving uses and changing users. For example, only a few of the studies focused on the spatial use and feel of libraries using new technologies or methodologies, such as social network analysis, discourse analysis, or GPS, to map the use of physical and virtual space.

First, new ways of working and engaging require reexamination of assessment and evaluation procedures and processes. To accomplish this, we must develop a more effective culture of assessment and to use innovative evaluation measures to determine use, user paths, and formal and informal groupings. Changes that affect patron and staff perceptions of library as place/third space may be difficult to assess using quantitative surveys, such as LibQual, that may not provide an opportunity for respondents to provide specifics of what “place” means to them. Second, it is important to have effective communication among all members of the library (patrons, library staff, and university administration) so that we design spaces/places that enhance the relationships among users, technology, pedagogy, and learning spaces, not just the latest “thing” in the literature.

This value of this review is to provide a social constructionist perspective (frame) on how we plan library space. This approach provides opportunities to truly engage our patrons and administration in the co-construction of what “our library” should be since it provides insight to group, place, and social dynamics.

Study rooms are recognized as a popular feature in academic libraries. The purpose of this paper is to understand how students use the study rooms at the library of the University of Central Missouri.

A short survey was given to students who checked out study rooms keys. Students were asked how they used the rooms and what technology they used in the rooms. In total, 341 valid surveys were returned for analysis.

Students used the rooms mainly for academic reasons. In total, 73 percent of respondents frequently studied alone in the rooms while 56 percent frequently studied in groups. Use of the technology in the rooms, other than the computers (89 percent) was limited.

Due to the voluntary nature of the surveys, results may not be applicable to all study room users. The researchers were particularly interested in the international students but demographic data from the survey indicated that the number of responses from this group may not be representative of the number that are actually using the rooms.

Students indicated they rarely used peripheral equipment, i.e. webcams and microphones, and the library removed them from the rooms and made them available at the circulation desk.

The authors found little research specific to the use of study rooms although available research of library space in general indicated study rooms are highly valued. The findings of this survey suggest that students may be more interested in individual/private spaces for academic work than “group” study rooms.

This exploratory study, a Ph.D. dissertation completed at the University of Western Ontario in 2013, examines the materially embedded relations of power between library users and staff in public libraries and how building design regulates spatial behavior according to organizational objectives. It considers three public library buildings as organization spaces (Dale & Burrell, 2008) and determines the extent to which their spatial organizations reproduce the relations of power between the library and its public that originated with the modern public library building type ca. 1900. Adopting a multicase study design, I conducted site visits to three, purposefully selected public library buildings of similar size but various ages. Site visits included: blueprint analysis; organizational document analysis; in-depth, semi-structured interviews with library users and library staff; cognitive mapping exercises; observations; and photography.

Despite newer approaches to designing public library buildings, the use of newer information technologies, and the emergence of newer paradigms of library service delivery (e.g., the user-centered model), findings strongly suggest that the library as an organization still relies on many of the same socio-spatial models of control as it did one century ago when public library design first became standardized. The three public libraries examined show spatial organizations that were designed primarily with the librarian, library materials, and library operations in mind far more than the library user or the user’s many needs. This not only calls into question the public library’s progressiveness over the last century but also hints at its ability to survive in the new century.