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Library Space Design to Promote Student Engagement: A Comparison of Graduate and Undergraduate Students

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Title: Library Space Design to Promote Student Engagement: A Comparison of Graduate and Undergraduate Students
Language: English
Authors: Sarah D. DeVille-Holly (ORCID 0000-0003-3466-6970)
Source: Journal of Access Services. 2024 21(1):14-43.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 30
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Library Facilities, Space Utilization, Learner Engagement, Graduate Students, Academic Libraries, Student Needs, Design Preferences, Furniture, Acoustics, Lighting, Technology Integration, Food, School Security, School Safety, Socialization, Privacy, Educational Equipment, Bulletin Boards, Visual Aids, Cooperative Learning
Geographic Terms: Florida
DOI: 10.1080/15367967.2024.2316699
ISSN: 1536-7967
1536-7975
Abstract: This article explores the library space needs and wants of graduate and undergraduate students at a medium-size state University in Southwest Florida. The researcher conducted a sequential explanatory mixed methods study in which they administered a survey to all currently enrolled graduate and undergraduate students at the university and followed up with semi-structured interviews to better understand students library space needs/wants and how those elements contribute to student success through a lens of academic and social engagement. The researcher identified several library space needs that were common to both graduate and undergraduate students including: comfortable and functional furniture, a variety of study spaces including a mix of individual and group spaces, conducive noise levels, technology, whiteboards, windows to let in natural light, seclusion food and drink options nearby, safety and security, adequate lighting and electrical outlets, and effective wayfinding. An additional need of separate graduate student space was also identified. Findings from this study can help inform the design of library spaces to better support student success through engagement.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1418376
Database: ERIC
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  Value: <anid>AN0176244436;g2k01jan.24;2024Mar28.03:38;v2.2.500</anid> <title id="AN0176244436-1">Library space design to promote student engagement: A comparison of graduate and undergraduate students </title> <p>This article explores the library space needs and wants of graduate and undergraduate students at a medium-size state University in Southwest Florida. The researcher conducted a sequential explanatory mixed methods study in which they administered a survey to all currently enrolled graduate and undergraduate students at the university and followed up with semi-structured interviews to better understand students library space needs/wants and how those elements contribute to student success through a lens of academic and social engagement. The researcher identified several library space needs that were common to both graduate and undergraduate students including: comfortable and functional furniture, a variety of study spaces including a mix of individual and group spaces, conducive noise levels, technology, whiteboards, windows to let in natural light, seclusion food and drink options nearby, safety and security, adequate lighting and electrical outlets, and effective wayfinding. An additional need of separate graduate student space was also identified. Findings from this study can help inform the design of library spaces to better support student success through engagement.</p> <p>Keywords: Academic libraries; library space; student engagement; student success</p> <p>As the concept of what an academic library is continues to evolve, librarians must be able to demonstrate that their services and resources contribute to student success (Fallin, [<reflink idref="bib21" id="ref1">21</reflink>]; Lynch et al., [<reflink idref="bib41" id="ref2">41</reflink>]). Being able to align the impact of library spaces to institutional goals and outcomes, has become increasingly important (Fallin, [<reflink idref="bib21" id="ref3">21</reflink>]; Lynch et al., [<reflink idref="bib41" id="ref4">41</reflink>]; Sternheim, [<reflink idref="bib62" id="ref5">62</reflink>]). Students do not only use the library to find information but are also looking for spaces that cater to a wide variety of activities and technologies (Fallin, [<reflink idref="bib21" id="ref6">21</reflink>]; Holmgren & Spencer, [<reflink idref="bib27" id="ref7">27</reflink>]).</p> <p>The design of campus learning spaces, including informal learning spaces located in academic libraries, can have a significant impact on student success (Astin, [<reflink idref="bib6" id="ref8">6</reflink>], [<reflink idref="bib9" id="ref9">9</reflink>], [<reflink idref="bib10" id="ref10">10</reflink>]; Kuh et al., [<reflink idref="bib35" id="ref11">35</reflink>]). As the learning habits of students evolve, it is critical for academic librarians to assess their library spaces and to reimagine spaces to better meet student needs (Cunningham & Tabur, [<reflink idref="bib18" id="ref12">18</reflink>]; Oliveria, [<reflink idref="bib50" id="ref13">50</reflink>]; Staines, [<reflink idref="bib60" id="ref14">60</reflink>]).</p> <p>Being able to identify the library space needs and wants of students is crucial to supporting student success. By designing library spaces that support academic and social engagement, librarians are supporting student success outcomes (Astin, [<reflink idref="bib6" id="ref15">6</reflink>], [<reflink idref="bib9" id="ref16">9</reflink>], [<reflink idref="bib10" id="ref17">10</reflink>]; Kuh et al., [<reflink idref="bib35" id="ref18">35</reflink>]).</p> <p>In this article, the author presents the findings from a sequential explanatory mixed methods study conducted at a medium size public university in southwest Florida. The study was conducted using a survey instrument, followed by phenomenological interviews to better understand the library space elements that contribute to graduate and undergraduate students' level of academic and social engagement, two components of student success. The author also presents findings related to essential library space needs that should be considered when planning for library space renovations to better support student engagement.</p> <hd id="AN0176244436-2">Literature review</hd> <p>Being able to demonstrate the impact of library resources and services is vital for gaining support from institutional administrators, donors, or accreditors. Physical space at any institution of higher education is a valuable commodity. As academic librarians continue reducing print collections in favor of electronic resources, they are making room within their building for other services, including learning spaces that are purposely designed to promote academic and social engagement.</p> <hd id="AN0176244436-3">College impact</hd> <p>The college experience has a significant impact on students' lives (Astin, [<reflink idref="bib6" id="ref19">6</reflink>], [<reflink idref="bib7" id="ref20">7</reflink>], [<reflink idref="bib9" id="ref21">9</reflink>], [<reflink idref="bib10" id="ref22">10</reflink>]; Kuh et al., [<reflink idref="bib35" id="ref23">35</reflink>]; Pascarella & Terenzini, [<reflink idref="bib51" id="ref24">51</reflink>]). However, there are too many confounding variables to be able to determine the full effect of library spaces on student success (Mao & Kinsley, [<reflink idref="bib42" id="ref25">42</reflink>]; Stemmer & Mahan, [<reflink idref="bib61" id="ref26">61</reflink>]). College impact models such as Astin's ([<reflink idref="bib6" id="ref27">6</reflink>], [<reflink idref="bib7" id="ref28">7</reflink>], [<reflink idref="bib9" id="ref29">9</reflink>], [<reflink idref="bib10" id="ref30">10</reflink>]) input-environmental-output (I-E-O) model attempt to control for these variables.</p> <p>Student characteristics such as program level, major, and living arrangements should all be considered when designing library spaces (Asher et al., [<reflink idref="bib5" id="ref31">5</reflink>]; Astin, [<reflink idref="bib6" id="ref32">6</reflink>]; Kinsley et al., [<reflink idref="bib30" id="ref33">30</reflink>]; Kuh & Gonyea, [<reflink idref="bib34" id="ref34">34</reflink>]; Mao & Kinsley, [<reflink idref="bib42" id="ref35">42</reflink>]). These variables can influence how students use library spaces, the duration of their use, and frequency of use.</p> <p>The outputs or desired outcomes of the college experience include skill development, student development, and long-term outcomes such as attending graduate school or employment (Astin, [<reflink idref="bib6" id="ref36">6</reflink>], [<reflink idref="bib7" id="ref37">7</reflink>], [<reflink idref="bib9" id="ref38">9</reflink>], [<reflink idref="bib10" id="ref39">10</reflink>]). Some of the skills students develop during the college experience including critical thinking, problem solving, knowledge acquisition, and socialization may all occur while using library spaces.</p> <hd id="AN0176244436-4">Student engagement</hd> <p>Student engagement can serve as a reliable proxy for these success measures (Tinto, [<reflink idref="bib66" id="ref40">66</reflink>], [<reflink idref="bib67" id="ref41">67</reflink>]). Student engagement can be defined as a multidimensional construct that includes the "time and energy students invest in academically purposeful activities" (Kuh et al., [<reflink idref="bib33" id="ref42">33</reflink>], p. 542), along with the duration and quality of interactions with peers, faculty, and professional staff (Harper & Quaye, [<reflink idref="bib26" id="ref43">26</reflink>]; Kuh et al., [<reflink idref="bib33" id="ref44">33</reflink>]; Webber et al., [<reflink idref="bib71" id="ref45">71</reflink>]), "and the effort institutions devote to use effective educational practices" (Kuh et al., [<reflink idref="bib33" id="ref46">33</reflink>], p. 542).</p> <p>According to Tinto ([<reflink idref="bib66" id="ref47">66</reflink>]) the "more students are academically and socially engaged, the more likely they are to persist and graduate" (pp. 69–70). Academic and social engagement are the most important dimensions of engagement to focus on when trying to increase student success. Both dimensions of engagement have direct and indirect effects on success and interact with each other. Put another way, social engagement impacts students' level of academic engagement and vice versa (Pascarella & Terenzini, [<reflink idref="bib51" id="ref48">51</reflink>]; Tinto, [<reflink idref="bib66" id="ref49">66</reflink>]). In fact, these two dimensions are so intricately intertwined that they are often difficult to distinguish between them (Tinto, [<reflink idref="bib66" id="ref50">66</reflink>]).