The aim of this survey was to further understand
the work, study habits and preferences of our students and where we (as their
College library) fit in within this. As a typical student’s work day
does not necessarily revolve around the library, we wanted to look at where
they might choose to work – whether in the library or elsewhere - and why, but
also what might hinder their study. Our intention was to investigate
behaviours to see how we could further support our users.
We interviewed 32 students in total. We had a
broad coverage of the entire student population:
Subject
|
1st year UG
|
2nd year UG
|
3rd year UG
|
PG
|
Total subject
|
Law
|
2
|
2
|
4
|
||
Maths
|
1
|
2
|
3
|
||
Engineering
|
3
|
3
|
|||
English
|
2
|
2
|
|||
Modern Languages
|
1
|
2
|
3
|
||
History of Art
|
1
|
1
|
|||
Anglo Saxon Norse & Celtic
|
1
|
1
|
|||
Psychology
|
1
|
1
|
|||
History
|
1
|
2
|
3
|
||
Human Social & Political Sciences
|
2
|
2
|
|||
Economics
|
1
|
1
|
1
|
3
|
|
Classics
|
1
|
1
|
|||
Development Studies
|
2
|
2
|
|||
Earth Sciences
|
1
|
1
|
|||
Linguistics
|
2
|
2
|
|||
Total
|
7
|
9
|
10
|
6
|
32
|
26 UG
|
6 PG
|
Out of the total student population we interviewed
approximately 8% of the undergraduates and 3% of the postgraduates. The postgraduate number is low, but
they don’t tend to stay in college during the day – they work more in their
departments. This is also true of many undergraduates, especially science and medical students. If we were to carry out surveys in the
future, we need to schedule some sessions after dinner when these students have
returned from departments and lab sessions.
The main themes coming out of the responses were:
- A sense of apathy in not
reporting problems
- Lack of awareness of what
library resources there are
- A marked
difference of requirements and preferences between different subject areas
Apathy
This was perhaps the most striking and unexpected finding
from our survey. As we were asking about
study spaces in general, this also included their accommodation, IT services,
other libraries in Cambridge and public spaces.
What came out strongly was that the students were reluctant to complain
about the problems they faced. They
either didn’t know they could or how to report things, got used to it or tried
to fix the problems themselves.
Students seemed more comfortable reporting library problems to library staff as we’re a visible presence within the library.
A couple of students did, however, touch on past experiences, tainting
their willingness to approach a member of library staff if they needed some
advice or were having problems. These
comments reflected what Bethany Sherwood had written back in February 2017 in
her funny but very insightful blog about library (and other) anxiety: “To
boldly go: empathy, library anxiety and & comfort thresholds” (https://whatsaclassmark.wordpress.com/2017/02/04/to-boldly-go-on-empathy-library-anxiety-comfort-thresholds/).It's very easy to forget that our own library functions seem obvious to us, but
they are not obvious to a nervous 18 year old who is already coping with
settling into a new city, and new life.
We need to provide the firm-but-kind advice so next time they will
comfortably know how to carry out these actions independently and feel more
confident using the library.
Lack of awareness of
library resources available
Some students had decided to work elsewhere as they were
unaware of the resources which could help them or make their environment more
comfortable. One student said she used
to bring her own cushion to the library as she thought all the cushions already
there belonged to other people, she didn’t know the library provided them. Many commented that the library might not
have the books relevant to their subject or enough copies, they were
unaware or confused about what they could request to be purchased for the
library. Another student found it
worrying coming down the stairs from the third floor but didn’t know we offered
a fetching service. We therefore need to
consider how we promote these services to students and how we improve their
awareness of what’s available.
Subject preferences
and requirements
Being a college library, we support students from across all
disciplines and requirements across subject areas naturally differ. We noticed a marked difference of preferences
and tastes between the subjects. When
asked what their favourite working space was, our library and libraries across
Cambridge were chosen by many, and this was across all disciplines.
We were interested in how the different disciplines used the
library spaces. The maths and law students
relied heavily on electronic resources.
Development studies, economics and engineering students were the only
ones who commented that, although they made good use of the library space, they
didn’t use it much for the books. ASNAC,
law, English, history, classics, economics (i.e. social science and languages)
students said they use the libraries book collection ‘heavily’, often choosing
which library to work in depending on which had the more books available to
their subject. When asked about what they felt were the pros and cons of
our (Murray Edwards College) library, the social sciences, languages, arts and
humanities seemed to value ambiance and comfort (mentioning lighting, coloured
cushions, DVDs, ‘jolly library’, nail art, radiators under tables, temperature
being good, architecture, decoration, sofa area and the variety of table types
to choose from). On the other hand, the
STEM subjects valued that it was a ‘useful’ space, the light in the IT suite,
although it was mentioned various times by these subjects that it was a
relaxing library. All subjects valued
the tea and coffee provided in the library, good lighting and the
bookrests.
When asked what they would suggest to improve our library
space, again there seemed to be quite a marked difference between the two
areas: the languages, arts and social sciences valuing comfort in the library
(suggesting blankets, more cushions, lamps for the sofa area, more art); the
STEM subjects requested specific software, less noise, whiteboards. All suggested that the lighting be improved
and a group study area added.
We feel that as our sample survey was quite small we wish to
see whether these patterns recur when we continue our surveys in the new
academic year.
Positive outcomes
From a library point of view it was lovely to see that we
are doing well as most comments were very positive. Students seem to genuinely
enjoy spending time in our library, finding the environment comfortable,
calming, “jolly”, fun. The surrounding gardens, with the water
fountain, and the architecture of the library, create a space which is appreciated
by many.
Another good thing which came out of interviewing the students
was the ability to alleviate problems and give advice about services at the
time.
We plan to liaise with the student committees in relation to
the promotion and marketing of our services. As we no longer have a library
committee we rely on social media and email to make students aware of what we
offer but this could do with being backed up by the student reps themselves as
most of our students check the JCR and MCR webpages. We need to consider
whether we can establish a library working group from the student body or
perhaps use focus groups to target specific issues. Having said that we are lucky that our students
when touring prospective students, do mention the library facilities and
activities.
We need to keep an open dialogue with the students through
existing pastoral activities, such as tea and coffee and our Easter Term new
craft hour.
Kirstie Preest @kirstiewales and Samantha Percival @Samaanth70