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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.

Just as the Covid-19 pandemic has hit all areas of life, it has also hit the working life. Towards the end of the pandemic period, the concept of quiet quitting entered people's lives. The phenomenon of quiet quitting has been introduced as a brand new concept in the mainstream media and social media in general. The primary objective of this study is to investigate and define the emerging phenomenon of quiet quitting. Furthermore, this study aims to compare this novel phenomenon with other established theoretical approaches in the field of management.

This review study specifically examines the concept of quiet quitting, aiming to gain a deeper understanding of this phenomenon.

Contrary to popular belief, the phenomenon of “quiet quitting” is not a recent or trendy occurrence. Instead, it has persisted for numerous years and is intertwined with various theories such as motivation, commitment, engagement and social exchange theory.

This study provides employers, managers, HR practitioners with recommendations on how to address the employee's quiet quitting behavior.

This study represents a pioneering work that explores an uncharted territory, the phenomenon of quiet quitting. The authors demonstrated and relate the historical processes of management theories to the phenomenon of quiet quitting, which is a concept that appears to lack roots.

While quiet quitting is not an entirely new phenomenon, no published research has examined its relationship to existing concepts from a human resource management and organizational behavior perspective. Therefore, this study is a critical reflection that aims to demonstrate the relationship of quiet quitting with concepts researchers in tourism and hospitality have extensively used to study related phenomena.

Gray literature was mobilized to capture the momentum of this new phenomenon, whereas scholarly research was reviewed to identify existing concepts associated with quiet quitting and suggest directions for theory-building and empirical research.

In its contemporary form, quiet quitting mostly resonates with younger employees, due to the drastic changes in workplaces following the COVID-19 pandemic. While quiet quitting closely resembles collective industrial action such as “work to rule” and “acting one’s wage,” it also has a psychological dimension, and can be understood through concepts such as work withdrawal, employee cynicism, and silence. Multiple theories and concepts are proposed to facilitate the conceptualization and operationalization of quiet quitting (e.g. organizational citizenship behavior, social exchange, psychological contract, organizational justice, conflict theory, equity theory, two-factor theory, job demands-resources and conservation of resources theories).

This research provides practical suggestions to managers in tourism and hospitality to prevent the occurrence of quiet quitting in the first place, as well as effectively handling it once it occurs.

Studies addressing quiet quitting are rare. This paper attempts to synthesize diverse concepts and theories associated with quiet quitting to understand its meaning, potential causes and to suggest avenues for future research.

This case study provides a new methodology for examining patron-initiated noise complaints in academic libraries by mining virtual reference chat transcript logs. The purpose of this study is to illustrate how noise complaints can be identified, analyzed and mapped to create a visual representation of the library’s soundscape.

This study reviewed 4,494 reference chat logs taken over four semesters at a large public university between August 2015 and May 2017. From these transcripts, the author identified 330 unique noise complaints and analyzed them by content, time of day, day of week, week of semester and floor of library. Complaints were also plotted on a library map to determine noise complaint hot spots.

Analysis of the noise complaints showed that 82 per cent of the reported incidents originated in designated quiet study zones and 55 per cent of the complaints occurred in the evenings when the library was more lightly staffed. Mapping the noise complaints revealed that most infractions were reported in areas where public computing areas and group study rooms were situated directly adjacent to designated quiet study areas.

Although there are numerous studies on noise in libraries and many published analyses of reference chat transcripts, this paper is the first to analyze chat transcripts for the purpose of studying noise complaints in the library. This paper is an expansion of a preliminary study presented at the 2016 Library Assessment Conference in Arlington, VA.

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 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 paper aims to explore at Loughborough University (UK) how informal learning spaces (ILS) are used by students in the Library and elsewhere on campus. Focus includes learning activities undertaken by students, reasons why the ILS is chosen, suggestions on how they can be improved and how technologies are used. Comparison will be drawn between how students use Library ILS and other ILS.

Case study based at Loughborough University and its Library. Semi-structured interviews were held with 265 students in various ILS spaces across campus.

Similarities and differences are present in the way students use Library ILS compared with other ILS campus spaces. These include impact of campus geography and individual academic levels of students.

This is a single case study and the results can only relate to Loughborough University. There may be some lessons and themes that are relevant to other universities. The number of interviewees is relatively small.

Highlights the need for cooperation between various university stakeholders to strategically and operationally manage different ILS on campus.

This is one of the very few studies that investigate together the range of ILS including the Library in a comparative approach.

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 paper reflects on the Bognor Regis Learning Resource Centre at the University of Chichester which opened in early 2012. In particular, it looks at how the spaces within the building were designed to enhance student learning and whether it meets student needs in practice.

The research was conducted by way of a case study which included interviews and questionnaires. In addition, observations and the measurement of sound levels resulted in the collection of statistical data for analysis.

The findings suggest that although the building is popular as a learning space and provides for a variety of learning styles, nevertheless, there are some problems with the interior design. In addition, future pressures and advances in technology will require further development of the building to keep pace with changing user needs and expectations.

The study contributes to the body of research regarding the use of library space for student learning in higher education. In addition, it makes practical suggestions for future developments that could also be considered by other higher education institutions.

The purpose of this paper is twofold. It first examines cross-institutional benchmark data about “library as place” from 99 US schools in the Measuring Information Service Outcomes (MISO) Survey (www.misosurvey.org). The data demonstrate the value of “library as place” to students in particular. Second, the paper shares case studies of how two college libraries made MISO Survey “library as place” data actionable. Lafayette College (Easton, Pennsylvania) analyzed local MISO Survey data after a renovation to validate return on investment. Earlham College (Richmond, Indiana) analyzed MISO Survey data to help secure a science library renovation and to justify an architectural study for its main library.

The paper begins with an analysis of “library as place” using aggregate benchmarks derived from US college and university respondents between 2012 and 2015. Specifically, the paper contrasts student and faculty perceptions of “library as place” via national benchmarks about: library services importance, satisfaction, and use (three benchmarks); hybrid online/“place-based” library services importance, satisfaction, and use (three benchmarks). Pivoting from higher education to individual, local perspectives, two case studies reveal how academic libraries used MISO Survey findings to demonstrate the value of “library as place” for renovation purposes.

The findings include that undergraduates make more frequent use than faculty of place-based services such as reference, equipment loans, and physical course reserves. Undergraduates also find most of these services more important than faculty do. Faculty makes generally more frequent use than undergraduates of online services such as library databases and the catalog. They find that these services to be more important than undergraduates do. Faculty and undergraduates use newer library discovery systems with equal frequency and find them to be equally important. Undergraduates find comfortable library spaces to be very important, and faculty considers them to be only a bit less important.

This is the first paper using MISO Survey data to focus on the importance and satisfaction of place-based library services involving cross-institutional comparisons for students and faculty. Previously published research using MISO Survey data have compared the use of place-based library services. This is also the first paper to offer case studies about how institutions use MISO Survey data to demonstrate the value of “library as place.”