ABSTRACT. Objective: We are creating a test of students’ information literacy (IL) knowledge and dispositions, inspired by the Framework for Information Literacy in Higher Education. Though it is controversial, we see many benefits in having a fixed-choice test for large-scale assessment. This paper describes our team’s efforts to measure students’ IL dispositions.

Methods: We began with rhetorical analysis of the Framework to identify latent affective variables. We then had experts map the variables to four IL dimensions: Evaluation, Searching, Inquiry, and Valuing Information. Using these maps we identified observable variables that we wrote into IL scenarios and strategies, which formed the basis for two sets of metacognitive knowledge scales.

We then conducted an exploratory factor analysis (EFA) of students’ responses. For the first set of scales we had 170 students’ responses and for the second we had 308. The EFA allowed us to examine how students’ responses to individual strategies reveals dimensions of the test as a whole. We used EFA despite having a theory of IL dispositions because we had not yet tested the latent variables identified through the rhetorical analysis using any other methods.

Results: The rhetorical analysis resulted in defining four latent affective variables: Mindful self-reflection, Productive persistence, Responsibility to community, and Toleration for Ambiguity.

The results of the EFA showed strong goodness-for-fit among the strategies we wrote for each variable. It revealed, however, that we could not discriminate between self-reflection and persistence in the dimension of Searching.

Conclusion: We established preliminary construct validity for the four IL affective variables. Following revision we will resume analysis to check for internal consistency and ensure the scales continue to discriminate between the dispositions. We are embracing evidence-based strategies to engage with the Framework, making it possible to have constructive conversations about embedding IL assessment during this time of transition.

ABSTRACT. Objective: Spatial literacy is defined as the competent and confident use of maps, mapping, and spatial thinking to address ideas, situations, and problems within daily life, society, and the world around us (Sinton 2012). Spatial literacy is especially needed for graduate students in many disciplines when exploring their research questions. Therefore, many students look for resources in academic libraries to support their spatial literacy skills. The objective of this research practice is to develop effective library instruction programs that support spatial literacy by using the existing models, campus students’ needs, and faculty expectations.

Methods: To develop appropriate library instruction formats and contents, we have collected evidences in three basic areas, including existing literature, campus needs, and faculty expectations. The literatures focused on existing library support for spatial literacy, as well as spatial information teaching experiences from other disciplines. The campus needs were assessed from library consultation topics and library webpage visits statistics. And the faculty expectations were collected from interviews. We analyzed the evidences collected from these information sources, and provided corresponding library instructions according to what we found.

Results: A series of spatial literacy related library instructions were developed based on collected evidences. These instructions include workshops, class visits, intensive instructions, as well as semester long courses. The evaluations from these instructions have shown great improvement of participants’ spatial literacy skills.

Conclusion: Evidences collected from multiple sources can be great references for developing library instructions. The evidences collected from literature review can serve as guidelines in developing the instruction in general. The community specific evidences collected from library usage and interviews can help to tailor the instruction toward the users’ needs. The process of developing the library instruction program also help us to collect more evidences for future improvement.

ABSTRACT. Objective: Research-informed evidence is a key component of evidence-based library and information practice. As such, it is important to understand what factors affect library and information professionals’ ability to carry out and disseminate research. Contributing to the literature about research by librarians, this project is unique in that it looks for correlations between research productivity factors and the research outputs of academic librarians. The study examined factors related to institutional supports, which have been commonly described in the literature, and also evaluated factors related to the individual and their professional community.

Methods: An online survey was distributed to 1,683 librarians from 75 Canadian academic institutions. It included questions about the participants’ research output, and questions that measured factors related to three categories: Individual Attributes, Peers and Community, and Institutional Structures and Supports. The survey asked pointed questions about respondents’ research attitudes, behaviors, and environments in a yes or no format. It also included open-ended questions inviting respondents to indicate other factors and publication formats not included in the survey.

Results: Over 400 librarians, representing 70 of the 75 institutions, responded to the survey. At the time of submission, data analysis is still in progress. Statistical analyses are being conducted in order to determine which factors show a significant correlation with research outputs. Factors will be analyzed within the broad categories listed above, as well as in the groupings of demographics, education and experience, personal commitment to research, personality traits, motivations for research, collaboration, peer support, mentoring, institutional characteristics, and institutional supports.

