\ .

DOCUMENT REStiME

"N ED 125 667 .

AUTHQR Reed, Jeffrey G.TITLE' The Identification of Relevant Dimensions for the

- EnvironMental AsSesSment of a College LibraryUsing- the Critical Incident Technique. ,

A

PUB DATE Jan 76NOTE: 125p.; Master's thesis, Towson State College

4

IR. 003 783

9

ot

EDRS PRICE MF-$0.83 -$6.01 Plus POstage.DESCRIPTORS *College Li aries; *Critical Incidents Method;

Higher Education;.Library Collections; Library.Facilities; *Library Research; Library Services;

. Library Surveys; Personnel; Physical Eavi nment;

*Student Reaction.IDENTIFIERS' Maryland; Towson State College

ABSTRACTtechnique

(

.4 Thq critical iacident technique was used to identifyseveral environmental dimensions relevant'to the`assessment of acollege library, in this case the COok Library of Towson StateCollege, Maryland. Students were asked to fill ont forms'de'scribingpositive`ositive and negative encounters with the'library and library staffand to complete a.general information form. A detailed schedule'was:developed tostiabulate,positive and negative factors in four majorareas: staff, materials, services, and physical environment.. Resultsindicated that students were more concerned about the actions andattitudes of the staff and the,availability'of materials ha'1 aboutthe libraiy's physical environment, specific services, o ganizaiori,or the quality of the co,llecon. (Author/LS)

4

t

4

V

., *

****************-*************34**************************(***** ***ftit Documents-acquited by ERIC include many informal unpublishe *

* materials not avAilable:from other sources. ERIC takes every e fort * (Th

* to obtain the best copy available. Nevertheless, items of mar inal 4 2---i

* re roducibility are often encountered and.this affects the qt lity *

*.of,the microfiche and hardcopy .reproductions ERIC makes Available ,I, -.

* via the ERIC Document Reproduction Service AEDIt). EDRS is not ** res1 ponsible for the quality of the original document. Repr ductions *,* supplied by EDRS are the.best that can be made ftem tiie o iginal. *

********************************************************** ************

/.

THE IOENTIFICATION OF .RELEVANT DAENSIONS

FOR THE ENVIRONMENTAL ASSESSMENT OF.A COLLEGE LIBRARY,

. . _

USING THE CRITICAL. XNCIDENT.TECHNIQUE

by:

Jeffrey IG.; Reed

.

.. A Thesis,

;

Presented to the Faculty o,

\

Towson Stateollege\

In Partial Fulfillment . l

of the Requirements for theDegr.

.

Mastewo:f. Arts. isi PssychOlogy. ..

1

,,

t . kt..

-

,..

Approved by

Wilfred:B. Hathaway,

Alonald Cassatt,

Stuart Millert.P.h..0. -

&an-Rabin, Ph.D,

,

'

I

e-

y S DEPARTMENT OPHE LTH,EDUCATION StWELFA E

t NATIONAL INSTITUTE FEDUCATION

THIS DOCUMENT HAS BEEN...REPRO-DUCE& EXASTLy AS RECEIVED FROMTHE PERSONOR ORGANtZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONS:'STATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFE DUCATION POSITION OR POLICY

'Dein Of Graduo0 Studies4

Thesi 'Committee Chdirmah

Thegi Committee Membetz..

Jahuaiy, 1076

2

Thesis COmittee, Member,. .

rti

t

. 2

ACKNOWLEDGEMENTS

REED; J.G.

One's thesis invariably become's not only a major htirdle in e.

the protracted struggle for educational enlightenment, but more

assuredly sos.a venture involving far more time, energy, and

/4

.

. .., .

perspiration-than olpLanally anticipated. Along the way,, doubts,

questions, dna pr,iblems arise, necessitating the advice and .*1

suggestions of individuals riot quite scv.intimately invplved in the

L .

project as the student author; whose child it has become.; And so,. 4" . .

the fledglin 'researcher reaches out, and receives the support

/'

without wh ch completion of the -project tight be not only more

difficUlt, but poSsibiy.an insurmountable obstacle. At such,..

the're-are a number of persons who must-he thanked for their

assistance in this endeavour.vp.

I must begin by thinking my. committee for their patience,

adiice, comments, and' a ove a/1e

the adm- onition "remember, this

ft s taster's,thesis, not a book, or .a.\, five 37e4r study, so cut it

down in size,and scope." For, without-thOse words of advice, I'd

probably still be collecting data. To Dr. Miller, I.owe a special

thanks for introduction tothe area of environmental psychology.

through his Seminar in Environmental Design in psychology, and for

,

his 'encouragenIent in this arfa. of _research. Dr: Rabin's comments

on the'design of,the studjej and her continual insistence thatit be

" . ,

'compacted and limited, are even more appreciated now than when spoken.

iii

Nr4

I

4

11

REEL, J G,

e

And, o Dr. Cassatt, my research advisor, I owe.a special Ae t of

'gratitude'grattude? for his P4tience, for his suggestion of the Critic 1..:

IncidentTechnique,4,or all.of his proceedural suggestions, anII . ..

above all, for his confidencet my,abilities in this project.

ere are.many others who deserve mention for fheir assista ce.

The taff or tile Albert S. Cook Library, and in particular Ms.lE eanore

Hofstetter, were most generous 10 their assistance with this. proj ct.

To the Towson students who took the time and effort to complete th

questionnaire, I OW, a. vtbank yon", for without their assistance,

, ., _ ..

have no data.to report. And the assistance of theOffice of Reside tiali

% \

, , .. . -

Life, the.Duplicating terviceo and the Office was most helpful.,

.,

= Mr. Paul,.

Boytinck, *Mx. Ron Johnson, Dr. Ernest Keen, and'Ms.,- ,.

_ Es, 14 ,4a' A

Kathleen Isaralti, deserve a special note of thanks for' thaAt assistance... /

as rates.' .

.

'And,; last, but not least, tie folloWing individualseap contfibuted.

in'some.measure a bit of assistance to this prdiL, for wac I owe

then thanks,: Ms. Ariadne Couliafios, Ms. Linda Frederick, Ms. toz '

4

N=7,

, ..., Goloskow, and Dr. Philip Young.' ,

/

.. t . ,

in the final analysis, however, asin 41 attempts 'at research and

._ writi4g, final responsibility flok,t.is manuscript rests with the author,. . -, \ .

,I\

And sb I'accept.both.the strengt s ii' the weaknesses which lie' herein... .

ti

.

'\)

Jeffrey b. Reed .

Kansas State University .

5 No:Fember', 1975

)

41.

s.

*7,

,

4 -

C REED, J.G..

00.

TABLE' OF CONTENTS

.

Page

Title 'Pager

graphical Outline

Acknowledgemailts

Table of Contents

List of Tablee,

CHAPTER 1. INTRODUCTION

tr:*

4 --V.-a e

.

vi.

Library Behavioral Research ! N 3,

The Critical IncidentTechnique; 'Background

4

Critical Incident Methodology..

Operational Definitions 12

Purpose 12

HypoihesiS.

CHAPTER 2. MtTHOD

. ,

,

4-1t.

Instruments

. _

'`Pilot Study.

.

Subjects. .

procedures 6i: the Survey

4. 4

0, ...

...--..t

,

,_.

.JO**

14

15

15

'16. .

Data Manipulation,and Classifica4on ........ ..... 16.

DataAnalysis . 4 : 18.

. .. ..

ValidityTe"sting$18

4AP41.0,

crHAPTEit RiSULTS, 4. 4... 20# 0

C.QUestionngire-Respcinges 20

-

r I!

vi\ :

4. 4

. , .

Demographic Charactdristics'of the Respondents 21

of Critical Factors (CF's) ...... 1 30. .

Distribution of CF's by Demographic Characteristics

. A ,., .. .

of Respondents , " 50

iN

..'. .. .

. .Demographic Characteristics: Residtncy Statusi 50

. .'

Demographic Characteristics: .Classin College 509 e

-4

s

Demographic Characteristics: Towson Seat e'College,

Entry Status 57

Demographic Characteristics: Age ofRspondents 63 '

Demographic Characteristics: 'Frequency of.J.,ibrary Use 63

Demographic Characteristics: academic Area of Respondents 63

Val,idity Testing of the Classification of CF's

1

CHAPTER 4.. DISCUSSION OF RESULTS f 70

The Classification Arrangement: Respondes,by

Dimensions: Comments

validity Test of the GP Classiffcation

,General Comiaents ft

REFERENCES .

L

71

73

76

'79

APPENDICIES

A. Survey of library Use, Distributed ily'itte'A. S.

CoOk Library: Spring, 1974

B. Survey Instrumelt, .

C.' Pilot Study Forms

% D. Return Envelopes for Stirvey

E:, Information for Raters

. . ,

95'

98

103

109

\

S

'4. 'TN

4

LIST OF TABLES i

I" Library Environmental DImensio

2 Gender of:the Respondents

REED, J.G.

#

3 Classn College of the ResponZents

4 Towson State Ert4y Status of the Respondents

5 Age of tt espondents ....0

6 Academic of the)Respoildents!'

:

7 'Frequency of Use nt the.College Library by Respondents

4 General Classification of Critical Factor,Reprots

with frequency of response for each Category 31

9 Frequency Distribution f Type) 47

IO Proportidna1 Distribution ot.CF's (Percent x Type).

12

Prdporti;Aal Distribution of CF's (Percent by Area. . 4 '

and Dimension)

Frequency DistriVUtion o CF's:bySex, Area, and Type

13 Proportional DistributIon of CF's by Sex and.Atea

14 PrOportion1.1 Disfributiori.nf cf,s by Ses,,b9- Type and

Dimension ''15 FrequenhyDistribiltion of'Cel by Residency Status,*

, .

16

Area and Type e t-Pkoportional Ai+ribUtion of CF's by Residency, .

. .4,

17 Proportional Distribution

18 Frequency Distribution of

of Respondents

r .

of CF's bY sidencY an4 Type

CF's by Class in College .

1

A

r

t

Table

REED, J.G.

19 Proportional Distribution of cr''s by Dimension for

Class in College,

. 4

Proportional Distribution of CF's by Class in College,.

for Dimensions

21 Distribution of F's by Status at Entrance 1

22 Proportional Di tributkal of-CF'a.by Dimension for

Entry St tus of Resilondents

23 Distribution pf CF's by A e Group of the Respondents %

and Type-

--...._,

ri

, 24 Distr bution of CF's by Fr uency of use Of the :s,

ibrarx-by respondents' = nd Type,

.. . . ,

Distribuiion of CF's by Typg nd Academic Area of th

?Respondents/

Classificat n of Randork 5a.pl A of CF's by the

Inves igator and Rat Disagreements,

0

. .

Page

59 't

60

61

62

64

65

.

66 \

68

IR

9

V"

r'

1

'Chapter 1

INTRODUCTION

nREED, J.O.

e,psychological study ofhuman:environments.has increasingly

bedicon deied an appropriate and, neoegsary endeavour. Henry Murray

, -

(1838) was one of the earliestepsychologiste to recognize the impact

ol,enviionme s on human behavior. Identifying the.4oncept of press- -. . "

.,

i i.e..the kind of effect an object or situation is exerting or could.

1 .

exert upon a4subject through a temporal gestalt of stimuli which 'usually A

f

.

appear in the guise of a threat of hat&

organism--which operates in conjunction

or pro:aide of,;benefit to the\ ,

with human needs . constructs

which standfor forces in die brain region whiCh organize perception;

apperception; intellection and action in such a way as tp transfotm in

'A1

a certain careCtion an existing, unsatisfying sitUation-:-he isolated.

I, .

, 0,twenty dimensions of environmental press. , .t.

As individuals have different personalities and diqerent needs,. .

, ...: .

so environments have particular "personalities" (Insel and Boos, 1974). :

_.

.

'which affect the behavior of human individuals inhabiting ihose eavi-.

torments, through the press which the environment exerts upon the indi-

vidual.-

A number of approathes have Len taken, in the studi'bf,Terticular, 0

environments, due to differing theoretical

orientations of their inVestigators..MoosI

structures and philo;ophical.

(1974b) has ideitified six

types of systems utilized inn the assessment of human environments.

4.-.

They are: (a) the Ecological Dime signs appr9ach, stressing either geo-f' .

, ,,)

_graphical,and meteorological Vert. lestorArchitecturAl'andihysical

design variables, as noted in Crilik's (197,0).review of research, and the

t

extensive loik of Sommer (1966, ]968, 1969); .(b) the Behavior Settings!'

ac.

.1

o\

9

A

\

A

be

0

.r REED, J.G.

'0

I

_approach, emphasizing the study of molar behavior 1n the ecological:eOn-

$' text ixwhich it occurs, typified by work ofBarker (1968) the Mid-

.

western Psychological Field Station;h(c) the'Dimensions of Oiganiza- .

tional Structure approach, concerned with'objectivet organizational/a

manageMent types of diMensions, as been in Astin's (1962) work; (d) the

Personal and Behavioral Characteristics of the.Milieu *habitants ap-

proach,

which led to the development of the Environmental Assessment .4

Technique (Astin and H011and, 1961), and the Inventory of College Activir

ties (Astin, 1968).; (e).41

the.Psychosocial Characteristics and Organiza-,

, Q . ic,\* .i% . 0

. tional Climate approach, which relies on the perceived behaviOtal and

. , c

structural observations of the milieu inhabitants, used in educational

\and industrial assessment by Stein 11970), bitace (1969 in the develop-

, t,

,

develop-

ment of the College and-University Enyironment Scale, the Institutional

Functioning Inventory (Peterson, et al., 1970),,and the SoCial Climate

Scales (Moos, 1974a); and (f) the Functional or Reinforceme t Analysis

of Environments, an outgrowth of social learning theory, used by;BandUra

(109) and Schoggen (1963).

.

--7,This researcher has been particularly interested in ti ap roach

taken by C. Robett Pace and associates in the development and revision

of the College andUniverdity avironment Scale (Pace,_109),and the

work of Rudolf H. Moos and his associates at the Social Ecology Labtira-:.

tory at Stanford University. Moos (1974a) reports the glevelopment of a

,

series of nine'differgnt scales which utilize a uniform approach to assess14

the following environments :% (a) psychiatric wards; (b) cOmmunity-orieted

psychiatric treatment programs; (c) correctional institutions; ( )

tart' basic training companies; (e) university student residen5, 4

p,

(f) secondary school classrooms; (g) group environments;. (h),wori.

. 10

0

REED, J.G. 3

environments; and (i) family environments..

4 Library Behavioral Research

Although a numbei of studies have been made invplving the whole or

part6 of college, and University environments, absent from those studies

are systematic evaluations bf college libraries. An extensive search

A

of literature available through Library Literature the Educational .

Resources Information Center's Resources n Education, and Current Index

to Journals in Education, and the Ps holo:ical Abstracts revealed.only

a few related publications of several types. -There have been-several

behavioral and quasi-behavioral studies of the.use of library caid' :,

catalogs,(Perrinef 1967; Tagliacozzo and Kochen, 1970; Lipetz, 1972;-

r-

1 1 and Seymour and Schofield, f973), A description ,of types of problems

i

. '1

;

encountered byKlibriry users, and communication gaps. between users and,r . ,

,- ,

`Patelibrarians are identified by sson (1973) and Swope and Katzer (072)., f i i ,

,, 0 ..

41 \ Ladendorf (1972) hai investigated the non =use of:libraries by potential..

V users. Naily ltirgilihiare the, subject of "user surveys" such as the one

. ,)......,. d

conducted at TowsOO7Stite Col ege's Cook Library in the.Spring,of 1974,

. 4

a copy of the ciestionnaire forM from which is attached asAppendix A,.

.

and Allen's (1971) studyoof use of commun

1

ty college libraries. In an,.

attempt to extend this area of research, this author engaged in a.Study

.. .

#1of information- seeking behavi6 of college students(Reed,:1974).,

. .. ..

Relevant environmental` research concerning libraries, however, con-.,

1 it4 .

sista of four studies, primarily within the "personal spice framework,.,,.

and dealing-alm ost exclusively with the "study space" aspects of a eól,.!. . . . .

.

.-.

I.

lege library (Committee,fOr New College, 1960; ommer, 66, 1968; and

()- Fishman and Walittl 042),.

, .

. . .. , ,,.

REED, J.G. 4

It was4ol ermined that an environme -61 assessment approach to t4.,.

., .

. .

study of :college library was an appropriate research area to Ke pdisued,

since4i ne has yet been accomplished. ThiS author proposed to follow the. ,

fo nd development of theliniversity.ReSidence Environment 'Scale

..,,,,..

Oerst and Moos 1972; Moos and Gerst, (1974) whiich'wonld also make it

compatible with the other Social Climate Scales (Moos, 1974a)

College' and University Environment Scale (P c,e, 1969).

The first step in the'' construction of a. scale involNies,the

A eand the

.

generation'of a hyp thetical framework of env

assessed. Relying h avily on the author's pre

onmental dimensions to be

ious professional. and non--

profession1I-experie e as a librarian, and trai ing in library science,

on pievibusiY cited research, and on materials o p.briry programs and

1

American Library Association, Library Administration

,

library pla

Division, 1965

,

Ellsworth, 19 8. 19a list of library characteris

\etcalf,.1965 Library Bnilaing.Insti

*identified After neult4tion With Ms.-,/

Director of the Coo ,Library, the4 4 H

consist of the areas represe

, .

examining Table'l, that while the procedure involved in t

anore

, 1965, )..967;*

4,dimenOons was

tto ier, Associate

was revised; and re-defined to

in Table I. It sh uld b from

is research

Fould follow procedural guidelines similar to thos o Mooi (19740,, the

. .

philosoptettal structure governing tie inductively,achieved'categorizar

Lion of the li rryeniiitonment dimOnLionsis

peas df severA

tain aspect

psychology: (a

hea ily on arhi,

ior etting\

I envirdrimetal. approaches: The.approach used Combines

tof the following sys ematid/trealments of environmental

gical Dimensions approach,)Oncentratin

. I t -

and ,physical design characteristics; (d) the

, examining a variety of specific Settings----"

the Ecol

ectural

Beha

4.

appro

. 7.

Table

4.***Library Environment Dimensions

,

REED, J.G.

R. i. The Physical Environment, consisting of the following areas

a. Architectural variables and physical design variables;'4'

b.' Equipment and furnishings;

c. Climate, e.g. heating, fenestration, lighting,. etc.;

d. Comfort anaDattraptiveneas.6 .

. .-

2: Ifiterpersolial gelitionshipincluding:.,-

a. Staff encoun ersl.

, $. - i

b. Other user encounters. -

Li1t

. ,

3. Info.

tion Supply, consisting of:i

a. Ilformation ria4ability;

b. ,Information arrangement and organization;

c. Information quality;a'

Arousal level of information environment,

,

4. Services of thellbrary, in ludi

a. Personnel services;

.

if

A

b. Spatial or mechanical services, e.g. .coding;

c. Other services.

5. S 'ystem flexibility, consisting of:

Aystei change to meet changing

,

.

student. needs;

Responsiveness to student suggestions;-

'c.. Inertia in the system.

4

I

I

,

REED, J.G.

k ,

within-a larger institution and the behavior whiCh occurs. in those

-

settings; JO the 'Personal and Behavioraf Charaqeristics of the Milieu

Inhabitantsapproach,interra;ofactivitiesengaged.iipon in the library

which resulted in certain of the, institution; and (d) the

I aa -,. -

..

Psy-chosocial Characteristics EindOrganizational Climate approach,.in.

,

terms of the structure and specific functioning of the institution

along such dimensions as personnel, and rdtulations.

The second step in. this procedure would be to develop a pool of

test items which wbulirbe based updnithe environmental' dimensions

41N .

posited. These items would be compiled into a questionnaire, admin-,

istred to" subjects, the ,data Orould be analyzed, and the test refined.

Two issues, hoWever, have been raisecr,a this point relative to

both the end product a!nd'the mtthodology emp oyed. First,, how is one

td know that the dimensions presented in Tab e 1 exhause the relevant

dimensions of the environment to be assessed; and how dO we know that

proper weight is being placed in each area assessed. Second, Baird

°(1974) has been critical of many currently available college and uni-

_

versity environment, measures,Jargely because many lack practical applir. ,

cability to reafsituations involving administrative, interpersonal, or

other decisions and needs of groups within.the academic comunity.

