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How did the COVID-19 pandemic affect first-year college students’ library experience and how did their experience affect their GPA? By employing both quantitative and qualitative data collected at a public research university during spring 2021, this article found that first-year students rarely used the physical library, used the online library more often than other undergraduates, perceived the library as having a positive impact on their coursework, and determined that the online library resources and services were a primary contributor to their academic performance. Recommendations on how to improve library service and avenues for future research are provided.

This article follows up on two previously published studies regarding the incorporation of student feedback amid the COVID-19 pandemic. It builds on the model of embracing user experience, focusing on how library employees and patrons felt about the health safety protocols in place during Fall 2021. Analyzing both surveys from employees and patrons, the findings indicated that both groups felt safe in the library. This article recommends that when library decision-makers are in doubt about policies and practices, they should consult with the groups directly affected, and demonstrates the importance of ensuring stakeholders feel heard and can contribute to decision-making.

This article reports the results of a biennial student library use survey distributed in Spring 2021 at a large urban research university. Responses reveal library visits were significantly influenced by the COVID-19 pandemic. Patterns of student needs and the impact of library use on academic achievements were explored, including comparisons to previous biennial survey data. There was a negative correlation with students’ GPA and physical library use, and a positive correlation with online library use and GPA. User service librarians, library administrators and academic librarians interested in demonstrating the library value on students’ academic success would benefit from this article. [ABSTRACT FROM AUTHOR] Copyright of Journal of Library Administration is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article demonstrates how a public research university library responded to user needs following radical service changes during Fall 2020 and assesses whether the library met challenges resulting from COVID-19. The library reduced hours and occupancy and implemented a reservation system and new health safety guidelines with the goal of a safe environment. During Fall 2020, 540 survey respondents reported feeling their health was not at risk, suggesting the goal was accomplished. Additionally, users provided feedback about the altered landscape. This article will benefit administrators and user experience librarians who need to balance user preferences and administrative reality. [ABSTRACT FROM AUTHOR] Copyright of Journal of Library Administration is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PurposeThis study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and mathematics (STEM) and non-STEM disciplines.Design/methodology/approachThe current study used data from the 2018 student survey. Among 2,277 students who completed the survey (response rate = 8%), only undergraduate students (n = 1,265) were selected for this study because the current study aims to examine the differences between STEM and non-STEM undergraduate students.FindingsThe findings from a Mann–Whitney U test revealed that STEM respondents perceived specific library resources (subject and course guide, library instructions and library workshops) as slightly less than non-STEM respondents. The results from ANOVA demonstrated that the mean scores in GPA for STEM respondents who never used online library, journals and databases were lower than respondents who used those library resources, regardless of STEM and non-STEM disciplines.Originality/valueRevisiting the data collected and analyzing specific user groups will be valuable to academic libraries because this study will provide academic librarians with a deeper understanding of specific user needs and perceptions of library resources and services.

This research aims to measure the impact of an online guide on user learning experience and to gather evidence for staffing allocations and for conversion of the guide to an open educational resour...

In the academic librarianship literature, a significant amount of research on burnout, and excessive workload has been conducted. However, researchers frame the issue differently: some view this co...

As part of ARL’s Research Library Impact Framework initiative, the University of Illinois Chicago (UIC) conducted a study to demonstrate how the availability and use of library collections impacts faculty productivity and publication patterns over time. To address these questions, the project used various statistics: collection size (measured by journal holdings), collection use (measured by number of references in the publications), number of publications by faculty, publication impact (measured by number of citations), number of co-authors, grant funding, page counts, and faculty demographic information.

