Research Article
Re-Purposing the Physical
Space of An Academic Library in the Digital Era: A Case Study of Jawaharlal
Nehru University and Delhi University, New Delhi (India)
Sushanta Kumar Panigrahi
Assistant Librarian
Dr. B R Ambedkar Central
Library
Jawaharlal Nehru University
New Delhi, Delhi, India
Email: sushant@mail.jnu.ac.in
Prabhat Kumar Sangal
Assistant Professor
Indira Gandhi National Open
University
New Delhi, Delhi, India
Email: prabhat.sangal@ignou.ac.in
Received: 27 May 2021 Accepted: 6 Jan. 2023
2023 Panigrahi and Sangal. 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/eblip29976
Abstract
Objectives
– The issue/return of books and other reading materials available on
shelves in academic libraries has declined. Round-the-clock availability of
information resources, high-speed internet, cheaper cost of data download,
laptops, and smartphones are some of the reasons behind decreased usage of
print reading materials. Users are spending more time studying, accessing
e-resources, socializing with friends, and discussing with peer groups in the
library building. Libraries in developed countries have already recognized the
need of the hour and redesigned their spaces to create a variety of reading
spaces, creative spaces, quiet spaces, and so forth in the existing building.
But the libraries of the higher education institutions in India have not
considered the users' needs concerning the library space. No such study has
been conducted at large universities in India. This study was conducted with
library users of the central library of two large universities located in New
Delhi to find users' opinions and views to re-purpose the library space to meet
users' needs.
Methods – The survey method has been used to understand
the use of the existing format of knowledge resources and the need of library
users. The central point of the research questionnaire is to optimize the
library space of the central libraries of the universities under study. Printed
questionnaires were distributed to the users present in the reading halls of
the libraries at Jawaharlal Nehru University (JNU), New Delhi, and Delhi
University (DU), New Delhi, and online questionnaires were distributed to
faculty members. The collected data were analyzed with Microsoft Excel, and
various hypotheses were tested using non-parametric tests such as the sign
test, Mann-Whitney U test, and Kruskal-Wallis test.
Results
– Students and research scholars visit daily and spend more than four hours
in the library building. They use their time in study, accessing e-resources in
the reading halls of the library more than any other place. The users opined
the reading halls should have wi-fi facilities, a power source to charge
laptops and mobile phones, washrooms near every reading hall, a quiet reading
space, and a clean ambient environment for long hours of study in the library
building.
Conclusion – Library users in the 21st
century want more physical space to study, concentrate, socialize, and learn in
the informal learning environment. They need library space with the latest
infrastructure to connect to the digital world to retrieve study materials and
print copies of study materials. Educational institutions should create more
varied reading spaces for serious reading, pleasure reading, in-depth reading,
and interactive learning spaces in new library buildings.
Introduction
Every profession operates according to certain principles. Libraries
operate on the principle of the five laws of Library Science as defined by Dr.
S.R. Ranganathan (1931):
- First Law: Books are for use.
- Second Law: Every book has its
reader.
- Third Law: Every reader has
his/her books.
- Fourth Law: Save the time of the
reader.
- Fifth Law: The library is a
growing organism.
Zabel (2005) explained that
all five laws are still relevant in the digital age. Zabel advocated that the
fifth law of Library Science, "The library is a growing organism,"
implies that libraries should always change their space (2005, p.24). Many
libraries are changing their spaces to information commons. Information commons means a space in the library building where
library staff provide information services, and where library users can visit
and receive help from library staff with regard to
basic computer knowledge, electronic resources, and other tools.
Over a
period of time, the collection reaches the physical capacity of the
academic library. To manage the collection within limited physical space,
libraries adopt the policy of weeding out the least used materials from the
collection.
The objectives of the
library are to collect, organize, store, and disseminate knowledge resources.
But, in the last two decades, libraries are witnessing a revolutionary change
in the availability and accessibility of knowledge resources. Information is
ubiquitous. Nowadays library users can access information through their mobile
phones, iPads, laptops, and other handheld electronic equipment anytime and
anywhere around the clock. Sources such as Project Gutenberg, Internet Archive,
Open Library, Google Books, HathiTrust Digital Library, NDLTD (Networked
Digital Library of Theses and Dissertations), Google Scholar, and others are
the platforms from which library users are accessing many electronic books and
scholarly electronic journals for their academic use. Besides this, the
libraries of higher education institutions in India, like universities and
technical institutions, are subscribing to many online databases of journals
and e-books for their users through library consortia and from their funds.
Users can access academic
resources around the clock across campus, barring the restriction of access to
knowledge resources from 9 a.m. to 6 p.m. only as in the case of a traditional
library. There is no need to visit the library building to access electronic
resources. The reading contents of the library are now replaced with
e-resources, leading to fewer visits from library
users in the physical library and lower circulation statistics.
The deserted libraries of
the nineties are now the happening places on campuses. Libraries are converting themselves into
learning resource centres. The role of the librarian has also changed from
custodian of books to information facilitator. This study is an attempt to
explore the usage of the library space including the reading halls of two major
universities of India located in New Delhi. The output of the study may be
implemented in other academic libraries as the type of collection and
information-seeking behaviour of users in academic libraries across the world
are similar.
Literature Review
This literature review
presents the developments, challenges, and issues related to renovation of the
physical space in libraries across the world, as discussed in literature
published after 2008. The investigators primarily focused on literature
addressing how the usage of e-resources has impacted the use of library space,
how libraries redesigned their reading space to meet users’ needs, and whether
physical visits by library users increased after the renovation of physical
libraries throughout the world.
