Academic Libraries and Co-Located Academic Support Services: A Collective Case Study of Students’ Perceptions

Academic libraries in higher education institutions have evolved from their original purpose of storing and maintaining large collections of expensive printed materials to becoming central locations on campus to provide resources and spaces that promote student-centered experimental and collaborative learning. In the last two decades, academic support services, such as tutoring or writing centers, have co-located with libraries to provide seamless support to students in a learning commons model that offers one-stop services for students seeking assistance from both knowledgeable librarians and academic support services staff. This study sought to gather students' lived experiences and perspectives about the transformation of traditional academic library spaces to that of an academic learning center or learning commons model. The purpose of this study was to explore the experiences of higher education students who utilize libraries with co-located academic support services at four-year, public universities in the United States. Also noted in this study, were librarians and academic support service directors’ insights regarding the influence of co-location on students’ academic experiences. To evaluate students’ perceptions and use of co-located academic support services and libraries, this qualitative research study utilized a collective case study methodology. The case of the study encompassed three focus groups comprised of a total of 11 students enrolled at three similarly sized and geographically located higher education intuitions. Additionally, supporting data in the form of interviews with library directors and academic support service directors, non-participant observations, and field notes, were collected to understand how students used co-located academic support services and libraries, how co-location added value to their academic experiences, and how they perceived the transition of libraries from providers of print resources to places of service. Findings from this study contribute to the existing literature to guide informed decision-making regarding building, renovating, or adapting current libraries and other informal academic learning spaces to meet students’ needs. Knowing why students gravitate towards spaces and how students utilize these spaces will assist institutional administrators with strategic planning and setting goals that include a student-centered focus on facilities and space design, resource allocation, and program planning.