Research Article
Transforming Academic Libraries into Information Commons: A Proposed Model
Kavita Chaddha
Assistant Librarian, Indian Institute of Management
Lucknow Noida Campus
Noida, Delhi National Capital Region, India
PhD Scholar, Indira Gandhi National Open University
(IGNOU)
Maidan Garhi, New Delhi,
India
Email: [email protected]
Uma Kanjilal
Faculty of Library & Information Science, School
of Social Sciences
Pro Vice-Chancellor
Indira Gandhi National Open University (IGNOU)
Maidan Garhi, New Delhi,
India
Email: [email protected]
Received: 1 July 2021 Accepted: 25 Oct. 2021
2022 Chaddha and Kanjilal. This is an Open
Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0
International (http://creativecommons.org/licenses/by-nc-sa/4.0/),
which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly attributed, not used for commercial
purposes, and, if transformed, the resulting work is redistributed under the same
or similar license to this one.
DOI: 10.18438/eblip30004
Abstract
Objective – The main objective was to create an information commons (IC) model for
the existing library with minimum structural changes to achieve maximum
benefit. The subdivisions of the main objective were:
•
to find out
students' expectations and perceptions of an ideal learning environment;
•
to find out the
factors which influence the satisfaction level of the students for the library;
•
to find out how
satisfied are students from the existing library; and
•
to find out the
current library usage pattern of the students.
Methods – Based
on the available literature on the topic, an online questionnaire survey was
constructed with Google Forms and sent to current cohorts studying at the institute
through e-mail, along with the study's rationale and a request for
participation. We contacted 294 students, of which 199 responded. The data were
analyzed and presented using Microsoft Excel.
Results – The
findings of the study showed the keen interest of the students in library
resources and services. It also showed that the students were not fully
satisfied with the current library space and working hours. They wanted
enhanced quiet areas and collaborative spaces where information experts help
them use the current technology to improve their learning experience. Based on
the gathered data analysis, an IC model for redesigning the existing library
has been recommended.
Conclusion – The present study was the first step in research on ICs in the Indian
context. This pilot study captured the perception and expectations of all
levels of students: postgraduate, working executives, and senior-level
executives. Most of the suggestions have been incorporated into the plan. With
very few construction changes and new furniture, this model can be easily
implemented in a small academic library without discarding the old furniture.
Introduction
The advancement of information
technology and increased Internet use have significantly changed academic
libraries' nature and students' information behaviour. The academic library has
become an extension of the classroom, where students learn by collaborating.
The students use the library not only for seeking information but also to
socialize intellectually. Electronic resources have significantly increased in
recent years, but faculty members continue to use both printed material and
electronic resources. The library has become the centre of the intellectual
community in an organization.
To make libraries more
user-friendly, librarians in the United States (U.S.) conducted surveys on
students' needs and expectations from libraries in their colleges and
universities. After analyzing the surveys on users' preferences for library
spaces and services, they could redesign their libraries. The users wanted a
place to study using desktop and laptop computers with a wireless Internet connection.
They needed a place for collaborative and group study with a lab for using
multimedia and myriad software. They required a quiet area for serious research
work. They wanted a seminar room with a projector and screen for lectures and
presentations. They needed a cafe and a lounge for light refreshments and
socializing. In a nutshell, the users perceived the library - a place away from
home and classroom – as the third place: an information commons (IC).
According to Loertscher
and Koachlin (2014), traditional libraries are
resource-oriented, whereas ICs are learning-oriented. An IC aims to enhance
student, faculty, and researcher learning, teaching, and research experience.
The library’s physical space (the first level) with new arrangements, technologies,
and services is the prominent feature to organize workspace and service
delivery. It is a collaborative physical and virtual environment that invites
and ignites participatory learning (Loertscher & Koachlin, 2014).
An IC is a virtual space at the
second level, where students can search, access, and retrieve relevant
information instantly for their studies and project work, and connect with
other students, researchers, and faculty working in the same area. According to
Beagle (2006): "a Virtual Commons is a pervasive online environment in
which a wide variety of electronic resources and services can be accessed
through a single graphical user interface (GUI) and potentially searched in
parallel with a single search engine from any networked workstation" (p.
4).
At the third level, IC becomes a
Cultural Commons. At this third level are the social and cultural arenas of
free speech, shared knowledge, and creative expression in the digital age, as
in the surrounding envelope of laws, regulations, commercial practices, and
popular traditions (Beagle, 2006).
Many universities and colleges in
the U.S. and Europe have converted their libraries into ICs, and the students
and faculty are using the IC for information sharing and knowledge creation.
Other countries, such as Australia, China, Japan, and New Zealand, have also
converted college and university libraries into ICs.
