User Centered Library and Service Design (original) (raw)

User Centered Library and Service Design Copyright (c) 2026 Purdue University All rights reserved.https://docs.lib.purdue.edu/iatul/2018/usercenteredRecent Events in User Centered Library and Service Design en-us Fri, 01 May 2026 13:32:08 PDT 3600 Why a Unit for Academic Language and Practice Should be a Part of a Universityhttps://docs.lib.purdue.edu/iatul/2018/usercentered/10https://docs.lib.purdue.edu/iatul/2018/usercentered/10 The main task of a university library is to serve the teaching, learning and research needs of staff and students in higher education. However, the lecturers, students and researchers need more than a collection of sources of information provided by librarians. Globalisation in general and the universities' internationalisation policy have led to a large international researcher and student population and thus increased requirements when it comes to language proficiency, intercultural competence and teaching and learning in a multicultural environment. As a result of internationalisation and the principle of widening participation, the student population has become more heterogeneous. In 2016, the participation rate for Norwegian students (age range 19-24) in higher education in Norway was 35.1%. The Centre for Academic Language and Practice is located in the University Library at OsloMet – Oslo Metropolitan University. The centre’s mission is to contribute to the quality of education and professional development by increasing the academic literacy of staff and students. Academic literacy is defined as receptive and productive skills to participate, learn, guide, teach and publish in an academic context. The Centre for Academic Language and Practice offers linguistic and pedagogical support and conducts research in the fields of academic literacy and pedagogy targeting students in higher education. This paper will look into the history and the portfolio of the Centre for Academic Language and Practice and illustrate why its competence and type of work belongs in a university library. ]]> Kari Mari Jonsmoen When students drive design: Creating a family study room for students who are parentshttps://docs.lib.purdue.edu/iatul/2018/usercentered/9https://docs.lib.purdue.edu/iatul/2018/usercentered/9 The paper focuses on a user-centered design project in the Harold B. Lee Library at Brigham Young University (BYU). BYU students who are parents comprise about 25% of the student population. University leaders have a goal for students to graduate in fewer semesters. Some students—especially females—drop out of school upon becoming a parent. Other students delay graduation by taking fewer classes in order to attend to their parental duties. Student parents who use the library frequently did not feel welcome when accompanied by their children. Oftentimes the parents elected not to use the library as the study resource it was intended to be. In 2015 the library decided to re-envision some prime space on its entry level as a family study room where students with children would feel welcome and encouraged to study and to meet with class project teams. Donors embraced the idea and made a significant gift for the space transformation and subsequent upkeep. Students in an undergraduate sociology capstone course interviewed student parents to determine what elements should be included in the space for parents to have a successful study experience. The sociology students also visited other academic and public libraries that had already created spaces for families to ascertain what elements were working well and what these libraries would do differently if they were to recreate their spaces. Using the input provided by the class, a group of stakeholders worked with a campus architect to turn the identified area into a welcoming and useful space. The Keith and Dolores Stirling Family Study Room opened for the first day of classes in the 2017-18 academic year. Utilization of the space has exceeded expectations for all involved and student parents report that the space has helped them better achieve their academic goals. ]]> Jennifer F. Paustenbaugh et al. Knowing me, knowing you. Making user perspectives an integrated part of library design thinkinghttps://docs.lib.purdue.edu/iatul/2018/usercentered/8https://docs.lib.purdue.edu/iatul/2018/usercentered/8 User experience (UX) refers to users' emotions, experiences and behavior when using products, systems and services. Traditionally, UX is applied to assess changes with websites and operating systems, but libraries have started applying the same usability principles to their physical spaces and services. NMC´s Horizon Report 2017 estimates that valuing the user experience is on-trend the coming years. Used as a set of tools in library development, UX methods enables us to understand and improve library users' experiences. Mixing qualitative and quantitative techniques to obtain deeper insights into user needs: A key point being to discover needs users themselves are unaware of. In this paper, we present on-going research on and development of library spaces and services at the University Library of the Norwegian University of Science and Technology. We aim to continuously develop our fifteen libraries as inspiring learning environments for students and researchers. UX methods are central to our projects on a small and large scale, and we have actively sought our users' perspectives during library planning the last five years. However, we will argue that we still need to explore ways of implementing findings from using UX methods, to anchor the importance of user perspectives in library development, and to integrate changes based on UX methods among our coworkers. The paper will present four UX projects at our libraries combining several methods, with examples from the interpretation and processing of collected data. We will discuss (1) why UX is a good model for developing library spaces and services, (2) the challenges of identifying, implementing and evaluating