Introduction
The global Covid-19 pandemic and the move of universities to shut down or reduce in-person classes and services in 2020–21 put a strong focus on academic libraries’ virtual spaces and offerings. However, the move back to in-person services means libraries cannot ignore considering their physical spaces and how patrons experience and interact with them. In fact, the return to on-campus classes could be a ripe time to consider the user experience of physical spaces, as many libraries have already enacted physical changes focused on public health and might continue to do so as the pandemic changes. Returning students have likely seen a number of changes to familiar spaces, and students who started during the pandemic are seeing physical libraries for the first time in perhaps a year or more.
A team of librarians at the University of Nevada, Reno (UNR) decided to use this opportunity to assess the user experience of first-generation students at the UNR Libraries. UNR is an R1, land-grant institution with about 21,000 students. The idea for the project began before the pandemic. In 2018, the UNR Libraries formed an Equity, Diversity, and Inclusion Committee with the mission to “promote and improve the organizational culture, collaboration with campus partners, and services to students” (University Libraries, n.d.).
Around this same time, UNR decided to undertake a campus climate survey. In the final report, released in July 2019, sixty-nine students said they experienced and ninety-eight students said they witnessed exclusionary behavior in the Libraries (Rankin and Associates, 2019). The report also specifically called out the Mathewson-IGT Knowledge Center, the main library building, as a place where students reported experiencing relationship violence. Partly based on the findings of the report, the Equity, Diversity, and Inclusion Committee was interested in how we could better serve our students, especially with our physical spaces, and began discussing possible use studies.
Because of UNR’s focus on first-generation students, reflected by being named as a First-gen Forward Institution in 2020 (Stiptech, 2020), we opted to focus on our current first-generation students. UNR has several programs to support first-generation students, including First in the Pack, which partners first-generation students with peer mentors; TRIO Scholars; and McNair Scholars; together these support a total of 406 students. In the US, first-generation students make up about a third of higher education students and are less likely than their peers to earn a college degree in four years (Whitley et al., 2018). They’re also more likely to be from low-income families, come from underrepresented racial groups, and be non-native English speakers, all of which can affect their college outcomes (Ives & Castillo-Montoya, 2020).
Discussion of the project began before the Covid-19 pandemic hit, while planning and deployment took part during it in 2020 and 2021. Although conducting a user experience study of the physical spaces at the time seemed counterintuitive, we also wanted to capitalize on the momentum of physical changes already taking place, with the hopes that proposing more changes based on our findings might be more acceptable than during a static time with little change.
We opted to use a mixed-methods research study to better understand how first-generation students feel in the Libraries, including whether they’ve experienced or witnessed uncomfortable or traumatic incidents and if they know how to or are comfortable reporting such incidents.
Literature Review
No one definition of “first-generation” student exists, and definitions can differ based on what they mean by “first-generation.” Spiegler and Bednarek (2013) found that most US institutions defined “first-generation student” as anyone whose parents had not completed a four-year college degree. A review of literature on first-generation students found that about half focused on what they lacked when coming to college, or what is called deficit thinking (Ives & Castillo-Montoya, 2020). This includes research finding that first-generation students were behind academically based on GPAs and thus needed more support from higher education officials. The review identified another trend of first-generation students being less likely to ask for help and instead seek answers online.
A smaller group of studies focused more on what first-generation students bring, such as their own ways of knowing, that should be recognized and encouraged (Ives & Castillo-Montoya, 2020). However, several studies and reports have pointed out that while first-generation students do share something in common, in no way are they a homogenous group, and they experience a number of intersectional identities (Ilett, 2019; Ives & Castillo-Montoya, 2020; Whitley et al., 2018).
Some studies have also looked at first-generation students and microaggressions. While most literature on microaggressions has focused on race, microaggressions can apply as well to first-generation students, according to Locke and Tolian (2018). Some studies have found evidence to support this, such as a study that found first-generation students experienced microaggressions not only with their peers but with their institutions as well (Lee & Harris, 2020). Still others have looked at the combined microaggressions that students who identify as both first generation and a racial minority experience (Alavi Tabrizi, 2020; Gray et al., 2018). Gray et al. note that these experiences can leave students “stunned and confused, but also exposed, fearful, vulnerable, and/or angry” (p. 1237).
A critical review of library science literature focused on first-generation students also noted an issue with too much focus on a deficit mindset and the problems allegedly inherent in first-generation students, such as noting that they are reluctant library users (Ilett, 2019). However, like the broader review by Ives and Castillo-Montoya (2020), Ilett found that more recent library research into first-generation students has focused on their assets and how they are already capable students in their own way. Some specific areas of library research into this population have included how first-generation students fare with information literacy concepts (Dempsey & Jagman, 2016; LeMire et al., 2021; Pickard & Logan, 2013), representation in archives (Graham et al., 2021), where they seek information (Smith & Brinkman, 2021; Tsai, 2012), and their perceptions of library staff (Borrelli et al., 2019).
While Ilett (2019) identified a need for more research into how first-generation students experience library space, a few studies have looked into this area. A survey of first-generation students at three Colorado institutions found many of them were confident in moving around the libraries and in asking for help, as well as feeling a sense of belonging (Couture et al., 2021). The students also discussed how feeling safe helped them be productive in the library.
Arch and Gilman (2019) stressed in their survey of high school counselors who work with first-generation students the importance of libraries taking a proactive role in creating a space for them, saying “Basic friendly engagement is not enough—intentional efforts to create the library as a space that affirms students’ diverse identities and their contributions to the college community are also necessary” (p. 1004). This includes ensuring events, displays, collections, and staff are representative of first-generation students.
Students also reported the importance of the library feeling like their own space, which could include having different parts of the library cater to different study needs, such as group vs. individual (Couture et al., 2021). Neurohr and Bailey (2017) found similar desires in their interviews of first-generation students, who reported preferring group study rooms for individual study as they could add their own elements to it. Students in the same study also reported gravitating toward the same space in the library as it felt like “their” space, as well as feeling motivated to study by the classic grandeur of their library building, which they equated with academia and knowledge.
However, Couture et al. (2021) found some first-generation students expressed a reluctance to ask for help in their library, noting they felt better asking student employees. Students also reported that while they felt safe in the libraries, they faced issues outside the buildings coming and going, such as poor bus schedules. They desired help with other campus services at the library because of its central location on campus. Arch and Gilman (2020) found that first-generation students reported feeling anxious in academic libraries that don’t look like what they expect—e.g., the book stacks are missing . Having to navigate larger, more complex library buildings can also be intimidating, and the authors suggested having large maps and signage in entry areas.