Nelthet of these questions can be*answered Adequately. The lack

of behavioral research concerning college

Of empirical validation of the dimensions

1

The writingepf Several consultants on college library design are

lib4ries leaves the question

a moot question at this point.

available--e.g. Metcalf '(1965),.and Ellsworth (1968, 1973). However,

the apprOach of these authors tends to stress the architectural nature

of design problems,. rather than the human or, ecological charicter

14

4

O

4.

REED, J.G.

N '

. of the institution, and, they are not particularly behavioristic in

their. approach. Added to. this, Baird's criticism of existing scales

.would stem to su gest that lid is questioning the very construct'vali4d-

. . .-,

ity of,these environmental measures in terms of whether they are really

assessing a total environment.

Critical Incident Technique: Background

Therefore, an alternative approach to the prObled has been taken.

The Critical Incident Technique (CIT) developed by John C. Flanagan and

"his associates at the American Institute for Research and the *University

orittsburgh will be used to identify dimensions of. the environeent

(Fitts and Jones; 194.7a, 1047t; Flanagan, 1947., 1949a, 1949b0 194/o,;

1949d, 1953, 1054a, 144b AC; Preston, 1948; Finkle, 1949; Gordon,

l949; Wagner, 1949; and American Institute for Research, 1951a, 1951b).\

The technique was initially standardized and employed for use in person=

nel selection and evaluation as t part of the U.S. Army Air Force's

w7

Aviation Peychology Program (glanagan, 1947; Miller, 1047; Preston, 1948).

In personnel work, dtta is collected from a large number of observers

concerning the experiences of the observers with, an individual in the4

target occupation where reports are made of persons in the target group

exhilliting either very, good or very poor examples of behavkm in certain

specific situations. These Critical Incidents of good or poor behavior

are'41aterrefinedand categorized,to pfoduce the relevant critical dimen-j,

sion's of a particular occupation or job, and may be expanded to employee

evaluation.' Flanagan (1954) in a review of early-use and development

of the Critical Incident Methodology notes the following uses of the

technique in personnel evaluation: U.S. Air Forceilitary combat

t

V

8

. , .

pilots; U.S. Army combat.leAdersv civilian airline pilots;(reseirch.

personnel,in the physical sciences; air traffic controWisindustrial

nstructors in general

es; and non-personnel

foremen; dentists; bookkeepers in sales companies;

psychology courses; sales clerks'in department stb

uses in the fudctional definition of emotional

s of pilot errors which indicate the need for t

instrumentation.

,

Since Flanagan's (1954) review and Methodolo cal outline, addition-

.

turity; and the anal-

e redesign of cockpit

al'uties of the CIT have been madermany in the Li Id ofteducation. Evalua-

tion has been attempted'of teachers and teaching

children (Rotberg, 3,967), elementary,reading.(M .re, 1974), elementary .'

.-

of mentally retarded

- school teacher and teacher -aide performance and interaction (Schaeberle,

1972), iecondaryovocational home economics .(Sum er;a972), and physical

education (Blank, 1958). Collegete'acting in g

social work students (McGuir

neral (Owen, 1967),

and junior college teaching (Kilpatrick, 1967), remedial English (Zucker,

1966), Gregg'Shorthand (Ashby: 1971), social g oui woik- with graduate

, and the development of an instruct-

onigsburg; 1954), Have beeriinor Check r estigaNd using the CIT;.44 , '.

ic. besides its use as a teaching device (Fleming, 1962; Steiner and Cochran,

1966). In studying educational administratiod, the CIT hai been used to

study stUdent personnel workers (Smith, 1954) student personnel deans.,

f. (Rodgers, 1963), public school supervisors ( ntin,1.974), public school."

db.

administration under conditions of uneasine seassociated with racial

integration (Waters, 1972),, elementary school principals CDickie, 197*

and school principals in general (Phillips, 1954; Robins, 1954; Bice,

195.5; Elliott; 1955; Tyson, 1955; Cooper, 195,6; 1963; acid Lee, 1974).

In other areas of education, the Methodology has been employed with

10

t..

REED, 9

teacher - pupil, relations (Peterson, 1963), classroom behavior of children

I

; (Flanagan, 1958), supervision of student,teachers and selectionof those.

t

.

\supervisors (Roth,4961; NichhAll 1971; and McElroy, 1972), selection

Of student teachers (Ferrero, 1971), curriculum and teachihg practices

(Hageman, 1973), and teacher efficiency as a result of effective teaching

of student teachers (Stewart, 1956). Also examined haVe been the motive.

titan ofteachers (Sellers, 1972), and professional growth stimulation of

junior college business instructors (Ferrar,,15621. Matthews (1973) has

examined the school psychologist, while Cassel and Thurner (1971) have

assessed school counselors. Several studies of the role of a foreign

student advisor on college campuses have been done4(Ansont 1968;. -

Miller, 1968; .and Williams, 1974). Miller (1962) has studied'helping.

'behaviors in university residence halls? and a theory :3f. educational i)ro,-

410 fessibnalsim has been developed'(Leles, 1968).

Industrial use of the Critical Incident Technique has involved the..4-,

assessment of factors in industrial accidents (Tarrants, 1963Y, factoryp. \

'. 1 114 .

foremen (Kay, 1959), training of fOremen (Line, 1971), and'industrial.

buyers (Cook, 1974).

In other areas Page (1973) has worked withAe ffective oral.commun-.. -

ication of state trial judges, whilA social case Work inreormance (Takagi,.

1958) and social group work intervention techniques (Motien, 1966) have.

,been_investigaied. The CIT has alsp.heen used in assessing the require-

. , ' .

f

=11

ants of the following positions: agricultural extension agents (Kohl,

: ' :968), Lutheran Ministers (Kolalik, 1954),, training of sales personnel

.. .

for department stores (Folley, 1969), a/nd\,t behavior of conference

.. .

participant (cropper, 1456). vpiolos. and,

W ck (1967)havI

ei4

nvest igated

the'probl4s associated With unilateral'heering loss; while definitions

1

1 . I

J.G. 10

. : .

41`of emotional handicap (Feierstein, 1960, emotional immaturity (Eilbert,

1953, 1957), and mental illess,(Flanagan'and SChmia, 1959);, and chaeac -st'

.

teristics of behavioral aggression in the mentally. retarded (Domino,'

. ,

1967)' have been elicited. .

In the develdpment of theAmerical Psychological Association's'

Code of Ethics for Psychologistse theCIT was the primary iethodology

employed (American. Psychological Association, Cdmmittet on Ethical

Standards for Psychology, 1949, 1950, 1951a, 1951b, 1951c, 1951d;

AMerican Psychological Association: 1952, 195J; and Hobbs, 1948).

A recent bibliography of the Critical Incident Technique (Fivers, 19W3),

notes many addition4applications of t4e-methodology and several

bundrd additional citations covering research through the late 1960's.,-

Critical Incident_Methodology

-, .

Flanagan (1954) defined the Critical'Oiident Technique:as:

...a set of 'prodedures,for'collectintrect:"observatiogs of

human behavior.

usekulness

psychological

is such a way as to fegittitate their gotential-

volvingintactical groblerms and developing' broad,

Principled. ...(it) outlines procedures fof-.. r .

, collect ing observed incidents having special significanCe. o . . . .v _

and meeting systematicallY'defined criteria. (p. 327)

-

..:only simple typeh of judgemelits arerequit4

ed.of,,

. 1/ -5

.

only qualified oblerN/ers are included

are evaluated by the observe in terms

reports from

obseiVitiona" 1.. .

of.;an agreed .-

; 4 ,

upon statement ofthe purpose of the actri4. .(p. 335)

,

,

'tiqd obserVirt ,

and all

1

. . _.... - * -. . , ,( . ',..

. , ,..

. (and) ...rather than_obllecting *pinions, hunches, andestitmees ".,,,?.".:.:

. Pr

N'.

. ,

(it) obtains a record of specific behairiprs from'those in the best

t.

1.1=lime

,

.

4 /

,positiod to make the necessary, observations and evaluations. (p. 355)

Employed in the procedure outlined by Flanagan and. used by others

. ;

are a series Offive-steps.

- 1.4'

General, Aims. This- should be a brief, general statement of

the primaty purpose of the activity, "which expresses'in simple terms

those objectives to which most people would agree" (p..

Z .

2. Plans for Observations. This it the planning stage of the

prOceduie, where decisions. are made on parameters, criteria, swaging,

etc...

Data Collection. Observations are obtained from subjects.

is

through the use of interviews, questionnaiies, record forms, gioup

interviews, or another medium which the experimenter deems valid.

4. Data Analysis. Thereports are evaluated, categories are

formed on'the basis of the observations, and generalized behavidrs. -

are extracted from the categories.

5. , Data Interpretation. 'The results are reported, discusse

jindthe significance and relevance of same'ibnoted.

Bu 5.(1956, 1957) has suggested several modifications to the

.

.

procedure which enhance its applicability, and usefulness, particularly',

:\ ,

in areas one, two and four of the procedure. However, he alsd. noted

n:the limitations of the methodology, particularly in its lack'of

.evaluative potential.,r

/11 the present study the CIT will be modified for use in an environ -

mental framework. _ It

methodology other tha

the techniqpe to sugg

r

is one of the few environmental applications of the

thelFitts and Jones (1947a, 1947b) utilization Of

st modification of airplane cockpit instrumentation.

I

11.

a

(

Operational Definitions

EED,

A.

Certain terms which will be later employed within the Critical.

Incident.Methodolograre defined asfollOWs:

Critical Incident (CI). An incid-eft-ls any observable.

characteristic of the library environment which can bedescribed and 7,z

reported by the obAerver. To be critical, that incklent --xn some

way affect the behavior and/pr perceptions of the observet in a fashion

which either enhances or disrupts use of the library. The CI consists

of the'aspects of the report which dedcribe the actuaIdharacte.ridtict

of the situation.4

Critical Factor (CF).' This is any single element of the CI which

forms a simple, unique unit of thp'environment--e.i. it! is a stimulus,

06 presence of which partially or whollY'definad the CI. may be

more than one CF predent in any particular incident, as there may-tie

more than one stimulus operant -in phe environment.

-. -

Critical Requirement (M). An'aspect of`the library's environmeti. ,- _

-.

71i h affects the success of the library in.

the quality or presence of w

performing'its.foractions.

I A.

purpose .

.-.

-Tlie purpose of the present study is to identify, behaviorally,

throUgh the use of the Criticaf Incident Technique, those Dimensions,.

Areas and Classed7,pf CF's which determine the CR's Of,ihe Albert S.

Cook Library's environment, upon which basis a,College Library Rnviron-

ment Questionnaire wirl

the,use of the Critical

assessment.

be suggested. A secondary purpose iS td test _

A

Incident Technique'in the area of environmental

teV;

I

ea

'Hypothesis

4

;/-kEED, J.G. i3

.

. .

'It.is suggested that environmental dimensions identified in this

-study-williroughlylapproximate:those suggested in Table 1.',

0

.1

n

S

0 S

a

21'

r 0

I

4

If

..

O

IInstruments

Chapter 2

METHOD

Each subject received a cover letter explaining the project and

requesting assistance. A,copy of the letter is attached in Appendix B.

'Each subject received two questionriaire forms, one for the report

of a NEGATIVE criiical'incident, and one for-the report of a POSITIVE

critical incident, copies of which have been attached in Appendix°B.

The two Questionnaires, which are very similar, were presented on two

different colors of paper --POSITIVE on gray paper, NEGATIVE on bdff

paper--to allow for easy istinotion between the forms, and to attract

attention to the two diffe ent forms. Order effects were Controlled

4 ...4.1)

by counterbalancing the presentation order of the POSITIVE and NEGATIVE,

forms.

14

"A DATA FORM to gather demographic information on each respondent

(a)frequency of library use, (b) colleie°class, (c) residence statu, ":. .

(d) transfer status, (e) sex, (f) age, and (8) major departmentwas,

attached as the fourth page in each qUestionnaire set. See Appendix B.

for a.c:Ily of the DATA FORM.

4 P ,

The Post-Questionnaire Inquiry, which has been attached as Appendix

C, was given to each eubjeci in the pilot study following preliminary.

versions of the two previously cited questionnaires, in order to gather

feedtiack from the suhjects on the.intruments themselves, their u nder-

,

standability and their format.

A cover letter in Appendix C attached to the front of each pilot .

1'

survey booklet, explaining the pr ject.

ti

ti

RERD, J.G. 15

All mailed questionnaires were accompanied by self-addressed

reply envelopes, to facii.tafe the return of the Oestionnaire0--, ,;7 1

one for campus residents, using the campus mail; the other a postage

giid business reply enirelope, for use through the United'States ,

Mail --a copy of each of which is included ill Appendix D.

Pilot Studys

A pilot study was runt.using as subjects, 26 students,at Towson. I 1

State C011ege. They were randomly selected as they entered the '

foyer of the,Cook Library on Thiirsday,April 170 1975.

Responses were received from 15 of the subjects--3 freshmen,te

3 sophomores, 6 juniors,band 3 seniors, of which 8 were females,

and 7 were rosier: Respondents represented majors in the following

.academic areas: Art, Biology, .Business, Educatidn,0,

Nursing, and Psychology. Ten respondents indicated that they use the

library on the average of at least once a week.

On the basis of the.results of the pilot study (the /nStrumentS,

\,were'modified to the final form as presented in Appendices, a

form which in many ways is comparable to that used by Smit'(1951)..

Subi ectse. a

Subjects for ,the study were full7time, undergraduate, day Students

at Towson State College, A randdm sample of 394 resident students

(students who lived on campus and who had campus mail boxed).and 409

1

. 3

commuter students (students who lived off campus) were selected (by hand)-.

ter.sdiection.) \The

1

o samples were separa

.

for a total of 803' subjects. (Achanistrative difficulties prevented

,

tely drawn, and while.

. 2J i t

94.

REED, JG. '16

1

.thAy were roughly equal in size, the resdAt sample represented about

33% of the total available subject pool, whereas the commuter sample

represehtedtonly about 6.5% of that available subject pool.

1

Procedures for the Survey

One instrument, as described above, was mailed to each subject,

through the appropriate vehicle-- compus mail fOr resident students,t*,

and U.S. Mail for commuter students. Each. return envelope was coded

with a unique two letter code to 'make,a follow-up reminder possible.

A iemindirwa;cnot utilized because: (A) 20% response was received

within three weeks; (b) the anticipated return did not justify added

costs; nd (0) many students' addresses Were no longer iilahle due

/c A

to end of semester moving (a result of unavoidable time delays).

batallanipulation and Classification 1 .

----

.Responses to the survey were first examined to insure that

(a) eacheport involved.a CI, and.(b) each report contained the. ,

,; description of an event.

. Data was extracted from each questiOnnaire and recorded on index

cards, with one CF report per card, demographic information, the

type of response--Positive or Negative CI--and the unique reference. .

code for each subject.

Cards were then sorteMductively in o the following hierarchicalo

groups:

1. Ca e °ries. The most, general level of grouping, it repre-. 1

seated the i itial stage of

f

classification. It this point, All identical

or highly sim lar CF'solee grouped togetheit.,.,

!.-

. olL

It. 7

REED, J.G. - .17

4 4

2. Classes. The second level of grouping, it consistedi

of closely related/citegories of CF's..

3.. Areas. Remesenting particular aspects of the library

'environment, this level of grouping related associated classes,

which were subsumed under the heading.

4. Dimensions. The fourth and highest ievel of grouping,

this ldvel pulled together all areas which are functionally,,or

behaviorally, or conceptually related aspects of .the

environment, and separated into parallel groupings those areas

which were unFelated. An attempt was made to define dimensions

and areas as mutually exclusive entities.

.Frame of Reference. An. important aspect of Flanagan's (1954)

procedure, the frame of reference in this instance was that of the

library as an environment for use by people; and of an analysis of

the similaritiei and di ferences in, and between, stimuli -- represented

events, or incidents--whiCh exert a preeS on theindividual1.to

.

the extent that the situation was reported aS a 'In all cases

, l.

incidents and factors'weie treated and grouped from the

of a user,' satisfied or dissatisfied with the library. .

nine of view

'General Behaviors. The following sugges ed guidelines (Flanagan,

1954) were obierved during the process of grot ping data: (a) groups

and their titles should be logical, clear cut, discernible, and easily

remembered 1 (b) titles of.groups should conye apparent, meanings;

groups' should be homogeneous; (d) titles a d headings should be

stent and equivalent; (e) categories and classes shouldbe

r.

f

I

6.7

,1REED, J.G.

easily applied and maximally useful; and (f) the total grouping

Should be comprehensive and exhaustive.

Data Analyses, - .. Comparisons were mane between the responses of commuters and

. residents, and between positive and negative critical incide es,

18

1 4/ ,

,,

by Dimension and Area, in proportions and Chi Square values.

..,

. .

Comparisons of CF's were also made between class:inc011e§e

groups, by the gender of the respondent, by frequency of, use of the

1 ,

library by the respondent, by entrance status of theotudent, and

by academic area of the major. Alpha Was set equal'to .01.

Testing

'1,

I

. A random sample of 63 of.the CF's (15% of the total), stratified.. .

.

bytype of 'response, negative or positive,(15% of each type), were

I I

fubmitted to eaur independent judges for grouping. Two Were librarians:4 .

and two were psychologists. Each was requested to group the CF s

using the-criteria outlined above. 'the its iietions

raters are:attached in AppendixE.. tSch rater received a co

o the

lete

questionnaire instrument identical to those.given to subjects, for

thbir iaormation:. Each rater received, a copy:of the "General

.DA \

ClassifiCation,Scheme of EnvirOnmental Dimension's for College Library

Entdronmental Astessment," co tained in Appendix E. And? each

ple of, Critical Factor Reports," whichreceived,a list, "Random Sa

contained the 63 sample C a.copy of which is attached as part of

- Appendix

I-

4

REED, J.0.19

.r?

,The results of the rating of.the 63 sample CF's by each of the

raters were compared with the ratings assigned by the Investigator,

using proportions for overall agreement, and agreement with each

individual rater, and the Cochran Test as an inferential measure of

disagreemeht Hays; 190): Alpha was1

' 1

set equal to .05..

. 1

/ 4

A

A

I

12.

(7`

' Chapter 3

RESULTS

1 -14g,

REED, J.G I(

Library Critical Incident Questionnaires were mailed to a random

sample of 803 Towson State College students to gather information concerning

beneficial and detrimental aspects of the Albert S. Cook Library. This

behAioral inforiation was inductively organized in a classification

arrangement of dimensions and subsidiary'groupings, which may be seen

as critical requirements, relevant to the environmental assessment of

a college library.

Questionnaire Responses ,

' Of the 803 instruments mailed, 30

investigator as .undeliverableLin most c

had.moved and left-no forwyding addres

s were returfied to the

ses because.the individual

--for an adjusted total of

.;.;70 instruments, mailed Successfaly.* itesponses were received from

-:4 t ,,v,h, ,,,,

'a total of 177 subjects- -22.9% ofth sample. Seven of the responses1

. ..

.

were dnuaable because they containa no.informatiod, or so little14

A

7

information

inclusion

at they did"not te9t th criteria established for the.4

data--tworwere cOmpleteliblank, while thtee others contained

. ..,

. ., .

. . .

notes; from th Aubjectsifidicating that they had not used the library. inasuch long\ time that they were unabl to provide any information. The '

. .

c

total umb r of responses was thus reducedto. 170, ../

Of the total 177 returns, 89ftWere from resident students (a 21.8%

.

..

ate), and 88 were from _girl* studentsreturn

2 El

4 1

IS r4 :

(a 22.1% return rate),

iy

REED, J.G. 21

out of a total of 374 successfully mailed to residents and 399

successfully mailed to commuters.

Demographic Characteristics of the Respondents

O the respondents 119 (70.8.) were females, au 49 <29.2%) were

males,' while two did not report their sex. These results represent a

slightly higher pro ortion of fexhales than exist in the total Towson

State College stude t populatiOn from wlich the sample was drawn.1

1A further breakdown of resPonaLts by r sidency status, reported in'f

I

Table 2, indicates higher proportion f males responding in the1

commuter sample th q in the resident s1

1

female responses.1

. I

The Class in College pf respondents may be seen in Table 3, fot-...c,

I

t'4 170subjects whose res onses were usable. A greater number.of .

ple, 'in comparison with '

seniors responded than, any

available student population

when comparing responseS fr

-received lower ditrision

ther'class,

1And,

residents

reshman,

responses received from upper division

their cbmomlisoh

The maj r yc3

wson State College studentsWho responded entexed.