</p> <hd id="AN0176244436-5">Academic engagement</hd> <p>Academic engagement is most frequently associated with studying and doing homework (Astin, [<reflink idref="bib10" id="ref51">10</reflink>]). Students who spend more time on their academic pursuits are often more academically engaged than their peers who do not spend as much time on these activities (Astin, [<reflink idref="bib8" id="ref52">8</reflink>]; [<reflink idref="bib10" id="ref53">10</reflink>]; Harper & Quaye, [<reflink idref="bib26" id="ref54">26</reflink>]). Students' overall academic success in college is directly proportional to the number of hours and the effort they put into studying and doing homework (Pascarella & Terenzini, [<reflink idref="bib51" id="ref55">51</reflink>]).</p> <p>Student success measures such as GPA, retention, and graduation can be tied to the time and energy spent doing homework (Tinto, [<reflink idref="bib66" id="ref56">66</reflink>], [<reflink idref="bib67" id="ref57">67</reflink>]). In essence, the more time and effort students put into their academic pursuits, the more likely they are to be successful. While other measures such as social interaction can serve as strong predictors of success, academic engagement is a primary indicator of success (Tinto, [<reflink idref="bib65" id="ref58">65</reflink>], [<reflink idref="bib66" id="ref59">66</reflink>], [<reflink idref="bib67" id="ref60">67</reflink>]).</p> <hd id="AN0176244436-6">Social engagement</hd> <p>Interactions with peers are imperative for cognitive growth and intellectual development (Astin, [<reflink idref="bib10" id="ref61">10</reflink>]; Kuh et al., [<reflink idref="bib36" id="ref62">36</reflink>]; [<reflink idref="bib35" id="ref63">35</reflink>]; Pascarella & Terenzini, [<reflink idref="bib51" id="ref64">51</reflink>]; Tinto, [<reflink idref="bib66" id="ref65">66</reflink>], [<reflink idref="bib67" id="ref66">67</reflink>]). However, the most important peer interactions are related to academic activities. This is not to say that purely social interactions, such as participating in fraternities and sororities, are not important; at a certain point they can become a distraction and have a negative effect on success. Students with higher levels of social engagement with their peers have also reported higher levels of growth in several success measures including degree aspirations, GPA, and graduating with honors (Astin, [<reflink idref="bib10" id="ref67">10</reflink>]). Students with more frequent constructive interactions with peers also reported higher levels of self-esteem and social activism.</p> <hd id="AN0176244436-7">Academic libraries and student engagement</hd> <p>Numerous researchers have explored the connection between the use of library services and resources in relation to retention, achievement, engagement, and success (Kuh & Gonyea, [<reflink idref="bib34" id="ref68">34</reflink>]; Mao & Kinsley, [<reflink idref="bib42" id="ref69">42</reflink>]; Murray et al., [<reflink idref="bib49" id="ref70">49</reflink>]; Soria et al., [<reflink idref="bib56" id="ref71">56</reflink>], [<reflink idref="bib57" id="ref72">57</reflink>], [<reflink idref="bib58" id="ref73">58</reflink>], [<reflink idref="bib59" id="ref74">59</reflink>]; Stemmer & Mahan, [<reflink idref="bib61" id="ref75">61</reflink>]). Behaviors such as accessing library databases or electronic journals, enrolling in for-credit information literacy courses, attending drop-in instruction sessions, checking out books, using library computer stations, or studying in the library have been linked to student success (Kuh & Gonyea, [<reflink idref="bib34" id="ref76">34</reflink>]; Mao & Kinsley, [<reflink idref="bib42" id="ref77">42</reflink>]; Soria et al., [<reflink idref="bib56" id="ref78">56</reflink>], [<reflink idref="bib57" id="ref79">57</reflink>], [<reflink idref="bib58" id="ref80">58</reflink>], [<reflink idref="bib59" id="ref81">59</reflink>]).</p> <p>Currently very few studies have explored the connection between library spaces and student engagement and even fewer have explored the impact of library space design elements on student engagement. Based on the existing literature, it is evident that library services and resources, such as space, can influence student engagement and thus have an impact on student success (Kott & Jones, [<reflink idref="bib32" id="ref82">32</reflink>]; Kuh & Gonyea, [<reflink idref="bib34" id="ref83">34</reflink>]; Mao & Kinsley, [<reflink idref="bib42" id="ref84">42</reflink>]; Murray et al, [<reflink idref="bib49" id="ref85">49</reflink>]; Soria et al., [<reflink idref="bib56" id="ref86">56</reflink>], [<reflink idref="bib57" id="ref87">57</reflink>], [<reflink idref="bib58" id="ref88">58</reflink>], [<reflink idref="bib59" id="ref89">59</reflink>]). For example, students who reported frequently using any library resource or service also reported being more academically engaged than their peers who did not use the library as frequently (Kuh & Gonyea, [<reflink idref="bib34" id="ref90">34</reflink>])</p> <p>Using physical library spaces can contribute to both retention and achievement (Kott & Jones, [<reflink idref="bib32" id="ref91">32</reflink>]; Mao & Kinsley, [<reflink idref="bib42" id="ref92">42</reflink>]). In a study of 8,653 first time in college (FTIC) freshmen, Kott and Jones ([<reflink idref="bib32" id="ref93">32</reflink>]) found that the largest gain was using a study room in the library at least one time during their first semester. While this was a small gain, it was still meaningful and signals that using library spaces can contribute to student success.</p> <p>Using data collected from turnstiles located at the entrance and exit of the library, Mao and Kinsley ([<reflink idref="bib42" id="ref94">42</reflink>]) assessed the impact of using the physical library on retention and GPA. Students swiped their ID cards to enter and exit the library. They assessed both the amount of time spent in the library and the frequency of visits for 6,380 FTIC students. Mao and Kinsley concluded that after a threshold in both the number of visits and duration of visits that student GPA and likelihood of persistence to the next year increased.</p> <hd id="AN0176244436-8">Designing library spaces for student engagement</hd> <p>New and renovated library spaces should be designed with student success in mind (Strange & Banning, [<reflink idref="bib63" id="ref95">63</reflink>]). It is important to consider the intended purpose of the space and what will take place in the space (Beckers et al., [<reflink idref="bib11" id="ref96">11</reflink>]; Duffy et al., [<reflink idref="bib20" id="ref97">20</reflink>]). According to Duffy et al. ([<reflink idref="bib20" id="ref98">20</reflink>]) "the design of creative workplaces, three factors ... purpose, process, place are so intimately inter-connected and so inter-dependent that they cannot easily be distinguished from each other" (p. 98).</p> <p>Cunningham and Tabur ([<reflink idref="bib18" id="ref99">18</reflink>]) described the ideal library space as "'espirit de place' where space, architecture, furnishings, décor, and integration into the community's needs and ethos combine to create a transcendent space" (para. 17). Students look for a space that meets their needs for the type of work they need to conduct over how beautiful the space looks (Cunningham & Tabur, [<reflink idref="bib18" id="ref100">18</reflink>]). If they are using the library to work with a group, they will look for an enclosed study room that is relatively sound proof before meeting in an open space (Asher, [<reflink idref="bib4" id="ref101">4</reflink>]; Cunningham & Tabur, [<reflink idref="bib18" id="ref102">18</reflink>]; Hall & Kapa, [<reflink idref="bib25" id="ref103">25</reflink>]).</p> <p>The control of noise is a major concern in many libraries. While noise zones could be assigned by floor or area, the problem becomes enforcement. Gibbons and Foster ([<reflink idref="bib24" id="ref104">24</reflink>]) recommended allowing students to set and enforce their own noise zones within the library.</p> <p>The need for comfortable, ergonomic seating is probably one of the most important needs because students are frequently studying in the library for hours at a time (Careaga, [<reflink idref="bib12" id="ref105">12</reflink>]; DeClercq & Cranz, [<reflink idref="bib19" id="ref106">19</reflink>]; Staines, [<reflink idref="bib60" id="ref107">60</reflink>]). Students will often pick the furniture they use based on their intended activity and perceived comfort (DeClercq & Cranz, [<reflink idref="bib19" id="ref108">19</reflink>]; Kinsley et al., [<reflink idref="bib30" id="ref109">30</reflink>]). For example, students who are reading may sit on a couch or lounge chair, while students who are studying or working on their laptop may select a table or cubicle to work at.</p> <p>To avoid having to leave the library for the basic human need of food and drink, librarians should not only allow food and drink in the library but should encourage students to eat and drink—by doing so librarians can make library spaces more conducive to studying for extended periods of time (Andrews et al., [<reflink idref="bib3" id="ref110">3</reflink>]; Kinsley et al., [<reflink idref="bib30" id="ref111">30</reflink>]; Meyer & Fisher, [<reflink idref="bib44" id="ref112">44</reflink>]; Montgomery, [<reflink idref="bib46" id="ref113">46</reflink>]).</p> <p>Students bring a variety of electronic devices with them to the library that they will inevitability need to charge (Andrews et al., [<reflink idref="bib3" id="ref114">3</reflink>]; Forsberg & Wahlgern, [<reflink idref="bib23" id="ref115">23</reflink>]; Gibbons & Foster, [<reflink idref="bib24" id="ref116">24</reflink>]). Meyer and Fisher ([<reflink idref="bib44" id="ref117">44</reflink>]) recommended having electrical outlets available every six feet to allow for ample power in new and renovated spaces. When physically adding power to a building is not feasible due to funding or building infrastructure, charging stations may serve as a good substitute (Hall & Kapa, [<reflink idref="bib25" id="ref118">25</reflink>]).