More research is needed to help libraries better understand how first-generation students feel about physical library spaces, especially in areas of emotional and physical safety. Considering both the broader research showing evidence that first-generation students, especially those who identify with other underrepresented groups, can experience emotional harm through microaggressions, as well as the findings of our own institution’s climate survey that showed students were experiencing and witnessing exclusionary behavior in the Libraries, we wanted to explore if first-generation students experienced reported feeling emotionally or physically unsafe in the Libraries and, if so, to what extent.
We came up with three research questions that we would answer using a mixed-methods approach, allowing us to obtain both a broad and in-depth view of how first-generation students felt about the UNR Libraries:
R1: To what extent do UNR first-generation students feel culturally welcomed and like they belong in various library spaces?
R2: Have UNR first-generation students experienced or witnessed any uncomfortable or traumatic event in the library?
R3: To what extent do UNR first-generation students know how to and are they comfortable reporting such incidents?
Methodology
We divided our study into two phases. Part 1 surveyed first-generation students at UNR about their experience with the Libraries and if they felt welcomed and safe. Phase 2 explored themes identified in Part 1 through semi-structured interviews with eight first-generation students, including some who participated in Part 1.
Positionality Statement
All but one of the authors were members of the Libraries Equity, Diversity, and Inclusion Committee at the start of this project, and all are committed to ensuring the Libraries are inclusive and welcoming spaces. Three of us are academic faculty, two are library staff, and one is an undergraduate student. We come from a mix of backgrounds that include one author who identifies as first-generation. All of us identify as women, and we conducted interviews with students of multiple genders and ethnicities.
Part 1
The research project started with a survey directed at current students at UNR who self-identify as first-generation college students. Work on the survey began in September 2020, after the beginning of the Covid-19 pandemic. Because of this, we opted to focus on students who began their studies prior to all the changes made due to Covid-19.
We made the survey in Qualtrics and included four broad sections. See appendix A. The first section focused on students’ use of libraries prior to attending UNR and their use of the UNR Libraries as students to ascertain how familiar they were with libraries. This part also asked them if they used specific areas of the UNR Libraries such as study rooms, technology areas, and branch libraries. The second part focused on whether they felt included while in the UNR Libraries, including if they felt physically and emotionally safe and culturally welcomed in specific areas they had noted as using in the first part of the survey.
The third part asked them if they had ever witnessed or experienced an uncomfortable or traumatic experience anywhere in the Libraries, which was based on a similar question in the climate survey administered at UNR. The study used the Oxford English Dictionary’s (n.d.) definitions for “uncomfortable,” which is “feeling discomfort; ill at ease; uneasy” and for “traumatic,” which is “distressing, emotionally disturbing; pertaining to or caused by a psychic wound or emotional shock, esp. leading to or causing behavioral disturbance.” For students who indicated they had experienced or witnessed either, they could indicate how often and if they had ever reported the incident. An open text field let them provide details of the event(s). For those who indicated they had not, the survey asked if they knew how to report such an event if it did happen and if they felt comfortable doing so. The final part focused on demographic information.
We tested the survey on several student workers at the Libraries, including one who was a first-generation student, and made changes based on the feedback. We then submitted it to the UNR Institutional Review Board, which granted it exempt status.
We sent an email advertising the survey to several campus organizations that work with first-generation students, asking them to forward it to their students. We also advertised the survey on flyers posted around campus, on UNR Libraries’ social media accounts, and on digital signage in the UNR Libraries and the student union. Students who took part were told they would be entered into a drawing to win a twenty-dollar gift card.
The survey stayed open during the month of February 2021 and received 1,102 submissions. However, there were signs of troll or bot responses, including a large number of suspicious email addresses that followed the same format but were not associated with the university, duplicate IP addresses, and a total number of students claiming certain ethnicities that exceeded what is at the university. We removed twenty-three responses that did not finish the survey. We further identified responses that came from duplicate IP addresses, all but two of which came from outside Northern Nevada. At the time of the survey, UNR was conducting on-campus classes, and thus duplicate responses from outside the geographical area were deemed suspicious and deleted, which in turn took care of many of the other red flags that we had noticed. This left 167 responses. Although this is a small percentage of the initial response, we determined there were still enough responses to provide substantive, valid information.
Part 2
For the second stage we wanted to further investigate common concepts and themes we identified in the survey by conducting semi-structured interviews.
We invited participants from Part 1 of the study who expressed interest in Part 2 to participate. When we did not get a large enough response, we then repeated our earlier recruitment method of using campus organizations and listservs for recruitment. We advertised that interviewees would be granted a twenty-dollar campus bookstore credit, and we confirmed eligibility using a screening form.
In order to achieve a stratified grouping of students, we aimed for a minimum of six completed interviews to allow for a mix of graduate and undergraduate students as well as students who use the library frequently, occasionally, and infrequently. We ended up with eight interviewees, all of whom were undergraduates. Two students who initially passed our screening tool were found not to meet the study criteria because they had not attended UNR prior to summer 2020. However, one had experienced the library prior to Covid-19 and the other commented almost entirely on aspects of the library not affected by Covid-19. Thus we opted to keep both participants in the pool. This recruitment took place during Summer 2021, when regular classes were not in session, which likely led to reduced response to recruitment.
Interview Protocol
We conducted each interview through Zoom. Interviews began with an informed consent protocol, followed by a semi-structured interview and emotion mapping exercise. We created one script for interviewees who had participated in Part 1 and a second script for interviewees who were new to the study. See appendix B. We asked all students a series of questions about themselves related to demographic information and library usage. Next we asked for critiques of the Libraries; this section differed for participants. For students from Part 1, we asked for more information on answers they had provided in the survey by reminding them which spaces they indicated made them feel safe or not safe, welcome or not welcome, and so on. For new participants we introduced the concepts of safety, cultural welcome, uncomfortable and/or traumatic events and then asked them if they had ever experienced these, where, and why. In both scripts we attempted to get at what was contributing to feelings about the Libraries.
All interviews also included an interactive floor map exercise in which students could indicate “happy” and “sad” places in the Libraries and why they chose these locations (Oikonomidoy et al., 2021). We also gave students photo prompts of various library spaces to solicit their thoughts on which ones fit their ideal library space. Our original intent was to do in-person walk-throughs with students where we could be in the spaces as they reacted to them. Covid-19 foiled this, so we opted to conduct these activities using Google Jamboards. Jamboards allowed students to connect through a private browser without needing an account, and all participants in the interview could see the student interacting with the map and photos during the course of the interview.
