May 5, 2015

Norlin Library Commons and

Research Area
Proposal for Improving Accessibility and Usability
Beth Billington, S. 5 Hanshaw, Wil Movick, and Helena Ton
TECHNICAL COMMUNICATION AND DESIGN

EXECUTIVE SUMMARY
The goals of university libraries have changed over the past few decades. The old notion of a
museum for books with quiet rooms is morphing into a vibrant space of community and group
learning. The Norlin Library has been undergoing this change and now caters to a large student
body using the space as such. The Research Area and the Commons in the Norlin Library are key
contributors to this concept, transitioning into a makerspace and a student-oriented study area.
We were asked to analyze user behavior and interaction with Norlins technology, services,
collections, and space; assess the state of technological offerings; appraise utilization of space
and furniture; ascertain students likes and dislikes of each areas offerings; and finally, to
recommend improvements for each area. In addition, we explored approaches at peer
institutions and integrated the information into our recommendations.
This study was conducted through literature studies and student/faculty surveys, then compared
to previous consulting reports for the Commons (no previous research exists for the Research
Area). Personal observations were also recorded to determine further areas of research and
needs for the spaces. In exploring the space usage, technological needs, and previous
changes, more fundamental challenges were determined. Early observations revealed difficulty
with the wayfinding and lack of discoverability of services. These observations were confirmed
with the results of nearly 500 surveys. Many responses showed students did not know what
technologies were offered, and more who did not know where the Research Area or Commons
were located (even though surveys were taken in these two spaces).
Our research exposed shortcomings in wayfinding, discoverability of services, space usage,
furniture, and fixtures. Recommendations focused on the usability and comfort of the students
and are best addressed through short-term fixes enhanced by the implementation of our longterm proposals. A summary of the recommendations include:

Re-homing books and removing bookshelves in the Research Area to make more room
for tables
Placing vending machines for 24/7 access to food and office supplies in the Commons
Replacing tree-pod area with more optimized furniture and computers in the Commons
Adding power outlets and making current ones more visible/accessible in both spaces
Increasing signage for way finding and discoverability of services in both spaces
Physically altering and/or replacing existing furniture to increase desk space to meet user
needs in both spaces

Although there are specific recommendations for each of the two spaces, most research and
solutions apply to both the Research Area and the Commons. Implementing these ideas would
increase the usability and comfort of both spaces as well as increase the level of overall student
engagement with the collections, technology, and even with each other. These spaces are well
on their way to becoming dynamic and vibrant "third spaces" on par with, or exceeding those of
highly ranked research institutions. With these changes, the Norlin Library will be valued even
more highly by the CU student body as it contributes to their academic and professional
careers.

1.1

NORLIN LIBRARY

On the CU-Boulder campus, the Norlin Library is the largest library and the flagship of the
University Libraries. It caters to humanities and social sciences and acts as a studying and
socialization hub for the university; it hosts the Writing Center, Honors Program offices, the
Undergraduate Research Opportunities (UROP) office, the privately-owned Laughing Goat
Coffee Shop, and other non-library resources for students and visitors. Norlin Library was originally
Buckingham Library and opened in January of 1904; today, the original building has been
expanded upon extensively. Currently, there are five libraries on campus, four of which are
branch libraries located around the campus.
1.2

NORLIN COMMONS

Norlin Commons was created in 2009 to increase student, faculty, and staffaccess to
technology, IT support, writing help, and research assistance in one space (UCB Libraries:
Norlin Commons, n.d.). It is a social, community-oriented section of the library as evidenced by
the inclusion of the locally-owned Laughing Goat Coffee Shop and welcoming atmosphere. The
Commons is located on the first floor of the Norlin Library, just to the right of the East Entrance.
There are some services offered in the Commons. The Commons Desk checks out study rooms
and Mac laptop or phone chargers, provides wayfinding assistance, and answers questions.
Next to it, the STAT Desk addresses students technological questions and problems. The Writing
Center provides students with a resource to edit and improve their pieces of writing. The E113
Library Instruction room is locked unless a public seminar or library services symposium is
occurring inside; often, writing classes will meet here once a semester and learn about the
services offered by the University Libraries and Norlin in particular. There is a scanner, two printers,
and a copier/color printer (in black in Figure 1.1). Finally, the Laughing Goat provides coffee,
espresso, and some foodstuffs like sandwiches and yogurt.

