Evidence Based Library and Information Practice 2010, 5.2

Evidence Based Library and Information Practice

Article
The Life of the Space: Evidence from Nova Scotia Public Libraries
Francine May
Assistant Professor
Mount Royal University
Calgary, Alberta, Canada
fmay@mtroyal.ca
Fiona Black
Associate Professor / Director, School of Information Management
Dalhousie University
Halifax, Nova Scotia, Canada
fiona.black@dal.ca
Received: 5 Aug. 2009

Accepted: 12 April 2010

2010 May and Black. This is an Open Access article distributed under the terms of the Creative Commons‐
Attribution‐Noncommercial‐Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by‐nc‐
sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original
work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is
redistributed under the same or similar license to this one.

Abstract
Objectives – To describe aspects of the 21st century role of the public library as a
physical space by observing the actual use of a selection of public libraries. This study
seeks to reveal how patrons are using and experiencing these institutions as spaces
and how patrons and staff characterize the role of public libraries in communities.
Methods – A multiple case study design was used to examine three urban and three
small town public libraries within Nova Scotia, Canada. A triangulated set of
methods including patron interviews and questionnaires, staff interviews, and
seating sweeps was used to develop answers to the research questions.
Results – These public libraries are functioning as successful public places in that
they are community spaces used in a multitude of ways and where patrons feel
welcome. These libraries play important roles in the lives of respondents and, while
respondents were willing to give critical feedback, they generally described the
spaces positively. Patron use and experience of these library spaces can be broken
into three themes that describe the roles of public libraries in communities. These

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Evidence Based Library and Information Practice 2010, 5.2

include the role of provider of books and information, provider of access to
technology and provider of a social space where members of the public are welcome.
Conclusions – Patron experiences in Nova Scotia public libraries show that libraries
are vibrant places that are highly valued by their communities. A number of common
themes about the use and perception of these spaces emerged, yet when examined
individually each library was also revealed to be a unique place, reflecting the
particular qualities of the community and the physical space of the library building
itself. It is clear that public libraries are complex institutions which play a variety of
valuable roles in the community.

Introduction
Libraries’ roles evolve in line with their
societal contexts, responding to community
needs as they develop. This paper explores
roles of the public library in the twenty‐first
century. Ten years ago literature relating to
the digital age spoke of libraries without walls,
and discussion around the role of public
libraries in the digital age continues to the
present (for examples see Chowdhury, Poulter
& McMenemy, 2006; Waller, 2008; or Wooden,
2006. Throughout their history, public libraries
have always been in transition, but the
introduction of the web has caused significant
changes, including a drop in the intensive
ready reference activity at many public
libraries. Some fear that the Internet poses a
threat to libraries, while others see Net access
as an opportunity to expand the roles of public
libraries in communities (Waller, 2008, p. 378).
During this same period of change, many
library leaders have advocated increasing the
civic society role for public libraries. Under
this rubric, new designs and renovations often
include meeting spaces and flexible layouts in
order to accommodate local community
interests in using the library as a public
commons. Thus, it is timely to study what
happens within libraries to contribute to the
growing body of literature which
demonstrates the value of public libraries.
According to Nova Scotia’s Standards for Nova
Scotia Regional Public Libraries (2001), the “core
business functions” developed for regional
public libraries include several uses that are
often dependent on library as place (p. 5).
These range from the obvious, “provide

community meeting places and opportunities
for citizen participation,” to the more subtle,
“assist in the integration of new residents into
Canadian society” (p. 5). Public libraries can
and do support national and local
governments in achieving their social and
economic goals. Public libraries around the
world are helping to provide affordable access
to technology (Bertot, Jaeger, Langa &
McClure, 2006; Julien & Helliwell, 2001; Werle
& Fox, 2007). It may seem somewhat ironic
then that, due in part to the digital revolution,
some government decision‐makers are not
convinced of the need to fund public libraries
beyond a bare minimum. Public libraries also
support governments in achieving societal
goals such as assisting new immigrants to
settle into communities (Picco, 2008, p. 45),
supporting early childhood literacy
development, strengthening the knowledge
based economy, promoting community equity
and inclusion, and empowering citizens to
participate in a civic society (Newman, 2004,
p. 4‐6). Recent studies provide strong evidence
of the economic contributions of public
libraries using a variety of methods (for
examples see Manjarrez, Cigna & Bajaj, 2007;
Steffen, Lietzau, Lance, Rybiun, & Molliconi,
2009). In addition, active public libraries have
been correlated with successful retail spaces
(Blankinship, 2005, p. 44; Singh, 1985, p. 154).
It is alarming, therefore, to note that in Nova
Scotia’s strategic document Opportunities for
Sustainable Prosperity (2006), libraries are not
mentioned. This seems especially disturbing
given that education is mentioned frequently,
and public libraries in this Canadian province
are administered within the Department of
Education.

