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Descriptors:
Academic Libraries; Library Services; Library Materials; Storage; Facility Improvement; Library Facilities; Case Studies

Abstract:
In the spring of 2011, the Penrose Library at the University of Denver began the process of storing all materials, services, and staff to temporary locations in preparation for a building renovation project. The library was faced with the challenge of delivering all materials from an off-site storage facility within two hours of request. A new paging service was introduced to the campus, and other services were enhanced. This article explores the challenges of such library service enhancements. (Contains 2 figures.) [For Part I, see EJ989803.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Libraries; Stakeholders; Library Services; Semi Structured Interviews; Librarians; Books; Electronic Publishing; Higher Education; Universities; Case Studies; Vendors; Library Facilities; Library Materials; Space Utilization; Library Personnel; College Libraries; Electronic Libraries; Educational Technology; Technology Uses in Education

Abstract:
This article reports research into the perceptions and predictions of academic librarians regarding the future role and development of e-books, and e-book collections and services. A number of recent studies reported in the literature review indicate increasing interest in e-books. Semi-structured interviews were conducted with 32 academic librarians, in seven case study libraries. Most interviewees anticipated a significant growth in the size and role of e-book collections in academic libraries over the next five years. The actions and policies of each of the key stakeholder groups, e-book vendors (publishers and aggregators), academic libraries and users are viewed as pivotal to the future use of e-books in universities. The growing importance of e-books will have a number of consequences for academic libraries, in terms of the technologies that they make available to users, the use of library space, user education and staff workload. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Libraries; Library Facilities; Physical Environment; Acoustics; Personality; College Students; Reading; Listening; Personality Assessment; Locus of Control; Self Control

Abstract:
For decades, academic libraries made efforts to provide study environments differing in acoustic environment. The present study aimed to provide an evidence basis for this practice by comparing background noise acceptance and personality factors of two groups of college-aged students self identified as preferring quiet or background noise when performing cognitive tasks. Twenty young adult college students participated. Each participant completed background noise assessment (reading and listening) and personality assessment (five factor inventory, locus of control, and self-control). Results of the present study indicate that personality factors are not related to an individual's acoustic environment preference while studying; however, background noise acceptance measured while reading and while listening to speech was related to study environment choice. Findings of the present study indicate that students accurately self-assess their acoustic study environment needs. This evidence indicates that academic libraries should continue to offer multiple acoustic study environments for college students. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Students; Student Needs; Student Research; Student Attitudes; Student Surveys; Online Surveys; Focus Groups; Use Studies; Academic Libraries; Library Facilities; Library Services; Humanities; Social Sciences

Abstract:
Describes a two-part study of the research needs of graduate students at Georgetown University. The first part, conducted in May 2010, consisted of an online survey about students' research practices and opinions about the library. The second part, conducted in May 2011, consisted of focus groups with particular subsets of graduate students. The goals of the study were to: 1) gain insight into students' research habits; 2) determine how they use and perceive the library; 3) determine any differences in responses between students in different disciplines; and 4) uncover distinctions between "scholarly" students (those intent on careers in academia) and "professional" students (those intent on careers outside of academia). Survey responses and focus group transcripts reflected three common broad themes: 1) Infrastructure (library building, furniture, designated space for graduate students); 2) Awareness & Scholarly Support (awareness of specialized library resources and services, tailored orientation and instruction); and 3) Access Services (availability of resources on and off campus, interlibrary and consortial lending, borrowing policies). Humanities students were much more familiar with library services and resources than social science students. Among social science students, we found few differences between the "scholarly" and "professional" groups. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Academic Libraries; Open Universities; Distance Education; Library Facilities; Barriers; College Students; College Faculty; Library Services; Internet; Computer Uses in Education; Educational Development; Educational Technology; Questionnaires; Statistical Analysis; Student Needs; User Needs (Information); Educational Facilities Improvement; Library Materials; Library Development; Regional Programs; Multicampus Colleges; Graduate Study

Abstract:
This study explores the library needs of students and tutors of Allama Iqbal Open University (AIOU), utilization level of the library facilities and resources, the problems in the use of library, and suggestions for improvement of library facilities for students and tutors. Data collected from 4080 students and 526 tutors belonging to 15 different regional offices showed that students and tutors needed library for various educational purposes, the regional libraries were not being used much, and both tutors and students were facing various problems such as unsuitable library timing, long distance between library and their residence, non availability of latest journals, non availability of required material, lack of temperature control in the library, insufficient study area, lack of latest books, and inadequate staff. For improving library facility at regional level, the students and tutors suggested to: provide more books and journals, expand library timings, arrange library facility at workshop venues, make arrangements to advertise the resources and services at the library to the students, provide computers and internet service, provide trained staff, and arrange partnership with other academic libraries. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Educational Facilities Design; Educational Facilities Improvement; Library Facilities; Storage; Library Materials; Library Automation; Robotics