measures, and (3) how involving our coworkers in UX methods is the best way to further integrate UX in developing our libraries. The key to success is knowing both ourselves and our users and their needs, and to use methods with both users and employees in mind. ]]> Idun Knutsdatter Østerdal et al. The future of our children – providing library spaces for future educators at The Cape Peninsula University of Technology (CPUT)https://docs.lib.purdue.edu/iatul/2018/usercentered/7https://docs.lib.purdue.edu/iatul/2018/usercentered/7 The Cape Peninsula University of Technology has two different campuses on which teacher training takes place – the Mowbray campus with around 2500 education students and the Wellington campus with its 2000 education students. Both campuses were originally designed and built as Colleges of education but were incorporated into the Cape Technikon in 2001 and CPUT in 2005. The libraries were designed to cater for both academic and teaching needs, with many different collections. However these have changed dramatically in nature and use in the last ten years. It was decided to remodel both libraries and incorporate a specialised area containing the material as would be found in school libraries. This paper outlines the history of the changes due to merger and negotiations with architects and builders, temporary premises and the process of finalising the move into the new spaces. In particular, attention is paid to the education students, and how their dualistic academic and practical education needs place a special burden on libraries, and how the design, content and collections of these newly revamped libraries are designed to try and address these. ]]> Michiel Moll et al. Roboter ante portas? About the deployment of a humanoid robot into a libraryhttps://docs.lib.purdue.edu/iatul/2018/usercentered/6https://docs.lib.purdue.edu/iatul/2018/usercentered/6 Robots are common practice in industrial production, where they already control production processes. In many hospitals they support medical staff during complicated operations. There are robots in some libraries, that support the time-consuming process of inventory. However, in general libraries have been a rather unusual place for introducing robot applications so far and especially humanoid robots are still more than unusual in public nowadays. Can humanoid robots be useful in daily life? What makes sense and what is just technical gimmick? For almost two years, the Technical University of Applied Sciences in Wildau has owned two so called Pepper robots1. Pepper is a human-shape robot. It is about 1.20 meters tall and weighs 28 kilograms (60 lb). Pepper is well equipped, highly versatile and can be programmed for specific needs. The model Pepper was launched in 2014 by the French- Japanese company Softbank Robotics Corporate as a genuine day-to-day companion for human beings. It has been available in Europe since September 2016. In Wildau, the RoboticLab Telematics, together with the library team, is experimenting with Pepper to be used as a self-employed library assistant to help visitors and to support the staff of the library. How does the printer work? Where do I find my book? Can you explain the facilities of the library to me? Pepper helps out as a charming new attraction of the university library in Wildau. In this paper, the steps necessary to transform a brand-new Pepper robot into a library assistant for the library at TH Wildau are discussed2. Furthermore, first experiences are provided. Some of them were very unexpected. ]]> Benjamin Stahl et al. How can the university library at OsloMet – Oslo Metropolitan University become an important arena for culture, art and debate?https://docs.lib.purdue.edu/iatul/2018/usercentered/5https://docs.lib.purdue.edu/iatul/2018/usercentered/5 OsloMet acquired university status in 2018, and as a result, the Learning Centre and Library has become a University Library. An important social mission for the University Library is that it “shall contribute to the dissemination of results from Research and Development” (University and Higher Education Act §1-3). This also includes R&D in the creative and performing arts. OsloMet shall further “stimulate students and staff to participate in public debates” and “develop activities at an institutional level in order to strengthen engagement, unity and common identity among students and staff” (Strategy 2024).How can the University Library help achieve these goals? The lunch event “Lunsjpåfyll” has since 2012 been an important arrangement in our user-centered Library. Significant figures from research and professional life are invited to speak about topics of interest in the library once a month. In addition, we have our own exhibition area situated at one of our libraries, available for students, staff and others who may want to present creative work or performances related to their professional activities at our institution. This autumn, students from the Department of Art, Design and Drama have presented examination pieces in the library. Events, exhibitions and debates contribute to student and staff engagement, within – and across – professional fields and faculties. As members of the event committee for “Lunsjpåfyll” and “Exhibitions”, we wish to develop these two traditions by strengthening our cooperation within the organization. In this presentation, we will talk about our vision of the new concept, and share some of our experiences and challenges. Our goal is to make the University Library an inspiring place to be. ]]> Tone Berg Knudsen et al. Selecting and implementing leading edge technology services: Library as partner in the innovation ecosystemhttps://docs.lib.purdue.edu/iatul/2018/usercentered/4https://docs.lib.purdue.edu/iatul/2018/usercentered/4 The practice of libraries – and with it, librarianship – continues to evolve. New technology and services are fundamental to library support of innovation and creativity; deciding which technologies and/or services to implement can be less clear. The