</p> <p>Proper lighting is important for the success of any library space and is one of the considerations students will make when they are selecting a location to study (Oliveria, [<reflink idref="bib50" id="ref119">50</reflink>]). Lighting within a space includes both artificial and natural lighting with most students wanting ample natural light. (Agosto et al., [<reflink idref="bib1" id="ref120">1</reflink>]; Gibbons & Foster, [<reflink idref="bib24" id="ref121">24</reflink>]). Students will frequently select seating near windows for the natural light and views of the outside environment (Agosto et al., [<reflink idref="bib1" id="ref122">1</reflink>]; Cunningham & Tabur, [<reflink idref="bib18" id="ref123">18</reflink>]; DeClercq & Cranz, [<reflink idref="bib19" id="ref124">19</reflink>]; McCullough & Calzonetti, [<reflink idref="bib43" id="ref125">43</reflink>]). When natural lighting is not available, proper artificial lighting should be installed (Staines, [<reflink idref="bib60" id="ref126">60</reflink>]). The lighting should be sufficient that it allows students to read, write, and work on computers without a glare on screens. (Forsberg & Wahlgern, [<reflink idref="bib23" id="ref127">23</reflink>]; Staines, [<reflink idref="bib60" id="ref128">60</reflink>]).</p> <p>Effective wayfinding tools are essential for students to be able to locate library spaces that have been designed for student engagement (Kinsley et al., [<reflink idref="bib31" id="ref129">31</reflink>]; Lee & Dazkir, [<reflink idref="bib39" id="ref130">39</reflink>]; Schoonover & Kinsley, [<reflink idref="bib54" id="ref131">54</reflink>]; Zaugg et al., [<reflink idref="bib72" id="ref132">72</reflink>]). Wayfinding is defined as "the methods and tools used to assist any patron to quickly and easily find the resources or services needed" (Zaugg et al., [<reflink idref="bib72" id="ref133">72</reflink>], p. 70). The most common wayfinding tools used by students to navigate library spaces are: the library catalog, directories, staff assistance, smartphones, signs, and building maps (Kinsley et al., [<reflink idref="bib31" id="ref134">31</reflink>]). Students typically use a combination of wayfinding tools to navigate the library depending on their current needs.</p> <hd id="AN0176244436-9">Graduate students</hd> <p>Graduate students have historically been understudied in the existing library and information science literature (Kinsley et al., [<reflink idref="bib30" id="ref135">30</reflink>]; Minson et al., [<reflink idref="bib45" id="ref136">45</reflink>]). Graduate students have many of the same library space needs as undergraduate students but may have some unique needs. Many graduate students prefer to work alone in private spaces rather than with groups (Oliveria, [<reflink idref="bib50" id="ref137">50</reflink>]). They also tend to prefer enclosed, individual spaces away from undergraduate students.</p> <p>Kinsley et al. ([<reflink idref="bib30" id="ref138">30</reflink>]) found that graduate students place a high value on spaces reserved for graduate students and are often frustrated when they use spaces that are occupied by undergraduate students. They often complain that spaces targeted toward undergraduate students have a party atmosphere. They described undergraduate students' use of social media, socializing with friends, and "not engaging in serious work in the library" as distractions (p. 765). They believed a library space dedicated to graduate student work was more conducive to their work. Minson et al. ([<reflink idref="bib45" id="ref139">45</reflink>]) discovered opposite findings and reported that having a space dedicated to graduate students was "not necessarily what they desire" (p. 21). Rather than wanting separate spaces, graduate students who participated in this study wanted to work alongside undergraduate students.</p> <hd id="AN0176244436-10">Methodology</hd> <p>This study was an explanatory sequential mixed methods study (Creswell, [<reflink idref="bib15" id="ref140">15</reflink>]; Creswell & Plano Clark, [<reflink idref="bib16" id="ref141">16</reflink>]; Ivankova et al., [<reflink idref="bib29" id="ref142">29</reflink>]; Watkins & Gioia, [<reflink idref="bib70" id="ref143">70</reflink>]). The researcher administered a survey followed by semi-structured, in-depth interviews to better understand survey results. The purpose of this study was to understand graduate and undergraduate students' library space needs and wants when working independently and with peers on group projects and assignments. A secondary purpose of the study was to gather empirical evidence that could be used by librarians to justify the need for new or renovated library spaces to better support academic and social engagement. Approval to conduct this study was granted by the Florida Gulf Coast University Institutional Review Board (Protocol ID # S2019-75).</p> <hd id="AN0176244436-11">Data and sample</hd> <p>The population for this study were all graduate and undergraduate students enrolled in the fall 2019 semester at a medium-size state university in southwest Florida. Convenience sampling was used in the quantitative phase of the study (Creswell, [<reflink idref="bib15" id="ref144">15</reflink>]; Creswell & Plano Clark, [<reflink idref="bib16" id="ref145">16</reflink>]; Kumar, [<reflink idref="bib37" id="ref146">37</reflink>]; Schutt, [<reflink idref="bib55" id="ref147">55</reflink>]). The survey (See Appendix A) was sent to 14,576 graduate and undergraduate students. A total of 315 responses were received—a 2.6% response rate. See Table 1 for survey respondent demographics.</p> <p>Table 1. Demographic Information.</p> <p> <ephtml> <table><thead><tr><td /><td>Graduate students</td><td>Undergraduate students</td></tr><tr><td /><td>n</td><td>%</td><td>n</td><td>%</td></tr></thead><tbody valign="top"><tr><td><italic>Gender</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Female</td><td char=".">48</td><td char=".">69.6</td><td char=".">227</td><td char=".">72.1</td></tr><tr><td>Male</td><td char=".">20</td><td char=".">29.0</td><td char=".">85</td><td char=".">27.0</td></tr><tr><td>No Response</td><td char=".">1</td><td char=".">1.4</td><td char=".">3</td><td char=".">0.9</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Ethnicity</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Caucasian</td><td char=".">43</td><td char=".">62.0</td><td char=".">196</td><td char=".">62.2</td></tr><tr><td>Hispanic or Latinx</td><td char=".">10</td><td char=".">14.5</td><td char=".">57</td><td char=".">18.1</td></tr><tr><td>Black or African American</td><td char=".">6</td><td char=".">8.7</td><td char=".">23</td><td char=".">7.3</td></tr><tr><td>Mixed Race</td><td char=".">7</td><td char=".">10.1</td><td char=".">26</td><td char=".">8.3</td></tr><tr><td>Native American or American Indian</td><td char=".">1</td><td char=".">1.4</td><td char="." /><td char="." /></tr><tr><td>Asian or Pacific Islander</td><td char=".">2</td><td char=".">2.9</td><td char=".">13</td><td char=".">4.1</td></tr><tr><td>Total<xref ref-type="table-fn" rid="tfn1">*</xref></td><td char=".">69</td><td char=".">99.6</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Age Range</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>18-24</td><td char=".">11</td><td char=".">15.9</td><td char=".">278</td><td char=".">88.3</td></tr><tr><td>25-34</td><td char=".">37</td><td char=".">53.6</td><td char=".">31</td><td char=".">9.8</td></tr><tr><td>35-44</td><td char=".">12</td><td char=".">17.4</td><td char=".">2</td><td char=".">0.6</td></tr><tr><td>45-54</td><td char=".">6</td><td char=".">8.7</td><td char=".">3</td><td char=".">1.0</td></tr><tr><td>55-66</td><td char=".">3</td><td char=".">4.3</td><td char=".">1</td><td char=".">0.3</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Academic Discipline</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Business</td><td char=".">3</td><td char=".">4.3</td><td char=".">39</td><td char=".">12.4</td></tr><tr><td>Education</td><td char=".">11</td><td char=".">15.9</td><td char=".">9</td><td char=".">2.9</td></tr><tr><td>Engineering</td><td char=".">2</td><td char=".">2.9</td><td char=".">42</td><td char=".">13.3</td></tr><tr><td>Health Sciences</td><td char=".">27</td><td char=".">39.1</td><td char=".">50</td><td char=".">15.9</td></tr><tr><td>Humanities and Social Sciences</td><td char=".">7</td><td char=".">10.1</td><td char=".">118</td><td char=".">37.5</td></tr><tr><td>Natural and Applied Sciences</td><td char=".">2</td><td char=".">2.9</td><td char=".">54</td><td char=".">17.1</td></tr><tr><td>No Response</td><td char=".">17</td><td char=".">24.6</td><td char=".">3</td><td char=".">1.0</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Years at University</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Less than one year</td><td char=".">12</td><td char=".">17.4</td><td char=".">101</td><td char=".">32.1</td></tr><tr><td>One year</td><td char=".">9</td><td char=".">13.0</td><td char=".">47</td><td char=".">14.9</td></tr><tr><td>Two years</td><td char=".">8</td><td char=".">11.6</td><td char=".">61</td><td char=".">19.4</td></tr><tr><td>Three years</td><td char=".">7</td><td char=".">10.1</td><td char=".">82</td><td char=".">26.0</td></tr><tr><td /><td>Graduate students</td><td>Undergraduate students</td></tr><tr><td /><td char=".">n</td><td char=".">%</td><td char=".">n</td><td char=".">%</td></tr><tr><td>Four years</td><td char=".">3</td><td char=".">4.3</td><td char=".">16</td><td char=".">5.1</td></tr><tr><td>Five years</td><td char=".">3</td><td char=".">4.3</td><td char=".">7</td><td char=".">2.2</td></tr><tr><td>Six years</td><td char=".">2</td><td char=".">2.9</td><td char=".">1</td><td char=".">0.3</td></tr><tr><td>More than six years</td><td char=".">10</td><td char=".">14.5</td><td char="." /><td char="." /></tr><tr><td>No Response</td><td char=".">15</td><td char=".">21.7</td><td char="." /><td char="." /></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>First Generation</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Yes</td><td char=".">28</td><td char=".">40.6</td><td char=".">110</td><td char=".">34.9</td></tr><tr><td>No</td><td char=".">41</td><td char=".">59.4</td><td char=".">204</td><td char=".">64.8</td></tr><tr><td>No Response</td><td char="." /><td char="." /><td char=".">1</td><td char=".">0.3</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Living Arrangements</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>At home with parents</td><td char=".">9</td><td char=".">13.0</td><td char=".">74</td><td char=".">23.5</td></tr><tr><td>Living alone off campus</td><td char=".">22</td><td char=".">31.9</td><td char=".">23</td><td char=".">7.3</td></tr><tr><td>Living with roommates off campus</td><td char=".">16</td><td char=".">23.2</td><td char=".">76</td><td char=".">24.1</td></tr><tr><td>On campus</td><td char="." /><td char="." /><td char=".">126</td><td char=".">40.0</td></tr><tr><td>Living with family off campus</td><td char=".">9</td><td char=".">13.0</td><td char=".">8</td><td char=".">2.5</td></tr><tr><td>Living with significant other off campus</td><td char=".">10</td><td char=".">14.5</td><td char=".">6</td><td char=".">1.9</td></tr><tr><td>Other living arrangements</td><td char="." /><td char="." /><td char=".">1</td><td char=".">0.3</td></tr><tr><td>No Response</td><td char="." /><td char="." /><td char=".">1</td><td