Figure 1.1 Floorplan of the Norlin Commons showing important sections and furniture layout; the three added
types of furniture are moveable and therefore not confined to their location on this floorplan.

Floorplan of the Norlin Research Area showing important sections and furniture layout.
Counts for the large wooden tables and single desk chairs are inaccurate but representative of
their relative location and sizes.
Figure 1.2

The tables and computers are specifically designed to facilitate group study and work; there are
six individual study rooms (colored rooms in Figure 1.1). There are also several tables (purple
rectangles in Figure 1.1) for group work as well as individual chairs with small desks attached to
the armchairs (pink rectangles in Figure 1.1) for individual work.
1.3

NORLIN RESEARCH AREA

In partnership with the Commons, the Norlin Research Area on the second floor provides a
quieter study space and hosts periodicals and reference texts. Several newspapers are also
available to patrons. The Research Desk provides help with finding resources, provides research
consultations, and keeps the area quiet. After the Commons was added to the library, the
Research Area was designed as a host for reference texts and a quieter study space just above
the Commons.
In recent years, efforts have been made to reduce the number of reference texts on-site,
especially for those that have not been used within a decade. This has left many of the
bookshelves empty, particularly along the walls. Besides texts and periodicals, the Research
Area provides computers, microfilm readers, and printers for students. There are also two small
study spaces that are on a first-come, first-served basis next to the beige Consultation Room in
Figure 1.2.
The large wooden tables in Figure 1.2 can seat around eight people. They are big and heavy
and reminiscent of Hogwarts or old-school libraries. The wooden chairs that go with them are
similarly heavy. There are also many of the small single chairs with desks available, most of which
are located along the walls or between the bookshelves for privacy and quiet. Additionally, the
old faade of the building has large windows (the semi-circle in the left of Figure 1.2) and seats
lined with cushions that many find pleasant to nap or study on.

least and possibly a notebook and a book with them, and the space available is not adequate.
Even some computers are too large to effectively fit on the desk.
The use of standing desks was also looked at for furniture. Standing desks have grown in
popularity recently. The idea of standing and doing work instead of sitting seems healthier and
better. One patron on the survey mentioned the use of standing desks in the library. However,
there has been some debate among researchers on sitting while working and standing while
working. There are many health problems that can occur with both of these options and a
conclusion on which is better has not been reached. A standing desk could still be useful
though because of the reduction in space usage and the popularity it may bring.
TABLE EXPERIMENT
To address space and furniture, the consultation group performed an experiment with tables in
the Norlin Commons to determine if it is possible to save both space and furniture cost by
increasing the number of students using a single table. There were many comments in the
student survey showing that respondents felt frustrated at the lack of available seating at tables.
There was also frustration directed at situations where single individuals used a 4-person table.
(See Digital Appendix for collected data).
For two days, the group spent eight hours (8:00AM through 4:00PM) observing the activities of
students in a corner of the Commons where tables had been visually sectioned into four equal
quadrants per table using blue masking tape, as shown in Figure 4.15. The goal was to determine
whether students are willing to share a 4-person table with up to four individuals who may be in
the Commons for individual work.
Six tables were alternately labeled
Player 1-Player 4 or with Please be
courteous, this table seats up 4
students. (See Figure 4.15.) Six tables in
an adjacent area of the Commons were
used as a control. Data was collected
from all tables on 30-minute intervals,
and ultimately revealed a similar
distribution of people between marked
and unmarked tables. Tape boundaries
were generally not kept by individuals,
but groups kept to them well.
Sheets were available at each table for
feedback. Of a total of 27 respondents,
one third gave a positive review while
two-thirds responded negatively. Those
who felt positively about it enjoyed the
effect of approachability that the signs
and tape lent to single students who
needed a seat at a table. Those who

Figure 4.15. Example of taping layout.

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responded negatively did not like the approachability. They also noted that the taped-off
triangular space was too small and inconvenient for rectangular-shaped books, paper, and
laptops.
4.4