Conclusion: By highlighting factors that empirically correlate with research productivity, our results may challenge assumptions and inspire new ways to think about building research communities in libraries. Focusing our energy on evidence-based strategies will help to maximize the effect of libraries’ precious resources and efforts to support research.

ABSTRACT. Objective: This presentation reports on three interconnected summaries of data gathered from the participants of the Institute for Research Design in Librarianship (IRDL) that were used to both improve the program over three years and to contribute to the body of knowledge regarding success factors for librarian-researchers.

Methods: In the presentation we will fully describe the data gathering and analysis of three measures used to inform the development of this continuing education program for academic and research librarians in the United States: a measurement of the developing research network of the participants; research self-efficacy as described through a scale developed by the researchers; and the scores of the pre- and post-workshop research proposals, as modeled using a rubric designed by the IRDL assessment team.

Results: The data gathered for the three measures were used to influence the continuing development of the year-long research experience as well as an aid to further understanding what practicing librarians need in order to also be successful researchers. The summaries of data in this presentation will highlight the clear effect of intentionally developing one’s peer group for support in the research process, the achievement of mastery in the areas of the curriculum addressed in the IRDL program, and the confidence gained as a result of achieving that mastery.

Conclusion: By working with a diverse group of novice researcher-librarians over three years we learned about the power of knowledge and community to unleash creativity and productivity. Through the summer workshop that begins the year-long IRDL experience, librarians added to their research toolkit and to their network of peers who are also committed to improving their own research. We learned that confidence is powerful and that it is related to both the mastery of the research process and the ongoing development of a community of peers.

ABSTRACT. Overview: Shrinking library budgets and increasing costs of library materials have made it more challenging for librarians to maintain robust library collections that meet the needs of researchers. This is especially apparent in extremely multi-disciplinary areas of research like communication studies. The purpose of this study was twofold: first, to identify the most relevant scholarly journals in communication studies by examining what is cited in the literature and second, provide librarians with the data necessary to make responsible collection management decisions that accurately reflect the research needs of their users. The data provide librarians with more productive alternatives to collection management that are less vulnerable to the marketing whims of publishers.

Methods: Journal citation data representing 30 years of research from 118 communication studies journals was collected and analyzed. Citations were acquired from a representative list of journals in advertising/public relations, communication/media studies and journalism from 1982-2012. Data were organized and presented according to the 3 areas within communication studies to accommodate the needs and collections of a variety of libraries.

Results: The 3 areas within communication studies (advertising/pr, communication/media, journalism) had several similarities with respect to journals cited. The most significant similarity was that the majority of journal titles cited within the 3 areas were from outside communication studies: 80%, 86% and 55% respectively. The data also detail the most and least cited journals within and outside communication studies. Using this data, the author provides evidence-based recommendations regarding collection management including purchase and de-selection, format, evaluation of indexing and abstracting resources and access.

Conclusion: Through careful organization and research methodology, this study represents an inclusive picture of communication studies research and provides librarians with the tools necessary to make evidence-based decisions. Instead of simply following the leads publishers provide, librarians can begin to focus more consciously on their collections and the fields represented.

ABSTRACT. Objective: This paper discusses our monitoring of library resources used in the library for reference purposes, but not loaned. In order to explore this we will discuss the difficulties of tracking this type of usage and the issues this can cause, the process of “ghosting” which Keyll Darree Library have employed, and the value of the statistics which this provides for us, and also the limitations of the method. In a time where budgets are being reduced, and stretched to their limit stock assessment is extremely important, therefore gathering an accurate picture of resources which are most popular for users is ever more valuable.

Methods: Users are asked to leave all items which they are not taking out on loan on workspaces. Library staff collect these resources daily and issue to a “ghost” account on the library system they are then returned, and re-shelved. The data is then collated and recorded on a spreadsheet which is updated weekly. 

Results: Since we have used the process of “ghosting” we have had no more user complaints that regularly used stock has been removed, and we have updated issues which may not appear well used when focusing only on user circulation history. We have identified one text which has been issued repeatedly to “ghost”, but never to a user account.

Conclusion: In a small scale academic library like Keyll Darree, users will often share resources without removing them. A specific cubby is often used to store items, which are then used for reference purposes without being removed. As the decision to withdraw stock often correlates with text usage, ensuring that we have an accurate insight into which items are wanted and most used by our users is integral to ensuring that we offer the best and most useful resources for our customers.