1

groups.,

again a discrepancy from the

conflicting trends may be rued

and commuters, with more responses

sophomore) residents, and morer 4 r

4Junior, Isenior) commuters, than

\Athe institution s Freshmen, as may be seen in Table 4. t may alsoihe

noted that there were'a higher irlortion tranfer stu ents among t\le

i r

commuter respolid nis than among & residt respondents.t ,

1

6t

L.

, I

.

%1. OffiCe of Academic Systems Re ea1

4, ToWsoti 'State College, 1974

1

Statist calFact 1Lok, was used as

1

of

.r .

$

A*-n Official source for comparison.

\'

111

\'

4

V

ee

Table 2

Gender of the Respondents

E145RE '.G. 22

Status

Female

Sex

MaleSub- totals

Resident 65 (38.7%) 23 (13.7%) 88 (52.4%)

Commuter 54 (32.1%). 26 t(15.5%) 80 (47.6%)

Sub-totals 119 (70.8%) 49 (29.2%) N = 16'8

tl

;

I

f6.

0

r

4A

4

30

A

e

+--

Table 3.

Class in College of the Respondentd

REED, J.G.'23

StatusFreshman:

Class.

.SoOhomore juniOr Serif*

Residents 28 (16.5%) 24 (14.1%) 2J, ( 2.4%) 16 (9.14%)

Commuters 11 (6.5%) 13 (7.6%) 23 3.5%) 34 (20:

Sub-totals 39 (22.9p 37 (21.8%) 44 ( 5.9%) 50 (29. %

Sub-totals

89 1(52.4%)

81, (47.6%)

N:.= 170

1

4.

Sa

,

A.

A

.

O

44

1

e

C'

A

Table 4

Towson State Entry Status of the Respondents

.ResidencyFteshman.

Entrance as;

Transfer

Residents

'Commuters]

. 74 04.0%)

4,2 (25.9%)

Sub-totals 116 (69.0%)

C

wy ,

*

.

a

15 (8.9%

3 (22.0%

52 (31.0.)

0

lw

Sub-totals

I

40,

tl

4*The distributidn of respondents by Ate group

Of the i6 persons reporting their age, the maiori

years of ge or younger at the time of the'su

tendency may be noted in the sample, wherf

y-

'\ REED,J.G. 25

seen inTable 5.

(74.1%7 were 21

Again, a conflicting

more older students appear

in the'tommuter group than in the resident group,.and far fewer commuters

who responded were/lesi,than 20 years of age than in the resident' group.

The Academic Area of study of the respondents; with specific. frequen-

cies by discipline, may be seen in Table 6. The largest number of respon-7

dents were in the Social Sciences (52 subjects for29.7t of

and the fewest respondents were In the Sciences.

Ireported a doubl major, in which each was counted,

the tota;),

In'a-few cases,eub

.175 reports ofi a ademic major, in spite of

report their maj The discipline with t

1. .

dents was Busines Administration,followe. .

.

Psychology, Mass Communications and Speech,

accounting for t

ects

t

everel,studots failure toIt 40.: 4", '..".

e largest number of respon

by Elementary Education,

and rt. More residents"I

than_commuters,speeified a major, in the Fine Arts or the Sciences, while

more commuters than reSidents reported a major in the Humanitiet or

Education.. ,...

',-

. ..

When -asked aboUt.the.frequency_tif their .use of, the college_library,

r.', ---,-.--168 students responded,selecting among: (a) once a month at less;

t.

,:.

(b) twci7Or hree'ti s a month; .(c)..once.ja week;, or (d) several times.4.

a week, 'Reppoppes.td this question marlhe, seen in'Table 7. Fifty-0 '-

. ,

-.,

eight percent of the,re pondents cite categories (7

been intended by the investigator to indicate'infrequr

,o

or (b)-- which had-

nt library use..1

0

ry

o

Table 5i.

Age of the,RespOndents.

REED,J.G. 26

Residency.

Age Group

.19 20 -21 22-23 .24 -29.

.Sub-totals

,.:

Residents,

dommthers

41z

37 10 L 0

,

(24.7%) (22.2i) (6.0%) (0.6%)

15 30 12 9 11

(9.0 (18.0%) ,(7.2%) (5..4%) (6.6%)

89

(53.6%)

77

(46.4%) .

Sub - totals 56 67 22 10 lL

(33.77.) (46.4%) (13.3%) (6.0%) (66%)N = 166

k.

,

.

).

'

I° 14!

I.

i

.

(Frequency and Perdent by Resident and Commuter). ,

Table 6

AcademicArea of the Respondents

REEDP.G.. 27o 4

FINE ARTS

Art Music Theatre

Resident 9

C-ommuter 1 '4 2

Sub-totals 10 5

Sub- totals

13 (14.3%)

4 (4.8%)e

17 (9.7% 'overall)

EDUCATION.

Early Childhood Elementary

Redident. 3 6

CoMmuter . 11

.pub-totals 9 17

Other _Sub-totals

12 (13.2%)

21 (25.0%)

3

'4

7 33 (18.8% overall)

HUMANIT ES

'English General Ilistcit ,Speech, .Modrn.II

Studies ,Mas.Cortik Lang.

Resident

Commuter-.

Sufi -tot

3 1 2 3 0-

2 0.., ___T____.3=--- 8 2

1 .' ll' 2

Philo. Sub-totals.

1 10 (11.0%)

1 X6 (i9:0%)

2 76 (14.87.

overall)

Table 6.crtinued

28

V

SOCIAL S IENCES

1

Busin.

Admin.

Geogr. Intl. Pol.Sci. Psych.

Stud.,

Soc.Sci. Law Enf.

Resident 14 2 .1 2,'

Commuter 8. 0 1 4

Sub-totals 22 2 2 6 i

thro.

5 3

9 3

14. 6

Sub-totals

27 (29.7%)

25 (29.7/)

52 (29.7%

overall),

SCIE*ES -r-

Biology Chemistry.P. to

filthematics

o f

Resident 2 6..

Commuter 1 0 2:

Sub - totals 3 1- 8

Natural

ScienCes

Sub-totals

1 10 , (11.0%)

3 (3.6%)

13 (7.4Z'overall).,

PHYSICAL EDUCATION AND HEALTH SCIENCES

Health Medic.:

Techn.

Nursing

Resident 5 1 '3

Commuter 4 5

Sub- tals 9 . 8

of

I'

Occup. Physic. Speech

Ther. ,Educa. Pathol.

Sub-totals

1 7 2

,Total riesponses: Residents =91

.CommuXers = 84

N '= 175

19 (20.9 %)

15 (17.8%).

34'(19.4%

'° overall)

44'

..

Si'Table 7

REED,J.G.- \29

of

Frequencyof Upe of the College Library by Respondents

(by.frequency and percentage)

Category of Use Frequency

ti

once a

month.,

.,or less

Resident

Commuter

Sub-totals

c.

2 or 3

times

a month

about se eral

once ti es

a week a w ek

010,-

26' 25 19

'(29.0%) (28.0%) (21.0%) (2r.0%)

21 25 9 24

(21.0%) (32.0%) (11.0%) (36.02

47 50 Y 28 43

(28.00. (30.0 (17.0 %) (26.0%).

4

a

It)

9)

.44

Sub-totals

I

-ti

Classification of Critical Factors (CF's)

REED, J.G. 30 .

, . I.

A tlkal of 427 CF's were,identified rd extracted from the CI reports.

The number of CF's contained in each CI varied from one co several, depending

upon the complexity of the situation, the number of activities reported, etc:

SIP

1

Some subjects reported more than one negative and one poditive CI, resulting

in six C F's for one sdbject.

The CF's were grouped following the guidelines for classification

preViously cited, resulting in four major Dimensions, with subsidiary,Areas,

;Classes and Categories pr each. ;The Dimensions and Areas formed were:

.

J\

I. Staff 4f the. Library..

A, A tions taken.by perkmnel.

111M1Mobs

I

\ .I. .

B: es exhibited by per nnel interacting with user 's. c

. \II. Mate ials In -Libra . \' .

. /. ,

A. i,Availabilii

of Library Materials.

- .

'4. Location Sys ms used in drganizing Materials, and4 0

,Information Sou ces used in Location of Information..

C. Quality of Materia s in the Collection. .

III. Services provided by the ,L rary.

A. Hours of Library Service.

B. Borrowing of Library Materials.

C. Access to Information.

IV. Physical EnVironment of the Library.

4 _A. EquipmenIsiin the Library,

,

B. Physical Design of the Fac

C. Interactions with other UE

.D. Location of the 'Library o

Classific ion of CF'IS into this aFrangement

36

ilities.

ers.,,

Campus.

ay be teen in Table

V

A

FiED,J.G. 31

Table 8

General Classification of.\Critical Factor Reports

(with frequency of response for each Category)

. ..

I. ,STAFF OF THE iliBRARY (includ ng all staff).

A. Actions taken by Staff Members.

1. Explanation or Demonstration of Materials, Services, or Procedures.

Positive (clear, precise, helpful) Frequency

a. Riference/Informaiion Dept. 10

b. Periodicals Dept. 2

e.

Negative (unclear, confusing, utthelpfu

,k a. Reference/Information De t.

; Edqcational/Curriculum Materials Dept,. 2 .

11)

Multi-/Micro-Media Dept. 7

1

. , 4,',

2. Informatiowor Directions,Regarding Werial Location Gli.ren.

Pas til (clear, correct, precise, helpful) .

- -N

10

a. Reference/Information Dept,' ',19

b. Periodical Dept. j 6'.,

d. Educational/Currictilum.Materials Dept, 5

e. Multi- /Micro -Media Dept. 0 11 1

S

h. Staff-la-I-general

Neeative\(uhclear., ilicorrett, nhel fui)

a. leference/Information Vept,N*

b. Perroda4a1 De;C,

\e. Multi-/Micro-MediOep 1

\,0

1

6

1

1

p

J

\

3. Inte pratation'or Modification of Library Rules or Procedures.

Po itive\(helptul favourable, beneficial td student user)\

Circulatio Dept. w 3.

REED,J.G.:, 32

Table 8 continued

f. Faculty Reserve Room 44

1

4.` Availability of Staff Whenrieeded.

o

Negative (generally absent)

h. Staff-in-general

5. Actions Taken when asked fo assistance.

Negative (no action, as istnce refused)

c. Ciro ation 2*

is

.. Attitudes Exhibited by, Staff in interactions with users.

1. Civility..

)

.

..,

Positive (courteous, respectful, pleasant, cheerful)

c. Circulation Dept.

e. Multi-/Micro-Media Dept,

, ,, te,

a. Reference/Information Dept.' 1

1

1

'\.f. Faculty Reserve Room 3, 3,

,

g. Lo by (foyer door checkers) 2,,--

Negative (di courteous,'disrespectfulYrude, sarcastic, instating,

rt

.

..,,. o oxious, offensive, or nasty)

a. eferehce/Information Dept.to

40

4

r

k

Table 8 continad'

I.B.1. b. Periodical De.t.

' Circulation Dept.

e. Multi- /Micro/Media Dept.

f. Faculty Reserve Room

REED,J.G. 33

2. Willingness to assist users.

Positive (open, enthusiastic,'hlpfu< concerned)

a. Reference/Information Dept.

b. Periodical Dept.

c.

d.

é.

f.

h.

. , .

Negative (Lazy, uninterested, preoccupied, too busy, indifferent)

a, Referepce/IfiformatiOp Dept. 3

. Circulation Dept. 2

Circulation Dept. 1

Educational/Curriculum. Mavrialt Dept. 3

.

Multi-/Micro-Media Dept.- 6

Facility AeServe.Room 1

Staff-in-general: 6

d. Educational/Curriculum terials Dept.

f. Faculty Reserve Room

h. Staff-in-general;

. Patienceof StaffIHembers in meets g user's needs, and flexibility.:, ',

Positive (patient, .flexible)

a. Reference /Information D

b. riodicals Dept.

bit f. Faculty R ve'Room

pt.

4

,

4 .

4-14

4.

Table 8 continuedP

e. t -/Micro-Media Dept.

.4. ifficienc in, handling user requests.

Positive (efficient, effective)

e. Multi-/Micro-Med Dept.

Negative (inefficient, slow)

d. Educationa1/CurriCul Material.

f. Faculty Reserve Room

5. Condescension in relation to user's equest.

R ED,J.G. 34

1

1

1

Negative (wa ting staff time; wlish, user is.stupid)

a. Re erence/InformationfDept.

II. MATERIALS IN THE LIBRARY.

A. Availability of Library Materials.

Materials Owned by the Library.

Positive - (available, used and usgful)

.

'a, :Books

b. Periodicals

c:

records,'films, micro drms, filmstrips)

7

5

.

Micro-/Multi-Media Materials (audio tapes, video tapes,. .

8. ,

d. Rer>sKe Readings 3

; . - \

e. Educatio aliCurrieulum Materials. (lesson -pla s., pictures,

books, etc \)

Reference Beks/Indexes-,

h. Materials -in- general (or s f c information) 3

.

12

4b

1

Table 8 continued'

..

Nekative (missink, stdlen, not on shelf)

a. Books

b. Periodicals

c. Micro-/Multi-Media.Materials

,

d. Reserve Readings '3

EducatiOnal/Curr Caitlin Materials 1

Reference Boo /Indexes I 1

h. Materials-in-general (or\specific info tion): 1?

MI6

. Not ow* by' the library.-

Wegative%(never purchased, incomplete sets)

4f.

a. Bonks

b..Periodicals

.g: ReferenceBooks/Indexes.

' .3 .1Materials'owned bat unavailable.

.Nuative,(dt the bindery, in processing)

'4.

11. Periodicals

d.

.

,4.

,'

Reserve Readings

Materials in damagediondition.t

Negative (mutilated, defaced, pagesA

a.: Books'---:

b. Periodicals

missing)

c." Micro-/Mu i-Media Materials

'',

4

1.

/ Table 8 continued

e. Education'ql/Curr. ulum teriala<

Arrangement of Materials,

\REEPpieGe 36

Negative (disorganized,/out of order, s attered) 1

NO. Periodicals /

I

e. EdUcationallCurriculum Materials

Reference Books/Indexes

\ .

*

\ \6. Owned by-the librar but being used by others. /

i

Negative (not enough opies available of high demand materials), ....

d. 'Reseiwe Readings 1

, 1

. .\,..'

\

B.t Location Systems used in Organizing Materials, and Information

Sources used in Location of-information.

*.

1. Logic and UnderS6ndability of-the

Positive

systems 11i.labre.

understandable, logical, negotiable)

I

7a. C rd Catalog

Negative (con using, complex, unintelligible, incomprehensible)

. .

a. Card atalog 3 .

b. Classi cation/Numbering System for bopkS 3

,d./ Floorplan and distribution of,mateAls

e. 'Music Card Catalog

h. library-inl-general

i. -Inter-library Loan system

a

44

\

' 1

4

,

\

,4

II.B-

Table 8* continue

2. Abi ty of thefuser to use the syst,j

(wad able to find specifiPositive

1, /

-b.

4,

REEU,J.G. 31

4 !t.

to 'acquire information:

information needed?

Classification/ Numbering SystemI

c.. Indexes,to.

Peri cals and other materials'

'I .

Negative (unsuccessful at n otiating system),

tI

. t-''.. I

A. Card Catalog..,

-

b. Classification/Number $_System 1

.

c. Indexes- to Periodicals aa other.MiterialS ! 3

\. \.

.

3. Availability of information aboUt the Itbrary'S sSrstems,,

.' .

the, ability of users to learn about he sys,

ressionf system:'-,,

\ , \\ -,

. -

Negative '(system is formidable, i4osilig, frigkening, fear.Y. A. 4

inducing; difficult to undetstand)5,"

.a.: Caid-Catalog

'c. Indexesto PeriodicaIs'and otber materials ,14

\-N-

.14'toximity of Information Sources and related materials.,

\Ne ative (locate& 6ar apart)

. Indexes to Periodicals and other materials

a gssibiiitits.for 1,6wsing irougir.the collection,

v .

siiv (able to and enjoy browsing)

h. ,Library-in-general

Negative (very difficult becauge of library organization)

b. Classification/Numbering Sy em fOr books 2

1

'

Table 8 continued'

C. iiality of Materials in the Collection.

YI1/4

.. Curr ncy of materials.

\

Negative (o -of4date):

1a. Books

12. Selection and variety of materials. \

e

t

'

ositive (wide variety available). .

1 \ c. Materials -in- general

Negative.(poor seleCtiOn, few materials in.certafn area

a. Books (Black studies, psychology, recreation,

-4

REED,J.G. 38

Vii,

b.

d.

nursing, crafts)

Periodicals (psychologyo,..

nursing) .

-,A4Materials' in spedific areas%(informat on) S"

1

2

Availability of Key Sources.

Negative (MiasingOr not available)

a.\\Books (key primary sources)

riOdicals

3.

III. SERVICE PROVIDED'BY THE.

spedific s ces tovered

function of

availability.

Cher direct

LTBRARYJ (ExclUsive of

in 1. and II.cabove, as a

'staff assistance, or material

\`

. Table 8'contiAued

III. A. Hours of LibrariServide.

.

I

1. Avai abili y of the library.

_ .

i

Negative (;31b open when needed)

REED,J.G.

a. Mos d tootarly on weekday evenings

b. ,Closed n Friday evenin

Closed whin needed, on w ekends (hours too short

moClosed prio to sch duled closing time

-e. Opened too lat. on Oeekday

emorning

39

3

2:7

B. .Borrowing of Lprary Materials (rules,.procedures),

1. Loan Period. .

0

Negative (too short)

b. Faculty. Reserve Mate rials

2. Fines for overdue materials.

Positive (cancelled by, librarian)

a. Circulation Department.

Negative (too costly, nuisance)..

a. Circulating bpoks

if

110 culty reserve,

3. ptness a service;

\\4.

Aft

Live (hadto wait to check Ptit materials)

I

.;

O.

1

0 /4

S

4

4

i".

h able continued,

III. .3. a: Circulation 1)ept. (took 10 minutes

. A .

ib....1Faculty'ReServe Room '(longque)4 2' ,.:.

A. Identification ReQulred of Borrowersl.

.

, Negative (T.S.0 I.D. is only'adcepfable form, unable o borrow)

va.ircation Dept.

b. .1 acu ty Resery Room 1

J11 ,

Records kept on borrOwed mmateriols. .

1Negative (missing or in Frect)

a. Circulation t:

A

,

6. , Placement of lold Req ests for Materials in'circulation..

Positive (done and noti ed promptly)

a. Circulation Dept.

'Renewal of needed materials.

Positive (librarian relieved needed\,book

a. Circulation Dept.0

Negative (librarian refused'to renew Wpok)

8. 4rIllegal removal of materials froth the libra'ty.

. .a.ip-

eCirculation Dept.,

I'

. Positive.(took a book without checking it out. 0 ,

Circulating library, book,

a

r a,

.

sdh=a 0.11

4,

/ Table ..8t_inued

REED,J,G. 1

iii. C. Access to InfLrmation and Services not available in 'the

Library. 4

l.' 'Material 'needed\or research.

Negative (services not available)

4. Computer search services for bibl ogrgric information

'

\ 4

0

41

9

b. Lists of resources and.s e ial servic= available

in nearby libraries

C.' Specific information packages

Data Bank)

(e.g. N.Y.Ti 4`

1

1

Procedures fOr the use of external, services. '.

Negative (procedUteb disorganized; confising).

. /. ,

Internibtaky Loan materials never received 1

co'

IV: PHYSICAL ENVIRONMENT OF THE'LIBRABY.

\\A. Equipment in the Li rary.

\

r

1._ EqUipment is essential.

Positive (available) ..s.

1,.$. Copying Machines (xer 2

b. Typewriters 1

c. Multi-/Micro-Media Equip ent (tapeecorditt§,film.

facilitieS, record playerstelevlsions, micro-form

equipment)

4914

IV:A:1. d.,

2.. COnct

1'

.)\ REED,J.G.

4.

I

/ ; I

- ,

. Table 8 continued\ .

/

/Dollar change machine in bsement .., ill

!

\

1

tion of the equipment.

Negative (out of order)

a. COpying machines

b. Typewriters

:

3. Useability and underst ndability of equipment.

Positive (procedures simp e, easy to learn\

c. Multi-/Micro-Media'Equipment (recQders,

microfilm & microfiche machin

Negative .(tenable to operate, prOcedur confusing)

d. Multi-/Micro-Medr4quipme t (recdrders,

microform machines)

6

1

4

4. Use equipment in-leisure time and while/st dying.

Positive (enjoy using for pleasure)

c. Multi-Media Equipment (record player t.v.) 3

B. Physical Design Elements of the Library Buildi

1. Lighting,

Negative (improper, irritating).

f. Reading Rooms

5

..momom oWommo...T4F.Nr, Two,. .O.WWPoirOm41.r%

1

\

No,

4

Table 8 continUed.