DISCOVERABILITY AND WAYFINDING

The Norlin Commons and Research Area proposal asked the consulting group to analyze
students general behavior as well as research behavior, how they employ Norlin technology,
how they interact with collections, and the various approaches of peer institutions. In our surveys
and observations, it became apparent that many students are not making full use of services
and technologies in both spaces, and determined this is most likely due to obstacles in
discoverability of amenities. Before clear usage improvements can be suggested, the Norlin
Commons and Research Area must address discoverability.
OBSERVATIONS
Initially, the team members themselves lacked complete knowledge of Norlinss services or
technologies for both spaces. The Norlin website is unhelpful as information on
services/technologies are not packaged concisely or clearly, and are not presented as menu
options or icon options to web users on the homepage.
RESEARCH AREA. The Research Area is not well marked with signs or maps. When traveling from
the Circulation Desk to the Research Area, the hanging sign before the southwestern entrance
lists the research area. Yet once a patron has passed into the Research Area, there is no
signage to tell the patron that s/he has arrived, nor signage that points to the Research Desk
itself (which is not easily visible from any entrance). There is a similar issue from the southeastern
entrance.
Maps are nonexistent on the second floor other than the single electronic map near the
circulation desk (see Figure 4.16). This map is installed in an unmarked inset of a wall, and even if
noticed by students, it is slow to load and navigate. It does not respond to commonly used
touch-screen motions such as reverse pinching to enlarge images. It takes a relatively long time,
compared to a large and well-designed printed map, for the electronic map to load and to
browse. In addition, the touch screen does not respond to popular motions such as swiping or
pinching/pulling motions to enlarge areas of interest. The maps are all at an angle to
demonstrate perspective, but this prevents northern sections from being easy to see. Classrooms
are not well marked on electronic maps or walls, and could benefit clear signage from main
entrances leading up to classrooms. Study rooms are similarly under marked.
The most useful maps in Norlin are a set on the third floor, tucked away from student use behind
the volunteer desk (see Figure 4.17). Each floor is printed in color on a standard 11x17 sheet,
without any perspective skewing. As a short-term solution, these could be mounted on foam
board and placed in multiple decision-making points to ease patron wayfinding.
Finally, the name Research Area is vague. The word Area communicates to users that it is a
generic space for researching rather than an interactive, dynamic, and collaborative research
center. This may be responsible for some students confusion on what the Research Area is for.

21

Figure 4.16. Electronic touch-screen map at first level main entrance

Figure 4.17. Printer color maps at the third-floor volunteer desk.

22

COMMONS. The Commons is similarly lacking in maps and signs. The electronic map (same
formats as the other) at the lower main entrance is difficult for students to use. While studying as
a group or individually, the consulting team members were approached with questions of how
to get to bathrooms, the Research Area, and other destinations. Due to its unusual layout,
students coming from the main entrance could not see how to get to the Laughing Goat due to
the tree pods and because it is not obvious to the viewer that the Commons area stretches
around in a semi-circular design; nor is it obvious to viewers from the Laughing Goat side who
aim to reach the Commons Desk or the main stairs. Students coming from the Laughing Goat
are often lost in the hallway with bathrooms when trying to bypass the tree pods towards the
Commons Desk.
STUDENT SURVEYS
RESEARCH AREA. Students were asked if
they knew where to go if they had
questions, and 26% answered they did not
know (Figure 4.18). A small percentage
wrote that they would go from the Research
Area to the Circulation Desk or downstairs to
the Commons Desk. Of interest, a large
percentage abstained from answering.
Because about one-third of respondents
chose not to answer, it was determined that
a different perspective was necessary to
ascertain whether the percentage of
students who did not know about the
Research Area helpdesk and its
functions/services was closer to 60% than
26%.
Several comments on the student surveys
showed that students are concerned about
Figure 4.18.
noise, demonstrating that students may
have trouble understanding the place or
function of the Research Area. In addition, quiet spaces versus loud spaces are not clearly
marked in the Research Area itself, though they can be found in online maps if a student knew
where to look (see Figure 4.191). The key does not show Quiet Areas as appearing in green, so
the viewer must make an assumption. Comments suggest that most students assume the whole
research area is a Quiet Zone.
The following comments were responses to What is the most frustrating part(s) of the Norlin
Commons?

I don't know where it is in the library

I don't know much about it

http://ucblibraries.colorado.edu/norlin/maps/quietareas.htm

23

Figure 4.19. Map of second floor as found labeled Quiet Study Areas. The user must guess that the green
shaded areas are quiet areas because the green areas are not labeled in the legend.
These surveys were handed out and completed in the Research Area, so it is important for the
Norlin staff to take into account that the Research Area is not well marked, and is not well
marketed.
A large number of students complained of noise from other students and, surprisingly, some
complained about noise from staff.

the people who work in the department of research and instruction office can be
very loud at times

24

the workers in the Department of Research & Instruction are loud and distracting

However, one student wrote the people at the research desk are always very helpful, so thank
you and please don't change that.
Two comments on the student surveys showed that students need better instructional signs for
printers and scanners. The following two comments were responses to What is the most
frustrating part of the Norlin Commons?
printing can be confusing. Options are different than other computers? Better
instructions would help
I don't know how to scan
These technologies are marked in online maps but could be better marked in the physical
space.