Two interviewers—one who led the interview and one who took notes—conducted each interview. All six members of the research team took part in at least one interview. We practiced conducting interviews with each other prior to beginning this stage of the research. We also created a guide for interviewers that they could consult during the interview. The practice session, the common script, and the shared interviewer guide enabled us to interview consistently regardless of which team members conducted the interview.
Data Analysis
A team member edited the Zoom transcripts from the interviews and then evaluated the transcripts to create an initial list of codes based on the transcripts and the manual notes taken during the interviews.
Four members of the research team participated in coding. To ensure intercoder reliability, we each coded the same interview using our initial list of codes and Taguette, an open-source coding program. Based on the results from that test, we refined the thematic codes and created a codebook with seventeen codes. We then did a second round of testing with the new codebook. We were satisfied with our intercoder reliability, so we proceeded to analyze all the interviews. Each of the four researchers coded four interviews: two researchers independently coded each interview, then met to discuss their results and any discrepancies. If they were unable to reach consensus, a third member resolved the disagreement. From there, three members of the team synthesized all text coded under each theme to identify sub themes. Finally, one team member coded the transcripts for statements of emotion and then analyzed them using the Emotion Vocabulary of Vine et al. (2020).
Limitations
As stated previously, we decided to toss a large number of survey responses after noticing a number of red flags in the data. It is possible that we eliminated some legitimate responses and that we included some non-legitimate responses. In either case, because we only focused on UNR students, the results are not generalizable. Also, participants in both parts of this study were biased toward library users, meaning we failed to include the perspectives of first-generation students who do not use the Libraries.
Results
Part 1
Of the 167 participants, most students identified as seniors (38%) and juniors (30%), although 17 percent of students identified as master’s students, 14 percent of students as sophomores, and 2 percent as PhD students. For gender, 42 percent of respondents identified as women and 51 percent as men. No one identified as non-gender or other gender option, and the remaining did not provide their gender.
A plurality of students identified as white (37%), followed by Native Americans (23%), multiethnic (20%), Latinx (12%), Black (8%), and Asian (7%). Seven percent of students identified as disabled; 11 percent as English not being their first language; 8 percent as military veterans; 41 percent as parents or guardians; and 7 percent as part of the LGBTQ+ community. The most common age listed was 22, but the average age was 27.2 and the median was 28. The youngest was 18 and the oldest was 42.
The survey offered five levels of library usage:
Regularly—At least once every two weeks
Occasionally—At least once a month
Infrequently—At least twice a year
Rarely—Once or twice ever
Never
A majority of students said they were frequent users of libraries before attending UNR, with 84 percent saying they had regularly or occasionally used their public library, and 86 percent their school library. At the university, all students said they had used the main library’s general open areas at least infrequently or more often, meaning they all had experience with the physical Libraries in some capacity. See Table 1.
| Library area | Regularly | Occasionally | Infrequently | Never |
|---|---|---|---|---|
| Main library open areas | 69 (41%) | 73 (44%) | 25 (15%) | 0 |
| Computers | 58 (35%) | 60 (36%) | 46 (28%) | 3 (2%) |
| Study rooms | 30 (18%) | 81 (49%) | 42 (25%) | 14 (8%) |
| Technology lab | 15 (9%) | 52 (31%) | 72 (43%) | 28 (17%) |
| Special collections | 20 (12%) | 62 (37%) | 55 (33%) | 30 (18%) |
| Science library | 27 (16%) | 67 (41%) | 58 (35%) | 15 (9%) |
| Basque library | 29 (17%) | 42 (25%) | 62 (37%) | 34 (20%) |
Other than the main library open areas, the most regularly and occasionally used areas were the computers (71%) and study rooms (66%). The technology lab and special collections saw the least frequent use, with 40 percent of students saying they regularly or occasionally used the technology lab and 49 percent regularly or occasionally using special collections. No student reported “rarely” for any of the library spaces. Only 2 percent of students reported low or no usage of both their school and public library growing up; only one of them said they infrequently or never use any of the library spaces. The others said they regularly use at least one of the library spaces.
The survey then asked students if they felt physically and emotionally safe in the same areas named in the first portion of the survey. Students only had to answer for a particular space if they had indicated they had ever used it. A plurality of students said they felt physically safe all of the time in all the spaces; only two spaces, the technology lab and the science library, had one student each report never feeling physically safe. See Table 2. However, a majority of students reported feeling safe only most or some of the time in all the spaces, indicating there are times when they do not feel safe in every space. Special collections had the smallest share of students who reported feeling physically safe all of the time (36.5%), followed by the technology lab (46%) and the science library (46%). See Figure 1.
| Library area | All of the time | Most of the time | Some of the time | Never | N= |
|---|---|---|---|---|---|
| Main library open areas | 81 (49%) | 74 (44%) | 11 (7%) | 0 | 167 |
| Computers | 80 (49%) | 65 (39%) | 17 (10%) | 0 | 164 |
| Study rooms | 74 (48%) | 58 (38%) | 21 (14%) | 0 | 153 |
| Technology lab | 64 (46%) | 54 (39%) | 20 (14%) | 1 (1%) | 139 |
| Special collections | 50 (36%) | 57 (42%) | 30 (22%) | 0 | 137 |
| Science library | 70 (46%) | 56 (37%) | 24 (16%) | 1 (1%) | 152 |
| Basque library | 64 (48%) | 52 (39%) | 17 (13%) | 0 | 133 |
Fewer students reported feeling emotionally safe all of the time than those who reported feeling physically safe. See Table 3. A plurality of students reported feeling emotionally safe only most of the time for the main library open areas, study rooms, special collections, science library, and the Basque Library. Students reported feeling emotionally safe all of the time the most for the computers (42.7%), followed by the technology lab (40%) and the main library open areas (38.9%). The science library had the smallest rate of students saying they felt emotionally safe all of the time (30.9%), followed by the Basque Library (31.6%). Although “never” responses remained in the small minority, there were more compared to the questions about feeling physically safe. Computers, the technology lab, and the science library each had two students say they did not feel emotionally safe in those spaces, and study rooms had one student say they never felt emotionally safe. See Figure 2.
| Library area | All of the time | Most of the time | Some of the time | Never | N= |
|---|---|---|---|---|---|
| Main library open areas | 65 (39%) | 78 (47%) | 24 (14%) | 0 | 167 |
| Computers | 70 (43%) | 69 (42%) | 23 (14%) | 2 (1%) | 164 |
| Study rooms | 58 (38%) | 63 (42%) | 31 (20%) | 1 (1%) | 153 |
| Technology lab | 55 (40%) | 54 (39%) | 27 (20%) | 2 (1%) | 138 |
| Special collections | 52 (38%) | 59 (43%) | 25 (18%) | 0 | 136 |
| Science library | 47 (31%) | 66 (44%) | 36 (24%) | 2 (1%) | 151 |
| Basque library | 42 (32%) | 65 (49%) | 26 (20%) | 0 | 133 |
The survey asked if students felt culturally welcomed and a sense of belonging for the spaces they had indicated they had used at least infrequently. The study defined “culturally welcomed” as “feeling one’s culture is embraced, accepted, or appreciated.” Four percent of students replied “no” for each of the main library open areas, the computers, and technology lab; 3 percent of students replied no for special collections and the science library; 2 percent for the study rooms; and 1 percent for the medical library and the Basque Library.