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Evidence Based Library and Information Practice 2010, 5.2

Lamonde, McNally, & Rotundo (2005) note
that public libraries are public places and form
a part of the culture in Canada (p. 250). There
is an increasing awareness that public places
are under pressure as aspects of society
become more culturally consumerist due to
private interests encroaching on some aspects
of public life. This results in an erosion of
public place (Banerjee, 2001, p. 12; Mitchell,
1995, p. 121; Williamson, 2000, p. 182). Public
libraries too are being buffeted between forces
that, on the one hand, draw them closer to the
marketing principles of the private sector, and
alternatively, which value the library as a
place of information and community record
that supports democracy (Alstad & Curry,
2003; Buschman, 2004, p. 41). Research by
Leckie & Hopkins (2002) illustrates that the
main threats to the role of public libraries as
neutral public spaces are an increasing need
for economic justification and the
encroachment of private interests (p. 360). In
such an environment it is critical for public
libraries to preserve and strengthen their roles
as public places. A first step in achieving such
a goal is to improve our understanding of how
users make use of library spaces. In turn, this
will help determine whether libraries are
functioning successfully as public spaces. The
information gathered through this research is
also important for assessing the success of the
design of library buildings and to inform
future design decisions, renovations and
service provision. These are all important
factors for libraries, especially considering that
one of the most highly rated core
competencies for librarians is to “create a
welcoming, useful, responsive library
environment to encourage use and strengthen
support of the library by community”
(Helmick & Swigger, 2006, p. 63).
Public libraries in Canada fall under the
jurisdiction of provincial governments and are
usually administered under the department of
culture or education. Most funding for public
libraries comes primarily from a combination
of provincial and municipal sources (Wilson
560‐561). The public library system in Canada
is well established, with most Canadians
having access to services and approximately

two thirds of Canadians holding library cards
(Newman, 2004). Despite the important roles
that public libraries play in the lives of
Canadians, there have been few studies
evaluating whether they are functioning
successfully as physical public spaces. This is
an important issue, considering that the role of
library as space is a key factor contributing the
perceived value that library patrons place on
library services (Ladhari & Morales, 2008).
Within this context, this study seeks to explore
the public’s actual use of public library spaces
in Nova Scotia, Canada, and thereby to
describe the community roles played by these
spaces. On a practical level this study
generates information useful for informing
design, renovation, and service provision
projects in public libraries. It also contributes
to the assessment of the roles public libraries
play in the development of sustainable
communities.
Literature Review
Public libraries as physical places can play a
number of roles in communities. A public
library supports the intellectual, social,
cultural, and community needs of the local
citizenry. It is a physical space where
community activities (political, social,
educational, and recreational) take place and
where all members of the public are
welcomed. Some predict that the community
roles of public libraries will become even more
important in the future (Manjarrez, Cigna, &
Bajaj, 2007, p. 24). In addition, the purposes of
public libraries remain unchanged with the
digital age: to promote democracy, equality,
and social justice; to increase access to
information, disseminate culture and
knowledge; to contribute to meaningful
leisure time; and to act as a communal
institution and social meeting place, (Aabø,
2005, p. 210). But how do public libraries fulfill
these purposes in an era of technological
change? Digital technologies are changing the
configuration of communities, and public
libraries need to consider how they can serve
in that new configuration.
One important way that public libraries serve

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Evidence Based Library and Information Practice 2010, 5.2

communities is by providing public places
where individuals can meet and interact with
each other while participating in their greater
community. Public libraries are used as
community meeting places in a variety of
ways, both formal and informal (Aabø,
Audunson, & Varheim, 2010, 25). This role is
increasingly significant as factors that tend to
isolate sections of community, such as
multiculturalism and digitalization, take on
added importance. Worldwide mobility has
resulted in increasingly multicultural
populations in Europe and North America.
Cross‐cultural communication is, therefore,
becoming ever more important to maintaining
tolerant and democratic multicultural
communities; without it, communities risk
becoming fragmented and isolated along
cultural lines (Audunson, 2005, p. 432‐433).
There is a concurrent societal development of
the ‘information society’ by which the digital
and the virtual are opening up new ways of
communicating while also providing the
means for groups to live increasingly
segregated from their geographic
communities. This development could have
important repercussions as democracy and the
political realm are anchored geographically
and key to successful democracies in those
geographic communities (Audunson, 2005, p.
438). Public libraries are meeting places that
facilitate interactions across these lines of
separation, which can increase communication
and tolerance. Aligning the public library’s
goals to current social needs, such as resisting
trends of community fragmentation stemming
from multiculturalism and digitalization, will
revitalize the mission of the public library and
strengthen the role of the physical place of
public libraries (Audunson, 2005, p. 430).
Public libraries have been found to be
functioning successfully as public places in
Canada. Leckie & Hopkins (2002) examined
the use of two central public libraries in 1999
to investigate the roles they played as public
spaces in Toronto and Vancouver. In part,
Leckie & Hopkins (2002) concluded that the
libraries were functioning as well used public
places, that they performed educational,
informational, and social functions in their

