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Figure 8 – uploaded by Lennie Scott-Webber, PhD

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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.

Related Figures (7)

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.
Related topics:
Space and PlaceInterior Design (Architecture)Environment behavior Research
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