The Mary Idema Pew Library Learning and Information Commons at Grand Valley State University opened in 2013. Ongoing user research has been conducted to learn how students use the building and to identify design successes and opportunities for improvement. This document synthesizes insights gained through five years of post-occupancy user research

Alphenaar, Katie

Meyer, Kristin

English

Scholarworks@GVSU

Grand Valley State University ScholarWorks@GVSU Scholarly Papers and Articles University Libraries 9-2019 5 Years of User Research: Mary Idema Pew Library Learning & Information Commons, Grand Valley State University Libraries Kristin Meyer Grand Valley State University, meyerkr@gvsu.edu Katie Alphenaar Grand Valley State University, alphkath@gvsu.edu Follow this and additional works at: https://scholarworks.gvsu.edu/library_sp  Part of the Library and Information Science Commons ScholarWorks Citation Meyer, Kristin and Alphenaar, Katie, "5 Years of User Research: Mary Idema Pew Library Learning & Information Commons, Grand Valley State University Libraries" (2019). Scholarly Papers and Articles. 62. https://scholarworks.gvsu.edu/library_sp/62 This Article is brought to you for free and open access by the University Libraries at ScholarWorks@GVSU. It has been accepted for inclusion in Scholarly Papers and Articles by an authorized administrator of ScholarWorks@GVSU. For more information, please contact scholarworks@gvsu.edu. 5 Years of User ResearchCompiled by Kristin Meyer and Katie AlphenaarPurpose: This document highlights what we've learned about how students have used the Mary IdemaPew Library Learning & Information Commons since it opened in 2013.9/26/2019Number of visitors compared to former library:increase fromformer library135%1 millionvisitors per yearApproximately67%printed68%studied by selfused library resourcesfor research51%met a friend/classmate64%used a computer orother library technology62% 50%studied in a groupMary Idema Pew Library Learning & Information Commons, Grand Valley State University LibrariesBased on our 2014 Library Diary survey,  activities most frequently conducted by students were:students often visited multiple times per day.Average length of stay3hours=1According to the Library Diary survey,1The purpose of this survey was to determine how students spend their time when they visit the library. 654 studentsrecorded how they used the library during a week-long survey period conducted March 15-March 21, 2014.1FLEXIBILITYThe flexibility of our spaces has been a key success.COLLABORATIVE VS. QUIETWe have found there is a need for quiet computer space. Knowing this, we would havedesigned the serpentine computer desks to not all be adjacent to collaborative areas.The library was designed to be 2/3 collaborative space and 1/3 quiet space.In practice there is closer to a 50/50 split of collaborative and quiet use.During the evening, conversation levels were higher in collaborative areas.individualswere recorded morefrequently duringdaytime hoursgroupswere recordedmore often inthe eveningsUSAGE IN THE DAY VS. NIGHTA greater percentage studied by themselves compared to students after6:00 pm, although the percentage was large in both cases.  Printing andusing a computer were also slightly more popular during the day.A greater percentage used library resources for research, met a friendor classmate, and purchased something from Argo Tea compared tostudents before 6:00 pm. Before6:00 pmAfter6:00 pmWhen not in use for scheduled events, thelarge Multipurpose Room is used as overflowstudy space. Our headcounts indicate that it isheavily used for study during peak times.EVENT SPACEBased on the Library Diary survey, the percentage of students who conducted each activity varied onlyslightly based on the time of day that the students exited. Notable differences included the following:21Gullikson, S., & Meyer, K. (2016). Collecting Space Use Data to Improve the UX of Library Space. Weave: Journal ofLibrary User Experience, 1(5). doi.org/10.3998/weave.12535642.0001.50211STUDENTS MANAGETHEIR OWN LEARNINGFormal, post-occupancy assessment with Steelcase, Inc. showed that thebuilding design fostered student engagement.  WHITEBOARDSWhiteboards were very popularbased on the data staff collectedin the 2014-15 academic year.Our data indicated that whiteboard use, especially use for academicpurposes, increased as student workloads increased at the end of thesemester.In 2014-2015, weobserved almost3 , 0 0 0instances of content beingwritten on the whiteboards.SERVICE MODELPeer-to-peer library services have beensuccessful at Grand Valley State UniversityLibraries. Recorded data indicated that whiteboards are often used for thefollowing purposes: Academic work in a variety ofdisciplines but especially forscience-related content“Just-for-fun” study/stressrelieversTerritory markingRooms-on-the-flyPrivacy screensInspirational messages tofellow students3Library design should supportservice delivery.1We conducted LibQual   in 2011, before thenew library and before we added our peer-ledservice elements, and in 2015, after the newlibrary and new peer-led service elements. 2  O'Kelly, M., Scott-Webber, L., Garrison, J., & Meyer, K. (2017). Can a Library Building’s Design Cue New Behaviors?: A CaseStudy. Libraries and the Academy, 17(4), 860. https://muse.jhu.edu/article/672187/pdf  “LibQUAL+,” Association of Research Libraries. Accessed March 15, 2019, https://www.libqual.org/home.  Rodriguez, J. C., Meyer, K., & Merry, B. (2017). Understand, identify, and respond: The new focus of accessservices. Libraries and the Academy: (Special issue) Public services and user engagement, 17(2), 332.https://muse.jhu.edu/article/653207213We improved in all 9 areas in the “Affect ofService” dimension.3SPECIFIC SPACE INSIGHTSTABLESOriginally, there was not enough table space in quiet areas. Individuals were sitting incollaboration zones for the table, but then annoyed with the noise. This was first identified with ourspace use data collection.   Observations also indicate that students have a lot of stuff with them,so larger tables are ideal.The average numberof users in the room atone time was low. Werecommend havingsome smaller studyrooms available. Tables are preferred.GROUP STUDY ROOMSThese recommendations are based onour 2018 Group Study Room Researchand feedback from students through ourchat and text services.More soundproofing ofthe group study roomsor locating them nearcollaboration zones.9.44%The technologyavailable in the groupstudy rooms was used9.44% of the time. Low technology usesuggests technologyisn't necessary in allrooms.We added tables to group studyrooms that had been "lounge"style (larger, comfortable chairsand no tables) after continuingto discover tables in theserooms at close. TRANSIENT SPACEA library space designed to be atransient space outside instructionlabs was underutilized and laterrearranged to support the tutoringservices.2.12 averageusersBased on student feedback, it would be beneficial to offer a sensory-friendly space.It is important to think intentionally about staff spaces and how they promote internal collaboration.The automated blinds that promote energy efficiency do not prevent sun glare. This is a commoncomplaint we receive through chat and text. Sustainability efforts may conflict with usercomfort.Observations indicate that students often eat in the library. Food options have been popular andhave not been problematic from a facilities maintenance standpoint.OTHER RECOMMENDATIONSOriginal design Reconfiguration based on student use4Gullikson, S., & Meyer, K. (2016). Collecting Space Use Data to Improve the UX of Library Space. Weave: Journal ofLibrary User Experience, 1(5). doi.org/10.3998/weave.12535642.0001.50211

5 Years of User Research: Mary Idema Pew Library Learning & Information Commons, Grand Valley State University Libraries

https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1062&context=library_sp

5 Years of User Research: Mary Idema Pew Library Learning & Information Commons, Grand Valley State University Libraries

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