ABSTRACT. Objective: New information formats like e-books and online streaming video are now widespread in education (Matusiak, 2013). However, the usefulness of these platforms to supporting academic library users’ information needs has not been sufficiently researched (Albertson, 2013; Richardson & Mahmood, 2012). Two usability studies at the University of Texas were undertaken this year in order to better understand user and librarian interactions with e-books and streaming media. Additionally, these studies attempt to correlate the technology acceptance model constructs to usability metrics. The design of each study embeds research into library assessment and services.

Methods: This research is composed of two separate but related usability studies, both of which were conducted in the libraries at the University of Texas. The streaming media usability study began in spring 2016 and involves two separate online video platforms. Twelve students and twelve librarians participated.

The e-book usability study began in summer 2016 and involves 6 undergraduate students and 6 graduate students as well as a comprehensive survey designed to measure student e-book preferences and reading habits and to determine the correlation between usability and the usefulness and ease-of-use of e-books.

Morae software was used to record usability tests and to analyze the results. Recordings were coded to make a thorough analysis possible.

Results: Measuring the usability of streaming media among both undergraduates and librarians allows us to better assess whether or not library instruction and library resources are truly serving patron needs. The results can be integrated into collection management decisions, library instruction and user services.

The results also make it possible to develop a model correlating the technology acceptance model constructs (perceived usefulness, perceived ease-of-use, attitude and behavioral intention) with usability metrics (efficiency, effectiveness and satisfaction.

Conclusion: The conclusion from this study will be reached in spring 2017 once data analysis is completed.

ABSTRACT. Objective: This paper will discuss a project to improve LibGuides version 2 research guides at an urban, public university library and to understand student design and learning modality preferences. We will present findings of a mixed methods usability study and discuss how this data translates into executable design principles.

Problem In spite of the ubiquitous use of LibGuides and educational technology platforms in libraries, too few librarians consider user design preferences when designing tools for student use. Additionally, many librarians adopt non-critical approaches to instructional design that don’t adequately address how students learn.

Method: User-centered design demands that stakeholders participate in each stage of an application’s development and that assumptions about user design preferences are validated through testing. Our usability test combines paper prototypes, an advanced scribbling technique modeled on the work of Linek and Tochtermann (2015), and semi-structured interviews. We opted to use this methodology because: paper prototypes are expedient to develop and assess; the advanced scribbling technique promoted close analysis of individual design elements without the interference of an interviewer; lastly, semi-structured interviews introduced more opportunities for student reflection on modality preferences.

Results: We will present student feedback on navigation layouts, terminology, and the amount of content displayed on Libguides. Beyond design preferences, we will outline students’ impressions of multimedia, text-based, and interactive instructional content in relation to specific research scenarios defined at the outset of the usability test.

Conclusion: We will discuss how study finding can be translated into best practices and incorporated into custom LibGuide templates. Our findings will be useful for librarians and designers working in academic and public libraries that utilize LibGuides or other educational technology platforms. Our research methodology may be of interest to those who want to incorporate evidence-based decision making into their web design practices.

ABSTRACT. Objective: This study aims to understand children’s information practices at a school library makerspace, and explore the roles of arrangement of the space, available technologies, and materials in their information and social practices at makerspace.

Methods: This study applies some sociocultural approaches to learning as the framework. Data was collected through semi-structured interviews that incorporated the video recorded re-enactment method (Pink & Mackley, 2014). Twelve participants were asked to show the researcher around the makerspace and re-enact what and how they usually do in this space, including the technologies and materials that they usually used and the areas where they usually went.

Results: The materials at the makerspace enabled the participants to share ideas, to play, to be inspired, to tinker, to imagine, and to build their identities. The makerspace itself provided space for them to hang out with their friends, meet new people, and allowed equal access to materials and games. With the computers available at makerspace, the participants could code, encounter ideas serendipitously, transfer knowledge learned from other classes, and create 3D models. Their friends and teacher provided them helps when needed. Emotional aspects such as feeling empowered, fun, amazed, and sometimes stressed during these practices were also identified.

Key information practices involved information sharing, ideas generating, help seeking, and information use. The participants engaged in sharing information practices through the Lego shelf - an old book shelf that was re-purposed for displaying Lego creations. Cognition was distributed among these displayed Lego creations which were created by different students, at different time, and from school clubs.