The
Indian Institute of Management Lucknow
The Indian Institute of Management
Lucknow (IIM Lucknow) is a leading management school in India, established by
India's government as one of the four centres of
excellence in Business Management Education. The first one was IIM Calcutta,
which opened in 1961 in the east, The second was IIM Ahmedabad, which opened in
1961 in the west. The third, IIM Bangalore, opened in 1973 in the south, and
the fourth, IIM Lucknow, opened in 1984 in the north. At present, there are 20
IIMs all over the country.
IIM Lucknow, spread over 200 acres
of land, is beautifully surrounded by lush greenery and artistic landscaping.
Three regular programs—Post Graduate Program (PGP), Post Graduate Program in
Agri-Business Management (PGP-ABM) and Fellow Program in Management (FPM)—run
from Lucknow Campus along with Management Development Programs (MDP).
Figure 1
IIM Lucknow campus.
The IIM Lucknow library, Gyanodaya, has a two-story building spread in 30,000 square
feet. It holds 60,000 learning resources in different formats in management and
related subjects.
Figure 2
The IIM Lucknow library.
In 2005, IIM Lucknow opened another
campus at Noida (IIML Noida) to provide higher education to management
executives who already work in the industry and wish to upgrade themselves. The
major programs run by IIML Noida are a two-year Working Managers' Program
(WMP), one-year International Program for Management Executives (IPMX),
two-year Post Graduate Program in Sustainable Management (PGPSM), and four-year
Executive Fellow Program in Management (EFPM). Various management development
programs for corporates are also conducted throughout the year. The IIML Noida
campus is spread over 20 acres of land (1/10th of the area of the
Lucknow campus).
Figure 3
The IIML Noida campus.
The library is situated in the right
wing of the second floor of the administrative block, with a floor space of
1,000 square meters. The library's learning resources include a print
collection of around 6,500 books, 1,500 bound journals, 30 current journals,
and electronic resources of around 500 e-databases, 1,500 e-journals, and 1,500
e-books. The library portal, Gyanoday, is
accessible through the intranet.
Figure 4
The IIML Noida library.
Statement of the Problem
The libraries of higher education institutes
in India are in a transition period. The decreased use of print resources and
increased demand for online resources have compelled the librarians to adjust
budgets accordingly. The library's declining footfall has impacted the
justification for the size of the library workforce. The emphasis is now on
skills: technology, media, and research. The librarians are trying to cope with
the changes by upgrading their skills. Still, it is challenging to convince the
administration to spend money on redesigning and revamping the libraries, let
alone asking for a new IC building. Even the libraries' role in the students'
overall learning and performance is not researched and documented correctly.
Without accurate research data, librarians cannot justify the demand for
skilled staff, the latest technology-based equipment, and library building or
space renovation. In short, we can say that Indian libraries are facing the
same problems which libraries in Western countries faced a couple of decades
ago.
The present case study attempted to
determine whether the needs, expectations, and perceptions of Indian students
of higher education are different from or the same as their counterparts in
other countries of the world. Based on the results, the authors have tried to
convert the existing library space into a model of an IC, suitable for a
small/medium academic library, that is low cost, requires minor structural
modifications, and is in sync with the users' needs and expectations.
Scope
and Limitations of the Study
We limited the study to only one
institute because it is a pilot study. The authors have created a plan for
space utilization of a small academic library based on the results. Other small
academic libraries can utilize the findings of the research. Librarians can
conduct similar studies for their institutes and make a stronger case with
accurate research data for repurposing and reconstructing their institute
libraries as ICs.
Literature
Review
A detailed literature search was
done to understand the concept of IC, what models are available, how they are
planned and implemented in various institutes and universities, assessment
techniques, the benefits of introducing IC in colleges and universities, and
various case studies conducted by librarians.
The
concept of IC came into existence in the mid-1990s. It was the time when
librarians started using IC to improve library services. The rationale behind
IC was to enhance student learning and scholarship. However, there was a need
to create a rapport between the librarians and students and faculty.
Beagle
(1999) has done significant work in the field of IC, developing the concept of IC at three levels: physical, virtual, and
cultural (2006). Most colleges and universities in the U.S. have adopted
Beagle’s model in designing and developing their libraries.
Bailey and Tierney (2008) further
developed the concept of ICs and learning commons (LCs) at four levels. The
first two levels are ICs and the next two levels are LCs.
MacWhinnie (2003) called the library the third place for
students, with the first place being home and the second place being the
classroom. Students spent almost one-third of their time in libraries (MacWhinnie, 2003). Therefore, libraries should be inviting
and comfortable.
McMullen (2008) emphasized analyzing
students' needs before planning an IC on a campus. The library's space
utilization, the technology used, and the library staff required in the IC
should accord with the students' needs. Libraries work for improvement and to support
the learning outcomes of the students. Therefore, their opinions matter the
most.
Sinclair (2009) discussed the
changing role of academic librarians due to increased technology use in
libraries. This new role is focused not only on overall expertise, guidance,
and instructions to students in using both offline and online information, but
also on the institution's overall goals. The librarians must keep upgrading
their skills according to the demands of the time.
Massis (2010) emphasized that libraries' new role has become a
one-stop-shop for campus teaching and learning. The IC is full of students
working in groups, discussing topics, and preparing projects. Compared to
traditional libraries, the renovated or reconstructed ICs match the current teaching
pedagogy, and the students find everything they need under one roof.
Peterson (2013) conducted a case
study on the central library at a Midwestern U.S. university to determine its
students’ current usage behaviour, preferences, and expectations from the
library. Results showed that students know what they want from a modern
library. They still needed the quiet spaces provided in the traditional
libraries, and they required group study spaces separately (Peterson, 2013).
This case study affirmed that students required both individual and group study
spaces.
Dryden and Goldstein (2013)
discussed assessment models which may help evaluate LCs. They used various
assessment methods like technology surveys, space assessment surveys, and focus
groups. The assessment of ICs validated the need to spend time, effort, and
money on library infrastructure and provided cost-benefit analysis data.
Woo et al. (2019) wrote about the
impact of LCs on the students' learning behaviour and skills development. Their
study was significant as it measured the impact of using an LC on students’
learning and skills development, which is the primary goal of creating an IC.
The
concept of IC is new to India. No significant research has been conducted,
published, or documented related to IC for Indian libraries. Few practising librarians have written papers on either ICs or
LCs. In one study, Singh (2019) compared the infrastructure, facilities, and
services of Banaras Hindu University, located at Varanasi, Uttar Pradesh,
India, with an LC. The handful of articles on LCs presented in conferences and
seminars in India are based on research conducted in Western countries and not
on locally conducted research.
There are many differences between
Indian and Western countries' socio-cultural values, economic conditions, and
educational systems. In the West, institutes of higher learning for students
are well maintained with good infrastructure. Even in the most ordinary
universities, the library forms the centre of life for teachers and students.
Librarians enjoy a high status as their contribution to academic life cuts
across academic disciplines. They work closely with teachers and students in
the various tasks involved in procuring books and journals, keeping the library
quiet and friendly, and ensuring speedy access.
The Indian case is the opposite. The
library exists on the margins of the classroom. In many universities,
undergraduate students are not allowed to use the university library.
Subscriptions to journals and magazines have dwindled over the years, and
maintaining past volumes is now seen as an ancient practice because e-storage
is available. The reading rooms carry an unkempt, hapless look, with noisy
ceiling fans and worn-out books waiting to be removed. The faculty members also
do not trust the librarians to help in teaching, learning, or research
activities. There is always a lack of funds to spend on the library’s
infrastructure and skilled staff. With the indifferent attitude of the
administration, librarians also do not take the initiative to improve their
libraries. That is why there is a need to conduct and publish research-based
studies in the Indian context.
Aims
In this study, our main aim was to
create an IC model for an existing library with minimal structural changes to
achieve maximum benefit. The subdivisions of the main aim were:
·
to find out students' expectations
and perceptions of an ideal learning environment;
·
to find out the factors which
influence the satisfaction level of the students for the library;
·
to find out how satisfied are
students from the existing library; and
·
to find out the current library
usage pattern of the students.
Methods
The Population
The Post Graduate course (PGPSM),
Executive course (IPMX), and Working Managers course (WMP) students have
comprised the target population for this pilot study.
Research Instrument
A structured online questionnaire
was constructed using Google Forms to collect primary data (Appendix 1).
It was sent to current cohorts studying at
the institute through e-mail. Two hundred ninety-four students were contacted,
of which one hundred ninety-nine responded. Likert's 5-point rating scale was
used in most of the questions. The data were then analyzed and presented using
Microsoft Excel.
Results,
Analysis, and Discussion
The questionnaire had 17 questions.
The first two questions were related to demographic data. Question numbers 3 to
7 were related to students' library usage patterns. Question numbers 8 to 10
were related to students' opinions about the quality of library services. The
next four questions (11-14) captured the students' preferences for various
library space features and furniture. The subsequent two questions (15-16)
captured satisfaction and desirability levels for various library components.
The last question was an open-ended question inviting suggestions to improve
the library services or experience.
The captured data showed that the
student needs and expectations differed course-wise. The IPMX, being a one-year
course, was compact, and after attending classes for the whole day, the
students used the library during the evening and night. The other course, WMP
(two years' program), had working executives who resided on the campus for
three days (Friday evening to Sunday evening), twice a month. They used the
library only six days per month. All the IPMX and WMP students owned laptops,
so they used the library for individual and group study. Another course, PGPSM,
was a two-year residential course, where students were fresher, comparatively
younger, and used the computers in the lab for accessing e-resources.
Demographic Data
A total of 199 students, out of 294
contacted, responded to the survey, or 67.69% of the total sample. The course-wise
participation (in percentage) is given in Figure 5.
Figure 5
Course representation.
The percentage of women candidates
opting for management courses has increased over the years in India. In this
study, the total percentage of men was 73.37% and women was 26.63% combined for
all courses (see Figure 6).
Figure 6
Gender.
Library Usage Pattern
The data revealed that most of the
students (58.79%) came to the library only when required; 18.59% came several
times a month; 11.06% several times a week; 10.55% several times per semester;
and only 1.01% came to the library daily.
However, all students used
e-resources almost every day. The students did not sit and study inside the
library, showing that the library space was not utilized correctly and was more
like a traditional library. These data also revealed that the circulation of
print books has not been reduced, and the acquisition, technical, and
circulation processes have not been impacted. The entry register kept at the
entrance showed that the user footfall has decreased over the years. Only 3-4
students entered the library daily, largely for the issue or return of books.
During examination times, however, the number of users increased.
In response to the question
regarding the time students spent in the library, the data showed that many
students (34.67%) spent 1-3 hours, followed by 29.65% who spent less than 30
minutes, 23.62% spent 30 minutes to 1 hour, 11.06% spent 3-6 hours, and 1.01%
spent more than 6 hours in the library.
The inference revealed from these
data was that most students (64.32%) spent 1 to 3 hours or less than 30 minutes
inside the library whenever they used it.
Most of the students (67%) preferred
using the library from 6:00 P.M. to 12:00 A.M. The main reason was that the
students have classes from 9:00 A.M. to 5:30 P.M. The best time was the evening
time to study for them. The course-specific details showed that 78% of IPMX
students, 66% of WMP 2nd year students, 63% of WMP 1st
year students, 54% of PGPSM 1st year students, and 48% of PGPSM 2nd
year students fell into this category. The next most popular time slot—from
12:00 P.M. to 6:00 P.M.—was used by 20% of students. These data indicated that
the students' most preferred time to visit the library (87%) is a 12 hour
window between 12:00 P.M. to 12:00 A.M.
Figure 7
Frequency of visiting the library.
Figure 8
Time spent in the library.
Figure 9
Preferred time.
The data showed that most students go to the library to take
print-outs (i.e., print documents), followed by
·
search information for assignments,
·
read for the test or exam,
·
study alone,
·
issue or return books,
·
use a computer for studies,
·
read print journals or magazines,
·
study in a group, and
·
socialize with other students.
A few other reasons are to read newspapers and for peace of
mind.
Reasons for visiting the library.
Legends (Reasons):
a.
Search information for my assignment
b.
Read for test or exam
c.
Study alone
d.
Study with a group
e.
Use a computer for studies
f.
Issue/return books
g.
Read print journals/magazines
h.
Take print-outs (i.e., print
documents)
i.
Socialize
Table 1
Reasons for
Visiting the Library
|
Sr. No. |
Reason |
Percentage |
Sr. No. |
Reason |
Percentage |
|
1. |
Take
print-outs |
70.85% |
6. |
Use
a computer for studies |
42.71% |
|
2. |
Search
information for my assignment |
62.31% |
7. |
Read
print journals /magazines |
38.19% |
|
3. |
Read
for test or exam |
55.79% |
8. |
Study
with a group |
26.63% |
|
4. |
Study
alone |
49.75% |
9. |
Socialize |
4.02% |
|
5. |
Issue/return
books |
43.22% |
|
|
|
In the
survey, the students identified their preferred section of the library,
choosing between the library's three sections based on the functionality: the
main library reading area, the informal reading area, and the computer lab. The
data showed that the informal reading area was preferred by the most students
(39.70%), followed by the computer lab (33.17%), and the main library reading
area (27.14%). The informal reading area and the computer lab are open 24/7.
That was why most of the students preferred to use those two areas. The second
reason was that they can use this area for group study or discussions.
Alternatively, this area can be used for silent study with their laptop and
reading materials. However, problems may arise when different students want to
use the informal reading area for both types of activities simultaneously.
Figure 11
Preferred
section.
The students
were asked to rate the speed and quality of Wi-Fi connectivity in the library
using Likert's five-point scale. The most students (34.67%) rated it
"Good", followed by "Very Good" (31.16%), "Fair"
(16.58%), "Excellent" (10.05%), and "Poor" (7.54%). These
results indicates that there is still room for improvement in Wi-Fi connectivity.
The users would prefer to study in the library if the Internet speed and
quality were much better than other areas on the campus.
Figure 12
Speed and
quality of Wi-Fi.
Figure 13
Web portal,
IIM Lucknow library.
The library
portal (see Figure 13), called “Gyanoday” (meaning enlightenment)
is accessible through the intranet at both campuses and via remote access
through Open Athens. All the e-resources are available there. The data
collected about the usability and accessibility of the library portal show that
the most students (42.71%) have rated it "Very good," followed by
"Good" (33.17%), "Excellent" (10.05%), "Fair"
(9.55%), and "Poor" (4.52%). The data indicate that the portal should
be more user friendly and provide more information related to library resources
and services.
Figure 14
Usability
and accessibility of library portal.
Students
were asked to rate the quality of the library based on various physical
attributes on a scale from one to five: the library's size, natural light,
light, air conditioning, noise level, and ambience. The data showed that the
students were overall satisfied with the artificial lights, natural light, air
conditioning, and somewhat with the library’s ambience. However, they were not
happy with the library's size or the noise level in the library. The author has
tried to overcome these two shortcomings in the proposed model plan by creating
research carrels for silent study and soundproof rooms for group study.
Figure 15
Quality of
library.
Students' Preference in Library Space and Furniture
The students
were asked to rate the library's attributes, which, if included in the library,
may influence their learning experience. The data showed that the most crucial
feature, which was "extremely influential" in students' learning
experience, was the level of sound in the library (42.21%), followed by
comfortable furniture (38.19%). The next feature, which was "very
influential," was artificial lights (41.71%), followed by air conditioning
(41.21%), ambience (40.20%), and natural light (39.70%). The least influential
features were colourful walls (15.08%) and café/food joints (15.58%).
Figure 16
Impact on
learning.
Students
liked the idea of keeping the print materials in the library, but moving them
to compact shelving; 39.20% of students found it "Likely" that by
doing this, the space of the library would be better utilized. Other students
were "Neutral" (28.64), found it "Extremely likely"
(20.60%), "Unlikely" (7.54%), or "Extremely unlikely"
(4.02%). The proposed model has the provision of compact shelving in the left
wing.
Figure 17
Compact
shelving.
While
collecting data to find out students' desire to include social spaces in the
library, we found that the most students (36.68%) considered it "Very
desirable" to have social spaces, followed by 28.64% considering it
"Desirable," 16.58% listing their feelings as "Neutral,"
11.06% considering it "Very undesirable," and 7.04% considering it
"Undesirable." It is interesting to note that 41.46% of IPMX students
and 41.38% of WMP 2nd year students rated social space in the
library as “Very desirable.” These students were senior and middle-level
executives, respectively. They were interested in knowing and discussing
various social topics in a comfortable and stimulating environment with their
peer group.
Figure 18
Social
space.
When we
asked students their reasons for visiting the library, only 1% of students
responded to socialize, but while asking about the desirability for social
space in the library, almost 37% rated it as very desirable, and 29% rated it
as desirable. It showed that if the library provided social space on its
premises, 66% of students would prefer to use it.
The next set
of data were about the type of furniture preferred by the students. Most of the
students rated all the features included in the survey as
"desirable," particularly large index tables with 4-6 chairs, sofas
with coffee tables, small round tables with 2-3 chairs, and foldable and
movable tables and chairs.
Figure 19
Choice of
furniture.
Satisfaction With the Library
The students
were asked to rate their satisfaction with various library services and
operations on a five-point scale. Most students were "satisfied" with
study spaces, computers, printing facilities, library services, and library orientation.
However, they were "least satisfied" with the library’s hours of
operation. If there were a sufficient number of staff members, the library
could be opened for more time. However, the reading area and the computer
centre is open 24/7.
Figure 20
Satisfaction
level.
Desirable Components
The three
“most desirable” components students would want included in an ideal learning
environment were: "Silent study area/research carrels" (50.25%),
“Scanners" (44.22%), and "Color printers" (44.22%). Figure 16
and Table 2 describe the percentage distribution of each component on a scale
of five. The “least desirable” component was a 3D printer with software
(12.56%).
Figure 21
Desirable
components.
Table 2
Desirable
Components
|
|
Components |
Very
Desirable |
Desirable |
Neutral |
Undesirable |
Very
Undesirable |
|
1 |
Café/
Refreshment joint |
32.66% |
26.13% |
20.10% |
13.07% |
8.04% |
|
2 |
Video
Conferencing Room |
27.64% |
25.13% |
25.13% |
15.58% |
6.53% |
|
3 |
Flexible
Spaces/Movable Furniture |
25.13% |
31.16% |
25.63% |
12.06% |
6.03% |
|
4 |
Silent
Study Area/Study Carrels |
50.25% |
29.15% |
15.08% |
3.52% |
2.01% |
|
5 |
Group
Study Zone |
40.70% |
31.66% |
18.09% |
5.53% |
4.02% |
|
6 |
E-Learning
Classrooms |
33.67% |
32.66% |
23.62% |
8.04% |
2.01% |
|
7 |
Smartboards |
34.17% |
32.16% |
23.12% |
7.54% |
3.02% |
|
8 |
Big
Screens |
26.13% |
26.13% |
29.15% |
13.57% |
5.03% |
|
9 |
Small
Seminar Room |
37.69% |
32.16% |
19.10% |
8.04% |
3.02% |
|
10 |
Video
Making/Media Production |
27.64% |
32.66% |
27.64% |
8.54% |
3.52% |
|
11 |
3D
Printer with Software |
24.12% |
24.12% |
25.15% |
14.07% |
12.56% |
|
12 |
Library
Website |
42.21% |
30.65% |
18.09% |
5.53% |
3.52% |
|
13 |
Mobile
App for the library |
43.22% |
25.63% |
20.60% |
6.03% |
4.52% |
|
14 |
Scanners |
44.22% |
28.64% |
17.09% |
7.04% |
3.02% |
|
15 |
Color
Printers |
44.22% |
27.14% |
15.58% |
8.54% |
4.52% |
|
16 |
Makerspace |
31.66% |
28.14% |
30.15% |
8.04% |
2.01% |
Suggestions for Improving Library Facilities
Students
were asked to provide suggestions for making the library an ideal learning
environment. For this purpose, an open-ended question was included in the
survey. A few key points, selected from the responses, are listed below:
·
24/7 functional library, full of print, digital and
online resources, with the most suitable internet speed and comfortable
furniture.
·
The perfect ambience would be with natural light and
other furniture/décor.
·
A quiet study space, along with separate group
discussion/presentation practice spaces, is required.
·
Self-checkout/check-in kiosk.
·
A cozy place with air-conditioned rooms and lots of
reading materials and journals.
·
An informal cubicle type place for group study with
sofa and table is a must.
·
Common area with bean bags and positive experience.
·
Cafe serving tea and coffee.
·
An audio-visual room would be welcome to watch videos.
·
A perfect library must be a quiet space where all
reading material is at hand. Audio and video books are to be streamed on Wi-Fi
so that students can use their headphones to analyze the topic better.
Research
Findings
The research
findings showed that students were not frequent visitors to the library. They
used it only when required. The average usage was for 1-3 hours. Most of them
used it between 6:00 P.M. to 12:00 A.M. The two primary reasons for visiting
the library were taking printouts and searching for information for
assignments.
The students
were satisfied with the Wi-Fi speed and quality and the library portal's
usability and accessibility. Most of them rated the library as "Very
Good" based on various physical attributes like ambience, air
conditioning, noise level, lights, natural light, and library size. Most of the
students were not satisfied with the hours of operation of the library.
However, they were satisfied with the study space, library
instruction/orientation session about library resources, library services, and
computer workstations in the lab and printing facilities. They were unsure
about the library's range of learning resources (books/journals/media).
Natural
light, artificial lights, sound, air conditioning, ambience, comfortable
furniture, colourful walls, and cafe/food joint are all factors that would
enhance the students' learning experience. Most students favoured keeping the
print books and bound journals in compact shelving as the library space would
be better utilized.
The students
preferred large index tables with 4-6 chairs over small round tables with 2-3
chairs, sofas with coffee tables, and foldable and movable tables and chairs.
Most of the students wanted to have social spaces in the library. Being a small
campus, they needed a centrally located place, open 24/7, that was adequately
lit, full of ambience, and comfortable furniture.
The choices
of the students for the features to be included in the IC (in order of
preference) were as follows:
Table 3
Preferred
Features
|
S. No. |
IC Features |
Incorporated in Plan |
Remarks |
|
1 |
Silent Study Area/Study Carrels |
Yes |
|
|
2 |
Scanners |
Yes |
|
|
3 |
Colour printers |
Yes |
|
|
4 |
Mobile App for the Library |
No |
The author published research on the topic in 2016. Yet
to be implemented |
|
5 |
Library Website |
Yes |
Though it needs improvement |
|
6 |
Group Study Zone |
Yes |
|
|
7 |
Small Seminar Room |
Yes |
|
|
8 |
Smart Boards |
Yes |
|
|
9 |
E-Learning Classrooms |
Yes |
|
|
10 |
Café/ Refreshment joint |
Yes |
|
|
11 |
Makerspace |
No |
Not chosen by the students |
|
12 |
Video Making/Media Production |
No |
No space is left for this facility |
|
13 |
Video Conferencing Room |
Yes |
|
|
14 |
Big Screens |
Yes |
|
|
15 |
Flexible Spaces /Movable Furniture |
Yes |
|
|
16 |
3D Printer with Software |
No |
Not chosen by the students |
The Existing Plan of the Library
Right Wing
The library
is situated on the second floor of the Administration block. It has two wings.
The library operates from the right-wing. The existing library has a stack
area, print journals display, reading area, and bound volumes in one portion.
This portion is open from 9:00 A.M. to 6:30 P.M. The other has a computer lab
and an informal reading area. This portion is open 24/7. A glass partition
divides the library into two parts (Refer to Figure 17 in Appendix B).
Left Wing
The
left-wing is currently not used for the library. Though the whole second floor
was constructed for the library, the institute's left-wing is being used for
student examination purposes. While creating a model for IC, the author has
used both wings. With minimal changes in the existing infrastructure, maximal
components have been incorporated to convert the library into an ideal learning
place for students
(refer to
Figure 19 in Appendix B).
Connecting Lobby
The lobby
area that connects the left wing to the right wing is currently not being used.
There is a room, which the institution's visiting doctor is using. Two
makeshift rooms have been constructed recently for the Computer Centre (CC)
manager and CC staff at the lobby entrance (Refer to Figure 21 in Appendix B).
Model Plan of IC
Based on the
data analysis, a model plan for the existing library has been designed, which
is the study's primary aim. The research findings have been incorporated into
the model plan of the library. The plan has been designed so that with minimum
expenses, maximum improvement can be achieved.
The students
used the library mainly to take printouts as printers were available only in
the library’s computer lab. Likewise, books were available only in the library,
so students had to visit the library for issuing and returning books. If its
services and spaces were enhanced according to the students’ requirements, they
could utilize the library’s full potential. At the same time, using the library
space and resources for a better learning experience would improve learning
outcomes.
Right Wing
Based on the
data analyzed, the right wing has been remodelled accordingly. The bound
volumes and book stacks have been shifted to the left wing, and the area thus
vacated is now used for video conferencing, a small seminar room (as desired by
36.7% of students), and research carrels (as desired by 46.6% of students).
Four group
study rooms (as desired by 37.9% of students) and the CC manager’s office have
been placed in this wing. These rooms will be made soundproof.
The reading
tables have been shifted to the left wing. Sofa sets, chairs, and bean bags
have been moved to the left wing. Workstations in the computer lab have been
rearranged. This arrangement will allow the lab to be used as an e-classroom
also, as desired by 35% of students. A smart TV with a large monitor has also
been added to the lab for the same purpose (Refer to Figure 18 in Appendix B).
Left Wing
The left
wing has been planned as a quiet zone. The books have been kept in compact
shelving (as desired by 38.6% of students) to utilize the space for seating
purposes. The bound volumes of journals are also kept on compact shelves. The
acquisition room has been shifted to the left wing. A storeroom is
also in this wing. Current periodicals, magazines, and newspapers have been
moved from the right to left wing. Research carrels (as desired by 46.6% of
students) for quiet reading have been planned for this wing also.
Sofa sets, comfortable chairs, and bean bags have been put in proper
places (Refer to Figure 20 in Appendix B).
Connecting Lobby
The lobby
area was initially earmarked for the circulation service of the library. The
model plan has the same purpose for space. A circulation desk has been proposed
to be built on the opposite side of the entrance. The option for self-check-in
and check-out of library documents is also there. The room, which the visiting
doctor currently uses, has been proposed to be the librarian's room. The CC
manager and staff have been shifted to the right wing. Their offices have been
repurposed into a photocopy/scanner/printer room and locker-room, respectively.
Tea and coffee vending machines (as desired by 33.9% of students) and snack
machines have been placed in the lobby area. Some bean bags and chairs have
been put in this area (Refer to Figure 22 in Appendix B).
Conclusion
A few top
Indian higher education institutes are currently taking library infrastructure
transformations seriously. These institutes have recently renovated their
libraries with the help of Corporate Social Responsibility (CSR) funds from
various companies. Still, it was a long journey before dedicated ICs for Indian
colleges and universities were the main focus.
The main
obstacle in front of librarians is to convince stakeholders that they play an
important role in achieving the institute's learning, teaching, and research
goals. To overcome this obstacle, they must have research-based data. The
available data is based on international research. As said earlier, there is
much difference between Indian and Western countries' socio-cultural values,
economic conditions, and educational systems.
The present
study is the first step in research on IC in the Indian context. This pilot
study has captured the perception and expectations of all levels of students –
postgraduate, working executives, and senior-level executives. Most of the
suggestions gathered through the survey have been incorporated into the
library’s space plan. With very few construction changes and new furniture,
this model can be easily implemented in a small academic library without
discarding the old furniture.
Author
Contributions
Kavita Chaddha: Conceptualization, Methodology,
Analysis, Interpretation, Visualization, Software, Writing Uma Kanjilal: Guidance, Review, Supervision
References
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Appendix
A
Survey Questionnaire
1. Name of the
course
2. Gender
3. How often do
you visit the library?
a. Only when
required
b. Several
times per semester
c. Several
times a month
d. Several
times a week
e. Daily
4. How much
time do you spend in the library?
a. More than 6
hours
b. 3-6 hours
c. 1-3 hours
d. 30 minutes
to 1 hour
e. Less than 30
minutes
5. What time do
you prefer to use the library?
a. 6.00 A.M. to
12.00 P.M.
b. 12.00 P.M.
to 6.00 P.M.
c. 6.00 P.M. to
12.00 A.M.
d. 12.00 A.M.
to 6.00 A.M.
6. Why do you
visit the library? You may opt for as many as applicable.
a. Search
information for my assignment
b. Read for
test or exam
c. Study alone
d. Study with a
group
e. Use a
computer for studies
f. Issue/return
books
g. Read print
journals/magazines
h. Take
print-outs
i. Socialize
7. Which
section of the library do you use most and why?
a. Main library
reading area
b. Informal
reading area
c. Computer lab
8. Please rate
the speed and quality of Wi-Fi connectivity inside the library on a scale of 5,
where 1 stands for the "least" and 5 stands for the "most."
9. Please rate
the usability and accessibility of the library portal on a scale of 5, where 1
stands for the "least" and 5 stands for the "most."
10. Please rate
the quality of reading space in the library based on given features on a scale
of 5, where 1 stands for "least" and 5 stands for "most."
a. Size of the
library area
b. Natural
light
c. Lights
d. Noise level
e. Air
Conditioning
f. Ambience
11. Please rate
the impact of the library's following features on students' learning experience
on a scale of 5, where 1 stands for "least" and 5 stands for
"most."
a. Natural
light
b. Artificial lights
c. Sound
d. Air
Conditioning
e. Ambience
f. Comfortable
furniture
g. Colourful
walls
h. Café/food
joint
12. Do you think
the library space would be better utilized if the print books/journals were
kept in compact shelving? Please give your response on a scale of 5, where 1
stands for "least likely," and 5 stands for "most likely."
13. What kind of
furniture do you prefer in the library? Please give your response on a scale of
5, where 1 stands for "least desirable" and 5 stands for "most
desirable."
a. Large index
tables with 4-6 chairs
b. Small round
tables with 2-3 chairs
c. Foldable and
movable tables and chairs
d. Sofas with
coffee tables
14. Do you think
that the library should have social spaces/lounge/casual settings? Please give
your response on a scale of 5, where 1 stands for "least required"
and 5 stands for "most required."
15. Please rate
how satisfied you are with the library services on a scale of 5, where 1 stands
for "least satisfied" and 5 stands for "most satisfied."
a. Hours of
Operation
b. Study space
c. Range of
learning resources in the library (books/journals/videos)
d. Library
instruction/orientation session about library resources
e. Computer
workstations in the lab
f. Printing
facility
g. Library
services, i.e., circulation, reference
16. Please
assign numbers (1-5) to each component; our library should have, where 1 stands
for "least desirable" and 5 stands for "most desirable."
|
S.
No. |
Feature |
|
1. |
Café/refreshment
zone |
|
2. |
Video
conferencing room |
|
3. |
Flexible
spaces/movable furniture |
|
4. |
E-learning
Classrooms |
|
5. |
Group
study zones |
|
6. |
Silent
study areas/study carrels |
|
7. |
Smartboards |
|
8. |
Big
Screens |
|
9. |
Small
seminar room/s for presentation practice |
|
10. |
Video
making/ editing suites/ media production |
|
11. |
3D
printer with software |
|
12. |
Library
website |
|
13. |
Library
Mobile App |
|
14. |
Scanners |
|
15. |
Colour
Printers |
|
16. |
Makerspace |
17. Please give
your suggestions for improving the library to enhance your learning
experience.
Appendix
B
Figure 22
Existing
plan (right wing).
Figure 23
Proposed
plan (right wing).
Figure 24
Existing
plan (left wing).
Figure 25
Proposed
plan (left wing).
Figure 26
Existing
plan (connecting lobby).
Figure 27
Proposed
plan (connecting lobby).