Understanding and describing users’ wayfinding behavior in public library facilities

Wayfinding is the study of how humans use a variety of informational media to orient themselves and navigate in a space, such as a library. This multi-method case study tested the applicability of a wayfinding framework developed in architecture to a public library environment. Research methods included unobtrusive observation of a random sample of users’ wayfinding in the facility and interviews with a convenience sample of users to discuss their wayfinding behavior. Patrons used various wayfinding behaviors in the facility, some corresponding to the framework, but other behaviors did not fit into the existing framework and not all aspects of the framework were observed or expressed. Additional research is necessary to investigate more fully the degree to which the framework validly describes how library users wayfind. Results have value for librarians, architects and interior designers, all of whom may apply findings toward their work designing facilities that are intuitive to navigate

Finding Their Way: How Public Library Users Wayfind

A multi-method case study research design, guided by Passini\u27s conceptual framework of wayfinding, was employed to investigate library user wayfinding behavior within the entry area of a medium-sized public library facility. The case study research design included document review of the library\u27s wayfinding information system; unobtrusive observation of library user wayfinding behavior; intensive interviews with library users to discuss their views on wayfinding in the library; and an expert review with library staff and a library wayfinding and signage expert to validate research findings. Overall, the study found library users\u27 wayfinding behavior to be generally inconsistent over time, but that there are users who stick to predominant segments (those segments used heavily to connect two particular nodes, or stops). Those segments tend to be the straightest or most direct segments connecting two given nodes. Also, users appear to employ Passini\u27s wayfinding styles more often than his wayfinding strategies, but additional research is needed that delves more deeply into these cognitive processes

If you shrink it, will they still succeed? Comparing the effectiveness of pedagogical models for accelerated learning in an online master’s degree program

Distance education has been a common program modality in Library and Information Studies for well over two decades. Multiple universities have offered fully online or hybrid Master’s of Library and Information Studies degrees in the traditional academic calendar (e.g., semester or quarter). In Fall 2021, the University of Rhode Island Graduate School of Library and Information Studies launched the first accelerated online Master’s of Library and Information Studies degree in the United States. All courses are offered in seven-week sessions, with a total of six of these sessions offered each academic year. This paper will detail one faculty member’s process of converting semester-long (14-week) courses to the accelerated calendar. Three models were employed: (1) using half-weeks so that a course could retain 14 topics with multi-week projects, (2) collapsing topics to focus on key content areas in a weekly format with weekly activities, and (3) using project-based modules where students engage with learning materials for 1-2 weeks then have a dedicated week to complete a project. Each model is discussed in detail, including what the model entails, how the model was implemented in the course(s), and the pros and cons of the model for instructors and students. This paper is of interest to anyone working in distance learning modalities, especially in higher education. The three pedagogical models employed in converting courses from 14-week semesters to 7-week sessions can be applied in a variety of disciplines, and in different semester lengths

Experiencing Research Firsthand: The “unClassroom” Experiential Learning Approach to Teaching Research Methods in an LIS Master’s Program

Research methods education in LIS master’s degree programs is facing several difficult questions: should a methods course be required, what content should be taught in that course, and what is the most effective mechanism for teaching that content. There is little consensus about what should be taught or how, but the American Library Association, LIS educators, and many practitioners seem to agree that research methods are vital skills for 21st century LIS practitioners. This paper reports on an experiential learning opportunity called the “unClassroom,” which afforded LIS master’s students the chance to complete a research project in one semester for an outside client (a statewide library consortium). The effectiveness of the unClassroom to teach research methods surpassed expectations and provides a model that may be of interest to other research methods educators in LIS master’s programs

Virtual interviews vs. in person interviews: Factors Influencing Researchers to Conduct Virtual Interviews

Virtual interviews are a valuable tool to save time and money and to protect the health and safety of a researcher and their research participants. This study looked at the efficacy of virtual interviews as a research method, as well as positive and negative aspects the software tools used to facilitate virtual interviews. Despite some technical difficulties, especially with automated transcription tools, surveyed researchers reported satisfaction with virtual interviews and a desire to use this interview format again in future to save time, money, inconvenience, and potential health hazards associated with travelling for in-person interviews

Library Adoption and Use of GIS as an Information Sharing Tool during the Covid-19 Pandemic

During the Covid-19 pandemic, libraries closed their physical facilities, offered shorter hours, rearranged and removed furniture, shifted to distance service provision, and used geographic information systems to support information sharing. For several decades, library and information studies have used geographic information systems for multiple purposes, and this occurred more than ever during the Covid-19 pandemic. This research investigated different ways libraries and library agencies have been using geographic information systems to support information and resource sharing during the Covid-19 pandemic. The overarching goal was to demonstrate how libraries provide value to local communities and society. Interview research identified multiple mapping projects undertaken either in relation to or during the Covid-19 pandemic, including maps depicting public access to Wi-Fi Internet, library building status, inter-library loan receiving and sending status of libraries, and library usage data, as well as a state Covid-19 data dashboard. Interviewees reported using geographic information systems for ease of use, interactive data displays, comparing multiple data points, increasing engagement and awareness, tailoring services, and currency of reporting. Now that they have made some maps and seen how helpful the maps are for access, interviewees had many ideas for expansion of new mapping projects going forward