Students who selected “no” for each of the spaces could further explain their reasons in an open text field. Some of the reasons included broader issues, such as the majority of white people on campus, a lack of sense of belonging, and feeling like an outsider. Others mentioned specific issues with the library, such as when the Libraries promoted via social media a book by J.K. Rowling, who has made anti-transgender comments, and books in the collection that present a discriminatory view of Native Americans. Another comment noted the science library has a culture favorable to white men and doesn’t provide enough support for women or people of color.
The survey asked a series of questions to further gauge if students felt represented by various aspects of the UNR Libraries. The question with the highest number of disagrees (19%) was “I assume that when I attend a library event, materials reflecting my various backgrounds will be represented.” See Table 4. The next highest, with 13 percent, was “I can use the Libraries without being watched by staff.”
| Question | Disagree |
|---|---|
| When I go to the Libraries, I can expect staff who are also from my various backgrounds. | 16 (10%) |
| When I go to the Libraries, I can expect the artwork to represent people who are from my various backgrounds. | 20 (12%) |
| When I browse the print and online collections of the Libraries, the materials reflect people from my various backgrounds. | 17 (10%) |
| I assume that when I attend a library event, materials reflecting my various backgrounds will be represented. | 32 (19%) |
| I can use the Libraries without being watched by staff. | 21 (13%) |
| I can use the Libraries without being questioned why I'm there. | 17 (10%) |
Regarding uncomfortable events, 14 percent of students said they had witnessed, 11 percent had experienced, and 5 percent had both witnessed and experienced at least one in the Libraries, for a total of 30 percent of all respondents. We left defining an uncomfortable event to the students. Of these, 56 percent said it happened just once, 35 percent said it happened two to three times, and 6 percent said four or more times. These students had an opportunity to describe one of these experiences. Other students fighting or quarreling in the library was the most common response, although none specified the kind of fight. A few others referenced vaguer behavior, such as “witnessed an uncivilized thing” and “impolite behavior.” Others mentioned noise, someone making a scene, and romantic behavior by other patrons. Some others mentioned people not taking care of books. Several people mentioned being stared at by other patrons, either in a sexual nature or because of their appearance. One student who said they suffer from mental health issues noted overhearing someone dismiss such issues when talking about someone else.
Fewer people reported witnessing or experiencing a traumatic event: 5 percent said they had witnessed one, 3 percent said they had experienced one, and fewer than 1 percent said they had both witnessed and experienced one in the Libraries. These made up 8 percent of all students in the survey. Of these, 92 percent said it happened just once. A few students further explained at least one of the incidents. One noted a physical fight, one mentioned a broken shelf, and the third referenced people laughing. All but three of the students who reported witnessing or experiencing a traumatic event also reported witnessing or experiencing an uncomfortable event.
Of the students who reported witnessing or experiencing an uncomfortable and/or traumatic event, 70 percent said they reported it to a library staff member at the time of the event, 17% said they reported it after the event, and 13% said they did not report it. Students said they did not report it because they didn’t think anything would be done about the event, they didn’t think to report it, they didn’t know who to report it to, and they didn’t think it was their place to do anything. Friends were the most common group that students would also report the event to (75%), followed by family (51%), and other university employees (20%). Only 4% said they didn’t report the event to anyone else.
Of the students who said they had not witnessed or experienced either an uncomfortable or traumatic event, 18% said they would not know how to report such an event. 63% said they would report the event, 28% said they would if they could do so anonymously, and 9% said they would not.
Part 2
The students in this section shared similar demographics as students in Part 1, with two freshmen, two sophomores, two juniors, and two seniors. All but one of the students grew up in Nevada with a slight majority being from Reno itself. The majority were sophomores, and all but one were majoring in a STEM discipline. Several of the students participated in campus programs or student activities such as TRIO and discipline-specific pipeline programs. A slight majority of students indicated a background with some degree of economic hardship, such as Student 7, who noted, “So my family grew up pretty poor—we didn’t have, you know, internet at home, or, you know, a lot of the internet stuff comes with entertainment, so we would go to the public library.”
One major theme to emerge was the reason behind the students’ use of the Libraries. Most students discussed prior library use, but a slight majority described using libraries infrequently before coming to UNR. This stands in contrast to the frequent use of the campus Libraries reported by the same set of interviewees. University libraries are in some ways a dramatic departure from the library services these students were used to. The Libraries offer more services and functions that students take advantage of in their capacity as college students. Student 4 discussed, “I’ve just, like, been in public libraries, and it’s not that great, and the resources, I mean the technology in public libraries usually… are not reliable, and often like there’s always a lot of people there.”
Location was the most common reason given for using the Libraries. This often equated with being near classes and a library being a good place to wait in between. One student even noted they tried to arrange their schedule to allow time at the library. Some students decided which library to use based on location as well.
I also go there, you know, to find a space, just to you know, sit down and catch my breath sometimes going to and from classes, or just a quiet place to sit down and be able to do some work. (Student 7)
For about half the students, the library also represented a place that helps them get in the right frame of mind. Not only do they provide the physical space to get work done but also the motivation and attitude to complete an assignment or goal.
It’s like I come to the gym to work out and like going to the library to study, like if I’m there, I have to do it, and it’s just like, the commitment getting there is all I need to do, and I just feel like it’s a … space that motivates me, and keeps me like on top of all my stuff, and I think if I’m going to study, that’s a place I want to be. (Student 8)
Several students also mentioned the ability to socialize and work on group projects. Other common reasons for using the library were the availability of personal study rooms; resources such as movies, printing, and technology; and using the computers for class.
Related to the theme of library use, the majority of students discussed their knowledge of the library spaces, services, or resources. Each student who discussed knowledge of the Libraries expressed both familiarity and unfamiliarity with different aspects of them. Students who discussed awareness of a resource frequently also discussed not being confident in exactly how to use it, such as the makerspace or graduate study rooms. Student 6 said, “We knew we could ask, the fact was we didn’t know … like where specifically.”