Objective – This study examines differences in university students’ library use and satisfaction (e.g., in-person library visits, online and print resource use, space satisfaction, and library website use) between 2016 and 2018 based on local survey data. It also discusses how these findings provided guidance for future planning and action. Methods – The academic university library developed the surveys for undergraduate and graduate students and distributed them in Spring 2016 and 2018. Both student surveys focused on examining students’ needs relative to library resources and services, although the 2018 student survey also attempted to quantify students’ library visits and their use of library resources. While the surveys were not identical, the four questions that appeared in both surveys (i.e., library visits, resource use, library space satisfaction, and library website use) were recoded, rescaled, and analyzed to measure the differences in both surveys. Results – The survey results reveal that students’ library visits and use of library resources in 2018 were higher than in 2016. In particular, undergraduate students’ use of library resources in 2016 were lower than those in 2018, whereas graduate students’ use of library resources remained similar in both years. Another key finding indicates that the mean score of students’ library quiet study space satisfaction in 2018 was higher than in 2016. However, when compared to the 2016 survey, there was a decrease in students’ ease of library website use in the 2018 survey. Conclusion – Assessing students’ behavior and satisfaction associated with their use of library physical spaces, resources, and services should be conducted on an ongoing basis. Over time, the survey findings can be used as evidence based data to communicate patterns of users’ behavior and satisfaction with various stakeholders, identify areas for improvement or engagement, and demonstrate the library’s impact. Survey results can also inform further strategic and assessment planning.

The extent of U.S. librarians’ collaboration with international partners in the area of scholarly activity and research publications is still unexplored. Guided by Jane Knight’s “At Home” framework for international research and scholarly activity, this study examines the extent of scholarly activity between librarians from the United States and international institutional and individual collaborators (that is, conference attendance, collaborations and staff exchanges, publications and collaborative authorship). A total of 193 U.S. academic librarians participated in an online survey. The results show that international research and scholarly activity is rare among U.S. librarians. Among the librarians who do participate in these activities, the results indicate that their participation in international conferences is associated with more internationalization activities.

The University of Illinois Chicago (UIC) Library began planning for the Fall 2020 semester knowing that COVID-19 and social unrest stemming from police actions across the country would impact library safety for the university community. The goal for reopening was to implement best practices that incorporated University health and safety guidelines as well as student feedback. A task force conducted 12 focus group sessions between June 18-26, 2020, in which 56 university students participated. Students identified physical distancing, personal protective equipment (PPE), and monitoring compliance in the library as primary concerns. The campus libraries made extensive changes to its facilities, access to materials and services, and conduct policies to address these issues. This paper will benefit library leaders and administrators making tough and unprecedented time-sensitive decisions using evidence-based data from stakeholders.

PurposeThis study examines differences in library use patterns (in-person visits, online use, reference transactions, library resource and services use) pre-COVID-19 and during the COVID-19 pandemic through multiple data sets.Design/methodology/approachUsing library statistics collected during 2017/2018 and 2020/2021 and student responses to a biennial library use survey distributed in 2018 and 2021, the potential impact of the pandemic on users' behaviors was explored.FindingsLibrary use statistics and the biennial survey responses demonstrate that users' overall library use was impacted by COVID-19. Both the library's gate count and students' frequency of library visits showed a dramatic decrease. The use of virtual support to patrons increased during COVID-19 as reflected by the increase in email and chat reference interactions and virtual consultations.Practical implicationsAs students return to the physical classroom, observing library use via various data will help inform how well use of the library rebounded or if there are changes in users' behavior that suggest the need for the promotion of library services or an expansion in alternative services to support users.Originality/valueThis article highlights the importance of continuously obtaining various data sets to observe trends and changes. By observing multiple data points, some changes are aligned across data, whereas other changes or patterns are different. While impact on physical library use may be obvious, library use before and during the pandemic will help guide and inform how academic libraries should be prepared for hybrid environments post-pandemic.

This paper demonstrates how university students experienced and perceived inclusion in a public research university library context during COVID-19. Both quantitative (n = 3379) and qualitative data (n = 575) from the 2021 student survey were examined to explore students' library experiences and their perceptions of inclusion. The quantitative data revealed that students using both the physical and online library had the greatest sense of belonging, whereas students who never used any library resources had the least sense of belonging. The qualitative data further revealed that when students used the in-person library space they felt a sense of belonging, as well as feeling accepted and valued; on the other hand, it was hard for them to judge inclusion when they had not been in the library due to COVID-19. This finding suggests how academic libraries need to prepare for the hybrid environment (in-person and online) so that students using online resources and services feel connected to the library.