Evaluating Library Signage: A Systematic Method for Conducting a Library Signage Inventory

While there is much literature that directs libraries to avoid having too much or insufficient signage, there is no clear guidance on how much signage is “enough” or “too much.” Conducting a signage inventory can be the first step toward determining how many signs a library needs, by establishing how many signs are in the library, of which type, and their condition. This paper proposes a ready-to-use method that any library can use to inventory its signage by adapting the inventory worksheet depending on factors related to the library type. The ultimate goal in developing a standardized method is that it would allow for, comparing results across libraries to attempt development of more specific signage guidelines or a formula that could calculate how many signs are “enough” and “too many” for a library given its type, population, and other criteria

Are We Leaving Them Lost in the Woods with No Breadcrumbs to Follow? Assessing Signage Systems in School Libraries

In order to successfully navigate space in seeking information, students need to develop their spatial thinking, or the ability to visualize and interpret location, distance, direction, relationships, movement, and change through space. Learning to think spatially has been defined as a vital skill for students to be equipped properly for their future (National Research Council, 2006; National Science Foundation, 2010). Wayfinding refers to the ability of users of the built environment (i.e., a facility) to navigate through that environment to find specific destinations (Mandel, 2010). In the school library environment this means that student users can find and access the information they need for school related tasks and assignments. Developing wayfinding skills contributes to the development of spatial literacy. Often, the school provides a child’s first experience independently navigating spaces, yet there is limited research on assessing the usability and navigability of school library spaces. The purpose of this study is to explore how to improve the effectiveness of wayfinding and spatial awareness tools in a school library environment addressing the research question: How effective are the existing wayfinding aids in communicating spatial information to the user? This report is the results of the pilot study focused on an expert review of the signage systems in a selection of school libraries

Teaming up to Teach Teamwork in an LIS Master’s Degree Program

Objective – Collaboration and working in teams are key aspects of all types of librarianship, but library and information studies (LIS) students often perceive teamwork and group work negatively. LIS schools have a responsibility to prepare graduates with the skills and experiences to be successful working in teams in the field. Through a grant from the university office of assessment, the assessment committee at the University of Rhode Island Graduate School of Library and Information Studies explored their department’s programmatic approach to teaching teamwork in the MLIS curriculum. Methods – This research followed a multi-method design including content analysis of syllabi, secondary analysis of student evaluation of teaching (SET) data, and interviews with alumni. Syllabi were analyzed for all semesters from fall 2010 to spring 2016 (n = 210), with 81 syllabi further analyzed for details about their team assignments. Some data was missing from the dataset of SETs purchased from the vendor, resulting in a dataset of 39 courses with SET data available. Interviews were conducted with a convenience sample of alumni about their experiences with teamwork in the LIS program and their view of how well the LIS curriculum prepared them for teamwork in their careers (n = 22). Results – Findings indicate that, although alumni remembered teamwork happening too often, it was required in just over one-third of courses in the sample period (fall 2010 to spring 2016), and teamwork accounted for about one-fifth of assignments in each of these courses. Alumni reported mostly positive experiences with teamwork, reflecting that teamwork assignments are necessary for the MLIS program because teamwork is a critical skill for librarianship. Three themes emerged from the findings: alumni perceived teamwork to be important for librarians and therefore for the MLIS program, despite this perception there is also a perception that the program has teamwork in too many courses, and questions remain about whether faculty perceive teaching teamwork as important and how to teach teamwork skills in the MLIS curriculum. Conclusions – Librarians need to be able to collaborate internally and externally, but assigning team projects does not guarantee students will develop the teamwork skills they need. An LIS program should be proactive in teaching skills in scheduling, time management, personal accountability, and peer evaluation to prepare students to be effective collaborators in their careers

Continuing education for public library staff: Valued competencies and preferred delivery format

As the nature of public library services expands and transforms, continuing education (CE) for both degreed and non-degreed library staff is critical. An ongoing challenge for the LIS community is to identify the key areas in which to increase professional knowledge and skills. The purpose of this study was to identify what working library staff considered valued competencies for youth services, reference services, director, and non-degreed library staff positions, as well as their preferred delivery format for CE. Open-ended survey activities were conducted via four research sessions, with a total of 57 library staff members participating in the study. The findings from the study suggest that the preferred CE delivery format is low-cost or no-cost, limited-time-commitment workshops with high interactivity. Valued competencies identified in the study indicated interdisciplinary trends of business management skills for library directors; technology skills and diversity/inclusion training for library staff and adult services/reference librarians; and knowledge around child and adolescent cognitive, behavioral, and literacy development for youth librarians. The findings from this study will help inform LIS schools and other CE providers on how best to create and deliver CE that meets the needs of public library staff