Musoke (2008) and Kathleen
et al. (2019) studied users' information-seeking behavior at the Universities
of Makerere and Dayton. According to them, the library is the largest
non-classroom and non-residential building on the campus, where students
concentrate in a non-distracting and pleasant environment. The library provides
comfort and a quiet reading space for study. Many users prefer to study alone
rather than in a group. Academic library buildings are now repurposing their
reading space as learning spaces, collaborative spaces, group study rooms, and
instructional spaces to attract more students. Freeman (2005) observed, “The
library is the only centralized location where new and emerging information
technologies can be combined with traditional knowledge resources in a
user-focused, service-rich environment that supports today’s social and
educational patterns of learning, teaching, and research” (2005, p. 4). Applegate
(2009) wrote, “The library is a campus space, one uniquely
suited to meet important student needs for space as well as services and
resources. Where will students do what they need to do? Where will they read?
Plug in their laptops? Eat and drink? Talk with their classmates and
friends—and not have to listen to other people talking? Have a place to
concentrate in quiet?” (2009, p. 345). Gayton (2008) argues that there is a decline in the
circulation of print books, reduced number of reference materials, and falling
gate counts in the academic library. There is a demand for café space, group
study rooms, and information commons in the library. Applegate (2009), Gibson
and Kaplan (2017), Hall and Kapa (2015), Hillman (2017) and Norton et al.
(2013) reported that students have diverse desires for library spaces, such as
quiet reading spaces, group study rooms, research scholars’ carrels, and coffee
shops. Many visit the library to use computers and printers. After the
renovation of the physical space, the gate counts increased by 15% (Hilman,
2017). Hall and Kapa (2015) found that 84% of users visit the library to use
the quiet space.
Cheong et al. (2016), Hegde
et al. (2018), Ozburn et al. (2020), and Stemmer et al. (2019) concluded that
library users need various types of space during different times of day and
periods of the year. Based on their need, spaces can be categorized into four
types, namely collaborative space, sanctuary space, interaction space, and
community space. Collaborative spaces are being developed for different types
of intellectual work, presentation practice, discussion, social interactions,
and peer learning; these spaces can be noisy. The sanctuary space is for quiet
reading. Andrews et al. (2016) observed users prefer large-screen LCD,
headphones, screen-sharing software, couches, bean chairs, chairs with mobility
in reading halls, and 3D printers. Spencer & Watstein, (2017) found users
need noise acoustic-designed carpeted floors in reading areas. Hin et al.
(2018) explained that libraries are now changing into proactive learning
centres and cultural centres of universities. Chaddha and Kanjilal (2022) concluded
that library users are not satisfied with library space and time of operation,
but with a few modifications of the existing library building and incorporation
of new furniture, small academic libraries can create information commons that
will satisfy users.
It is evident from this
literature review that libraries in the western part of the world have
renovated their physical space to welcome the library users to spend more time
and engage themselves in study and discussion. They have refurbished library
spaces to meet the different reading needs of users like group study rooms,
individual study rooms, quiet study rooms, discussion rooms with whiteboards,
big screens for presentations, and more. The literature also showed increases
in the post-renovation occupancy of library reading space and gate count.
Authors all report that users need quiet space and different types of study
space for different purposes. The role of the physical library has changed from
physical collections to informal learning centres where users can concentrate,
study, socialize with friends, discuss academic matters, access e-resources,
and others. Users have varied learning behavior, and space assessment and
redesign are done according to their needs.
Literature shows that library
users prefer a variety of reading spaces in the library to use at different
times of the day and year, and usage of reading space increased when interior
renovations took place. A 2022 study conducted in India reveals that library
users need quiet space and collaborative space where information experts can
help them in using information technology to enhance their learning (Chadda
& Kanjilal, 2022). However, no study has been conducted in India to assess
the academic library space and its usage after the introduction of e-resources
in large academic libraries. This study aims to find out users' needs
concerning reading space and optimization of existing reading halls of
libraries of large universities in New Delhi, India.
Aims
Indian universities are
opening more schools of study to meet the needs and demands of the society and
market. As a result, more faculty members and students are joining
universities. Due to lack of funds, academic libraries are not expanding their
buildings for storage. Print collections grow with time, with archive issues of
research journals, theses, and dissertations occupying significant shelf space.
There is no standard weeding policy to shift the least used materials from
library buildings, and there is no annex to store obsolete materials. Meanwhile the increased number of physical
users requires more seating space in reading halls to study and access the
e-resources through their devices, while libraries have not added any more
space in the existing building since establishment.
Objectives
The objective of this study
is to bridge the expectation of users concerning the collections and
infrastructure of libraries. This study will assist librarians in developing
and South Asian countries in redesigning their libraries to optimize the
physical space and other resources to meet users' satisfaction and the mandate
of the university.
Research Questions
The research will attempt to
answer the following questions:
RQ1. When e-resources are available anywhere and anytime,
why do users visit the library building?
RQ2. How do we optimize the existing physical space of the
library building by weeding print journals and theses or shifting them to a
remote location to accommodate more library users?
RQ3. Which locations do library users visit during their
stay in the library building, and how much time in a day do they spend in the
library?
RQ4. What infrastructure is required in the library reading
space for various activities such as serious reading, leisure reading, quiet
study, group study, and socializing with friends?
Hypotheses
Hypothesis testing is the
use of statistics to test whether a given hypothesis is true or not. In this
study, we formulate the following sets of hypotheses:
Null Hypothesis (H01):
The visitors are not interested in the physical space being optimized with the
latest tools and infrastructure.
Alternative Hypothesis (H11):
The visitors are interested in the physical space being optimized with the
latest tools and infrastructure.
Null Hypothesis (H02):
There are no significant differences among user groups in their opinions
regarding whether to optimize the library space.