Student 8 discussed the uncertainty in terms of unwritten rules of the Libraries, which they felt were harder for first-generation students to uncover: “That’s a lot of things that people that are first generation wouldn’t know.”
Another major theme focused on what made for an ideal library environment for students. When students described their ideal library environment, the general atmosphere, or vibe, was mentioned most often. Common descriptions of the atmosphere included quiet, motivating, and feeling like study time. In particular, two students commented on the atmosphere during finals, including Student 4, who said, “Everyone is stressed, and I work better in stress, so that’s why I think that would be like the most perfect.”
A common subtheme throughout was how other people enhanced or detracted from the experience. Some people spoke about how they appreciated the emptiness of certain spaces, while most commented on appreciating having other students around. The availability of electrical outlets was also a positive feature.
We identified building design and physical features as another major theme. The most commonly mentioned positive design feature was how big the main entry of the Knowledge Center is. Students liked that they could see the stairs and have a general understanding of the layout at first glance, such as Student 1, who said, “I mean it’s nice, it is very, it’s a very open design and I can easily just walk into the main area, and look around and say ‘OK, this is probably where I need to go.’”
However, the biggest negative that students mentioned was the layout and wayfinding in the Knowledge Center. Having the building’s main entrance on the second floor seemed confusing to many. This included Student 1, who said, “When I first came in, I was like ‘I don’t know where I’m going, I’m just trying to find where the … third floor is and where my group is’; my first thought was, ‘this place is huge.’” Student 1 also mentioned this, saying, “I don’t remember seeing any signage saying like, ‘hey, you’re already on the second floor,’ and so it’s just really confusing.…”
Students also talked frequently about the variety of functional spaces and the comfortable furniture. They particularly seemed to like that there are group collaboration spaces with whiteboards as well as individual study space. In addition, the windows were mentioned as important to be able to take a break.
And typically if I want to … defocus my eyes and just take a break from studying, I like to look at windows and just see what’s going on. That’s why it’s always my go to, because I can just casually look over to the side and see what’s going on and kind of take a break. (Student 5)
Finally, students talked about the lighting. Some students liked the brighter spaces while some preferred the dimmer spaces, particularly in the @One technology floor. In contrast, however, students mentioned how some spaces were overly bright and some were too dark. Some thought noise levels were too loud, and some thought it was too quiet, such as Student 7, who said, “It’s kind of like if someone’s in there, working, and you know you get up, your chair just like scrapes across the floor, and it’s like, ‘Oh my gosh I’m so sorry.’”
The vast majority of comments about staff were positive and that students appreciated having staff there. One student did tell of a negative interaction with a staff member who corrected them for not wearing a face mask in a study room and assumed the student did not have internet access at home.
A final major theme were the emotions that students expressed in relation to their use of the Libraries. See Table 5.
| Vocabulary Category | Interviewees | Segments |
|---|---|---|
| Positive | 7 | 35 |
| Negative (any) | 7 | 41 |
| Negative | 5 | 15 |
| Anxiety Fear | 6 | 12 |
| Anger | 1 | 1 |
| Sadness | 1 | 3 |
| Negative Undifferentiated | 4 | 10 |
Most participants reported positive sentiments, of which the two most common positive emotion words related to happiness and pleasure. For example, Student 3 said, “When you get out of there, you feel really good and you don’t have to like do [homework] when you get … home.”
The second tier of most common positive words involved contentment, love, pride, and excitement. Student 2 noted, “I like all libraries, I’ve been in libraries all my life since I was a little kid because my mom took me, but I think this one is more special because it’s like me by myself actively going.”
Most participants also reported negative sentiments, of which the most common theme was anxiety and fear. After anxiety and fear, the next tier of most common negative words involved feelings of insecurity, intimidation, and/or discomfort. For instance, Student 8 discussed how walking into the library could be intimidating because they weren’t sure if they were doing the right thing and the feeling of not belonging, which they related to being a first-generation student. Student 6 also discussed a fear of being in a place they weren’t sure they had permission to be in.
In general, most interviewed students reported feeling safe in the Libraries. Two students specifically noted how they feel safe because of the number of people in the Libraries.
Some students commented on safety concerns. Several students mentioned a fear about potential future shootings, and Student 1 noted they felt unsafe because they’re not allowed to make use of their concealed carry permit, and there are no police at the library. Student 3 also mentioned a concern about potential future shootings in the Libraries, as well as the age of the science library and creaking floors. Student 8 mentioned a general concern about walking home at night after leaving the library. And Student 2 discussed a concern of someone stealing their equipment when they use the restroom, but noted no one has so far.
Some students did discuss specific incidents that had happened to them or that they heard about, such as being yelled at for being too loud on the quiet floor, but they all noted that these were not related to a lack of feeling of safety so much as feeling uncomfortable. However, Student 4 did note not feeling safe during their encounter of having other students enter the study room they were using.
Fewer than half of the interviewees commented explicitly on inclusion or how welcoming the Libraries are. Of those who commented, the primary comments had to do with ethnicity or status as Black, Indigenous, or a person of color. In one instance, the person was initially hesitant to use the Basque library because they believed it was intended for people of a specific ethnicity.
Discussion
We will discuss our results in relation to our research questions.
R1: To what extent do UNR first-generation students feel culturally welcomed and like they belong in various library spaces?
Part of students’ sense of belonging has to do with using the Libraries to foster a frame of mind, findings that are similar to those found in studies by Couture et al. (2021) and Neurohr and Bailey (2017). In the survey, the Libraries’ general study areas, including computers and study rooms, had the highest number of students who reported using them regularly or occasionally.
Students commented in the interviews on using the library to help them focus or to become energized from the collective stress felt in the library during finals. They described the Libraries as a set-aside place where they could go to get into studying mode. Here the persistent stereotype of a library as primarily a place to study may actually help first-generation students feel more comfortable about how they belong in and use the library. Students also described the Libraries as a place where they could take a break or relax. From this, we conclude that university libraries need to simultaneously support leisure and focus.
Factors that detract from a sense of belongingness primarily relate to uncertainty. Students commented that they were not sure if certain spaces were for them or that they weren’t sure how to use a space. Signage and wayfinding came up several times, with students expressing frustration and uncertainty about how to navigate the Libraries’ physical spaces, which detracted from their ability to use the Libraries easily. A persistent thread from the students was unspoken rules that first-generation students especially might not know about, such as who gets to use which spaces and what behaviors (e.g., noise levels) are expected in which spaces.
The intersectional identities of students also appeared here. Some students also indicated that they felt library events and artwork did not reflect their identities and that they are watched by staff. Some noted in open text fields issues with representation in our collections. The Libraries has undertaken some work to address these issues, such as looking at our collection of Native American authors, but more is needed to see how we can improve in this area.