overlap of design thinking with best practices of emerging technology and libraries offers a practical approach: real-world examples of success and failure reveal the outlines of an emerging framework for improved selection and implementation of leading-edge technology in the library environment. Novel services and technologies offered by a library that is part makerspace, part accelerator, and full partner in the innovation ecosystem of the university are shared, offering simple steps and insight that can increase the likelihood of successful selection and implementation. Revitalized spaces of the library become a natural hotbed for open innovation; enhanced depth of learning, creativity, and increased opportunities for successful tech transfer appear to be a natural result. ]]> Patrick Tod Colegrove Studio 55: Library makerspace with a differencehttps://docs.lib.purdue.edu/iatul/2018/usercentered/3https://docs.lib.purdue.edu/iatul/2018/usercentered/3 AUT Library launched Studio 55, the Library Makerspace in 2017, the first in a New Zealand university library. While the concept of a library makerspace is not unique our approach has been a little different. We have adopted a more ‘low-tech’ approach in that we don’t have a 3D printer and other more ‘hi-tech’ equipment that is fairly standard in most makerspaces. It is a highly visible space that is open to all to ‘think, make, do’ and share skills, ideas and work together across disciplines. It is designed to engage the community in new ways of working and learning As we are operating in a constrained budget environment we were only able to allocate 0.2 FTE position to coordinate activities. Further support is provided by an active and competent Makerspace Operations Group comprised of staff from across the Library. We were also fortunate to have an Artist-in-Residence, funded by Student Services, based in the space in the latter part of the 2017. The workshops he offered greatly enhanced the range of activities offered. This presentation will discuss our approach, the workshops held, the learnings to date and a way forward. ]]> Gillian Barthorpe et al. Considerations in the design of ‘new’ academic library spaces in Kenyahttps://docs.lib.purdue.edu/iatul/2018/usercentered/2https://docs.lib.purdue.edu/iatul/2018/usercentered/2 The Kenyan university education system has experienced tremendous growth and expansion in the recent past. One major requirement for accreditation by the Commission for University Education is that a university must have a library befitting its student population and the diversity of its degree programs. To qualify for accreditation, demonstrate quality and attract students, many universities have had to put up new library buildings or expand/restructure existing ones. While it may be obvious that this is a chance to design the buildings with the 21st century learner in mind, many libraries continue to borrow and extend the traditional library model, which was largely collection focused. This paper will look at the recently re/designed library spaces and seek to find out the extent to which these spaces cater for today’s learner. Since the current information universe is becoming increasingly technological, the paper will cover how technology has been infused in these spaces to support student learning now and in the future. Response to the not so new Information/Research Commons concept and the increasing need to align library services to the core university mission which is student learning will also be assessed. This paper provides ideas and suggestions on how academic libraries in the developing countries can repurpose and refocus their spaces to allow and encourage exploration, collaboration, discussion and creation of new knowledge. The library space itself ought to contribute to the learning process. ]]> Azenath N. Ateka Liberate my degree: How libraries can help students have influence over their serviceshttps://docs.lib.purdue.edu/iatul/2018/usercentered/1https://docs.lib.purdue.edu/iatul/2018/usercentered/1 Student engagement and student voice have become increasingly important in all aspects of university provision, including general and specific quality assurance and performance measurement of services, curriculum design, operational and strategic planning, and the design and continual improvement of facilities and services. Student engagement in university library and information services is no exception and there are increasingly many examples of student engagement initiatives being deployed to inform the planning and development of library services. Academic libraries in the UK have become very proactive in enabling partnerships with students in order that improvements to service design can be identified and discussed and that developments can take place in a collaborative manner. This includes: use of User Experience methods (UX); focus group discussions; interviews with students; student representation on project teams and boards. Student engagement relies on a continual discussion taking place so that students can have a meaningful voice into the development and improvement of all aspects of library service and provision. This paper will briefly review different student engagement methods, which will be followed with a more detailed case study from Goldsmiths, University of London. The case study highlights the benefits that have been realised through an embedded approach to student engagement, as well as lessons learned along the way, with particular focus on a Student Library Representatives project which went far beyond its initial objectives. The intended outcome from the initiative was to be able to engage students in the purchasing and acquisition of print library books, but as the project evolved, new outcomes emerged including those around students gaining employability skills and becoming more involved in diversifying the library collections. This in turn has had a significant influence on a college wide student voice initiative entitled ‘Liberate My Degree’ ]]> Leo Appleton