Alternative Hypothesis (H12):
There are significant differences among user groups in their opinions regarding
whether to optimize the library space.
Research Methodology
Study Participants
The present study selected
two central universities, Jawaharlal Nehru University (JNU) and Delhi
University (DU), both located in New Delhi, India. Participants of the study
are the Undergraduate/Postgraduate (UG/PG) students, research scholars, and
faculty members of these universities. JNU is a single campus university,
whereas DU has two campuses: North Campus and South Campus. DU has 91
constituent colleges. JNU has granted recognition and accreditation to over 18
defence and research and development institutions.
Jawaharlal Nehru University
(JNU) comprises 13 schools, 55 centres, and 7 special centres. The university
imparts education at UG, PG, M. Phil., Ph.D., and Post-Doctoral levels.
Recently the university has added management and engineering courses. There are
around 4000 registered library users. Average library traffic is around 500-800
users per day. The footfall increases during new admission and term-end
examination (JNU, Annual Report, 2018).
Delhi University (DU), one
of the largest universities in India, has 87 departments, 16 centres, and 90
colleges. Each college or centre has its own library. The present study
surveyed the users present in the Central Library during the researchers’
visit. The researchers visited the library for 3 days consecutively during the
mid-term. The central library of DU has around 4200 registered users and the
daily footfall varies from 400-800 users per day. (DU, Annual Report, 2018).
The sample population of the
study includes UG/PG students, research scholars, and faculty members of the
university who are registered as library users in the central library of the
north campus of DU and the central library of JNU. Although faculty members
rarely visit the library, their responses as stakeholders of the library are
also important in the study. Here faculty members are those engaged in
teaching and research activities in the discipline, whereas the research
scholars are the students who are enrolled as M. Phil. (Master of
Philosophy) or Ph.D. (Doctorate of Philosophy)
students.
Sampling Technique
It is practically impossible to collect the data from all registered
library users therefore the investigators collected the data from the group of
users who were easy to contact or easy to reach (convenience sampling). The central point of the study is related to
optimization of the physical space of the library in the present era, and
therefore the views and opinions of the library users who visit the library
make more sense than casual users or students who hardly visit the library. The
investigators visited the central library of JNU and the central library of the
north campus of DU consecutively for 3 days from 10 a.m. to 7 p.m. and
distributed printed questionnaires to the library users present in the library
premises. An online questionnaire, designed in Google Forms, was sent to
faculty members whose e-mail addresses were available on the university faculty
directory website.
Instrument and Procedures
A questionnaire was used as
the instrument for data collection, and Microsoft Excel was used to analyze the
data. The questionnaire (Appendix A) was designed by the investigators based on
the literature review and the local condition of the libraries; it consists of
demographic variables, frequency of visit, preference of format of reading
materials, preference of physical space, weeding of least used reading
materials, and preference of infrastructure in the physical space. Statements
are rated based on users' preferences like "Yes" and "No."
For opinions about the optimization of physical space in the library, 4-point
scales were used with ratings ranging from 1 ("Can't say") to 4
("Must"). Rank 4 is highest, meaning the visitor significantly wants
to optimize the physical space and the library should redesign and develop the
physical space into a learner-centric library.
At the pilot level, the
questionnaire was distributed among 30 respondents, both library users and
library staff, to collect their suggestions and views about any ambiguity and
clarity in the questionnaire. Then the questionnaire was modified according to
feedback received during the pilot study. The questionnaire has both open and
closed-ended questions. With each question, space was provided for respondents
to give suggestions.
Data Collection Method
The investigators visited
the central library of JNU and the central library of the north campus of DU
consecutively for 3 days from 10 a.m. to 7 p.m. They distributed printed
questionnaires to the library users present in the library premises. An online
questionnaire, designed in Google Forms, was sent to the faculty members whose
e-mail addresses were available on the university faculty directory
website.
Data Analysis Tool Used
Microsoft Excel was used to
code the ordinal data and numerical calculations. Most data collected was in
the form of an ordinal scale, so median and quartile deviation (QD) was used to
summarize the data, and non-parametric tests such as the sign test, Mann-Whitney
U test, and Kruskal-Wallis test were used to test the different types of
hypotheses.
Results
The printed questionnaires
were distributed to UG/PG students and research scholars and emailed to the
faculty members; the numbers of responses are summarized in Table 1.
Table 1
Responses to the Distributed Questionnaires
|
Name
of the University |
No.
of the questionnaires distributed |
Responses
of the UG/PG students (%
of response) |
Responses
of the research scholars (%
of response) |
Responses
of the faculty members (%
of response) |
Total |
|
JNU |
1600 |
220/500 (44%) |
220/500 (44%) |
211/600 (35%) |
651/1600 (40.68%) |
|
DU |
1600 |
100/500 (20%) |
205/500 (41%) |
167/600 (27%) |
472/1600 (29.5%) |
|
Total |
3200 |
320/1000 (32%) |
425/1000 (42.5%) |
378/1200 (31.5%) |
1123/3200 (35.09%) |
From Table 1, we observe the
response rate of UG/PG students is 32%, research scholars 42.5%, and faculty
members 31.5%.
Frequency of Visits
UG/PG students, research
scholars, and faculty members visit their library when they need to
collect/refer to books, journals, and other reference materials from the
library. The frequency of visits varies among different types of users. Based
on the responses received, the survey shows that more than 72% of 320 UG/PG students and 71% of 425 research scholars
visit the library daily, versus only 4% of 378 faculty members. Twenty percent
and 19% of the faculty members visit once a month and once in a quarter. Twenty-three
percent of the UG/PG students and 13% of research scholars visit 2-3 times a
week. Eighteen percent of faculty members visit 2-3 times a week. Twenty-eight
percent of the faculty members did not respond. Figure 1 shows the frequency of visits to the libraries in JNU and DU.