Objective – The purpose of this study was to examine relationships among student library visits, library resource use, library space satisfaction (e.g., quiet study space), and students’ academic performance (i.e., Grade Point Average or GPA) using quantitative data and to better understand how the academic library has an impact on students’ learning from students’ perspectives using qualitative data. Methods – A survey was distributed during the Spring 2018 semester to graduate and undergraduate students at a large public research institution. Survey responses consisted of two types of data: (1) quantitative data pertaining to multiple choice questions related to the student library experience, and (2) qualitative data, including open-ended questions, regarding students’ perceptions of the library’s impact on their learning. Quantitative data was analyzed using Spearman’s rank correlations between students’ library experience and their GPAs, whereas qualitative data was analyzed employing thematic analysis. Results – The key findings from the quantitative data show that student library visits and library space satisfaction were negatively associated with their GPA, whereas most students’ use of library resources (e.g., journal articles and databases) was positively associated with their GPAs. The primary findings from the qualitative data reveal that students perceived the library as a place where they can concentrate and complete their work. Additionally, the students reported that they utilize both the quiet and collaborative study spaces interchangeably depending on their academic needs, and expressed that the library provides them with invaluable resources that enhance their coursework and research. Conclusions – While the findings show that the student library experience was associated with their academic achievements, there were mixed findings in the study. The findings suggest that as a student’s GPA increases, their in-person library visits and library space satisfaction decrease. On the other hand, as a student’s GPA increases, their library resource usage increases. Further investigation is needed to better understand the negative relationship between students’ library visits, library space satisfaction, and their GPAs.

The University of Illinois-Chicago's Daley Library used data from iterative assessment to develop mission-focused training for a welcoming library environment. The goal was to empower student workers by reinforcing the mission of the library and our commitment to a diverse patron population. We also sought to reduce factors that might intimidate or discourage library use by identifying areas for improvement and using data that reflects the experience of patrons entering the library to highlight the need for a positive customer service attitude. Through this assessment, students connected their work to the impact it can have on academic success, and how it is valued as a cornerstone of the library mission.This paper focuses on the methodology and findings from our first year of assessment.

Despite a plethora of job advertisement analyses in librarianship, few studies examine advertisements for skilled special collections professionals in public services. This study analyzed job advertisements for special collections professionals in public services in 2017–2019 to understand the extent to which duties go beyond reference, instruction,and outreach. In many cases, academic librarianship requires one to manage librarianship responsibilities alongside scholarship demands, and this article reveals how expanding responsibilities may generate work–work conflict leading to burnout.

Objective – The purpose of this study was to explore in the current academic library environment, the relationship between library collections data (collections’ size, expenditures, and usage) and faculty productivity (scholarly output). The researchers also examined the degree to which new and existing library metrics predict faculty productivity. Methods – Demographic data (e.g., faculty size, student size, research and development expenditures), library budget data (e.g., collection expenditures), collection use data (e.g., full-text article requests and database searches), and publication output for 81 doctoral granting universities in the United States were collected to explore potential relationships between research productivity, collection use, library budgets, collection size, and research expenditures using partial correlations. A hierarchical multiple regression was also used to ascertain the significance of certain predictors of research productivity (publications). Results – A correlation existed between the number of publications (research productivity) and library expenditures (total library expenditures, total library material expenditures, and ongoing library resource expenditures), collection size (volumes, titles, and ebooks), use of collection (full-text article requests and total number of references in the articles), and research and development expenditures. Another key finding from the hierarchical multiple regression analysis showed that full-text article requests were the best predictor of research productivity, which uniquely explained 10.2% of the variation in publication. Conclusion – The primary findings were that full-text article requests, followed by library material expenditures and research expenditures, were found to be the best predictor of research productivity as measured by articles published.

Few studies have investigated the psychometric property of new instruments developed locally to assess students' library experience, such as their behavior, perception and attitude toward library use. Validating a survey instrument is critical because using untested assessment instruments is more likely to lead to a lack of credibility in the results, as well as a lack of accuracy in the study's purpose (Sullivan, 2011). This study used data from a locally developed student library experience survey distributed in Spring 2018 at a large public research university library to examine undergraduate and graduate students' behaviors, attitudes and perceptions of library use. To test the validity of the survey as to whether six subdomains of the library experience survey contributed to a single construct, library experience, the study used Rasch model framework. This study contributes to the field as a first example using the Rasch model for library assessment purposes. Suggestions for best practices are discussed.