Environmental Survey of Dordt’s Library
Introduction to Psychological Studies 202
Report and presentation due April 23, 2010 – worth 50 points
Based on Woodward, J. (2009). Creating the customer-driven academic library. Chicago: American Library Association.
Purpose & Overview: The goal of this research is to help improve customer service at the Dordt
library through careful observations, recommendations, and reporting to the library staff.
Process: You will be assigned to a team of 3-4 students.
(1) Decide as a team how and when you’ll gather and record information, develop the
powerpoint, write the report, etc.
(2) Review your assigned library area and the associated questions (see below).
(3) As you begin to observe the library, consciously do so from at least 2 of the hypothetical
perspectives outlined below (campus visitor, freshman, community member, person with
handicap, teacher) – try to put yourself in that person’s shoes as you observe the library.
(4) Your 1-2 page report should summarize which library areas you observed, your evaluations
(e.g., evaluations of excellent, satisfactory or unsatisfactory), and specific recommendations for
improvement. Make sure to consider multiple customer perspectives.
- The main audience of your report is the library director and her staff; consider the best
way to communicate the most information to them via bulleted lists, attached
photographs, etc.
- Include an APA-style title page that indicates which library area(s) you researched
- Bring 2 hard copies of your report to class (one for Dr. Lantinga and the other for Sheryl
Taylor, the library director)
(5) Your 5-minute Powerpoint presentation should be an attractive and informative presentation:
a. Indicate which library area(s) you observed
b. Give your evaluation (e.g., excellent, satisfactory, not satisfactory)
c. Note the specific recommendations you have for improving service for various kinds
of library customers
d. Include lots of pictures, maps, or other graphics to support your presentation
e. All group members should participate in the public presentation (though not
necessarily in equal amounts of time).
Possible Library Customer Perspectives:
Imagine you are a high-school junior, touring the library as part of a campus visit. What impresses
you about this library compared to a high-school or public library? What fits with your expectations
of an academic library and what surprises you?
Imagine that you are a local community person interested in finding and browsing through books
about business. What would make your task easy and enjoyable? What would be obstacles to having a
good experience here?
Imagine that you are a Dordt freshman who needs to use at least 3 books for your research paper.
How easy would it be to find good sources? Where could you go for help? What would make coming
to the library a good experience and what would be some obstacles to meeting your goals?
Imagine that you are a student confined to a wheelchair and need to do research and studying in
the library. What would make this a good experience in finding resources and places to study? What
obstacles do you see?
Imagine that you are a 3rd grade teacher interested in finding resources on personal hygiene,
especially toothbrushing. What about the library makes your search a good experience? What might
be some obstacles for you?
Evaluation: Your 50-point research project will be evaluated using the following rubric:
Excellent Satisfactory Unsatisfactory
Quality of Obvious attention to detail; goes Research seems quickly done with
observations & beyond listed questions to make little attention to detail; misses
evaluation additional observations; evaluations major areas; evaluations absent or
are reasonable and reflect various unreasonable; lacks multiple
customer perspectives customer perspectives
Quality of Several thoughtful, specific Recommendations are few or seem
recommendations recommendations that could clearly irrelevant to improved customer
improve library service for various service; lacks multiple customer
types of customers perspectives
Quality of Slides are attractive, professional and Slides are unattractive, poorly
Powerpoint informative; strong speaking skills organized, or unprofessional; poor
presentation (e.g., eye contact, volume, vocal speaking skills; transitions are
variation) and smooth transitions awkward; more than 1 minute
between speakers; within 20 seconds outside of 5-minute time limit;
of 5-minute time limit; answer questions answered incorrectly or
questions knowledgeably with lack of knowledge
Quality of written Clearly communicates main findings Summary of main findings absent or
report and recommendations for a library confused with original observation
staff audience; few typos or notes; not written for library staff
mechanical errors; attaches photos, audience; many typos or mechanical
drawings or other visual aids to errors; title page is missing or has
support statements; APA- style title many errors
page
Library Areas for Observation
1. Team 1: First Impressions
a. Begin outside the main entrance to the Campus Center. Are there signs or other ways
that help you easily find your way to the library entrance?
b. Is the library entrance easy to access? Does it feel spacious or is it cluttered or crowded
when people are coming and going?
c. Enter the library and stop. Do you notice any particular smells? Is the lighting too
bright or dim? Does the space feel fresh, open, welcoming, cold/intimidating,
outdated, etc.?
d. Do you see signs or a map to show where things are located? Are they easy to read? Is
key information (e.g., library hours, policies) easy to see?
e. Is the service desk easily visible or is it obscured by furnishings or other customers?
f. Is there an “events” board that tells you about upcoming events in the library or on
campus? Are the announcements readable, informative, and attractive?
g. What else is in place to bring customers into the library and give them a pleasant
experience? Comfortable seating? Coffee? Signs to the restrooms? New or popular
material that encourage browsing? What elements could send a non-welcoming
message?
h. Walk to the middle of the library to get a 360-degree impression of the main floor. As
you turn around and observe the library as a whole, what makes the space feel
warm/welcoming or cold/intimidating? Note specific architectural features, materials
(e.g., brick, glass, carpet, tile), décor (e.g, furniture, plants, artwork) and colors that are
attractive or unattractive, updated or outdated.
i. What else might promote or detract from customer satisfaction?