Conclusion: Children’s information practices and the roles of technologies and materials at library makerspace was well captured through interviews that incorporate video recorded re-enactment. Practical implementations pertaining to the design and implementation of makerspaces in libraries will also be discussed.

ABSTRACT. Overview: Using two rural village libraries in Uganda as a backdrop, the study explores the effectiveness of a library-based intervention known as the STSA (storytelling/story-acting) activity on preschool children’s school readiness skills related to emergent literacy. Half of the children at each library participated in STSA twice per week for six months and were compared with preschool children who did not receive the STSA intervention.

Methods: 123 children ages 3 to 5 and their caregivers from the remote villages of Mpigi (n = 61) and Kabubbu (n = 62) participated. Participants were randomly assigned in to active (STSA) and inert (story reading only) conditions. The researchers conducted baseline assessments in January, 2014, and returned in August, 2014, to conduct post-intervention assessments on these same children and caregivers.

Results: The STSA play intervention group did not perform better than the control group on the child outcomes of emergent literacy, oral language, and theory of mind skills. 

Children in both groups improved dramatically on all three indices of school readiness.

Boys with the lowest receptive vocabulary levels did not improve as much as girls with the same levels.

Caregiver’s educational level predicted the child’s emergent literacy, oral language, and theory of mind skills at Time 1.

Caregiver’s total possessions also predicted the child’s oral language skills at Time 1.

Caregiver’s frequency of reading aloud to the target child predicted the child’s theory of mind skills at Time 1 and was positively correlated with the total number of stories the child told during the STSA play intervention.

Conclusion: Literacy-based activities implemented in a rural community library setting facilitate school readiness skills such as receptive vocabulary ability in Ugandan preschool children ages 3 to 5. These outcomes provide strong evidence to implement the STSA activity in more rural community libraries, which are ideally suited to host such programs.

ABSTRACT. Objective: What resources and services do faculty members need to be successful in their research? The answer likely depends on their discipline. By embracing multi-institutional approaches to evidence collection academic libraries can develop more expansive approaches to innovating services for their scholars. This paper shares the methods, findings and outcomes from Ithaka S+R’s Religious Studies project, which enabled academic libraries to collaboratively collect evidence about their scholars’ evolving research activities in that discipline.

Methods: Ithaka S+R coordinated library research teams at 18 participating academic libraries and provided research instruments and methodological training. The participating libraries conducted qualitative research with their institution’s religious studies scholars through semi-structured interviews and photography. Each institution analyzed their own data and created local reports with the option of making those reports publicly available. Ithaka S+R analyzed a sample of the transcripts from across the participating institutions to create a publicly available capstone report.

Results: Ithaka S+R’s findings across the participating institutions highlight the dis-junction between religious studies scholars’ research practices and emerging priorities in higher education that necessitate new approaches to library services pertaining to: international research, new digital research methods, and open access approaches to publishing. The local reports corroborated these findings and led to institution-specific outcomes that complimented the insights developed from Ithaka S+R’s discipline-wide research.

Conclusion: The project’s model is an example of how a sustainable and collaborative multi-institutional library research project can be successfully designed and implemented. By concurrently providing opportunities for participating institutions to conduct research on the needs of their own scholars while also creating aggregate analysis that provides a discipline-wide perspective, the project provides opportunities for libraries to embrace dynamic forms of evidence when developing their services. The open, collaborative approach also fosters a wider culture of evidence sharing across academic libraries more widely.

ABSTRACT. Introduction: This paper presents the analysis of online learning objects usage at the University of Guelph Library. In an effort to “meet students where they are at” and develop engaging learning content, the library has created online learning objects such as videos and online help guides that support learning, writing and research skill development. Evidence based library and information practice (EBLIP) offers an opportunity to translate usage data into evidence based decisions and best practices for the creation of online learning objects.

Objective: This study seeks to provide an overview of approaches to data analysis and user behaviour assessment for online learning objects: *Identify different data analysis tools used to gather and analyze user activity and behaviours in YouTube and Springshare Libguides *Examine user data such as flow, searching, acquisition, traffic sources, audience retention, watch time and session duration to identify trends *Develop an evidence based approach to best practices for online learning object creation

Methods: Mixed method approaches were used to carry out this study. User data from Google Analytics and Springshare Libguides were used to assess usage data from YouTube and LibGuides from September 2015 to August 2016. In addition, questionnaires and user experience testing were conducted to provide additional context and understanding of the data.