COMMONS. Students were also asked if

they knew where to go if they had
questions. Almost on-fifth (18%)
answered they did not know, and a
large percentage abstained. Because
almost half of respondents chose not to
answer, it showed a different
perspective was necessary to ascertain
whether the percentage of students
who did not know about the Commons
Desk and its functions/services was
closer to 65% than 18%.
There were no comments suggesting
that students in the Commons were
confused about where the Commons
was located. Comments that the
Commons is too loud suggest that some
students do not understand that the
space is intended to be a collaborative
and pro-conversation space. It may also
suggest that students do not know
Figure 4.20.
where conversation-free zones or quiet
study areas are in Norlin Library, and are unaware of library maps online.
Student surveys from both spaces suggest that more signage is needed for both instruction and
wayfinding, and promotion is needed for students to know where to access online maps and lists
of offered services.
EMPLOYEE SURVEYS
Norlin staff and student-employees were given the following surveys. Answers for each question
were organized into categories for analysis. Please see electronic appendix for full data. On the

25

whole, employee surveys suggest that percentages of students who do not understand the
locations and functions of both the Commons and Research Area may be closer to 50-60%, and
may even exceed these estimates. Please see Appendix B for supporting data.
CIRCULATION DESK SURVEY. When asked how many questions Circulation staff directed to
either the Commons or the Research Area, based on a 1-5 scale where 1=Almost Never, 2=
Some questions, and 3= Half of All Questions, both areas were averaged at a little over 2. When
put together, this puts the total portion of Commons-related or Research Area-related questions
asked at the Circulation Desk closer to half or most of all student questions.
The staff were asked to list 3-5 of the most commonly asked questions, which are best answered
by directing the student to the Research Area or the Commons. The questions were mostly
Wayfinding (64%) followed by Services-related questions (22%) and Technology related
questions (12%). The top questions (those repeated most) were:

Where do I borrow chargers? (11)

Where is (X) study room? (9)
Questions regarding assistance in locating a book or article. (8)

The remaining questions ranged greatly, but are important to consider, such as repeated
questions about location of the Laughing Goat. Please see the Appendix.
When asked if the average student knows what is offered at the Research Area, 100% answered
No. Another question confirmed that staff feel students do not know that the Research Area is
manned by professionals who are there specifically to help students with research.
As for the Commons, the Circulation staff was split 50/50 on whether the average student knew
what services were offered. When asked what they wished students knew about the Commons,
54% of suggestions were about technology, followed by suggestions about services (40%).
Wayfinding only took up 6%. The most repeated comments were that staff wished students
knew where to get laptop chargers, and knew the location of the OIT walk-in center.
RESEARCH AREA DESK SURVEY. Research Area staff were given a four-question survey. The first
asked for the questions most frequently asked by students; these fell into three categories:
Services (42%), Wayfinding (40%) and Technology (18%). Of these, the most repeated questions
were

Can I borrow office supplies (stapler, pens, etc.)? (9)

How do I print? Or trouble with printing. (9)
Where do I check out books? (7)

When asked if they felt students knew what services were offered there, none answered yes, 62%
said No, and 38% wrote in some or most. When asked what they wished students knew
about the Research Area, the top response was Librarians can help with research. The other
answers varied on this theme, such as they wished students knew they could get personalized
consultations, that librarians can help them locate live data or maps, that the staff at the desk
are professionals who want to help. They also wanted students to know that they are friendly,
not to feel nervous about asking for help, and most importantly, that students are not bothering

26

the staff by asking questions. These responses seem to indicate that students think the Research
Desk is a desk for staff to do personal work at, not for student benefit.
Staff suggestions as to how students could take full advantage of the Research Area came
down to Wayfinding (48%), Promotion (36%), Staff (training and outreach)(12%), and Services
(4%). Many of their suggestions are in line with strategies found in the literature review (see next
section). Of special interest are suggestions to post student testimonials, as well as increasing
posted signage and maps.
COMMONS DESK SURVEY. Commons Desk staff were given the same four-question survey.
They reported that most student questions were related to Technology (60%) followed by
Wayfinding( 35%) and Services (5%). The top questions were:

How do I print? (6)

How do I reserve a study room? (5)
Where are the bathrooms? (3)
Where are the printers? (3)

When asked if students know what is offered at the Commons, none said yes, but 75% wrote in
Some and 25% said No. Commons staff wished students knew about Technology (50%),
followed by Services (36%) and Wayfinding (14%). The top comment was that students need to
know all of the technology that is available. The rest of the comments ranged widely, showing
an uneven knowledge among students. The wide variability further demonstrates that the wide
range of services, technologies, and policies are not promoted well enough.
TRENDS OF SURVEYS AND OBSERVATIONS
Overall, it seems that the questions students ask are not the questions staff want them to be
asking. The goal is not to prevent students from coming to the helpdesks, but to change student
awareness so that they come to the desks for the real benefits that Norlin Commons and
Research Area offer to them.
Because the stations for help and information are also the only places to discover or access
certain technologies and services, it suggests that students are unaware of these technologies
and services because there is only one avenue for discoverability; they are expected to
discover by talking with staff at the help centers. There are no concise lists accessible to students
in the Commons, Research Area, or online.
Another generalization from all surveys and observation is that both areas will benefit from
installing different kinds of signs: zoning signs (designating areas for food or conversation),
instructional signs (How Tos), wayfinding signs (for bathrooms, classrooms, etc.), as well as maps
for wayfinding and maps for discoverability.
In order to encourage student use of Norlin services and technologies, we echo the
recommendations made in 2011 by Mark Werner and Mark Mabbett for strategic promotion of
services, or marketing of services. Both areas need to be well marked and well marketed to
accomplish their united goal of serving the universitys student body.

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LITERATURE REVIEW
WAYFINDING AND SIGNAGE. An article published in the American Libraries Magazine,
Directions to Library Wayfinding states that [i]f there is one truism about library signage, it is
that most of it is not very good. Barclay and Scott (2012) assert that libraries must recognize
that signage is a powerful communications medium with as much if not moreimpact than
more high-profileelectronic and print media. They emphasize that directional signage should
be kept to a functional minimum, but that bump points or sites of decision-making (also
decision nodes) the places where people stop or slow in order to decide where to go must
have good signage so that people actually see it at the moment of need. They also discuss
informational signs, which tell users where they are and what they can (or cannot) do.
However, they stress several components of signs which are sure to create a hostile visual
environment including usage of negative words (no, forbidden, or slash-circles), overuse of
italicized and underlined text, and use of red.
For positive and pragmatic sign and map design, Cornell Universitys Human Factors and
Ergonomics Research Group (CHFERG) in the Department of Design and Environmental Analysis
conducted a study of signage in 2004 covering wayfinding, identification signage, instructional
signage, emergency signage, and decision nodes. Wayfinding is knowing where you are, your
destination, following the best route, recognizing your destination, and finding your way back
(Agarwal, et. al, 2004, p. 4). In their easily understood presentation, they describe and give
visual examples of kinds of signs as well as sign design principles. Two of their seven principles of
effective wayfinding include providing effective signs at decision points, and installing signs in a
way that there are no obstructions between the viewer and sign all the way through to the
destination point (p.4, 14), both of which are problematic in Norlin Library. They outline types of
signs (instruction versus identification), legibility, use of pictograms, and colors (p. 34). The authors
also include information of designing user-oriented maps. The document cites American
National Standards Institutes recommendation of text being one inch tall per 25 feet of viewing
distance; a sign that is to be read from a distance of 50 feet needs to be at least 2 tall (p. 14).
Instructions should not be mixed with wayfinding. Confirming Barclay and Scott, size and color
should be taken into account when deciding what information is the most important in a sign
with many pieces of information (p. 8). Finally, icons or simplified images are best for maps and
wayfinding signs, and consistency is key (p. 34).
Each of these sources contains excellent starting points for creating student-oriented visual
communication. By installing both identification and instructional signs, students questions for
Library staff can begin to transition from wayfinding to requests for the services and technologies
offered by the Research Area and Commons.
PROMOTION OF LIBRARY SERVICES AND TECHNOLOGY. Signs that promote discoverability
cross into the category of marketing. In his book, The Library Marketing Toolkit, and online article,
Marketing Libraries is Like Marketing Mayonnaise, Ned Potter discusses the international plights
of libraries and provides strategies to help libraries market their services to the public or students
at research institutions, basing his argument on 27 case studies of national and international
libraries. Potter(2013) states that the publics perception of what libraries actually do is about 15
years behind the reality. He argues that it is more relevant (and more realistic) to build up