Figure 1
Frequency of library visits.
Time of Stay in the Library Building
More than 60% of the UG/PG
students and research scholars spend more than four hours in the library
building whenever they visit the library. Only 2% of the faculty members spend
more than four hours. Figure 2 presents the time
in hours stayed by the visitors in the library building.
Figure 2
Time of stay in the library
building.
Library Premises Visited
Eighty percent of UG/PG
students and 82% of research scholars visit the reading hall of the library
most of the time, where they read, write, access e-resources, prepare for
exams, prepare notes, and other academic purposes. They visit other areas like
book stacks, reference collections, periodical sections, bound volumes, and
Ph.D. theses “sometimes.” Thirty-four percent of faculty members also visit the
reading hall of the library most of the time. Figure 3 indicates the areas of
the library visited by the visitors most of the time.
A- Reading hall with tables,
chairs, and charging points for laptops, B- Stack areas in which books and textbooks are stocked, C- Reference collection section, D- Periodical section, E- Bound volume/ theses/ dissertation section
Figure 3
Premises visited by library
visitors in the building.
Purpose of Visit
Figure 4 shows the purpose
of the visitors visiting the library. Fifty-six percent of UG/PG students and
50% of research scholars visit to study in the reading hall more than any other
purposes. Twenty-six percent of faculty members visit the library to use the
reading hall, and 30% of them visit to browse print journals and magazines. Lower
percentages of all user groups visit to reference back volumes of print
journals and theses.
A- Issue/Return of books; B- Study in
reading hall; C- To access e-resources using desktops; D- To access e-resources using
a personal laptop; E- Browsing
print journals & magazines; F- To refer back vol journals and Ph.D.
theses.
Figure 4
Purpose of visit to the
library by visitors (most of the time).
Re-Purposing the Reading Space
Data was analysed to compare
visitors’ opinions of the libraries concerning
the optimization of physical space. Since the data is collected on the ordinal
scale, the investigators have calculated the descriptive statistics median and
quartile deviation in the following table.
Table 2
Redesign Library Interior for a Variety of Reading
Spaces (Overall Views)
|
S. No. |
Attributes |
Can’t say |
Not Required |
Desirable |
Must |
Total |
Median |
QD |
|
1 |
2 |
3 |
4 |
|||||
|
A |
Large table study room
with a whiteboard |
42 |
224 |
420 |
437 |
1123 |
3 |
1 |
|
4% |
20% |
37% |
39% |
|||||
|
B |
Group study room with
large table, whiteboard, and LED screen for presentation practice, seminar
talk with the peer group, etc. |
41 |
182 |
474 |
426 |
1123 |
3 |
1 |
|
4% |
16% |
42% |
38% |
|||||
|
C |
Makers space with
facilities like 3D printers for creativity, video and audio capture, large
format printing, art-related workshops, music recording spaces, and so forth |
100 |
212 |
468 |
343 |
1123 |
3 |
2 |
|
9% |
19% |
42% |
31% |
|||||
|
D |
Smart classroom with
movable chairs, cozy bean chair, interactive screen, whiteboard, interactive
digital wall, and projector |
73 |
237 |
424 |
389 |
1123 |
3 |
2 |
|
7% |
21% |
38% |
35% |
|||||
|
E |
Standing workstation |
150 |
151 |
479 |
343 |
1123 |
3 |
2 |
|
13% |
13% |
43% |
31% |
|||||
|
F |
Carrels for research
scholars |
115 |
55 |
424 |
529 |
1123 |
3 |
1 |
|
10% |
5% |
38% |
47% |
|||||
|
G |
Faculty study room with
wi-fi facility |
69 |
48 |
322 |
684 |
1123 |
4 |
1 |
|
6% |
4% |
29% |
61% |
|||||
|
H |
Quiet study room |
7 |
29 |
193 |
894 |
1123 |
4 |
0 |
|
1% |
3% |
17% |
80% |
|||||
|
I |
Non-silent zone for
attending mobile calls and socializing with friends |
71 |
320 |
338 |
394 |
1123 |
3 |
2 |
|
6% |
28% |
30% |
35% |
|||||
|
J |
Open space: A variety of
study spaces accommodating individual, small group, and large group study |
36 |
115 |
554 |
418 |
1123 |
3 |
1 |
|
3% |
10% |
49% |
37% |
|||||
|
K |
Seminar room with 10-20
people seating capacity with whiteboard, chalkboard, and presentation display |
69 |
137 |
517 |
400 |
1123 |
3 |
1 |
|
6% |
12% |
46% |
36% |
|||||
|
L |
Web conference room with
Polycom conference phone and technology |
110 |
191 |
446 |
376 |
1123 |
3 |
2 |
|
10% |
17% |
40% |
33% |
|||||
|
M |
Presentation room with the
microphone |
100 |
210 |
435 |
378 |
1123 |
3 |
2 |
|
9% |
19% |
39% |
34% |
|||||
|
N |
Living room seating with
chairs and small tables with large monitors for laptop hook up |
92 |
200 |
469 |
362 |
1123 |
3 |
2 |
|
8% |
18% |
42% |
32% |
|||||
|
O |
Coffee dispensing machine
near every reading hall |
71 |
238 |
358 |
456 |
1123 |
3 |
2 |
|
6% |
21% |
32% |
41% |
|||||
|
P |
Small table with a chair
near a glass window for natural light reading |
53 |
100 |
473 |
497 |
1123 |
3 |
1 |
|
5% |
9% |
42% |
44% |
|||||
|
|
Overall |
7% |
15% |
38% |
41% |
|
3.125 |
1.43 |
Table 2 reveals that 7% of
all visitors (including UG/PG students, research scholars, and faculty
members), opined “cannot say” about the redesign of the library interior for a
variety of reading spaces, 15% of them said that these were “not required,”
while 79% of them suggested optimizing the physical space of the library with latest
tools and infrastructure. The overall average score of all visitors about the
optimization of the physical space is 3.125 which represents the rating between
"Desirable" and "Must." Hence, this study indicates that
visitors wish to optimize the physical space of the library to be
learner-centric.