Results: Online learning object usage data provides an opportunity to discover how students are using online help content. Collected data allows us to engage in ongoing evaluation of trends and enhances best practices. Key findings include the need to connect content explicitly to related courses and to create smaller, bite-sized content, acknowledging the low amount of time spent with objects.

Conclusion: This study will help librarian and student support practitioners build awareness of data available to them and understand how they may use these tools to support evidence based decision making.

ABSTRACT. Objective: Collaborative resource sharing sustains communities of students and scholars across regions and countries. This vital component of research libraries has many dimensions, which include local and national constituencies, consortia agreements, budgetary and administrative support, subject experts, and international publishing trends. Resource sharing through interlending and duplication services empowers community building by supporting academic institutions lacking strong area studies collections by providing regional access to unique collections.

Based on resource sharing data from a single research library, this paper aims to provide an evidence-based framework for cooperative collection development within area studies collections, and addresses the following questions:

What evidence-based strategies should research libraries use to maintain this subset of scholarly communication? How should research libraries balance local needs, minimize duplication of effort, and maximize collaboration in collection development?

Methods: This study examined the use of area studies materials by assessing five years of outgoing lending data and local use from a single research library. Moreover, this case study also investigated the correlation between outgoing Less Commonly Taught Language materials and titles published abroad.

Results: Based on the initial examination of the dataset revealed that a lending program, supported by a strong emphasis on collection building and support services, does indeed support communities of researchers nationally as well as local constituents. In addition, the preliminary findings do emphasize that language is a problematic value for assessing area studies collections.

Conclusion: As the role of resource sharing continues to growth nationally and internationally, identifying key areas for collaborative collection development becomes vital to the long term mission of research libraries. This study is a first step in utilizing resource sharing evidence from a single lending location to formulate possible models for robust cooperative collection development model for area studies.

ABSTRACT. Objective: Evidence based collection development requires combining multiple sources of information, such as usage data, subject librarian expertise, user values and preferences, and external evidence from librarianship research. Through triangulation, librarians can build a collection that is responsive, balanced, and relevant to address both established and emerging curricular trends. In the field of health and behavioral studies, growth in interprofessional education supports collaborative collecting practices. In 2014-2015, health and behavioral studies librarians at James Madison University (JMU) piloted a collapsed monographic selection project to facilitate better interdisciplinary collecting. This project discusses an evidence-based approach to evaluating and updating approval profiles for collaborative monographic purchasing and how the pilot affects collecting practices.

Methods: Subject librarians reviewed the literature regarding approval profile performance to determine an objective benchmark. Next, they reviewed the accepted and rejected approval titles from 2012-2015 to compare performance to recommended standards. Then, they retrieved the circulation and download statistics for approval items purchased in 2012-2013 to review actual usage of accepted titles.

Results: The literature indicated that approval profiles should have around a 10% rejection rate. At JMU, on average, 25% of books were rejected across disciplines and across each year. Psychology and Health Sciences had the largest areas of book rejection in comparison to Communication Sciences & Disorders, Kinesiology, Nursing, and Social Work. Of the 507 titles selected in 2012-2013, 42% circulated or were downloaded by users.

Conclusion: Assessment of the approval profile found that the profile did not save librarians time with accurate collecting nor clearly meet user needs. When working in a collaborative model, librarians accept and reject titles across a broader array of LC classifications than when previously working in siloed approval profiles. The librarians applied what they learned from these disparate data sources to develop a single approval profile for more efficient collecting.

ABSTRACT. Objective: This paper presents an analysis of financial data from dozens of North American academic libraries. The purpose was to search for patterns in the allocation of funds to different types of library expenditures: labor, materials and other operational expenditures. The relationships would form the basis for assessing individual library funding allocations in these categories in order to identify variance from model expectations. Additionally, these relationships serve as a basis for comparing strategic decisions amongst peer institutions. The analysis also investigates shifts in budget allocations across years before, during and after the recent recession. The overall value of this research is to provide normative evidence for reference in strategic decision making.

Methods: The study began with a comparative analysis of the statistical relationships in expenditures of universities and their libraries. This evolved to a comparison of expenditures within libraries between categories: labor, materials and other operational expenditures. The researchers determined peer groups of comparable institutions, based on a number of institutional characteristics, and relied upon linear regression to investigate correlations. In the subsequent analysis, the researchers apply hierarchical linear regression to 10 years of data in order to assess the trends over time.

