Jade Walker

“The Continued Effect of the Academic Library on the

Study Habits of College Students”

A Research Proposal
Kent State University

LIS 60050
Research and Assessment in LIS
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Table of Contents

I. Introduction Page 3
Problem Statement Pages 3-4
Research Question Page 4

II. Literature Review Pages 5-7

III. Research Design Page 8

Data Analysis Page 9
Timeline Page 9

IV. Reporting Findings Pages 9-10

V. Budget/Personnel Page 10

VI. Limitations Pages 10-11

VII. Quality Page 11

Bibliography Page 12

Appendix Page 13
Sample Survey
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I. Introduction

As digital access to traditionally library exclusive materials grows, the future

of brick and mortar libraries continues to be of question and debate. It is no secret

that there are some who believe that the rise of the digital age will mean the fall of

the library as it has existed and exists, in much the same capacity, today.

Proponents of the library argue that libraries, though without a doubt changing and

evolving to fit a different space than before, persist in remaining hubs of learning,

information, and socialization. Few libraries have yet to consider what the influx of

high-quality material available on the web means for libraries and what their role is

now that they are no longer serve the purpose of being mere physical spaces for

books and librarians (Bennet et al., 2005). This study will focus on the effect of the

library as a conductor of positive study habits on college students within the United

States. Studies show that the architecture of the library has an effect on student’s

perception of the library and it is nigh on impossible to discuss the proposed topic

without the inclusion of the rethinking of library spaces that is occurring in droves

today and the unquantifiable idea of “library as place”.

Problem Statement

This essay will examine the traditional uses of the library, library as a near

religious experience, and “library as place”, in an effort to answer the overreaching

inquiry of how and why students study habits are affected by these concepts.

Because the future of the library is so tumultuous and libraries are being forced to

demonstrate their value every day, it is important to pinpoint why exactly the

library is so crucial to the preservation of academic pursuit and how it continues to

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be a pillar of the community (American Library Association (ALA), 2015). The

proposed study seeks to use the literature to understand why libraries continue to

act as hubs for learning and studying when a great deal of information is readily

available on the web and easy to access from virtually any space with internet

access.

Research Question

The formal research question proposed is as follows:

1. How do academic libraries continue to act as conductors of positive study

habits and scholarship for college students within the United States?
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II. Literature Review

There is a substantial body of literature on “library as place”, and, as with the

majority of literature presented here, is mainly qualitative in nature. “Library as

place” is somewhat elusive in its ability to be truly defined, but is crucial to

understanding the academic library as it exists today. A number of researchers have

dedicated themselves to describing, if not explicitly defining, what “library as place”

means. Bennett et al. (2005) with the support of the Council on Library and

Information Resources (CLIR), provides an extensive explanation of “library as

place”, the changing role of the library, and what digital access of materials means

for the creation and design of library space that facilitates a positive study

environment. A space that would encompass five types of user activity were

pinpointed as necessities for the design of a successful library: 1) information

seeking, 2) recreation, 3) teaching and learning, 4) connection, and 5)

contemplation.

In two separate studies by Shill & Tonner (2003), the literature focuses on

library as place and suggests that the debate move beyond the anecdotal level and

instead really seek to provide some guidance for architectural facility planning so

that library remains essential and relevant. Elmborg’s (2011) research focuses on

“library as place” but also library as a Third Space. He provokes the thought that the

library must become a Third Space, stepping back from its traditional role as a

single use space into a place that is neither home nor work but which acts as a non

abstract place of idea sharing and learning, made more important than other third
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places (a separate idea from Third Spaces) like coffee shops and taverns because of

the presence of librarians.

The literature shows a strong foundation of work written on the perception

of the library as a valued communal space. Gayton (2008) explores the academic

library’s distinction between social and communal, while underlining how the social

model of the academic library undermines the communal spaces which are the

spaces that facilitate an environment of serious study and research and which

students and faculty value most. Applegate’s (2009) research on communal seating

areas on an urban campus provides data to consider in library design to meet

information seeking needs. In a 2015 report from the American Library Association

(ALA) quantitative data is offered asserting the value of academic libraries and the

impact of academic librarians on student learning as well as the repurposing of

space for group study, quiet study space, technology learning spaces, and additional

seating. According to this study, academic library space usage is expected to

increase significantly.