IV.B.1. g. LibrarylFgeneral'..

2. , Temperature.

\'Negative (too

a, Reserve Reading Room

Library-in-generalo.

C

13. Windows.

0/.1

Negative'(absent, oppressive atmosphere).

1library y

,!;, 141

REED,J.G. 43

4

1

2

3

4. liaise Levels in the library (soundproofing)

Posi4ve (quiet, good studying)

Study Lounges

t

\.c. Book era& Periodical Stacks

.3

d. -Study Carrells

f. Reading Rooms

g. Library-in-general

\

'Negative (noisy, disturbed easily by other users)'

1

2

1

a. Reserve Reading Room4

b. Study Lounges

Book and Period*iil Stacks

cg.; Librar n-general

5.. General Atmosphere of the Library.1

PoSitive\(p1easant, attractive, clean,

51

o

comfortable)

1

2

A

!

IV.B.5. a. Reserve Rea

b. Study Lounge

ing Roo

d. Study Carrells

nue

. g. Library-in-general

'Negative (unattractive, uncomfbrtable

g. Librdiy-41general

REED,i.P.. 44

messy, 'ugly)

a

4

4

6., /Privacy ,availability.

Positive (available when needed).

d. Study carrells

Library-in-general provides privacy

7. Rest Rooms

re

1

1

Positive (av Iable,,accessible)

f. locat on in lobbies of floors

.y,

8. Exit Area (Lobby).

, Negative (only One d or for exiting)

/f. Maiti Lobby Os lon lines at peak times \

( C IrApract saps with Othe Us= s of the Library.

1. Strangers.

Positive (helpful, considerate, kno edgeable)

a. .Referenc Area.(introduted o.new periodical index)

1

ar 1.

REED,JA. 45

I

Table 8 'continued

41,IV.C.1. b. Periodical Room,(shown procedu4s)

. ..

1

,. . .

c. Reserve Reading Room (told about\ materials), 1

d. Multirptdia Room (helped with tape recorder) 1

2. Friends (meeting place). .

s

Positive (place-for group study and socializotion)

a. 'Materials returned by a friend '3!

b.. &tidy Loupes (used for group study for exam) :I -

-.....--

e.' Reading Room' (talked to a friend)

f. Library -in- general (meet people)

Other areas de love to girl friend)-

/-- ,7

D. Lo ntion of the L brary o Campus.\

\

Relations to \parking a

s

. :1

1

Ne ative

a. ac -s away

..

0'

I

RE9,J.C.. 46

The distribution ofCF's has been presented 4.n summary form

(Dimensions-and Areas x Type) in Table:9. There were more negative

-than positive CF't, and the two largest Dimensions were "Staff of the

Libraty" and Naterials in the Library" (I and II). 'The single largest

Area. *as "Availability of Library Materials" (II.A.), followed by

"Attitudes exhibited.by personnel inter4cting with users" (Io8.)and

"Actidns taken by personnel" (LAO. The disproportionality of the, .

,distribution of'CF's'among the four Dimensic;iva.was tested for randomness

24and ',found too be significantly ,divergent from normal (.X= 16.03, df = 3,

2. < .01) . ,\

IS

In Table 10, tht distribution of F's has been presented by)Type

(positive vs. negative) o allow perctntage compariions between,

the distributions of CF's ong thi imensions and Areas. While 49.2%

of all positive CF's fall in c Dimension / only 26.3% ok the negativeI \

CF's were retorded ere; *hil the situation is reversed for Dimension II,'

with 43.54of all At tive CF' a6 opposed to only 24.1% of all Positive

pos

same

portidnal di tributtio

tive and neg tive Ty

d

CV's were positive

a similar occu

The unevenness o\

Dimen ions in Tabl

iation oma ran om

the case for Table 11

with

may be viewed further 'breakdown- of a

of g's thin eadb'Dimension and Area by

in Table 1. In Dimension I,'61.1% of all

Dimension I 68.2% of all CF's were neg4tive,\

imension I I (more negative than,positive).

ribution o positive and negative CFis among

pund ttatisti ignificant

tridution ( .001), as\.22, df

df = k<.009\

.

. '

4

. REED,J.ga ,47

Table 9

Frequency Distribution of CF's (Clalsification x Type)1

t

. .

.

tlassification._ ,

6,Positive

,

Type

Negative

.

. Areas

Sub-totals

.

',Diniension

Sub-rtotals

.

11.,1.4,-. .

. ,

"I.B.. ...Type Sub - totals

" , II.A.

II.B.A

'IL0e ij4

Type Sub-.totals

III.A., .

. III..B.s {

III.e.

Type Sub - totals

IV.A.

. .

IV.B.-,

.

IV..C.

IV.D;

Type r-totals_

,

.

t

;...k... : 56.46

.

. 96

42'

4

1

47

0-

4.

0

4

20 .

19 ..9

..ql. k

4,- 0-

,.= 48 :* ..

, .

..

'16;

45

4, A 61t

6/Nlit

271

10

101

it 17

4111 10.

31

14.

24

0

1

39

**

,

t

.

.

-1

72

85

106

31.

11

17

14

4

34

43

91

,

.

.

,

e

.,.

0

.

.

157.

i

148.

35

87

.

,

t

',

.

.

`.1p". Total's c

....-,..;4.-4... ,

' 5 , . .

. .17

.._

...

.1 232. t

. 9.

N

.

.. 427.

.

,.

S.

11r

A

e

71

Table 10

REED,J.G.

Proportional'Distribution of CF's Pecent by Type)"

)

48

1 ,

Classification

-Type .4 Area %

'Positive Negative 4 of Total

r.DimanSion

% of Total

-

I.A.

I.B.

Type Sub-totals

Type.Sub -totals

:the SUb-totals

IV.B.'

.IV.C,

IV.D.

Type Sub - totals.

28.7%

20.5%

49-.2% 26.3%

21.5% 27.6%,.

2.1% .f1.6%

.5% 4.3%

24.1% 43.5%

0 2 7.3%

2.1% A.3%

0 % 1:,7%

7.1% 13.4%

10.3% 6.0%.1

9.7% 10.3%

4.6% '0 %

0 %

24.6% 16.8%

.

ti

241..8%-

7.%

4.0%

3.3%

.9%

8.0%

.2%4

4

36.8%

44.7%

8.2%

' 20.4%

Type. Totals np = 195 nn

= 232 N = 427

.4

A

Talde 11

BBED,JX. 49

Proportional Distribution of CF's

(Percent by Area and Dimension)

ClassificationType Area

n

Tothl

Dimension

Total

I.A.

I.B.

Dimension %,

Dimension %

III .1*,

Dimension .%

IV.A.

IV.B.

IV.C.

Dimension %

77.8%

47.1%

61.1%

0

28.6%

0

11.4X

58.8%

44.2%

1f0.0%

5 . %

22.2%

52.9%

3q.9%

60.4%

.87.1%

90.9%

68.2%

100.0%

71.4%

100.0%

88.6%

41.2

55.8%

0

100.0%

44.8%

x

72

85

17 ,

14

Percent of Total

45.7%by Type.'

54.3%

4 -

157.

148

35

$ 43

9

87,.,

427I '

Li

REED,J.G. 50

Distribution of CF's by Demographic Characteristics of Respondents: Sex

I ,

The f equencleof CF responses' Lor males and females by Dimension,

Area, and Type of response have been presented in Table 12. There were

Many more female CF's than male CP's; a trend"consistent within each

Dimension. Responses have been presented in Table 13, as aTe'rcentage

distribution of CF's by sex, allowing for comparison of the distribution

by Dimension and Area of male and female subjects vs. theAotal group4

of CF's. The uneven distribution of positive and neiative CF'S by

.1

Dimension noted earlier -may be seen as a consistent pattern for each

(, .

sex in Table 14. ,Comparing males and females,, the distribution presented11

, . 2..

in ,Tab1e 13 was not statistically significant (X= 8.652, df = 3, .1= n.s.).

Demographic Characteristics: 'Residency Status

.

There were more CF reports from Residents than Commuters,

inlroth cases there were more negative than positive CF's, as may be seen

in Table 15. The trends noted in Oldies 9 and 10 maintain when the sample

is.subdivided by residency. Responses by residency status and Dimension

although

26

A.~ere found nit to be statistically significant df = 3, k.

A further comparison of Residenes.v Commuters by Type of respo se may

be seen in-Tkble.17. the resulxs of that comparison in a 2 x 2 Chi Square

alio was not statistically significant (.X= .47, df = 1, 2. =

Demographic Characteristics: Class in Cal. ,

Tile distribution of CF's by Class in 'college of the .respondent may

..be seen in Table 18. As in Table3, there were more CIOs reported. by Seniors

than by any other class, and more reported by Juniors than by Freshmen or

a

I

.

1

1

: !

Clash.

/Th

Table 12

4R ED/J.G. 51

Frequency Distribution of C 's by Sex, Area, and Type

\ Type

Male, Eemale

Aree

Positive Negative Sub-tot.r.

IPQ

'WYMB Area%

tive Negative Sub{ -tot.

o'

Both Sexe

Dimension

Total

I.A.

Sub-tot.

)IV.B.

IV.C.

'

Sub-tot.

8

15

3

3 '

1 0 v 1

7 17

0 7

14 22

``2914

11 14

6 9

J'\` 5

4111,*

1 - 2\e'S \ \

4"..0 9 o \ \

6 _ 71.,..

7 '1 8

7 . 11 18

e

4 0 4

0 1 1

18 31

Totals_ by

Type.. ex

16, 64

33 31 64

'81 47 128

\ 38 53 \ -91

\\I`.

,\19.

3 83 122

0 12

2 10\ 12

2 22

24 \26

0

2

17 9 26

10 13

0 0 0

32. 22

'157

146-

33

85

41 50 91

59

154-1. 176 330 421

14 a

a

-s

Table 13

REED,J.G. 52

Proportiorial Distribution of CF's by Sex and Area

i-Classification .

'Male ,

Gender

Female

.

Area

Total

, :Dimension

Total

#

4

I.A. 7.7% 19.4%' - - 16.9%' '

I.B. 24.2% 14.4% 20.4% . . ,

Gender Sub-tot. '31;9% 38.8% - - 37.3%

II.A. 15.4% 27.9.---k-4 24.9%.

II.B. 9.9% 5.8% --. 6.7%

' II.C. 1.1% 3.6% -2.9%.

Gehder Sub-tot. 26.4% . 370% ; 34.7%

4,1114,,,

-III.A. 5.5% 3.6% 4.0%

J1

III.B. 2.2% 3.6%- \._ -3.3%

III.C. 0 .6% .5%

Gehdei Sub ;tot. 7.7% 7.9% - 7,8%

)

,

IV.A. 8.8%.

.9% . 8.1%.

, .

IV.B. - 19.8%.' 7.0% 9.7%

IV.C.4. 4.4%.

1.5% 2.1% '

IV.D. . 1.1% . .2% - .

t ,

.0

.

. Gender Sub-tot. 434.1% '16.4% 20.2%

Gender, Totals n = 91 n -= 330

_

.:.

.

.

N = 421

.60

cti

ti

4-.4

Table 14

,FroportiOnal Distribution of. CF's for Sex, Jy Type and Dimension

iClassification

Gc

positive

Male

Negative,

Sub-total n

Female

PositiVe

Negative

1.Sub-:total n.

I.

51.7%1

48.3%

29

63.37.

36.7%

128

II.

29.2%

70.8%

24

32.0%

.68.0%

122

-4

FIII.

14.3%

85.7%

73.7%

92.3%

26

;v.s'

41.9%

31.

59.3%

40.7%

54

-PI

'Zype.Totals

'46.7%

by Gender

45.1%

54.9%

91

53.37.

330

Total N i 421

f

p

a

I

V

ti

Table 15-

, .

Frequency DistriUmtion of CF's by Residenty Statist _Area and Type

REiD,J.G. 54

4

' 4

.

.

.. Resident.

' Colautei:, ..

i

.

-,

t .

Dir4ension

.Total .

Class.' Type

Ppsitive NegatiVe

Area

Sub -tot.

Type

Positive Negative.

Area

Sub-tot.

I.A.

143 .

Sub-tot.

II.A.

II.B. .

II.C..

Sub-tot.

.

M.A.,

III.B.

Aiitc.,

Sub-tot.

IV.A.

'IV.B.

IV:C.

--117-.1)..

Sub-tot.

`'

27

22

49

'21

3

0

24

.,,

0

0

0

0

.16

11

7

0.

34

:.

4'

26

35

,

30

15

5

50

.

12

5

I.

18

-

5

12

'0

0.

17

4.

--

--..

.

A-

.

.

36

48

$84

.

'51

: rii

5

74'

ii.

, 12

5

. 1

18

21

. 23

.' 7

0

51

,'.

.

4 '29

18

47

.

20

'1

.. 1

22

0

3,

. 0

't.. 3

.8

6

2

0

16

.

;

1

.

%

.

,

$

.

,

7.

19

.

26

34

A

7

50

t. ,

5

6,

1 .

12

:5

12

.. 0

1

18

',

.

.

.

l

36

37

.73

4

54'

10

.8_

72

5

9

1

15

\13

.

18

:2.

1

34

-

'

-

.

__

.

.

,.

157

146

.

33

,,

S5

r,

,

'

.

Totals 107 120 227 ' 88 306' 194 7-' -It = 21: ,

C

6t

S

H

V .

e

.

'Proportional Distribution of CF's by Residdhcy

.

Table 16 .

REED,J:G.RRED,J . 55

reClassifi.caton Resident Commuter Dimension Total

' 53.5%

50.7%

54.5%.

40:0%

46.5%

45.5%

' 40.0% .,

157

146

33.

.

Group Totald 53.9% -:

n,

41

es

:

r

E.

LI

a ;

s

486

4

Table 17

'

1-

Proportional Distribution ,of

CF's by Residency and Typ-e-

Classification

Dimension,

.Positive

Residents

Negatives

Naibei

Positive

Commuters

Negative

Number

I.

58.3%

41.7%

84

64.4%

35.6%

73

.

32.4%

67.6%

74

30.6%

69.4%

/2

III.

o100;07.

\*.

18

20.0%

80.0%

15

IV.

47.1%

52.9%

\\

51

47.1%

52.9%

.34

itI

Group Totals

a

47.1;

52.-9%

227

45.6%

54.6%

194

by Type

'Total N = 421

f )

REED,J.G. 57

Sophomores: The distributi n of CF s by respondents for each Class

in Colleg , divided bY Dimen may be seet.ip Table 19 in percentages.

Except for Dimensions III and'IV, the distribution ,ok CF's by Dimension

within each Class in College group was consistent with the overall

distribiltion. In Table 20, the ,same data has been arranged to Sallow

for thecomparison of CF's by the Class in 'College of the respondent

for each particular,Dimension, in relation-tq the overall distribution

by..Clas6 in College. The largest discrepancy from the overall trend

occurred in Dimensions,III and IV.' A chi square test on the data asI

represented in Table 20 indicated non-significant differences' between

a.

groups (,X= 21:341,df = 9, .2. = n.s.).

.

Demographic Characteristics: Towson State College Entry Status

Comparisons were made between students who gntered Towson'as Freshmen... '

and those who, transferred to Towson, which maybe seen in Table 21. As. , .

. , . . .. , ,

it the comparisons of CF's by Type,there is a significant reversal in .

Dimensions I and II between Freshman and Transfer entrantsi.e. Freshmenf

1

. o

gave more CF's in Dimension IIThile Transfers gave more CF's in Dimension I.,

This trend may be seen more clearly in Table 22, which presented proportional

distributions for Entry Status-and Type by Dimension. It may also be

noted that except for DimensionV, the diStribution,of CF's for each

group of entrants, within each Dimension, is consistent with the overall

1.proportions presented in Table A' chrsquare test on the overall

discrepancy between Freshman and Transfer.CF's s(270 vs. 148) was Statistically

,significantX:= 35.0, df = 1, 24:.001).

1

)

Table 18

v

Frequency Diektribution of .CF's !i_Clessin College of Respondents_ ---

Cliss.

,

.-

_

Pos.

Freshman.

Neg.

n'Pos.

Sophomore

-Neg.

ik

-Junior

Pos.

Neg.

n

------;;--7"Yil*nensi-°nSenii

- os.

Neg.

Y.

Totals

..

.

.

'

I.A.

.

I.B.

Sub-totals

.II.A.

II.B..

II.C.

Sub-totals

III.A

III.B.

-III.C.

Sub-totals

IV.A.

1V.B.

IV.C.

.

IV.D.

Sub-totals

118

198'109 -

000p75.

4_

0

16

'

57

12782

-

1781093300.

6'..

:t16

15

31J

159

.2

26810*

9

10

,

840_

'22

10

10

20

111ig0

1200006

'

420

12

...

-\.

0

14

1415°

7.2

41

.2o31.

,

3004''

10

24

34

2682

3,12

.

0377

,-,20

16

*-,

17

,

9

26

1500

150

.

1

.014

.

52.

0,

;_,11

4t

314

17

'18

,

55282305-

5-

1001

16

20'

23

43

3355-

4324069'

151

27

18

\

13

31721

-

10

'O.

.

'

2..

-..

o.-

-27

cl-'31

..t-

'

0

""

11

8

to

18

24

"

4

'3.

.

3165

'

2

13.1800-9

262I .

23

29

316

,

4

416

.

72

158

1110

20

-

157

'

.

146

,-

.

33

.

.

.

.

85

2..

'totals

4.4

.44

88

44

45

89r.

53

.66

.19

119

\\

54'

7I

125

,

.

N = 421

*

Table 19

Proportional Distribution of CF's by Dimension foi Class in College_

Classification

4

Freshman

Sophomore

Junior

Senior

-.

sDimension Totals

35.27.

39.57.,

10.2t

25.0%

38.2%

.

,40.4%

.3.4%

18.0% a

36.1%

39.2%

36.1%

32.8%

5.0%

12.0%

22.7%

374%

34.7%

7.8%

20.2%

Group, Totals

88

89

119

125

Total N = 421

'4

'-.Table 20

Proportional DistributioA of CF'slby Class in College for

Dimanifons--t

Classification

Freshman

,Sophomore.

Junior

anior

_Dime s on

Totals'

T

V

.Group Av

ge

Eercentages4

ti

19.7Z

17:8%

24.7%

27.3%

9.0%

25.9%

18.8%

-21,7%--

209%

21-1%

/'Yp

.27:4%

29.5%

.7.

31:2

28.1%

-

45.57

31.8%

(

29.7% °

284-3r--

29.7%

1

.157

146

N- ix" 421

*.

.

-Distr bVtion.1

-of CF\s.by. 1 ,

$

5' REED,J.G. 61, ..

R

A V

Table 211

-

Clas-s'It Positive

,

.

Negative ul ,--!

vw.."Zgi,qAl;;;';-::"__4X11.,:AIF ,,,,,

,2_,----.: ..:,,,,';,".ivtr:

Positive::Iffs{ Sub-toitt.. ve. . .- .,,....._ .

,

.

Dimension4.

Totals

I A...

I.B.

Sub-tot.

.H.k.

II B.,.*

C.

Sub-tot:

4..TII.,A.

iII.B..'III.C.

.

Sul;1=tot.

- t `

a.-

.1IV.A.

.

."IV.B.

IV.C.

IV.D...t

Sgb...tot. '

....--

.

ft

.1

, 10

48.

3

2 .

I.,

33

0

2

0

. 2

19

13

.6

0

38

, ..

7

32

: 39.

45:. 1

20. .,.

8

73, . . 1

12

7a

/ 1

20

-12

0

0

17

.

.

'

'

.

-

...,545

42

87,.1

76

22

.. fl

r(i 0.6

-1;

9

1

22

...24

V''' 25

6

0

55

.

0,%

.

.s

,

.,

.

17

30

47

10

2

).

13

..

0

'1

0

1

5

4

3

'0

12

\

.

---c

.

"

4

.

, .. 0 ,I.' '4. .

9 '4.

13*,

-22

17

4. *

4.\

,,,25

..

5 \4.

1

*-.10

a

12

. ,0

1

18., '

.

26

4 4?

