navigating the library: the true story of the obstacles in uno’s earl...

Navigating the Library:

The True Story of the Obstacles in UNO’s Earl K. Long Library

MKT 6555 - Marketing Research Group Project

December 4, 2013

DeAnna Jeter

Emily Lovitt

Louise Vallejos

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Contents

Executive Summary .................................................................................................................... 2

Purpose of Research Project ........................................................................................................ 4

Data Sources and Methodology .................................................................................................. 5

Time and Personnel ..................................................................................................................... 6

Findings ....................................................................................................................................... 7

Additional Findings ................................................................................................................... 20

Recommendations ..................................................................................................................... 21

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Executive Summary

University of New Orleans’ students and faculty do not recognize the amount and types

of resources offered by the library. Utilization of these resources must improve in order to

justify costs, operating hours and other current and future ventures that require funding from the

University or the library will face the dilemma of further budget cuts. Upon meeting with library

administration, our group received the impression that both UNO’s students and visitors have

issues in finding their way around the physical library using the current maps and signage posted

throughout the building. In order to test the theory, we conducted a scavenger hunt and survey

of questions regarding the layout of the library.

Evidence of respondents’ ability to navigate the library was evaluated through a

scavenger hunt that addressed eight assignments which were to be explored throughout the

library. The desired sample size for this study was 30-50 subjects, of which we were able to

acquire the median with 38 respondents. We approached potential subjects as they were entering

the library and asked for their help through participation. In order to gain subject participation,

library administration provided $5 gift cards to PJ’s Coffee and Rouses that were given to

subjects upon completion of scavenger hunt and survey. Some marketing researchers may claim

this sample size was limited and not necessarily representative of the true population, but

obtaining subjects and having them commit their time to our project was one of the major

hurdles with this experiment design. Subjects actually had to physically visit the library and

commit about 20-30 minutes of their time to completing the project.

Over half, 62% or 24 respondents, had visited the Earl K. Long Library less than 1 week

ago. Of the 40 respondents surveyed, only 10% had never visited the library before participation

in the scavenger hunt. A suggested study for later investigation that would uncover a more

comprehensive understanding of navigation issues was to survey students who have never been

or rarely go to the library to see their knowledge and capabilities of navigating with current

resources available. This project revealed that 29% or 10 respondents visit the library in-person

less than once a month, but conversely 26%, or 9 respondents, visit the library daily. The

primary use of these visits was school related, but other reasons cited included personal use, pick

up scantrons, and purchase coffee.

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One of the key assignments in the scavenger hunt was for subjects to locate the map

located on the first floor upon entrance to the library. This tool was referred back to throughout

survey questions and provided much insight as to how respondents felt about using this tool for

assistance in the scavenger hunt. Only 1 respondent felt that it was very useful in helping

complete the tasks that followed.

Most of the open-ended survey statements that subjects completed in regard to their

feelings and opinions of the UNO Library revealed an overall sense of frustration with map and

signage resources in the library. Of the 38 survey respondents, 8 respondents (21%) stated that

the maps were the most difficult aspect of navigating the library. 9 respondents (24%) indentified

the signage or lack of signage as the most difficult aspect of navigating the library. Other

difficulties with navigating the library include unfamiliarity with the library and lack of available

staff. Only 2 respondents did not identify any difficulty in navigation. Overall, 45% of

respondents indicated that they were “satisfied” with the current layout of the library. 40%, or

15 respondents, indicated a “neutral” response. Only one person answered “very satisfied” with

the current layout of the library. The most significant finding from this project was that

respondents’ overall satisfaction of the current layout of the library can be predicted based on

how helpful they find the current navigation resources.

Based on the results of this research project and the subjects’ opinions, the recurring

theme mentioned from responses throughout the survey indicated that participants would like to

see the map drawn in a more simplistic format. A possible solution to this problem is to draw the

map using the same labeling system found on the campus map. The current signs vary in size,

shape, and information displayed on them. A uniform signage system should be established

throughout the library to help direct students and visitors to main areas. The Americans with

Disabilities Act provides very thorough guidelines that can be helpful to library administration in

designing additional signage for the library.

Many of the ideas and recommendations brought to light by this project can be achieved

with minimal monetary resources. The Earl K. Long UNO Library is a huge asset to the

University and surrounding community and has benefits that attract many visitors. This research

project emphasizes that with a little work more visitors will be more satisfied with the current

layout of the library and potentially use it more often.

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Marketing Problem and Background

University of New Orleans’ students and faculty do not recognize the amount and types

of resources offered by the library. Utilization of these resources must improve in order to

justify costs, operating hours and other current and future ventures that require funding from the

University or the library will face the dilemma of further budget cuts. Upon discussion with the

library administration, a recurring theme was the difficulty of navigating both the virtual and

physical libraries utilizing current resources available to students.

Purpose of Research Project

Were UNO Students able to easily navigate the physical library using the current

resources provided?

Key terms cited in the above research problem had to first be defined in order to clarify

the purpose. The sole purpose of this marketing research project focused on current UNO

students enrolled in all colleges and some visitors. For the purpose of this research, “navigation”

was defined as the ability to walk or find one’s way through all four floors of the library with

awareness of the materials and technological property housed on each floor. In addition, we

defined “resources” throughout the study as existing signage and maps posted throughout the

library.

The scope of our research project did not examine students’ or visitors’ knowledge or use

of the virtual library, nor their use of the databases available through the either the virtual or

physical library. The scope also did not address the ability of UNO faculty members to navigate

the library using the current resources provided. Both of these topics should be explored in

future research to determine necessary steps that should be taken by library administration to

make navigation of all aspects of the library as easy as possible for all UNO library visitors.

One potential limitation faced in this project was the fact that many UNO students do not

live on campus; therefore, they spend much less time on campus than students who reside here

and may have access to or prefer other venues for research databases. Another limitation was

that this smaller sample size could impede research due to subjects being required to devote their

time to physically visiting the library to complete the required activity.

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Data Sources and Methodology

Data supporting the need to explore the ease of navigation through the library was made

evident from handouts presented and topics discussed during the initial client meeting with Lora

Amsberry-Augier, researchers’ personal observations within the UNO Library and researchers’

experiences with libraries at other similar universities. Evidence of respondents’ ability to

navigate the library was evaluated through a scavenger hunt that required eight assignments

throughout the library.

The desired sample size for this study was 30-50 subjects, of which we were able to

acquire the median with 38 respondents. The scavenger hunt only required approximately 15

minutes, but the completion times ranged from 8 to 35 minutes. The survey portion took

respondents anywhere from 1 to 21 minutes.

The survey questions that respondents were asked to answer are as follows:

Filter Questions

1. Prior to participating in the scavenger hunt, when was the last time you visited

in-person the Earl K. Long Library on UNO's campus?

2. How often do you visit the UNO Earl K. Long Library in-person? Please do not

include visits to the Library's website

3. Why do you visit the Earl K. Long Library in-person?

Scavenger Hunt Questions

4. Did you find the map of the library?

5. How useful was the map, which is available on the first floor, as a tool in

navigating the library?

6. What is the room number of the Electronic Classroom on the "quiet floor?"

7. Where is the sign labeling the entrance to the Learning Commons located?

8. On what floor is the KIC scanner located?

9. What is the name of the conference room on the 4th floor?

10. What prevents entry into the Archives Storage?

11. What time does the Special Collections close?

12. How many DVDs can be checked out per week?

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The following 3 questions were open-ended questions that allowed respondents to

finish the sentences in regards to their experiences in the library.

13. The most helpful resource for navigating the library to find the items listed on the

scavenger hunt was...

14. The most difficult aspect of navigating the library is...

15. It would be easier to find my way around the library if...

General Questions

16. Throughout the scavenger hunt, how helpful to your search were the navigation

signs posted in the library?

17. Did you locate the document titled "Navigating the UNO Library" prior to the

scavenger hunt?

18. Were any of the floors of the library restricted?

19. Are there acceptable noise levels, a.k.a. "noise zones", on each floor of the

library?

20. To what extent are you satisfied with the current layout of the library? (i.e. the

ease or difficulty of finding your way through the library)

Demographic Questions

21. What is your current UNO classification?

22. In which college are you currently enrolled?

23. What is your current GPA?

24. What is your age?

25. What is your gender?

Upon completion of the scavenger hunt and survey, results were analyzed, with open

ended questions analyzed for word frequency and common themes.

Time and Personnel

Our timeline for this project was as follows:

Approval/Feedback from Library: October 25 – October 31

Solicit sample: November 4 – November 20

Conduct Scavenger Hunt & Data Analysis: November 4 – December 3

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Present Findings: December 4

Nonpersonnel costs involved in this research study included an incentive of $5 gift cards

to PJ’s Coffee and Rouses, which were purchased with library funds and distributed to

respondents who participated in our research project. A graduate professor also allowed students

to earn extra credit in particular classes for participation.

Findings

“Percent” refers to everyone who took the survey, even those who did not answer the

question. “System Missing” represents those who took the survey but did not answer the

question. Analysis is based on the “Valid Percents” – the percent of respondents who answered

the question, i.e. the percent without the system missing.

Filter Questions

1. Prior to participating in the scavenger hunt, when was the last time you visited in-person the

Earl K. Long Library on UNO's campus?

Over half, 62%, of the respondents had visited the Earl K. Long Library less than 1 week

ago. This question revealed the possible effects of convenience sampling error created by

surveying subjects upon entry to the Library. Of the 40 respondents surveyed, 10% had

never visited the library before participation in the scavenger hunt.

Prior to participating in the scavenger hunt, when was the last time you visited in-

person the Earl K. Long Library?

Frequency % Valid % Cumulative %

Valid

Never 4 10.0 10.3 10.3

Less than one week

ago 24 60.0 61.5 71.8

1-2 weeks ago 2 5.0 5.1 76.9

3-4 weeks ago 3 7.5 7.7 84.6

Over one month ago 4 10.0 10.3 94.9

Last semester 2 5.0 5.1 100.0

Total 39 97.5 100.0

Missing System 1 2.5

Total 40 100.0

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2. How often do you visit the UNO Earl K. Long Library in-person? Please do not include visits

to the Library's website

28.6%, or 10 respondents, visit the library in-person less than once a month. 25.7% of

respondents visit the library in-person daily. The next largest categories were respondents

who visit daily and those who visit 2-3 times a week.

The mode indicates that the choice “less than once a month” was the most common

response to this question.

3. Why do you visit the Earl K. Long Library in-person?

The vast majority of respondents visited the library for school purposes. Respondents

who answered “other” cited reasons as “both,” to “pick up scantrons,” and to purchase

“coffee.”

Why do you visit the Earl K. Long Library in-person?


Valid

School 27 67.5 75.0 75.0

Personal 6 15.0 16.7 91.7

Other, please specify 3 7.5 8.3 100.0

Total 36 90.0 100.0


Total 40 100.0

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Scavenger Hunt Questions

4. Did you find the map of the library?

74%, or 29 respondents, found the map. 26%, or 10 respondents, did not.

Did you find the map of the library?

Frequency %

Valid % Cumulative

%

Valid

Yes 29 72.5 74.4 74.4

No 10 25.0 25.6 100.0

Total 39 97.5 100.0


Total 40 100.0

5. How useful was the map, which is available on the first floor, as a tool in navigating the

library?

Of those who found the map, half of them found it to be a somewhat useful tool in

navigating the library. 35.7% of respondents indicated that the map was a useful tool in

navigating the library. No one chose the response choice of “not useful at all.”

The mode indicates that the choice “Somewhat useful” was the most common response to

this question.

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6. What is the room number of the Electronic Classroom on the "quiet floor?"

85% of respondents answered this question correctly, i.e. most of the respondents were

able to find the quiet floor, the Electronic Classroom and signage labeling the room. All

respondents knew the quiet floor was the third floor based on responses being in the 300’s.

What is the room number of the Electronic Classroom on the "quiet floor?"


Valid

System Missing 2 5.0 5.0 5.0

304 1 2.5 2.5 7.5

306 I think. I dont have the

sheet on me, but its the first

door on the left whenever

you walk into the main area

1 2.5 2.5 10.0

311 1 2.5 2.5 12.5

318 34 85.0 85.0 97.5

320 1 2.5 2.5 100.0

Total 40 100.0 100.0

7. Where is the sign labeling the entrance to the Learning Commons located?

71% of respondents answered this question correctly.

Where is the sign labeling the entrance to the Learning Commons located?

Frequency % Valid % Cumulative

%

Valid

Above the entrance

doors to the Learning

Commons

5 12.5 13.2 13.2

On the left hand wall

before entering the

Learning Commons

27 67.5 71.1 84.2

On the right hand wall

before entering the

Learning Commons

6 15.0 15.8 100.0

Total 38 95.0 100.0


Total 40 100.0

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8. On what floor is the KIC scanner located?

100% of respondents knew the location of the KIC scanner on the first floor.

9. What is the name of the conference room on the 4th floor?

Almost all respondents (92%) were able to locate the conference room on the 4th floor

and the signage indicating the name of the room.

What is the name of the conference room on the 4th floor?


Valid

Dougie Hitt Conference

Room

35 87.5 92.1 92.1

Earl K. Long Conference

Room

1 2.5 2.6 94.7

Special Collections

Conference Room

2 5.0 5.3 100.0

Total 38 95.0 100.0


Total 40 100.0

10. What prevents entry into the Archives Storage?

The responses “Locked Door” and “Wire Fencing” were both correct. 79% said a locked

door prevented entry into the archives storage, while 21% chose wire fencing. No one chose

caution tape. This indicated that all subjects were able to locate the Archives Storage area.

What prevents entry into the Archives Storage?


Valid

Locked door 30 75.0 78.9 78.9

Wire fencing 8 20.0 21.1 100.0

Total 38 95.0 100.0


Total 40 100.0

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11. What time does the Special Collections close?

37 respondents, accounting for 97.4%, correctly identified the 4:30 p.m. close time for

the Special Collections. One person answered 10:00 p.m. Neither of the other response

choices was selected.

12. How many DVDs can be checked out per week?

Over half of the respondents were able to locate the sign stating the number of DVDs that

can be checked out per week and accurately answer the question. No respondents answered 1

or 2 DVDs could be checked out per week.

How many DVDs can be checked out per week?


Valid

3 27 67.5 71.1 71.1

4+ 11 27.5 28.9 100.0

Total 38 95.0 100.0


Total 40 100.0

13. The most helpful resource for navigating the library to find the items listed on the scavenger

hunt was...

Theme: Maps & Library Staff

Of the 38 respondents, 13 (34%) stated that the most useful resource was the maps

located in various locations throughout the library. 8 respondents (21%) asked library staff

to help them in locating the items on the scavenger hunt. Other key responses included

asking others in the library. Only 2 respondents mentioned prior experience as helpful in

navigating the scavenger hunt.

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Actual responses:

1. the lady from Mississippi 2. librarian

3. the map 4. map

5. The Maps of the floors. 6. staffs

7. the staff 8. the map

9. The map on each floor 10. Asking someone

11. Other people 12. Other people

13. The map helps 14. The labeling on the walls

15. The people working in the library 16. Info table before the learning

commons

17. different maps on different floors 18. My brain :)

19. Using the map by the elevator. 20. The quiet room

21. Going to the library on a regular basis. 22. A person whom I asked questions

23. Asking questions 24. The maps, library staff

25. the floor by floor guides provided next to the

circulation desk

26. common sense

27. prior knowledge 28. asking employees

29. Asking questions 30. website

31. people 32. map

33. the clues within the scavenger hunt document. 34. Circulation Desk

35. the papers that listed the things that were on each

floor.

36. Lady working in Special Collections

area

37. the front desk attendants 38. The map

14. The most difficult aspect of navigating the library is…

Theme: Signs, Maps and Unfamiliarity with what was on each floor.

Of the 38 respondents, 8 respondents (21%) stated that the maps were the most difficult

aspect of navigating the library. 9 respondents (24%) indentified the signage or lack of

signage as the most difficult aspect of navigating the library. Other difficulties with

navigating the library include unfamiliarity with the library and lack of available staff. Only

2 respondents did not identify any difficulty in navigation.

Actual responses:

1. Lack of directions 2. Confusing maps

3. Everything being on different

floors

4. Everything is hidden

5. Everything was easy to find 6. Finding a certain room

7. Finding signs 8. Finding staff to ask on the second and third floor

9. Finding the library map 10. Finding the quiet floor

11. Going to the back of each floor 12. I do not find it difficult

13. I have a terrible sense of direction 14. It is a large library with a large area to look around

15. Lack of motivation 16. Lack of signs

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17. Lack of updated mapping and

fluidity of the building

18. Maps should be located more directly by the

entrances/elevators/stairs

19. N/A 20. Never having been here before, not knowing what

any of the items listed are, learning commons,

archives storage, special collections or KIC scanner

21. Never having visited or toured the

library

22. No signage, bad maps

23. Not knowing what I was looking

for

24. Nothing really, its self explanatory, no mystery

hallways or doors

25. nothing 26. Only a few doors that can be entered through

27. Plenty of nooks and crannies. You

need to be somewhat familiar with

it to navigate it well

28. Reading the map

29. sign 30. signage

31. the list of what is on the floors

wasn’t very specific

32. the maps

33. the names of the rooms 34. the signs are small

35. the staff 36. The stairs

37. Very little help 38. Walking the stairs

15. It would be easier to find my way around the library if...

Theme: Signs & Maps

Of the 38 respondents, 13 (34%) stated the library needs better signage. 34% also stated

problems with the map. Other key responses included incorporating library tours into

courses, especially those that will require use of the library for research, and signage near the

entrance of the library clearly stating what is on each floor.

Actual responses:

1. I had a segway 2. more signs on each floor

3. there was signs showing where

everything was

4. things are better labeled and easily accessible

5. Bigger signs. 6. there is a library catalog

7. the signs of the rooms were more

obvious (big signs, bright posters,

etc.)

8. there were plenty of signs

9. Everything was easy 10. I came more often

11. I had been introduced to the library

through a tour within a class that will

require the library for research

12. The maps were better

13. I find it easy to navigate the library. 14. I came to the library more regularly and if the

maps were more helpful

15. there were bigger maps 16. I was familiar with the layout

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17. things were more clearly labeled 18. There were more maps

19. Everything was closer together and 20. There was a map in the entrance there was

something labeling it on the maps.

21. the map was posted outside of the

library upon entry

22. there was a sign on the first floor by the stairs

telling you what is on eaach floor

23. If it had more signs saying where are

certain locations.

24. The maps were created like the campus map

with numbers labeling everything and a key to

state what each number was. The maps are a bit

too busy to read easily.

25. maps and labels were updated 26. better signs, better maps

27. a list of locations near the entrance 28. maps

29. The map was by the door 30. More maps

31. more signs 32. use color sign

33. There were bigger signs and arrows

pointing to destinations.

34. It wasn't difficult at all.

35. The maps were better at describing

certain areas.

36. I don’t know, I don't use it enough to worry

about it

37. You could enter the library from the

backside

38. The staff was more helpful

General Questions

16. Throughout the scavenger hunt, how helpful to your search were the navigation signs posted

in the library?

The mode of this question was 2—Some. 47% of respondents indicated the signs were

somewhat helpful in navigating the library. 16% indicated that signs were not helpful at all,

and only 5% felt they were extremely helpful.

Throughout the scavenger hunt, how helpful to your search were the

navigation signs posted in the library?


Valid

None 6 15.0 15.8 15.8

Some 18 45.0 47.4 63.2

Quite a Bit 12 30.0 31.6 94.7

Extremely 2 5.0 5.3 100.0

Total 38 95.0 100.0


Total 40 100.0

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17. Did you locate the document titled "Navigating the UNO Library" prior to the scavenger

hunt?

76.3%, or 29 respondents, answered “No” to this question. Only 9 respondents answered

“Yes.”

18. Were any of the floors of the library restricted?

Over half of the respondents answered this question correctly; however, nearly 37%

either thought there were restricted floors or they didn’t know.

Were any of the floors of the library restricted?


Valid

Yes 8 20.0 21.1 21.1

No 24 60.0 63.2 84.2

Don't know 6 15.0 15.8 100.0

Total 38 95.0 100.0


Total 40 100.0

19. Are there acceptable noise levels, a.k.a. "noise zones", on each floor of the library?

76% of respondents were aware of the noise zones on each floor. 13% of respondents

were not made aware of the noise zones even after visiting each individual floor.

Are there acceptable noise levels, a.k.a. "noise zones", on each floor of

the library?


Valid

Yes 29 72.5 76.3 76.3

No 4 10.0 10.5 86.8

Don't know 5 12.5 13.2 100.0

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Total 38 95.0 100.0


Total 40 100.0

20. To what extent are you satisfied with the current layout of the library? (i.e. the ease or

difficulty of finding your way through the library)

45% of respondents indicated that they were “satisfied” with the current layout of the

library. 40%, or 15 respondents, indicated a “neutral” response. Only one person answered

“very satisfied” with the current layout of the library.

The mode is 4, stating “satisfied” as the most frequently chosen response.

Demographic Questions

21. What is your current UNO classification?

Over half of the respondents were undergraduate students and approximately 30% were

graduate students. Respondents who answered “Other” included regular visitors, undergrad

students and graduate students at New Orleans Baptist Theological Seminary, and “post

bachelor” students.

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What is your current UNO classification?


Valid

Undergraduate Student 21 52.5 55.3 55.3

Graduate Student 12 30.0 31.6 86.8

Other, please specify 5 12.5 13.2 100.0

Total 38 95.0 100.0


Total 40 100.0

22. In which college are you currently enrolled?

Only 34 subjects who participated were enrolled at UNO. Of those, 35% were in the

College of Business Administration and 35% were in the College of Science. Both the

College of Engineering and the College of Liberal Arts comprised 12% each of the total

respondents. The final 6% were enrolled in the College of Education and Human

Development.

In which college are you currently enrolled?


Valid

College of Business

Administration 12 30.0 35.3 35.3

College of Education and

Human Development 2 5.0 5.9 41.2

College of Engineering 4 10.0 11.8 52.9

College of Liberal Arts 4 10.0 11.8 64.7

College of Science 12 30.0 35.3 100.0

Total 34 85.0 100.0


Total 40 100.0

23. What is your current GPA?

Over half of the respondents (65.8%) have a GPA in the range of 3.0-3.9. Seven

respondents had a GPA of 4.0 and 6 respondents had a GPA in the range of 2.0-2.9. No

respondents had a GPA below 2.0.

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24. What is your age?

Respondents’ ages ranged from under 18 to over 30. The largest categories included 18

years old, 20 years old, 23 years old and 25 years old. None of the respondents were 24 or 29

years old. The median age was 21.5 years old.

What is your age?


Valid

Under 18 1 2.5 2.6 2.6

18 7 17.5 18.4 21.1

19 2 5.0 5.3 26.3

20 8 20.0 21.1 47.4

21 1 2.5 2.6 50.0

22 1 2.5 2.6 52.6

23 5 12.5 13.2 65.8

25 4 10.0 10.5 76.3

26 3 7.5 7.9 84.2

27 3 7.5 7.9 92.1

28 1 2.5 2.6 94.7

Over 30 2 5.0 5.3 100.0

Total 38 95.0 100.0


Total 40 100.0

25. What is your gender?

49% of the subjects were male and 51% were female.

Statistics

What is your age?

N Valid 38

Missing 2

Median 5.50

20

What is your gender?


Valid

Male 18 45.0 48.6 48.6

Female 19 47.5 51.4 100.0

Total 37 92.5 100.0


Total 40 100.0

Additional Findings

Significant Findings

Respondents’ overall satisfaction of the current layout of the library can be predicted

based on how helpful they find the current navigation resources. This factor accounts for

19.7% of the prediction.

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1

Regression 4.554 1 4.554 10.065 .003b

Residual 16.288 36 .452

Total 20.842 37

a. Dependent Variable: To what extent are you satisfied with the current layout of the library? (i.e.

the ease or difficult...

b. Predictors: (Constant, Throughout the scavenger hunt, how helpful to your search were the

navigation sings posted in the li...

Model Summary

Model R R Square Adjusted R

Square

Std. Error of the

Estimate

1 .467a .218 .197 .673

a. Predictors: (Constant), Throughout the scavenger hunt, how helpful

to your search were the navigation signs posted in the li...

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Insignificant Findings

There is no relationship between college enrollment of respondents and how often he or

she visits the library.

There is no relationship between why a respondent visits the library and how often he or

she visits the library.

There is no relationship between college enrollment or classification of respondents and

how often he or she visits the library.

There is no relationship between how often subjects visit the library and their overall

satisfaction with its current layout.

There is no relationship between overall satisfaction with the current layout of the library

and respondents current UNO classification.


and respondents’ current UNO classification and/or current college enrollment.


and respondents’ current GPA.


and respondents’ age.


and respondents’ gender.

Recommendations

This research project focused solely on the physical layout of the UNO Earl K. Long

Library and its current visitors. Of the 40 respondents surveyed, only 10% had never

visited the library before participation in the scavenger hunt. Another study for later

investigation that will lead to a more comprehensive understanding of navigation issues

would be surveying students who had never been or rarely go to the library to see their

knowledge and capabilities of navigating with current resources available.

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The recurring theme mentioned from responses throughout the survey indicated that

participants would like to see the map drawn in a more simplistic format. The current

maps contain a wealth of information, but participants indicated that it is difficult to read

and everything is not labeled or is labeled incorrectly. A possible solution to this

problem is to draw the map using the same labeling system that is found on the campus

map. This is a format with which students are familiar, and it also makes communicating

locations easier for staff.

The location of the information caddy, where the map is currently housed, is not easily

accessible upon entry to the library unless one is going to the Learning Commons or

some other first floor area. The map would be utilized by more visitors to the library if it

was located in an area that is more centralized, such as by the door leading to the stairs.

The map could be condensed to one publication that shows diagrams of all floors on one

or two pages. This map should only show the major areas of interest, such as computers

available for Internet access, printers, and categories of publications.

47% of respondents indicated the signs were somewhat helpful in navigating the library.

16% indicated that signs were not helpful at all, and only 5% felt they were extremely

helpful. This was another recurring theme throughout the survey and an area where

students felt that Library Administration could improve to ease navigation.

The existing signs vary in size, shape, and information displayed on them. A uniform

signage system should be established throughout the library to help direct students and

visitors to main areas.

More color should be introduced in new and existing signage to enhance the environment

visual appeal.

Sign legibility is extremely important!

o Effective signs differentiate regions through differing visual characters

and give corresponding regions and areas similar visual effects.

o Provide signs at decision points to guide visitors to different areas.

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o Within a single sign, information should be “layered” to allow users to

make faster and more accurate decisions.

o Certain messages should be emphasized through font size, typestyle, or

background color.

o The Americans with Disabilities Act provides guidelines for wayfinding

signs that specify the size, type style, location, and color to meet the

requirements necessary to meet ADA standards.

All signs should be visible immediately upon entry of building or floor with no

obstructions in the visitors’ line of sight.

Pictorial signs allow messages to be conveyed in a manner that is independent of

language barriers and can be understood by all visitors. Use of pictures on all signs is

encouraged, if possible.

76% of respondents were aware of the noise zones on each floor. 13% of respondents

were not made aware of the noise zones even after visiting each individual floor.

Each zone should be represented on the map with a different character or color and

posted upon immediate entry to each area with a corresponding symbol.

The diagram to the left shows a

sample of the locations of signs at

a similar university at the Entry

Lobby. Notice the number of signs

displaying different information at

this decision point.

navigating the library: the true story of the obstacles in uno’s earl...

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