Results: The analysis of the relationship between expenditures of universities and their libraries yielded high correlations which were consistent over time. The analysis of expenditures within libraries across budget categories resulted in a useful model for comparative purposes. In both series, predictive relationships between factors exist.

Conclusion: Strategic decision making is preferably based upon statistical evidence. An important set of reference points is presented in these findings. Relationships exist between funding of universities and their libraries, as do norms between allocations of funds for different purposes within libraries. These both serve as useful reference in informing resource allocation decisions.

ABSTRACT. Objective: During the 2015-2016 academic year an R1 university in the Pacific Northwest region of the United States foresaw a potential shortfall in the serials budget in upwards of $1 million dollars. The collections department felt the need to promote transparency around the issue. Initially, they met with library faculty and staff to discuss potential scenarios for approaching cuts if the shortfall came to fruition. As the year progressed it became apparent that the discussion needed to be taken beyond the walls of the library.

Method: During the last two weeks of the school year a team, that included teaching & engagement, scholarly communications, collections, and assessment, held a series of focus groups with disciplinary faculty. The focus groups asked disciplinary faculty questions about how library collections fit into their workflow as researchers, their thoughts on the financial realities facing library collections, and what they thought librarians should be communicating to their colleagues about the economics of scholarly communications. The team used an inductive constant comparative method (Corbin & Straus, 2007) to analyze the data and develop themes.

Result: The team heard three overarching themes through the focus groups: concern about how library collections impact promotion & tenure and grant writing processes, awareness of ingrained practices creating barriers to access, and the need to develop sustainable solutions to this unremitting problem.

Conclusion: The evidence collected through this process is guiding further, more targeted, focus groups with stakeholders. The intention is that the evidence from the focus groups will be embraced by library partners and stakeholders as confirmation of the need to develop long-term solutions to rising journal costs for the university.

ABSTRACT. Objective:This presentation will describe an evidence based project undertaken to develop a Master Plan for an academic library that serves a Canadian medical/doctoral university. The plan focuses on library spaces to support the evolving teaching, learning, and research needs of faculty, staff, and students.

Methods: Evidence was collected using a number of mechanisms: a review of academic library spaces through websites, blogs, and articles; focused faculty and student group feedback sessions; randomized surveys of students, faculty, and staff; consultation booths situated across campus; targeted discussions with library users; email and website feedback; workshops with library employees; and the forming of a representative stakeholder group to serve as a guide and sounding board.

Results: Academic library spaces are focusing increasingly on study, collaborative work, visualization, knowledge creation, and the overall student experience. Knowledge of what was happening in other libraries around the world helped shape ideas for the master plan, inform the work of the stakeholder group, and stimulate discussion at consultation sessions and pop-up booths. Regardless of disciplinary background, student feedback was consistent around space and technology. Faculty focused primarily on resources and services. Library employees spoke of space in its various aspects.

Conclusion: Having evidence of successful library space projects helped expand clients’ views on what a library can be as well as provided support for the inclusion of new spaces within the library. Connecting with library clients through multiple venues helped to build confidence in the final master plan. Library employees brought professional understanding of how spaces are used for research, teaching, learning, and community-building. A master plan that is shaped by clients, library employees, and the broader library community can stand up to scrutiny and questioning, supported as it is by the components of evidence-based library and information practice.

ABSTRACT. Objective: This paper reviews the redesign of the library at a traditional Preparatory to Year 12 (P-12) college, to transition to a modern Centre for Learning and Innovation that supports collaborative learning and is an information hub for students and staff. The paper focuses on how student and staff perceptions of the new design have impacted on their use of the spaces. 

Methods: An ethnographic approach was taken to capture perceptions of the use of the new spaces. Interviews with staff and students were analysed to gain insights that helped inform the design of a new centre. 

Results: Findings revealed that the comfort and flexibility of the furniture, as well as the metaphorical and physical spaces, have led to more students and staff using the centre both in free and timetabled hours. The study was limited by lack of time during the semester to interview staff and students without disrupting their studies. Insights gained will be used to inform the next stage of the library redevelopment. In addition, incidental comments from staff, students and visitors indicated that the new spaces were inviting and were keeping pace with changing user needs and expectations. 

Conclusion: The study contributes to research concerning the use of library space for student learning in P-12 pre-tertiary education. In addition, it provides information that can inform and guide future development of library spaces in other P-12 institutions.