To validate the results,
hypothesis testing was used. A hypothesis was formulated that visitors are
interested in the physical space being optimized with the latest tools and
infrastructure. Scores of 3 and 4 (Desirable and Must) would represent that
visitors are interested in optimizing the physical space; therefore, we test
whether the overall average is 3 or more. Since the data is on an ordinal
scale, the non-parametric sign test is used instead of the one-sample t-test.
The results of the test
presented in Table 3 indicate the p-value (0.022) is less than the level of
significance (0.05); therefore, the null hypothesis is rejected, and the
researchers conclude that visitors are interested in the physical space being
optimized with the latest tools and infrastructure.
Table 3
Results of One-Sample Sign
Test
|
Groups |
Sample Size |
Test Statistics |
Conclusion |
|
|
All visitors |
1123 |
S |
123 |
p< 0.05 |
|
Z |
–1.144 |
|||
|
p |
0.022 |
Significant |
||
Table 4
Results of the Kruskal Wallis Test to Redesign Library
Interior for a Variety of Reading Spaces
|
Attributes |
Groups |
Sample
Size |
Sum
of Rank |
Test
Statistics |
Conclusion |
|
|
To optimize the physical space, the library should
redesign and develop physical space with the latest tools and infrastructure
to meet the expectations of users to convert into a Learner Centric Library |
Research Scholars |
425 |
227118.00 |
H |
11.16 |
p<
0.05 |
|
UG/PG |
320 |
174582.00 |
DF |
2.00 |
||
|
Faculty |
378 |
229426.00 |
Tabulated
Value |
5.99 |
||
|
|
Total |
1123 |
P |
0.003 |
Significance |
|
The second null hypothesis
states that there are no significant differences among the views of visitor
groups. Since there are three groups and the data is in the form of an ordinal
scale, the non-parametric Kruskal Wallis test was used instead of ANOVA. The
results of the test are given in Table 4.
Since the p-value (0.003) is
less than the level of significance (0.05), the samples provide sufficient
evidence against the null hypothesis, and the null hypothesis is rejected.
Hence, the study reveals significant differences among visitors’ opinions of
optimizing the library’s physical space. A pair-wise comparison study is done
between the UG/PG students and research scholars, research scholars and faculty
members, and UG/PG students and faculty members.
To check which group is
significantly different from the others, a diagram was prepared between the
opinions of the UG/PG students, research scholars, and faculty members, shown
in Figure 5.
A- The suggestion
has been incorporated earlier; B- Group study room with large table,
whiteboard, and LED screen for presentation practice, seminar talk with the
peer group, etc.; C- Makers space with facilities like 3D printers for
creativity, video and audio capture, large format printing, art-related
workshops, music recording spaces, and so forth; D- Smart classroom with
movable chairs, cozy bean chair, interactive screen, whiteboard, interactive
digital wall, and projector; E- Standing work station; F- Faculty
study room with wi-fi facility; G- Quiet study room; H-
Non-silent zone for attending mobile calls, and socializing with friends; I-
Non-silent zone for attending mobile calls, and socializing with friends; J-
Open space: A variety of study spaces accommodating individual, small group
,and large group study; K- Seminar room with 10-20 people seating
capacity with whiteboard, chalkboard, and presentation display; L- Web
conference room with Polycom conference phone and technology; M-
Presentation room with the microphone; N- Living room seating with
chairs and small tables with large monitors for laptop hook up; O-
Coffee dispensing machine near every reading hall; P- Small table with a
chair near a glass window for natural light reading
Figure 5
Views of visitors about
redesigning library interior for a variety of reading spaces.
Table 5
Results of Mann-Whitney U Test to Redesign Library
Interior for a Variety of Reading Spaces
|
Groups |
Sample
Size |
Sum
of Rank |
Test
Statistics |
Conclusion |
|
|
UG/PG students |
320 |
162073 |
U |
64452 |
P>
0.05 |
|
Research Scholars |
425 |
115812 |
Z |
-1.2202 |
|
|
Total |
745 |
p |
0.1112 |
Insignificant |
|
|
UG/PG students |
320 |
163593.5 |
U |
73068.5 |
p<
0.05 |
|
Faculty members |
378 |
159212.5 |
Z |
-2.212 |
|
|
Total |
698 |
p |
0.0135 |
Significant |
|
|
Research Scholars |
425 |
1029405 |
U |
51580.5 |
p<
0.05 |
|
Faculty members |
378 |
141010.5 |
Z |
-3.352 |
|
|
Total |
803 |
p |
0.0004 |
Significant |
|
From Figure 5, it is
observed that the opinion of UG/PG students (73%), research scholars (75%), and
faculty members (83%) is almost the same about the quiet study room whereas for
other items, the opinions of UG/PG students and research scholars are similar
but differ from faculty opinions. To validate the results, the Mann-Whitney U
test was used. Table 5 presents the results of the test.
Based on the above table, no
significant difference exists between the opinions of the UG/PG students and
research scholars, whereas there is a significant difference between the
opinions of UG/PG students and faculty members, as well as between research
scholars and faculty members.
