Student perceptions of staff in the Information Commons: a survey at the University of Sheffield

Abstract

Purpose

Technology has transformed teaching and learning environments in tertiary education, introducing new collaborative library spaces and developing the roles and skills of library staff. Academic libraries need continually to re‐examine their services to ensure they meet student needs. The current survey aimed to discover how students perceived staff in the Information Commons (IC) and whether their perceptions of staff attitudes and skills influenced their use of library resources.

Design/methodology/approach

A questionnaire containing closed and open questions was distributed electronically to undergraduate and postgraduate students at the University of Sheffield, obtaining 250 responses (around 1 per cent of the student population).

Findings

The results showed that most students were unable to distinguish different groups of staff, were unaware of their departmental librarian and did not recognise the academic role of librarians. However, those who had sought assistance in the IC or attended classes delivered by librarians had positive views of their experiences.

Research limitations/implications

The timing and fixed duration of the study limited the size and nature of the sample, the generalisability of the findings and depth of the investigation, but sufficient data were collected to establish patterns of behaviour and identify important factors.

Practical implications

Low awareness among students of the expertise of librarians and their capacity to provide academic support indicates a need for more promotion to ensure library resources are properly utilised.

Originality/value

The study is thought to be the first of its kind conducted in the UK and the only such survey carried out in an IC setting.

Citation

Bickley, R. and Corrall, S. (2011), "Student perceptions of staff in the Information Commons: a survey at the University of Sheffield", Reference Services Review, Vol. 39 No. 2, pp. 223-243. https://doi.org/10.1108/00907321111135466