Using Evidence in Practice
Isabel Vargas
Ochoa
Stockton
Campus & Web Services Librarian
California
State University, Stanislaus
Stockton,
California, United States of America
Email: ivargas2@csustan.edu
Received: 30 Jan.
2024 Accepted:
12 Apr. 2024
2024 Vargas Ochoa. This is an Open Access
article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share
Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is
properly attributed, not used for commercial purposes, and, if transformed, the
resulting work is redistributed under the same or similar license to this one.
DOI: 10.18438/eblip30513
This article describes the
Stockton Campus Library’s challenges in increasing student engagement in the
library, and the development of a student focus group used to aid in library
space, service, and collection planning and design. The Stockton Campus Library
(SCL) services students at the California State University (CSU), Stanislaus,
which is a Hispanic Serving Institution—an accredited institution in the United
States with at least 25% full-time enrolled undergraduate Hispanic students
(U.S. Department of Education, 2023).
The Stockton Campus is the only 4-year public
institution in Stockton, a city with a population of over 320,000 residents
(U.S. Census Bureau, 2023). In fall 2022, the Stockton Campus served 11% of CSU
Stanislaus’ full-time enrolment student population (Stanislaus State, 2023).
Our student population is diverse; 64% of Stockton Campus students are first
generation students (i.e., students whose parents did not complete a 4-year
college degree or a university degree), 72% are women, 58% are Hispanic/Latino/a,
13% are Asian, and 5% are Black/African American (Stanislaus State, 2023).
The SCL occupies a 1,400 square foot suite at the
Stockton Campus and offers a collection of over 600 print books, a reservable
study room, a reading lounge, computer workstations, and 50 study seats. The
SCL aims to increase student engagement in library services, including library
spaces, programming, and the use of its print book collection.
The Stockton Campus Library (SCL)
re-opened in fall of 2021 after having discontinued most of its services during
the 2008 housing market crisis (Vargas, 2023). Developing services to increase
student engagement at the recently re-opened SCL has been difficult due not
only to limited resources and funding but to campus-wide challenges as well. Since the
Covid-19 pandemic, the Stockton Campus has been facing challenges as it aims to
increase student enrolment, which decreased by 7% from 1,234 in fall 2021 to
1,153 in fall 2022 (Stanislaus State, 2023). The decrease in student enrollment
has affected the use of library spaces and the development and design of
current and future services.
Apart from
creating a welcoming environment, the library plays a fundamental role in
providing areas for studying, researching, learning, and collaboration. To
increase student engagement, I focused on enhancing our library study spaces
and study room. My goal was to have spaces that are “aesthetically attractive …
functionally comfortable … physically comfortable … and physically and socially
warm” (Gorantonaki & Uzzell, 2018, p. 102). I
also worked on building and promoting our library collection and designing and
offering more inclusive and relevant library events and programming for our
students.
I reviewed the use of the library’s study room,
programming and events, and print collection and determined that the
current library study spaces did not provide private study areas and that both
our study spaces and print collection were not being used. I also found that we
needed to increase student engagement in our programming.
In spring
2023, I used a Stockton student focus group to inform and to aid the
enhancement of library services. I recruited students for the focus group by
offering a gift card incentive via Instagram, posting flyers, and
encouraging faculty to share the information with their students. In total, 13
students signed up for the focus group, however, due to scheduling conflicts,
only six students participated. The focus group was split over two days; two
students participated on the first day (Group A) and four students participated
on the second day (Group B).
Each focus
group session was scheduled for 60 minutes and was conducted on campus, in the
library’s reservable group study room. I prepared 14 guiding questions
regarding students’ preferred spaces to study, types of programming and events
they’d like to see offered at the library, and their reading preferences. The
questions were modified during the session, based on the direction of the
conversation. Before the focus group, all students signed a consent form. I
audio-recorded their answers using a GoPro and my cellphone. Their answers were
transcribed, anonymized, and saved in my cloud storage. The student
participants were identified with numbers. For example, Group A student 1 was
A1 and Group B student 4 was B4.
The student
participants’ demographics, such as their area of study or major, and whether
they were a transfer, international or undergraduate student, are displayed in
Table 1.
Table 1
Student Participants’ Demographics
Student Identification |
Area of Study |
Transfer Student |
International Student |
Undergraduate Student |
A1 |
Business |
Yes |
No |
Yes |
A2 |
Child Development |
Yes |
No |
Yes |
B1 |
Liberal Studies |
Yes |
No |
Yes |
B2 |
Business |
Yes |
No |
Yes |
B3 |
Criminal Justice |
Yes |
Yes |
Yes |
B4 |
Kinesiology |
Yes |
Yes |
Yes |
The following
sections outline and describe the main themes from the results of the focus
group.
Library spaces
are integral and must be inviting to students to encourage engagement. Student
participants were asked several questions relevant to their satisfaction with
the library spaces and furniture. When the student participants were asked if
they would use the library to study, they expressed their discomfort with how
open the space was. Because of its shape and because the center of the library
is essentially a hallway connecting two ends of the building, the library open
study space does not invoke a sense of privacy. Students explained that there
are “always people passing by” and they feel that when they enter the library
they have to “walk by fast.”