28

awareness of the services we offer to relevant groups over a period of time so that when they
DO require something we provide, were the first thing they think of(Potter, 2013).
However, libraries should not limit their marketing to signs located near the service area, such as
signs posted only in the Research Area or Commons. Potter (2012) uses the illustration of library
patrons as runners in a marathon, and librarians sitting at desks on the sidelines with drinks. The
runners are focused on their personal goals and are not looking at the sidelines. He concludes
that [f]or libraries, this means we have to run alongside these people, allowing them to
continue their journey without slowing down, and make it absolutely explicit how we can help
them do whatever is it theyre already doing, but better(p. 2). Contributing author Terry
Kendrick advises, You cannot assume that users will understand or that they will immediately
translate that into what it means for progressing their journey faster with [rather] than without
your library services. Thats your job as a marketer(p. 1).
In order to encourage student use of Norlin services and technologies, we echo the
recommendations made in 2011 by Mark Werner and Mark Mabbett for strategic promotion of
services. The purpose of promotion via marketing is not to prevent students from needing to ask
questions, but to assist students by accommodating them rather than expecting them to
deviate from their plans. This is accomplished by creating multiple avenues of discoverability,
because, as Potter describes, marketing libraries is like marketing mayonnaise; make sure
students know what services are available in times when they are not researching, so that when
they need them, they already know who to go to for help. We suggest reading the cited papers
and books in order to further understand user-centered design in wayfinding, map-making, and
promotion.

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DISCOVERABILITY AND WAYFINDING

In increasing discoverability and promotion of services and technology in the short term, we
suggest the following.
For the Research Area, detail the services provided by the library in signs using large print,
repeated in several locations. Create signs with instructions on how to use technologies or
services such as:

How to use printers

Trouble-shooting for printer trouble
How to reserve a study room, or check the availability of a study room

Increase descriptions and examples of kinds of research assistance students can receive through
signs, banners, as well as descriptions and examples of research assistance students can receive
through classes scheduled in the library, possibly in university-wide lecture classes toward the
beginning of each semester. Print business cards, brochures, or small flyers for students to take
with them as reminders, or to spread to friends. Depending on finances you may consider
including a free drink voucher for some students, or during key periods, or if they refer a friend.
Highlight and post student testimonials in the library spaces as well as online. Post 8.5x11
testimonials in other university campus buildings to build awareness. Install technology maps with
icons for technology, as well as wayfinding maps in multiple locations around the second floor.
Any signs or maps suggested can be printed on foam-backed poster board as a short-term
solution which is lower in cost than permanent installations.
(See Appendix B for examples of usable wall spaces and examples of signs)
Develop an on-going marketing strategy to keep current students and incoming students aware
of the services and technologies available to them. Mirror all physical efforts online in new
website; make lists of services and technologies which are on the front page of the Norlin
website, or within 1 click on the homepage.
For the Commons, increase descriptions and examples of technology through signs and
banners. Print business cards, brochures, or small flyers for students to take with them as
reminders, or to spread to friends. Possibly hand out a free drink voucher for some students, or
during key periods, or if they refer a friend. Increase clear, user-oriented maps at key decisionmaking points. These maps must be clear, very large, and give the users an immediate
understanding of where they are and how to get to the place they intend. Printing and
mounting maps on foam-board is an inexpensive short-term solution, and may enable a period
of study or feedback to determine if changes need to be made in the maps directions or
locations.
Detail services provided by the library (eventually transitioning to marketing benefits to the
users). Instructional signs should be posted on how to use technologies or services:

How to use printers

Trouble-shooting for printer trouble

36

DISCOVERABILITY AND WAYFINDING

Change the name of the Research Area in all signs and digital applications to something more
descriptive, such as Research Services or Research Assistance Resource Center. Develop a
long-term marketing program for Norlin Research Areas services and technologies. Engage all
of Norlin in updating visual wayfinding. Make and test slogans which tell students that the Norlin
Commons will get them better grades, will decrease their stress, or other personal benefits rather
than relying on lists. Make and test slogans which tell students that the Norlin services will get
them better grades, will decrease their stress, or other personal benefits.
Install permanent signs that clearly guide students to classrooms or study rooms, as well as
professionally printed signs, banners, and maps. Consider installing an information kiosk (similar to
a mall directory) which shows students their location within the Research Area, and the locations
of various technologies such as computers, printers, scanners, copiers, office supplies,
bathrooms, etc. Another side can show organization of books.
For the Commons, develop a long-term marketing program for Norlin Commons services and
technologies. Make and test slogans which tell students that the Norlin Commons will get them
better grades, will decrease their stress, or other personal benefits rather than relying on lists.
Install permanent and professionally made signs and maps.

