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Objective Student research habits and expectations continue to quickly change due to technological advances, complicating the design of library spaces and the provision of research support. This study’s intent was to explore undergraduate and graduate student research and study needs at a private university in the Northeastern United States, and to improve librarians’ understandings of these practices so that more appropriate services and spaces may be developed to support student learning. Methods The research project utilized a mixed-methods design for data collection that spanned from fall 2012 to summer 2013, consisting of a survey, observations, and interviews. Data collection commenced with a survey questionnaire consisting of 51 items, distributed through campus email to all students and receiving 1182 responses. Second, 32 hours of unobtrusive observations were carried out by taking ethnographic “field notes” in a variety of Library locations during different times and days of the week. The final method was in-depth interviews conducted with 30 undergraduate and graduate students. The qualitative data were analyzed through the application of a codebook consisting of 459 codes, developed by a data analysis team of four librarians. Results The results address topical areas of student interactions with librarians, contact preferences, and use of library space. Sixty percent of interviewees contacted a librarian at least once, with texting being the most popular method of contact (27%). Forty-five percent of respondents rated the importance of contacting a librarian through the website as extremely or very important. In being contacted by the library, students preferred a range of methods and generally favored use of their personal email, to learn about library news and events through signage. Participants were less interested in receiving library contact via social media, such as Facebook or Twitter. Regarding student use of and preference for library space, prominent themes were students creating their own spaces for study by moving furniture, leaving personal items unattended, the presence of unwanted noise, and a general preference for carrels to enable individual study. Conclusion Being aware of student research processes and preferences can result in the ability to design learning environments and research services that are more responsive to their needs. Ethnographic research methods are recommended as a means to better understand library user practices and expectations.

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Evidence Based Library and Information Practice

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Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.