27

6 ,

,5 ,

..,,38 4

5

51-,

11

10

16, .

3

/1

.

q

.

-

\

.

.

ti

IV, 4

156

..

..

.

-

- 4,

144

33

..;

85

1

l .

A

..,Groul! Total,

.

121 ;.,149*4

I .

270 7341

I

q5

I0

148 ,A

N .. 418'

,.

. l

V :

-

Feha

rnfr

- bmnin

Caiiain

Ae

ae

oiie ,

Ngtv

ecn

oiie

Ngtv

ecn

ecn

I52

48

22

81

1A

66

73

. I.

'

3.%

6.%

3.%

.42

58

57

.8.%

II

.%

9.%

81

.%

9.%

74

.%

V6.%

3.%

2.%

04

00

00

03

ye pret

48

52

93

07

,tts ecns

6.%

354

\-

rqe

e7

18 .-

"

1

Table 22

CC

PrOortional Distribution of CF's by Dimension for Entry Status of Respondents

4:

-sr

wft

0A

rS1

d,...1

'1

ti

REED,i.G. 63

em ra hic Characteristici: e of Respondents

CF'slaire grouped into four categories by the"age of the respondent --'

41 years of ageor younger, 20 or 21 years of age, 2 'to 24 years of age,

nd 25 years of age or older. It may be seen i Table 23 that the

largest,number of responses came from the 20-21 age group, and the second

largest number from/the 19 or younger group. A chi square test found this

distribution-of CF's among age groups to be statistically significant

'(X.= 123.5, df = 3, L.< .601).

Demographic Characteristics: .Frequency of Library Use

Subjects wereAasked to estimate how frequently they use the library.

The distribution of CF's by frequency of use aid Dimerision may be:seen

in Table 24. Slightly more than 50% of the CF's were reported by'persons

who used the librarylass frequently that once al week. However, the

largest category consisted of dose CFI:3\ft= respondents who use the

libriary several ,times a week.

Demographic Characteristics: Academic Area of Respondents

The distribution of CF's by the major area of the subject, class-

ification Dimenaion, and Type of response may be seen in Table 25.

.410

The largest number of CF's were reported by students in the Social

Solences,(28.8%), followed by Health Sciences and Physical Education.

(19.8%), and Education (17:5%). This distribution approximates that

of .the respondents, presented in Table 6.

ti

4

4

c -

I

Table 23

I

-Distribution.of _Ws by Age Groupof the, Respondents,and Type

11.

Class.

.

-Pos.

..

.

4: 1R ,r

Neg.

nPos.

20 - 21

Neg.

n

.

-.

22 - 24 ,

-

Pos.

Neg.

,

n

'm

Pos.

)w 25

(-Neg.

.

n

Dimension

Totals

I.

II.

'. III.

IV.

31

140

21

14

3410i

...

44.....

.48

/

10

28

41

25'2

18

1Il.

.33

38

1018

-

\'.

74

..,.._6312

36

11

.

.4

.

0

k7

7.

11lit

5

18.

153

.

12

'123

.

14

7

1575

1918d

..

9

155--

144

.33

85'

Column

Totals

65

65

....

130

86

.

99

../

185

.

22

,,

26

48

.20A

.

34

.

54

N ,w 417

.\

Group -

Proportion

'4.

'31.2%

.

.

44.4Z

..

..

11.5%

.

.

,

012.9%

.,

.7"

0

N.

niStri htitl on of crta_im Frequent

Table 24

,

-use of the library by respondenta and Typ

,

Clasis:

Ni

...

'

Once a Month

..

Or Less

.)

F

Pos.

Net.

.n

2 or 3 times'

a Month

..,Pos.

Meg-.

n

Once'a Week

._

Pos..

Neg.

..--

-..

n

,..,S.e.v.eral. t

a, Week

fo

-Pos.

Neg..

es

..

Dimendtan

Totals

1 ----,'ss

,

I.II.

III.IV

.

19!),"--

:1-...

15.

1422

25-"r"-------;

6...'

7s

-9

24"

--

.

......._29

16

1'6.:

-25

0,.--7ilti.--

13

..,10

k

45

4111

23

17

.

t "

-0.

7

10.

2314.,

7.

27

j2.

-

1

14

31132.

15

.

-0

e-

21

23129, -

52

.t.

,:.36

;14

.-

24

6.'457,

142``

, 33'

5N

Colum

n.

Totals

-1

/43

54

,-. 97

.

\58

62N

.

120

\

\.

\33

-

41

,.

74,

.

-361

65.

'-126

_

.--

417

.

Group,

&ffikoportion

,

23:3%,

.-,

.

. \N,26

..)

-

-

17.77._-----,.

f

-..,-

.30.,

..2%

.-

Table. 25

,

Distribution ofC

Es

br---Type4nd A

cademic A

rea of thpR euondenit

V:*

V:*

Class.

"Art

Education

\I.

1020

II.

`310

.

00

IV.

9-2

`No

'Sub-totals

,22

32I

J

'Positive Responses.

Hum

anitiesSocisl ;Sciences)

.SciencesH

ealth,. and Professional

15.

:.

28

;Sciences

Dim

ension

Total's

..

234

74

1 11

4f

.

r1

.

55.

18

2013.

03

36O

139

12'

23

22

.

0.

6a

-

24.7"-

Area'

-..,,T

otalst

75-

Negative,R

esponses

-32\

1269

)6

'24

.ga

'27

95

43.351

-191

,245'

.

49

73

10527311.

239

.55-124-

1..

_,..

4

0

85.7N

=,430

..

REED,J.G.67

40,

Validity Testing Of the Classification of CF's

SA raidom sample of 63 CF's and other materials, preJented in

s

Appendix E, were submitted to four Raters for' classification of each!

CF by'Dimension and Area. The classification, assigned\to each CF by. r.,

the investigator mar be seen in Table'26. Of the total of 252 assign- y4

.-1

ments made by the four Raters, they were in agreement vith those yf the

r ir).

investigator in 2Q3 cases. Those instances where disagreement occurred

between the investigator and one or mor Raterg may be seen in Table 26,

along with the ariant,

classification ass gnments made by the disagr

Raters..

,

The degree of agreetent between the investigator and the Raters'

ranged from a low of 77.8% agreement, to a high of 85.7% agreement

with a mean agreement of 7-9.4%. There was complete agreement between

all parties on 37 ofthe 63 CF's (58J7% of the total items). Of t

49 classification disagreements (19.4% of 'the total CF ratings),

of the assignments(42.9%) involved a transposition within Dimensi i r;

between Areas I.A. and I:B., while 597TrOf all disagreements involved

Area I.A., "Actions taken by personnel."

The Cochran Test was employed in further analysts of results,of

the ratings, comparing the classification assignments made Sy the

estigator wit those of the four Raterii to test the degree of/'

disagreement, with the investigator used as a criterion. TI(e.

result* of the test indicated that *there was not a, statistically

.8ksignificant difference between the the raters Andthe investigator

sV

2.81, df 3, P = n.s.).

7 3

1

0

oble-126

1.

Classification of a Randompamplevaf CF's by

tiit Investigator and Raters! Disagreement's

1.

CF

Investigator's

Disagreements

Clasgification

No. of Raters--

Class';'.

-Ak

c...b

k-)

-Ati

8%

tia

la-An

1

7.II.A.

III.A.

t

I;.A.

1

,

1

I

_.----

!

II.C.

.

+Ax

-'

I.A.

+Bc

;IV.B.,

1

-Bd

I.B.

1I.A.

-Bf

.B. -

1I.A.

+Bh

'I.B.

+Bh

I.B.

2I.A.

-Bm.

IV.B.

3IV.C.

-BY

II.A.

-bE

I.B.

+Cf

-Cy

--

I.B.

1I.A.

-7Df41.

+Dp

I.B.

1I.A.

-DV*

I.A.

3I.B.

-1Dy

II.B.

1.0

Investigator's

Disagreements

'CF

,"

Classification

No. of Raters

- Class.

(

--Eb

I.B.

.%

+Ed

- IV.A.

2'II:A./III.C.

.-Ef

4

-Eh

.I.B:

-4Et

-Et

I.A.

+Ev

e

-Ev

+Ew

IV.A.

II.C.

-4Fk

I.A.

II.A.

-Go

IV.A.

,+Gp

I.A.

1II.A.

-Cu.

I.A.

i2

II.A./I.B..

+az

IV.C.

' 1

xv.D.

-Gz

+Hd-

,II.A.

-Hd

'+Hj

II,A-

_Table 26

44

CI?

Investigator's

Disagreements

CF.

Classification

No. of Raters

Class.

Investigator's

Disagreements

ClaSsificStion

No.,of Raters

,Class.

-Jd,

+Jk

I.A.

-Jz

-Kb

II-I.B,'

4d

I.A.

-Ke

1

Ihth

14.

or

*1-Kh

I.B.

+K1

I.A.

+KW

I. AA

.

..-..../-.+Lb

-IT .A."

A

I.A.

(r

s

.-Ma

IV.A.

S'

/I

1II.B.

1I.B.

I.A./III.A.

2II .A./II.C.

2'

I.A.

.

IV.B.

+Ms

I.B.

-Ms

IV.B.

-Nb

II,A.*

-Nt

I.A.

-0d

II.A.

+Os

II.A..

I.B.

431

I.A.

_Disagreements with Rater No. 1,n = 13

Disagreements with Rater No. /, n = 9

Disagreements with RaterNo.

3, n = 13'

Disagreements with Rater No. 4,'n = 14

otal Rating.Ditagreements, N = 49

4

To:tal Number of Ratings; N = 252

Overall Agreement between .the Investigator

and the Raters = 80.%;

)

+1-

'Chapter 4 ,

DISCUSSION OF RESULTS

REEI,J.G. '70, .

-The-427 CF's reported by the 170 respondents were grouped into

four DimensiotNs, 12 Areas;. and 50 Classes.

There were more female than male respondenti, more college seniors

than any other class,,twice as many freshman entrants as transfer

entrants, and 40Z belonged to the 20-21 yin old age group. The largestt

discipline represented Wgahe Social Sciences, and themajority of

respondents tended not to be heavy users of the library.

A word of caution in interpretation of the statistical results

isrin order at this pointi.e., all data is in terms of frequency counts,

and each CI and the resultant CF(s) represent only a few of the possibly

many interactions between the library and the individual user. Therefore,

while the data provided to t e investigator may be among the most vivid

Itof recollections, or the most critical of circumstances, it'does not

necessarily repres6t.the "typical" situation. Likewise, the &eater

number of negative than positive critical incidents, may not be a quan-.

titatively accurate representation of interactionsinteractions with the library - -i.e.,

1

users may be'much more satisfied than the large number of negative incidents.

would suggest. However, in the long, run, with the collectfondf a- large

number Of accounts--and this is a strength of the Critical Incident

Technique - -a general overall typical picture''of the library may be thought

to have been constructed, including both its strong points and its potential,

weak points.-

,The breakdown of 0F's by Dimensidn tends to indicate,that students

r

REED,J.G. 71,

are most fregantly concerned regarding their interactions with staff of

the library,;and the availability of library materials. r7 respondents

were muc less concerned about the actual physical environment of the

librarMand only 8.2% of theCF's related to specific services of the,

library, ad indicated in Tables 9 and 10. 'Within the "Staff" DimenAion,

CF's were about evenly split between "Actions taken by staff" and

"Attitudes expressed'by staff" (I.B.). Most comments regarding materials

centered around the actual availability of the needed MaterialsiII.A.),

while fewer CF's concerned the library's orianization as i sys em

\- and very few comments in this Dimension were concerned with t quality of

N ,1

A\1

the collection '(II.C.): In the area of "Services", the overwhelming

majority of comments were negative (88%),0 and they tended to kbe most

spneerned wtih library hours X/II.A.),dand borrowing priviledges and'

rules,(III.B.); while relatively few comments concerned other aspects

Nof the library's services (III.C.). The largest number of pomments about

, .

the physical environment concerned thephysieil,ddAigh aspects of the

r

library followed closely by CF's reporting on library equipment

(IV.A.), and a few comments about direct interactions with Qther'users

t; of theibiary (IV.C.). .

The significatice of the chi square test on the distr bution of

'CF's among the DimenSions svggedis that, the proportion of commen s found0 I

in DimensionA I and II, as compared to the total distribut on of CF's, j \

shows a Mil: degree of clustering in those two areas. This indicates. . .

,

that I and II are probably the areas aboUt which students are most

concerned in their use of the college library.

' The Classification Arrangement: Responses by Dimensions: Comments

ri 9

REED,J.G. '72

On Dimension I (Staff of the Library), respondents tended to

repot positive actions more frequently thin negative actions (I.A.),

however, there were about an equal number of positive and negatilie

reports of staff attitudes\(I.B.). While both males and females were

consistent with thi trend in I.A., males were more inclined to.make

negative comments about staff members' attitudes than females. Freshman

entrants were more frequently critical.of Staff attitudes than transfer

students--a trend which may be indicative af.ex erience with a greater

variety of libraries and librarians, and hence a greater tolerance for

..

shortcomings, on the part of the transfer students. Both residents and,

commuter ative about staff actions, while

they seemed to express concern'about neagative and,positive aspects ofste

attitudes with aboUt equal frequency, andsa similar, trend seemed to be

evident in examining CF',s by class in, college of the respondents.

In regard to library materials (Dimension II),.respondents were.

c .. . .. .

consistently extremely negative- -68.2% cl, the CF's were negative? ranging

frOm a-low Of 60.4% negative CF's in Area II.A. (Availability ot'Library. .

Materials)i to a high of 90.97 negative Cr.p,in:Area II. C. (QUality'of., 0.

!,. .

Library Materials).* Further breakdown of responses by ienler, residency

;

,c,. 0 '

status, class in college, entry status, age, frequency of library use,

',and,acadimic discipline all tend ~to inlpe same trends in the..te

. I f

i. 1

i Services of the Librar' (Dimension III) Showed in all .threeAreas a

4 , .

diitribUtion

0negative tendency in CF rep its X88.6% Alptive), it trend confirmed in-

.. J ' ., ._''

. .,_

each split of responses by a ograp48 or other-variables... ..-. , ,

_:,v

y). Diidniion IV 14s1,5 1 BnVironment), the CF reportsAccurred, , .

. ,

p

-80ed.

O

REED,J.G. 73

with slightly greater frequency to be positive than negative. However,

this iffe\red across specific Areas. Respondents more frequently reported

, .

-__

positive than negative aspects of library equipment (Area IV.A.) and that

\ .

it. was useabie,,while they ported more negative than positive aspects, \ .

of the physical design of the library (Area IV.B.). Comments were totally

positive in regard to interaction's with other users (IV.C.), and the one_!.f

0 .,

comment about the iodation of the library on campus was a negative CF_ .

report from a commuter student. This overall trend was consistent in

breakdowns by sex, rsiddhclit and entry status. However, differences

-were obtaied in comparing respondents by class in college, with upper. ft

. .

class students being most negative in their comments.

a.

I

Validity Test of the CF Classification

t

The present research has attempted to mesh several areasf(at empirical

approach to some of the problems involved in assessment.of the effectiveness

4.a College library), and is \based in large measure upon the investigator 's.

exposure to, experience with, and biases toward these areas. In 4tempting1

.

to teL handling of BatWand the results orclassififttion, a andom'

. .

. t

,,

.

li.

- , 4

. .sample of CF's was submitted to two types of raters. Two raters were

1,,l-

,

p. fessional librarians, whom it was assumed were intimately familiar with.

, .

libraries, but less so with behavioral methodologyisthile two'other ratersI

Were psychologists, where the reverse was assumed to be true. It waa,found. ,

that 80.6% of the ratings made by these independent judges agreed.witli

those of the investigator.P

viExamining some of the disagreements-Li rating of a".s may provide

. -..,cluei regarding the classification scheme itself, and areas of overlap

,

.. P .

betweengroups.1

't.

a

a.v

a

liEgE4J.G.

The conflict already noted between I..A. and B.\suggests either that these may not be mutually exclusi

trongly

e Areas, or'

possibly that operational definition of each must,be im roved.

One of the raters noted in commenting on'his ratings thdt he had

.74

had difficulty in separating the two areas, and suggested alterna0.ve,

9

classification of several items which were initially placed ireither

IA.. or I.B.. .

4

In several situations the result of disagreement in ratings

\ , %appears to have occurred because, in fact, two O's were included in

1... ir

the -same report7 -e.g. la= and Kb -.' In several cases it appears that,...-_,et

there may have been simple coding errors--e.g. Ed+ and Gz+, since'the.

O - 4

variant responses of classification seem to make no intuitive sense to, .

s ! investigator.

There a question of clarity between the actual absence or

presenceof'materials in the collektion vs. the quality of the library

C011f'`

in this instance

t

former may be considered a part of the latter, however,

- - - - . . s separate entities;

situation confused, u rating :of 4n-,.,

c:

. 4 Of greateriMportance is the question, "Ismoise In the library. .1

. _ . .

-a fUnctioriof the actual 'physical ,design of, the building, or of the'

linteractions '(or lack thereofrbetween lifirary'users7". This caused. ./

, ,'

.,.. .

confusion in rating reports Bc+ and Bin -. The investigator believes

.

.. , . , ., , .

.

. /. Y ,

_

that in general n se may be' controlled by physically 'modifying the

/

4

.n,

.,

-environment, a efore, questions of this nature should be

relegated to category IV*,a

r .

ct REED,J.G.

I

0.

There is alsp a d itiaction to be made between materials and

-I '' equipment in- the however, at times bednpiaablurred, 0 .. :

4 I\ ....*:t.

4'

parttcularly when.dea ing with non -print resources. PorIxample,":'.-. -

75

J>

. ..

are se con .erned with the! software the filM,' the microform, the

,

..*gy,

book), Or he hardwir (the record player, the 'tape recorder)...

Anlit,

This distinction raise questions1

intwo different areas--an avail-rE---- i

i '., . 'ab ility queitiou seen in "ratings of Ed+ and Kiri:, where thedistinctiOn

, J- t A 1 s,

must be madd between eas 7.A. and II.A.; and a qUaii0 question''-4: b . .

. .

. seen44 ratings of Ew+ add Kh+, where the distinction must be made

i y. .:.

between4 Areas' IV.A. II.C.. ,. .

. .

. , -,-

mason... IIs the mason tha a student was -unable tp find informatiOn

1

.0.

'.because of poor hssitan e,on the part of the library' staff Asher

(I.4.), or.becsaise of a lack ofinformatiOU inthe library\(IIA,)?

This distinction was ntit clear in reports Pk*, Gp+, aUd Gu -4 result.%. , ..

in

.

disagreement/ Alen the total report isAtx4mined, the'source the

\ ,

,., . 100

.

Nyproblem in each cashappears to be the.etaff member (I.A.),. : c

... . 0 ,

t

6

A similar questidn;arisgs in the distinction between the staff .'...

.., ,.

'A . .

actipps taken by a librari, #Om closing'the library at the appov inted

i

,.. .-, . . . 1

o 0 k

# 0.

time, gtather than too early,, violation of whieUligaldf411 into

catego I.A.,aa an improper ataTeaction;'as opposed .toy complaint.

,. .1,

NN.e

I..

%.

.. .

about 1 brary lerv1ces*An the foiM o :ihoura which may bq too short,

1 , .. r"% P

A, for, otif an Ueda (IW.A...), This con4,.kt" cae in the case o CF

, , .. -; A .

EE:1-'wh h. it should'probibly have neen,placedin the Dimension of .

, \.

,.%. 44

_ i ' -,' 41, .f

:4. ,, 4,.

1.1.brar ceS...

.

4 ' g

g.,

.

repancies prim whip odhdering the kocation of

j

.1 \se

4,

A

1P.Lit

z

9 .

d

a.4

R4ED , G 76

library materials. Are we coicerned with the locational system

of with the physic* layout of the building (IV.B.),.

s question Seating confusion in `classification Of Dy-. On the

t)

other hand, one may be able'or'llnableito find,materialS either

epause the infoimation is available/Unavailab/e,(II.A1) or

-because of confusion due to the sypteM of Organization (II.B.)..

ills latter distinction, causing confusion with,incidents Nb- and

Og+, appears to be ,due to insufficient intormatlon.

General Comments

('

It has_been suggested (Reed, 1975) that one of the most serious

problems affecting the college library IS that students apparently

do not know how to use a library effectively. Of all'the-negative

14.