UG/PG students and research
scholars' opinions are similar, as might be expected, because they spend a
considerable part of their daytime in the library building for study, learning,
and informal discussions with their peer group. They use the library space to
access subscription e-resources, read important materials, use reference sources,
and concentrate alone. They desire a comfortable setting with modern amenities
so they may study for a longer period. They want various types of reading
space, such as quiet study, group study, presentation room, discussion room,
and research scholar’s carrels, which are either not available or few in number.
The views of faculty members
vary from that of UG/PG students and research scholars. They rarely visit the
library, and only for a short time to access print journals or issue/return
books, so their perception of reading space is different from that of frequent
users.
Table 6
Duplicity of Availability
and Less Readership of Print Resources (Overall Views)
|
Attributes |
Strongly Disagree |
Disagree |
Neutral |
Agree |
Strongly Agree |
Total |
Median |
QD |
|
1 |
2 |
3 |
4 |
5 |
||||
|
These resources are
available online in JSTOR, Portico, and Sodhganga (Reservoir of Ph.D. theses)
at INFLIBNET |
12 |
98 |
299 |
384 |
330 |
1123 |
4 |
2 |
|
1% |
9% |
27% |
34% |
29% |
||||
|
There is less readership
of these print resources and storing the hardcopies is a wastes important
library space |
85 |
204 |
333 |
324 |
177 |
1123 |
4 |
2 |
|
8% |
18% |
29% |
30% |
16% |
The calculated value of the
median for the UG/PG students, research scholars, and faculty members is 4 for
both attributes, “Duplicity of availability” and “less readership of print
resources.” The results show that the respondents “Agree” with the reason that
these resources are available in JSTOR and Sodhganga and there is less
readership of these resources.
Discussion
It is evident that the UG/PG
students and research scholars frequently visit the library, whereas faculty
members hardly go to the library. The reason for fewer visits by faculty
members may be less dependency on information resources and being busy with
other academic as well as administrative work of the university. They may also
either use the faculty reading room for accessing e-resources or reading
books/magazines.
More than 60% of the UG/PG
students and research scholars spend more than 4 hours per visit in the library
building, which indicates that, after classroom activities, students and
researchers spend time in the library building for reading, research work,
preparation of exams, and more. However, only 2% of faculty members spend more
than four hours.
During their stay in the
library building, most of the UG/PG students and research scholars use the
reading hall. They sometimes visit the book stacks, bound periodicals sections,
reference collection, and the theses/dissertations section. A small number of
faculty members spend most of their time in the library reading room. It can be
deduced that the reading hall is the most preferred space among all areas of
the library building.
The study also shows that
the perception of faculty members about the usage of reading space is different
from the UG/PG students and research scholars. This may be because the faculty
members visit the library only rarely or infrequently during a year. They may
use the faculty reading room for accessing e-resources or reading
books/magazines, while students and research scholars visit the library
regularly and frequently. The study shows
that most visitors are interested in optimizing the physical space. Hence the
library should redesign and develop the physical space with the latest tools
and infrastructure to meet the expectations of users.
The study also shows that
all user groups do not agree that archives of research journals and Ph.D.
theses are available online in JSTOR, Portico, and Sodhganga (repository of the
digital copy of Ph.D. theses) at INFLIBNET respectively. Again, all users’ groups
do not agree that “there is less readership of these print resources and
storing the hardcopies is wastage of valuable library space.” Some reasons for
this may be: users may worry they will not be able to get articles in the
future if online subscriptions are cancelled; or users do not know whether all
Ph.D. theses are uploaded to the Sodhganga platform.
The users also suggested the
following in response to our open-ended questions:
·
“Very quiet reading hall is a must”
·
“Library should indeed be modernized but it must be
maintained”
·
“Space for reading hall is very less. There are many
sections which are not used by many students. If these sections are converted
to reading halls it will be useful”
·
“Research carrels for all Ph.D. research students is a
must”
·
“The library foremost needs online access to all major
journals”
·
“I can see that you have brilliant ideas in making
library more advanced and suitable for the next generation need. Despite the
fact, we are moving towards the digital resources encourage soft study
material”
·
“Small & smart furniture for reception /issuing
counter and also for book stacks”
·
“Use e-resources more to eliminate hard redundant
material”
·
“To weed out very old, worn-out books but at the same
time at least two copies of classics should be retained”
·
“Large empty spaces such as entrance area etc. can be
lined with books”
·
“Our library space and collection seem outdated, the
reason I visit less frequently. Needs urgent revamp”
It is expected nowadays
that, when information resources are available at all times
through laptops, desktops, and mobile phones, there may be less user demand for
reading space in the library. But the study reveals there is more demand for
reading space with a variety of spaces for collaborative study, group study,
discussion rooms, and presentation rooms with web cameras, conference phones,
and microphones. Users want carrels for quiet study and concentration. For
collaborative study, project-based learning users want 3D printers and other
electronic gadgets which they cannot afford to buy. Users need more power
sources for charging laptops and mobile phones for battery power backup for
long hours of study.
Students like to concentrate
on their project work, research writings, preparation for exams, and
discussions with peers in the library, but learning does not only take place
alone. It also requires discussions and sharing of ideas with peers and senior
students. This study reveals that the UG/PG students and research scholars
often spend more than four hours in the reading halls for informal learning
from reading materials, discussions, academic discussions, and calm study. The
libraries should renovate their reading areas with facilities like centralized
air conditioning, power sources for recharging laptop batteries and cell phone
batteries, and ergonomically built couches for extended study and concentration
sessions.
