requirements modelling for a smart library system; a study...
TRANSCRIPT
Requirements modelling for a smart library system; navigating physical resources within academic libraries
A study submitted in partial fulfilment of the requirements for the degree of
MSc Information Systems
at
THE UNIVERSITY OF SHEFFIELD
by
Elizabeth Susan Courtney
September 2016
1
Background. Libraries continue to be a central space for most academic
institutions. Despite the growth of eresources, physical resources remain popular
with library users so the library currently straddles both the physical and digital
spheres. Bringing interaction with physical resources into the digital realm using
smart systems should provide users with more joined-up library experience.
Aims. This paper aims to establish a set of requirements for a smart library system
to assist library staff and users in their interactions with physical library resources.
Methods. A literature review was conducted to establish current trends in smart
library systems and technologies. Observation and interview tools were created to
collect qualitative data using a case study approach in two higher education
institutions. Thematic analysis was used to establish problem areas and
requirements for a smart library system.
Results. Analysis of problem areas and stated requirements from both staff and
users led to the creation of a set of functional requirements a smart library system. A
personal navigation system for users was identified as a key requirement, along with
improved stock tracking which would benefit both staff and users. Additionally, the
improved information provided by a smart system could improve user experience
and the staff-user relationship.
Conclusions. It is concluded that the most academic libraries have existing
infrastructure that would enable a smart system, such as RFID tagged items and a
WLAN system. With increasing moves towards cloud based management systems,
a holistic smart system becomes more attainable. A smart system could bring
tangible benefits to both library staff and users, by improving user experience and
staff efficiency.
2
Acknowledgements
Thanks to my supervisor Alex Peng for his support and advice throughout the
project.
Thanks to the staff and users in both the University of Sheffield and the University of
Cambridge who agreed to take part in my research project.
Thanks as always to my partner and family for listening to me talk about smart
library systems all year.
3
Table of Contents
1. INTRODUCTION ....................................................................................................................... 5
2. LITERATURE REVIEW ................................................................................................................ 7
2.1. EXISTING CONTEXT..................................................................................................................... 7
2.1.1. Library Systems ............................................................................................................ 7
2.1.2. Library Interface ........................................................................................................... 9
2.1.3. Navigating the library ................................................................................................ 11
2.1.4. RFID in Libraries ......................................................................................................... 15
2.2. SMART LIBRARY SOLUTIONS ....................................................................................................... 17
2.2.1. Indoor positioning systems ........................................................................................ 17
2.2.2. Smart Shelves ............................................................................................................. 19
2.2.3. Smart Searching ......................................................................................................... 20
2.3. CONCLUSION .......................................................................................................................... 21
3. RESEARCH METHODOLOGY ................................................................................................... 22
3.1. RESEARCH AIM AND OBJECTIVES................................................................................................. 22
3.2. DATA COLLECTION METHODOLOGY ............................................................................................. 23
3.3. RESEARCH CONTEXT ................................................................................................................. 24
3.4. ETHICAL CONSIDERATIONS ......................................................................................................... 25
3.5. DATA COLLECTION TOOLS ......................................................................................................... 26
3.6. DATA ANALYSIS ....................................................................................................................... 29
4. FINDINGS ............................................................................................................................... 31
4.1. STAFF DEMOGRAPHICS ............................................................................................................. 31
4.2. STAFF PROBLEM CONTEXT ......................................................................................................... 32
4.3. USER DEMOGRAPHICS .............................................................................................................. 41
4.4. USER PROBLEM CONTEXT .......................................................................................................... 43
4.5. FUNCTIONAL REQUIREMENTS ..................................................................................................... 48
4.6. LIMITATIONS AND RECOMMENDATIONS FOR FURTHER RESEARCH ..................................................... 55
5. CONCLUSION ......................................................................................................................... 57
6. REFERENCES ........................................................................................................................... 58
4
Appendices
APPENDIX 1: ETHICAL APPLICATION AND APPROVAL LETTER ...................................69
APPENDIX 2: INTRODUCTORY SCRIPT FOR PARTICIPANT ..........................................72
APPENDIX 3: CONSENT FORM ................................................................................78
APPENDIX 4: RECRUITMENT EMAIL TEMPLATE ........................................................80
APPENDIX 5: DEMOGRAPHIC QUESTIONNAIRES .......................................................81
APPENDIX 6: OBSERVATION TOOL AND TASK LIST ...................................................83
APPENDIX 7: STAFF INTERVIEW SCRIPT ..................................................................87
APPENDIX 8: USER INTERVIEW SCRIPT ...................................................................94
APPENDIX 9: CODED LIBRARY STAFF RESPONSES ................................................. 101
APPENDIX 10: CODED LIBRARY USER RESPONSES................................................. 109
APPENDIX 11: CODED FUNCTIONAL REQUIREMENTS ............................................. 115
Figures
FIGURE 1: INTEGRATED LIBRARY SYSTEM AFTER ENACHE (2012, P. 28) ....................... 8
FIGURE 2: AGE RANGE OF LIBRARY STAFF PARTICIPANTS ............................................32
FIGURE 3: RICH PICTURE SYMBOL KEY.......................................................................32
FIGURE 4: LIBRARY STAFF CONTEXT REPRESENTED IN A RICH PICTURE DIAGRAM ..........33
FIGURE 5: STATUS OF LIBRARY USER PARTICIPANTS ...................................................41
FIGURE 6: FREQUENCY OF LIBRARY USERS VISITS TO THE LIBRARY AND FREQUENCY OF
USING BOOKS FROM THE LIBRARY .......................................................................42
FIGURE 7: LIBRARY USER CONTEXT REPRESENTED IN A RICH PICTURE DIAGRAM ...........44
FIGURE 8: FUNCTIONAL REQUIREMENT CONCEPT MAP ................................................49
5
1. Introduction
One of the main purposes of an academic library is to provide all members of the
academic institution with access to the resources they require (McKnight, 2011).
While this role has not changed in essence, the means of provision has changed
dramatically in the last twenty years.
With the increase in availability of electronic journals and books, libraries have
moved to provide material in digital formats. Rasul and Singh (2010), suggest that
patrons consider access to eresources an important function of the library.
Access to ejournals has been well researched and it is apparent that they are
working well as a part of library collections, with users more adjusted to interacting
with them online (Rowlands, Nicholas, Jamali, & Huntington, 2007). Ebooks,
however, have not yet found the same level of acceptance among users. A recent
study on user reading format preference in UK academic libraries indicates that
there is still a preference for printed materials (Rios Amaya & Secker, 2016).
Libraries, therefore, have a mixed collection consisting of both digital and physical
resources. This mix poses issues for users particularly when browsing for reading
material (McKay, Smith, & Chang, 2015). Despite evidence that access to physical
resources remains important for users (Gilbert & Fister, 2015), it is an area that has
not received a great deal of research in recent years. This is particularly relevant as
changes in technology may now offer the opportunity to improve user and staff
experiences in interacting with the physical aspects of the library and blend them
more seamlessly with the growing digital collection.
A notable area of technological change has been in the smartphone market. The
last ten years have seen rapid growth with 90% of UK adults aged 18-24 owning a
smartphone in 2015 (Ofcom, 2015). Improvements to GPS, Wifi connection,
accelerometers and cameras mean they are increasingly able to help users navigate
their environment (Hafner, Moder, Wieser, & Bernoulli, 2013).
The literature indicates mobile technology is a growth research area, with authors
such as Hahn (2011) suggesting that mobile technology can offer advantages to
library users. Hicks and Sinkinson (2011) discuss the increasing use of smartphones
as an internet access tool in libraries. Li (2013) discussed the increase in mobile-
6
friendly Online Public Access Catalogues (OPACs) for many Chinese institutions,
and Zhou, Broussard and Lease (2011) identify a similar pattern in America.
Smartphones may offer an interesting method for improving user interaction with
library systems. ‘Library Anxiety’ was first coined in the literature by Mellon (1986)
who demonstrated through a grounded theory approach that new users were
intimidated by the academic library. Since, there has been increased efforts in the
literature to break down the perceived barriers between users and library staff
(Broady‐Preston, Felice, & Marshall, 2006). Systems to manage the relationship
through better data use and marketing have been suggested (Wang, 2007). As have
navigation systems to guide users around the library space (Hahn, 2011). There are
also improvements that could be made to assist library staff in their daily tasks,
though this has received less attention in the literature.
This project will examine the context and aim to establish a set of requirements for a
smart library system to improve the daily library experience for both staff and users.
7
2. Literature Review
This chapter will examine existing literature in the context of smart library systems. It
is broadly split into two sections, the first examines the current situation in academic
libraries, looking at the organisation of libraries, user behaviour navigating the
shelves, library interfaces and the current use of RFID technology.
The second section explores literature relating to smart solutions for potential user
problems. Indoor positioning, smart shelf and smart searching systems are
examined, first looking at general application and reliability, second library specific
applications. Existing research in these areas is critically examined for suitability in
relation to this work.
2.1. Existing Context
It is important to examine the existing systems used in the academic library to
provide the context in which the research is based. Library systems can be broadly
divided into two groups, the internal systems used in the organisation of the library
and the outwards facing systems. Section 1.1 examines the internal systems,
namely the library management system, its structure and how it can impact staff and
users. Section 1.2 explores outwards facing organisation system, particularly the
library catalogue and the classification system. Section 1.3 will look at how users
experience the process of navigating the library space and finding a book. Section
1.4 looks at some of the hardware commonly found in many academic libraries,
namely RFID. This then leads on to Section 2 which discusses the possible smart
library technical solutions.
2.1.1. Library Systems
A library’s function can be considered to be the organisation of information for
access by staff and users; the automated system, combined with traditional
classification scheme forms the basis of this organisation (Levy, 2013; Thelwall &
Maflahi, 2015).
Library Management System (LMS)
Libraries typically run operations using an enterprise resouces planning (ERP) type
system, commonly consisting of various modules connected to a central library
database as shown in Figure 1 (Enache, 2012; Laudon & Laudon, 2012). The
8
integrated system allows access for staff to perform day-to-day activities such as
cataloguing, purchasing and managing circulation; while also providing a public
facing database search (online public access catalogue: OPAC) (Dempsey, 2008).
Figure 1: Integrated Library System after Enache (2012, p. 28)
Cloud Systems
Cloud computing is a “paradigm for hosting and delivering services over the
Internet” (Zhang, Cheng, & Boutaba, 2010, p. 7). It allows a flexible approach to
data storage and service provision (Mell & Grance, 2011) and is increasingly
popular with businesses due to its provisioning flexibility (Zhang, Cheng, & Boutaba,
2010).
There is some research into how features of cloud computing may affect library
systems (Romero, 2012). Authors such as Levy (2013) suggest that, while there is a
sense of inevitability that systems will end up on the cloud, the migration of the
library management system (LMS) may not suit all libraries. There are some articles
documenting the transfer of LMS to newly developed commercial cloud based
systems which are already noting improved service capabilities (Dula & Ye, 2012).
Customer Relationship Management (CRM)
CRM has been around since the 1990s although there is some contention about
what the acronym stands for; the majority understand CRM to mean Customer
Relationship Management, while some know it as Customer Relationship Marketing
(Buttle, 2009). There is no standardised definition as it can cover a range of
activities, processes, strategies and technology to service the relationship with the
customer (Kumar & Reinartz, 2012).
9
CRM in relation to libraries is an area that has not received a great deal of attention
in the literature. This may be in part because libraries tend to shy away from using
the term ‘customer’ in relation to those who use the library, preferring instead the
terms “users, readers, patrons or clients” (Miao & Bassham, 2007, p. 54).
A survey of academic library staff in 2011 suggests that marketing is seen as an
important activity for libraries in the modern market (Estall & Stephens, 2011).
Marketing for libraries can include the creation and maintenance of a relationship
between library users and staff Indeed some suggest that libraries should be looking
into CRM as a method of managing that relationship (De Saez, 2002; Wang, 2007).
There have been some library related research directed specifically at CRM; Wang
(2007) discusses how the Enterprise Resource Management (ERM) style systems
commonly used in libraries could be used to implement CRM strategies. Indeed
further research by Wang (2008) examines the implementation of an e-CRM in a
Taiwanese library.
Operational barriers were identified as one of the main reasons for low levels of
marketing in Greek academic libraries (Garoufallou, Zafeiriou, Siatri, & Balapanidou,
2013). Further there is a suggestion that some library staff may be resistant carry
out marketing as it is seen as an “extra burden” rather than an essential activity for
libraries (Estall & Stephens, 2011, p. 189). The advantages of CRM systems in
libraries should actually free up library staff time by using stored information about
users to enable smart marketing (De Saez, 2002).
2.1.2. Library Interface
Library Catalogue
Libraries have always required an interface to allow staff and user to navigate the
collection. Traditionally this interface was the card catalogue: a collection of index
cards each containing the book details and subject headings. These cards would
traditionally be organised alphabetically by author, title and subject allowing users to
choose how the search the catalogue (Chowdhury, Burton, McMenemy, & Poulter,
2008).
A shift towards digitisation of records began in the 1960s with the first “bookform
catalogues” which were designed to make searching the catalogue easier (Kilgour,
1970, p. 218). While the interface with the catalogue changed, the nature of access
10
to the information remained broadly the same, with users able to search by author,
title and subject (Chowdhury, Burton, McMenemy, & Poulter, 2008). Thelwall and
Maflahi (2015) suggest, however, that this change in access method can be linked
to an intellectual shift towards considering information more broadly, and not simply
focussing on physical items.
Arguably the internet has been one of the most influential developments in terms of
library organisation. As described by Kilgour (1970), “network development” in the
1970s initially allowed sharing of cataloguing records between institutions. This has
naturally expanded as the internet developed to allow wider access to information.
With the introduction of the internet, the electronic catalogue came into its own and
ultimately became the Online Public Access Catalogue (OPAC) (Chowdhury,
Burton, McMenemy, & Poulter, 2008). This term continues in use today, however
these is an increasing move towards discovery systems which are designed to
facilitate online browsing (Rubin, 2016).
Academic literature relating to OPACs and Discovery Systems, look commonly at
the method of searching employed by users. It is interesting to note that there
appears to be a shift away from what can be considered the more traditional method
of subject searching (Sridhar, 2004); Villén-Rueda, Senso and de Moya-Anegón
(2007) note that users employ a variety of methods to search the catalogue.
In relation to finding a book, searching behaviour is an important area, as the ability
to return relevant results in a search is likely to increase user satisfaction and
ultimately borrowing figures. Search methods, however, relate primarily to the digital
space, but problems navigating the physical rely on the efficient and accurate
exchange of book location information from the catalogue to the shelf.
Mobile catalogues may provide a way of taking book location information along
while searching the physical space. The increasing use of mobile phones is certainly
an area that library literature is aware of (Rubin, 2016), however there are relatively
few studies on implementing a mobile based catalogue system. Zhou, Broussard
and Lease (2011) examine mobile based library catalogues across twenty two
libraries in the United State of America; the findings reveal shortfalls in many of the
interfaces.
11
Classification
Discussions relating to the library catalogue cannot be separated from the library
classification scheme. The classification scheme is not only the traditional method
by which the library collection is organised, but it can also be viewed as the other
half of the library’s “retrieval system” (Rubin, 2016, p. 305).
There are many different schemes in use in libraries, the oldest of which is the
Dewey system developed by Melvil Dewey in 1876 and is still in common use today
(Chowdhury, Burton, McMenemy, & Poulter, 2008, p. 89). There are a number of
other notable schemes commonly used, as well as tailor made schemes which are
used only in a single library (Rubin, 2016).
Despite the fact that the classification scheme has long been the primary method of
finding books within the physical library, there is relatively little literature on how well
staff and users manage to navigate it. Hahn (2011) identifies it as a problem area for
users locating a book; this issue is examined further in the next section.
2.1.3. Navigating the library
User interaction with libraries can be broadly broken down into two areas. First
wayfinding examines the individual’s interaction with library space and the built
environment. This area focuses on the built environment and overall navigability.
Second, users’ ability to find resources is explored as a separate issue. This could
be considered to be less well defined as there are a broad range of issues which
may affect the ability to find a book.
Wayfinding
The term ‘wayfinding’ relates to the act of navigating a space. It derives from an
architectural idea that spaces should be navigable by the user and a variety of
techniques are used to achieve this end (Beck, 1996). This review is concerned with
indoor wayfinding.
In the early 1980s, wayfinding was still not a well-researched area, however
Weisman’s 1981 work helped expand the area to include the cognitive and legibility
aspects that often form the core of more recent research. Weisman (1981) suggests
that wayfinding tasks are inherently related to human psychology and how
individuals process and understand a space. Additionally, he emphasises the
importance of Environmental Legibility (EL) to understanding wayfinding practices
12
more fully. Legibility refers to how well a space can communicate and “facilitate the
process of wayfinding” (Weisman, 1981, p. 189).
An alternative perspective taken during the same period is to examine how
familiarity with the space affects wayfinding behaviour. Gärling, Lindberg and
Mäntylä (1983) suggest that familiarity with a space and memory of building layouts
assist people with their wayfinding. It is also suggested that understanding of the
layout is easier if the user can see all other parts of the space, as would be the case
in open plan environments.
More recent literature focusses on the effect of both familiarity and legibility in
wayfinding. Several recent studies have indicated than in more complex
environments, legibility plays a greater role in improved wayfinding results (Li &
Klippel, 2016; Vilar, Rebelo, & Noriega, 2014).
Li and Klippel examine a complex library situation and suggest that the legibility of
the building may be more important in wayfinding than familiarity (Li & Klippel,
2016). This is backed up by findings from their earlier wayfinding study (Li & Klippel,
2012) of another library which suggests the tasks to locate books in the most
complex part of the library took longer for both regular users and novice users;
indeed there was no significant difference between the two groups in terms of time
taken to complete the task. This indicates a potential problem that some libraries
face: how to make an inherently complex layout navigable to users?
Mandel (2010) examines wayfinding in the public library context using ethnographic
observational methods. The research concludes that better understanding of user
paths through the library can improve overall usability of the space and also afford
the library opportunities to more effectively market resources by placing them on the
most walked path (Mandel, 2010; Mandel 2011).
Library research has frequently focussed on low-tech solutions to wayfinding
problems, notably the provision of signage within libraries (Beck, 1996; Brandon,
2002; Eaton, 1991). Beck (1996) notes that a significant amount of library staff time
is dedicated to answering navigation enquiries. Improved wayfinding, whether
through simply improving signage, or through wayfinding systems could attract more
users while easing staff workload (Beck, 1996).
13
Finding a Book
The majority of information-seeking research focusses on the digital context; from
the early 2000s onwards there has been an increase in research into this area.
Initially focussing on e-journal usage and increasingly looking at e-book usage
(Rowlands, Nicholas, Jamali, & Huntington, 2007). McKay and Conyers (2010)
identify that relatively little research has been conducted into how library patrons
locate physical resources. Indeed, there appear to be even fewer studies into how
library staff interact with shelves.
McKay and Conyers (2010) look at issues faced by patrons when trying to find a
book, they do so by examining problems reported to staff within one institution over
three months. This approach identified several key areas of concern, but it should
be noted that it relied on accurate reporting by library staff of the problem. Although
a practical method of collecting information, this introduces an additional layer of
interpretation to the problems. The study also does not explore the staff perspective,
particularly any problems faced by staff in locating books.
Library staff and users may have very different views of the library. Culén and
Gasparini (2014) suggest that library staff tend to think of the library primarily in a
physical service sense, while users tend to approach services from a digital
perspective. This difference serves to highlight the potential difficulties that some
staff may have in understanding user needs. Indeed if this is considered further it
could impair the ability for library staff to accurately interpret the cause of problems
faced by users when locating resources. This could undermine the reporting method
used by McKay and Conyers (2010).
There are two distinct styles of information seeking behaviour in the library context:
targeted searching and browsing (Huang, Shu, Yeh, & Zeng, 2016; McKay, Smith, &
Chang, 2015). This is a key distinction as the library must cater for both areas, but
each approach has its own problems. There is not a great deal of literature relating
to browsing behaviour and how users select material - Hinze, McKay,
Vanderschantz, Timpany and Cunningham (2012) identify it as an area that needs
further attention. The main issues raised in the literature for each approach is
summarised as follows:
Targeted Searching:
Users need to understand what information they required from the catalogue
(McKay & Conyers, 2010)
14
Users require an understanding of how to navigate the classification scheme
(Hahn, 2011)
Users must successfully navigate the layout of the library and the shelves
(McKay & Conyers, 2010)
Placement of special collection or outsized material can add extra level of
complexity (McKay & Conyers, 2010)
Browsing:
User metadata or search terms may not correlate with catalogue metadata
leading to unexpected search results (Huang, Shu, Yeh, & Zeng, 2016;
McKay & Conyers, 2010)
The classification scheme is designed to encourage browsing (McKay,
Smith, & Chang, 2014), but this requires an understanding of the
classification scheme and correct navigation in the first instance (Hahn,
2011).
Users may not know how to discover related material on the catalogue;
recommendation systems may be non-existent or unclear (Hahn, 2011).
Further to these issues, it is also possible to identify some shared problems. As
discussed above, the difference in perspectives between library staff and users
requires further attention, particularly how both groups view the process of locating
books. Hahn (2011) discusses the “bookstore metaphor” (page 656) which relates to
how users expect library interactions to be more akin to bookstores. A better
understanding of user and staff expectations might clarify problems faced by both
groups.
Finally, Hicks and Sinkinson (2011) discuss the difficulty of having a library
collection split between digital and physical. They suggest bringing the digital
collection into the physical space using QR codes. Codes linking to resources or
services were positioned around the library at key points, allowing users to interact
with the digital sphere while situated in the physical space (Hicks & Sinkinson,
2011). Huang, Shu, Yeh, and Zeng (2016) explore a similar idea using augmented
reality and indoor positioning systems.
15
2.1.4. RFID in Libraries
RFID overview
Radio Frequency Identification (RFID) technology consists of three components
(Sarac, Absi, & Dauzère-Pérès, 2010):
Tag - consisting of a chip and antennae
Reader - emits RF signals and listens for responses returned by tags
Middleware - connects the hardware to the software application or system
RFID offers a way of tagging physical items and tracking or storing information
about these items.
RFID has been successfully used in supply chain management for several years.
Marks and Spencer (M&S) tested the use of RFID to track refrigerated food supply,
this was was implemented by using RFID tags on crates or dollies which could be
tracked. Ultimately M&S were able to report a 15% reduction in shrinkage, improved
speed of reading dollies, reduction in lead time and an overall improvement in
inventory management (Sarac, Absi, & Dauzère-Pérès, 2010).
RFID tracking provides a method for the organisation to have visible inventory
levels, with real up-to-date information without the need for a physical stock check.
This visibility of information has the knock on effect of reducing issues such as
misplaced inventory; items are always visible on the system so if not stored in the
correct place can still be found, unlike in traditional inventories (Sarac, Absi, &
Dauzère-Pérès, 2010).
RFID is commonly used to track participants in sporting events and provide accurate
timings (Lee, Fiedler, & Smith, 2008). Additionally RFID is used in patient tracking
in hospitals (Lee, Fiedler, & Smith, 2008). These are examples of how RFID can
track moving assets. Information is powerful in this type of system, but a method of
handling it must be in place otherwise it could easily become worthless (Sarac, Absi,
& Dauzère-Pérès, 2010).
RFID in Libraries
RFID technology has been widely adopted by many libraries, indeed it is often cited
as a key success area for RFID (Lee, Fiedler, & Smith, 2008; Zhu, Mukhopadhyay,
16
& Kurata, 2012). RFID tags have been implemented in books and other physical
items, enabling better security and more automated services such as borrowing and
return (Yu, 2007).
Libraries have similar stock tracking concerns to many commercial enterprises; it is
important to know if an item is present in the library and where it is located.
Shrinkage can also be considered a concern for libraries. Although the library may
have different priorities from other businesses, particularly given they do not aim to
sell their stock, they do share broadly the same stock management issues (Gregson
& Hocking, 1995).
In order to achieve a satisfactory level of stock management, libraries have used
various measures. Barcodes and security tags have been used for many years in
combination with library databases or ILS systems (Ehrenberg, Floerkemeier, &
Sarma, 2007). Increasingly there is a move towards implementing passive RFID
tags inside the books to replace the barcode system, thus eliminating the line of
sight requirements associated with barcodes (Vogt, 2002). It was expected that the
costs of RFID tags would decrease to a level where it would make economic sense
to use them in a semi-disposable manner, however the price drop does not appear
to have been as great as expected (Lee, Fiedler, & Smith, 2008). This should not
affect use in libraries as the tags are not considered to be disposable and are an
investment in stock management and could even be written off against the cost of
shrinkage for the library if they can be shown to significantly reduce theft (Ferrer,
Dew, & Apte, 2010).
The passive tags used in libraries can contain unique information about the item and
can interact with RFID readers on self-checkout machines to allow users to borrow
and return items themselves. This has generally been considered to speed up
check-in and check-out activities and reduce routine demands on library staff time
(Lee, Fiedler, & Smith, 2008). This use case plays to the strengths of RFID, namely
reading tags in close proximity to an RFID reader. Other advantages for libraries
include improved security and easier stock-checking (Ngai, Moon, Riggins, & Yi,
2008).
Some concerns about RFID use in libraries have been raised, with privacy being
one of the most cited issues. Poor key management on RFID tags mean that they
are either open to vandalism (Dwivedi, Kapoor, Williams, & Williams, 2013) or
17
possibly even tracking of individuals and books leading to concerns about patron
privacy (Molnar & Wagner, 2004).
Overall, it is clear that RFID has improved service and stock transparency in
libraries - using these same tags to integrate stock with live systems would further
enhance their value. This idea is discussed in more detail in Section 2.2.
2.2. Smart Library Solutions
This section examines the existing technological landscape for potential smart
solutions to problems relating to navigating the library space. This section begins by
examining Indoor Positioning System and their effectiveness for guiding users
around a library space. Section 2.2 looks at smart shelf solutions that can work
alongside existing RFID infrastructure in the library. Finally, Section 2.3 will examine
how the interface between user and library system can become more responsive to
user requirements.
2.2.1. Indoor positioning systems
A 2007 survey of Indoor Positioning Systems (IPS) compares a number of
positioning techniques against a set of performance metrics (Liu, Darabi, Banerjee,
& Liu, 2007):
Global Positioning System (GPS)
Radio-frequency identification (RFID)
Ultra-wideband (UWB)
Cellular-based
Wireless Local Area Network (WLAN)
Bluetooth
The survey offers an overview in 2007, but technology has since moved on. This is
most notable in the improved capabilities of smartphones which now allow a more
affordable method for personal IPS to be implemented.
Many libraries are already familiar with RFID technology with passive tags fitted in
books. RFID can offer an IPS but requires installation of further locator tags around
18
the space and specialist hardware readers (Saab & Nakad, 2011). The need for
dedicated hardware per user rules out this approach. Until RFID systems can
interact with smartphones they are not considered a practical IPS for this
application.
GPS systems can also be excluded as they generally do not allow sufficient
accuracy indoors, and cannot tell on which floor a device is located (Liu, Darabi,
Banerjee, & Liu, 2007). UWB could offer a similar system to RFID but is not included
in this review as it would also require specialist hardware (Liu, Darabi, Banerjee, &
Liu, 2007). Finally cellular-based location systems are excluded as they do not
provide the required accuracy for this application (Liu, Darabi, Banerjee, & Liu,
2007).
Two main areas remain for further consideration: WLAN and Bluetooth.
WLAN
WLAN positioning systems have received increasing attention in the literature.
Indeed Zhuang et al. (2014), highlight the advantage of WLAN IPS systems in that
they require no additional hardware installation where Wifi is already in place. There
are a range of WLAN IPS available commercially with varying capabilities (Liu,
Darabi, Banerjee, & Liu, 2007).
WLAN positioning literature specific to the library context is limited, however Aittola,
et al (2004; 2003), did develop a prototype smart library navigation application
based on WLAN positioning. The software was used in conjunction with a PDA, but
the principle would in theory be applicable to a smartphone based application. Hahn
(2011) does discuss the possibility of using WLAN location systems to recommend
books to users. Hahn’s work presents the idea that users may benefit from
recommendation services, however the research is largely based on literature
review of user requirements. Given there is limited research on user behaviour and
requirements in the library space, there is scope for further qualitative investigation
into user needs before system implementation.
Bluetooth
As with WLAN systems, Bluetooth can be used with most smartphones. It offers a
short-range, moderately accurate positioning method (Liu, Darabi, Banerjee, & Liu,
2007). A potential disadvantage of Bluetooth is that it requires additional hardware
installation. As outlined by Liu, Darabi, Banerjee, and Liu (2007), there are range of
19
commercial systems available on the market, each with a different accuracy,
robustness, complexity and cost.
A recent development in Bluetooth location systems is the introduction of Apple’s
iBeacon technology. Some recent research comparing iBeacons with other
positioning systems suggest that it offers a more lightweight software for the user
than other comparable systems, thus reducing battery drain (Fard, Chen, & Son,
2015). Additionally it has a range of about 30m and the beacons themselves are
relatively low energy (Lin, Ho, Fang, Yen, Yang, & Lai, 2015). These should be
considered as preliminary studies given how new the system is; indeed Lin, Ho,
Fang, Yen, Yang and Lai (2015) suggest that further real-world testing is needed.
2.2.2. Smart Shelves
Shelf management systems using RFIDs are already used in certain industries,
particularly those involving supply chain management (Zhu, Mukhopadhyay, &
Kurata, 2012). The system relies on each object being tagged with either a passive
or active RFID tag. Shelves then are fitted with reader antennae that send out RF
signals to check if a tag is present (Zhu, Mukhopadhyay, & Kurata, 2012).
Some work has been done on the practicalities of implementing this type of system
in libraries. Markakis, Samaras, Polycarpou and Sahalos (2013) implemented a test
RFID smart shelf in the library context to test the capability of the system. The
investigation looked at two main aspects: the type and position of the reader on the
shelf and the potential radiation effects on users in proximity. Several articles have
been published as the project has progressed (Markakis, Samaras, Polycarpou, &
Sahalos, 2014; Polycarpou, Samaras, & Sahalos, 2014). Through testing on various
types of shelves, the project recommends the use of a micro-strip antennae to act
as reader for the passive RFID tags in the books.
This project could be expanded to establish how a shelf reading system manages
large numbers of books. Indeed suggestions that RFID readers struggle with non-
idealised environments may indicate that more real-world testing is required in order
to establish the viability in a working library (Dwivedi, Kapoor, Williams, & Williams,
2013). Furthermore, some shelf schemes do not have a strict order for all books,
rather just groupings within a heading. Even in precisely ordered systems books
commonly end up out of sequence. Further RFID testing in scenarios like these is
required to ascertain its general suitability.
20
If concerns over reliability can be overcome, RFIDs provide a potential method for
creating a live stock check system, which could even link to a search tool for staff
and users, providing up-to-date book locations.
2.2.3. Smart Searching
Location Based Searching
In recent years, Google has transformed the way users can expect to use search by
providing increasingly tailored results (Battelle, 2005). As search engines and
technology continue to develop, it’s likely that there will be changes to how users
can expect to access and search the library catalogue.
Indeed in a recent article, Clark (2016) suggests that libraries should be looking to
anticipatory design in order to improve the overall user experience of searching the
library catalogue. The article outlines various methods that could be used in order to
provide users with relevant and timely results. This includes the suggestion of using
query log analysis, similar to the method outlined by Kruschwitz, Lungley, Albakour
and Song (2013).
One key area touched upon by Clark (2016) is the idea of using location information
to provide more relevant search results to users. This builds upon Mandel’s (2010)
idea of using wayfinding data to optimise library layout for purposes such as
marketing. The introduction of a system with the location tracking capabilities can
provide not just tailored search results to users, but also potentially provide valuable
user behaviour information to staff.
Clark’s (2016) article provides an interesting insight into technical possibilities, but
does not address what the actual user requirements may be for such a system. It is
therefore important that both staff and user requirements be examined prior to
system development.
Recommendation Systems
Clark (2016) touches on the idea of recommendation services for the library
catalogue. This idea links back to Wang’s CRM research, discussed in Section
1.1.2. Search results can be enhanced with the use of an analytical CRM in order to
produce user recommendations (Buttle, 2009; Wang, 2008).
21
Avancini, Candela and Straccia (2007) discuss the need for a more proactive
service provision, one which actively recommends text to users. This approach is
based on profiling users and grouping into communities with shared interests; in
essence it is a service that not only recommends texts for users, but also suggests
users and communities with similar interests. Wakeling (2012) highlights that
recommendation systems are still scarce in library catalogue interfaces, suggesting
that staff remain to be convinced of their efficacy or usefulness to users.
2.3. Conclusion
On the whole, literature relating to smart library systems is inconsistent. There have
been some individual efforts to create parts of a system that could assist users in
particular. As yet there has been very little research into how the systems could be
useful for staff in their daily activities. Indeed, the systems that have been created
appear to be born out of the availability of the technology rather than the
requirement for the system. The research frequently does not examine the system
user requirements. For that reason, it is proposed that requirements analysis takes
place which could then form the basis of future developments for a more holistic
smart library system.
22
3. Research Methodology
3.1. Research Aim and Objectives
The aim of the project is to investigate the problem areas associated with the
process of finding a book within an academic library and establish requirements for
a smart library system that could resolve the identified problems. It will seek to
investigate the problems encountered by both library patrons and staff when
interacting with physical resources and establish the causes of these problems.
The research aim is supported by the following objectives:
1. Examine the existing literature surrounding library shelf interactions to
identify potential problem areas
2. Examine the existing literature relating to smart library technology which
could provide potential smart solutions to problems faced by library staff and
users
3. Observe and interview library staff and users to collect data on the problems
encountered during shelf interactions
4. Identify and represent the types of problems faced by users and staff when
interacting with physical resources
5. To establish a set of requirements for a future smart library system to solve
these problems
Research Questions:
What problems do users experience when finding a physical book in the
library?
What information do users require in order to find a book in the library?
What problems do users encounter when using that information?
What activities do staff do that means they need to find a book or location in
the library?
23
What problems do staff experience when finding a book or location in the
library?
What information do staff require in order to find a book or location in the
library?
What problems do staff encounter when using that information?
How can smart library solutions alleviate problems experienced when
navigating physical library spaces for both library staff and users?
Research objectives one and two are fulfilled by the literature review (Chapter 2).
From this review it’s possible to determine that there are problems with user shelf
interaction which could be improved with smart library systems. The area relating to
user shelf interaction has received limited attention in the academic literature, while
staff shelf interactions have received almost no attention. It is therefore clear that an
inductive approach must be taken in order to create a set of requirements for the
smart library system; the existing literature does not provide sufficient evidence to
create a set of hypotheses for a deductive approach.
3.2. Data Collection Methodology
Bryman (2012) defines inductive research as generating theory from observations or
findings; this can broadly be considered an opposite approach to the deductive
process which generally begins with a theory and uses data to test and modify these
findings. As this study requires an inductive approach, qualitative data was
considered as the primary data to be collected for analysis. It is generally
considered that quantitative data should be used with a deductive approach and
qualitative with an inductive (Bryman, 2012).
A multi-method qualitative approach was employed, involving a combination of
observations and interviews with a selection of 19 library staff and users. Both types
of qualitative methods are commonly used in case studies (Bryman, 2012), however
the combination approach is broadly based on ethnographic methodology, which is
frequently used in library behavioural studies (Ramsden, 2016).
Simonsen and Kensing (1997) examine the value of the ethnographic approach in
software development in combination with more traditional techniques including rich
picture analysis and interviews. Their method yielded positive results, however a full
24
ethnographic study is not possible in this project, instead a scaled down approach
based on contextual enquiry was employed (UsabilityNet, 2006). This involved
observing participants performing a task and then conducting an interview using the
task as a basis for discussions. Bryman (2012) suggests that observation can
remove the need for surveys by providing the researcher with an unfiltered view of
what takes place.
3.3. Research Context
Data collection was carried out in the context of two Higher Education Institutions
(HEI): University of Sheffield and University of Cambridge. These are familiar to the
author as a current student of the former and previous library employee of the later.
The University of Sheffield has five main library sites (Sheffield, 2016b), and the
University of Cambridge has 117 libraries, of which 76 are departmental libraries
and 39 are college libraries (Cambridge, 2015). The Cambridge library system is
much more complex than Sheffield’s, with each library being different in terms of
service, classification scheme and patron type. Research was conducted in three
departmental libraries in the University of Cambridge, and one library within the
University of Sheffield:
Marshall Library of Economics, University of Cambridge
Social and Political Sciences (SPS) Library, University of Cambridge
Whipple Library, Department of History and Philosophy of Science,
University of Cambridge
Information Commons (IC), University of Sheffield
No distinction is drawn between the three Cambridge libraries when analysing
results as it is considered that each provides a similar context, being all of a similar
size in terms of staffing and collection. Each library’s collection is primarily
catalogued using an in-house system unique to that library, but generally shorter
and less complex than Dewey or Library of Congress (LOC). One exception to be
noted is that, at the time of research, the SPS Library contained some books
classified under the LOC classification scheme.
25
The IC was selected as the research context in Sheffield as it provided a contrasting
environment to the Cambridge departmental libraries. The classification system is
Dewey Decimal system, the collection is larger and held over four floors within a
more complex building.
The use of observation and semi-structured interview is a common technique in
case studies as it provides multiple methods of conducting in-depth investigation
into a context (Bryman, 2012). Bryman (2012) goes so far as to suggest
unstructured interviews as a good approach in case studies, however it was
considered that unstructured interviews could lead to too much data to be useful and
instead, semi-structured interviews would provide guidance to the researcher as to
the topics which should be discussed. A “focussed interview” (Yin, 2009, p. 107)
generally takes on a more conversational tone and use open ended questions to
gain as much unbiased detail as possible. This approach was employed as it
enabled the participant to suggest the reasons for their actions and provide a richer
context for the observation tasks.
3.4. Ethical Considerations
Ethical Approval
Prior to data collection ethical approval was sought from the Information School
Research Ethical Committee, University of Sheffield. The project can be considered
low risk as it does not handle particularly sensitive data and the participants are all
aged over 18. The application is included in Appendix 1, along with the approval
letter. Ethical considerations were taken into account throughout the project by
ensuring that informed consent was sought from each participant, and all data was
anonymized during analysis.
Informed Consent
Prior to beginning the sessions, all participants were introduced to the project and
provided with information about the data storage, security and anonymity of the
project. They were offered the opportunity to ask questions and informed that
participation was voluntary and that they could withdraw at any time without
providing a reason. A copy of the introductory script is included in Appendix 2.
Participants were asked to read and sign a consent form (Appendix 3) prior to data
collection, and were provided with a copy to take away.
26
Sampling
The librarian or library manager at each library was involved in selecting appropriate
library staff for participation in the research project. In order to recruit library users to
participate a standard email (Appendix 4) was sent to users at each library. In
Cambridge the librarian or library manager distributed the email, while in Sheffield
the email was sent using the central email network by CICS.
The number of participants was necessarily limited by time constraints of the project
and availability of participants during the summer vacation period. As discussed by
Boyatzis (1998), the sampling size should provide a manageable but representative
quantity of data within an organisational setting.
3.5. Data Collection Tools
Participants were asked to complete a demographics questionnaire, an observation
session and a semi-structured interview. The three elements were always carried
out in that order. The participants were split into two types: library staff and library
users. While the method of data collection was identical for both types, the tasks
and questions varied between participant groups.
Demographic Questionnaire
Separate demographic questionnaires were devised for each user group (Appendix
5). It is considered important to include a demographics questionnaire to assess
how accurately the sample represents the case study populations (Boyatzis, 1998;
Bryman, 2012).
Observation
Each participant was asked to complete an observed task prior to interview (task
details included in Appendix 6). The two participant types were given different types
of tasks reflecting their relationship with the library. This was determined based on
the literature review and also the research questions set out at the start of this
chapter.
Library Staff were provided with one book to reshelve. The item was selected
from a section of the library that it was thought would provide the most
difficulty.
27
Library users were asked to locate two items from the shelves. They were
provided with the title and author for one item, and the title, author and
classmark for the other. Items were again selected from more challenging
areas of the library and the order in which the items were provided was
alternated to account for variations in learning collection layout during the
tasks.
For both groups, the items selected were restricted to books as opposed to other
types of resource such as journals or working papers. This is because the research
questions primarily relate to finding books. Alternative resource types were often
classified slightly differently from the main book collection and it was considered that
it may add too great a level of complexity to data analysis to account for differences
in resource type. This could be considered an area for further research in the future
if necessary.
Structured observation methods were employed in order to systematically collect
data (Bryman, 2012). An observation tool was created (Appendix 6) in order to
measure how the participant navigated the library and how they navigated the
classmark. Any comments relating to wayfinding or navigating the classmark were
noted by the observer. Navigation mistakes were also noted so that they could be
discussed during the interview.
It was decided to employ the ‘think-aloud’ approach to the observations for two main
reasons. First it encouraged the participant to being a dialogue that could then be
continued into the interview session. Second, as discussed by Cotton and Gresty
(2006), it allows for the collection of additional evidence that may not be be brought
up by the participant in interviewing alone.
Anonymous observation was considered, based on the approach taken by Mandel
(2010). This was discounted as a think-aloud approach was considered more useful
for collecting data relating to problems encountered by participants (Cotton &
Gresty, 2006). An alternative to observation would have been to use a mixed-
method approach: using a questionnaire or survey to ask questions about library
usage patterns and then recruiting participants based on results. Mixed-method was
not used as it was considered that qualitative data would be more appropriate for an
inductive project (Bryman, 2012).
28
Interviews
The approach taken for the interviews is based on the contextual enquiry approach.
This involves an in-depth interview combined with an observation with the aim of
collecting as much data as possible for later analysis (UsabilityNet, 2006). The
interview is carried out in the research context, in this case the library.
Usually the interview would be carried out before the observation (UsabilityNet,
2006). In this case, it was decided to hold the observations session first, followed by
the interview. This offered the advantage of reminding the participant of the context,
should they have forgotten the typical process for finding books. Second it also
offered a way to begin the discussion about the topic by having a very recent
example upon which to elaborate.
Semi-structured interviews for library staff and library users consisted of different
questions to reflect the differences in the way both groups use the library
(Appendices 7 and 8). The interviews were recorded with permission from the
participants.
Given the ill-defined nature of the problems experienced in locating physical
resources, it is considered appropriate to use semi-structured interviews to allow for
some variation in responses, and allow the researcher to probe for more details in
certain areas (Robson, 2011).
Library Staff Interview
The staff interview (Appendix 7) focussed on five themes:
1. Navigating the library
2. Different types of item in the collection
3. Stock management
4. User interaction
5. Marketing the library
Theme 1 aimed to establish navigational issues and was based on the observation
task. Themes 2 and 3 aimed to establish how the collection was managed and how
the staff handled missing books. Theme 4 aimed to establish typical user
interactions and was based on evidence in the literature review that staff spend a lot
29
of time responding to navigation enquiries (Beck, 1996). Theme 5 aimed to establish
the marketing strategy, particularly for physical resources in the library. Evidence
from the literature review suggested that marketing is an important area in library
management (Estall & Stephens, 2011).
Library User Interview
The user interview (Appendix 8) focussed on five themes:
1. Finding a book
2. Finding the classmark
3. Classification and subject searching
4. Using other libraries
5. General wayfinding
Themes 1 and 2 aimed to establish the main problems that users experienced in
finding books and was aided by discussion of the observation tasks. Theme 3 aimed
to establish any problems the user experienced in using or understanding the
classmark; the literature review had indicated that this was an area that caused
problems for users (Hahn, 2011). Theme 4 broadened the discussion to other
libraries and provided the opportunity for users to discuss any problems they may
have experienced at other libraries in the HEI. Finally, theme 5 aimed to establish
any other wayfinding issues that users may experience while negotiating the library
system.
3.6. Data Analysis
Thematic analysis formed the basis of data analysis and followed the five stages as
set out by Braun and Clarke (2006) and Peng and Nunes (2010):
1. Familiarisation with the data
Interview data was transcribed by the researcher as soon as possible after the
interview took place in order to allow reflection prior to next interview (Bryman,
2012). Observation data was also transferred from paper into an excel spreadsheet
that allowed comparison between results. The process of transcription allowed the
researcher to become familiar with the data, this was enforced by reading through
data multiple times prior to coding.
30
2. Creation of a coding scheme
During coding each data set was treated separately; library staff data was coded
separately from library user data. This reflects the slightly different research
objectives and questions that were generated for each group (Section 3.1). Coding
of the data should reflect the depths of the qualitative data while also reflecting the
research questions created prior to data collection (Attride-Stirling, 2001). The codes
generated were also split further into two areas, again reflecting the research
objectives: problems experienced by participants and participant requirements for a
smart library system.
Codes were connected to relevant data from transcription (both interview and
observations) and each provided with a description which aimed to clearly define the
meaning of the codified data (Attride-Stirling, 2001).
3. Identification of themes
Once all data had been coded, it was reviewed and connections between the codes
were established. Through iteration, codes were refined and similarities emerged
which linked the coded data forming a set of themes (Holloway, 1997). Themes
were developed separately for problems and requirements for both participant
groups. The data set was revisited and any additional quotes or data points were
added (Peng & Nunes, 2010).
4. Development of concept maps
Concept maps were developed for each data group. This stage involved review of
the themes created and stage three and changes were made to the themes and
codes in order to ensure that the themes fitted together (Braun & Clarke, 2006).
5. Report findings
The findings are reported in Chapter 4. Two areas are reported: the problem context
and functional requirements.
Problem Context
A rich picture has been created for each participant group to display the problem
context for both stakeholder types (Avison, 2006). It is considered necessary to
include a diagram for each group to capture the situation as clearly as possible. The
rich pictures are based on the concept map for each participant group, and the
codes are transferred to the rich picture to demonstrate the problems.
31
A rich picture is based in soft systems methodology and originated with Checkland
(Checkland & Scholes, 1999). It aims to capture the softer aspects of a system in
order to take them into account for systems change. The rich picture is used to
capturing the roles, problems, desires and concerns; it relies on qualitative data for
that purpose and fits well with thematic analysis for that reason (Avison, 2006). Rich
pictures can be varied in their representation of the problem situation (Avison,
2006). In this instance the diagram is used to represent the information flow and flow
of goods around the organisation.
Thematic analysis is used to transform qualitative data into themes based on the
research questions posed (Boyatzis, 1998). Given the qualitative nature of this
research it is considered a good way to analyse the results to create a rich picture
which explores the problem areas and also a context map which presents the
requirements areas.
Functional Requirements
Functional requirements are presented in a single combined concept map based on
the coded data from thematic analysis. Functional requirements are based on
requirements specified by staff (SR) and users (UR). They also include observed
requirements (OR) which are based on comparison of participant problems with the
smart solutions identified in the literature review.
4. Findings
4.1. Staff Demographics
A total of eight library staff participated in the research, all of whom from the
University of Cambridge. Staff at the University of Sheffield were also invited but no
participants volunteered. Staff were approached through the library manager or
librarian.
The majority (62.5%) of the staff involved worked full time in their library, and half of
the participants had been working there for over three years. It can therefore be
considered that the sample selected for this stakeholder group is familiar with the
library context and can provide valuable research data.
32
There was a gender bias, with 75% female. Further the majority (75%) of
participants were British with one of Czech nationality and one Polish. A range of
ages were recorded with all participants under the age of 55 (Figure 2).
The demographics represent the availability of staff to take part in the research.
Figure 2: Age range of library staff participants
4.2. Staff Problem Context
Activities that require staff to navigate the library to locate a book or location were
established based on interview data. These were coded into a set of 12 tasks, along
with a description of the activity. This list of roles is included in Appendix 9 and
forms the basis of the roles represented in the rich picture (Figure 4, with key
included in Figure 3). The roles generally relate to the roles identified as part of the
library management system in Chapter 2 (Enache, 2012).
Figure 3: Rich Picture symbol key
33
Figure 4: Library staff context represented in a rich picture diagram
34
4.2.1. Circulation
"so when the students return the books, we discharge them using
the system and put the books on a trolley and we shelve the books
every morning" Participant 19
Circulation relates to the day-to-day movements of stock into, out of and around the
library. The main information exchange taking place is updating the items status on
the library system. The library staff may refer to the navigation signage and labelling
when reshelving items in the library. This involves comparing the classmark on the
book with the signage and other books on the shelves in order to establish the
correct location.
Problems
A main problem identified relates to the labelling of items (Staff Problem code: SPB).
During observation sessions in two libraries, the item provided for reshelving was
incorrectly labelled (SPB1) which led to one member of staff shelving it in the wrong
place and three members of staff attempting to reshelve in the wrong place before
realising their mistake:
"sometimes I think the [classmark] inside is right and the outside is
different … but sometimes actually that could happen a different
way, sometimes the label is right and the record is wrong. But not
very often." Participant 19 (staff)
Labels can be hard to read (SPB3) due to their size:
"I think because of, you know, the size of the labels; you don’t want
something huge but at the same time when you’re right on the floor
you’re sort of peering in thinking which one is this?!"
Participant 17 (staff)
Incorrect labelling of items can also lead to items going ‘missing’ from the system
(SPF1). If they are not in the location that matches the classmark information on the
system, then it may not be possible to find them until a full stock check is performed:
"The letter L was confused with C [when the label was printed], so
we needed that book quite badly for several years and we couldn't
35
find it. It may have been five years or so until the stock check found
it.” Participant 16 (staff)
This discrepancy means it is difficult for staff to know if an item is lost and should be
replaced, or if it is simply misshelved.
Staff also rely on navigational signage to navigate the library space to a certain
extent. Although they may be more used to navigating by previous experience, if the
collection is moved they may need to refer to the signs (SPH3):
"The moves of the books get me a lot because I’m still in my mind
where it was about 4 years ago, so now I need to follow the
labelling on the shelves" Participant 16 (staff)
This of course relies on the navigational signage being correct and up-to-date
(SPB1).
Additionally, there is a time difference between an item returned on the system and
going back on the shelf. Some staff noted that they only shelved at particular times
of day, meaning it is possible for a returned item to be available on the system but
not available to readers who may look for it on the shelf. This discrepancy is a
system based issue as the book is effectively unaccounted for during the period and
would likely rely on the user asking staff for assistance in order for it be resolved
(SPF2).
Requirements
It was noted by staff that, particularly in larger libraries, it may be useful if the system
were to provide some location information when a book is discharged from the
system.
4.2.2. Enquiries
‘Enquiries’ broadly relates to interaction with users. It covers answering user
enquiries relating to navigating the shelves and may involve providing directions or
assistance.
"at the beginning of the academic year it’s a lot of people just
getting their bearings around the library so they ask more"
Participant 16 (staff)
36
It is also relates to training users in how to use the library; staff mentioned the
importance of library inductions to help users learn how to navigating the library.
In order to respond to enquiries, staff may have to check the catalogue information
is correct. To do this they use either the Online Public Access Catalogue (OPAC)
interface or the Library Management System (LMS) interface. It is important to note,
as discussed in Chapter 2, that both interfaces access the same database (Enache,
2012). Each interface allows different access levels and the LMS interface also
allows staff to edit details in the database.
Problems
Users may have difficulty understanding and navigating the classification scheme
(SPJ2) and the library layout (SPJ4). Additionally, they may be confused by the
multiple libraries (SPJ6) and catalogues (SPJ7) that are within the Cambridge library
system.
"Finding books on the catalogue, or catalogues plural, is not [easy]
so we get lots of questions. They come to us and say "this is on my
reading list but I can’t find it in the library". We know if it's on a
reading list we have got it, so we show them how to search
it." Participant 13 (staff)
There are also problems relating to stock availability (SPJ8), which again relate to
the accuracy of information on the catalogue (SPF2) as discussed in 4.2.1.
Circulation.
The decision of which interface to use is determined by preference. In Cambridge,
there are three different OPACs which provide public access to the database and
the LMS which provides staff-only access.
The number of different OPACs is thought to cause confusion for users, and staff
may have preferences as to which they use.
"There are 3 catalogues! 3 different OPACs! That's mad!"
Participant 12 (staff)
"I almost always use Newton [the older catalogue available], unless
I'm doing a search on a reading list to find out the availability of the
book elsewhere to work out how many copies to buy."
Participant 13 (staff)
37
The LMS interface does not tend to be used to find general location information,
rather it is used primarily for circulation and cataloguing. It appears to be considered
as harder to use and search [(SPD):
"I have used the LMS, but only when cataloguing. I find it totally
non-intuitive" Participant 12 (staff)
"[The LMS is] more of the back end system … it's easier to go to
Library Search." Participant 18 (staff)
Requirements
Would like to be able to search the OPAC using the classmark, at the moment
classmark search is only available using the LMS.
"it's difficult to search by subject on the catalogue, and you can't do
a classmark search on our catalogue which is a real problem"
Participant 13 (staff)
Staff would also like to tailor training to user needs, as it is considered important to
have good understanding of their needs.
4.2.3. Purchasing and Cataloguing
Purchasing suggestions may come from a user, department or from current trends
in research. The staff member may check the availability of the requested item in
other libraries using the OPAC.
Once a new item has been purchased it must be catalogued and the book details
stored on the central library database via the LMS. In order to classify the item, the
staff may refer to information on the OPAC.
“When I don't know where to put it I use Newton to search the
keywords” Participant 19 (staff)
Alternatively, staff may refer to items on the shelves to establish the most
appropriate location or check the if new item is the same as an existing copy:
"with cataloguing sometimes you have to pop to a shelf to see what
was catalogued before on that record" Participant 14 (staff)
38
Once a new book has been catalogued it may be necessary to inform the requesting
user, or promote the book as available to borrow.
Problems
Problems relating to the usability of the LMS interface are again an issue in this
interaction (SPD); as are issues relating to the usability of the multiple OPACs
available and their particular specialties for returning location information.
Space concerns are also a problem in the library (SPH5):
“We keep receiving requests to buy new books… Space is the big
issue” Participant 19 (staff)
Staff may encounter discrepancies between the information stored on the catalogue
and the bibliographic or location information contained within the book (SPF1).
Marketing is also a concern with the consideration that the catalogue does not do
enough to promote new material (SPE1). There is a feeling that users may not
discover new material themselves, they may need (SPE2):
"People may think that the users are so information hungry that they
would explore it all, but probably they are overloaded with their
normal studying too. So not many of them explore what’s there.
They need to be fed." Participant 16 (staff)
Requirements
Staff express a desire for the catalogue to provide a better way to market new
material. They would also like to see more information on the catalogue, particularly
relating to reading list provision:
"We could put some, I don’t know what it would be called… some
sort of remark or caption or whatever on the book saying that it is on
so and so reading list." Participant 16 (staff)
4.2.4. Requests
Requests are for items that are already part of the collection and can be found
through the OPAC. They can be made in a variety of methods, either in person or
online. The user passes the requested item information to the staff member. The
39
staff then fetch the item(s) from storage, sometimes leaving the request details on
the shelf as a mark that the item is in use.
“So we’ve got a system when we get with a little red slip where you
put in place” Participant 17 (staff)
Problem
User have provided the incorrect item details (SPJ3):
"So just to save my time I double check the store request slips with
the catalogue because sometimes I've had to come back because I
don't know for example that it's oversized." Participant 19 (staff)
Or the user may have requested the item when staff are unable to collect:
"It can be fetched only when there is more than one member of staff
in” Participant 14 (staff)
Additionally, staff expressed some difficulty navigating the shelves in storage as this
is generally a less visited section may be classified differently to the main collection
(SPA, SPH3).
"It's that things haven't been catalogued in a logical way and there's
a lot of working papers down there which wouldn't fit into a normal
book situation. So it's also the nature of the material down there.
There's some rare material which again is not straightforward, it's
sort of more ephemeral literature so that's more difficult to
navigate." Participant 12 (staff)
Requirements
Staff did not express any requirements for improving the request process, however
based on the problems identified an automated request system based on the
catalogue would likely improve the process for libraries that use manual requests.
The difficulty navigating the shelves would also likely be improved with a navigation
system.
4.2.5. Stock Check
"If you're going to manage a collection it would be really good to
know what's in it. That's good management" Participant 12 (staff)
40
A stock check is considered an effective way of checking the status and accuracy of
library records. Frequently it involves manually checking the shelves against a
printed list, or in some cases scanning the barcode of each book and compiling a list
of all items present.
Problems
Staff problems relating to the stock check have been identified in the rich picture and
concept map (SPI). The stock check is seen as time consuming, with the potential
for errors if staff lose concentration. It’s sometimes not seen as practical to check
the whole collection due to the amount of staff time required. In particular, the size of
the library may have an effect on how practical it is to conduct a full stock check.
"There might be a tipping point where it ceases to be manageable."
Participant 12 (staff)
"It’s quite a lot of work, it has quite high demands on
workforce." Participant 16 (staff)
Further to this, problems relating to missing books (SPF) also relate to stock check.
The stock check should confirm if items are in fact missing or if they are simply in
the wrong location, are labelled with the incorrect classmark or the location
information on the catalogue is incorrect.
"At the moment because I'm doing to stock check, there are many
misplaced books. So I think that the user reshelve books in the
wrong place. It's really like, I never noticed that before, it's really
annoying." Participant 19 (staff)
One participant expressed concern about how necessary the check was; it is
considered more likely that popular items will go missing, these are then more likely
to be reported as missing by library users.
"there's a sort of attitude that if something goes missing it doesn't
matter because people will request it" Participant 12 (staff)
Requirements
It could be suggested that allowing users to request items that they can’t find is a
demand driven approach to collection management, rather than a proactive
approach. In supply chain management, accurate stock readings are essential to
ensure that supply is met in good time (Sarac, Absi, & Dauzère-Pérès, 2010). This
41
approach could be reflected in the library environment by utilising some supply chain
techniques. Staff expressed a desire for the stock check process to be quicker and
easier.
4.3. User Demographics
Eleven library users took part from the two institutions; five were from University of
Sheffield and six from University of Cambridge. The research aimed to collect data
from a range of participants to reflect the many types of users for which academic
libraries must cater. Unfortunately, as can be seen in Figure 5, it was not possible to
recruit any undergraduate students to take part; it is assumed this reflects the
demographics of the institution during the summer period. This is a limitation of the
research results and may be an area which required further investigation.
Undergraduates accounted for 70.2% of the total student population in 2015 at the
University of Sheffield (Sheffield, 2016a) and 64.7% at the University of Cambridge
(Cambridge, 2016). Therefore the research sample does not reflect the overall
population (Bryman, 2012).
Figure 5: Status of library user participants
A total of seven nationalities are represented in the participant sample. From this
data it can be inferred that three of the participants would qualify as home fee status
while seven as oversees. One participant declined to disclose their nationality.
63.6% of participants can be considered as oversees status which is a much larger
sample than the general population: 26% oversees at University of Sheffield
(Sheffield, 2016a), and 21.7% oversees at the University of Cambridge (Cambridge,
2016). The inference of fee status from nationality may be flawed as there may be
42
discrepancy between nationality and fee status (The Education (Fees and Awards)
(England) Regulations, 2007). It is however clear that the sample has a greater
representation of non-EU participants and further study would benefit from a more
representative sample based on nationality (Bryman, 2012). The addition of a
question relating to fee status in the demographics questionnaire would also enable
a more accurate sample analysis.
With regards to participant library usage, over half visit the library once a week or
more. This suggests a sample that is familiar with the library setting and may
therefore be more comfortable navigating that a user who visits the library less
frequently. Hahn and Zitron (2011) suggests that novice users may encounter more
problems navigating the library space than experienced users.
Interestingly, when examining the observation results, of the six users who visit the
library once a week or more, half of the participants displayed problems in locating
the book. When compared to the number of times that the participant refers to a
book (Figure 6), of the two participants who use a book every week or more, these
individuals displayed very few problems navigating the space and finding the book.
A sample of two, however, is too small from which to draw any meaningful
conclusion about if experience navigating the shelves leads to greater success
finding books.
Figure 6: Frequency of library users visits to the library and frequency of using books from the library
43
4.4. User Problem Context
A rich picture displaying the problem context is included in Figure 7. As with the staff
rich picture, this is based on the thematic analysis of user interviews the results of
which are included in Appendix 10.
The user rich picture varies from the staff picture slightly in that the user role is much
simpler. In this view, the user has one task, to locate books and the rich picture
represents the information that the user may utilise in order to complete this task.
44
Figure 7: Library user context represented in a rich picture diagram
45
Description
Figure 7 demonstrates the typical information that a user may require in order to
locate a book within the library. The user makes the decision about which item to
borrow then looks up location information on the Online Public Access Catalogue
(OPAC). This can be done either on a PC or mobile phone; participants suggested
that the decision of which to user was dependent on their location. During
observation, Participant 4 used a mobile phone to access location information while
navigating the shelves.
Three pieces of information may be required to locate a book.
General location information, such as the level or section of the library which
is particularly important for larger libraries.
Classmark, which can be considered to be the specific item location.
Book details – such as title or author – may also be required; particularly in
libraries where the classmark is not unique to one item such as the Dewey
system used in the IC.
Participants indicated a three main methods for recording the classmark, location
information and book details. Writing the information on either a mobile device or on
paper; or taking a photograph of the catalogue display.
When navigating the shelves, users make use of the signage and labelling, using
particularly the classmark information on this signage to find the required location.
This is the interaction that has the most problems and these are explored below.
If a user requires additional navigation or location information in order to locate the
item, they may ask a member of staff.
It is common for users to collect more than one book at a time when performing
these actions. Many participants indicated that they may save up a few books to
collect at once rather than making multiple trips:
"for the UL especially, I save up the books that I need to get so I
can go all at once" Participant 10 (user)
46
Problems
A concept map and coded user problems are included in Appendix 10. These form
the basis of the problems identified in the rich picture and the reference IDs link to
the coded problems.
When retrieving information from the OPAC (UPC), users may encounter practical
problems such as location of machines or usability of the mobile catalogue.
"The size of the [mobile] site doesn't adjust to the size of your
screen, so you have to keep on dragging and zooming in and out.
And then I keep pressing the wrong button." Participant 5 (user)
When recording the location information, it is possible that the user doesn’t record
sufficient information (UPF9) or records the wrong information (UPF1). Further, they
do not always have the means to record the information so try to remember it.
"When I find a book I don't carry any notebook or pen; I just carry
my phone" Participant 1 (user)
Asking staff for assistance also poses problems for some users. Some participants
expressed a desire to be independent in the library (UPE6):
"I prefer to do it by myself." Participant 1 (user)
The location of the staff and ease of access appears to play a part in how happy
users are to ask for assistance or navigational advice (UPE5):
"I rarely see staff in the library, except on the ground floor. I don't
want to go downstairs and back just to ask a question." Participant
4 (user)
Some participants also expressed concern at the quality of advice that some staff
are able to provide (UPE3, UPE4):
"he gave me some directions and asked me to go up there again.
So I went up there again, couldn’t find it again and he said, well it’s
probably not there." Participant 6 (user)
"staff can only tell me what [the catalogue] can tell me, they don't
know where the books are" Participant 4 (user)
47
When users do navigate the shelves themselves, a range of problems can be
identified. The types of navigational problems can be split into three broad
categories here:
Using the location information (UPF) - having and understanding how to use
the correct location information
Navigating the library layout (UPB & UPD)- finding the correct shelf
Navigating the classmark (UPA & UPD) - finding the correct book
Problems relating to signage and labelling (UPD) relate to both library layout and
classmark.
Several participants make navigational errors during the observation. Most notably,
two participants went to the wrong floor when navigating the IC and persisted in
navigating the incorrect floor for some time.
Further to this, navigating the classification scheme caused difficulty locating the
correct book for many participants (UPA):
"at other libraries [the UL] there have been strange cataloguing
systems where I have not been able to find where the shelfmark is."
Participant 9 (user)
Requirements
Participants noted that an improved library mobile application would be helpful.
Further to this the ability to save search history and transfer results from PC
catalogue to their phone:
"History searching? Like Google? Yes, if mobile and computer
[catalogue] can make a connection it would be better. I wouldn't
need to take photo or type the book name again on my phone."
Participant 4 (user)
Users also expressed a desire for a way to connect to staff via the catalogue,
making asking for assistance easier.
Participants expressed interest in a navigation application that could guide them
around the library and also to the correct location for a book:
48
"Yes, absolutely, 100%. If someone invented that for the UL, I’d be
over the moon!... If it told us which floor it was on, that would be
handy." Participant 10 (user)
Further, when asked about a system that could remotely verify an item’s presence
on the shelf, most thought it would be a useful feature.
4.5. Functional Requirements
The functional requirements were developed using staff requirements (SR), user
requirements (UR) and observed requirements (OR). Staff and user requirements
were identified through thematic analysis and are included in Appendices 9 and 10.
Observed Requirements are based on problems identified by each group which
were then analysed against the smart library solutions identified by the literature
review. Full coded functional requirements are included in Appendix 11, and a
concept map is presented below in Figure 8.
49
Figure 8: Functional requirement concept map
50
4.5.1. Integrated System
Both staff and users indicated a desire for better integration of systems. Staff in
Cambridge were primarily concerned with the multiple points of access to the
database (SR1), while a Sheffield user suggested improved integration between
library and other university applications (UR5):
“I think they should combine that into the system. The uni
application is only really useful for the timetable, the rest is useless."
Participant 2 (User)
"I think that it would make the student experience easier if all
information was in one place" Participant 13 (Staff)
A new application could provide an integrated point of access to the central
database. The application could combine some staff features as well as general
user functions. It would likely benefit from having a login feature to determine access
level.
4.5.2. Interface and Catalogue
Both participant groups indicated a desire for improved interface to the catalogue,
particularly the mobile based interface which both groups thought of as inadequate
(UR2, SR7):
"If they had an actual app, navigation would be easier and I could
just open it anywhere and then it could be easier to search."
Participant 5 (User)
Users also expressed a desire for the ability contact staff for assistance through the
catalogue more easily (UR2, UR3). The ability to ask questions or retrieve contact
information through the pc or mobile based catalogue could be useful in alleviating
user problems relating to unwillingness to ask staff for assistance.
Further, users also expressed a desire for a link between the mobile and pc
catalogues (UR6). The ability to transfer location information between the two would
reduce the need for users to record the classmark manually:
51
“Yes, if mobile and computer [catalogue] can make a connection it
would be better. I wouldn't need to take photo or type the book
name again on my phone." Participant 4 (User)
Both staff and users suggest the ability to search the catalogue by classmark would
be useful (UR4). Staff also expressed the desire that the catalogue display be more
compact, in order to ensure that users don’t miss the location information; and that
availability of items be clearer (SR3):
"remove the gap between the bib details and the holding on the
OPAC was smaller... because the holding details are quite low
down and it usually doesn't fit on one screen and you have to scroll
down but people don't." Participant 16 (staff)
Finally, users mention that they may collect multiple books at one time (user
problem UPF10) which amplifies the problems associated with collecting books. The
user must record location information for multiple items and plan a route accordingly
(all issues relating to UPF: Using Location Information; UPA: Classification and
UPB: Library Layout). The user must also ensure availability of all items before
setting out to collect the items. These issues could be alleviated if the system could
store a list of items to be collected later (Observed Requirements: OR1).
4.5.3. Marketing and Training
Staff identify a desire for the catalogue to play a bigger role in marketing and
promoting of the collection (SR5). This could be in the form of more information
about special collection material that librarians are keen to see promoted to potential
users (SR12):
"I'd love it if we could digitise some of our objects and get them to
come up on [the catalogue], it would be fantastic" Participant 12
(Staff)
Alternatively, could relate to reading list material and providing more information
about items that are on reading lists (SR7). Users have also expressed a desire to
see easier access to reading list material (UR9):
52
"It would be helpful to know that this book is not available because
it's on a reading list so there's clear information [on the catalogue]."
Participant 19 (Staff)
"If I type in ‘Information Systems Reading List’ then I can find the
reading list and click it directly.” Participant 1 (User)
Staff are not always able to predict user behaviour and requirements. A location
based system, discussed below, could be used to provide staff with valuable data
about how users are interacting with the library (OR3). As discussed by Mandel
(2010), wayfinding data can be used by library staff to optimise library layout. The
ability to view aggregated information about routes taken by user utilising a mobile
navigation application can be used to find popular routes and place marketing
material appropriately.
Additionally, location based search results have also been used in marketing for
some time (Pura, 2005). This is a key advantage of a mobile compatible system in
that it allows for the tailoring of search results based on location. Clarke (2016)
highlights the importance that libraries adopt anticipatory design principles and
provide users with location tailored search results to improve overall user
experience in libraries (OR2). Staff and users also express a desire for an item
recommendation system which is built into the catalogue (SR6, UR10). This could
connect to the idea of using location information or allowing staff to promote new
books relevant to a user’s research area:
“It could suggest further reading.” Participant 18 (Staff)
4.5.4. Navigation System
Navigation issues form the basis for many problems identified for both participant
groups. Reshelving issues for staff, can be closely related to general navigation
issues as both are reliant on identifying a specific location.
A mobile based navigation application based on Indoor Positioning Systems (IPS)
as discussed in Chapter 2, may help alleviate many of the general issues navigating
the library space (UR11). It is considered that it would be particularly helpful for
larger more complex libraries. In addition to internal library navigation, it is
considered that the ability to guide users between libraries would create a more
53
joined-up experience (OR5). This would likely require switching between IPS and
GPS (Liu, Darabi, Banerjee, & Liu, 2007).
When navigating inside the library, particularly relating to finding a specific book
location, there are two levels of navigation to consider. The first is the ability to
locate a shelf in the library (OR6); this could likely be achieved with an accurate IPS
like iBeacon or similar (Lin, Ho, Fang, Yen, Yang, & Lai, 2015). Second is the ability
to locate a particular book (OR7). At the moment it seems unlikely that an IPS could
provide the granularity of detail to identify a single item. Instead the system could
display the book details once the user is at the correct shelf. This would still require
the user to search the shelf but would narrow the range of the search and provide
timely information.
An additional feature that could assist with users collecting multiple books is the
ability for the system to plan a route to collect all items (OR8).
This feature could also be used by staff, but staff are generally more familiar with the
library layout and are unlikely to use such a feature. Instead when staff are
discharging items that have been returned, the system could provide broad location
information such as floor or section so the books can be sorted prior to reshelving
(SR4). Integration with any existing automation features such as book conveyors
(McClare, 1991), could enable the system to even physically sort the books.
4.5.5. Stock Tracking
The smart shelf system (SR10) would use the RFID tags already commonly used in
many libraries along with RFID readers installed on each shelf to check for the
presence of books on the shelf. A similar system is currently under development in a
Greek institution and appears to offer a viable method of stock tracking (Polycarpou,
Samaras, & Sahalos, 2014). The system would require a great deal of up-front
hardware installation as each RFID reader would need to be connected to the
internet. The correct location of all RFID tagged books would also need to be
established and recorded for the smart shelf to compare against and find errors.
This system could provide the ability to run automatic stock checks which would be
a time saving feature for staff (SR11). The system could either run stock checks at
pre-set intervals to report stock availability to staff, or it could be connected to the
catalogue search function and check item availability as and when it’s queried
54
(UR12). This feature would provide staff and users with live stock availability
information (OR10).
These features, however, only track items on the shelves. As already established
when a book is not in the correct location on the shelf there are range of locations it
could be:
"We look on the catalogue record itself to see how old it is or if it's a
new book. When it was last borrowed, if it's been on reserve,
oversize, held for anyone behind the desk, if it's sitting on a trolley
waiting to be shelved, if it's on a table... anywhere. So you just go
through them all and if there's still no sign of it then you panic and
think about replacing it." Participant 18 (Staff)
In order to provide better visibility, RFID antennae could be placed around the library
to monitor items that move through pinch points (OR12). This is a similar RFID use
case to patient tracking in hospitals or athlete tracking in races and may be
transferrable to a library context (Sarac, Absi, & Dauzère-Pérès, 2010).
55
5. Discussion
Academic libraries already contain some of the infrastructure required for a smart
library system. As discussed, many libraries already use RFID tags as part of stock
circulation (Lee, Fiedler, & Smith, 2008); library management systems are
increasingly migrating to the cloud leading to better connected and easier access to
data (Dula & Ye, 2012). Further to this, navigation systems based on WLAN could
potentially use existing wifi networks in combination with smartphones to provide an
effective IPS (Hahn, 2011).
It is clear based on analysis of the problems identified in Chapter 4, that a smart
system could alleviate many of the problems experienced by users when navigating
the library.
It could be suggested that there are two main problem areas for users, navigating
the library and knowing what’s available. Navigation issues could be improved with a
system providing accurate location information for required resources. A wayfinding
application to navigate the space, based on IPS, combined with a mobile interface to
search the catalogue could alleviate many of these navigational issues. The
knowledge of what’s available is a more nebulous issue as it encompasses stock
tracking issues as well as marketing of new and relevant materials.
Staff problems interacting with library resources have received little attention in the
literature, indeed establishing areas of concern was a key part of this research.
Based on existing LMS modules (Enache, 2012) and staff description of activities it
is possible to establish problem areas for staff and requirements for an improved
system. Staff requirements are more complex than users, but one of the main areas
of concern identified is the relationship with users. While staff face some issues in
relation to stock management that a smart shelf system would likely help (Markakis,
Samaras, Polycarpou, & Sahalos, 2014), customer relationship management is a
key area that could be improved. A smart system could provide better relationship
management tools, that come with a better view of user behaviour. As discussed in
chapter 2, the literature suggests that CRM is an area in which libraries are currently
lacking (De Saez, 2002). Integration of smart systems into a main ERM system
could greatly improve this area (Wang, 2007).
56
5.1. Limitations and Recommendations for Further Research
As discussed in the demographics sections, the samples for both user groups and
staff groups were limited and not as representative of the overall population as may
be desired. This limited representation of stakeholders in the requirements gathering
process may limit the relevance of the results (Avison, 2006).
The advantage of a multi-case study approach is that it provides a richer context in
which to examine the data (Yin, 2009). In this case, it was unfortunately not possible
to obtain library staff data from the University of Sheffield, meaning that the context
is limited to a single case study context. For future research it would be useful to
retrieve staff data from Sheffield, it would then be possible to do a comparative
analysis of all the data from the two institutions. A comparative analysis would
provide a greater depth of understanding of the data (Bryman, 2012; Yin, 2009) but
was not possible in this study due to limited data and time.
Further iterations of research would be useful to test the requirements presented in
this study. The quality of inductive research can be greatly improved with iterations;
indeed an iteration testing validity of the requirements suggested would take on a
deductive methodology (Bryman, 2012). A quantitative approach could be used to
test the requirements, but allowing staff and users to self-report on tasks and
requirements (Bryman, 2012). By ensuring that the requirements are correct before
taking them into design or implementation stages the project can reduce the cost of
fixing errors by an estimated 80-100 times (Avison, 2006, p. 98).
Once further testing of the requirements has been completed, it would be necessary
to produce a specification which reflects the final requirements (Maciaszek, 2007).
This specification should include prioritised requirements, based on a system such
as Moscow rules in order to allow system developers to prioritise work flows
(Miranda, 2011).
57
6. Conclusion
This study aimed to establish requirements for a smart library system for both library
staff and users to aid them in their regular interactions with the shelves. In order to
meet the objectives, qualitative data was collected involving observation and
interview sessions with staff and users. This data was then analysed using thematic
analysis to reveal themes relating to problems and separately themes relating to
requirements.
Problems
A range of problems can be seen for both stakeholder groups. It is clear that for
users there are several barriers in accessing physical resources. Particularly
understanding of how to navigate the classification scheme as well as general
issues following signage and labelling to navigate the space. Staff experience
similar navigational issues to some degree but they are generally less as experience
plays a large part in being able to effectively navigate a library. Staff problems
tended to relate to stock management, navigating more unusual locations or
classmarks. Both groups identified problems retrieving location information from the
library system.
Requirements
Based on participant statements and analysis of problems it is possible to establish
a set of functional requirements for a smart library system. The requirements centre
around intra- and inter-library navigation systems, combined with an RFID enabled
smart shelf system to create search based navigation information for staff and
users. This system can improve stock visibility for all stakeholders. It can provide
staff with more visibility of user behaviour and requirements and provide a better
method of marketing to users. A combined smart library system could improve the
overall user experience in navigating the library and hopefully reduce “library
anxiety” (Mellon, 1986).
Word Count: 14,964
58
7. References
Aittola, M., Parhi, P., Vieruaho, M., & Ojala, T. (2004). Comparison of Mobile and
Fixed Use of SmartLibrary. In S. Brewster & M. Dunlop (Eds.), Mobile Human-
Computer Interaction - Mobile HCI 2004 (pp. 383–387). Springer Berlin
Heidelberg. http://doi.org/10.1007/978-3-540-28637-0_42
Aittola, M., Ojala, T., & Ryhänen, T. (2003). SmartLibrary - Location-aware mobile
library service. Lecture Notes in Computer Science (including Subseries
Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),
2795, 411-416. Retrieved from http://link.springer.com/chapter/10.1007/978-
3-540-45233-1_38
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative
research. Qualitative Research: QR, 1(3), 385–405.
http://doi.org/10.1177/146879410100100307
Avancini, H., Candela, L., & Straccia, U. (2007). Recommenders in a personalized,
collaborative digital library environment. Journal of Intelligent Information
Systems, 28(3), 253–283. http://doi.org/10.1007/s10844-006-0010-3
Avison, D. E. (2006). Information systems development : methodologies, techniques
& tools (4th ed.). London: McGraw-Hill Education.
Battelle, J. (2005). The search : how Google and its rivals rewrote the rules of
business and transformed our culture. London: Nicholas Brealey.
Beck, S. G. (1996). Wayfinding in libraries. Library Hi Tech, 14(1), 27–36.
http://doi.org/10.1108/eb047977
Boyatzis, R. E. (1998). Transforming qualitative information : thematic analysis and
code development. Thousand Oaks, CA: Sage Publications.
Brandon, K. C. (2002). Wayfinding in libraries. PNLA Quarterly, 66(4), 7–8.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=502883106&si
te=ehost-live
59
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77–101.
http://doi.org/10.1191/1478088706qp063oa
Broady‐Preston, J., Felice, J., & Marshall, S. (2006). Building better customer
relationships: case studies from Malta and the UK. Library Management,
27(6/7), 430–445. http://doi.org/10.1108/01435120610702422
Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University
Press.
Buttle, F. (2009). Customer relationship management : concepts and technologies
(2nd ed.). Oxford: Butterworth-Heinemann. Retrieved from
http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S978
0080949611
Cambridge, U. of. (2015). Libraries Directory: A-Z Listing of Libraries. Retrieved
August 14, 2016, from
http://www.lib.cam.ac.uk/libraries_directory/libraries_directory_n.cgi?option=A
Cambridge, U. of. (2016). University student statistics, 2015-16. Retrieved August
23, 2016, from
http://www.admin.cam.ac.uk/offices/planning/sso/studentnumbers/201516stati
stics.pdf
Checkland, P., & Scholes, J. (1999). Soft systems methodology : a 30-year
retrospective. Chichester: Wiley.
Chowdhury, G. G., Burton, P. F., McMenemy, D., & Poulter, A. (2008).
Librarianship : an introduction. London: Facet Publishing.
Clark, J. A. (2016). Anticipatory Design: Improving Search UX using Query Analysis
and Machine Cues. Weave: Journal of Library User Experience, 1(4).
http://doi.org/10.3998/weave.12535642.0001.402
Cotton, D., & Gresty, K. (2006). Reflecting on the think-aloud method for evaluating
e-learning. British Journal of Educational Technology: Journal of the Council
for Educational Technology, 37(1), 45–54. http://doi.org/10.1111/j.1467-
8535.2005.00521.x
60
Culén, A. L., & Gasparini, A. A. (2014). Find a book! unpacking customer journeys at
academic library. In The Seventh International Conference on Advances in
Computer-Human Interactions (pp. 89–95). researchgate.net. Retrieved from
https://www.researchgate.net/profile/Alma_Leora_Culen/publication/26147421
9_Find_a_Book!_Unpacking_Customer_Journeys_at_Academic_Library/links/
0c9605345cbd091568000000.pdf
Dempsey, L. (2008). Reconfiguring the Library Systems Environment. Portal:
Libraries and the Academy, 8(2), 111–120.
http://doi.org/10.1353/pla.2008.0016
De Saez, E. E. (2002). Marketing concepts for libraries and information services
(2nd ed.). London: Facet.
Dula, M. W., & Ye, G. (2012). Case Study: Pepperdine University Libraries’
Migration to OCLC's WorldShare. Journal of Web Librarianship, 6(2), 125–
132. http://doi.org/10.1080/19322909.2012.677296
Dwivedi, Y. K., Kapoor, K. K., Williams, M. D., & Williams, J. (2013). RFID systems
in libraries: An empirical examination of factors affecting system use and user
satisfaction. International Journal of Information Management, 33(2), 367–377.
http://doi.org/10.1016/j.ijinfomgt.2012.10.008
Eaton, G. (1991). Wayfinding in the Library: Book Searches and Route Uncertainty.
RQ, 30(4), 519–527. Retrieved from http://www.jstor.org/stable/25828878
Ehrenberg, I., Floerkemeier, C., & Sarma, S. (2007). Inventory Management with an
RFID-equipped Mobile Robot. In Automation Science and Engineering, 2007.
CASE 2007. IEEE International Conference on (pp. 1020–1026).
http://doi.org/10.1109/COASE.2007.4341838
Enache, I. (2012). Library Management Systems. Library and Information Science
Research, 16. Retrieved from http://www.lisr.ro/en16-enache.pdf
Estall, C., & Stephens, D. (2011). A Study of the Variables Influencing Academic
Library Staff’s Attitudes Toward Marketing. New Review of Academic
Librarianship, 17(2), 185–208. http://doi.org/10.1080/13614533.2011.610217
Fard, H. K., Chen, Y., & Son, K. K. (2015). Indoor positioning of mobile devices with
agile iBeacon deployment. In Electrical and Computer Engineering (CCECE),
61
2015 IEEE 28th Canadian Conference on (pp. 275–279).
http://doi.org/10.1109/CCECE.2015.7129199
Ferrer, G., Dew, N., & Apte, U. (2010). When is RFID right for your service?
International Journal of Production Economics, 124(2), 414–425.
http://doi.org/10.1016/j.ijpe.2009.12.004
Gärling, T., Lindberg, E., & Mäntylä, T. (1983). Orientation in buildings: effects of
familiarity, visual access, and orientation aids. The Journal of Applied
Psychology, 68(1), 177–186. Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/6826491
Garoufallou, E., Zafeiriou, G., Siatri, R., & Balapanidou, E. (2013). Marketing
applications in Greek academic library services. Library Management, 34(8/9),
632–649. http://doi.org/10.1108/LM-03-2012-0012
Gilbert, J., & Fister, B. (2015). The Perceived Impact of E-books on Student
Reading Practices: A Local Study. College and Research Libraries, 76(4),
469–489. http://doi.org/10.5860/crl.76.4.469
Gregson, M., & Hocking, A. (1995). Theft and damage in an academic library: the
student experience. Journal of Librarianship and Information Science, 27(4),
191–197. http://doi.org/10.1177/096100069502700402
Hafner, P., Moder, T., Wieser, M., & Bernoulli, T. (2013). Evaluation of smartphone-
based indoor positioning using different Bayes filters. In Indoor Positioning and
Indoor Navigation (IPIN), 2013 International Conference on (pp. 1–10).
http://doi.org/10.1109/IPIN.2013.6817876
Hahn, J. (2011). Location‐based recommendation services in library book stacks.
RSR. Reference Services Review, 39(4), 654–674.
http://doi.org/10.1108/00907321111186677
Hahn, J., & Zitron, L. (2011). How First-Year Students Navigate the Stacks:
Implications for Improving Wayfinding. Reference & User Services Quarterly,
51(1), 28–35. Retrieved from http://www.jstor.org/stable/refuseserq.51.1.28
Hicks, A., & Sinkinson, C. (2011). Situated Questions and Answers Responding to
Library Users with QR Codes. Reference & User Services Quarterly, 51(1),
60–69. http://doi.org/10.5860/rusq.51n1.60
62
Hinze, A., McKay, D., Vanderschantz, N., Timpany, C., & Cunningham, S. J. (2012).
Book Selection Behavior in the Physical Library: Implications for Ebook
Collections. In Proceedings of the 12th ACM/IEEE-CS Joint Conference on
Digital Libraries (pp. 305–314). New York: ACM.
http://doi.org/10.1145/2232817.2232874
Holloway, I. (1997). Basic concepts for qualitative research. Oxford: Blackwell
Science.
Huang, T.-C., Shu, Y., Yeh, T.-C., & Zeng, P.-Y. (2016). Get lost in the library?: An
innovative application of augmented reality and indoor positioning
technologies. The Electronic Library, 34(1), 99–115. http://doi.org/10.1108/EL-
08-2014-0148
Kilgour, F. G. (1970). History of Library Computerization. Information Technology
and Libraries, 3(3), 218–229. http://doi.org/10.6017/ital.v3i3.5256
Kruschwitz, U., Lungley, D., Albakour, M.-D., & Song, D. (2013). Deriving query
suggestions for site search. Journal of the American Society for Information
Science and Technology , 64(10), 1975–1994.
http://doi.org/10.1002/asi.22901
Kumar, V., & Reinartz, W. (2012). Customer relationship management : concept,
strategy, and tools (2nd ed.). New York: Springer.
Laudon, K. C., & Laudon, J. P. (2012). Management information systems :
managing the digital firm (12th ed.). London: Pearson.
Lee, L. S., Fiedler, K. D., & Smith, J. S. (2008). Radio frequency identification
(RFID) implementation in the service sector: A customer-facing diffusion
model. International Journal of Production Economics, 112(2), 587–600.
http://doi.org/10.1016/j.ijpe.2007.05.008
Levy, R. (2013). Library in the Cloud with Diamonds: a critical evaluation of the
future of library management systems. Library Hi Tech News, 30(3), 9–13.
http://doi.org/10.1108/LHTN-11-2012-0071
Li, A. (2013). Mobile Library Service in Key Chinese Academic Libraries. The
Journal of Academic Librarianship, 39(3), 223–226.
http://doi.org/10.1016/j.acalib.2013.01.009
63
Lin, X. Y., Ho, T. W., Fang, C. C., Yen, Z. S., Yang, B. J., & Lai, F. (2015). A mobile
indoor positioning system based on iBeacon technology. In Engineering in
Medicine and Biology Society (EMBC), 2015 37th Annual International
Conference of the IEEE (pp. 4970–4973).
http://doi.org/10.1109/EMBC.2015.7319507
Li, R., & Klippel, A. (2012). Wayfinding in Libraries: Can Problems Be Predicted?
Journal of Map & Geography Libraries, 8(1), 21–38.
http://doi.org/10.1080/15420353.2011.622456
Li, R., & Klippel, A. (2016). Wayfinding Behaviors in Complex Buildings.
Environment and Behavior, 48(3), 482–510.
http://doi.org/10.1177/0013916514550243
Liu, H., Darabi, H., Banerjee, P., & Liu, J. (2007). Survey of Wireless Indoor
Positioning Techniques and Systems. IEEE Transactions on Systems, Man
and Cybernetics. Part C, Applications and Reviews: A Publication of the IEEE
Systems, Man, and Cybernetics Society, 37(6), 1067–1080.
http://doi.org/10.1109/TSMCC.2007.905750
Maciaszek, L. (2007). Requirements analysis and system design (3rd ed.). Harlow:
Addison-Wesley. Retrieved from
https://www.dawsonera.com/abstract/9781408250761
Mandel, L. H. (2010). Toward an understanding of library patron wayfinding:
Observing patrons’ entry routes in a public library. Library & Information
Science Research, 32(2), 116–130. http://doi.org/10.1016/j.lisr.2009.12.004
Mandel, L. H. (2011). Lost in the labyrinth: Wayfinding behavior in a public library—
predictable? Maybe not. Proceedings of the American Society for Information
Science and Technology, 48(1), 1–3.
http://doi.org/10.1002/meet.2011.14504801276
Markakis, I., Samaras, T., Polycarpou, A. C., & Sahalos, J. N. (2013). An RFID-
enabled library management system using low-SAR smart bookshelves. In
Electromagnetics in Advanced Applications (ICEAA), 2013 International
Conference on (pp. 227–230). http://doi.org/10.1109/ICEAA.2013.6632228
Markakis, I., Samaras, T., Polycarpou, A. C., & Sahalos, J. N. (2014). Safe and
efficient design of the shelf antenna in an RFID-based Library Management
64
System. In Antennas and Propagation (EuCAP), 2014 8th European
Conference on (pp. 3185–3188). http://doi.org/10.1109/EuCAP.2014.6902505
McClare, C. L. (1991). Serials Reference Services at the National Library of New
Zealand. The Serials Librarian, 20(4), 35–45.
http://doi.org/10.1300/J123v20n04_03
McKay, D., & Conyers, B. (2010). Where the Streets Have No Name: How Library
Users Get Lost in the Stacks. In Proceedings of the 11th International
Conference of the NZ Chapter of the ACM Special Interest Group on Human-
Computer Interaction (pp. 77–80). New York : ACM.
http://doi.org/10.1145/1832838.1832852
McKay, D., Smith, W., & Chang, S. (2014). Lend me some sugar: Borrowing rates of
neighbouring books as evidence for browsing. In Digital Libraries (JCDL),
2014 IEEE/ACM Joint Conference on (pp. 145–154).
http://doi.org/10.1109/JCDL.2014.6970161
McKay, D., Smith, W., & Chang, S. (2015). Down the Superhighway in a Single
Tome: Examining the Impact of Book Format on Borrowing Interactions. In
Proceedings of the Annual Meeting of the Australian Special Interest Group for
Computer Human Interaction (pp. 517–525). New York: ACM.
http://doi.org/10.1145/2838739.2838766
McKnight, S. (2011). Here today and here tomorrow. In P. Dale, J. Beard, & M.
Holland (Eds.), University libraries and digital learning environments (pp. 1–
14). Farnham: Ashgate.
Mell, P., & Grance, T. (2011). The NIST definition of cloud computing. National
Institute of Standards and Technology. Retrieved from
http://faculty.winthrop.edu/domanm/csci411/Handouts/NIST.pdf
Mellon, C. A. (1986). Library Anxiety: A Grounded Theory and Its Development.
College and Research Libraries, 47(2), 160–165. Retrieved from
http://crl.acrl.org/content/47/2/160
Miao, H., & Bassham, M. W. (2007). Embracing customer service in libraries. Library
Management, 28(1/2), 53–61. http://doi.org/10.1108/01435120710723545
65
Miranda, E. (2011). Time boxing planning: buffered moscow rules. ACM SIGSOFT
Software Engineering Notes, 36(6), 1–5.
http://doi.org/10.1145/2047414.2047428
Molnar, D., & Wagner, D. (2004). Privacy and Security in Library RFID: Issues,
Practices, and Architectures. In Proceedings of the 11th ACM Conference on
Computer and Communications Security (pp. 210–219). New York, NY, USA:
ACM. http://doi.org/10.1145/1030083.1030112
Ngai, E. W. T., Moon, K. K. L., Riggins, F. J., & Yi, C. Y. (2008). RFID research: An
academic literature review (1995–2005) and future research directions.
International Journal of Production Economics, 112(2), 510–520.
http://doi.org/10.1016/j.ijpe.2007.05.004
Ofcom. (2015, August 6). The UK is now a smartphone society. Retrieved April 5,
2016, from http://media.ofcom.org.uk/news/2015/cmr-uk-2015/
Peng, G. C., & Nunes, J. M. B. (2010). Exploring Cultural Impact on Long-Term
Utilization of Enterprise Systems. In 43rd Hawaii International Conference on
System Sciences (HICSS) (pp. 1–10). Honolulu, Hawaii: IEEE.
Polycarpou, A. C., Samaras, T., & Sahalos, J. N. (2014). An RFID-based library
management system using smart cabinets: A pilot project. In Antennas and
Propagation (EuCAP), 2014 8th European Conference on (pp. 2954–2955).
http://doi.org/10.1109/EuCAP.2014.6902447
Pura, M. (2005). Linking perceived value and loyalty in location‐based mobile
services. Managing Service Quality: An International Journal, 15(6), 509–538.
http://doi.org/10.1108/09604520510634005
Ramsden, B. (2016). Using ethnographic methods to study library use. In A. Priester
& M. Borg (Eds.), User experience in libraries; applying ethnography and
human-centred design (pp. 9–20). London: Routledge.
Rasul, A., & Singh, D. (2010). The role of academic libraries in facilitating
postgraduate students’ research. Malaysian Journal of Library & Information
Science, 15(3), 75–84. Retrieved from
http://umijms.um.edu.my/filebank/articles/2774/no.5.pdf
66
Rios Amaya, J., & Secker, J. (2016). Choosing between print and electronic... Or
keeping both? Academic Reading Format International Study (ARFIS) UK
report. London: Learning Technology and Innovation (LTI). Retrieved from
http://eprints.lse.ac.uk/67028
Robson, C. (2011). Real world research : a resource for users of social research
methods in applied settings (3rd ed.). Chichester: Wiley.
Romero, N. L. (2012). “Cloud computing” in library automation: benefits and
drawbacks. The Bottom Line, 25(3), 110–114.
http://doi.org/10.1108/08880451211276566
Rowlands, I., Nicholas, D., Jamali, H. R., & Huntington, P. (2007). What do faculty
and students really think about e-books? In Aslib proceedings (Vol. 59, pp.
489–511). Emerald Group Publishing Limited. Retrieved from
http://www.emeraldinsight.com/doi/abs/10.1108/00012530710839588
Rubin, R. (2016). Foundations of library and information science (Fourth edition.).
London : Facet Publishing, 2016.
Saab, S. S., & Nakad, Z. S. (2011). A Standalone RFID Indoor Positioning System
Using Passive Tags. IEEE Transactions on Industrial Electronics, 58(5), 1961–
1970. http://doi.org/10.1109/TIE.2010.2055774
Sarac, A., Absi, N., & Dauzère-Pérès, S. (2010). A literature review on the impact of
RFID technologies on supply chain management. International Journal of
Production Economics, 128(1), 77–95.
http://doi.org/10.1016/j.ijpe.2010.07.039
Sheffield, T. U. of. (2016a). Facts and Figures. Retrieved August 28, 2016, from
https://www-online.shef.ac.uk/pls/apex/f?p=136:1
Sheffield, T. U. of. (2016b). Library sites. Retrieved April 6, 2016, from
https://www.sheffield.ac.uk/library/libsites
Simonsen, J., & Kensing, F. (1997). Using Ethnography in Contextural Design.
Communications of the ACM, 40(7), 82–88.
http://doi.org/10.1145/256175.256190
67
Sridhar, M. S. (2004). Subject searching in the OPAC of a special library: problems
and issues. OCLC Systems & Services: International Digital Library
Perspectives, 20(4), 183–191. http://doi.org/10.1108/10650750410564691
The Education (Fees and Awards) (England) Regulations 2007. (2007). Retrieved
from http://www.legislation.gov.uk/uksi/2007/779/pdfs/uksi_20070779_en.pdf
Thelwall, M., & Maflahi, N. (2015/1). How important is computing technology for
library and information science research? Library & Information Science
Research, 37(1), 42–50. http://doi.org/10.1016/j.lisr.2014.09.002
UsabilityNet. (2006). Contextual inquiry. Retrieved July 25, 2016, from
http://www.usabilitynet.org/tools/contextualinquiry.htm
Vilar, E., Rebelo, F., & Noriega, P. (2014). Indoor Human Wayfinding Performance
Using Vertical and Horizontal Signage in Virtual Reality. Human Factors and
Ergonomics in Manufacturing & Service Industries, 24(6), 601–615.
http://doi.org/10.1002/hfm.20503
Villén-Rueda, L., Senso, J. A., & de Moya-Anegón, F. (2007). The Use of OPAC in a
Large Academic Library: A Transactional Log Analysis Study of Subject
Searching. The Journal of Academic Librarianship, 33(3), 327–337.
http://doi.org/10.1016/j.acalib.2007.01.018
Vogt, H. (2002). Efficient Object Identification with Passive RFID Tags. In F. Mattern
& M. Naghshineh (Eds.), Pervasive Computing (pp. 98–113). Springer Berlin
Heidelberg. http://doi.org/10.1007/3-540-45866-2_9
Wakeling, S. (2012). The User-centered Design of a Recommender System for a
Universal Library Catalogue. In Proceedings of the Sixth ACM Conference on
Recommender Systems (pp. 337–340). New York: ACM.
http://doi.org/10.1145/2365952.2366036
Wang, M. (2007). Introducing CRM into an academic library. Library Management,
28(6/7), 281–291. http://doi.org/10.1108/01435120710774431
Wang, M. (2008). Measuring e‐CRM service quality in the library context: a
preliminary study. The Electronic Library, 26(6), 896–911.
http://doi.org/10.1108/02640470810921655
68
Weisman, J. (1981). Evaluating Architectural Legibility. Environment and Behavior,
13(2), 189–204. http://doi.org/10.1177/0013916581132004
Yin, R. K. (2009). Case study research : design and methods (4th ed., Vol. 5).
London: SAGE.
Yu, S. (2007). RFID implementation and benefits in libraries. The Electronic Library,
25(1), 54–64. http://doi.org/10.1108/02640470710729119
Zhang, Q., Cheng, L., & Boutaba, R. (2010). Cloud computing: state-of-the-art and
research challenges. Journal of Internet Services and Applications, 1(1), 7–18.
http://doi.org/10.1007/s13174-010-0007-6
Zhou, Y., Broussard, R., & Lease, M. (2011). Mobile Options for Online Public
Access Catalogs. In Proceedings of the 2011 iConference (pp. 598–605). New
York: ACM. http://doi.org/10.1145/1940761.1940842
Zhuang, Y., Shen, Z., Syed, Z., Georgy, J., Syed, H., & El-Sheimy, N. (2014).
Autonomous WLAN heading and position for smartphones. In 2014 IEEE/ION
Position, Location and Navigation Symposium - PLANS 2014 (pp. 1113–
1121). http://doi.org/10.1109/PLANS.2014.6851481
Zhu, X., Mukhopadhyay, S. K., & Kurata, H. (2012). A review of RFID technology
and its managerial applications in different industries. Journal of Engineering
and Technology Management, 29(1), 152–167.
http://doi.org/10.1016/j.jengtecman.2011.09.011
69
Appendix 1: Ethical Application and Approval Letter
70
71
72
73
74
75
76
Appendix 2: Introductory Script for Participant
[The following was read to all participants prior to the start of data collection]
Thank you for agreeing to take part in this interview and observation today. My name is
Elizabeth Courtney and I am a postgraduate student at the Information School, University of
Sheffield.
This research project aims to establish problems encountered by library staff and users in
finding books and other physical resources within the library. The research aims to
categorise these problems and create a set of requirements for a smart library system or
application which can help solve these issues. I’m aiming to find out what kind of problems
you may come across, either yourself or that users commonly experience.
What’s involved: Today I’ll be asking you to perform [Users:] two tasks or [Staff:] one task
in the library and observing as you complete them. I’ll be taking notes and I’d like to ask you
to “talk-aloud” as you’re going about the process. By this I mean, I’d like you to tell me what
you are thinking and doing as you complete the tasks. This should take about 15 minutes.
I would then like to interview you about the tasks and your general experience of using this
and other libraries. Before starting, I would like to ask if you would mind me using digital
recorder this discussion for data collection purposes during the interview. All recordings will
be treated as confidential, and the contents of the discussion will not be traceable to you
individually. Participation is completely anonymous and you are free to stop at any time.
I’ll also ask you to complete a short demographic questionnaire which again will be
completely confidential with data used only in aggregate.
All data will be stored securely on University servers and deleted at the end of the project.
The process should take about 45 minutes in total.
Do you have any questions before we begin?
Please could you read and sign the Consent Form indicating that you agree to participate.
You are free to stop now or at any time during this process. I am required to get your
informed consent by the University Research Ethics Board and this research has been
approved by them. There are two copies here, one which I will keep for my records and a
second form that you may take away with you.
77
Do you have any questions?
First I’d like to ask you to complete this Demographic Questionnaire.
Now I’d like to begin the observation.
78
Appendix 3: Consent Form
79
80
Appendix 4: Recruitment Email Template
Title: Participants needed for study on finding books in the library
Dear all,
I am an MSc Information Systems student at the University of Sheffield looking for
volunteers to take part in an observation and interview session at the Information Commons.
The aim of this research is to examine the process of locating books and other resources
within the library with a view to creating an app or system to aid the process.
All adults over the age of 18 who have used the Information Commons as part of their
research or studies are invited. Participation will be completely anonymous and should take
around 45 minutes to complete. If you are interested in taking part please contact [email protected]
This study has received research ethics approval from the University of Sheffield Information
School Research Ethics Committee. If you have any questions please feel free to get in touch
Many thanks,
Elizabeth Courtney
Taught Masters Student
Information School
University of Sheffield
81
Appendix 5: Demographic Questionnaires
1. Library Staff Demographics Questionnaire
82
2. Library User Demographics Questionnaire
83
Appendix 6: Observation Tool and Task List
Library Staff Observation Tool Template
Observations Notes
Initial Comments/ Actions
Recognises classmark?
Recognises type of item?
Check general navigational signs?
Check shelf ends?
Correct level on first attempt?
Refer to OPAC?
Refer to LMS?
Additional Comments
Additional Notes
Library Staff Observation Tasks
Ask library staff to re-shelve an item which research has selected from the shelves. The items
have been selected to be harder than the average book to shelve.
Whipple Library:
Classmark: V6.GOE.LIC 1 (Oversize Book)
Title: Die Wirkungsgeschichte der Metamorphosenlehre Goetes / Runge and Beuy
84
Marshall Library:
Classmark: 79 C 61
Title: Japanese society : tradition, self, and the social order / Robert J. Smith.
Social and Political Sciences Library:
Classmark: 27.62.ILO.1 (LARGE BOOKS)
Title: Preventing stress at work / c International Labour Office; edited by Michele B.
Jankanish.
Information Commons:
Classmark: IC SCORES 785 (FRI)
Title: Sinfonia : op.76, for 17 wind instruments, in memoriam Benjamin Britten.
Library User Observation Tool Template
Observations 1st Task Notes 2nd Task Notes
Task A or B A / B A / B
Classmark provided? Y / N Y / N
Initial Comments
Recognises classmark?
Recognises type of item?
Check general navigational signs?
Check shelf ends?
Correct level on first attempt?
Refer to OPAC?
Type of search terms used
Ask staff for help?
Staff action
Selects correct book on first attempt? (once at correct shelf)
Additional Comments and notes
85
User Observations Tasks
Two tasks are set for users, one is to find a book where the title and classmark have been
provided; and the other task asks users to find a book where only the title has been provided.
Both pieces of information are recorded here, but only the title is provided to participants on
all Item B tasks. Items have been selected based on layout of the library.
The order in which the users are given the details is alternated.
Whipple Library:
Item A (Classmark and title):
Classmark: H8.ROY 1
Title: William James and other essays / Royce
Item B (Title only):
Classmark: A3.CAR 1
Title: The measure of merit : talents, intelligence, and inequality in the French and
American republics, 1750-1940 / John Carson.
Marshall Library:
Item A (Classmark and title):
Classmark: 79 BE 70
Title: China : fragile superpower / Susan L. Shirk.
Item B (Title only):
Classmark: 1 E 186
Title: Beyond the curse : policies to harness the power of natural resources / editors,
Rabah Arezki, Thorvaldur Gylfason, and Amadou Sy.
86
Social and Political Sciences Library:
Item A (Classmark and title):
Classmark: HC241 F1
Title: From single market to European Union
Item B (Title only):
Classmark: Staff Publication
Title: Fundamentalism and charismatic movements / edited by David Lehmann and
Humeira Iqtidar.
Information Commons:
Item A (Classmark and title):
Classmark: IC 943.086 (K)
Title: The Longman companion to Nazi Germany / Tim Kirk
Item B (Title only):
Classmark: IC 327.17 (C)
Title: Conceiving cosmopolitanism : theory, context, and practice. Edited by Vertovec
and Cohen
87
Appendix 7: Staff Interview Script
I would now like to ask you some questions. Are you happy for me to record this interview?
You can stop the recording at any time.
Section 1: Introductory Questions
Q1 Can you talk me through your role at the library?
Trigger:
What do your general duties include?
Can you give me an idea of what your day-to-day tasks are?
Follow up:
How much time do you spend interacting with books on the shelves?
What kind of contact do you have with users?
Q2 What other roles are there within the library?
Trigger:
Are there other positions that perform additional roles in the library?
Follow up:
What types of tasks do these roles perform and how is it different from your position?
Can you briefly talk me through the structure of the library team and the types of duties
performed?
88
Section 2: Main Interview Questions
Question 2: Navigating the Library
2.1 I’d like to discuss the process of reshelving, based on your experience during the task
you just completed. Can you talk me through your experience?
Trigger Questions:
How easily did you find the shelf?
How easy was it to place the book in the right place on the shelf (in relation to the
other items)?
How much did you rely on your existing knowledge of the library to complete this
task?
Follow-up Questions:
How often do you do reshelving?
Does your experience today match your general experience?
Are there any locations that are difficult to find or put away in?
Are there any types of resources that cause particular problems when it comes to
reshelving? Why?
[types of books (e.g. oversized, reference, etc.), locations, non-books (e.g.
theses, serials), items in storage, etc]
89
Question 2: Different types of items
2.2 Can you talk about the different types of items in the collection?
Trigger Questions:
I’m particularly interested in non-standard item types. What different types of items are there
in the library and where are they kept?
What kind of items are in storage?
Follow-up Questions:
If you were given a non-standard item, what factors would you have to consider to know
where to put it?
What are the most difficult item types to reshelve and what makes them difficult?
Will these be the same as the items that users have the most difficulty finding?
Is there a risk of non-standard items getting confused with the normal collection?
Do they ever end up in the wrong place on the shelf? Why would this happen?
Do space concerns ever influence your decision about how to classify an item (i.e. where to
place it on the shelves)?
How often do you find you have to either weed items or move books around to create
space?
90
Question 3: Stock management
2.3 Can you talk me through the process of stock checking in the library?
Trigger Questions:
I’m particularly interested in a full stock check where you check the shelves against what’s
on the catalogue, as opposed to just a shelf check where you make sure things are in the
correct order.
If you have any comments on shelf checks and the process, I’d be interested. (if the library
does not run stock checks)
Follow-up Questions:
How frequently do you conduct stock checks?
Roughly how many people are involved?
How long does it usually take?
What are the pros and cons of this approach?
How could the process be made easier?
91
Question 4: User interactions
2.4 How well do users navigate the library?
Trigger Questions:
What kind of questions do users ask?
Which parts of the collection cause the most problems and why?
Follow-up Questions:
What kind of questions do you get about locating resources?
Do you think users make use of the signs and labels?
Do you ever have to send a user to another library in order to find a book?
Do you think users are able to locate other libraries in Cambridge?
How well do you feel the users navigate the classification scheme?
What kind of questions do they ask about it?
How do you think the way students find material could be improved?
I’d like to ask about subject searching. Do you find you ever need to do this or do you often
have to show students how to do this, specifically for physical resources?
From your perspective do you see many users browsing the shelves?
Do you ever need to locate a book on the shelf?
Do you ever have any issues doing this? Can you explain what kind of issues?
If you’re looking up an item, do you find it easier to look it up on the online catalogue or via
library management system? Why?
What is the difference in the information provided on the LMS compared to the online
catalogue?
92
Question 5: Marketing the library
2.5 How does your library market or advertise to users?
Trigger Questions:
What kind of things do you promote?
Follow-up Questions:
How effective do you feel your marketing is?
Do you tailor your marketing in light of course specific material such as reading lists? If so
how?
Do you feel this is an important thing for the library to do? Why?
How do electronic resources fit in and how does their use compare with physical resources?
How well do you think the two types of resources are integrated in terms of
discoverability? Can users find relevant physical resources if they’re looking at an ebook,
and vice-versa.
Could the catalogue play a bigger role in marketing?
93
Section 3: Final Questions
3.1 Are there any other issues in relation to physical resources that you’d like to discuss?
3.2 We’ve discussed reshelving, non-standard items, shelf navigation, classification and
marketing. In what ways could a central system could improve some or all of these areas?
3.2 Do you have any questions about the interview?
Thank you for your participation.
94
Appendix 8: User Interview Script
I would now like to ask you some questions. Are you happy for me to record this interview?
You can stop the recording at any time.
Section 1: General Questions
Q1: How often do you use the library?
Trigger:
How frequently do you visit?
Follow up:
Which libraries do you visit?
Q2: What’s the main reason you visit the library?
Trigger:
Do you borrow books or study?
Follow up:
How do you find the experience of using this library?
How does it compare to other libraries at this university?
95
Section 2: Main Interview Questions
Question 1: Finding a Book
2.1: I’d like to discuss the process of finding books, based on your experience during the
task you just completed. Can you talk me through your experience?
Trigger Questions:
How did you find the shelf?
How was it to finding the book in relation to other books on the shelf?
How much did you rely on your existing knowledge of the library to complete this
task?
Follow-up Questions:
--if any issues came up during the observation task, question about what happened and if
this is something they’ve experienced before--
There were two items, one you were given the classmark and the other you were just given
the book title. How did your approach vary for each?
Are these scenarios similar to how you normally find books?
Which is the most common for you?
Can you describe any times that you’ve had a problem finding a book or physical resource?
What did you do?
Did you ever manage to track it down?
Do you ever ask library staff for help?
When would you use books as opposed to other resources?
In what circumstances would you prefer a book?
96
Question 2: Finding the classmark
2.2: When you use the catalogue to find a books, can you talk me through the process as
you remember it?
Trigger Questions:
Either in this session or from previous experience?
Follow-up Questions:
How do you remember the classmark?
If you are looking for more than one book, do you look them all up at once, or as you
locate each item?
Does looking at the catalogue ever help you make the decision about which book to use?
In what way?
Once you’ve decided which book you need, what information do you take with you from the
catalogue?
Does the catalogue provide all the information that you need?
Is there anything you would change about what information the catalogue provides?
When would you use your mobile phone to access the library catalogue?
When would you use your mobile phone and why?
Would it be useful to have access to the catalogue on the mobile?
How could the mobile catalogue interface be improved?
97
Question 3: Classification and Subject Searching
2.3: If you wanted to locate a book on a particular subject - as opposed to a particular title -
how would you go about finding it?
Trigger Questions:
Would you use the catalogue to search by subject?
Do you feel you can find the correct location using the classification scheme?
Follow-up Questions:
Would you use the online catalogue? What would you search for?
Would you feel confident browsing the shelves to locate a useful book?
When would you browse the shelves rather than search for a specific title? (browsing vs
targeted searching?)
How do you feel about navigating the call numbers / classification scheme in the library?
Do you feel that you understand what it means?
98
Question 4: Using other libraries
2.4: When would you use a library other than this one?
Trigger Questions:
Under what circumstances would you use another library?
Do you often need to visit other libraries?
Which libraries do you visit other than this one?
Follow-up Questions:
How do you feel about finding the other library (building)?
Do you use your mobile to find the library (for example using a map application?)
Then finding the book you need in that library?
How about an application for navigating the internal of the library, similar to a map
application? Would this be of interest to you?
Do you ever need to go to other universities? Or do you use interlibrary loan?
Are some libraries easier to use than others and why?
Are there any other reasons that you come to the library (other than using a book)?
Ask about any problems they may encounter in finding/using these resources
[particularly interested in wayfinding issues]
99
Question 5: General Wayfinding
2.5: Could you talk about what kind of resources or services you use in the library?
Trigger Questions:
What types of items do you use further than books?
Which services have you used?
Follow-up Questions:
Examples of types of items (for reference during discussion)
a. Reserve / oversize / reference - sometimes stored in a different
section of the library. Have you ever had any experience trying to find these
types of items? Can you talk me through your experience?
b. How about things like dvds? Have you ever borrowed or
searched for a dvd? Can you talk me through your experience?
c. New books?Can you talk me through your experience?
d. Items in storage?
e. Special Collections / Archives
Do you ever notice the labels or signs in the library? Do they help you find the things you’re
looking for?
Is there anything you would do to improve the layout of the library or signage?
Are there any things or services you have been unable to find?
100
Section 3: Final Questions
Q: 3.1 Are there any other issues in relation to physical resources that you’d like to discuss?
Q: 3.2 In what ways could a central system or application improve the way you use a library?
Trigger
Are there any other applications or improvements to the current services that you would like
to see? If so, what are they?
Q: 3.2 Do you have any questions about the interview?
Thank you for your participation.
101
Appendix 9: Coded library staff responses
Presented in this appendix are the coded staff data from interview and observation
transcripts. The results are split into three sections:
1. Staff Roles
a. Table of coded results, used to form the basis of the roles in
the Rich Picture in Chapter 4
2. Staff Problems
a. Table of coded results
b. Concept map identifying main themes
3. Staff Requirements
a. Table of coded results
b. Concept map identifying main themes
1. Staff Roles
Table 1a: Staff Roles identified through thematic analysis
Role Ref Code Description
Circulation
ST1 Circulation Issuing and discharging books
ST2 Reshelving
Returned items, or items left on desks are regularly reshelved
by staff. They are often stored on a trolley prior to reshelving.
Staff may refer to library signage and book classmark to
establish correct location
Enquiries
ST3 Respond to
enquiries
Responding to user inquiries may require staff to navigate the
shelves
ST4 Training Staff provide training and induction to users and tailor training
sessions to user needs
Purchasing and
Cataloguing
ST5 Cataloging May check the shelves while cataloguing to look at related
material or space available
ST6 Purchasing Purchasing often based on recommendations from users or
reading lists
ST7 marketing Marketing the library, services and new material. Also
providing training to users
Requests ST8 Requests Staff collect items from storage/closed access areas following
requests from users
Stock Check
ST9 Shelf Tidy Staff regularly perform a shelf tidy to keep shelves in order
and weed unused items to create more space.
ST10 Update
Signage
Staff may update navigational signage to reflect changes in
the collection
ST11 Stock Check Staff may perform stock checks
102
2. Staff Problems
Table 2a: Staff Problems identified through thematic analysis
Reference Theme Code Description
SPA1 Classification
Complexity of
classification
scheme
The type and complexity of the
classification scheme has an impact on
how easy or hard the collection is to
navigate
SPA2 Classification
Different types of
items
There maybe many different types of
items in the library collection, each
stored in different sections
SPA3 Classification
Duplicated
classmarks There may be duplicated classmarks
SPA4 Classification
Some items
classified with old
system
Older items may be classified with old
system - some parts of the collection
may need to be re-catalogued and
classified in order to make it work well
with current system.
SPA5 Classification Unclassified items
Some items are not classified so are
harder to find and keep in order
SPB1
Labelling and
Signage Inaccurate
Classmark label or navigation signage
may be inaccurate
SPB2
Labelling and
Signage Missing
Classmark label or navigation signage
may be missing - signs may have been
removed or labels fallen off
SPB3
Labelling and
Signage Unclear
Classmark label or navigation signage
may be unclear or hard to read
SPC1 Library layout
Complexity of
architecture
Architecture of the library may make the
shelf layout more complicated - Some
libraries are perceived as harder to
navigate than others
SPC2 Library layout
Establishing shelf
order
Point where shelves change orientation
or level may be hard to navigate
SPC3 Library layout Multiple sections Many different sections in the library
SPC4 Library layout
Memory of layout
incorrect
Memory of library layout may be
incorrect due to stock order changing or
the complexity of the layout
SPD1 LMS Hard to learn Existing system is hard to learn
SPD2 LMS Hard to use Existing system is hard to use
SPD3 LMS Inflexible
Existing system is perceived as
inflexible
SPE1 Marketing
Catalogue does
not do enough for
marketing
Catalogue could play a bigger role in
promoting/marketing material to users
103
SPE2 Marketing New resources
Users may not always seek out new
resources, they need to be told about
them
SPE3 Marketing Time constraints
Time constraints make it hard to market
relevant material
SPE4 Marketing
User library
knowledge
Staff may be unsure of how well the
user can navigate the library, they may
also be unsure of user preferences in
terms of navigation. Training may be
necessary for users
SPF1 Missing items
Discrepancies
between book and
catalogue
information
Location Information on book may be
different from the information on the
catalogue - items may be listed as
being in one place when they're label
says they are stored in another. This
difference can lead to the book being
registered as missing when it's actually
just incorrectly labelled
SPF2 Missing items
Incorrect status on
catalogue
Item listed as available on the catalogue
but is not in the correct shelf location -
this could be for a variety of reasons but
the catalogue cannot provide an
accurate location status
SPF3 Missing items
Missing books
could be in many
different locations
There are many places that a missing
book could be - there is no oversights
for all the possible locations, instead it
relies on staff knowledge to check all
possible locations before confirming it is
actually missing not just misplaced
SPF4 Missing items Theft Books getting stolen is a concern
SPF5 Missing items Misshelved items
Items may be misshelved by staff or
users - they may be slightly misshelved
or they may be put in completely the
wrong section
SPG1 OPAC
Catalogue display
unclear
Catalogue may not return results clearly
making it hard to find the correct item.
SPG2 OPAC
Incorrect location
information
Location information on the catalogue
may not be correct - the items may
have been moved but the system not
updated. This can cause lead to staff
going to incorrect location
SPG3 OPAC
Insufficient location
information
Catalogue record does not provide
enough information on order to locate
the item
SPG4 OPAC
Multi-library
system
System is divided across multiple
databases making it hard to search
across all libraries in the system
104
SPG5 OPAC Multiple catalogues
There is more than one OPAC with
each working slightly differently and
with different strengths - some are
harder to retrieve location information
from than others
SPG6 OPAC
Requires level of
understanding
about how to use a
library
Catalogue may not provide enough
information to find a book without
further instruction or knowledge
SPG7 OPAC
Unable to search
by classmark on
OPAC
Unable to search by classmark on
OPAC which can make it hard to find a
book
SPH1 Reshelving
Books not put in
classmark order
before shelving
Before shelving, books are generally
stored on a trolley (temporary location),
however they are not put in classmark
order prior to shelving meaning that
going to the correct location and
reshelving all books may be slower and
harder
SPH2 Reshelving
Distinguishing
between different
types of items
Hard to distinguish between some types
of books, particularly large books -
should they go in oversize or not? - This
requires familiarity with the library
organisation
SPH3 Reshelving
Familiarity makes
shelving easier
Experience with the collection makes
navigation easier - it's harder to
navigate unfamiliar material
SPH4 Reshelving
Items may be
physically hard to
shelve
Items may be physically hard to shelve
or may fall out of sight once shelved
SPH5 Reshelving
Limited space on
shelves
Collection is expanding so space is very
limited - books may be stored in
unusual locations or positions in order
to fit them into the collection
SPI1 Stock Check
Considered
unnecessary
Stock checking may not be necessary -
if something popular goes missing it will
be reported.
SPI2 Stock Check
Creating space in
collection
During stock check, staff may be
required to also remove items from
circulation in order to create space on
the shelves
SPI3 Stock Check
More important for
some types of
items than others
Stock checking is more important when
dealing with rare or unique items
SPI4 Stock Check
Parts of collection
not checked
Parts of the collection are not checked
regularly
SPI5 Stock Check Staff lack expertise
Staff may lack expertise required to
administer results of stock check
105
SPI6 Stock Check
Staff lose
concentration
People lose concentration during stock
check and make mistakes
SPI7 Stock Check Time consuming
Stock checks are time consuming and
labour intensive
SPJ1 User interaction
Resistant to
change
It is hard to get people users change
the way they search for books and use
new systems
SPJ2 User Interactions
Classification
scheme
User queries about classification
scheme
SPJ3 User Interactions
Information
provided incorrect
Users don't always have the correct
location information - it may need to be
double checked against catalogue
SPJ4 User Interactions Library layout
Questions about navigating the library
layout
SPJ5 User Interactions
Limited service
hours
Staff are only available during certain
hours, therefore some services are only
available during these times
SPJ6 User Interactions
Multi-library
system
New users need to learn to use a new
library each time - and Cambridge has
many different libraries
SPJ7 User Interactions Multiple catalogues
Users cannot always locate items using
the catalogue, particularly as there is
more than one catalogue
SPJ8 User Interactions Stock availability
Users may not know what is accessible
for them to find, what needs to be
fetched or what's borrowable
106
Figure 2b: Concept map of staff problems
107
3. Staff Requirements
Table 3: Staff Requirements identified through thematic analysis
Refer
ence Theme Code Description
SR1 Integrated
System
One system access point
that combines all existing
library systems
Combining various interfaces of the library
into one system would improve ability to
retrieve location information
SR2 Interface &
Catalogue
Improved mobile application Improvements to Mobile Application
SR3 Clearer display for
information on catalogue
Would like to see more compact information
display on the catalogue
SR5
Marketing and
Training
Catalogue could play a
bigger role in promoting
material to users
Catalogue could play a bigger role in
promoting/marketing material to users
SR6 Recommendation system for books on catalogue
Suggests that a recommendation system for
books would be a useful system feature
SR7 Reading list information
available through catalogue
It would be useful if the catalogue contained
information about what is on a particular
reading list
SR12 Special collections Would like to be able to market special
collection more
SR8
Navigation
systems
System to guide staff
around the library
Positive reaction to a navigation application
for staff. This would likely be most useful if it
could cover staff-only areas such as storage
which have been indicated as harder to
navigate.
SR9 System to negotiate large or
complex libraries
Navigation system is considered especially
useful for larger, more complex libraries.
Ability to be guided to a particular section of
the library.
SR4
Stock Tracking
Provide location information
on discharge
In libraries with a large collection it would be
probably be useful if the system could
provide broad location information when a
book is discharged - this would allow items to
be sorted by location easily prior to shelving
SR10 Smart Shelf
RFID tagged books and readers on the shelf
to integrate all shelved items into an “internet
of things”
SR11 Automatic stock check
using RFID
Provide library staff with full stock report on
all items. Stock check could be performed
using the smart shelf (OR9)
108
Figure 3b: Concept map of staff requirements
109
Appendix 10: Coded library user responses
Presented in this appendix are the coded library user data from interview and observation
transcripts. The results are split into two sections:
1. Library User Problems
a. Table of coded results
b. Concept map identifying main themes
2. Library User Requirements
a. Table of coded results
b. Concept map identifying main themes
1. Library User Problems
Table 1a: Library User Problems identified through thematic analysis
Theme Referen
ce Code Description
A:
Classification
UPA1
Different libraries
have different
systems
Many libraries have unique classification schemes
meaning there are many to learn in Cambridge. Some
are easier to navigate than others
UPA2 Establishing order
on shelves
Unclear classmark order - i.e. which way the classmark
ascends on the shelves - this is an early step of
navigation for most users. Classification scheme order
is not always apparent
UPA3
Hard to
differentiate
information
Users find it difficult to differentiate between information
on the shelf - books next to each other have similar
classmarks, similar subjects and often similar titles.
UPA4
No understanding
of how to
navigate
For novice users, some may have no understanding of
how to use a classmark to navigate
B: Library
Layout
UPB1 Complexity of
architecture
Complexity of library layout make is more difficult to
navigate,
UPB2
Hard to
differentiate
between shelves
Shelves all look the same, hard to figure out which
shelf you need
UPB3 Intimidating Library can be intimidating
UPB4 Unexpected/hidde
n locations
The system of organisation is unclear to users and
locations may come as a surprise. Some sections of
the library are not immediately visible
UPB5 Size of library Size of library makes it harder to navigate
UPB6 Unfamiliar with
location Unfamiliar locations are harder to find
110
UPB7
Mental model of
library does not
match reality
User may have a mental model of how the library is laid
out, but finds this is incorrect while navigating
UPB8 Hard to find
entrance Difficulty finding the library entrance
C: Retrieving
location
information
UPC1
Mobile catalogue
does not retain
information
Mobile catalogue does not retain information, once
screen is lost the only way to get the location
information again is to re-search the title
UPC2 Error inputting
book details
Users may make spelling mistakes or other inputting
errors and may return the wrong titles
UPC3
Information
incorrect on
catalogue
Some information may be incorrect on the catalogue -
such as the image of the book cover - this can make it
harder to locate the book
UPC4 Information not
displayed clearly
Location information is not always displayed clearly in
the catalogue. Users may miss the information required
in order to locate the book
UPC5
Mobile catalogue
interface is too
small
The mobile interface is too small when searching for
books - the screen and words are too small and users
have to keep moving the screen around in order to see
everything
UPC6 Multiple
catalogues
Multiple catalogues available, each with a different
purpose. Users are unclear which one to use
UPC7
Not enough
OPAC machines
available in the
library Not enough OPAC machines available in the library
UPC8
Catalogue
machines not in
convenient
locations
Distance of catalogue machines (OPACs) not
convenient to check while searching for a book. Must
prepare all book info before going to the stacks
UPC9 Catalogue is slow Catalogue is slow
D: Labelling
and Signage
UPD1 Unclear Hard to read or unclear in how they are presented
UPD2 Insufficient Signs are insufficient, would like to see more
information on the signage
UPD3 Misreads
information Information may be misread
UPD4 Incorrect Signage may be incorrect due to items being
reorganised in library
E: Staff
UPE1 More information
required
User will approach staff for assistance when they
cannot find the information themselves
UPE2 Not perceived as
approachable Staff not perceived as approachable or friendly
UPE3 Staff are not able
to help find books
Staff are not perceived as able to provide additional
information beyond what's on the catalogue
111
UPE4
Staff navigation
instructions may
be insufficient
Staff may not be able to provide sufficient navigation
instructions in order to locate the book
UPE5
Staff not in
convenient
location
Staff desk is not in a convenient location when the user
needs assistance
UPE6 User wants to be
independent
Unwillingness to ask staff for assistance in finding a
book, user prefers to be independent
F: Using
location
information
UPF1
Incorrect
information
recorded
User may make a mistake when recording the location
information
UPF2 Forget
information
User may forget some location information such as the
floor number or classmark if they do not record it
UPF3
Information
incorrect on
system
Status of book on the catalogue may not reflect reality -
for example, the book is not on the shelf when the
catalogue indicates that it should be
UPF4
Insufficient
information
provided by
system
Catalogue may not provide sufficient information, such
as if a book is borrowable or not, or if the user has
sufficient room on their account to borrow
UPF5 No equipment to
record classmark
When looking for a book the user may not have come
prepared with equipment to record the location
information
UPF6 Time consuming It can take a long time to find a book in the library
UPF7
Unfamiliar
sections are
harder to navigate
Familiarity with the library makes finding books easier,
additionally familiarity with the subject and location of
the books makes them easier to find
UPF8 Will abandon
search if too hard
Location of the book affects the decision about whether
to borrow it. If it's too far away or too difficult to find
user may abandon search
UPF9
Insufficient
information
recorded
User may not record all the information required to
locate a book - for example they may record the
classmark only, but there may be multiple books with
the same classmark
UPF10 Collecting
multiple books
Users sometimes prefer to collect multiple books at one
time and have to mentally plan a route around the
library to collect them
112
Figure 1b: Concept map of library user problems
113
2. Library User Requirements
Table 2a: Library User Requirements identified through thematic analysis
Refere
nce Theme Code Description
UR5 Integrated
System
Library application
better integrated with
other university
functions
Application that better integrates university
functions: room booking, timetables, google docs.
Primarily would like an application rather than
website provided through app interface
UR1
Interface &
Catalogue
Saved search history
on catalogue
Improvement: a way to view your search history to
find books that you may have used or looked at in
the past and want to revisit
UR2
Ability to ask staff
questions via
catalogue
Would like a help dialogue box on the catalogue to
be able to ask for help.
UR3
Clearer contact
details on catalogue
to contact staff
Clearer contact details on catalogue if user has a
question
UR4 Search by classmark
on catalogue
Would like to be able to search by classmark on the
catalogue
UR6 Link between mobile
and pc catalogue
Linking between mobile and pc catalogue accounts
so that data could be transferred between the two
UR7 Improved mobile
application General improvements to Mobile Application
UR10
Marketing and
Training
Recommendation system for books on
catalogue
Suggests that a recommendation system for books
would be a useful system feature
UR9
Reading list
information available
through catalogue
It would be useful if the catalogue contained
information about what is on a particular reading list
UR11 Navigation
systems
Intra-library navigation
When asked about a navigation application to assist
with navigating a library space, participant said it
would be very helpful
UR8 More information on
library signage
Would like to see signs which provide information
about subject and genres
UR12 Stock Tracking Confirmation that a
book is on the shelf
System could confirm if the book is in the correct
place on the shelf or not by reading RFID tag on
shelf.
114
Figure 2b: Concept map of library user requirements
115
Appendix 11: Coded Functional Requirements
Theme Refere
nce Code Description
Integrated
System
SR1
One system access point
that combines all existing
library systems
Combining various interfaces of the library
into one system would improve ability to
retrieve location information
UR5
Library application better
integrated with other
university functions
Application that better integrates university
functions: room booking, timetables, google
docs. Primarily would like an application
rather than website provided through app
interface
Interface &
Catalogue
UR1 Saved search history on
catalogue
Improvement: a way to view your search
history to find books that you may have used
or looked at in the past and want to revisit
UR2 Ability to ask staff questions
via catalogue
Would like a help dialogue box on the
catalogue to be able to ask for help.
UR3 Clearer contact details on
catalogue to contact staff
Clearer contact details on catalogue if user
has a question
UR4 Search by classmark on
catalogue
Would like to be able to search by classmark
on the catalogue
UR6 Link between mobile and pc
catalogue
Linking between mobile and pc catalogue
accounts so that data could be transferred
between the two
SR2 Improved mobile application General improvements to Mobile Application
UR7
SR3 Clearer display for
information on catalogue
Would like to see more compact information
display on the catalogue
OR1 Ability to create lists of
books to locate
Ability to create lists of books to locate at a
later time. List will store book details as well
as location details.
Marketing and
Training
SR5
Catalogue could play a
bigger role in promoting
material to users
Catalogue could play a bigger role in
promoting/marketing material to users
SR6 Recommendation system for books on catalogue
Suggests that a recommendation system for
books would be a useful system feature UR10
SR7 Reading list information
available through catalogue
It would be useful if the catalogue contained
information about what is on a particular
reading list UR9
SR12 Special collections Would like to be able to market special
collection more
OR2 Location based search
results
Ability to tailor search results based on user
device location
116
OR3
Improved data for staff on
user behaviour and
requirements
Aggregated data could be provided to staff
about user behaviour and search patterns
Navigation
systems
UR11 Intra-library navigation
When asked about a navigation application
to assist with navigating a library space,
participant said it would be very helpful
OR5 Inter-library navigation Based on problem UPB8
UR8 More information on library
signage
Would like to see signs which provide
information about subject and genres
SR8 System to guide staff
around the library
Positive reaction to a navigation application
for staff. This would likely be most useful if it
could cover staff-only areas such as storage
which have been indicated as harder to
navigate.
SR9 System to negotiate large or
complex libraries
Navigation system is considered especially
useful for larger, more complex libraries.
Ability to be guided to a particular section of
the library.
OR6 Navigation to the correct
shelf
Useful for both staff and users to get them to
the correct shelf for either locating or
shelving a book.
OR7 Navigation to the correct
item
Further to OR6, the system should be able to
help users identify the correct book on the
shelf.
OR8 Route planning Assistance with route planning to collect or
shelve multiple items in the library
UR8 More information on signage
Would like to see signs which provide
information about subject and genres
Stock Tracking
SR10 Smart Shelf
RFID tagged books and readers on the shelf
to integrate all shelved items into an “internet
of things”
SR4 Provide location information
on discharge
In libraries with a large collection it would be
probably be useful if the system could
provide broad location information when a
book is discharged - this would allow items to
be sorted by location easily prior to shelving
SR11 Automatic stock check
using RFID
Provide library staff with full stock report on
all items. Stock check could be performed
using the smart shelf (OR9)
UR12 Confirmation that a book is
on the shelf
System could confirm if the book is in the
correct place on the shelf or not by reading
RFID tag on shelf.
OR10 Live search of item
availability
Smart shelf could be integrated with the
catalogue search function to provide live
availability details
117
OR12 Stock tracking when not on
shelves
Ability to track stock around the library, not
just on the shelves.
Information
School.
1. Access to Dissertation
A Dissertation submitted to the University may be held by the Department (or School) within which the Dissertation was undertaken and made available for borrowing or consultation in accordance with University Regulations.
Requests for the loan of dissertations may be received from libraries in the UK and overseas. The Department may also receive requests from other organisations, as well as individuals. The conservation of the original dissertation is better assured if the Department and/or Library can fulfill such requests by sending a copy. The Department may also make your dissertation available via its web pages.
In certain cases where confidentiality of information is concerned, if either the author or the supervisor so requests, the Department will withhold the dissertation from loan or consultation for the period specified below. Where no such restriction is in force, the Department may also deposit the Dissertation in the University of Sheffield Library.
To be completed by the Author – Select (a) or (b) by placing a tick in the appropriate box
If you are willing to give permission for the Information School to make your dissertation available in these ways, please complete the following:
√ (a) Subject to the General Regulation on Intellectual Property, I, the author, agree to this dissertation being made immediately available through the Department and/or University Library for consultation, and for the Department and/or Library to reproduce this dissertation in whole or part in order to supply single copies for the purpose of research or private study
(b) Subject to the General Regulation on Intellectual Property, I, the author, request that this dissertation be withheld from loan, consultation or reproduction for a period of [ ] years from the date of its submission. Subsequent to this period, I agree to this dissertation being made available through the Department and/or University Library for consultation, and for the Department and/or Library to reproduce this dissertation in whole or part in order to supply single copies for the purpose of research or private study
Name Elizabeth Courtney
Department Information School
Signed Elizabeth Courtney Date 30/AUG/2016
To be completed by the Supervisor – Select (a) or (b) by placing a tick in the appropriate box
(a) I, the supervisor, agree to this dissertation being made immediately available through the Department and/or University Library for loan or consultation, subject to any special restrictions (*) agreed with external organisations as part of a collaborative project.
*Specialrestrictions
(b) I, the supervisor, request that this dissertation be withheld from loan, consultation or reproduction for a period of [ ] years from the date of its submission. Subsequent to this period, I, agree to this dissertation being made available through the Department and/or University Library for loan or consultation, subject to any special restrictions (*) agreed with external organisations as part of a collaborative project
Name
Department
Signed Date
THIS SHEET MUST BE SUBMITTED WITH DISSERTATIONS BY DEPARTMENTAL REQUIREMENTS.