Studies have shown that, in some cases, the appeal of the library comes from

the near religious experience it imbues when entered or considered. In a 2008

study, the abstract principles of “knowledge” and “truth”, as well as themes such as

“light” and “wisdom” as applied to libraries are explored and tied to the historically

religious roots of many institutions of higher education in the United States (Hahn &

Jackson). This research helps to explain why the physical space of the library

facilitates a form of concentration in scholars that is beneficial for progress and

academic achievement (2008). The leap from “library as place” to library as sacred
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place is made and highlights the library as both a sanctuary of learning and as a

symbol of academic tradition (2008). In an article written two years later by the

same authors, an empirical study was conducted using the methods borrowed from

the psychology of religion to determine that students preferred traditional libraries

and that they evoked feelings of scholarship, engagement, spirituality, and other

positive emotions (Hahn & Jackson, 2010).

It becomes necessary to introduce literature that explores the psychology of

religion to better understand how a library can act as a sanctified space and the

influence that has on student’s willingness to align themselves with the mission of

their university. Literature on religion as an inherently social-psychological

phenomenon tied to complexity of thought provides a framework for thoughtful

contemplation of the link between religion and the feelings evoked by traditional

academic library settings (Hill & Mccullough, 2000). Pargament (1992) offers a

succinct view on how a non-religious place may be sanctified and encourage goals to

be met as well as increased emotional, financial, and time investment in such places.

The research speaks on the search for significance, which aligns with the academic

pursuits one might find in a library setting.

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III. Research Design

Because my data is of a qualitative nature, it is necessary to be very aware of

the method used to gather data. My intention is to use the maximum variety method

to be sure that my sample is inclusive of as many demographic categories and

contextual subgroups as possible (Connaway & Powell, 2010). I will collect data

using a questionnaire method. I will attempt to approach as many demographically

unique people as possible within the Kent State University Library. I hope to

include undergraduate (freshman, sophomore, junior, senior), and graduate

students from as many races, sexes, areas of study, etc. as possible. Because of this, I

am at this time unable to give a specific sample size. A questionnaire utilizing open-

text questions and some multiple choice will be used (see Appendix for

questionnaire sample). Open-text questions are appropriate because they allow for

detailed feedback from students on their perceived feelings towards libraries and

how they could be structurally improved to facilitate better working conditions.

Multiple-choice questions are appropriate to answer questions that have easily

limited answer choices. It is my goal to be able to issue the questionnaire to

participants in person so I can receive back answers immediately, however, if

necessary, I would be willing to send them the questionnaire via email. I do wish to

speak with everyone face to face or over telephone for short informal interviews to

go over their answers and present any other questions that may arise upon

reflection.
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Data Analysis

The data gathered will be analyzed using a qualitative research method.

Using the constant comparative method, data will be coded from field notes directly

after the informal interview using first open coding, then axial coding, and, finally,

selective coding (2010). The grounded theory method was most appropriate to

allow the data coding to develop organically towards theory as is most natural to a

qualitative study essentially based on a study of human behavior. As Connaway &

Powell (2010) mention, the grounded theory approach promotes theoretical

accounts and explanations that conform to specific situations so that it is more likely

to be usable by those in the situations studied. The data will be delivered in a

narrative method.

Timeline

Research Proposal Finalized May 2017

Proposal Approved December 2017
Data Collection January-February 2018
Data Analysis March 2018
Research Report Completed March-May 2018

IV. Reporting Findings

I would first explain the naturalistic context of this study, which is not to

quantify a certain set of data, but rather to understand a curiosity of human nature.

One must take into account the questionable ethics of publishing the voices of our

participants, especially when dealing with qualitative research, which tends to be

personal and potentially identifiable (2010). However, because this study does seek

to add value to LIS by underscoring the necessity of libraries, it does feel important
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to publish the findings. If I were to do so, I would publish the study in at least one

LIS journal and share the findings with any colleagues and peers after making totally

sure that the participant’s confidentiality was not to be compromised in any way.

V. Budget/Personnel

The research will be completed over the course of a year. I estimate the cost

of surveys to be marginal, an estimated $50 for printing costs. As an already

enrolled Kent State University student and the sole conductor of the proposed

research, I do not foresee any real budgetary costs pertaining to this research

project such as cost of living or additional tuition fees.

