We’re delighted to share that our article about how CUNY students use (or don’t use) their commutes for their academic work was just published in Urban Library Journal. In this article we share the what we learned in our study specifically about students’ commutes, and suggest strategies to help urban academic libraries direct resources, services, and policies to best serve their commuter students. Many thanks to our ULJ editors and peer reviewers!
This week our article on CUNY students creating their learning spaces at home was published in the journal In the Library with the Lead Pipe. In this piece we discuss how the CUNY students we spoke with in our study were successful — and sometimes not-so-successful — at creating space for their academic work in their homes. Give it a read and let us know what you think!
This article went through open peer review which was a terrific process, and we’d like to thank our reviewers/editor Henry Delcore, Erin Dorney, and Ellie Collier again for their thoughtful and useful feedback.
We had a great time today presenting and talking with academic librarians at the Connecticut Library Association Conference. We began by asking folks to draw a map of their libraries and think about a place that works for their library users and one that doesn’t, and asking folks to share that out with the group. Then we shared what we learned about how students work (and don’t work) in our college and university libraries.
It was a great discussion, many thanks to all who attended, and to the College and University Libraries Section of the CLA for inviting us to speak. Our handout and slides are below, please feel free to get in touch with any questions or feedback!
We had a great time returning to METRO today with our colleague Frans Albarillo to offer a follow up workshop on analyzing data from interviews and focus groups. As before, here are our slides and handouts from the workshop.
Many thanks to all who came out to one (or both!) of these workshops, we had a terrific time.
We’re just back (and perhaps still jet lagged) from the biannual Association of College & Research Libraries conference, this year in beautiful Portland, OR. We were delighted to present on a panel with our frequent collaborators Donna Lanclos from UNC Charlotte, Andrew Asher from Indiana University, and Lesley Gourlay from the University of London.
This time around we presented on cognitive maps and showcased the different mapping methods we’ve used to gather data about student and faculty learning spaces. We also asked the panel attendees to draw cognitive maps of their own learning spaces, which was super fun to watch. Folks seemed to really enjoy the opportunity to draw their own maps and discuss them with their neighbors as well as share out in the session, and lots tweeted photos of their maps when we suggested it, too.
We’ve put the slides from the session on prezi, and I’ve storified the tweets from the session as well (as usual, Donna and Andrew are much better at livetweeting our sessions than I am). Donna has written up the session on her blog, too.
Along with our colleague Frans Albarillo of Brooklyn College, we’re pleased to be offering a workshop on conducting interviews and focus groups at the fabulous METRO — the Metropolitan New York Library Council — on Tuesday March 3rd.
If you’re attending the workshop (and even if you’re not), here are links to our slides and handouts for your reference:
The preprint for our latest article, “I am more productive in the library because it’s quiet:” Commuter Students in the College Library, has just gone live! It’s being published in College & Research Libraries in November. This article draws on the library-specific data we collected in our research and discusses how, where, and why CUNY students use (or don’t use) their college libraries for their academic work. Many thanks to our C&RL editor and peer reviewers!
We are delighted to share that our article about what our research revealed about students’ technology use has been published. This past Monday, EDUCAUSE Review Online published Commuter Students Using Technology. This article expands and elaborates on the technology-specific findings from our study, many of which we’ve spoken about at conferences in the past year or so. Thanks to EDUCAUSE for publishing the article, and please let us know what you think!
Our springtime of presentations continued this month, and we presented on June 6th at the first ever library assessment conference — Reinventing Libraries, Reinventing Assessment — sponsored by CUNY’s Office of Library Services and held at Baruch College. We were delighted to be sharing a session with our frequent collaborator Donna Lanclos from UNC Charlotte. Donna spoke about the value of qualitative research in academic libraries generally as well as the work she does as library ethnographer at UNC Charlotte, and we spoke about the work we’ve done learning more about how CUNY students use (or don’t use) their libraries.
I threw together a quick storify of the whole session after the conference, though it’s perhaps a bit heavier on tweets from our presentation than Donna’s (because I’m not as good at livetweeting a session I’m in as Donna is). And there’s a great writeup of the conference in Library Journal that includes a discussion of our session. We’ve posted our slides and notes from the presentation here and on the Results and Findings page.
It’s been a busy presentation year for us (with a couple more to come in June), and it’s been great to get around the university and beyond to talk about our project. Last Friday we presented at the CUNY CUE Conference at LaGuardia Community College, which was a great time with loads of interesting questions from attendees. We’re happy to share our slides and notes from the presentation (linked here as well as on Results and Findings). Here’s our abstract:
As commuters CUNY undergraduates employ various strategies to find time and space to be students. While students’ constraints may be invisible to faculty and staff, they may affect engagement in students’ academic work. We interviewed CUNY students to learn how they study in various locations. Knowledge of the student experience outside the classroom can inform strategies to increase student success.