char=".">0.3</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Marital Status</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Single (never married)</td><td char=".">36</td><td char=".">52.2</td><td char=".">289</td><td char=".">91.7</td></tr><tr><td>Married</td><td char=".">28</td><td char=".">40.6</td><td char=".">12</td><td char=".">3.0</td></tr><tr><td>Divorced</td><td char=".">3</td><td char=".">4.3</td><td char=".">1</td><td char=".">0.3</td></tr><tr><td>In a domestic partnership</td><td char=".">2</td><td char=".">2.9</td><td char=".">12</td><td char=".">3.8</td></tr><tr><td>No response</td><td char="." /><td char="." /><td char=".">1</td><td char=".">0.3</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr><tr><td><italic>Employment Status</italic></td><td char="." /><td char="." /><td char="." /><td char="." /></tr><tr><td>Full-time off campus</td><td char=".">23</td><td char=".">33.3</td><td char=".">30</td><td char=".">9.5</td></tr><tr><td>Full-time on campus</td><td char=".">6</td><td char=".">8.7</td><td char=".">9</td><td char=".">2.9</td></tr><tr><td>Part-time on campus</td><td char=".">7</td><td char=".">10.1</td><td char=".">42</td><td char=".">13.3</td></tr><tr><td>Part-time off campus</td><td char=".">13</td><td char=".">18.8</td><td char=".">115</td><td char=".">36.5</td></tr><tr><td>Self-employed</td><td char=".">3</td><td char=".">4.3</td><td char=".">8</td><td char=".">2.5</td></tr><tr><td>Unemployed</td><td char=".">17</td><td char=".">24.6</td><td char=".">111</td><td char=".">35.2</td></tr><tr><td>Total</td><td char=".">69</td><td char=".">100.0</td><td char=".">315</td><td char=".">100.0</td></tr></tbody></table> </ephtml> </p> <p>1 Percentages are rounded resulting in total percent below 100.0</p> <p>Criterion and purposeful sampling were used to select interview participants from a pool of volunteers from the survey (Creswell, [<reflink idref="bib14" id="ref148">14</reflink>]; Creswell & Plano Clark, [<reflink idref="bib16" id="ref149">16</reflink>]). The criteria for selecting participants for interviews were students who:</p> <p></p> <ulist> <item> Had volunteered on the survey to participate in interviews;</item> <p></p> <item> Had attended the university for at least one year; and</item> <p></p> <item> Had spent at least 10 hours per week in the library</item> </ulist> <p>These criteria permitted the researcher to select participants who were able to provide rich, detailed responses related to their experience with the phenomenon being studied, using library spaces for academic and social engagement (Creswell, [<reflink idref="bib14" id="ref150">14</reflink>]; Moser & Korstjens, [<reflink idref="bib47" id="ref151">47</reflink>]; Moustakas, [<reflink idref="bib48" id="ref152">48</reflink>]; van Manan, 2015). Using these criteria, three graduate students and four undergraduate students were selected to participate in one-on-one interviews. See Table 2 for interview participant demographics.</p> <p>Table 2. Demographic information for interview participants.</p> <p> <ephtml> <table><thead><tr><td>Participant</td><td>Academic discipline</td><td>Age range</td><td>Ethnicity</td></tr></thead><tbody valign="top"><tr><td>GF1</td><td>Health Sciences</td><td>25-34</td><td>Caucasian</td></tr><tr><td>GF2</td><td>Education</td><td>55-64</td><td>Caucasian</td></tr><tr><td>GM1</td><td>Education</td><td>25-34</td><td>Caucasian</td></tr><tr><td>UF1</td><td>Humanities and Social Sciences</td><td>18-24</td><td>Caucasian/Hispanic or Latinx</td></tr><tr><td>UF2</td><td>Health Sciences</td><td>18-24</td><td>Caucasian</td></tr><tr><td>UM1</td><td>Business</td><td>25-34</td><td>Caucasian</td></tr><tr><td>UM2</td><td>Engineering</td><td>25-34</td><td>Caucasian</td></tr></tbody></table> </ephtml> </p> <hd id="AN0176244436-12">Data collection</hd> <p>A survey was developed using items from the National Survey of Student Engagement (NSSE), LibQUAL+, and Project Outcome for Academic Libraries. Additional items were developed related to library space use were also included. A five-point Likert Scale was used on ordinal scales (Creswell, [<reflink idref="bib15" id="ref153">15</reflink>]; Fink, [<reflink idref="bib22" id="ref154">22</reflink>]). Open-ended questions related to desirable space characteristics were included at the end of the survey. Eight additional questions were developed for students who identified as graduate students. Finally, respondents were given the opportunity to volunteer to participate in follow-up interviews.</p> <p>A semi-structured interview protocol (See Appendix B) was also developed to better understand quantitative findings. The interview questions were open-ended and related to the phenomenon of using library spaces for student engagement (Creswell, [<reflink idref="bib14" id="ref155">14</reflink>]). Follow-up questions were asked to explore topics mentioned by participants. The interviews were audio recorded and transcribed verbatim. Member checking was used to ensure the transcripts were accurate and reflected participants' experiences with the phenomenon (Creswell, [<reflink idref="bib14" id="ref156">14</reflink>]; Roller & Lavrakas, [<reflink idref="bib53" id="ref157">53</reflink>]).</p> <hd id="AN0176244436-13">Data analysis</hd> <p>The Statistical Package for the Social Sciences (SPSS) software to analyze quantitative data. Descriptive statistics, measures of central tendencies, and measures of variability were calculated for each item (Creswell, [<reflink idref="bib15" id="ref158">15</reflink>]).</p> <p>Inferential statistics were used to compare graduate and undergraduate students (Creswell, [<reflink idref="bib15" id="ref159">15</reflink>]). The study-wide alpha level was set at.05. To reduce Type I error that can result from using multiple T-Tests, <emph>Hotelling's T</emph><sups>2</sups> was used. <emph>Hotelling's T</emph><sups>2</sups> is used when there are only two groups in the independent variable and several dependent variables (Coombs et al., [<reflink idref="bib13" id="ref160">13</reflink>]; Hotelling, [<reflink idref="bib28" id="ref161">28</reflink>]; Tabachnick & Fidell, [<reflink idref="bib64" id="ref162">64</reflink>]).</p> <p>Cronbach's alpha was used to assess the internal consistency of each scale (Cronk, [<reflink idref="bib17" id="ref163">17</reflink>]; Schutt, [<reflink idref="bib55" id="ref164">55</reflink>]). A coefficient of.7 was used to measure how closely the items in each scale were related. Visual inspection of boxplots and Mahalanobis Distance Tests were used to check for multivariate outliers (Tabachnick & Fidell, [<reflink idref="bib64" id="ref165">64</reflink>]).</p> <p>The assumptions of <emph>Hotelling's T</emph><sups>2</sups> were also assessed. The assumption of normality was assessed through the visual inspection of Normal Q-Q plots and evaluation of skewness and kurtosis (Tabachnick & Fidell, [<reflink idref="bib64" id="ref166">64</reflink>]; Tracy & Doane, [<reflink idref="bib68" id="ref167">68</reflink>]). Pearson's Correlations were used to ensure linear relationships existed and that there was no multicollinearity (Kumari, [<reflink idref="bib38" id="ref168">38</reflink>]; Tabachnick & Fidell, [<reflink idref="bib64" id="ref169">64</reflink>]). The assumption of variance-covariance matrices was assessed using Box's test of equality of covariance matrices using a <emph>p</emph> >.001 (Tabachnick & Fidell, [<reflink idref="bib64" id="ref170">64</reflink>]). Finally, the assumption of homogeneity of variances was assessed using Levene's Test of Homogeneity of Variance (Lim & Loh, [<reflink idref="bib40" id="ref171">40</reflink>]). Once the assumptions had been met, the significance of the overall model was evaluated using <emph>Wilks' Λ</emph>. If the results were significant, a Bonferroni correction was applied to increase the confidence interval and reduce Type I error (Andrade, [<reflink idref="bib2" id="ref172">2</reflink>]; Ranstam, [<reflink idref="bib52" id="ref173">52</reflink>]).</p> <p>A transcendental phenomenology framework was applied to analyze qualitative data (Moustakas, [<reflink idref="bib48" id="ref174">48</reflink>]). The researcher used constant comparative content analysis to analyze interview transcripts (Stern, 2008). Each transcript was coded and then compared to each other to better understand the essence of the phenomenon. Next, a list of significant statements was created, which were grouped into themes (Creswell, [<reflink idref="bib14" id="ref175">14</reflink>]; Moustakas, [<reflink idref="bib48" id="ref176">48</reflink>]). Textual and structural descriptions of students' lived experiences using library spaces were developed. Finally, the researcher developed a composite description that provided the essence of students' lived experiences with using library spaces.</p> <hd id="AN0176244436-14">Validity and reliability</hd> <p>Qualitative data were validated through, triangulation and member checking. Triangulation included the use of survey data, interviews, and field notes. Interview transcripts were emailed to participants to confirm the accuracy of the transcript. Two external reviewers also reviewed the codes and themes developed from the interview transcripts (Creswell, [<reflink idref="bib14" id="ref177">14</reflink>]; Creswell & Plano Clark, [<reflink idref="bib16" id="ref178">16</reflink>]). After discussing and modifying codes intercoder agreement surpassed 80% (Creswell, [<reflink idref="bib14" id="ref179">14</reflink>]).</p> <p>The Total Quality Framework (TQF), developed by Roller & Lavrakas ([<reflink idref="bib53" id="ref180">53</reflink>]), was followed during the qualitative phase of the study to maintain validity and reliability. The TQF provides "a comprehensive perspective for creating, managing, and interpreting quality research studies and evaluating the likelihood that they will provide information that is valid and useful for the purposes for which the study is intended" (p. vi). There are four components of the TQF, which includes: credibility, analyzability, transparency, and usability.</p> <hd id="AN0176244436-15">Findings</hd> <p>The findings indicated there are 11 library space needs shared by graduate and undergraduate students: comfort and furniture, variety of study spaces, seclusion, noise level, technology, whiteboards, windows, food and drink, safety and security, lighting and electrical outlets, and wayfinding. Six survey items measured participants' satisfaction with library space elements: (a) adequate quiet spaces for individual activities, (b) adequate community spaces for group learning, (c) adequate community spaces for working with faculty, (d) the library is comfortable and inviting, (e) the library offers modern equipment, and (f) there is adequate lighting and electrical outlets. Cronbach's alpha for these six items was.816, indicating the measures are related and the scale is reliable (Cronk, 2014, Schutt, [<reflink idref="bib55" id="ref181">55</reflink>]).