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http://sajlis.journals.ac.za doi:10.7553/83-1-1642
SA Jnl Libs & Info Sci 2017, 83(1)
11
Assessment of use and quality of library services,
accessibility and facilities by students at Cape
Peninsula University of Technology
Deborah Becker
1
, Hillary Hartle
2
and Gugu Mhlauli
3
beckerd@cput.ac.za ORCID: 0000-0001-9974-8622
hartleh@cput.ac.za ORCID: orcid.org/0000-0003-3649-8405
mhlaulig@cput.ac.za ORCID: orcid.org/0000-0003-3656-4740
Received: 13 April 2017
Accepted: 19 June 2017
The purpose of this study was to investigate the use of library services and facilities by students at Cape
Peninsula University of Technology and, in particular, gather feedback with regards to service
satisfaction, accessibility and use of facilities. The investigation, carried out in March 2015, was based
on a triangulation approach including surveys, informal interviews and an observation study. A total of
394 students responded to the survey. Their opinions supported information gathered from other surveys
and available statistics. The results indicated that, although demand for some services such as
circulation and reference transactions are decreasing, the number of visits to library facilities is
increasing. While students prefer using online resources, they still choose face-to-face interaction with
library staff as their first choice of contact, followed by email. Information literacy training, seen as
essential by librarians, is rated as ‘least important’ by respondents. It was revealed that, although
students show little interest in following the library on social media, they indicate a growing need for
online tutorials and a growing use of library LibGuides. Furthermore, it is acknowledged that the services
provided by staff are seen as important and students tend to use the library mainly for individual study,
research, and group study. The study supported the fact that the changes made to library spaces and
services are meeting the demands of library users, although there is still room for improvement.
Keywords: academic libraries, surveys, service satisfaction, library facilities, library services
1 Introduction
The academic library plays a pivotal role in supporting teaching, learning and research. In support of this role, the library
needs to provide resources, facilities and services which will enable students to fulfil their academic potential. The library is
further expected to support university plans for better student retention and reduction of dropout rates. In order to perform
these activities, libraries constantly need to reassess their services to ensure they meet the needs of all stakeholders.
Over the past ten years, Cape Peninsula University of Technology (CPUT) Libraries has introduced or expanded on a
number of library services provided to staff and students. While many of the new services introduced (such as online
recording of statistics and electronic resource fairs), were due to changes in technology and developments within the library
world, the library also enhanced existing services in areas such as information literacy, collaboration with faculties, and
research spaces for postgraduate students. All these developments were underlined by perceived needs, whether they
were to streamline activities of library staff or to improve the user experience. Engagement with staff and students as to
their appreciation of library resources and their ability to use the resources provided by the library often formed the basis
for service development and at the same time cemented a closer working relationship with faculties, research units and
various administrative sections within the university.
While the majority of students at the university study towards diplomas and Bachelor of Technology (B.Tech) degrees,
the university provides postgraduate degrees in an increasing number of selected disciplines. In most disciplines these are
at master’s or doctorate level; in the field of Education, in addition to the bachelor’s degree (B.Ed), honours degrees are
also conferred. Even with the emphasis on advanced degrees, the university supports students who need to bridge the gap
between high school and university by offering Extended Curriculum Programmes (ECP) in identified subject areas (Cape
Peninsula University of Technology 2017), enabling students to complete their first year of study over two years.
The challenge for CPUT Libraries is providing the correct level of support, services, spaces and materials for the vast
range of students supported by the university, as well as staff who are being encouraged to engage actively in research
activities.
1. Deborah Becker is Librarian: Quality Assurance and Library Research Support, Cape Peninsula University of Technology
2. Hillary Hartle is Marketing Librarian, Cape Peninsula University of Technology
3. Gugu Mhlauli is Assistant Librarian: Quality Assurance, Cape Peninsula University of Technology
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2 Problem statement
The exponential growth of information, the advances in technological tools for access and use of information has
increasingly created many challenges for the traditional library service provision models – such as the localisation of physical
items and their usage. Millennials and the Net Generation, raised with computer-based technologies, make up the majority
of academic library users. These users have different approaches to accessing information than older generations have.
Google and other open search platforms have become the main entry point for the search for and access to information by
students in university libraries. In order to assess the level of satisfaction with library services, as well as identify areas for
improvement and future development, it was determined that a survey be developed to cover all aspects of library activities.
CPUT Libraries had previously undertaken a LibQUAL+ survey and re-running the survey would enable the library to
determine progress on issues previously marked as requiring improvement; however, it was decided that the LibQUAL+
questions were too general and would not assist with extracting the level of feedback currently required.