CF's reported*in the present study, 4.3% concerned ,the unavailability

of library. materials. Ode wonders in, how many of.these instances'-

.the item was Pnavaillble, not becauSe,it was not in the library, but

rather because the.individual did not know how to use-the library to

"-`'find what was needed. An additional 26.3% of the neiative CF's

concerned objectionable interactions with library staff members -- Otte.,

individual may have been unable to help, may have given pobr assistance,

or may have exhibleed an,attitude wh as it some way offensive ?or

the Inquirer. No'only,may. this Be'seen to result in poor library. '

. .x ..

use but One.WnderS hOW freqUently theae nvatiVe cinteracliOns With

.library staff members.

(a).'detei.of the

combine to a* ccomplish two deeati4 purposes., .

.

individual from assistance seeking inthe future;

(b) decreasing the frequncy'eff use.12f the library by the individual.,

s... .7k

141,,

ti.;

X

.p

REED,J.G. 77

74

A number of students openly admitted toy (a) b g unable to

use the library to find what they needed, whether it use'aot the

card. .

4catalog,. the periodical indexes, or othet materia and (b)

being intimidated by the size of the library, the organization of the

library,,or by the librarians themselves..

These4pToblems cloud the picture substantially when we attempt

to gain an accurate as essment of the student's perception of the1 .

1

librakenviropment, incne senile. "Rowpver, in-another regard, this'

P. the reality of the student users of the library. The fact that a

student is unable to find the materials he/she needs, because of a

lack of information regarding exact procedures to be employed in seekrati.. ,

. .

,. . . . .

,

that iinformation, rather than because it does not.

exist, becomes a probldm. - . '...

. 4 .'

4ob 6

r thOibrary,.bicausefork

the student the material does not exist.) *,

.04

.And, when a student requests assistance and is met by the reference,librarian in a most Condescending tape of "did you look in the card

,

catalog?" when in'factk.the.student does not know holfto use the catalog,

. a..

or doee not know what, it iso.or has, looked in the catalog and has found

nothing, the reality of this interchange-may be that the library has,.

.just alienated another user. For that particular student, the staff

member has been unhelpfUlo'dr lazy, or nasty, or condescending: Unless.

t the assitance extends far beyond that initially pegative interaction,

the ataff n4mber may neVer be able to overcome that initial-negative

-.impression on the part of the dent user. As a'result, the student's

% 4 .

reality of.

the,

library may be vastli=different from the librarianle

.

.a.

4 reality,: And the pe§int situation existing 4.n one libiary, in the.

.%. .

exp4ridnce of this investigator ektends to many other libraries.- ,

. . A , ".; .

. , . .

° .. a

tr 8i) .

&:

1 .

4

414

REED,J.G: 78.

Critical Requirements for the effedtiWesctllege library for the

student user may be developed based upon the classification scheme

presented in Table 8. Further efforts should be made to translate those-

CR's into auseable rating scale, emplying a Likert type response option,.

which may provide for the library a realistic, practical measure of_4

its perception by student users. That scale should be validated .

using several different types of college libraries, 'and Within thef

context of a multivariate approach to statistical validation.

AtFrom that poitt it may ,be possible to,make comparisons with

other environmental assessment devices.- Also, it may be possible

to itvestkate this system in terms of Murray's (1938) conceptualization

of presses and needs.

The Critical Incident Tedhnique has been employed in the presett

resefrch to behaviorally. identify several environmental dimensions

relevant for the assessment of a collegeiibrary. This is the first

step in what must become an ongoing ieseardh effort.' Through further.,

, . 1 r. .

work on verification of the classification scheme herein suggested,

further verification of the utili:ty an4 accuracy of the Critical

4Incident Technique in environmental research, as a preliminary stage .

in that investigation. may betotained.,1P-

- on

1n

4.

s `et.

4

4

.

O

O

REED,J.G..79

REFERENCES.

Allen, K.W. Use of Community College Libraries. Linnet irooki, 1471..

American Institutes for Research, The Development of Job ,Analysis.

Procedures. A.I.R., Research Note 4, 1951. (a)

AmeriCan Institutes for,Researdh, The Development of Test's of Aptitudey.

and Proficiency. A.I.R., Research Note 5, 1951. (b)

American Library Association, Library Administration Division, The

Library Environment: As cts of Interior Planning,. Proceedings of

the Library Equipment Institute, St. Louis, Mo., June, 1964.

0L4,_ Chicago: A.L.A., 1965.,e

etmerican Psychological Association, Discuisio4bn ethics, editoriaL'a

\N,

6.

little recent history,4... (9 brief articles and letters, and excerpts

from 11 additional letters, on the Code'cf Ethics). AlericanC

Psychologist, 1952 (Aug), 7(8), 425-455

American Psychological Associatiofi, Ethical Standards for Psychologists.4

Washington: A.P.A., 1953.

.

American Psychological' Associations Committe on Ethical Standards for

Psychology,(COESP). Developing a code of ethics for psychologiits?

g first report of progress. American Psychologig2}949,-.4, 17.

American Psychological Association,(COESP): Ethical standards for the.

distribution of psychological tests and diagnostic aids. American

.?Psychologist, 1940, 5, '620*626.

American Psychological* Association, `COESP). Ethical standards in

clinical and c, nsulting relatpanships, part I. American Psychologist,

1951, 6, 57-64'. (a?

87

4

'4

r. '/

lit REED,J.G. 80

Ameilcali Psychilogical Association, (COESP): Ethical standards in.

,.

clinidal andsconsultiag relationships, parts II - IV, section,

3.e vI

, 6 a

American Psychologist,11951, 6, 145 -166.. (b)

AmericanI

Psychological-Association, (COESP). Ethicar standards for

.

psychology: sec. 2, ethical standar 'in profesional relation-

,ships; "sec. 4, eihical,standards in r search; sec. 5, ethical

standards in writing and publishing. erican,Psychologist, 1951,.

6,427-:452. -(c)

American Psychological Association, (COESP). Ethical standards for

psychOlogy: sec. 1, ethical standards and public responsibility;

sec. 6, ethicaPstandards in teaching. American Psychologist, 1951,

-6, 626 -66],. .(d) A7

Ashby, N.T. Critical requirements.for effective teaching of gregg short-

hand theory in selected &ollegesand universities as derived through

an analysis of critical ncidWnts (Doctoral Dissertation, University

of North Dakota, 1971). Dissertation,Abstracts International, 1972"

33(1), 210A (University Microfilms NO; 72 -19, 410).

Astin,A.W, An empirical characterization of higher education institutionI

Journa-of Educational Psychologyt 1962, 53, 224-235.

P

Astin, A.W. The College Environment. Washington: American Council on

Education, 1968.s

Astin, A.W. & Holland, J.L. The environmental assessment technique:. a

# ,

way to measure college environments: 'journal of Educational

Psychology, 1961, 52, 308-316.Y"

Baird, L.L. The practical utility of measures of college environments.

Review of Educational Research, 1974 (Sum), 44(3),-307 -310..

Er't.)

Ale

kEED,J.G. 81-

Bandura, A. Princjples of Behavior Modification. New /ork: Hblt,

Rinehart,i & Winston, 1969. 1

1 "

...

. Earkei:t11:G.4Ecological Psychology. Stanford, ca.: Stanford University,

/ z.

..

Preis, 108. .

Bice, H. Critical requirements for the principalship as obderved and

4

reported by school board members in Georgia (Doctoral Dissertation,.

University of Georgia, 1955).

,Blahk, Critical in1idents in the beh ior of secondary school

physical education instructors. Research Quarterly of the American.

Association for Health, Physical Education and Recreation, 1958 (Mar),.

.43

Burns, H.W. Success criteria and the critical incident technique,

Phi Delta Kappan, 1956 (Nov),.38, 73-75.

Burns, H.W. The critical incident technique ail.an instrument of education-

.al research: a philosophical analysis Ooctoral,Dissertation, Stan-

'ord University, 1951). ,.Dissertation Abstracts, 1957, 18; 520

(University' Microfilms No., 25, 345).

Cassel, R.N. & Thurner, A. Milwaukee school counselor's 'image of a

superior counselor. College Student Journal, 1971 (Nov /Dec),

5(3),'22-30.

Committee for New College, Student Reactions to_Study Facilities,vith

tmplications for Architects and College Administrators; a Report to

the Presidents of Amherst College, Mount Holyoke College, Smith

College, and the University of Massachusetts. AmherSt, Ma.:

CoMmitteelon Cooperation; 1960.

.

89

r

6

REED,J.d.

\1

82.

Cook, R.I. Industrial buyers: critical incidents which distinguish

between effective andineffecti'Ve purchasihg performance (Doctoral

Dissertation, Michigan State University, 1974). Dissertation

Abstracts International, 1974, 354)., 3208A (University Microfilm

No. 74-27, 402).

Cooper, B. The criitical requirements of the principalship based upon an

analysis of critical incidents reported by instructional supervisors

and visiting teachers (Doctoral Dissertation, Unive-aliy of Georgia

1956).

Coopek, B. Analysis of the quality, of the behaviors of principals as

observed and 'reported in six critical incident studies. Journal of

Educational Research, 1963 (Apr), 56, 410-414.

Craik, K.H. .Environmental psychology. In Kal. Craik, et.. al. New

Directions in psychology (v. 4). New York: Holt; Rinehart &

Winston, .1970.

.

Dickie, CrUicalrequirements of administrative instructional.

leadership behavior of elementary principals (Doctoral Dissertation,

Kent State University, 1973): Dissertation Abstracts Internationals, 5 ,

1974, 34, 5517A (University, Microfilms No.' 74-7307)..

Domino, G. Identification of behautioral aggression in the mentally

e0,)

retarded: use of the Sonoma check list. TrainIng. School 1.1 ietin,

1967 .(Aug),,64 664t.,r.? .

st

Eilbert, L.R. 2::udy emotional immaturity utilizing the critical. ,

incident technique (DoCtoril Disse,tiga, 1p;:versity of Pittsburgh,.. . .

. ...,.

s ..

1953) . -

0

4.

sr' tJ

7..

a

REED,J.G. 83

Eilbert,,L. R. At.entative definition of emotional immaturity sing"the

'critical incidenttechhique. Personnel and Guidance Journal, 1957,

I- 35 554-563. . '." :1:....'''''

t

N`s

Bili4t, F. S. RequiMements forihe'public schOol,prinCipalship in'

Georgi* as determined from student observations of the actions of

principals (Doctoral Dissertation, University of Georgia, 1955).

Ellsworth, R. E. Planning the College and University Library Building.

Boulder, Co.: Pruett Press, 1968.

Ellsworth, R. E. Academic Library Buildings: A Guide to Architectural

Issues and SolutionS. Boulder, Co.: Colorado Associated University

Press, 1971:

Farrar, E. A. Critical requireMents of in-service education forjUnior

college business instructors as determined by critical incident

j analysis (Doctoral Dissertation, University of-Southern California,

'1962). Dissertation Abstracts, 1963; 2.1(07), 23.90 lUniversity

Microfilms No. 62-6051):

Feierstien, B. Development of a behavioral defintion of the term

emotionally handicapped utilizing the critical incident technique

and a comparison of teacher and School psychologist perception ofc

such behavior (DgCtoral Dissertation, Cornell University, 1961).

Dissertation, Abstracts, 1962, 22(10), 3518 (University Microfilms

; No. 62 -109

Filtrero, G. W. A suggested list of competencies for student teachers in

,

elementary education: the Uni4ersity of Pittsburgh; as determined

l-i.

on,

through '6e use of the critical in dent technique (Doctoral1

"..-

tDissertation, University of Pittsbu gh, 19711. Dissertation Abstracts

International, 1972, 32(9),,, 5085A Oniversity MicrOfilms.No. 727587).

REEDO.Gs 84

Finkle, R. B. tA study of the critical requirements of

,

.0

(Doctoral Dissertation, University of Pittsburgh,r

IFishman D. & Walitt, A. Seating and area preferences

res0s:re room. 'College and Research Libraries, 19

284-297.

foremanship

1949)-.

in a -t °liege

72 (fly), 33(4),

Fitts, P. M. & dones; R. E. Analysis of Factors Contributing. to 460

"Pilot-Error" Experiences in Operating Aircraft Controls. Dayton,

Oh.:-U.S. Air Force, Air Materiel. Command, 1947 (Memorandum Report

TSEAA-694-12). (a)

Fitts, P. M. & Jones, R. E. Psychological Aspects of Instrument Display.

Part I:. Analysis of 270 "Pilot Error Experiences in Reading and

Interpreting Aircraft Instruments. Dayton, Oh.: W.S. Air Force,

Air Materiel Command, 1947 (Memorandum Report TSEAA-694-12A)..1- (b)

Fivers, G. The Critical Incident Technique: A Bibliography.

,Ca.: erican Institutes for 'Research,.1973.

Flanagan, J. C.

S-

Te Aviation Psychology Program in the Army Air Forces.

Palo Alto,

.

Washington: U:S,'Covernoleht Printing Office,.

nPsychology Program Reisearcii Repoit No. 1)

Flanagan, J.' C. Critical requirements: a new approach to employee

.

evaluation. Personnel Psythology, 1929, 2, 415-425. ',(a)

1947., (AAF Ayietion"'0 0

Falpitgan; J. C. Criticaf requirements for research personnel. Pittsburgh:"

, American Institutes for Resedeh, 1449. (Mimeographed) (b)

Flanagan, J. Sob requirements.- In W. Dennis (Ed.) Current Trends

,.

in Industrial Psychology. Pittsburgh:

Press;°1949. .4p. 3&54) (c) -N.

4 Flanagan, J. C'. A'neW approach to eValuaing'personnei.

'1949, 26, 36=q.4 '(d)

Z.

University of Pittsburgh

' /1

es

-

a 24.1

0

2.

) ;

944,

t.-

REED,J.G.

Flanagan, J. C. The critical incident technique in the study (A

individuals. In

Report of the 17

I /

1954, sponsored

American Council

85

A.,E. Traxler (Ed.) Modern Educational Problems;

-

th Educational COnference; New Ydric City, October,

by 6e-EducationallAcordureau. Washington;

on Education, 1953.. (p. 61-70).

IFRevue de .PsychologieFlanagan, J. C. The'critical incidents;thethod.

Appliquee, 1954, 4, 165185. (a)

Flanagan, J. C. The Critical incident technique.

1954, 51, 327-358.

Flanagan, Ji C.

Appliquee,

Flanagan, J. C.

The critical incident technique.

9"54, 4, 267:295:4

Criteria for selecting tests for

Psychological Bulletin,

Revue de Psychologie '

college acliiesidns and

scholarship programs. In the-Proceedings of the 1958 Invitational

Conference on Testing Problems, Nov. 1959. (p. 98-1 t ar

Flanagan, J. C. & Schmidt,F. M. The critical incident approach to

study of. psychopathology. Journal of'Clinical Psychology, 1959,

-4 15, 136439.

Fleming, :J. W: Critical

.

training. American

Polley, J. D.

personnel.

Getat, .M. S. & Mods, R. R. ,The dbbial ecology, of. universitf° student

incident technique as an aid to in -sertfice'-

Journal of Mental Deficiency, 1962, 67, 41-52..

Determining training needs ofsdepartmeht.stort sales

Training, and Development Journal, 1969, £37)'", 24-26..11

residences. Journal of Educational PsyChologi

'

Giolae, T. G. & Wark, D. J. COmmunicatiOn pioble*.

unklateral hearing loss.

4967 (Nov), 32, 336 -343..y

t.

*

, 197463Z6Y, 513-5251,- ts,

as)Ociated with

JdurnaY of Speech and Htaring Disorders,

94

8

4'

ti

4

I

REED-4.1G.,

Gordon,. T.- The .development of a method of evaluating flying skill based.

(

on an analysis of the critical,Fequirements ed,the airline pilot's.04 t

jab.I (Doctoral Dissex'tation, Universityof Chicago, 1949)., (a)

s....

11

,'Gordon, . the use of-the critical incident-technique in the construction

I.1

of an evaluation procedure for airline pilots. American Psychologist,., -,, ,

1949, 4, 301. (b) .

O

. I . .

Gropper, G.L. A study of the critical requirements of conference

behavior. (Doctoral Dissertation,0

Unfliersity:of'fittpburgh, 1956).°

1 '

Dissertation Abstracts, 1956,, 17(06), 1402 (Univtsity M4.ctOfilMs

yo. 18,232). ',.:11. . f t .v ,"

'' Ilageman, E. D. An analysis of curriculum practices in continuation ..

.., e,'.

4,

.. schools using the critical incident technique. (Doctoral Dissertation,

,.k 'it,

' '

.;°'

''''

.> ,Uni'Versi*of Southern, CalifOrnia, 19731.. 'Dissertation Abstracts

AM\ ..- (

.#II, , Intetnational,,1973, 14(02).; 511A (University Microfilms NO, 72-18,816):.,-

. ,

L. 'Statistics for Psy0cholyists. New York: Hai,-Rinehart.,,

Amt m. : '- .a , .

. e .

" 04'' ',I. and-, 1963'.,

. /

"1-1-77""t-11', . , ...4 '

..

.,....

. Hibbs, N.,'.The deyefOiment of a code_af' ethical standards for psychology.,-, --,, L ,,

-,.1..?.

.-, .,..,

.

.

0.

o -

.

.

Amer ic an Ptychologist, 1948, 3,,80-84. :

or

Ineel,,P. 'M. & Moos,'R. H. Psychological environments: ,expanding the

lilldope.of hum an ecolOgy. American Psychologist, 1974(Mar), 29,"

..! o A '1,79 -108..,

.

Kay, B.*R. The use of critical in d nts in a- of ed-chOice scale.

if' -0 oo. 1

;x, iJoual of A led Psychology, 1959 (Aug), 42;269 -270,., 7.------

9 Kilpatrick, G. ;Another look At te#chet evaluation in junior colleges.,..: . .

. Eldamino, tl.: 'El Camlnb College, 1967. ,(ERIC DoctiMent ReprpductiOn

'141115a .

:

. 9

a .4'

4

...

Service No. ED 020 720)

.

Kohl,'F.'E. A critical incident study of Idaho agricultural extension"

agents (DoctOral blisettatiori, University of Wisconsin, 1968).

Dissertation Abstracts, 1968, 29, W92A (Unive rsity Microfilms

N . 68-10, 916).

Kolari- J. M. A study of the, critical requirements of the Lutheran

m ni y (Doctoral Dissertation, University of Pittsburg4-1954).

ation Abstracts, 1954, 14(12), 2395 (University Microfilms

--

No. 9975) .

T.

Konigsburg, D. Development and preliminary evaluation of an instructor

check lilt based on the critical-incident technique (Doctoral

Disseitation, University of Pittsburgh, 1954). Dissertation0

Abstracts, 1953, 14(5), 8 74 (University Microfilms No. 793710

Ladendorf, j., Breaking the user barrier. a.Q., 1972(Suth), 11(4),

337-339. . .

'''

Lee, B. D. CritiCal inaldeni6 cif supervisory,functions of prin

..4.

. .4,

in Southeastern New Meklar (Doctoral Dissertation,' East TexaS State

UniVersity, 1974),. Dissertation Abstracts Internatibnal, 1975,- 35(7),_ .

4134A (University Microfilms No. 75-15861.

..

Leles, S. Using the critical Ancidbnt technique to develop a theory of,At 0 . 4 , \

t ' 4, X

eddoatfon'el profes§ionalism: an-exploratory study. Journal of

Teacher` Education;1.968. (Spr), 19, 59-67.. ,

. . e tee

4.1Len)ni, H. K. Critical requirements derived from frequency data reported

.'. ..

. -4. ,. .

.

.

--,v

. ..,

by,Gedrgia public school supervisors of perceived effective and in-,

. - ''' i_

effective supervisory behaviors (DOctorsi Dissertation, University

of Georgia, 1974) . DissIfi'atiOn Abstracts 'International:, 1974,

35(5), 48O6A. (University M4crofilms No. 7'5-,.2614..., .

«

.U

V

4,

Library Building

Proceedings

Institute,

BEDiJ.G. 88

.

Libraries: Building for the Future.

01

of the Library Buildings Iiratitutg and the ALTA

yo kshop, Detroit, Mi.', Jul}. 1965. -Chicago, Il.: American

L41 rary Association, 1967.

LibrarY'BuiIding Institute, Library ilding: Innovation for Changing

Needs. Proceeding's of the Libr Buildings,Instituta, Sin Francisco,,

Ca6 June 1967. Chicago, Il.:

a

Library Adsociation, 1972.

tine, J. D. Determination of the training needs of foremen in a iirge

I

to

Matthews,

engine plant by use,of the critical incident technique. '(Doctoral

. .Dissertation,yaybe State University, 1971). Dissertation Abstracts

Internatiopal, 1471, 32(5), 2455A (University Microfilms No. 71-29;

763)..' V«

,. .