</p> <p> <emph>Hotelling's T</emph> <sups>2</sups> was run to determine the effect of program level on students' satisfaction with the space elements. Undergraduate students responded with higher levels of agreement for all six measures of satisfaction with library space elements. See Table 3 for descriptive statistics for these measures.</p> <p>Table 3. Descriptive statistics for items that measured participants' satisfaction with library space elements.</p> <p> <ephtml> <table><thead><tr><td>Dependent variable</td><td>Graduate (<italic>n</italic> = 62)</td><td>Undergraduate (<italic>n</italic> = 267)</td></tr><tr><td /><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody valign="top"><tr><td>Adequate Quiet</td><td char=".">3.68</td><td char="."><bold>1.037</bold></td><td char=".">4.04</td><td char="."><bold>.993</bold></td></tr><tr><td>Adequate Community-Peers</td><td char=".">3.84</td><td char=".">.927</td><td char=".">4.03</td><td char=".">.959</td></tr><tr><td>Adequate Community-Faculty</td><td char=".">3.23</td><td char=".">.965</td><td char=".">3.41</td><td char=".">.859</td></tr><tr><td>Comfortable</td><td char=".">4.03</td><td char=".">.789</td><td char=".">4.23</td><td char="."><bold>.710</bold></td></tr><tr><td>Modern Equipment</td><td char=".">3.94</td><td char="."><bold>.721</bold></td><td char=".">4.21</td><td char=".">.815</td></tr><tr><td>Lighting and Outlets</td><td char=".">3.77</td><td char=".">1.031</td><td char=".">4.22</td><td char=".">.764</td></tr><tr><td /></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note.</emph> The bold numbers represent the highest and lowest standard deviation <emph>(SD)</emph> for each group.</p> <p>The differences between program level on the combined variables was statistically significant, (<emph>F</emph>(<reflink idref="bib6" id="ref182">6</reflink>, 322) <emph>=</emph> 3.146, <emph>p =</emph>.005; <emph>Wilks' Λ =.</emph>945; <emph>partial η<sups>2</sups> =</emph>.055). A Bonferroni adjusted α level of.008333 with a simultaneous 95% confidence level was also used (Andrade, [<reflink idref="bib2" id="ref183">2</reflink>]; Ranstam, [<reflink idref="bib52" id="ref184">52</reflink>]).</p> <p>Pairwise comparisons indicated four out of the six items were found to have significance between the groups. The mean differences across these items ranged from absolute values of.278 to.443 using a 99.17% confidence interval to examine magnitude of difference. Two items were significant at <emph>p</emph> <.05: (a) adequate quiet spaces and (b) library offers modern equipment. Two items were highly significant at <emph>p</emph> <.01: (a) the library is comfortable and inviting and (b) there is adequate lighting and electrical outlets. See Table 4 for the pairwise comparisons of satisfaction with library space elements.</p> <p>Table 4. Analyses for the interaction of program level on satisfaction with library space elements.</p> <p> <ephtml> <table><thead><tr><td>Dependent variable</td><td>Graduate (<italic>n</italic> = 62)</td><td>Undergraduate (<italic>n</italic> = 267)</td><td><italic>F</italic> ratio</td><td><italic>p</italic></td><td><italic>η</italic><sup>2</sup></td></tr><tr><td /><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td /><td /><td /></tr></thead><tbody valign="top"><tr><td>Adequate Quiet</td><td char=".">3.68<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">1.037</td><td char=".">4.04<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">.993</td><td char=".">6.636</td><td char=".">.010</td><td char=".">.020</td></tr><tr><td>Adequate Community-Peers</td><td char=".">3.84</td><td char=".">.927</td><td char=".">4.03</td><td char=".">.959</td><td char=".">1.946</td><td char=".">.164</td><td char=".">.006</td></tr><tr><td>Adequate Community-Faculty</td><td char=".">3.23</td><td char=".">.965</td><td char=".">3.41</td><td char=".">.859</td><td char=".">2.162</td><td char=".">.142</td><td char=".">.007</td></tr><tr><td>Comfortable</td><td char=".">4.03<xref ref-type="table-fn" rid="tfn4">**</xref></td><td char=".">.789</td><td char=".">4.23<xref ref-type="table-fn" rid="tfn4">**</xref></td><td char=".">.710</td><td char=".">7.835</td><td char=".">.005</td><td char=".">.023</td></tr><tr><td>Modern Equipment</td><td char=".">3.94<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">.721</td><td char=".">4.21<xref ref-type="table-fn" rid="tfn3">*</xref></td><td char=".">.815</td><td char=".">6.097</td><td char=".">.014</td><td char=".">.018</td></tr><tr><td>Lighting and Outlets</td><td char=".">3.77<xref ref-type="table-fn" rid="tfn4">**</xref></td><td char=".">1.031</td><td char=".">4.22<xref ref-type="table-fn" rid="tfn4">**</xref></td><td char=".">.764</td><td char=".">14.663</td><td char=".">.000</td><td char=".">.043</td></tr></tbody></table> </ephtml> </p> <ulist> <item>3 <emph>p</emph> <.05;</item> <item>4 <emph>p</emph> <.01</item> </ulist> <p>Based on findings from open-ended survey responses and phenomenological interviews conducted with study participants, there are a wide range of library space needs and wants. To emphasize the needs and wants that appeared most important to study participants, these needs and wants are organized by frequency mentioned across open-ended survey responses and phenomenological interviews.</p> <hd id="AN0176244436-16">Comfort and furniture</hd> <p>Based on the findings, it is evident that students expect comfortable seating when using library spaces. There are several representative examples of this in the data.</p> <p>"The newer seats and couches are way more comfortable than the plain wood chairs they used to have, which is perfect for reading and writing more comfortably and getting lost in notes." (Undergraduate student)</p> <p>"It's nice to have the chairs that are padded. Some of them don't have padding and that's kind of uncomfortable." (Undergraduate student)</p> <p>Students come to the library with a lot of materials such as laptops, notes, and other study aids that they want to spread out at the same time. This highlights the necessity for an adequate workspace size and space between other seats.</p> <p>"It's definitely nice to have your elbow space and to, be able to spread your papers out accordingly, especially if you're going to be studying for a good amount of time.... On the west side, they're right next to each other to where you're kind of uncomfortably close to the person next to you. It's just, a style of how libraries everywhere are. It's cost effective, and, if you just need to hop on the computer and look at your email or do whatever really quick it's useful for that. But if you're trying, to have study space, I know that they have the more closed off ones on the other side and if I am to use one of those and I'll just go there and put on my earphones with some lyric-less music or something like that kind of block the outside sound." (Undergraduate student)</p> <p>Students who are working with their peers also look for adequate workspace for multiple students to spread out their materials. Except for two examples, students believed that the current group spaces had adequate workspace for them to interact with their peers.</p> <p>"There is good area I personally think they comfortably [<emph>sic</emph>] 2 instead of 3 people only because I utilize a lot of space at the tables." (Undergraduate student)</p> <p>Study participants also liked the addition of study pods that were intended to provide students with a feeling of seclusion and focus. Study participants believed that this furniture met their needs for seclusion and focus.</p> <p>"Nice if you're okay with working in a small space and you're just on your laptop. Obviously the desktop isn't very large, which of course if you're just doing homework online or reading something that's fine but needing a large area to write stuff out so you can visualize it, those are a little challenging, but it's fine." (Undergraduate student)</p> <p>While most students liked the study pods several were disappointed with the size of the workspace.</p> <p>"More of the tables that everyone wants and less of the green uncomfortable one seaters with no desk or anything." (Undergraduate student)</p> <p>One graduate student noted some serious flaws with the study pods:</p> <p>"I also like the individual booth things, but the design gives me a migraine so I can't sit there, plus there's too much spaces between the table and the back of the booth so I can't sit too comfortably. (it's helpful when I'm sleeping, but otherwise it's annoying.)"</p> <hd id="AN0176244436-17">Variety of Study Spaces</hd> <p>Students who responded to the survey did not feel this need was being met in current library spaces—several students recommended redesigning library spaces so individual and group spaces were located on separate floors. Specifically, they recommended designing lower floors for group work and upper floors being devoted to quiet, individual work.</p> <p>"The group spaces tend to be loud and might be more beneficial to place the group study area grouped together on one portion of the library and keep areas separate and away." (Undergraduate student)</p> <p>Despite these comments, the quantitative findings suggested that students were satisfied with the availability of group and individual spaces. Students indicated that more individual spaces were needed than group spaces.</p> <hd id="AN0176244436-18">Seclusion</hd> <p>Study participants indicated the desire for seclusion while studying in the library. This need has not been described in previous literature. Seclusion in the current study is defined as the feeling of being alone but being around others. One graduate student described this need as follows:</p> <p>"If I were to peek out, there are people around. But you don't hear anything, because people are usually respectful of that. But I like not being able to see others... I just like knowing here are people around, but having the quiet."</p> <p>Other students being nearby while studying in the library can serve as a motivator for some students.</p> <p>"I like being able to go to these spaces and work on my homework while alone but also motivated by the fact that I'm surrounded by others working as well. I also like that I'm able to focus a lot more in these spaces when I need to stud a lot." (Undergraduate student)</p> <p>Privacy is also a consideration for many students, or rather as one undergraduate student noted, "the illusion of privacy offered by the layout." Seating options such as study carrels, study pods, or tables with dividers can help students find the level of seclusion they are looking for while still being around others. These options can make students "[f]eel almost like you are in a separate room by yourself," (Undergraduate student) without feeling "uncomfortably near other students," (Undergraduate student) or that other students are "eavesdropping on my work." (Undergraduate student)</p> <p>Seclusion is also important to students who are working in groups. Enclosed study rooms with floor-to-ceiling walls are highly favored for this reason.