When student
participants were asked how the library can improve its spaces, particularly
with library furniture, they responded that they liked the lounge chairs and
cubicles at the main campus library in Turlock because of the privacy they
offer.
In addition to
upgrading library furniture, students also wanted improvements in the technology
offered in the library study room. When asked how we can improve the study room
and increase its use, students stated that a digital screen to connect to their
laptop would help them collaborate, share their screen, and join virtual
meetings.
Focus group
participants were asked about preferred library programming, events, and
offerings. Overall, they wanted programming that encourages student
interaction, as well as a book club, a podcast, poetry reading, or similar
programs to bring the “community together.” They also expressed gratitude for
the current speaker series that the library hosts and suggested we offer
similar programs to showcase local authors.
Students were
asked about their reading habits, if they read as college students, and what
types of books they would like to see more of in the library collection. When
asked if they read for fun, most participants explained that they have an
overabundance of already scheduled academic readings and that it is hard to
find time to read, so they feel “academically…burnt out.” However, a few
students commented that reading for fun could alleviate their academic stress.
When asked if
they had time to read books and what books they’d like to see in the library
collection, students' subject and genre preferences varied. Some types of books
participants asked for were self-motivational books, cookbooks, art books,
Black history books, spiritual or astrological books, books from international
authors, books in Spanish, fictional books like comics, romance, mysteries, and
others. Some students wanted to see more books relevant to their areas of
study.
Implementing the
results of the student focus group began in the Summer of 2023. To renovate the
library suite and implement library programming, I was awarded a grant from an
outside organization in June 2023, and received funding from my library department
in fall 2023.
The grant and
additional library funds were used to upgrade furniture in library spaces and
to add technology in the group study room. Technology additions included a
digital screen, mobile stand, and web camera. I consulted the library’s
information technology consultants when purchasing the new technology; the
equipment was installed November 2023.
For new furniture, I worked with our library department’s administration team,
our campus interior designer, and the vendor’s design team. With the student participant’s
desire for private library spaces in mind, I advocated for additional private
and comfortable spaces in the library. Because of the small size of the SCL
suite, it was crucial to balance using each square foot of space with providing
different types of furniture (Allen & Moyer, 2021). The final approved
design for the library spaces included private study pods, private study
panels, a lounge area, study booths, and study tables.
During the
focus group, students expressed wanting a book club, podcast, or similar
program or event. In fall 2023, I designed and implemented the Stockton library
book club, later named Stockton Bookis by the students in the club.
The idea book club idea originated from a student, so was designed as a student-led
book club, with the librarian (me) as the facilitator.
I promoted
the book club during campus events and collected names and emails of students
interested in Stockton Bookis. I created a web form to gather information
on preferences for book club guidelines meeting dates and times, and book
selections. Students used the web form to submit and vote on book
recommendations; a book was chosen by majority student vote.
Although the
book club had guidelines for procedures, such as “books are selected by student
majority vote” and guidelines for behavior, such as “respect others’ turn to
speak,” the format was generally informal. We met three times in fall semester
2023, in the library’s group study room. I also created a Zoom room where
students who couldn’t participate in person could join virtually during the
meeting dates and times.
I continued
to purchase books for the library’s print collection, guided by what students
asked for in the focus group. I consulted online recommended book lists and
lists of popular books for college students. In addition to purchasing books
relevant to major programs and areas of study at the Stockton Campus, I
purchased cooking books, self-help books, commercial fiction, and motivational
books relevant to college student success and struggles.
I also
created printed brochures with recommended books for students based on their
area of study or interest. The brochures were booklists covering nine subjects:
business, psychology, criminal justice, nursing, teacher education, creative
arts, science & technology, self-help, and environmentalism. I printed 20
copies of each brochure and placed them next to the library’s print collection.
Compared to
previous study room usage statistics, and after the new technology was
installed in fall 2023, the study room increased in usage (Figure 1). In fall
2022, the study room was reserved 20 times, and after the installation of new
technology in fall 2023, the study room was reserved 158 times. However, the
usage of the study room could have also increased since more students are
becoming aware of the library after our initial opening in 2021.
There are
areas in the SCL that students like to use, particularly corners and private
spaces. The new furniture purchased, including study pods, lounging area, and
study booths, is still awaiting installation, so there is no data yet to
determine whether or not the new spaces in the library suite are preferred by
students. Because the furniture will provide comfortable and private spaces for
students, I anticipate that we will receive positive feedback.
Figure 1
Study room
reservations by semester, from 2022-2023.
Prior to the
student focus group, I began implementing library events in fall 2022, and
designed our first event, Loteria: Learn Research Skills and Play Mexican
Bingo, and the speaker series event, Stockton Talks, which showcased the
creative works and research efforts by Stockton faculty and graduate students.
I continued to host Loteria and Stockton Talks in fall semester
2023, since students in the focus group appreciated these events, and they have
increased student engagement.