- .

Lipetz, B. 'Catalog use in a large research library. Library Quarterly,

1972 (Jan),42(1), 129-139.0

McElroy, P. D. The effective and ineffective practices,of the college

supervisor as perceived by secondary school student teachers -sing

7

the critical incident technique (poctoral Dissertation Johns Hopkins

University, 1972). Dissertation Abstracts International, 102,',115A

lUniversity Microfilms No. 72-19;448). 4

McGuire, R. A. The groAp work field instructor-in.laqtion: a study ,of

field instructiori, using the Atical incident technique (Doctoral4.4.

'

. .

Ditsattat ori,'Columbia Upiversity, 1963). 'Dissertation Abstracts,:

19§4, 4

(Dolt ra

4585 (lmiversity Microfilms 64- 5549).

A study of critical requirements for'school psychologists'

pissertation, Ohio State UntVersity, 1973). Dissertation

Abstiracts:International*A73,,340), 2103A (University Microfilms,

No/73-26,864).., 4 '

V

0

J.r

t

\

REED,J.G1 '89

Metcalf, K. D. Planning"ACademic and Research Library Buildings.

New York: McGraw-Hille, 1965.

Miller N. E. Psychological Research on Pilot Training, (AAF

A iation Psychology. Program Reseata Report No. 8) Washington:

U.S. Government Printing Office, 1947.

Miller, T. K. An analysis of critical personality factors in helping

--and-non4elping- relationship lehavier-la -a-residenSe-hall

situation (Doctoral Dissertation, University of Florida, 1962).

Dissertation Abstracts, 1963, 23(10), 3939 (University Microfilms

No. 63-2676)..

Moore, J. C. A study of critical incidents which influenced teachers

'AA providing reading instruction ( Doctoral Dissertation; Lehigh

University, 1974): Dissertation Abstracts International, 1974,

35(4), 2103A cUniversity Microfilms No. 74-2103).

Moos, R. The Social Climate Scales: An Overview. Plato Alto, Ca.:

Consulting Pbychologists Press, 1974. (a)

4 -

Moos, R. H. Systems for the assessment and clasGification of human

environments: an overview. In R. H. Moos & P. M. Insel (Eds.)

Issu es ieSocial Ecology (Pt. 1, chap. 1). Palo Alto; Ca.:

National Piess Books, 1974. i(b)

Moos, R. H. & Gerst, M. S. University Residence Environment Scale:

Manual. Palo Alto, Ca.: Consulting PsyChologists Press, 19q4.

Morgan,.k. H. Intervention techniques in social group a study

of social work practice using the critical incident technique

(Doctoral.Dissertation, Columbia University, 1966). Dissertation

Abstracts, 1967, 27(0, 2616A (University MicrofilMs No. 67-832).

I

97

4

4

Murray, H.,A. Explorations in Personality. New'York: Oxford'Univereity

,..

1 .

4

-.. Press, 1938. Id.l ... $ I 1

I.

Nichols C. M. A, critical incident studylpf the behavior of classroom

supervisors of secondary school teachers in conventional and special. /

8 teacheveducation programs (Doctoral Dissertation, University of

Washington, 1971).' Dissertation.Abstracts'International, 1972,

--.----:---:-1--------82;-6-215A -(Universitylnicrofilm-No. 72-15,-125).-

Owen, P. H.' Some dimensions o college teaching: an exploratory tudy

using critical incidents and factor analysis of student,ratings

(Doctoral Dissertation, University ofopouston, 1967). DissertationAl

ti

e

Abstracts, ;1967, 21, 4590B (Un versity'Microf 1ms No. 67-7341).! .,

.

Pace, C. R. Col4ege and University nvironment S ales. Princeton, N. J.:

Educational Testing Service, 1969.

Page, P. A. Critical requirements for the oral communication, of state

1.

trial judges (Doctoral. Dissertation, University of iansas, 1973).

Dissertation Abstracts International, 1974,i34(12), 7913A .

.

.

\l . -

(University Microfilms No. 74-12, 608). i.

Patterson, .K. Library think vs. library user. . ., 1973, 12(4),

364-366.-

Perrine, R. H. The imperfect key: catalog use study.; 9,, 1967,

6(3), 115-119.4

,

Peterson, R. Institutional Functioning Inventory.: Manual. Princeton,

N. J.: Educational Testfng-Service, 10.70.

Peterson, R.--Mk "A critical incident study of eleme tar), school teacher-

)pupil relations in Washington State (Doctoral Dissertation, Univer-

sity of Washington, 1964). Dissertation ibatracts, 1964, 24, 448t '

(University Microfilts No. 64=4522).,

9GV

0

Phillips, H.E. Critical requirements for the i)rincipalsiiipjn ,Georgia

as observed by teacher's (Doctoral DisSertation, University of

tGe rgia, 1954).

Preston, H. 0. The Development of a procedure for ttra, uatin Officers',A

in 'the M.S. Air Force. Pittsburgh, Pa.: 'AmericanInstitutes

Research, 1948.

__Reed," J. G. Intrthation-seeking behavior of college pt dents using the r'

library to do research, 1974. (ERIC, RIE report, ay 1975,\

ED 00 306)

Robins,' G. B:, Critical requirements for the principalship: a of

observed b aviors of principals in Georgia (Doctoral. Dissert tion,

University of Georgia, 1954)\..

Rodgers,.A. W. An initestigation of the critical aspects of the function

6

,

of the student personnel dean as seen by his profesiional peers

4

using the critical incident technique (Doctoral Dissertatibn,

-, . ,,,olp..

Michigan State University, 1963). Dissertation Abstract's, 1964,A

'

J

V

25, 250 (University itcrofilms No. \64-3820)..-

Rotberg, J. M. Defining the task-of teac ers of the educable Ment lly

.

retarded in the Allegheny Courrty,and ittsburgh Public Schools

using the Critical incident technique ostoral Dissertation,'

.

University of'Pittsburgh, 1967). Disser ation Abstracts, 1968,

28, 4,32A (University .Microfilms No. 68-7\17).

Roth, L. H. 'Criteria for the selection of supervisory teachers using

the criticallincident technique (Doctoral DiSsertation, Univeisity.

of Denver, 1961).

Schaeberle, D. L. A study of critical incident's perceived as affecting

the 'performance cox elementary school teachers an teacher-aides

9

4

REED,J.G.

r.

\"

92

(Doctoral Dissertation) Lehigh University; 1972)., Dissertation, . .

.

Abstracts International, 1973, 33(8), 3969A. (University-

11

r,Mit ofilmsNo. 73-4 9). /

en, P. EnvironT nta tiforces In the every day lives of children.'

1n. R. Barker, The 'Stream of Behavior. New..Xork: Appleton-

Century-Cro s

llers, J. H. The nature, sources, and administrative implications

of satis 14rs 'anal dissatisfiers affecting classroom teachers:

a crib al.incidLnt study of iotivation (Doctoral Dissertation,'

UniverSiiy ot,. Arkansas, 972). Dissertation Abstracts International,

1972;

Seymour,

' !32, 49034,

. A. & hOfieid, J. L.

Lib dry Resourd

Smit,_I

. A. A,sumey

psychology collise

Measuring reader failure at the catalog.

\

s and Technical Services, 1T75 (Wint),.17(1), 6-24.

1951). m- 4

mith, J. B. The:oriti al incident technique andf

)1tudentpersbnnel w

of critical mrequirements'f r instructors of general

(Doctoral Dissertation, gmersity of Pittsburgh;,

1954). Dissertation, Abstrac

No: 60-116)1

Sommer, R. The cology oE

ts'application in

, .

rk (Doctoral Dissertation, Ohio State University,'

20(8), 3369 (University M4erofilms

. !

Sommer, R. The ecology of

CooperatiVelesearch P

I

I

privacy. ibrar Quarterly, 1966, 36, 234-248

/

tudy areas, 19,68 (U. S. Office, of Education,

ogram, OEC-4-061121-:,683). (Educational

ResourceslInformation'C nter, RIE RepOrt No. EP 032 906:)

The Behavioral Basis of Design. Englewood:- Sommer, R..Personal.Spacei:,

N. J.: Prentice-Hall, 1 69.

Y.

DiJ.G.

Steiner, K. E. & Cochran, I.

Iits an evaluation and teac

beficiency, 1966 (Ma. , 70, 835 -839.

ulated critical incident technique

ng devide. American Journal of Ment

Stern, G. People in Context: Measuring. Person-Environment Congruence

in Education d Industry. s New York: Wilk3ff 1970.

t

Stewart, L. H. Study of critical training requirements for teaching

succes-. Journal of Educational Research 1956 (May)49:651-661

Sumner, . S. Critical requrements for the job of the teacher of

cational home economicd-education based upon an analysis. of

critical incidents reported by students (Doctoral Dissertation,

-University of Georgia, 1972). Dissertation Abstracts International,

1973,133(7), 34a9A:

&Katzer, J.- The silent majority: why don't they'askl,,

;questions? R.q., 1972, 12(2), 161-166.

Tagliacozzo, R. & (ochen, M. information-seeking behavior of catalog

users. Information Storage and Retreival, 1970, 6, 363-381.

Takagi, C. Y. Some critical behaViors required in:casework practice:

an =eploration into the use.of the critical.

for' ident,ifying critical casetiorlOehdyprs..

'- University cit Minnesota, 195B). Dissertation Abstracts,-1S58,

, .

incident technique

(Docitoral Dissertation,

, .

19(6), 1467. ''.'

(..

.',t,Tarrants, W. E. ,An evaihation of the critical:, incident technique' as

a method for identifying industrial accident causal factors

(Doctoral Dissertation, New YorkUniVersity, 1963). Dissertationid

Abstracts, 1963, 241453 (University Microfilms No. 63-6684).

101.g.

REED,J.G. 94

'` e

Tyson, R. K. The critical requirements for the principalshii,from

an analysis of thd critical,, incidents as reported 'by obsdrvers

in teacher education institutions (Doctoral pissertation,

14.

University of Georgia, 1955).--..-

Wagnei, R. F. A study of critical reqpirements ol dentists (Doctoral

Dissertation, Uqive-Fili;lf Pittsburgh, 1949).

./..'''' .

Waters El icr Critical incidents of administrative behavior in ., _...s..-

------

urban schools where there have been drastic. changes in black- .

vhite 4tios (Doctoral Dissertation, University of Florida,

1972). Dissertation Abstracts International, 1973,- 34(1), 110A

. (University Microfilms NO. 73-15,554).

Williams, J. F. The foreign student advisor: A critical incident

r.study (Doctoral DisSertation, State University of Neat York at

. ,

Buffalo,*1974). bisserta'tion Abstracts International, 1974, 35(6),

'3442A (University Micro441ms-NO. 74-9,246)'.. .

:Zucker,,A. "An investigation of fe'C...tors contributing to And interfering

. 4

\: with the successful achiev'emetit of remedial English course

objectives in Los.Angeles City Junior Colleges ( Doctoral Dissertation,

Unive'rsity. of California at Los Angeles, 1966). Dissertation

Abstracts; 1966, 27(0, 61A: (University Miorofilms No. 66-6830).

102,tit

4-4 -

44%

14.

o

'REED,J.G. 95

Appendix A:

. -Survey--df Librabr Use, Distributed lay

the A. S. Cook Librdry, Spring, 1974.

f

4

. ' . )10-

. .

.

z.

; A

411

Yn

1.0Se

5'.

' 44ED,J.G. 96

SURVEY OF LIBRARY USE4

. . . ,

We nee d'your cooperation and assistance in obtaining as complete an estin)att as possibleof the dailyruae made of the Coal(' Library. Please give thoughtful and careful attention

40to the questions listed below, and return the questionnaire to the Dobr Checker beleaving the Library. Your answers will help us to improve library service and to makethe library more useful to you. Do,not sign'your name.

. .

.,

. . , I.f.

I,. Redvms fori

comjng to the library y WIT7trip: (Check only thOse applicable.). ,

.

° A. To borrow booksB.-To return booksC. To read Reserve books' in the aculty Reserve Room -

D. To listen to tape, phonograph, or dial -access assi§nments .

E. To do assigned readings in, librar materials other thanieservei

books .,

.

.

F. To'look up material fora paper', report, thesis,, etc. c.

-----!-- ----G-. For general read-i-ng not-asstgned-in classR. To stu8yown/booksI. TO borrow Audio Visual Materials (filmstrips, slides', etc.}J. To'borrow Teaching Aids (pictures., kits, etc.)

, .

K. For personal information ,''

L. Other reasons (please specify) , , t,

.

Ii. Materials used in the Library this trip: (Not what you checked out.).-

A. Newipapers :.

. B. Current PeriddicalsC. Bound/ Periodieals .

D. Books from ,the general CollectionE. Periodical Indexes- ,.. .

F. Reference Books ...IRO 1

G. Microfilm,' MtcrOficbe, or 'microcardsH. Juvenile Books .

t. Courses of Stlidy. (Curriculum Guides) s.

J. MxtboOks from the Textbook Collection .-,--

K. Phonograph records or tapes f.- -.$

t. Dial Access Programs, .', ,

M. ,Government Documents$ .

N.,Pamphlets ft:om tOe Vertical Files -

.. )...

III If you came'.6 get'nateials or, information wer'e'you:

A. Able to find. all, the materials you.neede'd.

B.'Only partially satTsf, ied '

C." -Not able to fin& materials , - ,

D. Ie you were not able to find_what-you needed, please specify what'I you wnatpd and why

_(you were unable to locatt it .

IV. If-you had difficulty using the -library: was,. it

0

J.

A. The library staff wa's not helpful.t. Book-or material needed was not on the shelf

e:

C. You did mot' ask the ltbrary staff for help,."D. You did not know h6i to use theOibrary'very well .

:.0'

// REED,J.G. :97

Library Survey page `2

V. Howlong did.you stay in the library this visit?

VI. How often dd you cote to the C ok Librarl in a week?

1 2 3 4 5' 6 7 8 9 10 more than 10).°

VII. What other libraries ,o you se to get materials for collegeassignments?

'Enoch Pratt Free LibraryB. Baltimore County Public LibraryC. Gouchet College Library0Morsan College Library. ,

E. Coppin College LibraryF. Loyola- College LibraryG. Johns Hopkins Eisenho er Library-H. Johns Hopkins Welch Mgdical LibraryI. University of Maryland Health SciencesAraryJ. UMBC LibraryK. Other pleasewspgci4

'I

41.

ve you used any of thes1 other libraries for assignments in thest two weeks?

Yes:No

fo

you usually 'rook for bo ks in the Cook Library card catalog:

By author ortitleBy subject

XI. H ye' you turnbd in anothe

Yes _

No Ifr

XII.'-'your status (Please check one)

TSC'fres.hmansophbmore

TSC juniorTSC seniorTSC'graduate studentTSC JacultyTSG Staff' .-

Student #.anothar,collegeAdult

-, High SChool.student

library use questipnaire this week?-e-

1051

r

..

SurvY Instrument,

1. Cover letterito.

subjects.

.

O

RiED,J esd. 98

o

2. Positive Critical Incident Questionnaire (grey paper).

3. Negative ritical InCident Questionnaire (yellow paper).

4. Data Form (11 sheet of white paper).

,

X I

4*

rr

(C/

4 106

0

V

t

1

tt

DlearFellow Stud,nt,

May. 2, 1975

t

REED,J.G. 99

I am working on y master's thesis in psychology at T.S.C.

I NEED YOUR HELP!

My researchin olves the identifiCation of ALL FACTORS which

`Contribute to the Albert S. Cook Library at Towsoh State College

as a human environment--that is, ANY AND ALL AS CTS OF THE LIBRARY

wOich affect its ude la students, including piers ns, places; things,

situations, times, etc. ...

."

/To, get information ,.I am'contacting library use s--T.S.C.

Students--and asking questions about,their libra y'e eriences.,

: YOU are one of a small, randomly selected grow pf students w Om I

am surveying. Therefore; your response is ess, tial o this tudy,

and to the completion of my degree.

Attached to this letter are two short

form. You can help me by completing ALL.OF TH

your ability. It should take you only a few

to do it right now while you're thinking aboufinished, return the questionnaires and dataenvelopt which I have attached.

tionnaito t

iaukes,

`it. Whorm in t

A'copy of this study will be available

1-17 --it has'bedn'completed. And, to help in im

a special copy of this^liesearch will be..gi

when completed:, If you have any questions; contact me

.rd-ftoof sychology Lounge of Stephens Hall, Monday o

'Iafterno 110*to 4:30; (b) by leaving a' message in

,Room 209 _ephens Hall; or (c) by sending a message

Your identity as a respondent to this survey willthap is, all information which might identify yop will

I look forward to receiving your information-in the

' Th4nk you.in advance for your assistance.

es and a datae best ofnd you may wish

you haveself-addressed

in the Library after

roving the S.C. Library,

en to the library staff,(a) in the

Wednesdayy mail box;rough the mil.

raMainCONFIDENTIAL--e coded.

very near future:*

IS

0

ENCLOSURES!

Sincerely,

107

Jeffrey Reed'Graduate StudentPsychology Department'Towson State College :.,

Baltimore, Maryland 21204-

I

// -)

REED,J G. 100

This page is for your report of-a FOSITIVE criticaleinciden. .

.

.0 4,

46, Think of an experience you have had,while using,ttle T.S.C. L'brary

.

during thp past few months, representing an ASSET of the T.S.C. L brarywhich benefited you in some way, and'resulted in your being SATIS IEDwith the Library: ' .

If you have had more thanone helpful experience, think Of`cheione

SPECIFIC EVENT (SITUATION) which was most pleasant, interesti of usefulfor /22. This happening may have involved any aspect of the iibraenvironment which led you to be PLEASED(With the T.S.C. Lib he time7-

\ - for example, people, paces, things, spaces, times, etc....,

c.

'NW

_Write...down the exact circumAtancep_of the....situaOon. Please_mdescription as complete as possible, so that I can understand all art1acre-itivolve0 in the experdence.' Remember, tfiis is Rot a request .for ageneral evaluation of the library or-The library staff, but RATHER, Ora concrete description of a-PARTICULAR EVENT which involved your, use of

the T.S.C. Library.

11..1. What was tbe situatiOn7

2. Specific Details (Yon need ansWer only the elevant sdctions):

. at. PersOns involved' (specific names ark, not essen ial)?

1/

:Location of /event?

c. Things nAiolved?1 4

J

,

4

d. Wheal occurred?

. /7

e. Other relevant details?

3.. Wha1 did you do?

/

,0

C'

.0`

. .

NOTE: If you.

need more-space, or if there is a second POSITIVE experienbewhich you feel,is,important, please use the,back.si e of thid'questionna#e.

IThank you for your help! Rpturn the questionnaires to: Jeffrey Reed,

Psychology Department, T.S.C,.\

106 .

c

0

REEDJ.G. 101,

.

This page is for your report of a NEGATIVE crtt.12. incident4 ,

.1

Think of an experience you have had whiJe'using the T.S:C. Libraryduring the past few months, representing a DEFICIENCY in the T.S.C., Library,

which caused YOU a problem, and resulted in your being DISSATISFIED.With.

the Librajry....

If you have had more than one problem experience, thinkof the oneSPECIFIC EVENT (SITUATION) WhIch most aggravated, hindered, or frustrated

iy.24. This happening may have involved an aspectaspect ot the li ar environment--

fprexamplet people, places, things, spaces, times,. ett....-- ich led you

Et. COMPLAIN about the T.S.C. Library; at the time.

Write down the exact circumstances of the situation. Please make your

description as complete as possible, so thatI can understand all of thefacts involved inthe experience.. Remember, thid is,not a request for agene ral evaluation of the library or t e library staff, but RATHER, for

a concrete, description of a PARTICULAR \VENT which involyed your ude of

. , the T.S.C..Library.. .

1. What was the situation? 4

,

-

.J

p

... 7

2. . SpecificDetails (you need answer ,pnly the relevant sections):

a. Persdns involved (specific 'names are not eAssent4a1)?

.4 .

b. tikation Of event?

"d. Things...involved?

d. When occurred?

i

e. Other relevant details?