Library staff of the
universities should regularly assess the print collection and weed out the
damaged books regularly. Library staff should replace damaged copies with new
ones, as the damage may be indicative of high demand and overuse. These books
are used by many visitors who have marked, commented, and highlighted important
notes, and text in the books. In such a case, a new copy of the book should be
ordered. If a title is not available in the market, it can be digitized for
online access if permitted by law.
Limitations
The study has collected data
on the usage of space, reading materials, and time spent in the library by
users through the questionnaire. To verify the validity of the responses, an
observational study could have been performed, but was not possible due to time
constraints and other factors.
Conclusions
Libraries built in the 20th
century had the architectural design to accommodate ever-growing print
collections. There was no concept of e-books, e-journals, or online
databases. Seating arrangements were
planned in reading halls, and the main emphasis was on bookshelves to stock more
print material. In the last two decades, the format of reference sources and
journals has changed from print to online, accessible around the clock. The
number of library users has also increased, but library space remains
unchanged, and funding is not available to expand spaces.
Although users can access
online resources anywhere, they still want to study, concentrate, socialize,
and learn in the informal learning environment. Users require quiet space,
group study rooms, presentation rooms, wi-fi, power sources, windows for
natural light, and research carrels.
New educational institutions
should keep in mind the creation of varied reading spaces for serious reading,
pleasure reading, long hour reading, and interactive learning spaces in new
library buildings. While developing new or renovating existing reading space,
librarians and administrations should consult library users for their
preferences. Over time, the availability and format of knowledge resources have
changed. To keep library buildings relevant, institutions need to update the
internal spaces as well. The library building is a key non-residential and
non-formal learning space on a university campus. The library building should
have the latest information technology and other infrastructure related to
reading halls to create an ecosystem for learning and study. Hence, there is a
need to re-purpose the existing library reading space not only to access online
resources but also for creativity and learning.
Further research may be
conducted such as a focus group study or ethnographic study to understand what
users do in the library during their stay, what they do in the reading hall,
for what purpose they use the reading halls, how they use the reading halls,
and occupancy level of reading halls during a different time of the day and
different time of the year. These studies will give an idea of human resource
and infrastructure management for the library to better serve users.
Although the study was
conducted in two large libraries in India, the output of the research may be
applied to many academic libraries in developing countries that are built in
the last century. There is a need to refurbish reading halls to meet users'
expectations, as now the libraries are treated as “the informal learning space
where the users not only learn from the reading materials available on the
shelves but also learn from their peers in the reading halls” (Choy & Goh,
2016).
Academic libraries all over
the world should update their reading areas to attract more users and increase
traffic to the structure. To satisfy library users, academic libraries should
reconsider turning their collection-centric buildings into learner-centric
spaces and should offer a range of reading areas.
References
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& Wright, S. E. (2016). From "library as place” to “library as
platform”: Redesigning the 21st century academic library. 145–167. https://doi.org/10.1108/S0732-067120160000036006
Applegate, R. (2009). The library is for studying:
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35(4), 341–346. https://doi.org/10.1016/j.acalib.2009.04.004
Chaddha, K & Kanjilal, U. (2022). Transforming
academic libraries into information commons: A proposed model. Evidence
Based Library and Information Practice. 17(1), 6-33. https://doi.org/10.18438/eblip30004
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planning academic library spaces. Library Management, 37(1/2), 13–28. https://doi.org/10.1108/LM-01-2016-0001
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Hall, K., & Kapa, D. (2015). Silent and
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engagement. portal: Libraries and the Academy 8(4),
407-422. http://doi.org/10.1353/pla.0.0014
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library space on learning satisfaction – An empirical study of University
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44(6), 724–737. https://doi.org/10.1016/j.acalib.2018.10.003
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university library users’ changing needs and practices in Sub-Saharan Africa. The
Journal of Academic Librarianship, 34(6), 532–538. https://doi.org/10.1016/j.acalib.2008.10.002
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Botero, C. E. (2013). Space planning: A renovation saga involving library
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Appendix
Questionnaire
Personal Details
Name of the respondent:
Course:
School/Center/Dept
Name of the
University
Age: Sex:
1.
Do you visit your University Library
A. Yes B.
No
If your answer is No the skip the Questions 2-7.
If your response is "Yes" then…
2.
How frequently do you visit your University Library?
A. Daily B.
2-3 times a week C. Weekly once
D. Once in month E. Once in 2-3 months F.
Once in six months
G. Once in a year
3.
How long you stay in the library building in a visit?
A. Less than one hour B.
Between one to two hours
C. Between two to three hours D.
Between three to four hour
E. More than four hours
4.
For what purpose do you visit the library?
|
S.N. |
Purpose |
Most of the time |
Sometimes |
Rarely |
Never |
|
1 |
Issue/Return of Books |
|
|
|
|
|
2 |
Reading of Books and Journals of your subject interest
in the Reading Hall |
|
|
|
|
|
3 |
To access e-resources subscribed by library using
Desktop available in the library |
|
|
|
|
|
4 |
To access e-resources subscribed by library, email,
using personal Laptop in the Reading Hall |
|
|
|
|
|
5 |
Browsing and reading of print Magazines, Journals and
Newspapers |
|
|
|
|
|
6 |
To consult Reference materials that are not issued to
use out of library building like (Ph.D. Theses, MPhil Dissertations, and
Bound Volumes of Journals) |
|
|
|
|
|
7 |
To study in the Research Scholar’s Carrel |
|
|
|
|
Mention if any: [Comments]
5.
While in the library, which resources do you use?
(Rank them)
|
S.N. |
Resources |
Most of the time |
Sometimes |
Never |
|
1 |
Printed resources like books and latest issue of print
research journals of your area of research |
|
|
|
|
2 |
Access online resources subscribed by library. |
|
|
|
|
3 |
Refer hard copy of Ph.D. Theses and Dissertations,
Reference materials and Bound volume of Journals |
|
|
|
6.
