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Title
Abstract
FAQs
Figures
Introduction
Review of the Literature
Methodology
Method Components
Findings
Insights and Recommendations
Limitations
Conclusion
References
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Human Geography

Can a Library Building's Design Cue New Behaviors? A Case Study

Profile image of Lennie Scott-Webber, PhDLennie Scott-Webber, PhD

Abstract

abstract: This study explores the relationship between architecture and interior space on student engagement at a newly constructed academic library. Using an action, mixed-methods approach with a convenience sample, researchers evaluated 744 photographs, 125 behavioral observations, and six group interviews. Analysis revealed four key attributes of engaging library design: engagement culture, core connectedness, environmental messages, and transformational challenges, thus affirming that spatial designs can influence behaviors. 1

FAQs

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What architectural features influence student engagement in academic libraries?add

The study identifies windows and lighting as key elements that cue student behaviors, significantly enhancing engagement and fostering social interactions.

How do different design zones impact student learning behaviors?add

The analysis reveals four behavioral zones—private/alone, private/together, public/alone, and public/together—that cater to varying academic needs and foster community engagement.

What role does environmental messaging play in library design?add

Environmental messages, such as natural lighting and spatial layout, are crucial in signaling desired behaviors and creating an inspiring atmosphere for students.

How did the library's design foster a sense of belonging among students?add

The design facilitated social interactions and collaboration, with students expressing a strong sense of connectedness to both peers and academic resources.

What challenges did staff face adapting to the new library's design?add

Staff experienced discomfort with student behaviors, requiring a cultural shift to embrace the active, flexible learning environment created by the new space.

Figures (8)
Figure 1. In space planning, designers created four distinct types of space to support different behavioral functions and needs: (1) private / alone, (2) private/ together, (3) public/alone, and (4) public / together.
Figure 1. In space planning, designers created four distinct types of space to support different behavioral functions and needs: (1) private / alone, (2) private/ together, (3) public/alone, and (4) public / together.
Figure 2. A baseline photograph was taken for each design zone location on day one of the study.
Figure 2. A baseline photograph was taken for each design zone location on day one of the study.
Figure 3. Each photo was analyzed for behavioral patterns, and each pattern given a behavioral code. The information was then put into an Excel spreadsheet for further analysis.
Figure 3. Each photo was analyzed for behavioral patterns, and each pattern given a behavioral code. The information was then put into an Excel spreadsheet for further analysis.
Figure 4. Seven observation areas were studied: (1) atrium living room, (2) atrium classroom lobby, (3) Knowledge Market, (4) quiet area, (5) Reading Room, (6) Innovation Zone, and (7) group study area.
Figure 4. Seven observation areas were studied: (1) atrium living room, (2) atrium classroom lobby, (3) Knowledge Market, (4) quiet area, (5) Reading Room, (6) Innovation Zone, and (7) group study area.
Figure 5. Behaviors were divided into four categories: (1) S/S = student-to-student, (2) S/C = student-to-content, (3) S/E = student-to-environment, and (4) S/I = student-to-instructor.
Figure 5. Behaviors were divided into four categories: (1) S/S = student-to-student, (2) S/C = student-to-content, (3) S/E = student-to-environment, and (4) S/I = student-to-instructor.
Figure 6. Photographic traces were classified into people-to-people interactions and interactions with analog or digital tools.
Figure 6. Photographic traces were classified into people-to-people interactions and interactions with analog or digital tools.
Figure 7. Observation notations for three weeks across all room types, zones, and time frames.
Figure 7. Observation notations for three weeks across all room types, zones, and time frames.
Figure 8. Four thematic patterns emerged, revealing key attributes of intentional library space design that appeared to influence user behavior: (1) engagement culture, (2) core connectedness, (3) environmental messages, and (4) transformational challenges.
Figure 8. Four thematic patterns emerged, revealing key attributes of intentional library space design that appeared to influence user behavior: (1) engagement culture, (2) core connectedness, (3) environmental messages, and (4) transformational challenges.

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References (31)

  1. Julie Garrison is a member of the Editorial Board of portal: Libraries and the Academy and the dean of University Libraries at Western Michigan University in Kalamazoo; she may be reached by e-mail at: julie.garrison@wmich.edu.
  2. Kristin Meyer is a user experience librarian at the Mary Idema Pew Library Learning and Information Commons of Grand Valley State University in Allendale, Michigan; she may be reached by e-mail at: meyerkr@gvsu.edu.
  3. Lennie Scott-Webber, In Sync: Environmental Behavior Research and the Design of Learning Spaces (Ann Arbor, MI: Society for College and University Planning, 2004).
  4. Lennie Scott-Webber, Aileen Strickland, and Laura Ring Kapitula, "Built Environment Impacts Behaviors: Results of an Active Learning Post-Occupancy Evaluation," Planning for Higher Education Journal 42, 1 (2013): 28-39; National Survey of Student Engagement (NSSE), Promoting Student Learning and Institutional Improvement: Lessons from NSSE at 13 (Bloomington: Indiana University Center for Postsecondary Research, 2012).
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  15. "Common," Merriam-Webster, accessed May 3, 2016, http://www.merriam-webster.com/ dictionary/common.
  16. Marieke Meeuwisse, Sabine E. Severiens, and Marise P. Born, "Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups," Research in Higher Education 51, 6 (2010): 528-45, doi:10.1007/S11162-010-9168-1.
  17. Marybeth Hoffman, Jayne Richmond, Jennifer Morrow, and Kandice Salomone, "Investigating 'Sense of Belonging' in First-Year College Students," Journal of College Student Retention 4, 3 (2003): 227-56; Meeuwisse, Severiens, and Born, "Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups."
  18. Edward T. White, Building Meaning: Analysis and Design for Image-Sensitive Projects (Tallahassee, FL: Architectural Media, 1996), 4.
  19. Steelcase, Steelcase Education + Applications (Grand Rapids, MI: Steelcase, 2013);
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  21. Scott-Webber, "Informal Learning Places," 40-41.
  22. Zeisel, Inquiry by Design, 40, quoting from Herbert Hyman's Survey Design and Analysis (New York: Free Press, 1955).
  23. Tony L. Whitehead, "Basic Classical Ethnographic Research Methods: Secondary Data Analysis, Fieldwork, Observation/Participant Observation, and Informal and Semi- Structured Interviewing," in Ethnographically Informed Community and Cultural Assessment Research Systems (the EICCARS), CEHC: Cultural Ecology of Health and Change Working Paper Series (College Park, MD: University of Maryland, 2005), 60-61.
  24. University of Southern California (USC), "Organizing Your Social Sciences Research Paper: Types of Research Designs," USC Libraries Research Guides, 5, accessed December 20, 2015, http://libguides.usc.edu/writingguide/researchdesigns.
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  26. Scott-Webber, "Informal Learning Places."
  27. Ibid.; Lennie Scott-Webber, Jane Abraham, and Michelle Marini, "Higher Education Classrooms Fail to Meet Needs of Faculty and Students," Journal of Interior Design 26, 2 (2000): 16-34.
  28. Scott-Webber, Strickland, and Kapitula, "Built Environment Impacts Behaviors."
  29. Maegan Slowakiewicz, "Our Top 3 Reasons Natural Light Benefits Students & Schools," Corbett: Creating a Better Experience (blog), accessed March 20, 2017, https://www. corbettinc.com/blog/?p=1860.
  30. Lee Van Orsdel, "Reimagining the Academic Library," video, accessed March 20, 2017, https://www.youtube.com/watch?v=ptP0clWoZpA.
  31. Lennie Scott-Webber, Lee Van Orsdel, and Tod R. Stevens, "A New Campus Library: Vision, Design, and Assessing Usage," presentation at the American Library Association Annual Conference, Library Leadership and Management Association/Buildings and Equipment Section/Buildings for College and University Libraries (LLAMA/BES/BCUL), Las Vegas, NV, June 28, 2014, http://www.ala.org/llama/sites/ala.org.llama/files/content/A%20 New%20Campus%20Library.pdf.

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