</p> <p>"You can close the door, but you can still see people going by." (Graduate student)</p> <p>"You can't really hear people in other rooms so easily. It's a little insulated and stuff like that." (Undergraduate student)</p> <p>Enclosed study rooms also allow students to interact with their peers and to have group discussions without disturbing other students who are studying in the library. One undergraduate student noted in the survey that study rooms can serve a dual purpose of preventing "outside noise and distractions and can also prevent groups from distracting others."</p> <p>Not every student noted the need to feel secluded. As one undergraduate student said in the interviews, "I feel more comfortable where I can watch people. I like people watching. It's relaxing." One undergraduate student wrote in the survey, "If I'm studying alone I don't want to be in a big room by myself."</p> <hd id="AN0176244436-19">Noise level</hd> <p>In general students, look for spaces that are quiet or silent when they are studying independently. For example, one student stated they seek out spaces "without any noise that could disturb the study process. I think that the noise is definitely the biggest factor when I'm trying to find a nice place." One student wrote on the survey "the quietness of the space ... helps me concentrate." Another student wrote "the library is never loud or not conducive to a learning environment." There are some students who desire absolute silence when studying independently and will seek out designated silent areas when they really need to focus.</p> <p>Noise level is also important for group spaces. Having rooms with floor-to-ceiling walls and a door can help to dampen sound from other rooms, outside the rooms, and students who are studying together from disturbing others in the library. However, one undergraduate student wrote on the survey that group spaces "are generally a little more noisy which is fine for group work."</p> <hd id="AN0176244436-20">Technology</hd> <p>Even though many students bring their personal devices with them, not all students own portable devices or carries one with them. Additionally, students require access to printing, ample electrical outlets, and reliable internet access. While study participants most frequently discussed using a personal device, they did occasionally use a desktop computer in the library to work between classes or print a paper before class.</p> <p>Study participants particularly liked group spaces that were equipped with large screens so they could collaborate on group projects and assignments with their peers.</p> <p>"It was easy to hook up my laptop to the big screen and we could collaborate on a group project and see what our audience would see." (Graduate student)</p> <p>While these technologies were intended for group work, some students use them when studying independently because they prefer to use a larger monitor.</p> <p>"Sometimes the computers that are just in the regular computer area are kind of small and if I'm working on a PowerPoint project I like something a little bigger so I can see everything. Or if I want to practice my presentation that I'm about to give. Some of the work in my graduate program we do mock videos for counseling, so I like to be able to see them on the screen." (Graduate student)</p> <p>Access to reliable internet is critical to student engagement and was among the most frequently mentioned improvement to library spaces and likely contributed to the low rating on the survey item, "the library offers modern equipment."</p> <p>"If it's not too much to ask, the wifi speed seem[s] to struggle especially at peak times of the day, around lunch time, and it can make the study experience really frustrating when you have to wait a minute or two for the next question of your math homework to load up.... Internet speeds need to be upgraded. It's not uncommon to struggle getting to the next question of homework, waiting up to a couple of minutes the spinning circle of loading death."</p> <hd id="AN0176244436-21">Whiteboards</hd> <p>Whiteboards were not previously discussed in the existing literature but were frequently discussed in survey comments and during interviews. Whiteboards, located throughout the building, were used by study participants for both group and individual activities.</p> <p>"I really like having whiteboards to draw on because I can draw out processes and different things that I need to remember because it's easier for me to write it out and that way I'm not wasting paper or anything."</p> <p>Study participants predominantly used whiteboards when interacting with their peers. They used whiteboards to brainstorm, take note, or workout problems. This signals that whiteboards are an important tool for collaboration and social engagement.</p> <hd id="AN0176244436-22">Windows</hd> <p>Many students preferred to sit next to, or near windows because they provide natural light, views of campus, and some heat in a cold building. There were several examples of this in the survey comments:</p> <p>"I love that there are tables by the huge, beautiful windows where people can talk. For me, it is the perfect place to study alone." (Undergraduate student)</p> <p>"I also like how the window sills in some spots are large enough for me to sit on." (Graduate student)</p> <p>When discussing windows, study participants most frequently described scenic views on campus.</p> <p>"LOVE LOVE LOVE the third floor windows. As a person who likes to see the outside world while studying, it's relaxing. It also provides some heat which is much appreciated in a rather chilly library. (Undergraduate student)</p> <hd id="AN0176244436-23">Food and drink</hd> <p>The need for food and drink was not frequently discussed by study participants, likely because there was a Starbucks in the library and there were other nearby food options. An undergraduate student described Starbucks as "nice way to bribe me coming into the library. I'll be like. 'oh, I'll go study and get myself a drink'.... It's a nice commodity." A graduate student said it was "nice how they have Starbucks right near the library," however this student rarely went to get a drink because of the price.</p> <p>Several students discussed bringing food into the library for long study sessions. One undergraduate student felt they had to hide the food, even though food was permitted in the library. A graduate student did not want to leave the library in search of food stating, "As a cohort, we have spent numerous long days in the graduate study room, often bringing food with us to be able to eat throughout the day without having to leave in search of food."</p> <hd id="AN0176244436-24">Safety and security</hd> <p>The data suggested students felt safe while in the library. For example, one undergraduate student said during the interviews, "I feel like the library [is] pretty safe. I've only been here for a year and a half, but I feel like nothing is going to happen in the library."</p> <p>One undergraduate student discussed some of the safety features outside the library and steps they usually take to feel safe on campus at night:</p> <p>"Well, I do drive from my dorm to here. I like they have the blue emergency poles. Do I wish there was more lighting on the library lawn? Yes. But from all the people I've met on campus, I've never felt super unsafe or anything, and usually I come with one other person at least."</p> <p>Students who replied to the survey were concerned about the security of their personal belongings if they left their seat.</p> <p>"My only concern is safety. For example, I don't feel comfortable leaving my stuff (books, bags, laptop) unattended to go to the restroom. There are too many people circulating in the library and some restrooms are far from the individual spaces or the graduate study room. I don't know how that could be improved, but it's something that I think about when deciding whether I should study in the library." (Graduate student)</p> <hd id="AN0176244436-25">Lighting and electrical outlets</hd> <p>Because lighting and electrical outlets were included in the same survey item, it was not possible to determine student satisfaction with either space need. However, data from open-ended survey items and interviews could be used to shed some light on these space needs.</p> <p>Regarding lighting, study participants seemed divided on whether the library was well lit. Students had several suggestions for improving lighting such as adding desk lamps so students could adjust the amount of lighting in individual spaces. Other students mentioned wanting the ability to dim the lights in group study rooms.</p> <p>While newer furniture in the library had ample electrical outlets, students believed other areas needed additional outlets.</p> <p>"I would definitely say, it's become a bit of an issue on the third floor with outlets space because they have an electrical cord in just the middle of the library floor and I don't know about anyone else but my computer dies pretty quick, so I need to have my computer plugged in pretty often." (Undergraduate student)</p> <p>Group spaces should have multiple outlets several students can plug their individual devices in at the same time. As one graduate student wrote on the survey, "The group spaces need more electrical outlets."</p> <hd id="AN0176244436-26">Wayfinding</hd> <p>Study participants infrequently discussed this need. Only one student discussed wayfinding during the interviews saying, "It's easy to navigate around here." (Graduate Student)</p> <p>Students who responded to the survey were more critical of their ability to easily navigate their way around the library. One undergraduate student wrote "more signs regarding the layout would be beneficial." Other students noted wanting group and individual spaces to be more clearly labeled.</p> <hd id="AN0176244436-27">Graduate student space</hd> <p>Six survey items measured graduate student use of a room in the library that was reserved for graduate students. See Table 5 for descriptive statistics for items related to the graduate student space.</p> <p>Table 5. Descriptive statistics for items that measured the use of graduate student space.