During the stay in the library, what share of time do
you spend in various sections of the library?
|
S.N. |
Areas |
Most of the time |
Sometimes |
Rarely |
Never |
|
1 |
General Reading Hall |
|
|
|
|
|
2 |
Research Scholar’s carrel |
|
|
|
|
|
3 |
Periodical section |
|
|
|
|
|
4 |
Stacks area of books |
|
|
|
|
|
5 |
Reference section |
|
|
|
|
|
6 |
Bound volume section |
|
|
|
|
|
7 |
Rare collection |
|
|
|
|
7.
Please show your preference of format of information
sources.
|
S.N. |
Information
Resources |
Print |
Online |
||||
|
1. |
General Books |
Preferred |
Desirable
|
Neutral |
Preferred |
Desirable
|
Neutral |
|
|
|
|
|
|
|
||
|
2. |
Textbooks |
|
|
|
|
|
|
|
3. |
Research Journals |
|
|
|
|
|
|
|
4. |
Reference Sources (Yearbook, Dictionary, Almanacs,
Handbook, Encyclopedia, Statistical Data Book, etc.) |
|
|
|
|
|
|
|
5. |
Back volume journals & Ph.D. Theses |
|
|
|
|
|
|
8.
Show your agreement/disagreement to the following.
To optimize the physical
space in the library, the shelf space management is required.
|
Proposed view |
Strongly Agree |
Agree |
Neutral |
Disagree |
Strongly Disagree |
|
Damaged/mutilated books should be weeded out to
accommodate new titles |
|
|
|
|
|
|
Textbooks belong to out of syllabus, outdated, or
courses closed in the University should be weeded out |
|
|
|
|
|
|
Equal number of old and never used/issued books since 2
decades [books not used in 20 years] should be replaced with new
titles. |
|
|
|
|
|
9.
From which location do you prefer to access
e-Resources (Rank them 1 for first preference and 2 for second preference)
|
S.N. |
Locations
|
Preference |
|
1 |
In the Library |
|
|
2 |
Outside the library from hostel/resident /campus using
remote access facility |
|
10.
Why do you visit Library building to access the
subscribed online resources although remote access facility is available to
access the same from outside?
|
Reasons |
Strongly Agree |
Agree |
Neutral |
|
Air-conditioned reading hall with wi-fi, laptop
charging point for longer hour battery backup and cosy/comfortable
chair/table arrangement. |
|
|
|
|
Reading with friends and other library users motivate
you to read longer hour |
|
|
|
Mention if any [Comments]
11.
Show your agreement or disagreement to the following
view:
“In order to optimize the
Physical Space of the library, the bound volume of journals, print copy of
Ph.D. Theses and Dissertations, never issued/least used/old edition of textbooks,
Reference sources; should be shifted from main building as these materials
occupy major chunk of library space,"
|
Reasons |
Strongly Agree |
Agree |
Neutral |
Disagree |
Strongly Disagree |
|
All these resources are available online and you prefer
to access online. |
|
|
|
|
|
|
You require them frequently for your research and these
resources are not available in online in your subject of interest. |
|
|
|
|
|
|
These are the beauty of the library collection, so they
should not be shifted from the main building. |
|
|
|
|
|
|
Duplicity of availability of knowledge resources online
is wastage of physical space. |
|
|
|
|
|
12.
Show your agreement or disagreement to the following
suggestion
“Looking into your expectation and trends of
availability of online resources, should your Library; redesign its physical
space to convert it into Learner Centric from Collection Centric.”?
A.
Agree B. Disagree
If your response is "Disagree” skip Question No
13
If your response is "Agree," then
13.
To optimize the physical space; your Library should
redesign and develop physical space with latest infrastructure to meet the
users’ expectations.
|
S.N. |
Infrastructure
|
Must |
Desirable |
Not
Required |
Can’t
say |
|
01. |
Large
Table Study Room with whiteboard. |
|
|
|
|
|
02. |
Group study room with large table, whiteboard and LED
Screen for presentation practice, seminar talk with peer group etc. |
|
|
|
|
|
03. |
Makers
space with facilities like 3D Printers for creativity, video and audio
capture, large format printing, art-related workshops, music recording
spaces, and so forth. |
|
|
|
|
|
04. |
Smart
classroom with moveable chairs, cozy bean chair, interactive screen, white
board, Interactive Digital Wall and projector. |
|
|
|
|
|
05. |
Standing
workstation. |
|
|
|
|
|
06. |
Carrels for Research Scholars study. |
|
|
|
|
|
07. |
Faculty Study Room with wi-fi facility |
|
|
|
|
|
08. |
Quiet
Study Room. |
|
|
|
|
|
09. |
Non
silent zone for attending mobile phone call and socializing with friends. |
|
|
|
|
|
10. |
Open
Space: A variety of study spaces accommodating individual, small group, and
large group study. |
|
|
|
|
|
11. |
Seminar
Room with 10-20 people seating capacity with whiteboard, chalkboard, and presentation
display. |
|
|
|
|
|
12. |
Web
Conference Room with polycom conference phone and technology. |
|
|
|
|
|
13. |
Presentation Room with microphone, microphone stand and
polycom conference phone. |
|
|
|
|
|
14. |
Living
room setting with chairs and small tables with large Monitors for Laptop
hookup. |
|
|
|
|
|
15. |
Coffee
dispensing machine near every reading hall. |
|
|
|
|
|
16. |
Small
table with chair near glass window for natural light reading. |
|
|
|
|
Mention if any: [Comments]
Date:
Signature of Respondent
Place: