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\ .
DOCUMENT REStiME
"N ED 125 667 .
AUTHQR Reed, Jeffrey G.TITLE' The Identification of Relevant Dimensions for the
- EnvironMental AsSesSment of a College LibraryUsing- the Critical Incident Technique. ,
A
PUB DATE Jan 76NOTE: 125p.; Master's thesis, Towson State College
4
IR. 003 783
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ot
EDRS PRICE MF-$0.83 -$6.01 Plus POstage.DESCRIPTORS *College Li aries; *Critical Incidents Method;
Higher Education;.Library Collections; Library.Facilities; *Library Research; Library Services;
. Library Surveys; Personnel; Physical Eavi nment;
*Student Reaction.IDENTIFIERS' Maryland; Towson State College
ABSTRACTtechnique
(
.4 Thq critical iacident technique was used to identifyseveral environmental dimensions relevant'to the`assessment of acollege library, in this case the COok Library of Towson StateCollege, Maryland. Students were asked to fill ont forms'de'scribingpositive`ositive and negative encounters with the'library and library staffand to complete a.general information form. A detailed schedule'was:developed tostiabulate,positive and negative factors in four majorareas: staff, materials, services, and physical environment.. Resultsindicated that students were more concerned about the actions andattitudes of the staff and the,availability'of materials ha'1 aboutthe libraiy's physical environment, specific services, o ganizaiori,or the quality of the co,llecon. (Author/LS)
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/.
THE IOENTIFICATION OF .RELEVANT DAENSIONS
FOR THE ENVIRONMENTAL ASSESSMENT OF.A COLLEGE LIBRARY,
. . _
USING THE CRITICAL. XNCIDENT.TECHNIQUE
by:
Jeffrey IG.; Reed
.
.. A Thesis,
;
Presented to the Faculty o,
\
Towson Stateollege\
In Partial Fulfillment . l
of the Requirements for theDegr.
.
Mastewo:f. Arts. isi PssychOlogy. ..
1
,,
t . kt..
-
,..
Approved by
Wilfred:B. Hathaway,
Alonald Cassatt,
Stuart Millert.P.h..0. -
&an-Rabin, Ph.D,
,
'
I
e-
y S DEPARTMENT OPHE LTH,EDUCATION StWELFA E
t NATIONAL INSTITUTE FEDUCATION
THIS DOCUMENT HAS BEEN...REPRO-DUCE& EXASTLy AS RECEIVED FROMTHE PERSONOR ORGANtZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONS:'STATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFE DUCATION POSITION OR POLICY
'Dein Of Graduo0 Studies4
Thesi 'Committee Chdirmah
Thegi Committee Membetz..
Jahuaiy, 1076
2
Thesis COmittee, Member,. .
rti
t
. 2
ACKNOWLEDGEMENTS
REED; J.G.
One's thesis invariably become's not only a major htirdle in e.
the protracted struggle for educational enlightenment, but more
assuredly sos.a venture involving far more time, energy, and
/4
.
. .., .
perspiration-than olpLanally anticipated. Along the way,, doubts,
questions, dna pr,iblems arise, necessitating the advice and .*1
suggestions of individuals riot quite scv.intimately invplved in the
L .
project as the student author; whose child it has become.; And so,. 4" . .
the fledglin 'researcher reaches out, and receives the support
/'
without wh ch completion of the -project tight be not only more
difficUlt, but poSsibiy.an insurmountable obstacle. At such,..
the're-are a number of persons who must-he thanked for their
assistance in this endeavour.vp.
I must begin by thinking my. committee for their patience,
adiice, comments, and' a ove a/1e
the adm- onition "remember, this
ft s taster's,thesis, not a book, or .a.\, five 37e4r study, so cut it
down in size,and scope." For, without-thOse words of advice, I'd
probably still be collecting data. To Dr. Miller, I.owe a special
thanks for introduction tothe area of environmental psychology.
through his Seminar in Environmental Design in psychology, and for
,
his 'encouragenIent in this arfa. of _research. Dr: Rabin's comments
on the'design of,the studjej and her continual insistence thatit be
" . ,
'compacted and limited, are even more appreciated now than when spoken.
iii
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I
4
11
REEL, J G,
e
And, o Dr. Cassatt, my research advisor, I owe.a special Ae t of
'gratitude'grattude? for his P4tience, for his suggestion of the Critic 1..:
IncidentTechnique,4,or all.of his proceedural suggestions, anII . ..
above all, for his confidencet my,abilities in this project.
ere are.many others who deserve mention for fheir assista ce.
The taff or tile Albert S. Cook Library, and in particular Ms.lE eanore
Hofstetter, were most generous 10 their assistance with this. proj ct.
To the Towson students who took the time and effort to complete th
questionnaire, I OW, a. vtbank yon", for without their assistance,
, ., _ ..
have no data.to report. And the assistance of theOffice of Reside tiali
% \
, , .. . -
Life, the.Duplicating terviceo and the Office was most helpful.,
.,
= Mr. Paul,.
Boytinck, *Mx. Ron Johnson, Dr. Ernest Keen, and'Ms.,- ,.
_ Es, 14 ,4a' A
Kathleen Isaralti, deserve a special note of thanks for' thaAt assistance... /
as rates.' .
.
'And,; last, but not least, tie folloWing individualseap contfibuted.
in'some.measure a bit of assistance to this prdiL, for wac I owe
then thanks,: Ms. Ariadne Couliafios, Ms. Linda Frederick, Ms. toz '
4
N=7,
, ..., Goloskow, and Dr. Philip Young.' ,
/
.. t . ,
in the final analysis, however, asin 41 attempts 'at research and
._ writi4g, final responsibility flok,t.is manuscript rests with the author,. . -, \ .
,I\
And sb I'accept.both.the strengt s ii' the weaknesses which lie' herein... .
ti
.
'\)
Jeffrey b. Reed .
Kansas State University .
5 No:Fember', 1975
)
41.
s.
*7,
,
4 -
C REED, J.G..
00.
TABLE' OF CONTENTS
.
Page
Title 'Pager
graphical Outline
Acknowledgemailts
Table of Contents
List of Tablee,
CHAPTER 1. INTRODUCTION
tr:*
4 --V.-a e
.
vi.
Library Behavioral Research ! N 3,
The Critical IncidentTechnique; 'Background
4
Critical Incident Methodology..
Operational Definitions 12
Purpose 12
HypoihesiS.
CHAPTER 2. MtTHOD
. ,
,
4-1t.
Instruments
. _
'`Pilot Study.
.
Subjects. .
procedures 6i: the Survey
4. 4
0, ...
...--..t
,
,_.
.JO**
14
15
15
'16. .
Data Manipulation,and Classifica4on ........ ..... 16.
DataAnalysis . 4 : 18.
. .. ..
ValidityTe"sting$18
4AP41.0,
crHAPTEit RiSULTS, 4. 4... 20# 0
C.QUestionngire-Respcinges 20
-
r I!
vi\ :
4. 4
. , .
Demographic Charactdristics'of the Respondents 21
of Critical Factors (CF's) ...... 1 30. .
Distribution of CF's by Demographic Characteristics
. A ,., .. .
of Respondents , " 50
iN
..'. .. .
. .Demographic Characteristics: Residtncy Statusi 50
. .'
Demographic Characteristics: .Classin College 509 e
-4
s
Demographic Characteristics: Towson Seat e'College,
Entry Status 57
Demographic Characteristics: Age ofRspondents 63 '
Demographic Characteristics: 'Frequency of.J.,ibrary Use 63
Demographic Characteristics: academic Area of Respondents 63
Val,idity Testing of the Classification of CF's
1
CHAPTER 4.. DISCUSSION OF RESULTS f 70
The Classification Arrangement: Respondes,by
Dimensions: Comments
validity Test of the GP Classiffcation
,General Comiaents ft
REFERENCES .
L
71
73
76
'79
APPENDICIES
A. Survey of library Use, Distributed ily'itte'A. S.
CoOk Library: Spring, 1974
B. Survey Instrumelt, .
C.' Pilot Study Forms
% D. Return Envelopes for Stirvey
E:, Information for Raters
. . ,
95'
98
103
109
\
S
'4. 'TN
4
LIST OF TABLES i
I" Library Environmental DImensio
2 Gender of:the Respondents
REED, J.G.
#
3 Classn College of the ResponZents
4 Towson State Ert4y Status of the Respondents
5 Age of tt espondents ....0
6 Academic of the)Respoildents!'
:
7 'Frequency of Use nt the.College Library by Respondents
4 General Classification of Critical Factor,Reprots
with frequency of response for each Category 31
9 Frequency Distribution f Type) 47
IO Proportidna1 Distribution ot.CF's (Percent x Type).
12
Prdporti;Aal Distribution of CF's (Percent by Area. . 4 '
and Dimension)
Frequency DistriVUtion o CF's:bySex, Area, and Type
13 Proportional DistributIon of CF's by Sex and.Atea
14 PrOportion1.1 Disfributiori.nf cf,s by Ses,,b9- Type and
Dimension ''15 FrequenhyDistribiltion of'Cel by Residency Status,*
, .
16
Area and Type e t-Pkoportional Ai+ribUtion of CF's by Residency, .
. .4,
17 Proportional Distribution
18 Frequency Distribution of
of Respondents
r .
of CF's bY sidencY an4 Type
CF's by Class in College .
1
A
r
t
Table
REED, J.G.
19 Proportional Distribution of cr''s by Dimension for
Class in College,
. 4
Proportional Distribution of CF's by Class in College,.
for Dimensions
21 Distribution of F's by Status at Entrance 1
22 Proportional Di tributkal of-CF'a.by Dimension for
Entry St tus of Resilondents
23 Distribution pf CF's by A e Group of the Respondents %
and Type-
--...._,
ri
, 24 Distr bution of CF's by Fr uency of use Of the :s,
ibrarx-by respondents' = nd Type,
.. . . ,
Distribuiion of CF's by Typg nd Academic Area of th
?Respondents/
Classificat n of Randork 5a.pl A of CF's by the
Inves igator and Rat Disagreements,
0
. .
Page
59 't
60
61
62
64
65
.
66 \
68
IR
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1
'Chapter 1
INTRODUCTION
nREED, J.O.
e,psychological study ofhuman:environments.has increasingly
bedicon deied an appropriate and, neoegsary endeavour. Henry Murray
, -
(1838) was one of the earliestepsychologiste to recognize the impact
ol,enviionme s on human behavior. Identifying the.4oncept of press- -. . "
.,
i i.e..the kind of effect an object or situation is exerting or could.
1 .
exert upon a4subject through a temporal gestalt of stimuli which 'usually A
f
.
appear in the guise of a threat of hat&
organism--which operates in conjunction
or pro:aide of,;benefit to the\ ,
with human needs . constructs
which standfor forces in die brain region whiCh organize perception;
apperception; intellection and action in such a way as tp transfotm in
'A1
a certain careCtion an existing, unsatisfying sitUation-:-he isolated.
I, .
, 0,twenty dimensions of environmental press. , .t.
As individuals have different personalities and diqerent needs,. .
, ...: .
so environments have particular "personalities" (Insel and Boos, 1974). :
_.
.
'which affect the behavior of human individuals inhabiting ihose eavi-.
torments, through the press which the environment exerts upon the indi-
vidual.-
A number of approathes have Len taken, in the studi'bf,Terticular, 0
environments, due to differing theoretical
orientations of their inVestigators..MoosI
structures and philo;ophical.
(1974b) has ideitified six
types of systems utilized inn the assessment of human environments.
4.-.
They are: (a) the Ecological Dime signs appr9ach, stressing either geo-f' .
, ,,)
_graphical,and meteorological Vert. lestorArchitecturAl'andihysical
design variables, as noted in Crilik's (197,0).review of research, and the
t
extensive loik of Sommer (1966, ]968, 1969); .(b) the Behavior Settings!'
ac.
.1
o\
9
A
\
A
be
0
.r REED, J.G.
'0
I
_approach, emphasizing the study of molar behavior 1n the ecological:eOn-
$' text ixwhich it occurs, typified by work ofBarker (1968) the Mid-
.
western Psychological Field Station;h(c) the'Dimensions of Oiganiza- .
tional Structure approach, concerned with'objectivet organizational/a
manageMent types of diMensions, as been in Astin's (1962) work; (d) the
Personal and Behavioral Characteristics of the.Milieu *habitants ap-
proach,
which led to the development of the Environmental Assessment .4
Technique (Astin and H011and, 1961), and the Inventory of College Activir
ties (Astin, 1968).; (e).41
the.Psychosocial Characteristics and Organiza-,
, Q . ic,\* .i% . 0
. tional Climate approach, which relies on the perceived behaviOtal and
. , c
structural observations of the milieu inhabitants, used in educational
\and industrial assessment by Stein 11970), bitace (1969 in the develop-
, t,
,
develop-
ment of the College and-University Enyironment Scale, the Institutional
Functioning Inventory (Peterson, et al., 1970),,and the SoCial Climate
Scales (Moos, 1974a); and (f) the Functional or Reinforceme t Analysis
of Environments, an outgrowth of social learning theory, used by;BandUra
(109) and Schoggen (1963).
.
--7,This researcher has been particularly interested in ti ap roach
taken by C. Robett Pace and associates in the development and revision
of the College andUniverdity avironment Scale (Pace,_109),and the
work of Rudolf H. Moos and his associates at the Social Ecology Labtira-:.
tory at Stanford University. Moos (1974a) reports the glevelopment of a
,
series of nine'differgnt scales which utilize a uniform approach to assess14
the following environments :% (a) psychiatric wards; (b) cOmmunity-orieted
psychiatric treatment programs; (c) correctional institutions; ( )
tart' basic training companies; (e) university student residen5, 4
p,
(f) secondary school classrooms; (g) group environments;. (h),wori.
. 10
0
REED, J.G. 3
environments; and (i) family environments..
4 Library Behavioral Research
Although a numbei of studies have been made invplving the whole or
part6 of college, and University environments, absent from those studies
are systematic evaluations bf college libraries. An extensive search
A
of literature available through Library Literature the Educational .
Resources Information Center's Resources n Education, and Current Index
to Journals in Education, and the Ps holo:ical Abstracts revealed.only
a few related publications of several types. -There have been-several
behavioral and quasi-behavioral studies of the.use of library caid' :,
catalogs,(Perrinef 1967; Tagliacozzo and Kochen, 1970; Lipetz, 1972;-
r-
1 1 and Seymour and Schofield, f973), A description ,of types of problems
i
. '1
;
encountered byKlibriry users, and communication gaps. between users and,r . ,
,- ,
`Patelibrarians are identified by sson (1973) and Swope and Katzer (072)., f i i ,
,, 0 ..
41 \ Ladendorf (1972) hai investigated the non =use of:libraries by potential..
V users. Naily ltirgilihiare the, subject of "user surveys" such as the one
. ,)......,. d
conducted at TowsOO7Stite Col ege's Cook Library in the.Spring,of 1974,
. 4
a copy of the ciestionnaire forM from which is attached asAppendix A,.
.
and Allen's (1971) studyoof use of commun
1
ty college libraries. In an,.
attempt to extend this area of research, this author engaged in a.Study
.. .
#1of information- seeking behavi6 of college students(Reed,:1974).,
. .. ..
Relevant environmental` research concerning libraries, however, con-.,
1 it4 .
sista of four studies, primarily within the "personal spice framework,.,,.
and dealing-alm ost exclusively with the "study space" aspects of a eól,.!. . . . .
.
.-.
I.
lege library (Committee,fOr New College, 1960; ommer, 66, 1968; and
()- Fishman and Walittl 042),.
, .
. . .. , ,,.
REED, J.G. 4
It was4ol ermined that an environme -61 assessment approach to t4.,.
., .
. .
study of :college library was an appropriate research area to Ke pdisued,
since4i ne has yet been accomplished. ThiS author proposed to follow the. ,
fo nd development of theliniversity.ReSidence Environment 'Scale
..,,,,..
Oerst and Moos 1972; Moos and Gerst, (1974) whiich'wonld also make it
compatible with the other Social Climate Scales (Moos, 1974a)
College' and University Environment Scale (P c,e, 1969).
The first step in the'' construction of a. scale involNies,the
A eand the
.
generation'of a hyp thetical framework of env
assessed. Relying h avily on the author's pre
onmental dimensions to be
ious professional. and non--
profession1I-experie e as a librarian, and trai ing in library science,
on pievibusiY cited research, and on materials o p.briry programs and
1
American Library Association, Library Administration
,
library pla
Division, 1965
,
Ellsworth, 19 8. 19a list of library characteris
\etcalf,.1965 Library Bnilaing.Insti
*identified After neult4tion With Ms.-,/
Director of the Coo ,Library, the4 4 H
consist of the areas represe
, .
examining Table'l, that while the procedure involved in t
anore
, 1965, )..967;*
4,dimenOons was
tto ier, Associate
was revised; and re-defined to
in Table I. It sh uld b from
is research
Fould follow procedural guidelines similar to thos o Mooi (19740,, the
. .
philosoptettal structure governing tie inductively,achieved'categorizar
Lion of the li rryeniiitonment dimOnLionsis
peas df severA
tain aspect
psychology: (a
hea ily on arhi,
ior etting\
I envirdrimetal. approaches: The.approach used Combines
tof the following sys ematid/trealments of environmental
gical Dimensions approach,)Oncentratin
. I t -
and ,physical design characteristics; (d) the
, examining a variety of specific Settings----"
the Ecol
ectural
Beha
4.
appro
. 7.
Table
4.***Library Environment Dimensions
,
REED, J.G.
R. i. The Physical Environment, consisting of the following areas
a. Architectural variables and physical design variables;'4'
b.' Equipment and furnishings;
c. Climate, e.g. heating, fenestration, lighting,. etc.;
d. Comfort anaDattraptiveneas.6 .
. .-
2: Ifiterpersolial gelitionshipincluding:.,-
a. Staff encoun ersl.
, $. - i
b. Other user encounters. -
Li1t
. ,
3. Info.
tion Supply, consisting of:i
a. Ilformation ria4ability;
b. ,Information arrangement and organization;
c. Information quality;a'
Arousal level of information environment,
,
4. Services of thellbrary, in ludi
a. Personnel services;
.
if
A
b. Spatial or mechanical services, e.g. .coding;
c. Other services.
5. S 'ystem flexibility, consisting of:
Aystei change to meet changing
,
.
student. needs;
Responsiveness to student suggestions;-
'c.. Inertia in the system.
4
I
I
,
REED, J.G.
k ,
within-a larger institution and the behavior whiCh occurs. in those
-
settings; JO the 'Personal and Behavioraf Charaqeristics of the Milieu
Inhabitantsapproach,interra;ofactivitiesengaged.iipon in the library
which resulted in certain of the, institution; and (d) the
I aa -,. -
..
Psy-chosocial Characteristics EindOrganizational Climate approach,.in.
,
terms of the structure and specific functioning of the institution
along such dimensions as personnel, and rdtulations.
The second step in. this procedure would be to develop a pool of
test items which wbulirbe based updnithe environmental' dimensions
41N .
posited. These items would be compiled into a questionnaire, admin-,
istred to" subjects, the ,data Orould be analyzed, and the test refined.
Two issues, hoWever, have been raisecr,a this point relative to
both the end product a!nd'the mtthodology emp oyed. First,, how is one
td know that the dimensions presented in Tab e 1 exhause the relevant
dimensions of the environment to be assessed; and how dO we know that
proper weight is being placed in each area assessed. Second, Baird
°(1974) has been critical of many currently available college and uni-
_
versity environment, measures,Jargely because many lack practical applir. ,
cability to reafsituations involving administrative, interpersonal, or
other decisions and needs of groups within.the academic comunity.
Nelthet of these questions can be*answered Adequately. The lack
of behavioral research concerning college
Of empirical validation of the dimensions
1
The writingepf Several consultants on college library design are
lib4ries leaves the question
a moot question at this point.
available--e.g. Metcalf '(1965),.and Ellsworth (1968, 1973). However,
the apprOach of these authors tends to stress the architectural nature
of design problems,. rather than the human or, ecological charicter
14
4
O
4.
REED, J.G.
N '
. of the institution, and, they are not particularly behavioristic in
their. approach. Added to. this, Baird's criticism of existing scales
.would stem to su gest that lid is questioning the very construct'vali4d-
. . .-,
ity of,these environmental measures in terms of whether they are really
assessing a total environment.
Critical Incident Technique: Background
Therefore, an alternative approach to the prObled has been taken.
The Critical Incident Technique (CIT) developed by John C. Flanagan and
"his associates at the American Institute for Research and the *University
orittsburgh will be used to identify dimensions of. the environeent
(Fitts and Jones; 194.7a, 1047t; Flanagan, 1947., 1949a, 1949b0 194/o,;
1949d, 1953, 1054a, 144b AC; Preston, 1948; Finkle, 1949; Gordon,
l949; Wagner, 1949; and American Institute for Research, 1951a, 1951b).\
The technique was initially standardized and employed for use in person=
nel selection and evaluation as t part of the U.S. Army Air Force's
w7
Aviation Peychology Program (glanagan, 1947; Miller, 1047; Preston, 1948).
In personnel work, dtta is collected from a large number of observers
concerning the experiences of the observers with, an individual in the4
target occupation where reports are made of persons in the target group
exhilliting either very, good or very poor examples of behavkm in certain
specific situations. These Critical Incidents of good or poor behavior
are'41aterrefinedand categorized,to pfoduce the relevant critical dimen-j,
sion's of a particular occupation or job, and may be expanded to employee
evaluation.' Flanagan (1954) in a review of early-use and development
of the Critical Incident Methodology notes the following uses of the
technique in personnel evaluation: U.S. Air Forceilitary combat
t
V
8
. , .
pilots; U.S. Army combat.leAdersv civilian airline pilots;(reseirch.
personnel,in the physical sciences; air traffic controWisindustrial
nstructors in general
es; and non-personnel
foremen; dentists; bookkeepers in sales companies;
psychology courses; sales clerks'in department stb
uses in the fudctional definition of emotional
s of pilot errors which indicate the need for t
instrumentation.
,
Since Flanagan's (1954) review and Methodolo cal outline, addition-
.
turity; and the anal-
e redesign of cockpit
al'uties of the CIT have been madermany in the Li Id ofteducation. Evalua-
tion has been attempted'of teachers and teaching
children (Rotberg, 3,967), elementary,reading.(M .re, 1974), elementary .'
.-
of mentally retarded
- school teacher and teacher -aide performance and interaction (Schaeberle,
1972), iecondaryovocational home economics .(Sum er;a972), and physical
education (Blank, 1958). Collegete'acting in g
social work students (McGuir
neral (Owen, 1967),
and junior college teaching (Kilpatrick, 1967), remedial English (Zucker,
1966), Gregg'Shorthand (Ashby: 1971), social g oui woik- with graduate
, and the development of an instruct-
onigsburg; 1954), Have beeriinor Check r estigaNd using the CIT;.44 , '.
ic. besides its use as a teaching device (Fleming, 1962; Steiner and Cochran,
1966). In studying educational administratiod, the CIT hai been used to
study stUdent personnel workers (Smith, 1954) student personnel deans.,
f. (Rodgers, 1963), public school supervisors ( ntin,1.974), public school."
db.
administration under conditions of uneasine seassociated with racial
integration (Waters, 1972),, elementary school principals CDickie, 197*
and school principals in general (Phillips, 1954; Robins, 1954; Bice,
195.5; Elliott; 1955; Tyson, 1955; Cooper, 195,6; 1963; acid Lee, 1974).
In other areas of education, the Methodology has been employed with
10
t..
REED, 9
teacher - pupil, relations (Peterson, 1963), classroom behavior of children
I
; (Flanagan, 1958), supervision of student,teachers and selectionof those.
t
.
\supervisors (Roth,4961; NichhAll 1971; and McElroy, 1972), selection
Of student teachers (Ferrero, 1971), curriculum and teachihg practices
(Hageman, 1973), and teacher efficiency as a result of effective teaching
of student teachers (Stewart, 1956). Also examined haVe been the motive.
titan ofteachers (Sellers, 1972), and professional growth stimulation of
junior college business instructors (Ferrar,,15621. Matthews (1973) has
examined the school psychologist, while Cassel and Thurner (1971) have
assessed school counselors. Several studies of the role of a foreign
student advisor on college campuses have been done4(Ansont 1968;. -
Miller, 1968; .and Williams, 1974). Miller (1962) has studied'helping.
'behaviors in university residence halls? and a theory :3f. educational i)ro,-
410 fessibnalsim has been developed'(Leles, 1968).
Industrial use of the Critical Incident Technique has involved the..4-,
assessment of factors in industrial accidents (Tarrants, 1963Y, factoryp. \
'. 1 114 .
foremen (Kay, 1959), training of fOremen (Line, 1971), and'industrial.
buyers (Cook, 1974).
In other areas Page (1973) has worked withAe ffective oral.commun-.. -
ication of state trial judges, whilA social case Work inreormance (Takagi,.
1958) and social group work intervention techniques (Motien, 1966) have.
,been_investigaied. The CIT has alsp.heen used in assessing the require-
. , ' .
f
=11
ants of the following positions: agricultural extension agents (Kohl,
: ' :968), Lutheran Ministers (Kolalik, 1954),, training of sales personnel
.. .
for department stores (Folley, 1969), a/nd\,t behavior of conference
.. .
participant (cropper, 1456). vpiolos. and,
W ck (1967)havI
ei4
nvest igated
the'probl4s associated With unilateral'heering loss; while definitions
1
1 . I
J.G. 10
. : .
41`of emotional handicap (Feierstein, 1960, emotional immaturity (Eilbert,
1953, 1957), and mental illess,(Flanagan'and SChmia, 1959);, and chaeac -st'
.
teristics of behavioral aggression in the mentally. retarded (Domino,'
. ,
1967)' have been elicited. .
In the develdpment of theAmerical Psychological Association's'
Code of Ethics for Psychologistse theCIT was the primary iethodology
employed (American. Psychological Association, Cdmmittet on Ethical
Standards for Psychology, 1949, 1950, 1951a, 1951b, 1951c, 1951d;
AMerican Psychological Association: 1952, 195J; and Hobbs, 1948).
A recent bibliography of the Critical Incident Technique (Fivers, 19W3),
notes many addition4applications of t4e-methodology and several
bundrd additional citations covering research through the late 1960's.,-
Critical Incident_Methodology
-, .
Flanagan (1954) defined the Critical'Oiident Technique:as:
...a set of 'prodedures,for'collectintrect:"observatiogs of
human behavior.
usekulness
psychological
is such a way as to fegittitate their gotential-
volvingintactical groblerms and developing' broad,
Principled. ...(it) outlines procedures fof-.. r .
, collect ing observed incidents having special significanCe. o . . . .v _
and meeting systematicallY'defined criteria. (p. 327)
-
..:only simple typeh of judgemelits arerequit4
ed.of,,
. 1/ -5
.
only qualified oblerN/ers are included
are evaluated by the observe in terms
reports from
obseiVitiona" 1.. .
of.;an agreed .-
; 4 ,
upon statement ofthe purpose of the actri4. .(p. 335)
,
,
'tiqd obserVirt ,
and all
1
. . _.... - * -. . , ,( . ',..
. , ,..
. (and) ...rather than_obllecting *pinions, hunches, andestitmees ".,,,?.".:.:
. Pr
N'.
. ,
(it) obtains a record of specific behairiprs from'those in the best
t.
1.1=lime
,
.
4 /
,positiod to make the necessary, observations and evaluations. (p. 355)
Employed in the procedure outlined by Flanagan and. used by others
. ;
are a series Offive-steps.
- 1.4'
General, Aims. This- should be a brief, general statement of
the primaty purpose of the activity, "which expresses'in simple terms
those objectives to which most people would agree" (p..
Z .
2. Plans for Observations. This it the planning stage of the
prOceduie, where decisions. are made on parameters, criteria, swaging,
etc...
Data Collection. Observations are obtained from subjects.
is
through the use of interviews, questionnaiies, record forms, gioup
interviews, or another medium which the experimenter deems valid.
4. Data Analysis. Thereports are evaluated, categories are
formed on'the basis of the observations, and generalized behavidrs. -
are extracted from the categories.
5. , Data Interpretation. 'The results are reported, discusse
jindthe significance and relevance of same'ibnoted.
Bu 5.(1956, 1957) has suggested several modifications to the
.
.
procedure which enhance its applicability, and usefulness, particularly',
:\ ,
in areas one, two and four of the procedure. However, he alsd. noted
n:the limitations of the methodology, particularly in its lack'of
.evaluative potential.,r
/11 the present study the CIT will be modified for use in an environ -
mental framework. _ It
methodology other tha
the techniqpe to sugg
r
is one of the few environmental applications of the
thelFitts and Jones (1947a, 1947b) utilization Of
st modification of airplane cockpit instrumentation.
I
11.
a
(
Operational Definitions
EED,
A.
Certain terms which will be later employed within the Critical.
Incident.Methodolograre defined asfollOWs:
Critical Incident (CI). An incid-eft-ls any observable.
characteristic of the library environment which can bedescribed and 7,z
reported by the obAerver. To be critical, that incklent --xn some
way affect the behavior and/pr perceptions of the observet in a fashion
which either enhances or disrupts use of the library. The CI consists
of the'aspects of the report which dedcribe the actuaIdharacte.ridtict
of the situation.4
Critical Factor (CF).' This is any single element of the CI which
forms a simple, unique unit of thp'environment--e.i. it! is a stimulus,
06 presence of which partially or whollY'definad the CI. may be
more than one CF predent in any particular incident, as there may-tie
more than one stimulus operant -in phe environment.
-. -
Critical Requirement (M). An'aspect of`the library's environmeti. ,- _
-.
71i h affects the success of the library in.
the quality or presence of w
performing'its.foractions.
I A.
purpose .
.-.
-Tlie purpose of the present study is to identify, behaviorally,
throUgh the use of the Criticaf Incident Technique, those Dimensions,.
Areas and Classed7,pf CF's which determine the CR's Of,ihe Albert S.
Cook Library's environment, upon which basis a,College Library Rnviron-
ment Questionnaire wirl
the,use of the Critical
assessment.
be suggested. A secondary purpose iS td test _
A
Incident Technique'in the area of environmental
teV;
I
ea
'Hypothesis
4
;/-kEED, J.G. i3
.
. .
'It.is suggested that environmental dimensions identified in this
-study-williroughlylapproximate:those suggested in Table 1.',
0
.1
n
S
0 S
a
21'
r 0
I
4
If
..
O
IInstruments
Chapter 2
METHOD
Each subject received a cover letter explaining the project and
requesting assistance. A,copy of the letter is attached in Appendix B.
'Each subject received two questionriaire forms, one for the report
of a NEGATIVE criiical'incident, and one for-the report of a POSITIVE
critical incident, copies of which have been attached in Appendix°B.
The two Questionnaires, which are very similar, were presented on two
different colors of paper --POSITIVE on gray paper, NEGATIVE on bdff
paper--to allow for easy istinotion between the forms, and to attract
attention to the two diffe ent forms. Order effects were Controlled
4 ...4.1)
by counterbalancing the presentation order of the POSITIVE and NEGATIVE,
forms.
14
"A DATA FORM to gather demographic information on each respondent
(a)frequency of library use, (b) colleie°class, (c) residence statu, ":. .
(d) transfer status, (e) sex, (f) age, and (8) major departmentwas,
attached as the fourth page in each qUestionnaire set. See Appendix B.
for a.c:Ily of the DATA FORM.
4 P ,
The Post-Questionnaire Inquiry, which has been attached as Appendix
C, was given to each eubjeci in the pilot study following preliminary.
versions of the two previously cited questionnaires, in order to gather
feedtiack from the suhjects on the.intruments themselves, their u nder-
,
standability and their format.
A cover letter in Appendix C attached to the front of each pilot .
1'
survey booklet, explaining the pr ject.
ti
ti
RERD, J.G. 15
All mailed questionnaires were accompanied by self-addressed
reply envelopes, to facii.tafe the return of the Oestionnaire0--, ,;7 1
one for campus residents, using the campus mail; the other a postage
giid business reply enirelope, for use through the United'States ,
Mail --a copy of each of which is included ill Appendix D.
Pilot Studys
A pilot study was runt.using as subjects, 26 students,at Towson. I 1
State C011ege. They were randomly selected as they entered the '
foyer of the,Cook Library on Thiirsday,April 170 1975.
Responses were received from 15 of the subjects--3 freshmen,te
3 sophomores, 6 juniors,band 3 seniors, of which 8 were females,
and 7 were rosier: Respondents represented majors in the following
.academic areas: Art, Biology, .Business, Educatidn,0,
Nursing, and Psychology. Ten respondents indicated that they use the
library on the average of at least once a week.
On the basis of the.results of the pilot study (the /nStrumentS,
\,were'modified to the final form as presented in Appendices, a
form which in many ways is comparable to that used by Smit'(1951)..
Subi ectse. a
Subjects for ,the study were full7time, undergraduate, day Students
at Towson State College, A randdm sample of 394 resident students
(students who lived on campus and who had campus mail boxed).and 409
1
. 3
commuter students (students who lived off campus) were selected (by hand)-.
ter.sdiection.) \The
1
o samples were separa
.
for a total of 803' subjects. (Achanistrative difficulties prevented
,
tely drawn, and while.
. 2J i t
94.
REED, JG. '16
1
.thAy were roughly equal in size, the resdAt sample represented about
33% of the total available subject pool, whereas the commuter sample
represehtedtonly about 6.5% of that available subject pool.
1
Procedures for the Survey
One instrument, as described above, was mailed to each subject,
through the appropriate vehicle-- compus mail fOr resident students,t*,
and U.S. Mail for commuter students. Each. return envelope was coded
with a unique two letter code to 'make,a follow-up reminder possible.
A iemindirwa;cnot utilized because: (A) 20% response was received
within three weeks; (b) the anticipated return did not justify added
costs; nd (0) many students' addresses Were no longer iilahle due
/c A
to end of semester moving (a result of unavoidable time delays).
batallanipulation and Classification 1 .
----
.Responses to the survey were first examined to insure that
(a) eacheport involved.a CI, and.(b) each report contained the. ,
,; description of an event.
. Data was extracted from each questiOnnaire and recorded on index
cards, with one CF report per card, demographic information, the
type of response--Positive or Negative CI--and the unique reference. .
code for each subject.
Cards were then sorteMductively in o the following hierarchicalo
groups:
1. Ca e °ries. The most, general level of grouping, it repre-. 1
seated the i itial stage of
f
classification. It this point, All identical
or highly sim lar CF'solee grouped togetheit.,.,
!.-
. olL
It. 7
REED, J.G. - .17
4 4
2. Classes. The second level of grouping, it consistedi
of closely related/citegories of CF's..
3.. Areas. Remesenting particular aspects of the library
'environment, this level of grouping related associated classes,
which were subsumed under the heading.
4. Dimensions. The fourth and highest ievel of grouping,
this ldvel pulled together all areas which are functionally,,or
behaviorally, or conceptually related aspects of .the
environment, and separated into parallel groupings those areas
which were unFelated. An attempt was made to define dimensions
and areas as mutually exclusive entities.
.Frame of Reference. An. important aspect of Flanagan's (1954)
procedure, the frame of reference in this instance was that of the
library as an environment for use by people; and of an analysis of
the similaritiei and di ferences in, and between, stimuli -- represented
events, or incidents--whiCh exert a preeS on theindividual1.to
.
the extent that the situation was reported aS a 'In all cases
, l.
incidents and factors'weie treated and grouped from the
of a user,' satisfied or dissatisfied with the library. .
nine of view
'General Behaviors. The following sugges ed guidelines (Flanagan,
1954) were obierved during the process of grot ping data: (a) groups
and their titles should be logical, clear cut, discernible, and easily
remembered 1 (b) titles of.groups should conye apparent, meanings;
groups' should be homogeneous; (d) titles a d headings should be
stent and equivalent; (e) categories and classes shouldbe
r.
f
I
6.7
,1REED, J.G.
easily applied and maximally useful; and (f) the total grouping
Should be comprehensive and exhaustive.
Data Analyses, - .. Comparisons were mane between the responses of commuters and
. residents, and between positive and negative critical incide es,
18
1 4/ ,
,,
by Dimension and Area, in proportions and Chi Square values.
..,
. .
Comparisons of CF's were also made between class:inc011e§e
groups, by the gender of the respondent, by frequency of, use of the
1 ,
library by the respondent, by entrance status of theotudent, and
by academic area of the major. Alpha Was set equal'to .01.
Testing
'1,
I
. A random sample of 63 of.the CF's (15% of the total), stratified.. .
.
bytype of 'response, negative or positive,(15% of each type), were
I I
fubmitted to eaur independent judges for grouping. Two Were librarians:4 .
and two were psychologists. Each was requested to group the CF s
using the-criteria outlined above. 'the its iietions
raters are:attached in AppendixE.. tSch rater received a co
o the
lete
questionnaire instrument identical to those.given to subjects, for
thbir iaormation:. Each rater received, a copy:of the "General
.DA \
ClassifiCation,Scheme of EnvirOnmental Dimension's for College Library
Entdronmental Astessment," co tained in Appendix E. And? each
ple of, Critical Factor Reports," whichreceived,a list, "Random Sa
contained the 63 sample C a.copy of which is attached as part of
- Appendix
I-
4
REED, J.0.19
.r?
,The results of the rating of.the 63 sample CF's by each of the
raters were compared with the ratings assigned by the Investigator,
using proportions for overall agreement, and agreement with each
individual rater, and the Cochran Test as an inferential measure of
disagreemeht Hays; 190): Alpha was1
' 1
set equal to .05..
. 1
/ 4
A
A
I
12.
(7`
' Chapter 3
RESULTS
1 -14g,
REED, J.G I(
Library Critical Incident Questionnaires were mailed to a random
sample of 803 Towson State College students to gather information concerning
beneficial and detrimental aspects of the Albert S. Cook Library. This
behAioral inforiation was inductively organized in a classification
arrangement of dimensions and subsidiary'groupings, which may be seen
as critical requirements, relevant to the environmental assessment of
a college library.
Questionnaire Responses ,
' Of the 803 instruments mailed, 30
investigator as .undeliverableLin most c
had.moved and left-no forwyding addres
s were returfied to the
ses because.the individual
--for an adjusted total of
.;.;70 instruments, mailed Successfaly.* itesponses were received from
-:4 t ,,v,h, ,,,,
'a total of 177 subjects- -22.9% ofth sample. Seven of the responses1
. ..
.
were dnuaable because they containa no.informatiod, or so little14
A
7
information
inclusion
at they did"not te9t th criteria established for the.4
data--tworwere cOmpleteliblank, while thtee others contained
. ..,
. ., .
. . .
notes; from th Aubjectsifidicating that they had not used the library. inasuch long\ time that they were unabl to provide any information. The '
. .
c
total umb r of responses was thus reducedto. 170, ../
Of the total 177 returns, 89ftWere from resident students (a 21.8%
.
..
ate), and 88 were from _girl* studentsreturn
2 El
4 1
IS r4 :
(a 22.1% return rate),
iy
REED, J.G. 21
out of a total of 374 successfully mailed to residents and 399
successfully mailed to commuters.
Demographic Characteristics of the Respondents
O the respondents 119 (70.8.) were females, au 49 <29.2%) were
males,' while two did not report their sex. These results represent a
slightly higher pro ortion of fexhales than exist in the total Towson
State College stude t populatiOn from wlich the sample was drawn.1
1A further breakdown of resPonaLts by r sidency status, reported in'f
I
Table 2, indicates higher proportion f males responding in the1
commuter sample th q in the resident s1
1
female responses.1
. I
The Class in College pf respondents may be seen in Table 3, fot-...c,
I
t'4 170subjects whose res onses were usable. A greater number.of .
ple, 'in comparison with '
seniors responded than, any
available student population
when comparing responseS fr
-received lower ditrision
ther'class,
1And,
residents
reshman,
responses received from upper division
their cbmomlisoh
The maj r yc3
wson State College studentsWho responded entexed.
1
groups.,
again a discrepancy from the
conflicting trends may be rued
and commuters, with more responses
sophomore) residents, and morer 4 r
4Junior, Isenior) commuters, than
\Athe institution s Freshmen, as may be seen in Table 4. t may alsoihe
noted that there were'a higher irlortion tranfer stu ents among t\le
i r
commuter respolid nis than among & residt respondents.t ,
1
6t
L.
, I
.
%1. OffiCe of Academic Systems Re ea1
4, ToWsoti 'State College, 1974
1
Statist calFact 1Lok, was used as
1
of
.r .
$
A*-n Official source for comparison.
\'
111
\'
4
V
ee
Table 2
Gender of the Respondents
E145RE '.G. 22
Status
Female
Sex
MaleSub- totals
Resident 65 (38.7%) 23 (13.7%) 88 (52.4%)
Commuter 54 (32.1%). 26 t(15.5%) 80 (47.6%)
Sub-totals 119 (70.8%) 49 (29.2%) N = 16'8
tl
;
I
f6.
0
r
4A
4
30
A
e
+--
Table 3.
Class in College of the Respondentd
REED, J.G.'23
StatusFreshman:
Class.
.SoOhomore juniOr Serif*
Residents 28 (16.5%) 24 (14.1%) 2J, ( 2.4%) 16 (9.14%)
Commuters 11 (6.5%) 13 (7.6%) 23 3.5%) 34 (20:
Sub-totals 39 (22.9p 37 (21.8%) 44 ( 5.9%) 50 (29. %
Sub-totals
89 1(52.4%)
81, (47.6%)
N:.= 170
1
4.
Sa
,
A.
A
.
O
44
1
e
C'
A
Table 4
Towson State Entry Status of the Respondents
.ResidencyFteshman.
Entrance as;
Transfer
Residents
'Commuters]
. 74 04.0%)
4,2 (25.9%)
Sub-totals 116 (69.0%)
C
wy ,
*
.
a
15 (8.9%
3 (22.0%
52 (31.0.)
0
lw
Sub-totals
I
40,
tl
4*The distributidn of respondents by Ate group
Of the i6 persons reporting their age, the maiori
years of ge or younger at the time of the'su
tendency may be noted in the sample, wherf
y-
'\ REED,J.G. 25
seen inTable 5.
(74.1%7 were 21
Again, a conflicting
more older students appear
in the'tommuter group than in the resident group,.and far fewer commuters
who responded were/lesi,than 20 years of age than in the resident' group.
The Academic Area of study of the respondents; with specific. frequen-
cies by discipline, may be seen in Table 6. The largest number of respon-7
dents were in the Social Sciences (52 subjects for29.7t of
and the fewest respondents were In the Sciences.
Ireported a doubl major, in which each was counted,
the tota;),
In'a-few cases,eub
.175 reports ofi a ademic major, in spite of
report their maj The discipline with t
1. .
dents was Busines Administration,followe. .
.
Psychology, Mass Communications and Speech,
accounting for t
ects
t
everel,studots failure toIt 40.: 4", '..".
e largest number of respon
by Elementary Education,
and rt. More residents"I
than_commuters,speeified a major, in the Fine Arts or the Sciences, while
more commuters than reSidents reported a major in the Humanitiet or
Education.. ,...
',-
. ..
When -asked aboUt.the.frequency_tif their .use of, the college_library,
r.', ---,-.--168 students responded,selecting among: (a) once a month at less;
t.
,:.
(b) twci7Or hree'ti s a month; .(c)..once.ja week;, or (d) several times.4.
a week, 'Reppoppes.td this question marlhe, seen in'Table 7. Fifty-0 '-
. ,
-.,
eight percent of the,re pondents cite categories (7
been intended by the investigator to indicate'infrequr
,o
or (b)-- which had-
nt library use..1
0
ry
o
Table 5i.
Age of the,RespOndents.
REED,J.G. 26
Residency.
Age Group
.19 20 -21 22-23 .24 -29.
.Sub-totals
,.:
Residents,
dommthers
41z
37 10 L 0
,
(24.7%) (22.2i) (6.0%) (0.6%)
15 30 12 9 11
(9.0 (18.0%) ,(7.2%) (5..4%) (6.6%)
89
(53.6%)
77
(46.4%) .
Sub - totals 56 67 22 10 lL
(33.77.) (46.4%) (13.3%) (6.0%) (66%)N = 166
k.
,
.
).
'
I° 14!
I.
i
.
(Frequency and Perdent by Resident and Commuter). ,
Table 6
AcademicArea of the Respondents
REEDP.G.. 27o 4
FINE ARTS
Art Music Theatre
Resident 9
C-ommuter 1 '4 2
Sub-totals 10 5
Sub- totals
13 (14.3%)
4 (4.8%)e
17 (9.7% 'overall)
EDUCATION.
Early Childhood Elementary
Redident. 3 6
CoMmuter . 11
.pub-totals 9 17
Other _Sub-totals
12 (13.2%)
21 (25.0%)
3
'4
7 33 (18.8% overall)
HUMANIT ES
'English General Ilistcit ,Speech, .Modrn.II
Studies ,Mas.Cortik Lang.
Resident
Commuter-.
Sufi -tot
3 1 2 3 0-
2 0.., ___T____.3=--- 8 2
1 .' ll' 2
Philo. Sub-totals.
1 10 (11.0%)
1 X6 (i9:0%)
2 76 (14.87.
overall)
Table 6.crtinued
28
V
SOCIAL S IENCES
1
Busin.
Admin.
Geogr. Intl. Pol.Sci. Psych.
Stud.,
Soc.Sci. Law Enf.
Resident 14 2 .1 2,'
Commuter 8. 0 1 4
Sub-totals 22 2 2 6 i
thro.
5 3
9 3
14. 6
Sub-totals
27 (29.7%)
25 (29.7/)
52 (29.7%
overall),
SCIE*ES -r-
Biology Chemistry.P. to
filthematics
o f
Resident 2 6..
Commuter 1 0 2:
Sub - totals 3 1- 8
Natural
ScienCes
Sub-totals
1 10 , (11.0%)
3 (3.6%)
13 (7.4Z'overall).,
PHYSICAL EDUCATION AND HEALTH SCIENCES
Health Medic.:
Techn.
Nursing
Resident 5 1 '3
Commuter 4 5
Sub- tals 9 . 8
of
I'
Occup. Physic. Speech
Ther. ,Educa. Pathol.
Sub-totals
1 7 2
,Total riesponses: Residents =91
.CommuXers = 84
N '= 175
19 (20.9 %)
15 (17.8%).
34'(19.4%
'° overall)
44'
..
Si'Table 7
REED,J.G.- \29
of
Frequencyof Upe of the College Library by Respondents
(by.frequency and percentage)
Category of Use Frequency
ti
once a
month.,
.,or less
Resident
Commuter
Sub-totals
c.
2 or 3
times
a month
about se eral
once ti es
a week a w ek
010,-
26' 25 19
'(29.0%) (28.0%) (21.0%) (2r.0%)
21 25 9 24
(21.0%) (32.0%) (11.0%) (36.02
47 50 Y 28 43
(28.00. (30.0 (17.0 %) (26.0%).
4
a
It)
9)
.44
Sub-totals
I
-ti
Classification of Critical Factors (CF's)
REED, J.G. 30 .
, . I.
A tlkal of 427 CF's were,identified rd extracted from the CI reports.
The number of CF's contained in each CI varied from one co several, depending
upon the complexity of the situation, the number of activities reported, etc:
SIP
1
Some subjects reported more than one negative and one poditive CI, resulting
in six C F's for one sdbject.
The CF's were grouped following the guidelines for classification
preViously cited, resulting in four major Dimensions, with subsidiary,Areas,
;Classes and Categories pr each. ;The Dimensions and Areas formed were:
.
J\
I. Staff 4f the. Library..
A, A tions taken.by perkmnel.
111M1Mobs
I
\ .I. .
B: es exhibited by per nnel interacting with user 's. c
. \II. Mate ials In -Libra . \' .
. /. ,
A. i,Availabilii
of Library Materials.
- .
'4. Location Sys ms used in drganizing Materials, and4 0
,Information Sou ces used in Location of Information..
C. Quality of Materia s in the Collection. .
III. Services provided by the ,L rary.
A. Hours of Library Service.
B. Borrowing of Library Materials.
C. Access to Information.
IV. Physical EnVironment of the Library.
4 _A. EquipmenIsiin the Library,
,
B. Physical Design of the Fac
C. Interactions with other UE
.D. Location of the 'Library o
Classific ion of CF'IS into this aFrangement
36
ilities.
ers.,,
Campus.
ay be teen in Table
V
A
FiED,J.G. 31
Table 8
General Classification of.\Critical Factor Reports
(with frequency of response for each Category)
. ..
I. ,STAFF OF THE iliBRARY (includ ng all staff).
A. Actions taken by Staff Members.
1. Explanation or Demonstration of Materials, Services, or Procedures.
Positive (clear, precise, helpful) Frequency
a. Riference/Informaiion Dept. 10
b. Periodicals Dept. 2
e.
Negative (unclear, confusing, utthelpfu
,k a. Reference/Information De t.
; Edqcational/Curriculum Materials Dept,. 2 .
11)
Multi-/Micro-Media Dept. 7
1
. , 4,',
2. Informatiowor Directions,Regarding Werial Location Gli.ren.
Pas til (clear, correct, precise, helpful) .
- -N
10
a. Reference/Information Dept,' ',19
b. Periodical Dept. j 6'.,
d. Educational/Currictilum.Materials Dept, 5
e. Multi- /Micro -Media Dept. 0 11 1
S
h. Staff-la-I-general
Neeative\(uhclear., ilicorrett, nhel fui)
a. leference/Information Vept,N*
b. Perroda4a1 De;C,
\e. Multi-/Micro-MediOep 1
\,0
1
6
1
1
p
J
\
3. Inte pratation'or Modification of Library Rules or Procedures.
Po itive\(helptul favourable, beneficial td student user)\
Circulatio Dept. w 3.
REED,J.G.:, 32
Table 8 continued
f. Faculty Reserve Room 44
1
4.` Availability of Staff Whenrieeded.
o
Negative (generally absent)
h. Staff-in-general
5. Actions Taken when asked fo assistance.
Negative (no action, as istnce refused)
c. Ciro ation 2*
is
.. Attitudes Exhibited by, Staff in interactions with users.
1. Civility..
)
.
..,
Positive (courteous, respectful, pleasant, cheerful)
c. Circulation Dept.
e. Multi-/Micro-Media Dept,
, ,, te,
a. Reference/Information Dept.' 1
1
1
'\.f. Faculty Reserve Room 3, 3,
,
g. Lo by (foyer door checkers) 2,,--
Negative (di courteous,'disrespectfulYrude, sarcastic, instating,
rt
.
..,,. o oxious, offensive, or nasty)
a. eferehce/Information Dept.to
40
4
r
k
Table 8 continad'
I.B.1. b. Periodical De.t.
' Circulation Dept.
e. Multi- /Micro/Media Dept.
f. Faculty Reserve Room
REED,J.G. 33
2. Willingness to assist users.
Positive (open, enthusiastic,'hlpfu< concerned)
a. Reference/Information Dept.
b. Periodical Dept.
c.
d.
é.
f.
h.
. , .
Negative (Lazy, uninterested, preoccupied, too busy, indifferent)
a, Referepce/IfiformatiOp Dept. 3
. Circulation Dept. 2
Circulation Dept. 1
Educational/Curriculum. Mavrialt Dept. 3
.
Multi-/Micro-Media Dept.- 6
Facility AeServe.Room 1
Staff-in-general: 6
d. Educational/Curriculum terials Dept.
f. Faculty Reserve Room
h. Staff-in-general;
. Patienceof StaffIHembers in meets g user's needs, and flexibility.:, ',
Positive (patient, .flexible)
a. Reference /Information D
b. riodicals Dept.
bit f. Faculty R ve'Room
pt.
4
,
4 .
4-14
4.
Table 8 continuedP
e. t -/Micro-Media Dept.
.4. ifficienc in, handling user requests.
Positive (efficient, effective)
e. Multi-/Micro-Med Dept.
Negative (inefficient, slow)
d. Educationa1/CurriCul Material.
f. Faculty Reserve Room
5. Condescension in relation to user's equest.
R ED,J.G. 34
1
1
1
Negative (wa ting staff time; wlish, user is.stupid)
a. Re erence/InformationfDept.
II. MATERIALS IN THE LIBRARY.
A. Availability of Library Materials.
Materials Owned by the Library.
Positive - (available, used and usgful)
.
'a, :Books
b. Periodicals
c:
records,'films, micro drms, filmstrips)
7
5
.
Micro-/Multi-Media Materials (audio tapes, video tapes,. .
8. ,
d. Rer>sKe Readings 3
; . - \
e. Educatio aliCurrieulum Materials. (lesson -pla s., pictures,
books, etc \)
Reference Beks/Indexes-,
h. Materials -in- general (or s f c information) 3
.
12
4b
1
Table 8 continued'
..
Nekative (missink, stdlen, not on shelf)
a. Books
b. Periodicals
c. Micro-/Multi-Media.Materials
,
d. Reserve Readings '3
EducatiOnal/Curr Caitlin Materials 1
Reference Boo /Indexes I 1
h. Materials-in-general (or\specific info tion): 1?
MI6
. Not ow* by' the library.-
Wegative%(never purchased, incomplete sets)
4f.
a. Bonks
b..Periodicals
.g: ReferenceBooks/Indexes.
' .3 .1Materials'owned bat unavailable.
.Nuative,(dt the bindery, in processing)
'4.
11. Periodicals
d.
.
,4.
,'
Reserve Readings
Materials in damagediondition.t
Negative (mutilated, defaced, pagesA
a.: Books'---:
b. Periodicals
missing)
c." Micro-/Mu i-Media Materials
'',
4
1.
/ Table 8 continued
e. Education'ql/Curr. ulum teriala<
Arrangement of Materials,
\REEPpieGe 36
Negative (disorganized,/out of order, s attered) 1
NO. Periodicals /
I
e. EdUcationallCurriculum Materials
Reference Books/Indexes
\ .
*
\ \6. Owned by-the librar but being used by others. /
i
Negative (not enough opies available of high demand materials), ....
d. 'Reseiwe Readings 1
, 1
. .\,..'
\
B.t Location Systems used in Organizing Materials, and Information
Sources used in Location of-information.
*.
1. Logic and UnderS6ndability of-the
Positive
systems 11i.labre.
understandable, logical, negotiable)
I
7a. C rd Catalog
Negative (con using, complex, unintelligible, incomprehensible)
. .
a. Card atalog 3 .
b. Classi cation/Numbering System for bopkS 3
,d./ Floorplan and distribution of,mateAls
e. 'Music Card Catalog
h. library-inl-general
i. -Inter-library Loan system
a
44
\
' 1
4
,
\
,4
II.B-
Table 8* continue
2. Abi ty of thefuser to use the syst,j
(wad able to find specifiPositive
1, /
-b.
4,
REEU,J.G. 31
4 !t.
to 'acquire information:
information needed?
Classification/ Numbering SystemI
c.. Indexes,to.
Peri cals and other materials'
'I .
Negative (unsuccessful at n otiating system),
tI
. t-''.. I
A. Card Catalog..,
-
b. Classification/Number $_System 1
.
c. Indexes- to Periodicals aa other.MiterialS ! 3
\. \.
.
3. Availability of information aboUt the Itbrary'S sSrstems,,
.' .
the, ability of users to learn about he sys,
ressionf system:'-,,
\ , \\ -,
. -
Negative '(system is formidable, i4osilig, frigkening, fear.Y. A. 4
inducing; difficult to undetstand)5,"
.a.: Caid-Catalog
'c. Indexesto PeriodicaIs'and otber materials ,14
\-N-
.14'toximity of Information Sources and related materials.,
\Ne ative (locate& 6ar apart)
. Indexes to Periodicals and other materials
a gssibiiitits.for 1,6wsing irougir.the collection,
v .
siiv (able to and enjoy browsing)
h. ,Library-in-general
Negative (very difficult becauge of library organization)
b. Classification/Numbering Sy em fOr books 2
1
'
Table 8 continued'
C. iiality of Materials in the Collection.
YI1/4
.. Curr ncy of materials.
\
Negative (o -of4date):
1a. Books
12. Selection and variety of materials. \
e
t
'
ositive (wide variety available). .
1 \ c. Materials -in- general
Negative.(poor seleCtiOn, few materials in.certafn area
a. Books (Black studies, psychology, recreation,
-4
REED,J.G. 38
Vii,
b.
d.
nursing, crafts)
Periodicals (psychologyo,..
nursing) .
-,A4Materials' in spedific areas%(informat on) S"
1
2
Availability of Key Sources.
Negative (MiasingOr not available)
a.\\Books (key primary sources)
riOdicals
3.
III. SERVICE PROVIDED'BY THE.
spedific s ces tovered
function of
availability.
Cher direct
LTBRARYJ (ExclUsive of
in 1. and II.cabove, as a
'staff assistance, or material
\`
. Table 8'contiAued
III. A. Hours of LibrariServide.
.
I
1. Avai abili y of the library.
_ .
i
Negative (;31b open when needed)
REED,J.G.
a. Mos d tootarly on weekday evenings
b. ,Closed n Friday evenin
Closed whin needed, on w ekends (hours too short
moClosed prio to sch duled closing time
-e. Opened too lat. on Oeekday
emorning
39
3
2:7
B. .Borrowing of Lprary Materials (rules,.procedures),
1. Loan Period. .
0
Negative (too short)
b. Faculty. Reserve Mate rials
2. Fines for overdue materials.
Positive (cancelled by, librarian)
a. Circulation Department.
Negative (too costly, nuisance)..
a. Circulating bpoks
if
110 culty reserve,
3. ptness a service;
\\4.
Aft
Live (hadto wait to check Ptit materials)
I
.;
O.
1
0 /4
S
4
4
i".
h able continued,
III. .3. a: Circulation 1)ept. (took 10 minutes
. A .
ib....1Faculty'ReServe Room '(longque)4 2' ,.:.
A. Identification ReQulred of Borrowersl.
.
, Negative (T.S.0 I.D. is only'adcepfable form, unable o borrow)
va.ircation Dept.
b. .1 acu ty Resery Room 1
J11 ,
Records kept on borrOwed mmateriols. .
1Negative (missing or in Frect)
a. Circulation t:
A
,
6. , Placement of lold Req ests for Materials in'circulation..
Positive (done and noti ed promptly)
a. Circulation Dept.
'Renewal of needed materials.
Positive (librarian relieved needed\,book
a. Circulation Dept.0
Negative (librarian refused'to renew Wpok)
8. 4rIllegal removal of materials froth the libra'ty.
. .a.ip-
eCirculation Dept.,
I'
. Positive.(took a book without checking it out. 0 ,
Circulating library, book,
a
r a,
.
sdh=a 0.11
4,
/ Table ..8t_inued
REED,J,G. 1
iii. C. Access to InfLrmation and Services not available in 'the
Library. 4
l.' 'Material 'needed\or research.
Negative (services not available)
4. Computer search services for bibl ogrgric information
'
\ 4
0
41
9
b. Lists of resources and.s e ial servic= available
in nearby libraries
C.' Specific information packages
Data Bank)
(e.g. N.Y.Ti 4`
1
1
Procedures fOr the use of external, services. '.
Negative (procedUteb disorganized; confising).
. /. ,
Internibtaky Loan materials never received 1
co'
IV: PHYSICAL ENVIRONMENT OF THE'LIBRABY.
\\A. Equipment in the Li rary.
\
r
1._ EqUipment is essential.
Positive (available) ..s.
1,.$. Copying Machines (xer 2
b. Typewriters 1
c. Multi-/Micro-Media Equip ent (tapeecorditt§,film.
facilitieS, record playerstelevlsions, micro-form
equipment)
4914
IV:A:1. d.,
2.. COnct
1'
.)\ REED,J.G.
4.
I
/ ; I
- ,
. Table 8 continued\ .
/
/Dollar change machine in bsement .., ill
!
\
1
tion of the equipment.
Negative (out of order)
a. COpying machines
b. Typewriters
:
3. Useability and underst ndability of equipment.
Positive (procedures simp e, easy to learn\
c. Multi-/Micro-Media'Equipment (recQders,
microfilm & microfiche machin
Negative .(tenable to operate, prOcedur confusing)
d. Multi-/Micro-Medr4quipme t (recdrders,
microform machines)
6
1
4
4. Use equipment in-leisure time and while/st dying.
Positive (enjoy using for pleasure)
c. Multi-Media Equipment (record player t.v.) 3
B. Physical Design Elements of the Library Buildi
1. Lighting,
Negative (improper, irritating).
f. Reading Rooms
5
..momom oWommo...T4F.Nr, Two,. .O.WWPoirOm41.r%
1
\
No,
4
Table 8 continUed.
IV.B.1. g. LibrarylFgeneral'..
2. , Temperature.
\'Negative (too
a, Reserve Reading Room
Library-in-generalo.
C
13. Windows.
0/.1
Negative'(absent, oppressive atmosphere).
1library y
,!;, 141
REED,J.G. 43
4
1
2
3
4. liaise Levels in the library (soundproofing)
Posi4ve (quiet, good studying)
Study Lounges
t
\.c. Book era& Periodical Stacks
.3
d. -Study Carrells
f. Reading Rooms
g. Library-in-general
\
'Negative (noisy, disturbed easily by other users)'
1
2
1
a. Reserve Reading Room4
b. Study Lounges
Book and Period*iil Stacks
cg.; Librar n-general
5.. General Atmosphere of the Library.1
PoSitive\(p1easant, attractive, clean,
51
o
comfortable)
1
2
A
!
IV.B.5. a. Reserve Rea
b. Study Lounge
ing Roo
d. Study Carrells
nue
. g. Library-in-general
'Negative (unattractive, uncomfbrtable
g. Librdiy-41general
REED,i.P.. 44
messy, 'ugly)
a
4
4
6., /Privacy ,availability.
Positive (available when needed).
d. Study carrells
Library-in-general provides privacy
7. Rest Rooms
re
1
1
Positive (av Iable,,accessible)
f. locat on in lobbies of floors
.y,
8. Exit Area (Lobby).
, Negative (only One d or for exiting)
/f. Maiti Lobby Os lon lines at peak times \
( C IrApract saps with Othe Us= s of the Library.
1. Strangers.
Positive (helpful, considerate, kno edgeable)
a. .Referenc Area.(introduted o.new periodical index)
1
ar 1.
REED,JA. 45
I
Table 8 'continued
41,IV.C.1. b. Periodical Room,(shown procedu4s)
. ..
1
,. . .
c. Reserve Reading Room (told about\ materials), 1
d. Multirptdia Room (helped with tape recorder) 1
2. Friends (meeting place). .
s
Positive (place-for group study and socializotion)
a. 'Materials returned by a friend '3!
b.. &tidy Loupes (used for group study for exam) :I -
-.....--
e.' Reading Room' (talked to a friend)
f. Library -in- general (meet people)
Other areas de love to girl friend)-
/-- ,7
D. Lo ntion of the L brary o Campus.\
\
Relations to \parking a
s
. :1
1
Ne ative
a. ac -s away
..
0'
I
RE9,J.C.. 46
The distribution ofCF's has been presented 4.n summary form
(Dimensions-and Areas x Type) in Table:9. There were more negative
-than positive CF't, and the two largest Dimensions were "Staff of the
Libraty" and Naterials in the Library" (I and II). 'The single largest
Area. *as "Availability of Library Materials" (II.A.), followed by
"Attitudes exhibited.by personnel inter4cting with users" (Io8.)and
"Actidns taken by personnel" (LAO. The disproportionality of the, .
,distribution of'CF's'among the four Dimensic;iva.was tested for randomness
24and ',found too be significantly ,divergent from normal (.X= 16.03, df = 3,
2. < .01) . ,\
IS
In Table 10, tht distribution of F's has been presented by)Type
(positive vs. negative) o allow perctntage compariions between,
the distributions of CF's ong thi imensions and Areas. While 49.2%
of all positive CF's fall in c Dimension / only 26.3% ok the negativeI \
CF's were retorded ere; *hil the situation is reversed for Dimension II,'
with 43.54of all At tive CF' a6 opposed to only 24.1% of all Positive
pos
same
portidnal di tributtio
tive and neg tive Ty
d
CV's were positive
a similar occu
The unevenness o\
Dimen ions in Tabl
iation oma ran om
the case for Table 11
with
may be viewed further 'breakdown- of a
of g's thin eadb'Dimension and Area by
in Table 1. In Dimension I,'61.1% of all
Dimension I 68.2% of all CF's were neg4tive,\
imension I I (more negative than,positive).
ribution o positive and negative CFis among
pund ttatisti ignificant
tridution ( .001), as\.22, df
df = k<.009\
.
. '
4
. REED,J.ga ,47
Table 9
Frequency Distribution of CF's (Clalsification x Type)1
t
. .
.
tlassification._ ,
6,Positive
,
Type
Negative
.
. Areas
Sub-totals
.
',Diniension
Sub-rtotals
.
11.,1.4,-. .
. ,
"I.B.. ...Type Sub - totals
" , II.A.
II.B.A
'IL0e ij4
Type Sub-.totals
III.A., .
. III..B.s {
III.e.
Type Sub - totals
IV.A.
. .
IV.B.-,
.
IV..C.
IV.D;
Type r-totals_
,
.
t
;...k... : 56.46
.
. 96
42'
4
1
47
0-
4.
0
4
20 .
19 ..9
..ql. k
4,- 0-
,.= 48 :* ..
, .
..
'16;
45
4, A 61t
6/Nlit
271
10
101
it 17
4111 10.
31
14.
24
0
1
39
**
,
t
.
.
-1
72
85
106
31.
11
17
14
4
34
43
91
,
.
.
,
e
.,.
0
.
.
157.
i
148.
35
87
.
,
t
',
.
.
`.1p". Total's c
....-,..;4.-4... ,
' 5 , . .
. .17
.._
...
.1 232. t
. 9.
N
.
.. 427.
.
,.
S.
11r
A
e
71
Table 10
REED,J.G.
Proportional'Distribution of CF's Pecent by Type)"
)
48
1 ,
Classification
-Type .4 Area %
'Positive Negative 4 of Total
r.DimanSion
% of Total
-
I.A.
I.B.
Type Sub-totals
Type.Sub -totals
:the SUb-totals
IV.B.'
.IV.C,
IV.D.
Type Sub - totals.
28.7%
20.5%
49-.2% 26.3%
21.5% 27.6%,.
2.1% .f1.6%
.5% 4.3%
24.1% 43.5%
0 2 7.3%
2.1% A.3%
0 % 1:,7%
7.1% 13.4%
10.3% 6.0%.1
9.7% 10.3%
4.6% '0 %
0 %
24.6% 16.8%
.
ti
241..8%-
7.%
4.0%
3.3%
.9%
8.0%
.2%4
4
36.8%
44.7%
8.2%
' 20.4%
Type. Totals np = 195 nn
= 232 N = 427
.4
A
Talde 11
BBED,JX. 49
Proportional Distribution of CF's
(Percent by Area and Dimension)
ClassificationType Area
n
Tothl
Dimension
Total
I.A.
I.B.
Dimension %,
Dimension %
III .1*,
Dimension .%
IV.A.
IV.B.
IV.C.
Dimension %
77.8%
47.1%
61.1%
0
28.6%
0
11.4X
58.8%
44.2%
1f0.0%
5 . %
22.2%
52.9%
3q.9%
60.4%
.87.1%
90.9%
68.2%
100.0%
71.4%
100.0%
88.6%
41.2
55.8%
0
100.0%
44.8%
x
72
85
17 ,
14
Percent of Total
45.7%by Type.'
54.3%
4 -
157.
148
35
$ 43
9
87,.,
427I '
Li
REED,J.G. 50
Distribution of CF's by Demographic Characteristics of Respondents: Sex
I ,
The f equencleof CF responses' Lor males and females by Dimension,
Area, and Type of response have been presented in Table 12. There were
Many more female CF's than male CP's; a trend"consistent within each
Dimension. Responses have been presented in Table 13, as aTe'rcentage
distribution of CF's by sex, allowing for comparison of the distribution
by Dimension and Area of male and female subjects vs. theAotal group4
of CF's. The uneven distribution of positive and neiative CF'S by
.1
Dimension noted earlier -may be seen as a consistent pattern for each
(, .
sex in Table 14. ,Comparing males and females,, the distribution presented11
, . 2..
in ,Tab1e 13 was not statistically significant (X= 8.652, df = 3, .1= n.s.).
Demographic Characteristics: 'Residency Status
.
There were more CF reports from Residents than Commuters,
inlroth cases there were more negative than positive CF's, as may be seen
in Table 15. The trends noted in Oldies 9 and 10 maintain when the sample
is.subdivided by residency. Responses by residency status and Dimension
although
26
A.~ere found nit to be statistically significant df = 3, k.
A further comparison of Residenes.v Commuters by Type of respo se may
be seen in-Tkble.17. the resulxs of that comparison in a 2 x 2 Chi Square
alio was not statistically significant (.X= .47, df = 1, 2. =
Demographic Characteristics: Class in Cal. ,
Tile distribution of CF's by Class in 'college of the .respondent may
..be seen in Table 18. As in Table3, there were more CIOs reported. by Seniors
than by any other class, and more reported by Juniors than by Freshmen or
a
I
.
1
1
: !
Clash.
/Th
Table 12
4R ED/J.G. 51
Frequency Distribution of C 's by Sex, Area, and Type
\ Type
Male, Eemale
Aree
Positive Negative Sub-tot.r.
IPQ
'WYMB Area%
tive Negative Sub{ -tot.
o'
Both Sexe
Dimension
Total
I.A.
Sub-tot.
)IV.B.
IV.C.
'
Sub-tot.
8
15
3
3 '
1 0 v 1
7 17
0 7
14 22
``2914
11 14
6 9
J'\` 5
4111,*
1 - 2\e'S \ \
4"..0 9 o \ \
6 _ 71.,..
7 '1 8
7 . 11 18
e
4 0 4
0 1 1
18 31
Totals_ by
Type.. ex
16, 64
33 31 64
'81 47 128
\ 38 53 \ -91
\\I`.
,\19.
3 83 122
0 12
2 10\ 12
2 22
24 \26
0
2
17 9 26
10 13
0 0 0
32. 22
'157
146-
33
85
41 50 91
59
154-1. 176 330 421
14 a
a
-s
Table 13
REED,J.G. 52
Proportiorial Distribution of CF's by Sex and Area
i-Classification .
'Male ,
Gender
Female
.
Area
Total
, :Dimension
Total
#
4
I.A. 7.7% 19.4%' - - 16.9%' '
I.B. 24.2% 14.4% 20.4% . . ,
Gender Sub-tot. '31;9% 38.8% - - 37.3%
II.A. 15.4% 27.9.---k-4 24.9%.
II.B. 9.9% 5.8% --. 6.7%
' II.C. 1.1% 3.6% -2.9%.
Gehder Sub-tot. 26.4% . 370% ; 34.7%
4,1114,,,
-III.A. 5.5% 3.6% 4.0%
J1
III.B. 2.2% 3.6%- \._ -3.3%
III.C. 0 .6% .5%
Gehdei Sub ;tot. 7.7% 7.9% - 7,8%
)
,
IV.A. 8.8%.
.9% . 8.1%.
, .
IV.B. - 19.8%.' 7.0% 9.7%
IV.C.4. 4.4%.
1.5% 2.1% '
IV.D. . 1.1% . .2% - .
t ,
.0
.
. Gender Sub-tot. 434.1% '16.4% 20.2%
Gender, Totals n = 91 n -= 330
_
.:.
.
.
N = 421
.60
cti
ti
4-.4
Table 14
,FroportiOnal Distribution of. CF's for Sex, Jy Type and Dimension
iClassification
Gc
positive
Male
Negative,
Sub-total n
Female
PositiVe
Negative
1.Sub-:total n.
I.
51.7%1
48.3%
29
63.37.
36.7%
128
II.
29.2%
70.8%
24
32.0%
.68.0%
122
-4
FIII.
14.3%
85.7%
73.7%
92.3%
26
;v.s'
41.9%
31.
59.3%
40.7%
54
-PI
'Zype.Totals
'46.7%
by Gender
45.1%
54.9%
91
53.37.
330
Total N i 421
f
p
a
I
V
ti
Table 15-
, .
Frequency DistriUmtion of CF's by Residenty Statist _Area and Type
REiD,J.G. 54
4
' 4
.
.
.. Resident.
' Colautei:, ..
i
.
-,
t .
Dir4ension
.Total .
Class.' Type
Ppsitive NegatiVe
Area
Sub -tot.
Type
Positive Negative.
Area
Sub-tot.
I.A.
143 .
Sub-tot.
II.A.
II.B. .
II.C..
Sub-tot.
.
M.A.,
III.B.
Aiitc.,
Sub-tot.
IV.A.
'IV.B.
IV:C.
--117-.1)..
Sub-tot.
`'
27
22
49
'21
3
0
24
.,,
0
0
0
0
.16
11
7
0.
34
:.
4'
26
35
,
30
15
5
50
.
12
5
I.
18
-
5
12
'0
0.
17
4.
--
--..
.
A-
.
.
36
48
$84
.
'51
: rii
5
74'
ii.
, 12
5
. 1
18
21
. 23
.' 7
0
51
,'.
.
4 '29
18
47
.
20
'1
.. 1
22
0
3,
. 0
't.. 3
.8
6
2
0
16
.
;
1
.
%
.
,
$
.
,
7.
19
.
26
34
A
7
50
t. ,
5
6,
1 .
12
:5
12
.. 0
1
18
',
.
.
.
l
36
37
.73
4
54'
10
.8_
72
5
9
1
15
\13
.
18
:2.
1
34
-
'
-
.
__
.
.
,.
157
146
.
33
,,
S5
r,
,
'
.
Totals 107 120 227 ' 88 306' 194 7-' -It = 21: ,
C
6t
S
H
V .
e
.
'Proportional Distribution of CF's by Residdhcy
.
Table 16 .
REED,J:G.RRED,J . 55
reClassifi.caton Resident Commuter Dimension Total
' 53.5%
50.7%
54.5%.
40:0%
46.5%
45.5%
' 40.0% .,
157
146
33.
.
Group Totald 53.9% -:
n,
41
es
:
r
E.
LI
a ;
s
486
4
Table 17
'
1-
Proportional Distribution ,of
CF's by Residency and Typ-e-
Classification
Dimension,
.Positive
Residents
Negatives
Naibei
Positive
Commuters
Negative
Number
I.
58.3%
41.7%
84
64.4%
35.6%
73
.
32.4%
67.6%
74
30.6%
69.4%
/2
III.
o100;07.
\*.
18
20.0%
80.0%
15
IV.
47.1%
52.9%
\\
51
47.1%
52.9%
.34
itI
Group Totals
a
47.1;
52.-9%
227
45.6%
54.6%
194
by Type
'Total N = 421
f )
REED,J.G. 57
Sophomores: The distributi n of CF s by respondents for each Class
in Colleg , divided bY Dimen may be seet.ip Table 19 in percentages.
Except for Dimensions III and'IV, the distribution ,ok CF's by Dimension
within each Class in College group was consistent with the overall
distribiltion. In Table 20, the ,same data has been arranged to Sallow
for thecomparison of CF's by the Class in 'College of the respondent
for each particular,Dimension, in relation-tq the overall distribution
by..Clas6 in College. The largest discrepancy from the overall trend
occurred in Dimensions,III and IV.' A chi square test on the data asI
represented in Table 20 indicated non-significant differences' between
a.
groups (,X= 21:341,df = 9, .2. = n.s.).
.
Demographic Characteristics: Towson State College Entry Status
Comparisons were made between students who gntered Towson'as Freshmen... '
and those who, transferred to Towson, which maybe seen in Table 21. As. , .
. , . . .. , ,
it the comparisons of CF's by Type,there is a significant reversal in .
Dimensions I and II between Freshman and Transfer entrantsi.e. Freshmenf
1
. o
gave more CF's in Dimension IIThile Transfers gave more CF's in Dimension I.,
This trend may be seen more clearly in Table 22, which presented proportional
distributions for Entry Status-and Type by Dimension. It may also be
noted that except for DimensionV, the diStribution,of CF's for each
group of entrants, within each Dimension, is consistent with the overall
1.proportions presented in Table A' chrsquare test on the overall
discrepancy between Freshman and Transfer.CF's s(270 vs. 148) was Statistically
,significantX:= 35.0, df = 1, 24:.001).
1
)
Table 18
v
Frequency Diektribution of .CF's !i_Clessin College of Respondents_ ---
Cliss.
,
.-
_
Pos.
Freshman.
Neg.
n'Pos.
Sophomore
-Neg.
ik
-Junior
Pos.
Neg.
n
------;;--7"Yil*nensi-°nSenii
- os.
Neg.
Y.
Totals
..
.
.
'
I.A.
.
I.B.
Sub-totals
.II.A.
II.B..
II.C.
Sub-totals
III.A
III.B.
-III.C.
Sub-totals
IV.A.
1V.B.
IV.C.
.
IV.D.
Sub-totals
118
198'109 -
000p75.
4_
0
16
'
57
12782
-
1781093300.
6'..
:t16
15
31J
159
.2
26810*
9
10
,
840_
'22
10
10
20
111ig0
1200006
'
420
12
...
-\.
0
14
1415°
7.2
41
.2o31.
,
3004''
10
24
34
2682
3,12
.
0377
,-,20
16
*-,
17
,
9
26
1500
150
.
1
.014
.
52.
0,
;_,11
4t
314
17
'18
,
55282305-
5-
1001
16
20'
23
43
3355-
4324069'
151
27
18
\
13
31721
-
10
'O.
.
'
2..
-..
o.-
-27
cl-'31
..t-
'
0
""
11
8
to
18
24
"
4
'3.
.
3165
'
2
13.1800-9
262I .
23
29
316
,
4
416
.
72
158
1110
20
-
157
'
.
146
,-
.
33
.
.
.
.
85
2..
'totals
4.4
.44
88
44
45
89r.
53
.66
.19
119
\\
54'
7I
125
,
.
N = 421
*
Table 19
Proportional Distribution of CF's by Dimension foi Class in College_
Classification
4
Freshman
Sophomore
Junior
Senior
-.
sDimension Totals
35.27.
39.57.,
10.2t
25.0%
38.2%
.
,40.4%
.3.4%
18.0% a
36.1%
39.2%
36.1%
32.8%
5.0%
12.0%
22.7%
374%
34.7%
7.8%
20.2%
Group, Totals
88
89
119
125
Total N = 421
'4
'-.Table 20
Proportional DistributioA of CF'slby Class in College for
Dimanifons--t
Classification
Freshman
,Sophomore.
Junior
anior
_Dime s on
Totals'
T
V
.Group Av
ge
Eercentages4
ti
19.7Z
17:8%
24.7%
27.3%
9.0%
25.9%
18.8%
-21,7%--
209%
21-1%
/'Yp
.27:4%
29.5%
.7.
31:2
28.1%
-
45.57
31.8%
(
29.7% °
284-3r--
29.7%
1
.157
146
N- ix" 421
*.
.
-Distr bVtion.1
-of CF\s.by. 1 ,
$
5' REED,J.G. 61, ..
R
A V
Table 211
-
Clas-s'It Positive
,
.
Negative ul ,--!
vw.."Zgi,qAl;;;';-::"__4X11.,:AIF ,,,,,
,2_,----.: ..:,,,,';,".ivtr:
Positive::Iffs{ Sub-toitt.. ve. . .- .,,....._ .
,
.
Dimension4.
Totals
I A...
I.B.
Sub-tot.
.H.k.
II B.,.*
C.
Sub-tot:
4..TII.,A.
iII.B..'III.C.
.
Sul;1=tot.
- t `
a.-
.1IV.A.
.
."IV.B.
IV.C.
IV.D...t
Sgb...tot. '
....--
.
ft
.1
, 10
48.
3
2 .
I.,
33
0
2
0
. 2
19
13
.6
0
38
, ..
7
32
: 39.
45:. 1
20. .,.
8
73, . . 1
12
7a
/ 1
20
-12
0
0
17
.
.
'
'
.
-
...,545
42
87,.1
76
22
.. fl
r(i 0.6
-1;
9
1
22
...24
V''' 25
6
0
55
.
0,%
.
.s
,
.,
.
17
30
47
10
2
).
13
..
0
'1
0
1
5
4
3
'0
12
\
.
---c
.
"
4
.
, .. 0 ,I.' '4. .
9 '4.
13*,
-22
17
4. *
4.\
,,,25
..
5 \4.
1
*-.10
a
12
. ,0
1
18., '
.
26
4 4?
27
6 ,
,5 ,
..,,38 4
5
51-,
11
10
16, .
3
/1
.
q
.
-
\
.
.
ti
IV, 4
156
..
..
.
-
- 4,
144
33
..;
85
1
l .
A
..,Groul! Total,
.
121 ;.,149*4
I .
270 7341
I
q5
I0
148 ,A
N .. 418'
,.
. l
V :
-
Feha
rnfr
- bmnin
Caiiain
Ae
ae
oiie ,
Ngtv
ecn
oiie
Ngtv
ecn
ecn
I52
48
22
81
1A
66
73
. I.
'
3.%
6.%
3.%
.42
58
57
.8.%
II
.%
9.%
81
.%
9.%
74
.%
V6.%
3.%
2.%
04
00
00
03
ye pret
48
52
93
07
,tts ecns
6.%
354
\-
rqe
e7
18 .-
"
1
Table 22
CC
PrOortional Distribution of CF's by Dimension for Entry Status of Respondents
4:
-sr
wft
0A
rS1
d,...1
'1
ti
REED,i.G. 63
em ra hic Characteristici: e of Respondents
CF'slaire grouped into four categories by the"age of the respondent --'
41 years of ageor younger, 20 or 21 years of age, 2 'to 24 years of age,
nd 25 years of age or older. It may be seen i Table 23 that the
largest,number of responses came from the 20-21 age group, and the second
largest number from/the 19 or younger group. A chi square test found this
distribution-of CF's among age groups to be statistically significant
'(X.= 123.5, df = 3, L.< .601).
Demographic Characteristics: .Frequency of Library Use
Subjects wereAasked to estimate how frequently they use the library.
The distribution of CF's by frequency of use aid Dimerision may be:seen
in Table 24. Slightly more than 50% of the CF's were reported by'persons
who used the librarylass frequently that once al week. However, the
largest category consisted of dose CFI:3\ft= respondents who use the
libriary several ,times a week.
Demographic Characteristics: Academic Area of Respondents
The distribution of CF's by the major area of the subject, class-
ification Dimenaion, and Type of response may be seen in Table 25.
.410
The largest number of CF's were reported by students in the Social
Solences,(28.8%), followed by Health Sciences and Physical Education.
(19.8%), and Education (17:5%). This distribution approximates that
of .the respondents, presented in Table 6.
ti
4
4
c -
I
Table 23
I
-Distribution.of _Ws by Age Groupof the, Respondents,and Type
11.
Class.
.
-Pos.
..
.
4: 1R ,r
Neg.
nPos.
20 - 21
Neg.
n
.
-.
22 - 24 ,
-
Pos.
Neg.
,
n
'm
Pos.
)w 25
(-Neg.
.
n
Dimension
Totals
I.
II.
'. III.
IV.
31
140
21
14
3410i
...
44.....
.48
/
10
28
41
25'2
18
1Il.
.33
38
1018
-
\'.
74
..,.._6312
36
11
.
.4
.
0
k7
7.
11lit
5
18.
153
.
12
'123
.
14
7
1575
1918d
..
9
155--
144
.33
85'
Column
Totals
65
65
....
130
86
.
99
../
185
.
22
,,
26
48
.20A
.
34
.
54
N ,w 417
.\
Group -
Proportion
'4.
'31.2%
.
.
44.4Z
..
..
11.5%
.
.
,
012.9%
.,
.7"
0
N.
niStri htitl on of crta_im Frequent
Table 24
,
-use of the library by respondenta and Typ
,
Clasis:
Ni
...
'
Once a Month
..
Or Less
.)
F
Pos.
Net.
.n
2 or 3 times'
a Month
..,Pos.
Meg-.
n
Once'a Week
._
Pos..
Neg.
..--
-..
n
,..,S.e.v.eral. t
a, Week
fo
-Pos.
Neg..
es
..
Dimendtan
Totals
1 ----,'ss
,
I.II.
III.IV
.
19!),"--
:1-...
15.
1422
25-"r"-------;
6...'
7s
-9
24"
--
.
......._29
16
1'6.:
-25
0,.--7ilti.--
13
..,10
k
45
4111
23
17
.
t "
-0.
7
10.
2314.,
7.
27
j2.
-
1
14
31132.
15
.
-0
e-
21
23129, -
52
.t.
,:.36
;14
.-
24
6.'457,
142``
, 33'
5N
Colum
n.
Totals
-1
/43
54
,-. 97
.
\58
62N
.
120
\
\.
\33
-
41
,.
74,
.
-361
65.
'-126
_
.--
417
.
Group,
&ffikoportion
,
23:3%,
.-,
.
. \N,26
..)
-
-
17.77._-----,.
f
-..,-
.30.,
..2%
.-
Table. 25
,
Distribution ofC
Es
br---Type4nd A
cademic A
rea of thpR euondenit
V:*
V:*
Class.
"Art
Education
\I.
1020
II.
`310
.
00
IV.
9-2
`No
'Sub-totals
,22
32I
J
'Positive Responses.
Hum
anitiesSocisl ;Sciences)
.SciencesH
ealth,. and Professional
15.
:.
28
;Sciences
Dim
ension
Total's
..
234
74
1 11
4f
.
r1
.
55.
18
2013.
03
36O
139
12'
23
22
.
0.
6a
-
24.7"-
Area'
-..,,T
otalst
75-
Negative,R
esponses
-32\
1269
)6
'24
.ga
'27
95
43.351
-191
,245'
.
49
73
10527311.
239
.55-124-
1..
_,..
4
0
85.7N
=,430
..
REED,J.G.67
40,
Validity Testing Of the Classification of CF's
SA raidom sample of 63 CF's and other materials, preJented in
s
Appendix E, were submitted to four Raters for' classification of each!
CF by'Dimension and Area. The classification, assigned\to each CF by. r.,
the investigator mar be seen in Table'26. Of the total of 252 assign- y4
.-1
ments made by the four Raters, they were in agreement vith those yf the
r ir).
investigator in 2Q3 cases. Those instances where disagreement occurred
between the investigator and one or mor Raterg may be seen in Table 26,
along with the ariant,
classification ass gnments made by the disagr
Raters..
,
The degree of agreetent between the investigator and the Raters'
ranged from a low of 77.8% agreement, to a high of 85.7% agreement
with a mean agreement of 7-9.4%. There was complete agreement between
all parties on 37 ofthe 63 CF's (58J7% of the total items). Of t
49 classification disagreements (19.4% of 'the total CF ratings),
of the assignments(42.9%) involved a transposition within Dimensi i r;
between Areas I.A. and I:B., while 597TrOf all disagreements involved
Area I.A., "Actions taken by personnel."
The Cochran Test was employed in further analysts of results,of
the ratings, comparing the classification assignments made Sy the
estigator wit those of the four Raterii to test the degree of/'
disagreement, with the investigator used as a criterion. TI(e.
result* of the test indicated that *there was not a, statistically
.8ksignificant difference between the the raters Andthe investigator
sV
2.81, df 3, P = n.s.).
7 3
1
0
oble-126
1.
Classification of a Randompamplevaf CF's by
tiit Investigator and Raters! Disagreement's
1.
CF
Investigator's
Disagreements
Clasgification
No. of Raters--
Class';'.
-Ak
c...b
k-)
-Ati
8%
tia
la-An
1
7.II.A.
III.A.
t
I;.A.
1
,
1
I
_.----
!
II.C.
.
+Ax
-'
I.A.
+Bc
;IV.B.,
1
-Bd
I.B.
1I.A.
-Bf
.B. -
1I.A.
+Bh
'I.B.
+Bh
I.B.
2I.A.
-Bm.
IV.B.
3IV.C.
-BY
II.A.
-bE
I.B.
+Cf
-Cy
--
I.B.
1I.A.
-7Df41.
+Dp
I.B.
1I.A.
-DV*
I.A.
3I.B.
-1Dy
II.B.
1.0
Investigator's
Disagreements
'CF
,"
Classification
No. of Raters
- Class.
(
--Eb
I.B.
.%
+Ed
- IV.A.
2'II:A./III.C.
.-Ef
4
-Eh
.I.B:
-4Et
-Et
I.A.
+Ev
e
-Ev
+Ew
IV.A.
II.C.
-4Fk
I.A.
II.A.
-Go
IV.A.
,+Gp
I.A.
1II.A.
-Cu.
I.A.
i2
II.A./I.B..
+az
IV.C.
' 1
xv.D.
-Gz
+Hd-
,II.A.
-Hd
'+Hj
II,A-
_Table 26
44
CI?
Investigator's
Disagreements
CF.
Classification
No. of Raters
Class.
Investigator's
Disagreements
ClaSsificStion
No.,of Raters
,Class.
-Jd,
+Jk
I.A.
-Jz
-Kb
II-I.B,'
4d
I.A.
-Ke
1
Ihth
14.
or
*1-Kh
I.B.
+K1
I.A.
+KW
I. AA
.
..-..../-.+Lb
-IT .A."
A
I.A.
(r
s
.-Ma
IV.A.
S'
/I
1II.B.
1I.B.
I.A./III.A.
2II .A./II.C.
2'
I.A.
.
IV.B.
+Ms
I.B.
-Ms
IV.B.
-Nb
II,A.*
-Nt
I.A.
-0d
II.A.
+Os
II.A..
I.B.
431
I.A.
_Disagreements with Rater No. 1,n = 13
Disagreements with Rater No. /, n = 9
Disagreements with RaterNo.
3, n = 13'
Disagreements with Rater No. 4,'n = 14
otal Rating.Ditagreements, N = 49
4
To:tal Number of Ratings; N = 252
Overall Agreement between .the Investigator
and the Raters = 80.%;
)
+1-
'Chapter 4 ,
DISCUSSION OF RESULTS
REEI,J.G. '70, .
-The-427 CF's reported by the 170 respondents were grouped into
four DimensiotNs, 12 Areas;. and 50 Classes.
There were more female than male respondenti, more college seniors
than any other class,,twice as many freshman entrants as transfer
entrants, and 40Z belonged to the 20-21 yin old age group. The largestt
discipline represented Wgahe Social Sciences, and themajority of
respondents tended not to be heavy users of the library.
A word of caution in interpretation of the statistical results
isrin order at this pointi.e., all data is in terms of frequency counts,
and each CI and the resultant CF(s) represent only a few of the possibly
many interactions between the library and the individual user. Therefore,
while the data provided to t e investigator may be among the most vivid
Itof recollections, or the most critical of circumstances, it'does not
necessarily repres6t.the "typical" situation. Likewise, the &eater
number of negative than positive critical incidents, may not be a quan-.
titatively accurate representation of interactionsinteractions with the library - -i.e.,
1
users may be'much more satisfied than the large number of negative incidents.
would suggest. However, in the long, run, with the collectfondf a- large
number Of accounts--and this is a strength of the Critical Incident
Technique - -a general overall typical picture''of the library may be thought
to have been constructed, including both its strong points and its potential,
weak points.-
,The breakdown of 0F's by Dimensidn tends to indicate,that students
r
REED,J.G. 71,
are most fregantly concerned regarding their interactions with staff of
the library,;and the availability of library materials. r7 respondents
were muc less concerned about the actual physical environment of the
librarMand only 8.2% of theCF's related to specific services of the,
library, ad indicated in Tables 9 and 10. 'Within the "Staff" DimenAion,
CF's were about evenly split between "Actions taken by staff" and
"Attitudes expressed'by staff" (I.B.). Most comments regarding materials
centered around the actual availability of the needed MaterialsiII.A.),
while fewer CF's concerned the library's orianization as i sys em
\- and very few comments in this Dimension were concerned with t quality of
N ,1
A\1
the collection '(II.C.): In the area of "Services", the overwhelming
majority of comments were negative (88%),0 and they tended to kbe most
spneerned wtih library hours X/II.A.),dand borrowing priviledges and'
rules,(III.B.); while relatively few comments concerned other aspects
Nof the library's services (III.C.). The largest number of pomments about
, .
the physical environment concerned thephysieil,ddAigh aspects of the
r
library followed closely by CF's reporting on library equipment
(IV.A.), and a few comments about direct interactions with Qther'users
t; of theibiary (IV.C.). .
The significatice of the chi square test on the distr bution of
'CF's among the DimenSions svggedis that, the proportion of commen s found0 I
in DimensionA I and II, as compared to the total distribut on of CF's, j \
shows a Mil: degree of clustering in those two areas. This indicates. . .
,
that I and II are probably the areas aboUt which students are most
concerned in their use of the college library.
' The Classification Arrangement: Responses by Dimensions: Comments
ri 9
REED,J.G. '72
On Dimension I (Staff of the Library), respondents tended to
repot positive actions more frequently thin negative actions (I.A.),
however, there were about an equal number of positive and negatilie
reports of staff attitudes\(I.B.). While both males and females were
consistent with thi trend in I.A., males were more inclined to.make
negative comments about staff members' attitudes than females. Freshman
entrants were more frequently critical.of Staff attitudes than transfer
students--a trend which may be indicative af.ex erience with a greater
variety of libraries and librarians, and hence a greater tolerance for
..
shortcomings, on the part of the transfer students. Both residents and,
commuter ative about staff actions, while
they seemed to express concern'about neagative and,positive aspects ofste
attitudes with aboUt equal frequency, andsa similar, trend seemed to be
evident in examining CF',s by class in, college of the respondents.
In regard to library materials (Dimension II),.respondents were.
c .. . .. .
consistently extremely negative- -68.2% cl, the CF's were negative? ranging
frOm a-low Of 60.4% negative CF's in Area II.A. (Availability ot'Library. .
Materials)i to a high of 90.97 negative Cr.p,in:Area II. C. (QUality'of., 0.
!,. .
Library Materials).* Further breakdown of responses by ienler, residency
;
,c,. 0 '
status, class in college, entry status, age, frequency of library use,
',and,acadimic discipline all tend ~to inlpe same trends in the..te
. I f
i. 1
i Services of the Librar' (Dimension III) Showed in all .threeAreas a
4 , .
diitribUtion
0negative tendency in CF rep its X88.6% Alptive), it trend confirmed in-
.. J ' ., ._''
. .,_
each split of responses by a ograp48 or other-variables... ..-. , ,
_:,v
y). Diidniion IV 14s1,5 1 BnVironment), the CF reportsAccurred, , .
. ,
p
-80ed.
O
REED,J.G. 73
with slightly greater frequency to be positive than negative. However,
this iffe\red across specific Areas. Respondents more frequently reported
, .
-__
positive than negative aspects of library equipment (Area IV.A.) and that
\ .
it. was useabie,,while they ported more negative than positive aspects, \ .
of the physical design of the library (Area IV.B.). Comments were totally
positive in regard to interaction's with other users (IV.C.), and the one_!.f
0 .,
comment about the iodation of the library on campus was a negative CF_ .
report from a commuter student. This overall trend was consistent in
breakdowns by sex, rsiddhclit and entry status. However, differences
-were obtaied in comparing respondents by class in college, with upper. ft
. .
class students being most negative in their comments.
a.
I
Validity Test of the CF Classification
t
The present research has attempted to mesh several areasf(at empirical
approach to some of the problems involved in assessment.of the effectiveness
4.a College library), and is \based in large measure upon the investigator 's.
exposure to, experience with, and biases toward these areas. In 4tempting1
.
to teL handling of BatWand the results orclassififttion, a andom'
. .
. t
,,
.
li.
- , 4
. .sample of CF's was submitted to two types of raters. Two raters were
1,,l-
,
p. fessional librarians, whom it was assumed were intimately familiar with.
, .
libraries, but less so with behavioral methodologyisthile two'other ratersI
Were psychologists, where the reverse was assumed to be true. It waa,found. ,
that 80.6% of the ratings made by these independent judges agreed.witli
those of the investigator.P
viExamining some of the disagreements-Li rating of a".s may provide
. -..,cluei regarding the classification scheme itself, and areas of overlap
,
.. P .
betweengroups.1
't.
a
a.v
a
liEgE4J.G.
The conflict already noted between I..A. and B.\suggests either that these may not be mutually exclusi
trongly
e Areas, or'
possibly that operational definition of each must,be im roved.
One of the raters noted in commenting on'his ratings thdt he had
.74
had difficulty in separating the two areas, and suggested alterna0.ve,
9
classification of several items which were initially placed ireither
IA.. or I.B.. .
4
In several situations the result of disagreement in ratings
\ , %appears to have occurred because, in fact, two O's were included in
1... ir
the -same report7 -e.g. la= and Kb -.' In several cases it appears that,...-_,et
there may have been simple coding errors--e.g. Ed+ and Gz+, since'the.
O - 4
variant responses of classification seem to make no intuitive sense to, .
s ! investigator.
There a question of clarity between the actual absence or
presenceof'materials in the collektion vs. the quality of the library
C011f'`
in this instance
t
former may be considered a part of the latter, however,
- - - - . . s separate entities;
situation confused, u rating :of 4n-,.,
c:
. 4 Of greateriMportance is the question, "Ismoise In the library. .1
. _ . .
-a fUnctioriof the actual 'physical ,design of, the building, or of the'
linteractions '(or lack thereofrbetween lifirary'users7". This caused. ./
, ,'
.,.. .
confusion in rating reports Bc+ and Bin -. The investigator believes
.
.. , . , ., , .
.
. /. Y ,
_
that in general n se may be' controlled by physically 'modifying the
/
4
.n,
.,
-environment, a efore, questions of this nature should be
relegated to category IV*,a
r .
ct REED,J.G.
I
0.
There is alsp a d itiaction to be made between materials and
-I '' equipment in- the however, at times bednpiaablurred, 0 .. :
4 I\ ....*:t.
4'
parttcularly when.dea ing with non -print resources. PorIxample,":'.-. -
75
J>
. ..
are se con .erned with the! software the filM,' the microform, the
,
..*gy,
book), Or he hardwir (the record player, the 'tape recorder)...
Anlit,
This distinction raise questions1
intwo different areas--an avail-rE---- i
i '., . 'ab ility queitiou seen in "ratings of Ed+ and Kiri:, where thedistinctiOn
, J- t A 1 s,
must be madd between eas 7.A. and II.A.; and a qUaii0 question''-4: b . .
. .
. seen44 ratings of Ew+ add Kh+, where the distinction must be made
i y. .:.
between4 Areas' IV.A. II.C.. ,. .
. .
. , -,-
mason... IIs the mason tha a student was -unable tp find informatiOn
1
.0.
'.because of poor hssitan e,on the part of the library' staff Asher
(I.4.), or.becsaise of a lack ofinformatiOU inthe library\(IIA,)?
This distinction was ntit clear in reports Pk*, Gp+, aUd Gu -4 result.%. , ..
in
.
disagreement/ Alen the total report isAtx4mined, the'source the
\ ,
,., . 100
.
Nyproblem in each cashappears to be the.etaff member (I.A.),. : c
... . 0 ,
t
6
A similar questidn;arisgs in the distinction between the staff .'...
.., ,.
'A . .
actipps taken by a librari, #Om closing'the library at the appov inted
i
,.. .-, . . . 1
o 0 k
# 0.
time, gtather than too early,, violation of whieUligaldf411 into
catego I.A.,aa an improper ataTeaction;'as opposed .toy complaint.
,. .1,
NN.e
I..
%.
.. .
about 1 brary lerv1ces*An the foiM o :ihoura which may bq too short,
1 , .. r"% P
A, for, otif an Ueda (IW.A...), This con4,.kt" cae in the case o CF
, , .. -; A .
EE:1-'wh h. it should'probibly have neen,placedin the Dimension of .
, \.
,.%. 44
_ i ' -,' 41, .f
:4. ,, 4,.
1.1.brar ceS...
.
4 ' g
g.,
.
repancies prim whip odhdering the kocation of
j
.1 \se
4,
A
1P.Lit
z
9 .
d
a.4
R4ED , G 76
library materials. Are we coicerned with the locational system
of with the physic* layout of the building (IV.B.),.
s question Seating confusion in `classification Of Dy-. On the
t)
other hand, one may be able'or'llnableito find,materialS either
epause the infoimation is available/Unavailab/e,(II.A1) or
-because of confusion due to the sypteM of Organization (II.B.)..
ills latter distinction, causing confusion with,incidents Nb- and
Og+, appears to be ,due to insufficient intormatlon.
General Comments
('
It has_been suggested (Reed, 1975) that one of the most serious
problems affecting the college library IS that students apparently
do not know how to use a library effectively. Of all'the-negative
14.
CF's reported*in the present study, 4.3% concerned ,the unavailability
of library. materials. Ode wonders in, how many of.these instances'-
.the item was Pnavaillble, not becauSe,it was not in the library, but
rather because the.individual did not know how to use-the library to
"-`'find what was needed. An additional 26.3% of the neiative CF's
concerned objectionable interactions with library staff members -- Otte.,
individual may have been unable to help, may have given pobr assistance,
or may have exhibleed an,attitude wh as it some way offensive ?or
the Inquirer. No'only,may. this Be'seen to result in poor library. '
. .x ..
use but One.WnderS hOW freqUently theae nvatiVe cinteracliOns With
.library staff members.
(a).'detei.of the
combine to a* ccomplish two deeati4 purposes., .
.
individual from assistance seeking inthe future;
(b) decreasing the frequncy'eff use.12f the library by the individual.,
s... .7k
141,,
ti.;
X
.p
REED,J.G. 77
74
A number of students openly admitted toy (a) b g unable to
use the library to find what they needed, whether it use'aot the
card. .
4catalog,. the periodical indexes, or othet materia and (b)
being intimidated by the size of the library, the organization of the
library,,or by the librarians themselves..
These4pToblems cloud the picture substantially when we attempt
to gain an accurate as essment of the student's perception of the1 .
1
librakenviropment, incne senile. "Rowpver, in-another regard, this'
P. the reality of the student users of the library. The fact that a
student is unable to find the materials he/she needs, because of a
lack of information regarding exact procedures to be employed in seekrati.. ,
. .
,. . . . .
,
that iinformation, rather than because it does not.
exist, becomes a probldm. - . '...
. 4 .'
4ob 6
r thOibrary,.bicausefork
the student the material does not exist.) *,
.04
.And, when a student requests assistance and is met by the reference,librarian in a most Condescending tape of "did you look in the card
,
catalog?" when in'factk.the.student does not know holfto use the catalog,
. a..
or doee not know what, it iso.or has, looked in the catalog and has found
nothing, the reality of this interchange-may be that the library has,.
.just alienated another user. For that particular student, the staff
member has been unhelpfUlo'dr lazy, or nasty, or condescending: Unless.
t the assitance extends far beyond that initially pegative interaction,
the ataff n4mber may neVer be able to overcome that initial-negative
-.impression on the part of the dent user. As a'result, the student's
% 4 .
reality of.
the,
library may be vastli=different from the librarianle
.
.a.
4 reality,: And the pe§int situation existing 4.n one libiary, in the.
.%. .
exp4ridnce of this investigator ektends to many other libraries.- ,
. . A , ".; .
. , . .
° .. a
tr 8i) .
&:
1 .
4
414
REED,J.G: 78.
Critical Requirements for the effedtiWesctllege library for the
student user may be developed based upon the classification scheme
presented in Table 8. Further efforts should be made to translate those-
CR's into auseable rating scale, emplying a Likert type response option,.
which may provide for the library a realistic, practical measure of_4
its perception by student users. That scale should be validated .
using several different types of college libraries, 'and Within thef
context of a multivariate approach to statistical validation.
AtFrom that poitt it may ,be possible to,make comparisons with
other environmental assessment devices.- Also, it may be possible
to itvestkate this system in terms of Murray's (1938) conceptualization
of presses and needs.
The Critical Incident Tedhnique has been employed in the presett
resefrch to behaviorally. identify several environmental dimensions
relevant for the assessment of a collegeiibrary. This is the first
step in what must become an ongoing ieseardh effort.' Through further.,
, . 1 r. .
work on verification of the classification scheme herein suggested,
further verification of the utili:ty an4 accuracy of the Critical
4Incident Technique in environmental research, as a preliminary stage .
in that investigation. may betotained.,1P-
- on
1n
4.
s `et.
4
4
.
O
O
REED,J.G..79
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.., e,'.
4,
.. schools using the critical incident technique. (Doctoral Dissertation,
,.k 'it,
' '
.;°'
''''
.> ,Uni'Versi*of Southern, CalifOrnia, 19731.. 'Dissertation Abstracts
AM\ ..- (
.#II, , Intetnational,,1973, 14(02).; 511A (University Microfilms NO, 72-18,816):.,-
. ,
L. 'Statistics for Psy0cholyists. New York: Hai,-Rinehart.,,
Amt m. : '- .a , .
. e .
" 04'' ',I. and-, 1963'.,
. /
"1-1-77""t-11', . , ...4 '
..
.,....
. Hibbs, N.,'.The deyefOiment of a code_af' ethical standards for psychology.,-, --,, L ,,
-,.1..?.
.-, .,..,
.
.
0.
o -
.
.
Amer ic an Ptychologist, 1948, 3,,80-84. :
or
Ineel,,P. 'M. & Moos,'R. H. Psychological environments: ,expanding the
lilldope.of hum an ecolOgy. American Psychologist, 1974(Mar), 29,"
..! o A '1,79 -108..,
.
Kay, B.*R. The use of critical in d nts in a- of ed-chOice scale.
if' -0 oo. 1
;x, iJoual of A led Psychology, 1959 (Aug), 42;269 -270,., 7.------
9 Kilpatrick, G. ;Another look At te#chet evaluation in junior colleges.,..: . .
. Eldamino, tl.: 'El Camlnb College, 1967. ,(ERIC DoctiMent ReprpductiOn
'141115a .
:
. 9
a .4'
4
...
Service No. ED 020 720)
.
Kohl,'F.'E. A critical incident study of Idaho agricultural extension"
agents (DoctOral blisettatiori, University of Wisconsin, 1968).
Dissertation Abstracts, 1968, 29, W92A (Unive rsity Microfilms
N . 68-10, 916).
Kolari- J. M. A study of the, critical requirements of the Lutheran
m ni y (Doctoral Dissertation, University of Pittsburg4-1954).
ation Abstracts, 1954, 14(12), 2395 (University Microfilms
--
No. 9975) .
T.
Konigsburg, D. Development and preliminary evaluation of an instructor
check lilt based on the critical-incident technique (Doctoral
Disseitation, University of Pittsburgh, 1954). Dissertation0
Abstracts, 1953, 14(5), 8 74 (University Microfilms No. 793710
Ladendorf, j., Breaking the user barrier. a.Q., 1972(Suth), 11(4),
337-339. . .
'''
Lee, B. D. CritiCal inaldeni6 cif supervisory,functions of prin
..4.
. .4,
in Southeastern New Meklar (Doctoral Dissertation,' East TexaS State
UniVersity, 1974),. Dissertation Abstracts Internatibnal, 1975,- 35(7),_ .
4134A (University Microfilms No. 75-15861.
..
Leles, S. Using the critical Ancidbnt technique to develop a theory of,At 0 . 4 , \
t ' 4, X
eddoatfon'el profes§ionalism: an-exploratory study. Journal of
Teacher` Education;1.968. (Spr), 19, 59-67.. ,
. . e tee
4.1Len)ni, H. K. Critical requirements derived from frequency data reported
.'. ..
. -4. ,. .
.
.
--,v
. ..,
by,Gedrgia public school supervisors of perceived effective and in-,
. - ''' i_
effective supervisory behaviors (DOctorsi Dissertation, University
of Georgia, 1974) . DissIfi'atiOn Abstracts 'International:, 1974,
35(5), 48O6A. (University M4crofilms No. 7'5-,.2614..., .
«
.U
V
4,
Library Building
Proceedings
Institute,
BEDiJ.G. 88
.
Libraries: Building for the Future.
01
of the Library Buildings Iiratitutg and the ALTA
yo kshop, Detroit, Mi.', Jul}. 1965. -Chicago, Il.: American
L41 rary Association, 1967.
LibrarY'BuiIding Institute, Library ilding: Innovation for Changing
Needs. Proceeding's of the Libr Buildings,Instituta, Sin Francisco,,
Ca6 June 1967. Chicago, Il.:
a
Library Adsociation, 1972.
tine, J. D. Determination of the training needs of foremen in a iirge
I
to
Matthews,
engine plant by use,of the critical incident technique. '(Doctoral
. .Dissertation,yaybe State University, 1971). Dissertation Abstracts
Internatiopal, 1471, 32(5), 2455A (University Microfilms No. 71-29;
763)..' V«
,. .
- .
Lipetz, B. 'Catalog use in a large research library. Library Quarterly,
1972 (Jan),42(1), 129-139.0
McElroy, P. D. The effective and ineffective practices,of the college
supervisor as perceived by secondary school student teachers -sing
7
the critical incident technique (poctoral Dissertation Johns Hopkins
University, 1972). Dissertation Abstracts International, 102,',115A
lUniversity Microfilms No. 72-19;448). 4
McGuire, R. A. The groAp work field instructor-in.laqtion: a study ,of
field instructiori, using the Atical incident technique (Doctoral4.4.
'
. .
Ditsattat ori,'Columbia Upiversity, 1963). 'Dissertation Abstracts,:
19§4, 4
(Dolt ra
4585 (lmiversity Microfilms 64- 5549).
A study of critical requirements for'school psychologists'
pissertation, Ohio State UntVersity, 1973). Dissertation
Abstiracts:International*A73,,340), 2103A (University Microfilms,
No/73-26,864).., 4 '
V
0
J.r
t
\
REED,J.G1 '89
Metcalf, K. D. Planning"ACademic and Research Library Buildings.
New York: McGraw-Hille, 1965.
Miller N. E. Psychological Research on Pilot Training, (AAF
A iation Psychology. Program Reseata Report No. 8) Washington:
U.S. Government Printing Office, 1947.
Miller, T. K. An analysis of critical personality factors in helping
--and-non4elping- relationship lehavier-la -a-residenSe-hall
situation (Doctoral Dissertation, University of Florida, 1962).
Dissertation Abstracts, 1963, 23(10), 3939 (University Microfilms
No. 63-2676)..
Moore, J. C. A study of critical incidents which influenced teachers
'AA providing reading instruction ( Doctoral Dissertation; Lehigh
University, 1974): Dissertation Abstracts International, 1974,
35(4), 2103A cUniversity Microfilms No. 74-2103).
Moos, R. The Social Climate Scales: An Overview. Plato Alto, Ca.:
Consulting Pbychologists Press, 1974. (a)
4 -
Moos, R. H. Systems for the assessment and clasGification of human
environments: an overview. In R. H. Moos & P. M. Insel (Eds.)
Issu es ieSocial Ecology (Pt. 1, chap. 1). Palo Alto; Ca.:
National Piess Books, 1974. i(b)
Moos, R. H. & Gerst, M. S. University Residence Environment Scale:
Manual. Palo Alto, Ca.: Consulting PsyChologists Press, 19q4.
Morgan,.k. H. Intervention techniques in social group a study
of social work practice using the critical incident technique
(Doctoral.Dissertation, Columbia University, 1966). Dissertation
Abstracts, 1967, 27(0, 2616A (University MicrofilMs No. 67-832).
I
97
4
4
Murray, H.,A. Explorations in Personality. New'York: Oxford'Univereity
,..
1 .
4
-.. Press, 1938. Id.l ... $ I 1
I.
Nichols C. M. A, critical incident studylpf the behavior of classroom
supervisors of secondary school teachers in conventional and special. /
8 teacheveducation programs (Doctoral Dissertation, University of
Washington, 1971).' Dissertation.Abstracts'International, 1972,
--.----:---:-1--------82;-6-215A -(Universitylnicrofilm-No. 72-15,-125).-
Owen, P. H.' Some dimensions o college teaching: an exploratory tudy
using critical incidents and factor analysis of student,ratings
(Doctoral Dissertation, University ofopouston, 1967). DissertationAl
ti
e
Abstracts, ;1967, 21, 4590B (Un versity'Microf 1ms No. 67-7341).! .,
.
Pace, C. R. Col4ege and University nvironment S ales. Princeton, N. J.:
Educational Testing Service, 1969.
Page, P. A. Critical requirements for the oral communication, of state
1.
trial judges (Doctoral. Dissertation, University of iansas, 1973).
Dissertation Abstracts International, 1974,i34(12), 7913A .
.
.
\l . -
(University Microfilms No. 74-12, 608). i.
Patterson, .K. Library think vs. library user. . ., 1973, 12(4),
364-366.-
Perrine, R. H. The imperfect key: catalog use study.; 9,, 1967,
6(3), 115-119.4
,
Peterson, R. Institutional Functioning Inventory.: Manual. Princeton,
N. J.: Educational Testfng-Service, 10.70.
Peterson, R.--Mk "A critical incident study of eleme tar), school teacher-
)pupil relations in Washington State (Doctoral Dissertation, Univer-
sity of Washington, 1964). Dissertation ibatracts, 1964, 24, 448t '
(University Microfilts No. 64=4522).,
9GV
0
Phillips, H.E. Critical requirements for the i)rincipalsiiipjn ,Georgia
as observed by teacher's (Doctoral DisSertation, University of
tGe rgia, 1954).
Preston, H. 0. The Development of a procedure for ttra, uatin Officers',A
in 'the M.S. Air Force. Pittsburgh, Pa.: 'AmericanInstitutes
Research, 1948.
__Reed," J. G. Intrthation-seeking behavior of college pt dents using the r'
library to do research, 1974. (ERIC, RIE report, ay 1975,\
ED 00 306)
Robins,' G. B:, Critical requirements for the principalship: a of
observed b aviors of principals in Georgia (Doctoral. Dissert tion,
University of Georgia, 1954)\..
Rodgers,.A. W. An initestigation of the critical aspects of the function
6
,
of the student personnel dean as seen by his profesiional peers
4
using the critical incident technique (Doctoral Dissertatibn,
-, . ,,,olp..
Michigan State University, 1963). Dissertation Abstract's, 1964,A
'
J
V
25, 250 (University itcrofilms No. \64-3820)..-
Rotberg, J. M. Defining the task-of teac ers of the educable Ment lly
.
retarded in the Allegheny Courrty,and ittsburgh Public Schools
using the Critical incident technique ostoral Dissertation,'
.
University of'Pittsburgh, 1967). Disser ation Abstracts, 1968,
28, 4,32A (University .Microfilms No. 68-7\17).
Roth, L. H. 'Criteria for the selection of supervisory teachers using
the criticallincident technique (Doctoral DiSsertation, Univeisity.
of Denver, 1961).
Schaeberle, D. L. A study of critical incident's perceived as affecting
the 'performance cox elementary school teachers an teacher-aides
9
4
REED,J.G.
r.
\"
92
(Doctoral Dissertation) Lehigh University; 1972)., Dissertation, . .
.
Abstracts International, 1973, 33(8), 3969A. (University-
11
r,Mit ofilmsNo. 73-4 9). /
en, P. EnvironT nta tiforces In the every day lives of children.'
1n. R. Barker, The 'Stream of Behavior. New..Xork: Appleton-
Century-Cro s
llers, J. H. The nature, sources, and administrative implications
of satis 14rs 'anal dissatisfiers affecting classroom teachers:
a crib al.incidLnt study of iotivation (Doctoral Dissertation,'
UniverSiiy ot,. Arkansas, 972). Dissertation Abstracts International,
1972;
Seymour,
' !32, 49034,
. A. & hOfieid, J. L.
Lib dry Resourd
Smit,_I
. A. A,sumey
psychology collise
Measuring reader failure at the catalog.
\
s and Technical Services, 1T75 (Wint),.17(1), 6-24.
1951). m- 4
mith, J. B. The:oriti al incident technique andf
)1tudentpersbnnel w
of critical mrequirements'f r instructors of general
(Doctoral Dissertation, gmersity of Pittsburgh;,
1954). Dissertation, Abstrac
No: 60-116)1
Sommer, R. The cology oE
ts'application in
, .
rk (Doctoral Dissertation, Ohio State University,'
20(8), 3369 (University M4erofilms
. !
Sommer, R. The ecology of
CooperatiVelesearch P
I
I
privacy. ibrar Quarterly, 1966, 36, 234-248
/
tudy areas, 19,68 (U. S. Office, of Education,
ogram, OEC-4-061121-:,683). (Educational
ResourceslInformation'C nter, RIE RepOrt No. EP 032 906:)
The Behavioral Basis of Design. Englewood:- Sommer, R..Personal.Spacei:,
N. J.: Prentice-Hall, 1 69.
Y.
DiJ.G.
Steiner, K. E. & Cochran, I.
Iits an evaluation and teac
beficiency, 1966 (Ma. , 70, 835 -839.
ulated critical incident technique
ng devide. American Journal of Ment
Stern, G. People in Context: Measuring. Person-Environment Congruence
in Education d Industry. s New York: Wilk3ff 1970.
t
Stewart, L. H. Study of critical training requirements for teaching
succes-. Journal of Educational Research 1956 (May)49:651-661
Sumner, . S. Critical requrements for the job of the teacher of
cational home economicd-education based upon an analysis. of
critical incidents reported by students (Doctoral Dissertation,
-University of Georgia, 1972). Dissertation Abstracts International,
1973,133(7), 34a9A:
&Katzer, J.- The silent majority: why don't they'askl,,
;questions? R.q., 1972, 12(2), 161-166.
Tagliacozzo, R. & (ochen, M. information-seeking behavior of catalog
users. Information Storage and Retreival, 1970, 6, 363-381.
Takagi, C. Y. Some critical behaViors required in:casework practice:
an =eploration into the use.of the critical.
for' ident,ifying critical casetiorlOehdyprs..
'- University cit Minnesota, 195B). Dissertation Abstracts,-1S58,
, .
incident technique
(Docitoral Dissertation,
, .
19(6), 1467. ''.'
(..
.',t,Tarrants, W. E. ,An evaihation of the critical:, incident technique' as
a method for identifying industrial accident causal factors
(Doctoral Dissertation, New YorkUniVersity, 1963). Dissertationid
Abstracts, 1963, 241453 (University Microfilms No. 63-6684).
101.g.
REED,J.G. 94
'` e
Tyson, R. K. The critical requirements for the principalshii,from
an analysis of thd critical,, incidents as reported 'by obsdrvers
in teacher education institutions (Doctoral pissertation,
14.
University of Georgia, 1955).--..-
Wagnei, R. F. A study of critical reqpirements ol dentists (Doctoral
Dissertation, Uqive-Fili;lf Pittsburgh, 1949).
./..'''' .
Waters El icr Critical incidents of administrative behavior in ., _...s..-
------
urban schools where there have been drastic. changes in black- .
vhite 4tios (Doctoral Dissertation, University of Florida,
1972). Dissertation Abstracts International, 1973,- 34(1), 110A
. (University Microfilms NO. 73-15,554).
Williams, J. F. The foreign student advisor: A critical incident
r.study (Doctoral DisSertation, State University of Neat York at
. ,
Buffalo,*1974). bisserta'tion Abstracts International, 1974, 35(6),
'3442A (University Micro441ms-NO. 74-9,246)'.. .
:Zucker,,A. "An investigation of fe'C...tors contributing to And interfering
. 4
\: with the successful achiev'emetit of remedial English course
objectives in Los.Angeles City Junior Colleges ( Doctoral Dissertation,
Unive'rsity. of California at Los Angeles, 1966). Dissertation
Abstracts; 1966, 27(0, 61A: (University Miorofilms No. 66-6830).
102,tit
4-4 -
44%
14.
o
'REED,J.G. 95
Appendix A:
. -Survey--df Librabr Use, Distributed lay
the A. S. Cook Librdry, Spring, 1974.
f
4
. ' . )10-
. .
.
z.
; A
411
Yn
1.0Se
5'.
' 44ED,J.G. 96
SURVEY OF LIBRARY USE4
. . . ,
We nee d'your cooperation and assistance in obtaining as complete an estin)att as possibleof the dailyruae made of the Coal(' Library. Please give thoughtful and careful attention
40to the questions listed below, and return the questionnaire to the Dobr Checker beleaving the Library. Your answers will help us to improve library service and to makethe library more useful to you. Do,not sign'your name.
. .
.,
. . , I.f.
I,. Redvms fori
comjng to the library y WIT7trip: (Check only thOse applicable.). ,
.
° A. To borrow booksB.-To return booksC. To read Reserve books' in the aculty Reserve Room -
D. To listen to tape, phonograph, or dial -access assi§nments .
E. To do assigned readings in, librar materials other thanieservei
books .,
.
.
F. To'look up material fora paper', report, thesis,, etc. c.
-----!-- ----G-. For general read-i-ng not-asstgned-in classR. To stu8yown/booksI. TO borrow Audio Visual Materials (filmstrips, slides', etc.}J. To'borrow Teaching Aids (pictures., kits, etc.)
, .
K. For personal information ,''
L. Other reasons (please specify) , , t,
.
Ii. Materials used in the Library this trip: (Not what you checked out.).-
A. Newipapers :.
. B. Current PeriddicalsC. Bound/ Periodieals .
D. Books from ,the general CollectionE. Periodical Indexes- ,.. .
F. Reference Books ...IRO 1
G. Microfilm,' MtcrOficbe, or 'microcardsH. Juvenile Books .
t. Courses of Stlidy. (Curriculum Guides) s.
J. MxtboOks from the Textbook Collection .-,--
K. Phonograph records or tapes f.- -.$
t. Dial Access Programs, .', ,
M. ,Government Documents$ .
N.,Pamphlets ft:om tOe Vertical Files -
.. )...
III If you came'.6 get'nateials or, information wer'e'you:
A. Able to find. all, the materials you.neede'd.
B.'Only partially satTsf, ied '
C." -Not able to fin& materials , - ,
D. Ie you were not able to find_what-you needed, please specify what'I you wnatpd and why
_(you were unable to locatt it .
IV. If-you had difficulty using the -library: was,. it
0
J.
A. The library staff wa's not helpful.t. Book-or material needed was not on the shelf
e:
C. You did mot' ask the ltbrary staff for help,."D. You did not know h6i to use theOibrary'very well .
:.0'
// REED,J.G. :97
Library Survey page `2
V. Howlong did.you stay in the library this visit?
VI. How often dd you cote to the C ok Librarl in a week?
1 2 3 4 5' 6 7 8 9 10 more than 10).°
VII. What other libraries ,o you se to get materials for collegeassignments?
'Enoch Pratt Free LibraryB. Baltimore County Public LibraryC. Gouchet College Library0Morsan College Library. ,
E. Coppin College LibraryF. Loyola- College LibraryG. Johns Hopkins Eisenho er Library-H. Johns Hopkins Welch Mgdical LibraryI. University of Maryland Health SciencesAraryJ. UMBC LibraryK. Other pleasewspgci4
'I
41.
ve you used any of thes1 other libraries for assignments in thest two weeks?
Yes:No
fo
you usually 'rook for bo ks in the Cook Library card catalog:
By author ortitleBy subject
XI. H ye' you turnbd in anothe
Yes _
No Ifr
XII.'-'your status (Please check one)
TSC'fres.hmansophbmore
TSC juniorTSC seniorTSC'graduate studentTSC JacultyTSG Staff' .-
Student #.anothar,collegeAdult
-, High SChool.student
library use questipnaire this week?-e-
1051
r
..
SurvY Instrument,
1. Cover letterito.
subjects.
.
O
RiED,J esd. 98
o
2. Positive Critical Incident Questionnaire (grey paper).
3. Negative ritical InCident Questionnaire (yellow paper).
4. Data Form (11 sheet of white paper).
,
X I
4*
rr
(C/
4 106
0
V
t
1
tt
DlearFellow Stud,nt,
May. 2, 1975
t
REED,J.G. 99
I am working on y master's thesis in psychology at T.S.C.
I NEED YOUR HELP!
My researchin olves the identifiCation of ALL FACTORS which
`Contribute to the Albert S. Cook Library at Towsoh State College
as a human environment--that is, ANY AND ALL AS CTS OF THE LIBRARY
wOich affect its ude la students, including piers ns, places; things,
situations, times, etc. ...
."
/To, get information ,.I am'contacting library use s--T.S.C.
Students--and asking questions about,their libra y'e eriences.,
: YOU are one of a small, randomly selected grow pf students w Om I
am surveying. Therefore; your response is ess, tial o this tudy,
and to the completion of my degree.
Attached to this letter are two short
form. You can help me by completing ALL.OF TH
your ability. It should take you only a few
to do it right now while you're thinking aboufinished, return the questionnaires and dataenvelopt which I have attached.
tionnaito t
iaukes,
`it. Whorm in t
A'copy of this study will be available
1-17 --it has'bedn'completed. And, to help in im
a special copy of this^liesearch will be..gi
when completed:, If you have any questions; contact me
.rd-ftoof sychology Lounge of Stephens Hall, Monday o
'Iafterno 110*to 4:30; (b) by leaving a' message in
,Room 209 _ephens Hall; or (c) by sending a message
Your identity as a respondent to this survey willthap is, all information which might identify yop will
I look forward to receiving your information-in the
' Th4nk you.in advance for your assistance.
es and a datae best ofnd you may wish
you haveself-addressed
in the Library after
roving the S.C. Library,
en to the library staff,(a) in the
Wednesdayy mail box;rough the mil.
raMainCONFIDENTIAL--e coded.
very near future:*
IS
0
ENCLOSURES!
Sincerely,
107
Jeffrey Reed'Graduate StudentPsychology Department'Towson State College :.,
Baltimore, Maryland 21204-
I
// -)
REED,J G. 100
This page is for your report of-a FOSITIVE criticaleinciden. .
.
.0 4,
46, Think of an experience you have had,while using,ttle T.S.C. L'brary
.
during thp past few months, representing an ASSET of the T.S.C. L brarywhich benefited you in some way, and'resulted in your being SATIS IEDwith the Library: ' .
If you have had more thanone helpful experience, think Of`cheione
SPECIFIC EVENT (SITUATION) which was most pleasant, interesti of usefulfor /22. This happening may have involved any aspect of the iibraenvironment which led you to be PLEASED(With the T.S.C. Lib he time7-
\ - for example, people, paces, things, spaces, times, etc....,
c.
'NW
_Write...down the exact circumAtancep_of the....situaOon. Please_mdescription as complete as possible, so that I can understand all art1acre-itivolve0 in the experdence.' Remember, tfiis is Rot a request .for ageneral evaluation of the library or-The library staff, but RATHER, Ora concrete description of a-PARTICULAR EVENT which involved your, use of
the T.S.C. Library.
11..1. What was tbe situatiOn7
2. Specific Details (Yon need ansWer only the elevant sdctions):
. at. PersOns involved' (specific names ark, not essen ial)?
1/
:Location of /event?
c. Things nAiolved?1 4
J
,
4
d. Wheal occurred?
. /7
e. Other relevant details?
3.. Wha1 did you do?
/
,0
C'
.0`
. .
NOTE: If you.
need more-space, or if there is a second POSITIVE experienbewhich you feel,is,important, please use the,back.si e of thid'questionna#e.
IThank you for your help! Rpturn the questionnaires to: Jeffrey Reed,
Psychology Department, T.S.C,.\
106 .
c
0
REEDJ.G. 101,
.
This page is for your report of a NEGATIVE crtt.12. incident4 ,
.1
Think of an experience you have had whiJe'using the T.S:C. Libraryduring the past few months, representing a DEFICIENCY in the T.S.C., Library,
which caused YOU a problem, and resulted in your being DISSATISFIED.With.
the Librajry....
If you have had more than one problem experience, thinkof the oneSPECIFIC EVENT (SITUATION) WhIch most aggravated, hindered, or frustrated
iy.24. This happening may have involved an aspectaspect ot the li ar environment--
fprexamplet people, places, things, spaces, times,. ett....-- ich led you
Et. COMPLAIN about the T.S.C. Library; at the time.
Write down the exact circumstances of the situation. Please make your
description as complete as possible, so thatI can understand all of thefacts involved inthe experience.. Remember, thid is,not a request for agene ral evaluation of the library or t e library staff, but RATHER, for
a concrete, description of a PARTICULAR \VENT which involyed your ude of
. , the T.S.C..Library.. .
1. What was the situation? 4
,
-
.J
p
... 7
2. . SpecificDetails (you need answer ,pnly the relevant sections):
a. Persdns involved (specific 'names are not eAssent4a1)?
.4 .
b. tikation Of event?
"d. Things...involved?
d. When occurred?
i
e. Other relevant details?
,What'did you dol:
s. .. V
NOTE: If y u need more space, or if .here is a second,NEGATIV .experiencewhich, you feel is important, please use the back side of this questionnaire. 41°
Tha Du Tor your help! Return the questionnaires to:, Jeffrey Reed)
PhychOlegy
,411iiti
a
I
DATA FORM:for Library Survey
,REED,J.G. 102
1. About how often (on the average) do you use the T.S.C.'Library?
X ) once a month,, or less ( )- once a week
( ) two or three times a month ( ) several times a week
2. What is your classification in college?
( ) Freshman ( ) Sophomore ( ) Junior
3. What is your residence status?( ) Resident Student ( ) Commuter Student
4. Did you transfer to T.S.C. from another college? ( ) no
If'yes,'for how many semestets have you been at T.S.C.?
5. What is your sex? ( )Female ( ) Male
,6. What is your age?:
t . 4. "
7. What is your major department fit T.S.C.?
( ) Senior.
( ) yes-!
NOTE: Please return this data form and the questionnaires to:Jeffrey Redd, Psychology Department, T.S.C.,'Baltimore, Md. 21204
iSi
it
1
t
s
' V 'elIV Or.
4,
c
4
4
."
Appendix C
4
Pilot Study Forms
Cover letter to subjecmin the Pilot Study..
:Preliminiy forms of Survey Instruments:,
a. Cover letter to tubjects. .
b. Positive Ciitical Incidents Questionnaire.
c. \ Negative Critical Incidents Questionnaire.
; .
3. Post-Questionnaire Inquiry, Form.
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REED,J.G. '103
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. TO: All students aniweringthis questi
FROM: Jeffrey Reed
.
-sychelogy Department
DATE: April 17, 1975
%.
naire
REED J# ...N.
You are now.participa4ng in the Pilot Study of a Psychology
ynsearch Project, which means thatsthis isyou
first time these
estionnaires have been used. Attached you will find a letter
which explains this survey, two very similar questionnaires, and
a questiOnnaireabout the questionn4irese Since this is aPilot
Study, your comments will have two uses:,
"a. They will,provide information'requested in the
study itself;
b. (Most importantly) They will provide information
. -about the questionnaires themselves:- arethe questions understandable, the directionsclear,;er do any changes need to be made.
104
Your detailed, responses at this stage of the research are
absolutely essential, and the more information that you'provide
le; 'the better the survey will be..
. ,
,After you have completed the questionnaires and the inquiry,
yomay drop this information into the "Questionnaire Return Box"
at the Main Entrance/Exit of the Cook Library. IfTyou,have not
completed the, questionnaire by the time 'you leave the,library
today, and are unable to return the questihnnaires'here; PLE4SS4r
return this information AS SOON AS POSSIBLE at the-Psychology
Department.
So that you do not- receiveanotheequestionnatet, when the
final versionof the survey is mailed outritmoUld be helptul
for me to have your name and/or social security number (both-of-"-
which will remain confidential).
41.
.
.Thank you vdy much for 'your helpiii If I may be of any
assistance to you, pleatelatime knob.
.
Name:
'Social Security Numberi
I
-
I
. P
April 15, 1975
Dear Fellow Student,
1. I am worktkg on my master's thesis in psychology at T.S.C.
and I need yourhelpi.1
1i*
The problem which I am studying concerns finding out all ofthe factors whieh contribute to the Albert S. Cook Library at T.S.C.as a human, environment --that is, I an trying to identify ANY and ALLaspects of the',T.S.C. Library which affect its use by students. In
ZiaiiTer me this information, I am contacting some of the
people. ho use the library--Towson State College students--and askingquestionsabout experiences' in the Library. You are one of a randomlyseledted group of students to whom I am writing, and as such, you*response is essential to this study and.to the. completion qt my'degree.
Attached to this letter are two short, iimiltr quest onnaires.Completing them should take you only a few minutes, and ou'may wish
to do this right now while you are thinking dbOut it. Wen you arefinished, please return the questionnaires to me in the self addressed
invelope which-I have attached.
105
A copy'of this study will bavailable in the Cook Library after''it has been completed.' And, to help in improving the library, a specialcopy of this thesis will be presented to the library staff.
. .
If you have any queitions, please feel free to contact me inone of the following ways: (a) "in the 3rd'floor Psychology Lounge;
Stephens Hall, on Monday or Wedneklay afternoons, froid 2:30 to 4:30;(b) by leaving a message in my graduate student mail box, Room 209;Stepheds (c),by Mendinga message through the mail.
"4 assure you that your identity as a respondent to this surveywill remain strictly conficentialthat is, all informatiOn which isspecifically pertinent to you (its an individual will be coded to
preserve'your anonymity.
I look forward to receiving your information in the very nearfuture. Thank you 'in advance for. your assistance.
m m
n4 " '4-'4 401, ' 4 ' 'oa *'^r*ti,:c
Sincerely,
,
*-0 4.0.
t
"-mt.
JeffScey Reed
Graduate Student , 'C.)
Psychology Department ..
TbwSontate CollegeBaltiMore,'Maryland 21204
115
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IREED,J.G. 106
COLLEGE LIBRARY CRITICAL INCIDENT QUESTIONNAIRE - POSITIVE
1. During the past six monthLibrary, have you had any beneficia
yes no
\
it your use of Towson State/ Colleges Cookpleasant experiences in using the library?
2. If yOu have had more tha on ,positive encounter with the library, please.think of that situation which was most helpful, interesting, or useful to you, indo,tng what you .ndeded to do in the library. Please describe briefly the exact,circumstances of;that situation, ided ifying what happened, where, about when, and/or anything else, relevant for me to erstand the ature of that happening.
4
1
3.\ With about what freqnency (on the average) do you use the Cook Library?
once a Month or less once a weektwo or three times.k month several times a week
4. 4Is your use of the library related to this incident?It yes, pleas - explain how:
*
.
1 1What is ybur clastificatinn in college?
yes; . ao
4ii*4
. Freshman Sophomore_, A
-Senror,
ypuArainfer.tb T.S.C. trom another school?If yes, for how many semek0*tinVeletr,:been-itT.S4C.i
Y. What ii your sex?. . Fem4e Male
" 8, Vhat is your major department?
yea, no .
1, a., y
NOTE: If there is a secona positive librarary experience yhich'you feel, is importint,please repOrt it on the reverse aide of this qucationnaire. Thank you for your help!
-,Return questionnaire to Jeffrey Reed, Psycholo& Departmtnt,
114
REED,J.G. 107
COLLEGE LIBRARY CRITICAL INCIDENT QUESTIONNAIRE - NEGATIVE
1. During the patt six months, in yout use of Towson State College sCook Library, have you had any serious problems in using the library?
yes no
2. If you have had more than one negative (problem) experience with thelibrary,, think of the situation which most aggravated, or hindered, or frustratedyou, while using the library. Please describe briefly the exact circumstances of
. that situation, identifying what happened, where, about, when, and anything elserelevant for me to understand the nature of that happening.
1
3. With about what frequency (on the average) do you use the Cook Library?
once'a month or 7ess once a.week
----7040 or three-tifitesa month - several times a week
4. Is your use of thelnibrary related to this incident? yes'. " noIf yes, please .explain how:. . _
5,. What is your classiticition in college?-...
Freshman'.. Sophomote .,Tunion " Senior
6. Did you transfer to T.S.C. frow-anOthor scnool?r yes; noIf yes, for'how many semesters have you been at T.S.C.s
What is your sex? Female Hale
---...,..8.:. . vat. is. 794F major departraent? .
--'
.
111 .NOTES If there is a seconi negative lib:ary,
experience which you fellife is IMPoriant, ..., .,t
''''"''" w-.....1..3,-.c ... .. . . ._
please report it on the reverse side of this questionnaire. Thank you for your help!Retutn questionnaire
...to: Jeffm;Peed, psyeholOgY Department, T.S.C..
.. ,. .
..
115
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POST -QUESTIONNAIRE INQUIRY
Thank you for completing t attached quextiondaires. The function of this
form is to get your tesponses and actionso those questionnairet themselves.
Your assistance will help in evaluat the effectiveness (or lack of it) of the
questionnaires, and in identifying area *here they need changes. Please feel frie
to make any comments which you feel are r evant or helpful. Thank you for your time.
REED,J.G. 108
.1, About how long did it take you to comp
Was the length of the questionnaire reaso
E no, was its. too long
Conments,:if any:
e the two questionnaires?
able? yes
too short
2. iJss the nature and purpose ofthe survey clear
If no, what was unclear?
3.
.
yes no
Was the type of information requested clear? yds no -
If no, what was unclear?
4 Were the questions understandable?
-If no, what was the problem?
yes
5. In your opinion, did you have sufficient guidance? yes-
.If no, What else nighb be added?
1
no
no
6.141ssufficierttinfbrmationgiveninthecoverletter?,yesno
Was its too long too'short
Comments, ir-iNYt.
C.,
*.
Did the physical format of the questionnaire offer any_problems?.
yes i no Comments, if any:"
What is youi general reaction'to the questionnaires ?.'
. .
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Appendix D
Return Envelopes for Survey
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REED,J.G. '109
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First Class
Permit No. 9560
Baltimore, Md.
ESpost:ge neXcessIty if mailed in the United
States
I
Postage will.be
paid by--
cf.
Jeffrey Reed
Psychology Department,
Towson State
College.
Baltimore, Maryland
21204-
J.G.Reed-Psychology
Towson St. Col.
Baltimore, Md. 21204
QUESTIONNAIRE
RETURN ENVELOPE
No postage necessary;
If returned through
TOWSON STATE COLLEGE
CAMPUS MAIL.
Return to --
tr../
Jeffrey Reed
PsychologyDepartment
Towson State College
Baltimore, $4. 21204
tem.m
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Appendix E.
Information for Raters-4,
1. Instructions to Raters. 5
REED,JbG., III
2. General ClasSification Scheme of Environm ntal Dimensions.
3. 'Random Sample of 43Critical Factor Reportsl.
119
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REEDO.G,0, 112'
12 `July 1975
Instructions to Raters:
1'4
Thank you for agreeing to help me with this project:,
You should find attached to this page the follpwings
Y
1. A sample Questionnaire packet such as that received
by each subject, including acoVer letter, a giay
Positive. incident questionnaire, a yellow Negative
incident questionnaire, anO( a Data Form.
2. A General Classification Scheme of Environmental
Dimensionb for College tibratir Environmental
' Assessment. (Thia'is based UpOit my manipulation of
, the ditap.and is essentially a forced inductive
arrangement of critical incident and critical factor
reports.)
3. Altaridom Sample of Critical Factor Reports. (This1 4
constitutes 15% of .the total data reports.) ..
What I have in essence done is to attempt to create some order,
through my Classification'Scheme,:out of the caos of about 400 reports
of-particular aspects of the library 'which stu ents either find bothersome
or helpful. Yopradsistance will offer*some validation (or lack thereof).
for my organization, scheme.
After ypu,pave had a chance to weaning the materials, I'would
like you to classify each 'Of the 63 Critical'Factor Reports provided,
based upon the General Classification Scheme. ,That is, to the best of yoUr
ability, I would like you to fit each,particular report into one (1) of
the, dimensions and classes available. 'For tiamples
..
.
Code Description of Incident . .
.Class Assigned
. ....-..
, 6
Ja-, I asked the librarian at the Informatier*k fbt. , I. B.
,help in finding a book and she was very rude tome.
..
(Esch.incident should thus receive a two character code representing the.
poditionof that incident in the Classification SC16e.) . ..,
Please return the completed materials to,r me at your earliest#
convenience. If you have any questionst pliaie contact. ne.//
/
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.JeffreSr G. Reed'
131 Stevensonlane'Baltimore, Maryland. 21212.
telephone (evening) 296-9524 (area code 301)
120.
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REEDP.G. 113 .
GENERAL CLASSIFICATION SCHEME.,OF ENVIRONMENTAL DIMENSIONS
for'Colieiekibrary Environment Assessment
Jeffrey G. Reed
I
STAFF of the Library (This dimension 'includes all staff, both
professional and 11611-professional.)
A. Actions taken by personnel (This class includes both positive,1 ., ,
beneficial and negative, inhibitive, unhelpful acts, ror a failure to act on the part of the staff.)
B. Attitudes exhibited by personnel interacting with users
(This class includes both positive, helpful, pleasant ,
attitudes, ancl negative, discourteousiand indifferent..,
attitudes perceived by users.) .
.MATERIALS in the Library (this dimension incrildes all informational
material% both,print and non - print, and the systems of
access to those naterials in the library.)
Availability of Library Materials (This class includes whether or
not particular items were available and why.)
B. Location Systems used in Organizing Materials, and Information
Sources used in Locating Information (This class
includessuch systems as the card catalog, periodical
indexes, the classification system, etc.)
C. Quality -of Materials in the Collection (This class includes such
characteristics of materials as currency, variety, etc.)
III. SERVICES provided by, the library (This dimension includes all information
-and related services, exclusive o those covered in.I and II.)
A, Hobrs of Library Service
. Borrowing of mateiials (This class includes regulations, procedures,
etc, concerning circulation of materials.)
C. Access to Information (This class includes information services
. accessing information not available in the library.)
PHYSICAL ENVIRONMENT of the, Library This dimension includes facets of
the library affecting its use, exclusive-of I, II, III above.)
Equipmehein the Library (This class includes its availability
and condition.)
B. Physical Design of Facilities (This class includes such factors w
as lighting,comfort, temperature, etc.)(. .
C4 Interactions with other users ;
D. 4061,carnpus. 121
t.
I.D.
Code
REED,J.G. , 114
RANDOM SAMPLE OF CRITICAL FACTOR (INCIIi1NT) REPORTS
From Library Environment Critical Incident Study
Jeffrey G. Reed
Description of Incident Class Assigned
by Rater
Ak- Doing research for.apaper, and none of the books
I needed were on the shelves.
An- I.made'special arrangements and set aside time, then
drove with my son hour to the T.S.C. Library;
I arrived to find that it is not open on Friday
evenings. I was furious!
An In doing research, I have'found that there is a veritablei-dearth Of psychology journals, books,,etc. in
...
clinical psydhology.
Ax+ I needed information of form and style for a bibliography",and the librarian at the Information Desk gave me
what I needed. 41,
11c+ The'th floor of the library was quiet,,scq was able
to study. :
Bd- A library staff member'in the Current Periodical Room
, who had been talking loudly, laughinge etc., was
very rude and'sarcastic when asked to be more quiet.
by I was trying to find information in magazinei, and the
....-woman at the Information Desk was very unpleasant
when I asked for help.
Bh+ The lady at the Faculty Reserve 'desk was very pleasant
when I needed change for the copy machines..
Bh+, A female InfOrmatin Librarian was very pleasant and
helpful directing me toward reference
and finding information for My research.
Bm- ThiReServe Book Room was entirely too noisy to read.
BV- the bound. volumes of magazines I needed were missing
from:"the.libiary. .
Bf-
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EEED,J.G. 115 .
Random Sample.r 2
,,
.
Code Description Of Incident Class Assigned04
bE- °A. staff member in the Iducational.liateriar; Area,-
...
, .seemed lazy, and was completely unwilling to --,
help me find what kndeded,, - ,
.
Cf+ I found a book I needed for a philosophy paper.
Cy- The librarian in the Faculty Reserve Room was very
rude, and yelled at the bectrse i naq,entered '....r
.4' .
the room, return some materials before she'1 ..
\
...-
.
got there.. , V
,,,, V. 5, /Df -' - , Parking places are acres away from the,librarys
6+ I was/sing.the Teaching'Aids on the 4th floor, and, I e r . e
I;.
4
'."
the persOn working there was very helpful and
friendly.
Dv- I returned a library'book, and realized only a few,
, minutes later that I had left a test paper inside
the book. The female library ,staff member at the
Circulation DOk was crepletely unwilling to help
111
-me to find the book or .the paper.
Dy- It is frustrating to loOk up references in one 'place
and then have:to go to another floor-of the
library to get the magazines.
Eb- The assistant in the Audio/Visual Aids area was very$
rudi and ittitatieWntel aOkefito-borrow.tta--
earphones for the Video Tape Recorder.
Ed+ I watched a film on closed circuit t.v..
.Efr I was typingi paper, and the lightswereturned off
a long time before closing time.
Ek- A student assistant in the Faculty Reserve Room was
'fleryenthusi214C and helpful.
The library has, i' dollar change machine.
Etr The librarian at the Information Desk gave confusing
and incorrect directions for'finding a 60k.
.
I took,bopks home from the library 'without checking.
them out at the CitOulation Desk. '
- 1 -
The library was closed'one evening when I needed to,
. ,
do'resdarch.
I listened'to someAudid tapes to prepare for in:exam.
1234
Code Description of Incident
REE . . 116. Random Sarng4
Class Assigned
Fk+ A Periodical Department staff member was helpful
in suggesting where to. find information.:,.
Go- The copying machines were out of order. J .
Gp+ librarian at the Information:Desk demonstrated
J how to use the periodical indexes.
Gu- A femlli Information Librarian was unhelpful.
Gp+ . I wag.looking for some magazines, and a student who
I'd never; het before showed me how to use the
Periodical'Room:.
Gz- The bound magazines I needed were not on the shelves.
JkloP I found the books I needed for my health paper..
Hd-r The library has a very poor and very small collection
of books on Black Literature.
Hj+ #I found the book review article I needed.
Hs- There is a very limited variety of magazines in the,.
library on learning disabilities in children.
Ja+ A Periodical Librarian explained procedures for finding
magazines in the library.
The female librarian in the Faculty Reserve Rooft insisted
(.4. :41
,that a book placed on reserve by a faculty member
-.0,..
. .N was not on reserve-4ven though I know it was.
Ar'' *,: Ids The books I needed were not on the shelves.
4'
A''' ' If.,*,4
One of the men at.the Information Desk--showed -me -the
Dissertation Abstracts, and how to use it.
Jd- Two of the articles I Winded were torn out of the bound,
eriodical volumes.
Jk+ n Information Librarian helped me to locate a specific'-4:
Jz-
magatine I needed. 1`
Periodical Department staff member gave me the wrong:
information for finding a magazine.
Kb- - I was fined $1..00 for returning a book 10 minutes late
to the Faculty Reserve Room.-
since. the book hadbeep.-1Oaned* out for too short a
perio4 of time.
Kd+ The librarian at the4irrent Periodical Desk helped me
to locate a magazine rneeded.
124 :/ ,.
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REED,J.G. 117--
Random Sample -.4
Code Description of Incident Class Assigned
Ke- he copy machine was broken.
Kh+ wstched,a movie on closed-ciriuit t.v. fOr'a class.
Xh- o students asked the Periodical Librarian for help
in finding materials. She was very sarcastic and
dicreOthing to help. They left witheut being helped
after getting ripped. (I was'not involved, just
sitting there reading, watchimhat. happened.)
Xi+ A staff menter.at the Periodical Desk helped me to find
amagazine'I needed.
' XV+ I was working on a theatre project and a man at the
Information Desk helped me to find some reference
materiiils I needed.
Lb+ I generallyl find the books I need.in the library.
Ha+ The Periodical Roam person helped me to find the.magazines_
.I needed for a paper on Aging.
Ma- 'I was trying to use the Audio Tape Recording Equipment,
but I had never used'it before and it was confusing.
The library has some good quiet places to study.
Vs+ The student assistant in the Multi -media area was very,
helpful in locating some filmstrips 1.needed.
MS- The Faculty 'Reserve Roomwas_entirely too hot.
Nb- I wasiunable to find the magazines I needed becauie the
bound periodical Volumes were scattered all around
the library.
Nt- I. was trying to find a particular encyclopedia and the
Information Desk Librarian just sort of pointed and:
s aidop"its over there" then turned around and walked,
away. I couldn't find what needed, andoliuldn't
find him again to`ask.for more helb.
Od- I couldn't find a book I needed for a paper.
og+ .1 got, some veri:4seful materials for a class presentation
for student teatang from the vertical file in the'.
curriculum materials area.
Os+ "_ The librarian at the Circulation Desk:wasveri helpfulo.
Pm-
and placed 4 hold for an overdue book checked out
of the lirary.
The library ishot. 125