</p> <p> <ephtml> <table><thead><tr><td /><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody valign="top"><tr><td>Met need for separate space from undergraduates<sup>a</sup></td><td>3.22</td><td>.875</td></tr><tr><td>Frequency used graduate space-independent<sup>b</sup></td><td>2.09</td><td><bold>1.337</bold></td></tr><tr><td>Time used graduate space-independent<sup>a</sup></td><td>1.48</td><td>.831</td></tr><tr><td>Frequency used graduate space-group work<sup>b</sup></td><td>2.10</td><td>1.296</td></tr><tr><td>Hours used graduate space-group work<sup>a</sup></td><td>1.46</td><td>.709</td></tr><tr><td>Hours used graduate space-socialize<sup>a</sup></td><td>1.14</td><td><bold>.348</bold></td></tr></tbody></table> </ephtml> </p> <ulist> <item>5 <emph>Note.</emph> The bold numbers represent the highest and lowest standard deviation <emph>(SD)</emph> for each group.</item> <item>6 <emph>n</emph> = 65.</item> <item>7 <emph>n</emph> = 69.</item> </ulist> <p>Few graduate students who participated in the study were aware there was a space reserved for graduate students. Those who used the space, for either individual or group study, mentioned many of the same library space needs as in common areas, including comfort, noise level, food and drink, lighting, and technology. Graduate students who used the space noted that it was quieter than other areas in the library.</p> <p>According to existing literature, the main difference between graduate and undergraduate students' library space needs was that graduate students wanted a separate space from undergraduate students so they could avoid the "party atmosphere" in common areas (Kinsley et al., [<reflink idref="bib30" id="ref185">30</reflink>], p. 765). While this idea did emerge in the current study, it was not as prevalent as expected. One graduate student wrote on the survey that their decision on whether they wanted to study in the library was based on if they "want to be exposed to the undergraduate energy or not." Several survey comments highlighted the need for a separate graduate student space.</p> <p>"It's separated [<emph>sic</emph>] from the undergraduate and younger students who are usually louder."</p> <p>"I like that it is a place that is reserved just for grad students and they if I need a place to go that is garenteed [<emph>sic</emph>]."</p> <p>Many graduate students who participated in the study were not aware of the graduate student space, or perceived too many barriers to access because they had to apply for access and then pick up a separate key card. Others wanted sperate graduate student group and individual spaces rather than both types of spaces being in the same room—several survey comments expressed this idea:</p> <p>"Instead of making it [graduate study room] a social, interactive area; great to have a quiet graduate workspace. Perhaps separate graduate group workrooms."</p> <p>"There should be a graduate room for those who want to work independently and rooms for groups. One thing that is extremely distracting trying to study independently when groups (usually from the health sciences) are loudly studying and discussing. It's almost impossible to concentrate. When I see those groups, I give up and go back home to study."</p> <hd id="AN0176244436-28">Conclusion and discussion</hd> <p>In conclusion, both graduate and undergraduate students share many of the same library space needs that can influence their level of academic and social engagement. These include: comfortable and functional furniture, a variety of study spaces including a mix of individual and group spaces, conducive noise levels, technology, whiteboards, windows to let in natural light, seclusion food and drink options nearby, safety and security, adequate lighting and electrical outlets, and effective wayfinding. This study was the first to identify whiteboards and seclusion as library space needs. While previous studies reported that the main difference in space needs between graduate and undergraduate students was that graduate students wanted separate spaces from undergraduate students (Kinsley et al., [<reflink idref="bib30" id="ref186">30</reflink>]); however, this finding was not as prevalent as expected in the current study, which was more in line with findings from Minson et al., ([<reflink idref="bib45" id="ref187">45</reflink>]).</p> <p>Following Astin's ([<reflink idref="bib6" id="ref188">6</reflink>], [<reflink idref="bib7" id="ref189">7</reflink>], [<reflink idref="bib9" id="ref190">9</reflink>], [<reflink idref="bib10" id="ref191">10</reflink>]) work on the impact of the college experience, the physical college environment including library spaces, can lead to students being more successful through their academic and social engagement activities that take place within the library. Successfully designed library spaces that incorporate the space need identified in this study can aid students when studying independently or working on group projects or assignments.</p> <hd id="AN0176244436-29">Implications</hd> <p>This is likely the first study to look at library space design through the lens of student engagement and is one of a handful of studies that includes graduate students. Given the climate of accountability in higher education, this study has wide ranging implications for academic librarians—especially those who are responsible for designing, maintaining, and assessing library spaces. The mixed methods protocol that was developed for the study could be used or adapted to study library spaces at other institutions. Additionally, the findings are important for administrators in higher education who have oversight over learning spaces, including libraries, and must provide funding to build or renovate these spaces.</p> <hd id="AN0176244436-30">Future studies</hd> <p>While this study fills gaps in the current empirical literature on library space design and graduate students space use, there are still several gaps that need to be filled.</p> <p></p> <ulist> <item> The current study had a low response rate so the findings are not generalizable (Creswell, [<reflink idref="bib15" id="ref192">15</reflink>]). Additionally, this study was only conducted at a single institution. This study should be replicated at other institutions with one change—the survey item on electrical outlets and lighting should be rewritten to separate the two elements into separate questions (Fink, [<reflink idref="bib22" id="ref193">22</reflink>]). Note that the author received permission from NSSE and LibQUAL + to use their items and any additional research would need to do the same.</item> <p></p> <item> While this study begins to fill a gap on graduate students, additional research on their space needs is still necessary, especially with regard to if they desire separate spaces from undergraduate students.</item> </ulist> <hd id="AN0176244436-31">Disclosure statement</hd> <p>There are no conflict of interests related to this study.</p> <hd id="AN0176244436-32">Appendix A: Survey</hd> <p></p> <p> <ephtml> <table><thead><tr><td>1</td><td>Age</td></tr></thead><tbody valign="top"><tr><td>2</td><td>Gender</td><td>Female</td><td>Male</td><td>Prefer not to say</td><td>Other (please specify)</td></tr><tr><td>3</td><td>Ethnicity (Select all that apply)</td><td>Caucasian</td><td>Hispanic or Latinx</td><td>Black or African American</td><td>Native American or American Indian</td><td>Asian or Pacific Islander</td><td>Other (please specify)</td></tr><tr><td>4</td><td>Program level</td><td>Bachelor's</td><td>Master's</td><td>Doctoral</td><td>Non-degree seeking</td><td>Other (please specify)</td></tr><tr><td>5</td><td>Years at this college or university</td><td>Less than one year</td><td>One year</td><td>Two years</td><td>Three years</td><td>Four years</td><td>Five years</td><td>Six years</td><td>More than six years</td></tr><tr><td>6</td><td>Major (Dropdown with all majors)</td></tr><tr><td>7</td><td>For dual majors only: Select second major (Dropdown with all majors)</td></tr><tr><td>G_0</td><td>Graduate Major (Dropdown with all majors)</td></tr><tr><td>8</td><td>Are you a first generation collect student</td><td>Yes</td><td>No</td></tr><tr><td>9</td><td>Living arrangements</td><td>At home with parents</td><td>Living alone off campus</td><td>Living with roommate(s) off campus</td><td>On-campus</td><td>Other (Please specify)</td></tr><tr><td>10</td><td>Do you live in a designated living and learning residence on campus?</td><td>Yes</td><td>No</td></tr><tr><td>11</td><td>Employment status</td><td>Full-time off-campus (40+ hours per week)</td><td>Full-time on-campus (40+ hours per week)</td><td>Part-time on-campus (less than 40 hours per week)</td><td>Part-time off-campus (less than 40 hours per week)</td><td>Self-employed</td><td>Unemployed</td><td>Retired</td></tr><tr><td>12</td><td>Marital status</td><td>Single (never married)</td><td>Married</td><td>Divorced</td><td>Widowed</td><td>In a domestic partnership</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>Please select a rating for each question. When responding to these questions keep in mind how you use the library.</td></tr><tr><td>Number</td><td>Survey instrument</td><td>Alignment with conceptual framework</td><td>Question</td><td>Never</td><td>Rarely</td><td>Occasionally</td><td>Frequently</td><td>Very Frequently</td><td>Not Applicable</td></tr></thead><tbody valign="top"><tr><td>13</td><td>NSSE</td><td>Academic engagement; Social engagement</td><td>How often do you ask another student to help you understand course material?</td></tr><tr><td>14</td><td>NSSE</td><td>Academic engagement; Social engagement</td><td>How often do you explain course material to one or more students?</td></tr><tr><td>15</td><td>NSSE</td><td>Academic engagement; Social engagement</td><td>How often do you prepare for exams by discussing or working through course materials with other students?</td></tr><tr><td>16</td><td>NSSE</td><td>Academic engagement; Social engagement</td><td>How often do you work with other students on course projects or assignments?</td></tr><tr><td>17</td><td>NSSE</td><td>Social engagement</td><td>How often do you talk about career plans with a faculty member?</td></tr><tr><td>18</td><td>NSSE</td><td>Social engagement</td><td>How often have you worked with a faculty member on activities other than course work (committee, student groups, etc.)?</td></tr><tr><td>19</td><td>NSSE</td><td>Academic engagement; Social engagement</td><td>How often do you discuss course topics, ideas, or concepts with a faculty member outside of class?</td></tr><tr><td>20</td><td>NSSE</td><td>Social engagement</td><td>How often do you discuss your academic performance with a faculty member?</td></tr><tr><td>21</td><td>NSSE</td><td>Social engagement</td><td>How often do you work with a faculty member on a research project?</td></tr><tr><td>22</td><td>NSSE</td><td>Academic engagement</td><td>How often have you identified key information from reading assignments?