VI. Limitations

The open-text nature of the majority of questions on the questionnaire has

the potential to be limiting because of the intimidating nature of the format as well

as a hindrance to those who do not have the time to devote to a well thought out

answer, potentially delivering inept data (2010). However, because of the vast level

of possible answers to my proposed questions, it is not feasible to present them as

Likert-scale options. Also, because of the aforementioned vast level of potential

responses, consistent coding may present issues. It will be necessary to keep codes

and any emerging themes well organized. I will also attempt to keep the

questionnaire relatively short so that it does not become overwhelming.

Because sufficiency and saturation are critical to creating a sample that is

proficiently heterogeneous to satisfy the criteria of a qualitative study, I worry that I

will not be able to find a large enough willing population that fulfills this criteria
Jade Walker 11

(2010). This is potentially limiting to how much data I am able to gather and how

representational it will be.

VII. Quality

With regards to those involved in my sample, I will do my best to ensure that

I do not let any internal bias influence how I behave towards them or interact with

their given data. To further prevent bias, I will have a peer review my study to

insure that the data is represented fairly and correctly. Connaway & Powell (2010)

also suggest member checks by participants and stakeholders to provide feedback

and, perhaps, gain more data that offers insight and highlights potential issues.

Trustworthiness is also top priority when insuring that I provide those in my

sample with complete confidentiality should they wish it. To do this I will assign a

number to that person and use only that number on documents and to refer to them

outside of our individual face-to-face or phone meetings. The “key” will be

password protected on my personal laptop. Identifying names and factors will be

eliminated from the final report.

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Bibliography

American Library Association. (2015). The state of America’s libraries: a report from
the American Library Association 2015. Retrieved from
http://www.ala.org/news/state-americas-libraries-report-2015

Applegate, R. (2009). The library is for studying: student preferences for study
space. The Journal of Academic Librarianship, 35(4), 341-346

Bennett, S., Demas, S., Freeman, G., Frischer, B., Oliver, K.B., & Peterson, C. (2005).
Library as place: rethinking roles, rethinking space. Serials Librarian, 51(3-4),
236-239

Connaway, L.S., & Powell, R.R. (2010). Basic research methods for librarians.

Elmborg, J. (2011). Libraries as the spaces between us: recognizing and valuing the
third space. Reference & User Services Quarterly, 50(4), 338-350. Retrieved
from http://www.jstor.org/stable/20865425

Gayton, J. (2008). Academic libraries: “social” or “communal?” the nature and future
of academic libraries. The Journal of Academic Librarianship, 34(1), 60-66

Hahn, T. & Jackson, H. (2008). Library as sacred place: applying the psychology of
religion to the academic library as sanctified space and implications for
measurement and evaluation. Retrieved from
https://www.researchgate.net/publication/267999048_Library_as_Sacred_P
lace_Applying_the_Psychology_of_Religion_to_the_Academic_Library_as_Sanct
ified_Space_and_Implications_for_Measurement_and_Evaluation

Hahn, T., & Jackson, H. (2010). Serving higher education’s highest goals: assessment
of the academic library as place. College and Research Libraries, 72(5), 428-
442 DOI: 10.5860/crl-123

Hill, P., & Mccullough, M. (2000). Conceptualizing religion and spirituality: points of
commonality, points of departure. Journal for the Theory of Social Behaviour,
DOI: 10.1111/1468-5914.00119

Pargament, K. (1992). Of means and ends: religion and the search for significance.
The International Journal for the Psychology of Religion. 2(4), 201-229

Shill, H., & Tonner, S. (2003). Creating a better place: physical improvements in
academic libraries, 1995-2002. College & Research Libraries, 64(6), 431-466.

Shill, H., & Tonner, S. (2003). Does the building still matter? Usage patterns in new,
expanded, and renovated libraries, 1995-2002.
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Appendix

Sample Questionnaire

1) Academic Standing (Circle One)

A. Freshman

B. Sophomore

C. Junior

D. Senior

E. Graduate Student

2) Do you feel that your productivity increases when working in the library?

3) Describe your emotional response (if any) when working in the library?

4) Where is your favorite place to study in the library?

5) Where do you feel most productive in the library?

6) Are you often distracted when working in the library? (Circle One)

A. Yes

B. Somewhat

C. No

7) How often do you use the library to study? (Circle One)

A. Less than once a week

B. 1-2 times a week

C. 3-4 times a week

D. 5-6 times a week

E. 7 or more times a week

8) How do you think the library could improve as a productive study space?