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REFERENCES
Agarwal, A., Boothroud, K., Burns, K., Burros, J., Jadeo, J., Moe, C., Nirenberg, L., Rockey-Harris, K.
(2004). [Cornell University Library Signage Powerpoint Presentation]. Retrieved from
http://ergo.human.cornell.edu/AHProjects/Library/librarysigns.pdf
Barlcay, D. A. & Scott, E.D. (2012, March 20). Directions to Library Wayfinding: Directional and
informational signs guide patrons into and around the library. American Libraries
Magazine. Retrieved from http://americanlibrariesmagazine.org/2012/03/20/directionsto-library-wayfinding/
Brezlin. (n.d.). Desk Design Guidelines. Retrieved April 27, 2015, from
http://www.brezlin.com/design/deskguidelines.html
Bricker-Ford, R., Rein, A., Logel, L. R., & Zemel, M. (2009). Norlin Learning Commons: Space
Utilization Study (pp. 135). University of Colorado Boulder.
Office Supply Vending Machines Introduced In Library. (2014, September 8). Retrieved April 23,
2015, from http://onwardstate.com/2014/09/08/office-supply-vending-machinesintroduced-in-library/
Potter, Ned (2012). The Library Marketing Toolkit. London: Facet Publishing.
Potter, Ned. (2013, April 18). Marketing Libraries is Like Marketing Mayonanaise. Library Journal.
Retrieved from http://lj.libraryjournal.com/2013/04/opinion/advocates-corner/marketinglibraries-is-like-marketing-mayonnaise/#_
Ray Oldenburg. (1999). The Great Good Place: Cafs, Coffee Shop, Bookstores, Bars, Hair Salons,
and Other Hangouts at the Heart of a Community. Cambridge: Da Capo Press.
UCB Libraries: Norlin Commons. (n.d.). Retrieved April 21, 2015, from
http://ucblibraries.colorado.edu/norlincommons/index.htm

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APPENDIX A: PATRON SURVEYS

42

Please see the digital appendix for data from these surveys and for the full-size documents.

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APPENDIX B: EMPLOYEE SURVEYS

NORLIN CIRCULATION DESK EMPLOYEE SURVEY (8 RESPONDENTS)
1. What are the most common student questions which are best answered by referring them to
the Commons or Research Area? Please write out the top most commonly asked questions,
limited to 5 examples). (Ex: Where do I find Bug Busters?)
Services (22%)
Qty

Comment

Help finding book, article

Help with research

Are there alternative study rooms if all circulation rooms are taken

Technology (12%)
QTY

Question

How to reserve study room

How to use, or load campus cash

Tech problems

Wayfinding (64%)
QTY

Question

11

Where to rent chargers

Location of study rooms

Location of Writing Center

Locations of classrooms

Location of printers

Location of Laughing Goat

Location of scanner

2. Do you think average students know what services are offered at Norlin Research Area?
(Yes/No)
Yes: 0%

No: 100%

3. What information about Norlin Research Area do you wish students knew?
QTY

Comment

11

Librarians can help with research

The RA Desk is staffed by professional Librarians

Students need to know how important the RA is to them

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Students need to learn how to use the stacks

4. Do you think average students know what services are offered at Norlin Commons? ( Yes /
No )
Yes: 50%

No: 50%

5. What information about Norlin Commons do you wish students knew?

Services
QTY

Comment

1
each

The difference between the Commons desk and Circ desk, and what is available at

Study rooms

Everything

Services and technology at Commons may not be available at Circulation desk

Circ staff does not necessarily know everything available in Commons, or in entire library

OIT office is located in Commons

Technology
QTY

Comment

Where to get laptop charger

OIT walk-in center

Software assistance

Electronics can be checked out at Commons

Technology available in the Commons, and study rooms

Wayfinding
QTY

Comment

Where Commons is located

Please answer the questions 6 & 7 with a rating of 1-5.