R2: Have UNR first-generation students experienced or witnessed any uncomfortable or traumatic event in the library?
Safety was one of the concepts we examined in the study, and a majority of students reported not feeling emotionally or physically safe all of the time in any of the library spaces included in the study. Special collections saw the highest share of students (22%) saying they felt physically safe there only some of the time, followed by the science library (16%).
The science library also saw the highest share of students say they feel emotionally safe there only some or none of the time (25%), followed by study rooms and the technology lab (each 21%). This lack of feeling of safety in the science library could be related to a sense that it is predominately centered toward men, as noted by the student who commented on this issue in their survey. The science library has taken steps to welcome women, such as by featuring women scientists on posters and supporting student clubs that focus on women in the sciences. However, more might need to be done to ensure that patrons of all genders feel safe and welcomed on a daily basis. The physical age of the science library could also play a role in this, as another student noted a concern about shaking floors. Lack of lighting could be a factor in the technology lab, which is windowless and is known to be darker.
At the same time, our results show that some of our respondents view the concepts of safety, comfort, and trauma quite differently from the research team. The research team assumed safety would correlate to direct or implied threats—physical or emotional—but students described their experiences of not feeling safe as spanning a variety of incidents, anywhere from a fear of being shot to hearing people laugh. These findings indicate that students defined safety as a broad concept that includes varying degrees of discomfort or uncertainty, not just perceptions of direct threat. The students’ broader conception of safety may explain why the majority of survey respondents did not feel safe all of the time in library spaces. While it is not reasonable to expect library staff to address all of these concerns, it is good for us to be aware that some of our students might experience these concerns and keep this in mind during our interactions and how we approach them.
R3: To what extent do UNR first-generation students know how to and are they comfortable reporting such incidents?
Students in both the survey and interview phases indicated they were not certain how or to whom they should report incidents. As one student noted during an interview, they knew they could, just not exactly who to go to. It’s likely some students will always face uncertainty about how and whether to report an incident, but as of now the library does not have anything in the Libraries or online letting students know what their reporting options are. This could be an area we explore further, including being transparent in how we will handle these reports and how students can submit an anonymous report.
Implications
One of the most impactful ways we can improve the library experience is by reducing uncertainty for students. Participants in both the survey and interviews showed a strong prior familiarity with school and public libraries, which in turn could help them feel more confident in academic libraries. Identifying first-generation students who don’t have such an established familiarity may be unfeasible, but we can see how we can better partner with first-generation support programs on campus, which in turn can help us better reach all first-generation students, not just the ones who already feel comfortable enough to enter our doors.
One possibility is to target some of the work we already do to welcome students at the start of each school year, such as workshops and tours, to students in these programs. Students who had first visited as part of a tour or a pre-college program generally reported feeling more confident in their understanding of the library spaces. Starting in 2022, the Libraries will serve as the site for residence hall check-in for all students and where students will pick up other equipment. We are using this opportunity to explore how we can tout our spaces and services.
Another approach is to help students who already have some library experience through a public or K–12 library understand the additional services, spaces, and resources available from a university library. Several of the students we spoke to were at first uncertain if they were allowed in spaces or able to use resources because the Libraries differ from their experiences growing up.
And finally, we should consider renaming or reconceptualizing spaces to better match student needs and expectations. That the main floor is currently the second floor was confusing to most of our interviewed students. Renaming it “main floor” could alleviate unnecessary confusion. Unspoken rules are particularly exclusionary to first-generation students who are already contending with navigating an unfamiliar environment. Anything we can do to reduce uncertainty or eradicate unspoken rules supports an improved library experience.
The study results also indicate that students do not always know how to report an issue and may not feel comfortable doing so. While the libraries do have information desks that are at or near their entrances, use of these desks require the student to be identifiable. Since some of the issues described in the survey have to do with noise or fighting, a real-time response would be best. One option is to have a “Report a Concern” section of the website that provides a general form and directs users to the live chat or phone for immediate needs. Texas State University uses this model, and their form indicates how to report the issue anonymously.
Another implication for practice is the design or features of spaces. We learned from the interview portion of the study that students valued a diversity of physical spaces. Libraries with a mix of lighting, acoustics, seating, privacy, and décor enable students to choose the space they need for the type of work or frame of mind they are seeking on a given day. It is important for libraries to account for more than just the dimension of solo study vs. group work. Students in this project also needed variation in physical spaces for private study.
Reflection
We had two goals in pursuing this project. We wanted to better understand what first-generation students thought about the Libraries’ physical spaces, and we wanted to further explore some of the findings from our campus’ climate survey that suggested the Libraries were not always safe spaces, especially in light of first-generation students, who we thought might experience more issues related to their intersectional identities, as Ives and Castillo-Montoya (2020) noted. We decided to use a two-pronged approach to explore these goals, as we wanted the power of a survey to identify trends and the ability of semi-structured interviews to allow us to dig more into the trends the survey identified.
If we were to conduct this project again, we would approach the survey differently. As noted, we received a large number of suspicious survey responses that most likely were trolls or bots. There are technological steps we could have taken to help prevent these, but we also wish we had worked more with the first-generation student support offices on campus to distribute and promote the survey, which could have lessened the need to rely on general social media to promote the survey. We did work with the offices to distribute the surveys through email, but that was the limit of our work with them. Working to establish a stronger relationship with the offices could have better informed the survey and focused our marketing on the students we wanted to research.
We also would like to continue to find ways to reach first-generation students who are not regular users of the Libraries. Most likely many of them do not use the Libraries for reasons unrelated to issues we can address, such as the Libraries not being near any of their classes or their having another space where they prefer to study. But certainly some students actively choose not to use the Libraries for reasons that are under our control; until we hear from those students, we will continue to lack important information on how we can improve.
We knew going in that first-generation students are not a homogenous group—no group based on one trait ever is. Although our findings are limited and do not allow us to make any broader conclusions, they reinforce this and provide a reminder to keep this in mind. Our first-generation students are intentional about how they use the Libraries and know what they want from them, but these needs are often different from student to student. Remembering this will help us improve our services to better meet their needs.
Although we can and have worked to implement some changes already, such as creating more exhibits that feature diverse voices, other changes will take time, especially as we deal with reduced staff and a change in management of building operations that affected much of 2022.
Conclusion
A desire to assess and improve the library experience for first-generation students motivated this study. Our findings indicate that students appreciate the variety of resources and tools, the variety of study and collaboration spaces, and the ambience or “vibe” of the UNR Libraries. At the same time, results from our survey show that both emotional and physical safety remain an issue for some of our students. Students who took part in the interviews did not express the same concern as those in the survey; however, students who had a negative view of the Libraries might have opted out of participating in the interviews. We should consider how to better ensure students feel welcomed in our spaces, especially our science library, potentially by further looking at how we can proactively make the space more inclusive and less masculine, while also further exploring the findings regarding safety.
Our findings also indicate a possible connection between student uncertainty and a drop in their senses of belongingness and safety. As Arch and Gilman (2019) indicated, better signage could improve this; however, we must also consider implications of too much or bad signage, which could actually hamper our efforts (Barclay & Scott, 2012). However, such steps will only help first-generation students already in the library; we must focus on how we can also reach those who, for various reasons, do not use our space. Possible future areas of study could investigate how partnering with first-generation student support groups on campus affects their use and sense of belonging and safety in the Libraries.
References
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Appendix A Survey Questions
Do you agree to participate in the study?
○ Yes
○ No
Do you identify as a first-generation student (defined as someone in a family where neither parent or guardian has graduated from a four-year college or university) at UNR?
○ Yes
○ No
Have you attended UNR before Summer 2020?
○ Yes
○ No
Growing up, did you visit and/or use a local public library?
○ Regularly—At least once every two weeks
○ Occasionally—At least once a month
○ Infrequently—At least two times a year
○ Rarely—Once or twice ever
○ There was no local public library near me growing up
○ Never
Growing up, did you visit and/or use your school library?
○ Regularly—At least once every two weeks
○ Occasionally—At least once a month
○ Infrequently—At least two times a year
○ Rarely—Once or twice ever
○ There was no school library near me growing up
○ Never
Before COVID-19, how often did you use the following spaces in the UNR Libraries? Regularly = At least once every two weeks. Occasionally = At least once a month. Infrequently = At least once or twice a semester.
| Regularly | Occasionally | Infrequently | Never | |
|---|---|---|---|---|
| General Knowledge Center open areas | ○ | ○ | ○ | ○ |
| Knowledge Center computers | ○ | ○ | ○ | ○ |
| Knowledge Center study rooms | ○ | ○ | ○ | ○ |
| @One | ○ | ○ | ○ | ○ |
| Special Collections and University Archives | ○ | ○ | ○ | ○ |
| DeLaMare Science and Engineering Library | ○ | ○ | ○ | ○ |
| Savitt Medical Library | ○ | ○ | ○ | ○ |
| Jon Bilbao Basque Library | ○ | ○ | ○ | ○ |
Have you ever used any of the following UNR Libraries services? Regularly = At least once every two weeks. Occasionally = At least once a month. Infrequently = At least once or twice a semester.
| Regularly | Occasionally | Infrequently | Never | |
|---|---|---|---|---|
| Circulation desk (including reserves and markers) | ○ | ○ | ○ | ○ |
| Self-checkout | ○ | ○ | ○ | ○ |
| Printing/Scanning | ○ | ○ | ○ | ○ |
| Digital media checkout in @One | ○ | ○ | ○ | ○ |
| Makerspace at DeLaMare | ○ | ○ | ○ | ○ |
| Reference desk | ○ | ○ | ○ | ○ |
| Information kiosk in the Knowledge Center breezeway | ○ | ○ | ○ | ○ |
| Other | ○ | ○ | ○ | ○ |
I feel physically safe in the Knowledge Center general open areas.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe using the Knowledge Center computers.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe in the Knowledge Center study rooms.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe in @One.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe in Special Collections and University Archives.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe in DeLaMare Library.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe in Savitt Medical Library.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel physically safe in the Basque Library.
○ All the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in the Knowledge Center general open areas.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe using the Knowledge Center computers.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in the Knowledge Center study rooms.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in @One.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in Special Collections and University Archives.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in DeLaMare Library.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in Savitt Medical Library.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
I feel emotionally safe in the Basque Library.
○ All of the time
○ Most of the time
○ Some of the time
○ Never
Do you feel culturally welcomed and a sense of belonging in the general Knowledge Center open areas? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging in the general Knowledge Center study rooms? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging when using Knowledge Center computers? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging in @One? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging in Special Collections and University Archives? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging in DeLaMare Libraries? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging in Basque Library? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
Do you feel culturally welcomed and a sense of belonging in Savitt Medical Library? If no, please explain. For culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated.
○ Yes
○ No ________________________________________________
When I go to the Libraries, I can expect staff who are also from my various backgrounds.
○ Agree
○ Disagree
○ Not applicable
When I go to the Libraries, I can expect the artwork to represent people who are from my various backgrounds.
○ Agree
○ Disagree
○ Not applicable
When I browse the print and online collections of the Libraries, the materials reflect people from my various backgrounds.
○ Agree
○ Disagree
○ Not applicable
I assume that when I attend a library event, materials reflecting my various backgrounds will be represented.
○ Agree
○ Disagree
○ Not applicable
I can use the Libraries without being watched by staff.
○ Agree
○ Disagree
○ Not applicable
I can use the Libraries without being questioned why I'm there.
○ Agree
○ Disagree
○ Not applicable
In this section we will ask you several questions related to uncomfortable or traumatic events. Uncomfortable is defined as “feeling discomfort; ill at ease; uneasy.” Traumatic is defined as “distressing, emotionally disturbing; pertaining to or caused by a psychic wound or emotional shock, esp. leading to or causing behavioural disturbance.” Have you ever experienced or witnessed an uncomfortable event in the Libraries?
○ Yes, I have experienced an uncomfortable event
○ Yes, I have witnessed an uncomfortable event
○ Yes, I have both experienced and witnessed an uncomfortable event
○ No, I have not experienced or witnessed an uncomfortable event
How many uncomfortable events do you estimate you have experienced or witnessed?
○ 1
○ 2–3
○ 4 or more
If you are comfortable, please provide a short summary of one or more uncomfortable experiences you have witnessed or experienced. [Open text response]
Have you ever experienced or witnessed a traumatic event in the Libraries?
○ Yes, I have experienced a traumatic event
○ Yes, I have witnessed a traumatic event
○ Yes, I have experienced and witnessed a traumatic event
○ No, I have not witnessed or experienced a traumatic event
How many traumatic events do you estimate you have experienced or witnessed?
○ 1
○ 2–3
○ 4 or more
If you are comfortable, please provide a short summary of one or more traumatic experiences you have witnessed or experienced. [Open text response]
Do you think the uncomfortable and/or traumatic event(s) were related to one of the below aspects of your identity? (Select as many as apply).
Status as first-generation student
Gender
Gender expression
Race
Ethnicity
Nationality
Language
Status as a veteran
Age
Sexual orientation
Religion
Ability
Other ________________________________________________
None
Did you report the event(s) to any library staff member?