Abstract:
Renovating, expanding or building new libraries today is a challenge on several levels. Libraries in general are faced with image issues, such as the assumption that a library building exists only to house print material followed by the equally erroneous assumption that everything is now available online, thus rendering a physical building obsolete. Libraries are also faced with serious funding issues, and with the basic reality that space is at a premium. In academic libraries, the way students use libraries is changing as are their expectations of a library. Many academic library buildings are older and were designed to protect printed material and other physical items, such as artifacts or recordings. Spaces for people, while important, were by necessity secondary to this protection. This has led to many buildings functioning as more of a warehouse than a center for scholarly and academic activity. Services, reader spaces, and classrooms tended to be secondary and available only as stack space allowed. The consistent incorporation of new technologies is drastically altering this environment. New technologies include advances in building materials and design options that allow light to become a major feature in library design, creating a bright, open, welcoming space. This creates opportunities to develop flexible, innovative learning spaces. And new storage technologies are being used to create and expand vital learning spaces while keeping valuable texts and other items close by and easily retrievable. In this article, the author discusses how a robotic storage system at the University of Missouri-Kansas City (UMKC) creates a 21st century library design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Libraries; Library Facilities; Facilities Management; Structural Elements (Construction); Problems

Abstract:
"It's raining, it's pouring, the old man is snoring!" "The itsy, bitsy spider crawled up the waterspout, down came the rain and washed the spider out. Out came the sun and dried up all the rain, and the itsy, bitsy spider went up the spout again." What do children's nursery rhymes have to do with the school library? The author begins by telling a story about her present school library assistant. Eight years ago, she was a volunteer parent. She loves to tell the story of the sunny, beautiful day she walked into the library and stopped at the door to observe the author running frantically up and down the rows in the library computer lab covering the computers with sheets of plastic. Not knowing what was happening, she stood and watched only to be splattered with water dripping from the ceiling! She said she looked up and couldn't figure out why it was raining inside when it was a beautiful day outside! They both laugh over the story now; however, that day it was not a laughing matter. Unfortunately, eight years later, water still drips from their ceiling on rainy days. In this article, the author shares the things she learned from this situation. She says one should: (1) realize even a new building has flaws; (2) be aware of potential problems during new construction; (3) keep administrators current on the situation; (4) keep detailed notes on leaks and damage; (5) be friendly towards custodial staff; (6) keep plenty of plastic trash bags and pieces of plastic handy to cover materials, equipment, and furniture; (7) be aware of mold growth and what it looks like; and (8) check out the U.S. Environmental Protection Agency site for more information on mold, mold damage and remedies. Above all, make sure to keep the situation in perspective. Laughter can help! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Information; Research Libraries; Foreign Countries; Academic Libraries; Higher Education; Partnerships in Education; College Science; Science Education; Science Instruction; Library Facilities; Study Facilities

Abstract:
Two floors of the W. K. Hancock Library at the Australian National University (ANU) were refurbished in 2011 as part of a cooperative project between the library and the College of Science. The refurbishment, costing $5 million, was part of a much larger exercise involving the construction of four new science buildings around the Hancock Library. The project was designed to add small group teaching rooms to the university's stock, as well as student learning and network spaces, together with group and individual study areas, laptop facilities, and videoconferencing rooms. Emphasis was given to flexibility in use of the space, a mix of study areas and furniture, use of "milling" space, ease of access, and security. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Informal Education; Library Facilities; Social Experience; Undergraduate Students; Space Utilization; Student Attitudes; Study Habits; Audio Equipment; Diaries; Learner Engagement; Reflection; Focus Groups

Abstract:
An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio diaries, while activity in the learning space was directly observed, and students provided reflective perspectives in focus groups and through spot conversations. Results suggest such spaces are popular and yet stimulate limited group work. Yet other, less intense, forms of productive collaboration did occur and a taxonomy of four such types of encounter is offered. Of particular importance to students was access to a "social ambience" for study. The results encourage institutions to design for a mixed economy of student choice over learning spaces and to consider modes of encouraging diversity in their use. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Librarians; Libraries; High Schools; Library Facilities; Furniture; Space Utilization; Library Materials; Budgets

Abstract:
The library at George C. Marshall High School in Fairfax County, Virginia, needed an update to better meet the needs of 21st century students. A major renovation was in the works, but head librarian Graboyes wanted to do something to make the library useful and appealing for current students. With careful budgeting and donations of time and money, she was able to adapt the space to bring in more natural light, create comfortable areas for reading, and replace outdated and heavy furniture with modular tables and chairs that made the space more flexible. Little-used rooms were adapted for student group work, video viewing, and more. Careful culling of the collection ensured that books were current, and strategic rearrangement of the collection and color-coding made books of interest easier to find and reshelve. The entire project cost $12,500, with almost half of the cost covered through grants and donations. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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