2. Team 2: Collection Areas: Begin at the middle of the main floor.
a. Can you easily find where to go for each of the major collection areas (books, current
journals, reference materials, archives)? Are signs or maps clear and placed where
customers are most likely to look for them?
b. Move within the stacks (book shelves). Can you easily read book titles and call
numbers of books on the top shelves or are they too high to see? Is the lighting
sufficient to easily read among the shelves?
c. Can you easily reach books on the top and bottom shelves? If you were relatively
short or in a wheelchair, how would you access top-shelf books?
d. Do the books look largely up-to-date with some selected “classics” in a field or do they
appear to be largely outdated? Are books in order (so a particular book would be easy
to locate) or are they disorganized?
e. Can you easily find current journals? How long does “current” mean – is it 2 months,
6, or more? Where bound or non-current journals – are they accessible?
f. Is the reference section easy to access and navigate? It is clear where you may use
these resources (in reference section only, anywhere in library, limited check-out
times)?
g. Can you easily find and use old journals or other information that’s stored on
microfilm? Are there helpful instructions or other assistance available?
h. What else about the collection areas would promote or detract from ease of customer
access, use, and satisfaction?
3. Team 3: Computer areas: For each computer lab/area in the library, sit at a computer station
for several minutes.
a. Is the area clean (chair, desk/table, monitor, mouse, keyboard, flooring)?
b. Is the chair comfortable and easily adjusted to match to the height of the
table/keyboard for each person? Is there enough space around the compute to put
books and other resources? Would this be a comfortable place to spend a significant
amount of time?
c. Is the lighting bright enough to see the screen and reading materials? Does the light
glare from the screen?
d. Are you easily able to access the library home page? Book catalog? On-line journals or
other resources? Are there instructions or a sign explaining where to go for help with
passwords, searches, etc.?
e. What printers and other computer peripherals are available? Are they sufficient in
number? Of good quality? Are there instructions available about selecting printers or
getting assistance?
f. Are there photocopy machines available? Are there instructions or signs that indicate
how to pay for or make copies? About where to get assistance?
g. If you brought your own laptop to the library, where could you use it? Are outlets
easily accessible and numerous? Are there signs or instructions about wireless access?
About hooking up to printers?
h. What else about the computer areas would promote or detract from customer
satisfaction?
4. Team 4: Study tables and carrels: Sit at a table for several minutes in the lower level and in
the Teacher Resource Center ; also sit at a carrel in one of the main floor areas and in a lower-
level study carrel area
a. Are there enough tables and carrels? Are they generally cleared off and available for
use or are materials laying in the way?
b. Are the table and carrel areas clean? Are the chairs comfortable? Is the lighting of
good quality for reading or is it adjustable? Is the area too noisy or in a high traffic
area that distracts from studying? Is the temperature too cold or too warm?
c. Can people easily pass by people who are seated at a table or carrel without bumping
into or crowding them? Can the furniture easily be moved to accommodate larger and
smaller study groups?
d. Is there enough space to read? Or take notes, write a paper, use a laptop, have a
beverage, etc.?
e. What other study-support resources available (reserveable study rooms, white boards,
etc.)?
f. What else about the various study areas would promote or detract from customer
satisfaction?
5. Team 5: Traffic, Elevator & Stairs: Travel through the library along the easiest
paths and note your internal responses; also use the elevator and all three sets of
stairs.
a. Are there signs or maps on both floors to show where to find the elevator? Are there
clear indications for all three sets of stairs?
b. Are there signs or maps inside or outside the elevator indicating what can be found on
other floors? At the top and bottom of each set of stairs?
c. Does the elevator feel safe in terms of roominess, lighting, etc.? Do all sets of stairs
feel safe in terms of slipping or tripping hazards, handrails, etc.? Are these areas clean
and well-lit?
d. What else about the elevator or stairs might promote or detract from customer
satisfaction?
e. Where are the “natural” paths through the library? Do these coincide with important
areas (e.g., restroom, books, computers) or are there physical or other barriers in the
way? Do these paths cut through quiet study areas or are otherwise in “strange”
places?
f. Are there areas where traffic gets congested? Are there other means of directing traffic
to prevent customers from waiting for service or access to resources?
g. What else do you notice about traffic patterns that might promote or detract from
customer satisfaction?
6. Team 6: Soft seating spaces: Sit in each of the main soft seating areas on both floors
(upholstered couches and armchairs)
a. Are the soft seating areas in places that make sense for customers? Is there enough
furniture? Are the areas too roomy or too crowded? Too open?
b. Are the chairs/couches attractive? Clean? Are there various types and sizes of soft
seating for people of different sizes?
c. Is the furniture comfortable? Does it feel less comfortable after 10 minutes or does it
“invite” you to stay longer? Is there space to put a jacket, bag, beverage, books, etc. in
the area (e.g., coffee or end tables)?
d. Is the lighting of good quality for reading or can it be adjusted? Is the area too noisy or
in a high traffic area that distracts from studying? Is the temperature too cold or too
warm?
e. Are the soft seating areas easily moved around to allow for more or fewer people in a
group or allow room for someone in a wheelchair?
f. Are the soft-seating areas attractive in terms of plants, artwork, or other features?
g. What else about the soft-seating areas would promote or detract from customer
satisfaction?