1: Almost Never

2: Some questions 3: Half of the questions

4: Most

5: All

6. How often do you answer questions from students and direct them to Norlin Commons?
Avg: 2.3 (some questions)
7. How often do you answer questions from students and direct them to Norlin Research Desk?
Avg: 2.1 (some questions)

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NORLIN RESEARCH DESK EMPLOYEE SURVEY (14 RESPONDENTS)

1. Are there common questions students ask?
If Yes, please write out the 3-5 most commonly asked questions that you hear.
Services(42%)
QTY

Question

Borrow/use office Supplies

Help finding article, book

Help with research

How to get book from another location

How to find Librarys copy of textbook

Technology (18%)
QTY

Question

How to print/Printer Problem

Wayfinding (40%)
QTY

Question

Where to check out books

Where is bathroom

Where is printer

Where are classrooms

Where is scanner

Where is a quiet place to study

2. Do you think students know what services are offered at the Norlin Research Area? (Yes/No)
No: 62%

Some: 38%

3. What information about the Research area/services do you wish students knew?
QTY

Comment

Librarians can help with research

Students can get personal consultations on research

2
Librarians research help takes a relatively short amount of time, but also students need
to provide enough time to help.
2

Librarians are knowledgeable and experienced

Librarians can help locate live data, maps, and more

Librarians are friendly

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Librarians want to help them

No appointment needed for research help

Research desk is staffed with Professionals (not students)

Students dont need to feel nervous asking for help

Students are not bothering RA staff when asking questions

4. Do you have any ideas about how to help students find the info they need, or how to take full
advantage of all the services offered in the Research area.
Marketing (36%
Actively change the steroetypes of curmudgeon-y librarians
Make is ovbious to students that Desk staff can provide in-depth help
Signs like Music library, "Got Questions? Ask Us!"
Student testimonials
We should ask Lauren how to market ourselves better
First and second year students should get a pamphlet explaining all library services
More emphasis during classroom instruction
More time to pass out coffee or chocolate/fun things during stressful times
Students need to know why we're sitting behind the desk
Services 4%
Better consultation spaces
Staff 12%
Better trained security/circulation students who know how to make referrals
More outreach by having more librarians around the library
Roving reference during peak times
Wayfinding 48%
Better maps of the collections
Clearer signage, or more in better locations, especially for printers, scanners, office supplies,
bathrooms
Get rid of confusing shelving layout
I would love for things to be easier to find in the space, especialy printers
Make color printer more obvious
Make it obvious that they can get research help at the RA Desk
More maps
More signage, especially more encouraging signage

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More signs telling students how to get places

Move printers
Reorganize shelving to make more sense to students

NORLIN COMMONS HELP DESK EMPLOYEE SURVEY (8 RESPONDENTS)

1. Are there common questions students ask? ( YES / NO ) If Yes, please write out the top most
commonly asked questions. (Please limit to the top 3-5 most commons questions)
Services(5%)
QTY

Question

Borrow stapler

Is room rental free

Technology (60%)
QTY

Question

How to print

How to rent study room

Can laptops be checked out

Can I check out charger

How to load campus cash

How to use scanner

Is there a copier

Is there a fax machine

Is there a scanner

Wayfinding (35%)
QTY

Question

Where are printers

Where is bathroom

What the hours of operation

Where is circulation desk

General questions about where things are

Where are the Stacks/

Location of specific study rooms

Where is writing center

2. Do you think students know what services are offered at Norlin Commons?
Yes: 0%

No: 25%

Half/Most: 25%

48

Some: 50%

3. What information about Norlin Commons do you wish students knew?

Services
Qty

Comment

Study rooms are available

How to reserve study room

Hours of operation

How to check availability of study rooms

Open 24/7, M-TH

Technology
Qty

Comment

Technology available in Commons

How to print

Differences between kinds of printers

Rent chargers

Technology rentals

Chargers need to be brought back sooner because of demand

Which applications are on computers

Wayfinding
Qty

Comment

Where technology is located

Where bathrooms are located

4. Do you have any ideas about how to help students find the info they need, or how to take full
advantage of all the services offered in the Commons area?
Qty

Comment

More and better signs

Advertise

Inform as each student comes to Desk

Inform employees about all services (not everyone knows everything)

Large posters about services

Make large charts (similar to printer handouts) which have all the services

Put large signs with services behind Commons desk (lists of rentals, how-to's)

Put more lists everywhere

TVs behind desk are useless (too much info, students don't read it)

Website, but it's not well designed

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APPENDIX C: EXAMPLES OF SIGNS AND SIGN PLACEMENT

Please see digital appendix for full size files.

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