The key purpose of the study was twofold: firstly, to determine if and how students engage with the library as part of
their studies and, secondly, to determine how well the library supports the academic activities of students. Feedback on
these issues would enable the library to evaluate the value of its services and motivate for resources which could make the
necessary adjustments to better support the needs of the students. A number of areas were identified for inclusion in the
research. These could broadly be divided into four categories, namely,
resources (including physical collections and online resources, most-used databases and e-book packages, finding
resources and awareness of different types of resources);
facilities (including space utilisation and activities done in the library);
services provided by the library (including customer service, research assistance and access to resources) and
training provided by staff; and
marketing (including use of the library website, satisfaction with and importance of website content) and information
about the library.
Only facilities and services are discussed in this study. The full survey may be seen in Appendix A. It was further
determined that a survey was one dimensional and that a triangulated approach was needed in order to retrieve the required
level of information. It was therefore decided that the survey would be supported by informal interviews with selected
students and an observation survey at two of the campus libraries.
3 Literature review
Academic libraries are constantly evaluating the level of user satisfaction with library services, including both the services
provided by specialist staff and general access to library facilities and materials (within the library and online). In support of
this constant demand for feedback, a variety of tools has been developed to assist libraries to determine service quality.
One of these tools is LibQUAL+, a web-based survey which contains twenty-two predetermined questions and focuses on
service provision, information control and the library as place. Use of the survey allows libraries to benchmark themselves
against other similar libraries. Such comparative data enables libraries to identify areas for improvement, best practice and
resource allocation (Association of Research Libraries 2015).
3.1 Service quality
Another tool, SERVQual attempts to determine the quality of the services provided by libraries. The level of user expectation
and satisfaction are determined based on ten dimensions and twenty-two questions. The gap between these two factors
indicates the quality of the service. Based on SERVQual, a conceptual framework was developed by Hernon and Altman
(Hernon and Calvert 1996) for use in academic libraries.
3.2 Student behaviour
The Ethnographic Research in Illinois Academic Libraries (ERIAL) Project (Asher, Duke & Green 2010) resulted in the
development of a toolkit to guide libraries in the use of ethnographic studies of student behaviour. The goal of the project
was to understand how students conduct research and how the process is determined by the relationship between students,
their lecturers and librarians (Asher and Miller 2011). Although time-intensive, this study advocates personal interviews with
subjects and allows for a better understanding of their perceptions. A study done at the University of Rochester (Burns &
Harper 2007) covered various aspects of student behaviour including research, what students do and where they go, what
they expect from libraries (for example, space, hours and website), how their needs have changed, as well as how to set
up a student-centred library. The results were written up in eleven papers, each covering a different area of research.
3.3 Library space
In other studies, Suarez (2007) looked at what students do when they study in the library and how library space should be
designed to accommodate current methods of library use; while Bennett (2005) indicated that we need to ask the right
questions of students, concentrating on how they learn rather than on library operations when planning libraries and library
space. He stated that libraries must develop spaces for both active learning and the social aspects of learning. Bedwell and
Banks (2013) used an observation study to determine the flow of students through the library, the use of library spaces,
and to point out areas where problems are experienced, for example, areas with bad lighting or noise. The common
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denominator in the above-mentioned studies is the engagement with students in the development of library spaces –
whether physical or virtual – so that spaces can be best suited to their needs. Knight (2013) indicated that, based on the
needs of the curriculum, the most appropriate format of resources should be identified in collaboration with faculty and that
marketing and training in the use of resources should be ongoing.
According to Gibbons and Foster (2007), society has evolved into a self-service community, influencing the
expectations of the students and the services of the library. Academic libraries offer a range of facilities to students – ranging
from seating spaces, study carrels, seminar rooms for collaborative learning spaces to computer labs; and often house
academic support services such as writing centres and student counselling. Increasingly, libraries are redesigning their
spaces to cater for the next generation of users (Lippincott 2005) who, although technologically-savvy and active
participants in social media (mainly via cell phones), are comfortable in the traditional spaces provided by libraries, thereby
bridging the two cultures. However, according to Microsoft (2003), the difference to previous generations is the increase in
“non-traditional” students who are often older students studying part-time and balancing careers, families and studies. New,
redesigned spaces catering for these diverse needs are attracting more numbers to libraries. In her research, Applegate
(2009) indicated that, while study rooms (especially those for use by groups) are a favourite work area in the library, students
still frequently use the study carrels which provide an acceptable option to students during busy periods when preferred
study areas such as group study rooms or study cubicles are not available.
3.4 Survey templates
To assist academic libraries with developing surveys, various organisations have provided templates which can be used in
studies either as guidelines or as they are. The Society of College, National and University Libraries (SCONUL) developed
its first template in 1996 and has updated it twice since conception, the most recent update (with two variations) being in
2005. The survey concentrates on library services and includes questions covering demographics, library activities, rating
of satisfaction and importance of services and facilities, as well as overall satisfaction with the service provided by the library
(SCONUL 2017). The Library Research Service (2016) provides three templates. The short survey focuses on customer
satisfaction while the medium survey includes library usage and the long survey is further extended to include
demographics. Various academic libraries such as Massachusetts Institute of Technology (MIT) provide links to library
surveys which can be viewed online.
4 Methodology
A triangulation approach, which combines both qualitative and quantitative data, was used for this study. Although the key
focus of the study revolved around a survey methodology (based on the distribution of questionnaires), it was supported by
informal interviews with students and an observation study.
A single questionnaire (see Appendix A), divided into six sections, each of which covered a specific topic, was
developed. The first section required users to provide general information such as year of study, faculty and campus.
Sections 2 and 3 covered online access and the library website. Section 4 looked at the library collection, while the final
sections covered library services and facilities. A variety of question types were included in the survey. The most frequently-
used question types were multiple-choice questions which enabled respondents to select one (or at times more than one)
answer and questions with rating scales which asked respondents either to rate the importance and/or the significance of
certain statements.The Inqwise online survey tool was used to create and electronically distribute the survey to all students
and staff members at CPUT. In addition, for the period of one week from 23 to 30 March 2015, links to the survey were
posted on various platforms, including Blackboard (CPUT’s Learning Management System) and the CPUT and Library
websites as well as on Facebook and Twitter.
In a parallel process, librarians approached students at random, both inside and outside the library, and interviewed
them using a short list of questions about their experiences with regards to the library’s online services. The interviews were
informal and were aimed at providing insight into choices made in the survey. An observation survey was undertaken at
two of the campus libraries and was conducted by a library staff member at random times between 08h00 and 16h00 –
generally the busiest times in the library. Data was collected by recording the number of students within each section of the
library on a diagram portraying the library layout. The purpose of the observation study was to compare student actions
against criteria selected and are listed in Table 4.
Inqwise provided summaries of the answers to each survey question. Data from the observation study and interview
process were analysed using various tools, including Atlas Ti (for qualitative data) and Microsoft Excel for quantitative data.
The data collected during the survey period were supplemented by information already available to library staff, including
the Library Information System, Aleph, and its reporting counterpart, the Aleph Reporting Center (ARC); the Library
statistical database; CPUT Management Information Services data; Google Analytics; Library reports; and previous
surveys. All these resources were used to evaluate the current status of student behaviour at CPUT Libraries. Although the
survey was distributed to staff and students across all faculties and study levels, only responses by students have been
included in the study. This decision was largely due to the small number of staff who responded to the survey.
5 Findings
In total, 394 responses to the online survey were received. Respondents were from all faculties and represented all years
of study for undergraduate students, as well as postgraduate students. Second-year students represented 44% of the
respondents, followed by fourth-year B.Tech and B.Ed students (21%) and third-year students (20%). Postgraduate
students (honours, master’s and doctorate) only made up 3% of respondents, while first-year students accounted for 6%.
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As only four academic staff (2%) responded to the survey, their responses have not been included in the analysis. Eight of
the eleven campuses were represented in the survey. Although 394 is a very small percentage of the total number of
students (32,364) at the university, even fewer answered some of the questions. In some cases less than 10% of the
respondents answered a question, making it very difficult to determine opinions based on campus or faculty. Most of these
questions related to online access, the library website and comments about facilities and space usage. However, when
survey responses were compared to statistical data collected by the library, they invariably supported the findings and
trends of the collected data. The university library is often seen as the “heart of the university” (Olsen 2006), providing
support for teaching, learning and research to all students and staff. With an increased emphasis on student retention,
feedback on the levels of service provided is essential for future planning of library services, allocation of staff and
identification of areas for improvement.
5.1 Service satisfaction
Along with statistical data available, qualitative input by library users enables the library to develop an overview of the
service it provides. Library statistics collected internally for the period 2010-2014 and recorded by the Library Management
System, Aleph, and the Library statistical database, show that the focus of library users has changed. In response, the
library has adapted its services to suit the new demands.
Collected statistics indicate that usage of the print collection has been decreasing for the past four years: by 17% in 2013
and by a further 7% in 2014. After initial high increases, the number of full-text downloads from databases has stabilised;
however, the use of e-books is still increasing with a 93% increase in e-book page downloads since 2011. The library’s
response has been to streamline the printed collection, thereby creating more space for group and individual study areas.
More computers have been secured and provision has been made for laptop usage.
Recently, researchers in the field of Library and Information Science have focused on the meeting of expectations of
library users and considering users’ perspectives in order to determine the quality of services provided (Kiran 2010). Kiran
(2010) also indicated that if users continually experience satisfaction with the service provided, they perceive the service to
be of high quality. In the survey (Appendix A), questions relating to service satisfaction address two main areas: Customer
service (C) and Research support (R). Respondents were asked to indicate their level of satisfaction with the service as
well as rate the importance of each statement in Table 1.
Table 1 Statements for which respondents were asked to rate their level of satisfaction
C1 I am treated with respect
C2 I feel comfortable asking staff questions
C3 Staff are approachable
C4 Staff are friendly
C5 Staff are knowledgeable
C6 Staff are professional
C7 Staff do what they say they will do
C8 Staff provide appropriate answers
C9 Staff provide quality service
C10 Staff respond within an acceptable time
C11 Staff take interest in me and my needs
R1 Assistance from staff at the information desk
R2 Assistance from faculty librarians
R3 Assistance from library staff using email or SMS
R4 Faculty LibGuides
R5 Information literacy training
R6 Mendeley workshops
R7 Postgraduate support
The scatter graph (Figure 1) presents an overview of the responses received. The letters indicate the type of service,
and the number represents the statement offered. All the customer service statements were registered as having a high
level of importance and received a very high satisfaction rating. After the results of the LIBQUAL+ survey undertaken in
2008 revealed that the service issues did not meet the desired standards (although perceived as greater than minimum),
the library implemented an action plan to address the issues. Actions taken included: customer services training for all
relevant staff, reorganising of the information services staff to provide more support for faculty librarians, and changing
spaces to provide librarians with office space while assisted by staff seated in open spaces on the floor. The current
perception implies a positive response to the actions taken.
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Figure 1 Level of satisfaction and importance of customer service and research support
Although the numbers of loan and reference transactions have been declining over the past three years, respondents
indicated that they were satisfied with all the important service issues. The area of least satisfaction was with research
support. This area was also rated least important; however, this is an area of lesser importance to undergraduate students
who formed the bulk of the respondents (91%) to the survey. The questions relating to Mendeley workshops and
postgraduate support were only answered by twenty-nine students of which six were postgraduate. Of concern, and an
area to be further investigated, is the low level of importance (and satisfaction) given to information literacy training. One
possible explanation for this response may be that, while most information literacy training is provided for first-year students,
only 6% of respondents represented this group.
The three statements which respondents rated as most important (and with the highest level of satisfaction) related to
the quality of service provided by staff, the respect shown to library users by staff, and the freedom respondents felt in
asking staff questions. The statement rated least important was about the Mendeley workshops and the statement with the
lowest satisfaction level related to postgraduate support. Further analysis indicated that, although 80% of the postgraduate
students who answered the question felt that the postgraduate research support services were important, only 30%
indicated a rating of ‘satisfied’ or ‘very satisfied’. According to the data recorded on the statistical database for 2014, 4.1%
of the total student population at CPUT were postgraduate students. Although they accounted for only 1.3% of all library
visits, 10.8% of all queries were directed to staff in the postgraduate student area. With the ever-increasing focus on
research at the university, the figures are of concern. In general, the comments received which related to service questions
were very positive. The main areas of concern identified were library security and the checking of bags upon entry to the
library which was seen to be disrespectful. The questionnaire asked respondents to rate how often they used various
services. The services listed and corresponding responses can be seen in Table 2.
Google, Yahoo or other non-library information were used daily by 57% of respondents, while 21% indicated they used
online resources (databases or e-books) provided by the library on a daily basis. Although 25% of respondents indicated
they never used online resources provided by the library, statistics show a 26% increase in e-book usage between 2013
and 2014. This statistic supports Chandrasekar and Murugathas (2012), who stated that digital access has influenced how
students access materials and thereby services provided by the library. The high usage of Google and Yahoo support the
observation by Rieger (2009) that up to 89% of students and faculty members use search engines as a starting point for
information searches, with 68% selecting Google, which may be indicative of the interface preferences of respondents and
focuses the attention on how electronic content is packaged and accessed. Over 80% of respondents indicated that they
never used services such as inter-branch and inter-library loans or the drop box for returning items. This percentage is
supported by statistics recorded in library documentation that show that inter-library loan requests for items requested by
CPUT have dropped by 198% over the past five years, with the number of e-copies exceeding the number of printed articles
received.
While 46% of students indicated they ‘seldom’ required assistance from staff, 7% said they ‘never’ required assistance
and 7% indicated they required assistance from staff daily. According to the library’s statistical database, there has been a
28% decrease in the number of reference queries handled by librarians since 2010. However, 23% of students indicated
that they would appreciate online assistance from librarians and 23% indicated they would like access to online tutorials
4.9 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4 3.9 3.8 3.7 3.6
4.2 C2
4.1 C3 C4
4C9 C5
3.9 C1
3.8 C7
3.7 C6; C10 R 2
3.6
3.5 C11; R1
3.4
3.3
3.2
3
2.9
2.8
2.7
2.6 R 4 R 5
2.5
2.4 R 3
2.3
2.2
2.1
2 R 6
1.9
1.8 R 7
Level of Impo rtance
Level of S atisfaction
Most satisfied
Least satisfied
Most important
Least import ant
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explaining library materials and services. These requests by students seem to support the need for a more remote support
structure and are related to the ease with which students have access to online data, either via cell phones or other sources
and the students’ willingness to use technology in their learning behaviour (Ajiboye & Tella 2007). The items with the highest
levels of weekly access were computers, scanners and printers in the library (32%) followed by assistance from library staff
(25%); while the highest levels of monthly access was the use of printed books or journals (32%), followed by the use of
the library catalogue to find library materials (29%).
Table 2 Frequency of use of services
Never
Seldom
Monthly
Weekly
Daily
Assistance from library staff
7%
46%
14%
25%
7%
Computers, scanners, printers in the library
14%
29%
11%
32%
14%
Digital Knowledge for theses
54%
25%
7%
11%
4%
Drop box for returning books when the library is closed
82%
11%
4%
0%
4%
E-journal list to identify online library journals
32%
43%
14%
4%
7%
Online renewal of items
64%
21%
4%
7%
4%
Google, Yahoo or other non-library information platforms
18%
11%
4%
11%
57%
Inter-branch loans
82%
14%
0%
0%
4%
Inter-Library loans
82%
14%
0%
0%
4%
Library spaces for individual study or work
18%
36%
18%
14%
14%
Library spaces for group work
32%
32%
11%
21%
4%
Library website for accessing research guides
11%
46%
14%
21%
7%
Library website for finding information about the library
29%
32%
18%
11%
11%
LibGuides
48%
22%
19%
4%
7%
Links on library pages
32%
43%
18%
0%
7%
Off-campus access
36%
32%
7%
14%
11%
Online resources (books or journals)
25%
29%
11%
14%
21%
Online information literacy course
38%
38%
12%
8%
4%
Printed books or journals
18%
29%
32%
14%
7%
The library catalogue to find library items
11%
39%
29%
11%
11%
Responses seem to indicate that, of the listed services, students are least interested in following the library on social
media (97% never or seldom access the library Facebook page) or using the sources created by librarians with LibGuides
(70%) and the online information literacy course (76%) seldom or never being used. However, a recent report on LibGuides
usage indicated that the usage of LibGuides in 2015 (50,657 views) had doubled compared to 2014 usage (25,891 views).
The increase in the use of LibGuides can be attributed to their use in accessing relevant resources during information
literacy training; thereby alerting students to LibGuides as the main source for subject-related information and resources.
5.2 Dealing with library staff
As shown in Table 3, in response to the survey question, “Please indicate your preference for dealing with library staff”, the
highest response by students for their first choice was ‘personal contact’ followed by email. Email was the most selected
option for second and third choices. These responses support behavioural changes in communication due to the influence
of and familiarity with expanding technology. Drago (2015) reported that 46% of students interviewed at Elon University
indicated they more frequently used technology to communicate than direct face-to-face interaction, though 26% disagreed.
Most students currently have smart phones which give them the option of easily communicating by email or text message
should they not be able to have a face-to-face conversation with a staff member while in the library. Feedback from
respondents indicates that the telephone is not a serious option for most respondents.
Table 3 Responses on method of correspondence with staff
Email
From
Blackboard
From
faculty
Libguides
From
Library
webpage
Library
Facebook
page
Personal
contact
Telephone
Texting
(SMS)
Other
First choice
29%
14%
4%
0%
0%
46%
4%
0%
4%
Second choice
32%
18%
4%
7%
4%
4%
11%
18%
4%
Third choice
25%
7%
7%
18%
4%
14%
11%
7%
7%
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5.3 Accessibility and use of facilities
Applegate (2009) states:
It is a mistake to think of the library only as a place where services such as reference, instruction, and
computer use are provided. The library is a campus space, one uniquely suited to meet important
student needs for space as well as services and resources.
Although it is widely recognised that the internet and digital collections are changing the way students access library
materials (Chandrasekar & Murugathas 2012), students at CPUT still require library space for study and research. The
responses by students to the question, “Where do you feel most comfortable acc essing library materials?” indicates that
47% find CPUT Libraries the most comfortable space, followed by home (23%) and the CPUT E-Learning Centre (10%).
Only 3% of respondents were comfortable accessing library materials from their dormitories. This finding differs from the
findings of Thaler and Pittman (2015) who found that students in dormitories prefer studying alone in their dormitories rather
than in the library. When asked what activities were undertaken most often in the library, the highest number of responses
by students related to the use of library spaces and the lowest number related to the use of collections and requesting
assistance from a librarian. These results may be seen in Table 4.
Table 4 Use of facilities
Individual study
16%
Research
16%
Group study
14%
Use computers, printers, scanners
14%
Use photocopiers
10%
Take out library items
8%
Use the print collection
7%
Request assistance from a librarian
6%
Use the online collection
6%
As recorded in a survey of students at Milner Library at Illinois State University (Hunter & Ward 2011), many students
come to the library to study as they need either a quiet space or a space with fewer distractions. At CPUT, 16% of
respondents indicated that they use the library most frequently for individual study or research, followed by 14% who
indicated they use the library for its computers, printers or scanners, or for group study. Only 6% of respondents stated that
they use the library to request assistance from a librarian or access the online collection and 7% came to the library to use
the print collection.
Four of the larger CPUT branches are undergoing some changes to the allocation of space, creating more group study
areas and open space for interactivity and discussion. Extra work space for students has been created by streamlining the
print collection, moving duplicate and lesser-used items into a storage facility. More seats and laptop access areas are
being made available. Library users have expressed their support for these efforts by the relatively high ratings provided.
Library statistics over the past few years show that, although transactions and interactions with staff are decreasing, the
number of visitors to the library continues to increase. Over 80% of respondents were satisfied with the following statements
about the library:
The library is comfortable and inviting
Convenient service hours
The library inspires study and learning.
A higher number of students (72%) were satisfied with the facilities provided for group work while 62% of students were
satisfied with the computer facilities provided, despite the long queues often experienced by students waiting to use the
computer facilities.
6 Conclusion
The results of the survey reinforce the trends seen in the library statistics collected monthly and annually and support the
actions taken by the library to develop user spaces, improve computer facilities and promote electronic resources. Overall,
library users (students and staff) have indicated that they appreciate the value the library adds to their academic activities.
Although library users are inclined towards using electronic materials, as indicated by many responses provided, they have
added comments about problems with computer and wireless access and provide insight into the frustrations experienced
when using these resources. These comments reiterate those made in earlier surveys, but in many cases the solution does
not lie within the scope of the library. The library has actively promoted its services via annual marketing campaigns and
ongoing information literacy training. The survey has indicated very high awareness of these services; however, the survey
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also showed that many respondents did not know how to access resources efficiently. Face-to-face interaction with staff is
still highly rated, even though email is becoming more popular. However, such interaction is declining with many
respondents (46%) indicating that they seldom request assistance from staff. The main reason for students using the library
is to use the space provided. Respondents indicated that they enjoy the library space and find it the most comfortable way
to access resources. The on-going demand for seminar rooms and study cubicles also emphasises the need for the library
to provide a variety of different environments to suit the individual needs of its users. Irrespective of the online or physical
resources and services provided by the library, library space appears to be highly valued.
References
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quality in higher education in Africa. The Turkish Online Journal of Educational Technology – TOJET, 6 (1): article 4:
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Applegate, R. 2009. The library is for studying: student preferences for study space. The Journal of Academic
Librarianship, 35(4): 341-346.
Asher, A. and Miller, S. 2011. So you want to do anthropology in your library? Or a practical guide to ethnographic
research in academic libraries. [Online]. http://www.erialproject.org/wp-content/uploads/2011/03/Toolkit-3.22.11.pdf
(14 January 2016).
Asher, A., Duke, L. and Green, D. 2010. The ERIAL Project: Ethnographic research in Illinois Academic Libraries. The
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(3 February 2016).
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project at the University of Rochester. N.F. Foster and S. Gibbons, Eds. Chicago: ACRL.7-15.
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undergraduate biology students at the University of Jaffna. Journal of the University Librarians Association of Sri
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Communications, 6(1): 13-19. [Online] . https://www.elon.edu/docs/e-
web/academics/communications/research/vol6no1/02DragoEJSpring15.pdf (22 March 2016).
Gibbons, S. and Foster, N.F. 2007. Library design and ethnography. In Studying students: the undergraduate research
project at the University of Rochester. N.F. Foster and S. Gibbons, Eds. Chicago: ACRL. 20-29.
Hernon, P. and Calvert, P.J. 1996. Methods for measuring service quality in University Libraries in New Zealand. The
Journal of Academic Librarianship, 22(5): 387-391.
Hunter, G. and Ward, D. 2011. Students research the library: using student-led ethnographic research to examine the
changing role of campus libraries. C&RL News, 72(5): 264-268. [Online]. http://crln.acrl.org/content/72/5/264.full (3
February 2016).
Kiran, K. 2010. Service quality and customer satisfaction in academic libraries: perspectives from a Malaysian university,
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Knight, N. 2013. Enhancing access to library resources at Northern Caribbean University through an e-library initiative.
[Online]. The Electronic Library, 31(6): 753-769. DOI:10.1108/EL-01-2012-0001.
Library Research Service. 2016. Library user survey templates & how-tos [Online]. https://www.lrs.org/library-user-
surveys-on-the-web/ (20 June 2016).
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https://net.educause.edu/ir/library/pdf/erm0523.pdf (3 February 2016).
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Washington. [Online]. https://net.educause.edu/ir/library/pdf/NLI0425a.pdf (13 January 2016).
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Appendix A
Studying students and their library use at Cape Peninsula University of Technology (CPUT) Libraries
Please answer all the following questions as accurately as possible.
Year of study (select the most appropriate)
1st year
2nd year
3rd year
4th year
(Btech/B.Ed)
Honours
Master’s
Doctorate
Academic Staff
Non-academic staff
Faculty
Applied Science
Business & Management
Science
Education
Engineering
Health & Wellness
Informatics & Design
Campus
Athlone
Bellville
Cape
Town
George
Granger
Bay
Groote
Schuur
MediaCity
Mowbray
Tygerberg
Wellington
Worcester
Part 1: Services and Facilities
General
1. Do you agree with the following statements?
The library:
Yes
No
helps me in my academic development
enables me to be more academically efficient
helps me tell the difference between trustworthy and untrustworthy sources of
information
helps me keep up with developments in my fields of study
provides me with relevant information skills
supports my teaching, learning and research needs
treats me well
Do you have any comments you would like to add? ______________________________________________
Part 2: Online access
1. From where do you most often access electronic resources provided by the library?
My dormitory
My office
Elsewhere on campus
My campus library
Other (Please specify)
2. Which of the following online services would you like the library to provide? You can select more than one.
Chat and email features
Online assistance from your librarians
RSS feeds for library news
RSS feeds for new books
The ability to customise the homepage with your favourite resources
Video tutorials explaining library materials and services
3. What e-book packages do you use most often? (Select up to three and list them in order of preference)
4. What databases do you use most often? (Input up to three and list then in order of preference)
5. What type of device do you use?
Android phone
Blackberry
e-book reader (e.g. Kindle, Nook)
iPad
iPhone
iPod touch
Tablet
Other
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6. What are the main reasons for visiting the library website?
Access databases
Access e-books
Access to faculty LibGuides
General interest
Link to library Facebook page
Look for contact details
Look for library hours/branch information
New book lists
Online forms
Online information literacy training course
Professional interest
Search the library catalogue
7. Which of the following activities do you or would you like to use on your cell phone or tablet?
Currently do
Would Like to
Not interested
Access library guides
Access library Facebook page
Listen to training sessions or podcasts
Read academic papers or journals
Read e-books
Renew library books
Request library items
Search for items in the library
Scan Library QR codes
Other
8. From where do you feel most comfortable and access library materials the most?
Another library
CPUT e-learning centre
CPUT IT centre
CPUT labs
Home
My CPUT library
My office
Residence
Work
9. Do you prefer print or electronic access for the following?
Print
Electronic
Fiction
Journals
Reference books
Scholarly books
Textbooks
Theses and dissertations
Part 3: The Library website
1. Please indicate your satisfaction and the importance of the library website with regard to each of the comments
below:
How satisfied are you?
How important is it to you?
The library website …
Very
dis-
satisfied
Dis-
satisfied
Some-
what
satisfied
Sat-
isfied
Don't
know
Not
important
Somewhat
important
Very
important
Essential
No
opinion
has accurate and up-to-date
content
has the resources I need
is a good marketing tool
is easy to navigate
is useful
provides the information I need
uses language which is easy to
understand
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2. When using the website do you usually find …
More than you expect to find
Some things you expect to find
Exactly what you expect to find
A few things you expect to find
Nothing you expect to find
Part 4: The library collection
1. Indicate your awareness and the importance of each of the following collections
Are you aware of the
following
collections?
Do you use the
collections?
How important?
Collection
Yes
No
Yes
No
Not
important
Somewhat
important
Very
important
Essential
No
opinion
Audio-visual material
Charts
Institutional repository (DK)
Maps
Online books
Online journals
Online reference works
Online textbooks
Popular fiction
Printed books
Printed journals
Short loan collection
Reference books
Textbooks
2. When trying to find resources do you:
Ask a library staff member
Browse the shelves
Search online
Search the catalogue
Other
All of the above
3. Are you aware of the following tools for finding library information and how important are they to you?
Finding library material
Awareness
How important?
Yes
No
Not
important
Somewhat
important
Very
important
Essential
No opinion
A-Z journal list
Database list
Faculty LibGuides
Google Scholar
Inter Branch loan
Inter Library loan
Library catalogue
Library website
Off-campus access
Online help facilities
4. If the library has a print copy, but not an electronic copy of an item you need what do you do?
Borrow the print copy
Find another suitable electronic title
Photocopy the print copy
Scan the print copy and print
Other
5. If the library has an electronic copy, but not a print copy of an item you need what do you do?
Print the electronic copy
Find another suitable print title
Request a print copy via Inter-library loans
Use the electronic copy
Other
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6. When trying to find electronic journals where do you start your research?
Author’s website
Google
Google scholar
Library catalogue
Library database list
Other search engines (e.g. Yahoo)
Publishers website
Worldcat
Other
7. When trying to find electronic books where do you start your research?
Author’s website
Commercial e-book provider (e.g. Amazon)
Google
Google books
Google scholar
Library catalogue
Library e-book list
Other search engines (e.g. Yahoo)
Publisher’s website
Worldcat
Part 5: Services
1. Customer service – please indicate your level of satisfaction and importance for each of the following statements
Customer service
How satisfied are you?
How important is it to you?
Very dis-
satisfied
Dis-
satisfied
Some-
what
satisfied
Sat-
isfied
Don’t
know
Not
importa
nt
Somewhat
important
Very
important
Essential
No
opinion
I am treated with respect
I feel comfortable asking staff
questions
Staff are approachable
Staff are friendly
Staff are knowledgeable
Staff are professional
Staff do what they say they
will do
Staff provide appropriate
answers
Staff provide quality service
Staff respond within an
acceptable time
Staff take an interest in me
and my needs
2. Research assistance – please indicate your level of satisfaction and importance for each of the following statements
Research assistance
How satisfied are you?
How important is it to you?
Very dis-
satisfied
Dis-
satisfied
Some-
what
sat-
isfied
Sat-
isfied
Don’t
know
Not
important
Somewhat
important
Very
important
Essential
No
opinion
Assistance from staff at the
information desk
Assistance from faculty
librarians
Assistance from library staff
using email or SMS
Faculty LibGuides
Information literacy training
Mendeley workshops
Postgraduate support
3. Any comments about the service you receive from the library?
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4. Please indicate your preference for dealing with library staff
(Select 3 options marking them 1 for first preference, 2 for second preference and 3 for third preference)
Email
From Blackboard
From faculty LibGuide
From library webpage
Library Facebook page
Personal contact
Telephone
Texting
Other
5. If you selected "Other", please
explain:_________________________________________________________________________
6. How often do you use the following services?
Never
Seldom
Monthly
Weekly
Daily
Assistance from library staff
Computers, printers, scanners in the library
Digital Knowledge for Theses and dissertations
Drop box for returning items when the library is closed
E-Journal list to identify online library journals
Electronic renewal of items
Google, Yahoo or other non-library information platforms
Inter-branch loans
Inter-library loans
Library Facebook page
Library spaces for individual studying or working
Library spaces for group work
Library website for accessing research guides
Library website for finding information about the library
Links on library pages
Off campus access
Online resources - books, journals
Printed books or journals
The library catalogue to find library items
7. Which activities do you do most often in the library? (You may select more than one)
Group study
Individual study
Request assistance from a librarian
Research
Take out library items
Use photocopiers
Use the online collection
Use the print collection
Use computers, printers, scanners
Other
Part 6: Facilities
1. How satisfied are you with the following library spaces at the libraries you visit?
Library spaces
How satisfied are you?
Please complete for each library you visit:
Very dissatisfied
dissatisfied
Somewhat
Satisfied
Satisfied
Don't know
Athlone
Bellville
Cape Town
George
Granger Bay
Groote Schuur
Mowbray
MediaCity
Tygerberg
Wellington
Worcester
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2. How satisfied are you with the spaces provided in the library you visit most often and how important is it to you?
Space
How satisfied are you?
How important is it to you?
Very dis-
satisfied
Dis-
satisfied
Some-
what
sat-
isfied
Satisfied
Don't
know
Not
important
Some-
what
important
Very
important
Essential
No
opinion
Comfortable and inviting
Convenient service hours
Inspires study and learning
Convenient for group work
Provides good computer
facilities
Comments about services and facilities:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________
Thank you