</td></tr><tr><td>23</td><td>NSSE</td><td>Academic engagement</td><td>How often do you review your class notes?</td></tr><tr><td>24</td><td>Space</td><td>How often do you use a group study room in the library to work with classmates on assignments?</td></tr><tr><td>G-1</td><td>Space</td><td>How often do you use an area in the library that is reserved for graduate students to study independently?</td></tr><tr><td>G-2</td><td>Space</td><td>How often do you use an area in the library that is reserved for graduate students to work with classmates on assignments?</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>Select the number of hours you spend of the following activities in a typical 7-day week. When responding to these questions keep in mind how you use the library.</td></tr><tr><td>Number</td><td>Instrument</td><td>Dimension</td><td>Question</td><td>0</td><td>1-5</td><td>6-10</td><td>11-15</td><td>16-20</td><td>21-25</td><td>26-30</td><td>More than 30</td></tr></thead><tbody valign="top"><tr><td>25</td><td>NSSE</td><td>Academic engagement</td><td>How many hours do you spend in a typical 7-day week preparing for class?</td></tr><tr><td>26</td><td>Space</td><td>How many hours do you spend in a typical 7-day week studying independently in the library?</td></tr><tr><td>27</td><td>Space</td><td>How many hours do you spend in a typical 7-day week working with classmates on an assignment in the library?</td></tr><tr><td>28</td><td>Space</td><td>How many hours do you spend in a typical 7-day week socializing with friends in the library?</td></tr><tr><td>G-3</td><td>Space</td><td>How many hours do you spend in a typical 7-day week in the area that is reserved for graduate students studying independently?</td></tr><tr><td>G-4</td><td>Space</td><td>How many hours do you spend in a typical 7-day week in the area that is reserved for graduate students working with classmates on an assignment?</td></tr><tr><td>G-5</td><td>Space</td><td>How many hours do you spend in a typical 7-day week in the area that is reserved for graduate students socializing with friends?</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>Please select a rating for each question. When responding to these questions keep in mind how you use the library.</td></tr><tr><td>Number</td><td>Survey instrument</td><td>Domain</td><td>Question</td><td>Strongly Disagree</td><td>Disagree</td><td>Not Disagree or Agree</td><td>Agree</td><td>Strongly Agree</td><td>Not Applicable</td></tr></thead><tbody valign="top"><tr><td>29</td><td>LibQUAL+</td><td>Space</td><td>The library space is conducive to study and learning</td></tr><tr><td>30</td><td>LibQUAL+</td><td>Space</td><td>There are adequate quiet spaces in the library for individual activities</td></tr><tr><td>31</td><td>LibQUAL+</td><td>Space</td><td>There are adequate community spaces for group learning and group study</td></tr><tr><td>32</td><td>Space</td><td>There are adequate community spaces for working with faculty</td></tr><tr><td>33</td><td>LibQUAL+</td><td>Space</td><td>The library is a comfortable and inviting location</td></tr><tr><td>34</td><td>LibQUAL+</td><td>Space</td><td>The library is a getaway for study, learning and research</td></tr><tr><td>35</td><td>ACRL</td><td>Space</td><td>Using the library's spaces contributes to my ability to learn something new</td></tr><tr><td>36</td><td>ACRL</td><td>Space</td><td>Using the library's spaces makes me feel more confident about my ability to achieve my goals</td></tr><tr><td>G-6</td><td>Space</td><td>The area that is reserved for graduate students adequately meets my needs for a separate space for graduate students</td></tr><tr><td>37</td><td>LibQUAL+</td><td>Space</td><td>The library offers modern equipment that lets me easily access needed information</td></tr><tr><td>38</td><td>Space</td><td>The library has adequate lighting and electrical outlets.</td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead><tr><td>Number</td><td>Survey instrument</td><td>Domain</td><td>Question</td><td>Comment</td></tr></thead><tbody valign="top"><tr><td>39</td><td>ACRL</td><td>Space</td><td>What do you like most about the library's individual spaces?</td></tr><tr><td>40</td><td>ACRL</td><td>Space</td><td>What do you like most about the library's group spaces?</td></tr><tr><td>41</td><td>ACRL</td><td>Space</td><td>What could the library do to improve the individual spaces?</td></tr><tr><td>42</td><td>ACRL</td><td>Space</td><td>What could the library do to improve the group spaces?</td></tr><tr><td>G-7</td><td>Space</td><td>What do you like best about the area that is reserved for graduate students</td></tr><tr><td>G-8</td><td>Space</td><td>What could the library to do improve the area that is reserved for graduate students</td></tr><tr><td>43</td><td>Do you have any additional comments related to library spaces?</td></tr></tbody></table> </ephtml> </p> <p>Are you interested in participating in follow-up interviews? If so please provide you contact information.</p> <hd id="AN0176244436-33">Appendix B: Interview Protocol</hd> <p></p> <ulist> <item> When you are studying by yourself in the library what area(s) do you prefer to use?</item> <p></p> </ulist> <p>• Why?</p> <p></p> <ulist> <item> When you are working with classmates in the library what areas do you prefer to use?</item> <p></p> </ulist> <p>• Why?</p> <p></p> <ulist> <item> When meeting with professors what areas within the library do you prefer to use?</item> <p></p> </ulist> <p>• Why?</p> <p></p> <ulist> <item> In what ways do you believe the library spaces contribute to your ability to study by yourself?</item> <p></p> <item> In what ways do you believe the library spaces contribute to your ability to work with your peers on group projects and/or assignments?</item> <p></p> <item> In what ways do you believe the library spaces contribute to your ability to meet with professors?</item> <p></p> <item> How can the library spaces be changed to improve your desire to study by yourself?</item> <p></p> <item> How can the library spaces be changed to improve your desire to work with your peers on group projects and/or assignments?</item> <p></p> <item> How can the library spaces be changed to improve your desire to meet with professors?</item> <p></p> <item> In what ways can the library spaces be improved to allow you to socialize with your friends?</item> <p></p> <item> Do you go to the library for purposes others than studying or meeting with friends? 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  Label: Title
  Group: Ti
  Data: Library Space Design to Promote Student Engagement: A Comparison of Graduate and Undergraduate Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sarah+D%2E+DeVille-Holly%22">Sarah D. DeVille-Holly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3466-6970">0000-0003-3466-6970</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Access+Services%22"><i>Journal of Access Services</i></searchLink>. 2024 21(1):14-43.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Facilities%22">Library Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Space+Utilization%22">Space Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Design+Preferences%22">Design Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Furniture%22">Furniture</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22Lighting%22">Lighting</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Food%22">Food</searchLink><br /><searchLink fieldCode="DE" term="%22School+Security%22">School Security</searchLink><br /><searchLink fieldCode="DE" term="%22School+Safety%22">School Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Privacy%22">Privacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Equipment%22">Educational Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Bulletin+Boards%22">Bulletin Boards</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15367967.2024.2316699
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1536-7967<br />1536-7975
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article explores the library space needs and wants of graduate and undergraduate students at a medium-size state University in Southwest Florida. The researcher conducted a sequential explanatory mixed methods study in which they administered a survey to all currently enrolled graduate and undergraduate students at the university and followed up with semi-structured interviews to better understand students library space needs/wants and how those elements contribute to student success through a lens of academic and social engagement. The researcher identified several library space needs that were common to both graduate and undergraduate students including: comfortable and functional furniture, a variety of study spaces including a mix of individual and group spaces, conducive noise levels, technology, whiteboards, windows to let in natural light, seclusion food and drink options nearby, safety and security, adequate lighting and electrical outlets, and effective wayfinding. An additional need of separate graduate student space was also identified. Findings from this study can help inform the design of library spaces to better support student success through engagement.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1418376
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      – Type: doi
        Value: 10.1080/15367967.2024.2316699
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 14
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Library Facilities
        Type: general
      – SubjectFull: Space Utilization
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Academic Libraries
        Type: general
      – SubjectFull: Student Needs
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      – SubjectFull: Design Preferences
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      – SubjectFull: Furniture
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      – SubjectFull: Acoustics
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      – SubjectFull: Lighting
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      – SubjectFull: Technology Integration
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      – SubjectFull: Food
        Type: general
      – SubjectFull: School Security
        Type: general
      – SubjectFull: School Safety
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Privacy
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      – SubjectFull: Educational Equipment
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Florida
        Type: general
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      – TitleFull: Library Space Design to Promote Student Engagement: A Comparison of Graduate and Undergraduate Students
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              Y: 2024
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