I promoted Stockton Bookis at a display table during a campus student event in
fall 2023, and by word of mouth. Students interested in participating
in Stockton Bookis provided their contact information. I invited them to
fill out a web form asking them about books they’d like to read and their preferred
meeting dates and times. The top three genres students advocated for were
fantasy, young adult, and romance. Ultimately, the students chose to read Fourth Wing by Rebecca Yarros. I
purchased copies of the book for each book club student to keep and an additional
copy for the library collection.
Three book club meetings were scheduled for fall semester. Meeting times were
set based on responses from a Doodle Poll shared with the book club. Although
we had productive student participation in the book club meetings, some factors
affected overall engagement. Not all students who signed up for the club could
meet during the scheduled days and times, and some students expressed that they
didn’t have time to finish the book. Students who could not participate in the
book club sent their comments and feedback via email to share during book club
meetings.
Figure 2
Print
collection usage by academic year and collection type, from 2021-2023.
The SCL
re-opened in fall 2021 with less than 10 print books in the library collection.
As of December 2023, after purchasing books that students in the focus group
recommended, the print collection at the SCL had over 600 books.
Print book
checkouts increased since the purchase of new books after the focus group in
2023 (Figure 2). The recommended books list brochures located next to the print
collection have also been taken and used by students.
Stockton Bookis increased student engagement at the library. Not all students who
expressed interest could participate during the book club meetings because of
scheduling conflicts. This is something that is challenging to overcome, since
class times and work shifts vary per student. However, students are excited for
the upcoming book club and are looking forward to meeting. Students have since
shared invitations with their friends and other Stockton students to join the
book club for spring 2024.
Because some
students didn’t finish the assigned reading for the book club, it is beneficial
for book club moderators to select books that are not overwhelming or long.
Additionally, using web forms and creating surveys is instrumental in gathering
data to see what books students favor. Students in the book club enjoyed the
club's informal structure – no presentations or lectures, just conversation
about the scheduled reading and character and plot development. As stated in
Jessica Hilburn’s article on successful book clubs, “...no book club should
feel like an assignment or work” (Hilburn, 2019, p. 17).
Although the
focus group was flexible in conversation and allowed students to build on
collaborative ideas, it did not represent the views of the entire Stockton
student body, especially in regard to purchasing books
for the general collection. Thus, I also plan to use a follow-up qualitative
survey to determine what books to purchase for students, particularly for
recreational reading. Focus group students’ reading interests varied, and I
foresee they will also vary across the larger population of Stockton students.
The survey’s data will also guide purchasing of specific genres of books. The
library is expanding its role and services as a space that not only offers
academic reading but recreational reading as well.
In terms of
the new furniture and technology, students unanimously agreed on what they
wanted: private study spaces. As I worked to bring private study spaces to the
library, I ran into design challenges because of the limited space we have in
the library suite. For future renovations, if spacing continues to be a
challenge, I will ensure that the proposed design uses the utmost capacity of
the library before requesting for funds. Because students in the focus group
didn’t advocate for more computers, I do not plan to renovate the computer
area, and will reallocate those funds.
I did not promote the book club and the acquired furniture and renovated spaces
via social media or through our institutional communication channels in 2023.
To increase student engagement, I will post via social media and communicate to
students about these services in the future, especially once all furniture is
installed, more books are purchased, and as we continue Stockton Bookis.
The focus
group served its purpose to enhance our library’s spaces and services. With the
guidance of student input, I re-designed the library study space layout to
provide quiet and private areas, upgraded the reservable study room, purchased
more relevant and engaging books for students, expanded the print collection to
include fiction books, and implemented a book club. These activities increased
student engagement and the focus group provided a framework that I can apply in
the future.
Allen, F. R., & Moyer, M.
(2021). A library seating census: Gathering seating occupancy data in an
academic library to reveal furniture preferences and inform future planning. The
Journal of Academic Librarianship, 47(5), 102427. https://doi.org/10.1016/j.acalib.2021.102427
Gorantonaki, E., & Uzzell, D.
(2018). Searching for
coziness in a university library: When psychology and design come together. Journal
of Architectural and Planning Research, 35(2), 91–105.
Hilburn, J. (2019). Skipping the
scary parts: Secrets to a successful library book club. Information Today,
36(6), 15–17. https://www.infotoday.com/IT/jul19/Hilburn--Skipping-the-Scary-Parts-Secrets-to-a-Successful-Library-Book-Club.shtml
Stanislaus State. (2023). Enrollment
trends. https://www.csustan.edu/iea/institutional-data/enrollment-trends
United States Census Bureau.
(2023). QuickFacts: Stockton city, California. https://www.census.gov/quickfacts/fact/table/stocktoncitycalifornia/PST045223
United States Department of
Education. (2023). Hispanic-Serving Institutions (HSIs). https://sites.ed.gov/hispanic-initiative/hispanic-serving-institutions-hsis/
Vargas Ochoa, I. (2023). A
comeback library: Re-establishing a library presence in a diverse regional
campus. Evidence Based Library and Information Practice, 18(1),
105–114. https://doi.org/10.18438/eblip30230