○ Yes, at the time of the event
○ Yes, at some later time
○ No
Why did you not report the event(s) to a library staff member? [Open text response]
Did you talk to anyone else about the event? (Select all that apply.)
Friends
Family
Other university employees
Other ________________________________________________
No one
If you were to witness or experience an uncomfortable or traumatic event in the Libraries, do you know how to report such an event to a library staff member?
○ Yes
○ No
If you were to witness or experience an uncomfortable or traumatic event in the Libraries, would you feel comfortable reporting it to a library staff member?
○ Yes
○ Yes, if I can do so anonymously
○ No
What year are you in school?
○ Sophomore
○ Junior
○ Senior
○ Master's student
○ PhD student
What is your gender? [Open text response]
Which categories describe you? Select all that apply.
American Indian or Alaska Native—For example, Navajo Nation, Blackfeet Tribe, Mayan, Aztec
Asian—For example, Chinese, Filipino, Asian Indian, Vietnamese, Korean, Japanese
Black or African American—For example, Jamaican, Haitian, Nigerian, Ethiopian, Somalian
Hispanic, Latino or Spanish Origin—For example, Mexican or Mexican American, Puerto Rican
Middle Eastern or North African—For example, Lebanese, Iranian, Egyptian, Syrian, Moroccan
Native Hawaiian or Other Pacific Islander—For example, Native Hawaiian, Samoan, Chamorro
White—For example, German, Irish, English, Italian, Polish, French
Some other race, ethnicity, or origin, please specify: ________________________________________________
Do you identify as disabled?
○ Yes
○ No
Is English your first language?
○ Yes
○ No
Are you a military veteran?
○ Yes
○ No
Do you have children you take care of as a parent or guardian?
○ Yes
○ No
What is your age in years? [Open text response]
Would you be willing to take part in a longer interview with a member of our research team on this topic?
○ Yes
○ No
What is your email address? [Open text response]
Appendix B Interview Protocol
For students who participated in Part 1
1) Are you a first-generation student enrolled at the University of Nevada, Reno?
2) When did you first enroll at UNR?
-
3) Please tell us a bit about you as a student
a) Prompts: Where are they from, their major/discipline, year in school, how long they've been at UNR, and how much they've used the Libraries (if we don’t know already from the survey)
4) What was your experience with libraries before coming to UNR?
-
5) How frequently do you use the UNR libraries?
a) Which library do you use the most?
-
6) What are your main reasons for using the UNR libraries?
a) OR - Why do you not use the libraries?
-
7) We've provided some maps of the different UNR libraries and two images—one smiling face and one frowning face. Please place each image over one part of the floor plan that best represents the face for you.
a) Follow-up question: Based on the location of the happy and frowning faces—why did you choose these two locations, and what do the faces represent to you here?
-
8) Share with me your memory of the first time you saw (X) library (from question 5a)
-
a) Follow-up probes, if needed:
i) Was it during a tour, your first week of classes, NevadaFIT?
ii) How did it compare to libraries you've been in before?
-
9) What are some emotions that come to you when you think about the Libraries now?
-
10) You noted in the survey that you did not always feel safe in XXXX spot(s)—could you discuss why you did not feel safe there?
a) Follow-up: How would you define a place that made you feel emotionally safe? What about physically safe?
b) Follow-up: What would help you feel safe? What would improve the safety of a place?
-
11) You marked in the survey that you don’t feel culturally welcome and a sense of belonging in XXXX space—could you discuss why you did not feel culturally welcomed and a sense of belonging there?
a) By culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated
b) Follow-up probe, if needed: One of the places you talked about in your survey was XXXX. Imagine the walls, ceiling, floor, furniture, signs, and people. Do any of these impact how much you feel welcome or that you belong?
-
12) You noted in the survey that the uncomfortable and/or traumatic event you experienced was related to part of your identity. Could you talk about that some more?
a) [For those who answer no] Can you think of any spaces that might make others uncomfortable/not culturally welcomed/etc.?
-
13) Show pictures of the various library spaces. Which is the closest to your perfect library space? Why?
a) Follow-up: What would you improve about the space?
b) Follow-up: What felt like the least ideal library space? Why?
For participants who did not participate in Part 1
1) Are you a first-generation student enrolled at the University of Nevada, Reno?
2) When did you first enroll at UNR?
-
3) Please tell us a bit about you as a student
a) Prompts: Where did they move from before coming to the university (or where did you grow up?), their major/discipline, year in school, how long they've been at UNR, and how much they've used the Libraries
4) What was your experience with libraries before coming to UNR?
-
5) How frequently do you use the UNR libraries?
a) Which library do you use the most?
-
6) What are your main reasons for using the UNR libraries?
a) OR - Why do you not use the libraries?
-
7) We've provided some maps of the different UNR libraries and two images—one smiling face and one frowning face. Please place each image over one part of the floor plan that best represents the face for you.
a) Follow-up question: Based on the location of the happy and frowning faces—why did you choose these two locations, and what do the faces represent to you here?
-
8) Share with me your memory of the first time you saw (X) library (from question 5a)
-
a) Follow-up probes, if needed:
i) Was it during a tour, your first week of classes, NevadaFIT?
ii) How did it compare to libraries you've been in before?
-
9) What are some emotions that come to you when you think about the Libraries now?
-
10) Are there any places in the libraries where you don’t feel safe—could you discuss why did not feel safe there?
a) If they ask what we mean by safe— safe in all ways, so emotionally, physical, etc.
b) If we’re not sure what kind of safety we think they’re talking about, ask them.
c) Follow-up: How would you define a place that made you feel safe?
d) Follow-up: What would help you feel safe? What would improve the safety of a place?
-
11) Are there any places in the libraries where you don't feel culturally welcomed or a sense of belonging? Could you discuss why you did not feel culturally welcomed and a sense of belonging there?
a) By culturally welcomed, we mean feeling one’s culture is embraced, accepted, or appreciated
b) Follow-up probe, if needed: One of the places in the [library from 5a] is [a space in that library]. Imagine the walls, ceiling, floor, furniture, signs, and people. Do any of these impact how much you feel welcome or that you belong?
-
12) Have you ever been part of or witnessed an uncomfortable or traumatic event in the libraries?
a) How was it related, if at all, to any parts of your identity?
b) [For those who answer no] Can you think of any spaces that might make others uncomfortable/not culturally welcomed/etc.?
-
13) Show pictures of the various library spaces. Which is the closest to your perfect library space? Why?
- a) Follow-up: What would you improve about the space?
b) Follow-up: What felt like the least ideal library space? Why?