,What'did you dol:

s. .. V

NOTE: If y u need more space, or if .here is a second,NEGATIV .experiencewhich, you feel is important, please use the back side of this questionnaire. 41°

Tha Du Tor your help! Return the questionnaires to:, Jeffrey Reed)

PhychOlegy

,411iiti

a

I

DATA FORM:for Library Survey

,REED,J.G. 102

1. About how often (on the average) do you use the T.S.C.'Library?

X ) once a month,, or less ( )- once a week

( ) two or three times a month ( ) several times a week

2. What is your classification in college?

( ) Freshman ( ) Sophomore ( ) Junior

3. What is your residence status?( ) Resident Student ( ) Commuter Student

4. Did you transfer to T.S.C. from another college? ( ) no

If'yes,'for how many semestets have you been at T.S.C.?

5. What is your sex? ( )Female ( ) Male

,6. What is your age?:

t . 4. "

7. What is your major department fit T.S.C.?

( ) Senior.

( ) yes-!

NOTE: Please return this data form and the questionnaires to:Jeffrey Redd, Psychology Department, T.S.C.,'Baltimore, Md. 21204

iSi

it

1

t

s

' V 'elIV Or.

4,

c

4

4

."

Appendix C

4

Pilot Study Forms

Cover letter to subjecmin the Pilot Study..

:Preliminiy forms of Survey Instruments:,

a. Cover letter to tubjects. .

b. Positive Ciitical Incidents Questionnaire.

c. \ Negative Critical Incidents Questionnaire.

; .

3. Post-Questionnaire Inquiry, Form.

.

/ e,

REED,J.G. '103

g

4.

a

. .I . .

4 6

.

-

z.. 66.

C

A

..

. TO: All students aniweringthis questi

FROM: Jeffrey Reed

.

-sychelogy Department

DATE: April 17, 1975

%.

naire

REED J# ...N.

You are now.participa4ng in the Pilot Study of a Psychology

ynsearch Project, which means thatsthis isyou

first time these

estionnaires have been used. Attached you will find a letter

which explains this survey, two very similar questionnaires, and

a questiOnnaireabout the questionn4irese Since this is aPilot

Study, your comments will have two uses:,

"a. They will,provide information'requested in the

study itself;

b. (Most importantly) They will provide information

. -about the questionnaires themselves:- arethe questions understandable, the directionsclear,;er do any changes need to be made.

104

Your detailed, responses at this stage of the research are

absolutely essential, and the more information that you'provide

le; 'the better the survey will be..

. ,

,After you have completed the questionnaires and the inquiry,

yomay drop this information into the "Questionnaire Return Box"

at the Main Entrance/Exit of the Cook Library. IfTyou,have not

completed the, questionnaire by the time 'you leave the,library

today, and are unable to return the questihnnaires'here; PLE4SS4r

return this information AS SOON AS POSSIBLE at the-Psychology

Department.

So that you do not- receiveanotheequestionnatet, when the

final versionof the survey is mailed outritmoUld be helptul

for me to have your name and/or social security number (both-of-"-

which will remain confidential).

41.

.

.Thank you vdy much for 'your helpiii If I may be of any

assistance to you, pleatelatime knob.

.

Name:

'Social Security Numberi

I

-

I

. P

April 15, 1975

Dear Fellow Student,

1. I am worktkg on my master's thesis in psychology at T.S.C.

and I need yourhelpi.1

1i*

The problem which I am studying concerns finding out all ofthe factors whieh contribute to the Albert S. Cook Library at T.S.C.as a human, environment --that is, I an trying to identify ANY and ALLaspects of the',T.S.C. Library which affect its use by students. In

ZiaiiTer me this information, I am contacting some of the

people. ho use the library--Towson State College students--and askingquestionsabout experiences' in the Library. You are one of a randomlyseledted group of students to whom I am writing, and as such, you*response is essential to this study and.to the. completion qt my'degree.

Attached to this letter are two short, iimiltr quest onnaires.Completing them should take you only a few minutes, and ou'may wish

to do this right now while you are thinking dbOut it. Wen you arefinished, please return the questionnaires to me in the self addressed

invelope which-I have attached.

105

A copy'of this study will bavailable in the Cook Library after''it has been completed.' And, to help in improving the library, a specialcopy of this thesis will be presented to the library staff.

. .

If you have any queitions, please feel free to contact me inone of the following ways: (a) "in the 3rd'floor Psychology Lounge;

Stephens Hall, on Monday or Wedneklay afternoons, froid 2:30 to 4:30;(b) by leaving a message in my graduate student mail box, Room 209;Stepheds (c),by Mendinga message through the mail.

"4 assure you that your identity as a respondent to this surveywill remain strictly conficentialthat is, all informatiOn which isspecifically pertinent to you (its an individual will be coded to

preserve'your anonymity.

I look forward to receiving your information in the very nearfuture. Thank you 'in advance for. your assistance.

m m

n4 " '4-'4 401, ' 4 ' 'oa *'^r*ti,:c

Sincerely,

,

*-0 4.0.

t

"-mt.

JeffScey Reed

Graduate Student , 'C.)

Psychology Department ..

TbwSontate CollegeBaltiMore,'Maryland 21204

115

1"

01"

ow.

IREED,J.G. 106

COLLEGE LIBRARY CRITICAL INCIDENT QUESTIONNAIRE - POSITIVE

1. During the past six monthLibrary, have you had any beneficia

yes no

\

it your use of Towson State/ Colleges Cookpleasant experiences in using the library?

2. If yOu have had more tha on ,positive encounter with the library, please.think of that situation which was most helpful, interesting, or useful to you, indo,tng what you .ndeded to do in the library. Please describe briefly the exact,circumstances of;that situation, ided ifying what happened, where, about when, and/or anything else, relevant for me to erstand the ature of that happening.

4

1

3.\ With about what freqnency (on the average) do you use the Cook Library?

once a Month or less once a weektwo or three times.k month several times a week

4. 4Is your use of the library related to this incident?It yes, pleas - explain how:

*

.

1 1What is ybur clastificatinn in college?

yes; . ao

4ii*4

. Freshman Sophomore_, A

-Senror,

ypuArainfer.tb T.S.C. trom another school?If yes, for how many semek0*tinVeletr,:been-itT.S4C.i

Y. What ii your sex?. . Fem4e Male

" 8, Vhat is your major department?

yea, no .

1, a., y

NOTE: If there is a secona positive librarary experience yhich'you feel, is importint,please repOrt it on the reverse aide of this qucationnaire. Thank you for your help!

-,Return questionnaire to Jeffrey Reed, Psycholo& Departmtnt,

114

REED,J.G. 107

COLLEGE LIBRARY CRITICAL INCIDENT QUESTIONNAIRE - NEGATIVE

1. During the patt six months, in yout use of Towson State College sCook Library, have you had any serious problems in using the library?

yes no

2. If you have had more than one negative (problem) experience with thelibrary,, think of the situation which most aggravated, or hindered, or frustratedyou, while using the library. Please describe briefly the exact circumstances of

. that situation, identifying what happened, where, about, when, and anything elserelevant for me to understand the nature of that happening.

1

3. With about what frequency (on the average) do you use the Cook Library?

once'a month or 7ess once a.week

----7040 or three-tifitesa month - several times a week

4. Is your use of thelnibrary related to this incident? yes'. " noIf yes, please .explain how:. . _

5,. What is your classiticition in college?-...

Freshman'.. Sophomote .,Tunion " Senior

6. Did you transfer to T.S.C. frow-anOthor scnool?r yes; noIf yes, for'how many semesters have you been at T.S.C.s

What is your sex? Female Hale

---...,..8.:. . vat. is. 794F major departraent? .

--'

.

111 .NOTES If there is a seconi negative lib:ary,

experience which you fellife is IMPoriant, ..., .,t

''''"''" w-.....1..3,-.c ... .. . . ._

please report it on the reverse side of this questionnaire. Thank you for your help!Retutn questionnaire

...to: Jeffm;Peed, psyeholOgY Department, T.S.C..

.. ,. .

..

115

r

4.41';

Ir

POST -QUESTIONNAIRE INQUIRY

Thank you for completing t attached quextiondaires. The function of this

form is to get your tesponses and actionso those questionnairet themselves.

Your assistance will help in evaluat the effectiveness (or lack of it) of the

questionnaires, and in identifying area *here they need changes. Please feel frie

to make any comments which you feel are r evant or helpful. Thank you for your time.

REED,J.G. 108

.1, About how long did it take you to comp

Was the length of the questionnaire reaso

E no, was its. too long

Conments,:if any:

e the two questionnaires?

able? yes

too short

2. iJss the nature and purpose ofthe survey clear

If no, what was unclear?

3.

.

yes no

Was the type of information requested clear? yds no -

If no, what was unclear?

4 Were the questions understandable?

-If no, what was the problem?

yes

5. In your opinion, did you have sufficient guidance? yes-

.If no, What else nighb be added?

1

no

no

6.141ssufficierttinfbrmationgiveninthecoverletter?,yesno

Was its too long too'short

Comments, ir-iNYt.

C.,

*.

Did the physical format of the questionnaire offer any_problems?.

yes i no Comments, if any:"

What is youi general reaction'to the questionnaires ?.'

. .

. . :

.t

. ..

se

%t

,..!,,..:14:-........ - ....

. .

a

...116

-4

Appendix D

Return Envelopes for Survey

I

.

e.

\11.7. , .

REED,J.G. '109

I-

p

14.

I(,

I

First Class

Permit No. 9560

Baltimore, Md.

ESpost:ge neXcessIty if mailed in the United

States

I

Postage will.be

paid by--

cf.

Jeffrey Reed

Psychology Department,

Towson State

College.

Baltimore, Maryland

21204-

J.G.Reed-Psychology

Towson St. Col.

Baltimore, Md. 21204

QUESTIONNAIRE

RETURN ENVELOPE

No postage necessary;

If returned through

TOWSON STATE COLLEGE

CAMPUS MAIL.

Return to --

tr../

Jeffrey Reed

PsychologyDepartment

Towson State College

Baltimore, $4. 21204

tem.m

Po

CO4-4

a

I.

4

r,

0

ti

Appendix E.

Information for Raters-4,

1. Instructions to Raters. 5

REED,JbG., III

2. General ClasSification Scheme of Environm ntal Dimensions.

3. 'Random Sample of 43Critical Factor Reportsl.

119

`1,

/

REEDO.G,0, 112'

12 `July 1975

Instructions to Raters:

1'4

Thank you for agreeing to help me with this project:,

You should find attached to this page the follpwings

Y

1. A sample Questionnaire packet such as that received

by each subject, including acoVer letter, a giay

Positive. incident questionnaire, a yellow Negative

incident questionnaire, anO( a Data Form.

2. A General Classification Scheme of Environmental

Dimensionb for College tibratir Environmental

' Assessment. (Thia'is based UpOit my manipulation of

, the ditap.and is essentially a forced inductive

arrangement of critical incident and critical factor

reports.)

3. Altaridom Sample of Critical Factor Reports. (This1 4

constitutes 15% of .the total data reports.) ..

What I have in essence done is to attempt to create some order,

through my Classification'Scheme,:out of the caos of about 400 reports

of-particular aspects of the library 'which stu ents either find bothersome

or helpful. Yopradsistance will offer*some validation (or lack thereof).

for my organization, scheme.

After ypu,pave had a chance to weaning the materials, I'would

like you to classify each 'Of the 63 Critical'Factor Reports provided,

based upon the General Classification Scheme. ,That is, to the best of yoUr

ability, I would like you to fit each,particular report into one (1) of

the, dimensions and classes available. 'For tiamples

..

.

Code Description of Incident . .

.Class Assigned

. ....-..

, 6

Ja-, I asked the librarian at the Informatier*k fbt. , I. B.

,help in finding a book and she was very rude tome.

..

(Esch.incident should thus receive a two character code representing the.

poditionof that incident in the Classification SC16e.) . ..,

Please return the completed materials to,r me at your earliest#

convenience. If you have any questionst pliaie contact. ne.//

/

a

I

.JeffreSr G. Reed'

131 Stevensonlane'Baltimore, Maryland. 21212.

telephone (evening) 296-9524 (area code 301)

120.

Fi

0

REEDP.G. 113 .

GENERAL CLASSIFICATION SCHEME.,OF ENVIRONMENTAL DIMENSIONS

for'Colieiekibrary Environment Assessment

Jeffrey G. Reed

I

STAFF of the Library (This dimension 'includes all staff, both

professional and 11611-professional.)

A. Actions taken by personnel (This class includes both positive,1 ., ,

beneficial and negative, inhibitive, unhelpful acts, ror a failure to act on the part of the staff.)

B. Attitudes exhibited by personnel interacting with users

(This class includes both positive, helpful, pleasant ,

attitudes, ancl negative, discourteousiand indifferent..,

attitudes perceived by users.) .

.MATERIALS in the Library (this dimension incrildes all informational

material% both,print and non - print, and the systems of

access to those naterials in the library.)

Availability of Library Materials (This class includes whether or

not particular items were available and why.)

B. Location Systems used in Organizing Materials, and Information

Sources used in Locating Information (This class

includessuch systems as the card catalog, periodical

indexes, the classification system, etc.)

C. Quality -of Materials in the Collection (This class includes such

characteristics of materials as currency, variety, etc.)

III. SERVICES provided by, the library (This dimension includes all information

-and related services, exclusive o those covered in.I and II.)

A, Hobrs of Library Service

. Borrowing of mateiials (This class includes regulations, procedures,

etc, concerning circulation of materials.)

C. Access to Information (This class includes information services

. accessing information not available in the library.)

PHYSICAL ENVIRONMENT of the, Library This dimension includes facets of

the library affecting its use, exclusive-of I, II, III above.)

Equipmehein the Library (This class includes its availability

and condition.)

B. Physical Design of Facilities (This class includes such factors w

as lighting,comfort, temperature, etc.)(. .

C4 Interactions with other users ;

D. 4061,carnpus. 121

t.

I.D.

Code

REED,J.G. , 114

RANDOM SAMPLE OF CRITICAL FACTOR (INCIIi1NT) REPORTS

From Library Environment Critical Incident Study

Jeffrey G. Reed

Description of Incident Class Assigned

by Rater

Ak- Doing research for.apaper, and none of the books

I needed were on the shelves.

An- I.made'special arrangements and set aside time, then

drove with my son hour to the T.S.C. Library;

I arrived to find that it is not open on Friday

evenings. I was furious!

An In doing research, I have'found that there is a veritablei-dearth Of psychology journals, books,,etc. in

...

clinical psydhology.

Ax+ I needed information of form and style for a bibliography",and the librarian at the Information Desk gave me

what I needed. 41,

11c+ The'th floor of the library was quiet,,scq was able

to study. :

Bd- A library staff member'in the Current Periodical Room

, who had been talking loudly, laughinge etc., was

very rude and'sarcastic when asked to be more quiet.

by I was trying to find information in magazinei, and the

....-woman at the Information Desk was very unpleasant

when I asked for help.

Bh+ The lady at the Faculty Reserve 'desk was very pleasant

when I needed change for the copy machines..

Bh+, A female InfOrmatin Librarian was very pleasant and

helpful directing me toward reference

and finding information for My research.

Bm- ThiReServe Book Room was entirely too noisy to read.

BV- the bound. volumes of magazines I needed were missing

from:"the.libiary. .

Bf-

4

\

4

0,

4

EEED,J.G. 115 .

Random Sample.r 2

,,

.

Code Description Of Incident Class Assigned04

bE- °A. staff member in the Iducational.liateriar; Area,-

...

, .seemed lazy, and was completely unwilling to --,

help me find what kndeded,, - ,

.

Cf+ I found a book I needed for a philosophy paper.

Cy- The librarian in the Faculty Reserve Room was very

rude, and yelled at the bectrse i naq,entered '....r

.4' .

the room, return some materials before she'1 ..

\

...-

.

got there.. , V

,,,, V. 5, /Df -' - , Parking places are acres away from the,librarys

6+ I was/sing.the Teaching'Aids on the 4th floor, and, I e r . e

I;.

4

'."

the persOn working there was very helpful and

friendly.

Dv- I returned a library'book, and realized only a few,

, minutes later that I had left a test paper inside

the book. The female library ,staff member at the

Circulation DOk was crepletely unwilling to help

111

-me to find the book or .the paper.

Dy- It is frustrating to loOk up references in one 'place

and then have:to go to another floor-of the

library to get the magazines.

Eb- The assistant in the Audio/Visual Aids area was very$

rudi and ittitatieWntel aOkefito-borrow.tta--

earphones for the Video Tape Recorder.

Ed+ I watched a film on closed circuit t.v..

.Efr I was typingi paper, and the lightswereturned off

a long time before closing time.

Ek- A student assistant in the Faculty Reserve Room was

'fleryenthusi214C and helpful.

The library has, i' dollar change machine.

Etr The librarian at the Information Desk gave confusing

and incorrect directions for'finding a 60k.

.

I took,bopks home from the library 'without checking.

them out at the CitOulation Desk. '

- 1 -

The library was closed'one evening when I needed to,

. ,

do'resdarch.

I listened'to someAudid tapes to prepare for in:exam.

1234

Code Description of Incident

REE . . 116. Random Sarng4

Class Assigned

Fk+ A Periodical Department staff member was helpful

in suggesting where to. find information.:,.

Go- The copying machines were out of order. J .

Gp+ librarian at the Information:Desk demonstrated

J how to use the periodical indexes.

Gu- A femlli Information Librarian was unhelpful.

Gp+ . I wag.looking for some magazines, and a student who

I'd never; het before showed me how to use the

Periodical'Room:.

Gz- The bound magazines I needed were not on the shelves.

JkloP I found the books I needed for my health paper..

Hd-r The library has a very poor and very small collection

of books on Black Literature.

Hj+ #I found the book review article I needed.

Hs- There is a very limited variety of magazines in the,.

library on learning disabilities in children.

Ja+ A Periodical Librarian explained procedures for finding

magazines in the library.

The female librarian in the Faculty Reserve Rooft insisted

(.4. :41

,that a book placed on reserve by a faculty member

-.0,..

. .N was not on reserve-4ven though I know it was.

Ar'' *,: Ids The books I needed were not on the shelves.

4'

A''' ' If.,*,4

One of the men at.the Information Desk--showed -me -the

Dissertation Abstracts, and how to use it.

Jd- Two of the articles I Winded were torn out of the bound,

eriodical volumes.

Jk+ n Information Librarian helped me to locate a specific'-4:

Jz-

magatine I needed. 1`

Periodical Department staff member gave me the wrong:

information for finding a magazine.

Kb- - I was fined $1..00 for returning a book 10 minutes late

to the Faculty Reserve Room.-

since. the book hadbeep.-1Oaned* out for too short a

perio4 of time.

Kd+ The librarian at the4irrent Periodical Desk helped me

to locate a magazine rneeded.

124 :/ ,.

4

. .1

REED,J.G. 117--

Random Sample -.4

Code Description of Incident Class Assigned

Ke- he copy machine was broken.

Kh+ wstched,a movie on closed-ciriuit t.v. fOr'a class.

Xh- o students asked the Periodical Librarian for help

in finding materials. She was very sarcastic and

dicreOthing to help. They left witheut being helped

after getting ripped. (I was'not involved, just

sitting there reading, watchimhat. happened.)

Xi+ A staff menter.at the Periodical Desk helped me to find

amagazine'I needed.

' XV+ I was working on a theatre project and a man at the

Information Desk helped me to find some reference

materiiils I needed.

Lb+ I generallyl find the books I need.in the library.

Ha+ The Periodical Roam person helped me to find the.magazines_

.I needed for a paper on Aging.

Ma- 'I was trying to use the Audio Tape Recording Equipment,

but I had never used'it before and it was confusing.

The library has some good quiet places to study.

Vs+ The student assistant in the Multi -media area was very,

helpful in locating some filmstrips 1.needed.

MS- The Faculty 'Reserve Roomwas_entirely too hot.

Nb- I wasiunable to find the magazines I needed becauie the

bound periodical Volumes were scattered all around

the library.

Nt- I. was trying to find a particular encyclopedia and the

Information Desk Librarian just sort of pointed and:

s aidop"its over there" then turned around and walked,

away. I couldn't find what needed, andoliuldn't

find him again to`ask.for more helb.

Od- I couldn't find a book I needed for a paper.

og+ .1 got, some veri:4seful materials for a class presentation

for student teatang from the vertical file in the'.

curriculum materials area.

Os+ "_ The librarian at the Circulation Desk:wasveri helpfulo.

Pm-

and placed 4 hold for an overdue book checked out

of the lirary.

The library ishot. 125