cities, and that they provided user space that
would be hard to duplicate in other settings
(p. 359).
Public libraries function more successfully as
public spaces than privately owned publicly
accessible facilities. When comparing public
libraries and book superstores, McKechnie et
al., (2004) concluded that public libraries were
functioning more successfully as public spaces
due to their higher levels of inclusiveness and
more opportunities for user control and
participation (McKechnie et al., 2004, p. 50). In
that study, socializing occurred at all the
libraries, and strangers were observed talking
to each other more often than at bookstores.
While a diversity of ages and users of both
genders were observed at both types of
locations, libraries were found to have a
higher diversity of visible minorities. It was
found that, while people undertake many of
the same activities at public libraries as at
book superstores, patrons tended to treat
libraries more as their own space through
activities such as bending the rules, moving
furniture to suit their needs, spreading their
belongings out, staying for longer periods of
time, and engaging strangers in conversation
(McKechnie et al., 2004, p. 50). Given that
many of the functions of public libraries stem
from the public library as a physical space, this
study explores the use of public library spaces.
Aims
This study examined the use of six public
libraries in Nova Scotia, Canada in the
contexts of their local communities. The goals
of this study were to assess how library users
actually used and experienced the physical
space of selected public libraries, and to
determine what that use revealed about the
roles these spaces played as public spaces.
More specific objectives related to these goals
included:
• investigating who used these
libraries;
• elucidating what activities
these users engaged in while
in the library; and

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Evidence Based Library and Information Practice 2010, 5.2

•

exploring how library users
and staff described the roles
these libraries play in their
respective communities.
This study also investigated whether the
answers to these questions differed depending
on the unique context of each of the libraries
targeted in the study. The study thus aims to
contribute new knowledge on the critical
subject of public spaces and communities.
Methods
This exploratory study examined three urban
and three small town public libraries within
Nova Scotia. The design of this study was
based on that used by Leckie & Hopkins
(2002) to study central public libraries in
Toronto and Vancouver. This study expands
the focus to include small town and branch
libraries to maximize the variability. Although
commonalities did emerge when these
multiple cases were examined side by side,
this study did not aim to discover general
patterns that may hold true for all public
libraries. Instead, it explored the roles and
uses of a small group of public libraries. The
case‐oriented approach focused on making
sense of a small group of cases and was an
appropriate method of analysis for this
exploratory study (Ragin, 2001, p. 1519).
As with the Leckie & Hopkins (2002) study,
answers to the research questions were
developed through a triangulated set of
methods, including library user interviews
and questionnaires, staff interviews, and
seating sweeps. Descriptions of library roles
and use obtained from these different methods
were examined for patterns and
contradictions. All methods, including
interview and questionnaire questions, were
based on those developed by Leckie &
Hopkins (copies of which are published with
that 2004 report). Seating sweeps are a method
used to unobtrusively observe and record use
of a physical space (see Given & Leckie, 2003,
for a description of this method in libraries).
Data collection took place during the spring
and summer of 2006. As this research was
undertaken for partial fulfillment of a Masters

degree, timing was dictated in part by the
academic schedule. Results were analyzed and
common themes describing the roles of these
spaces in communities were outlined and
compared to those obtained by Leckie &
Hopkins (2002).
Selection of Study Libraries
The libraries were selected based on their
diversity in terms of the communities in which
they were located, the physical facilities, the
services provided, the population served, and
their geographical proximity (Figure 1). The
study included four libraries from the Halifax
Public Libraries system, three of which are
within the urban municipality: Halifax North
Memorial, Keshen Goodman, and Spring
Garden Memorial. The fourth branch,
Tantallon, is located in a small community just
outside of Halifax. The other two libraries
were New Glasgow Public Library, located
approximately 64 kilometers north of Halifax,
and Lunenburg Public Library, located
approximately 128 kilometers south of
Halifax. When examined together, these six
libraries give a broad overview of the roles of
public libraries as spaces in Nova Scotia
communities.
Library User Questionnaires
The library user questionnaire (see Appendix
1) comprised 35 questions and was left for a
period of one week on reference and
information desks in all six participating
libraries for library users to complete
voluntarily. Completion of questionnaires was
limited to individuals over the age of majority.
The location of the four Halifax libraries
relative to the home of the researcher allowed
for more numerous visits to these libraries. In
these cases, in addition to being left at the
reference and information desks,
questionnaires were also distributed to all
library users in these branches over a three
hour period in the early afternoon on one day.
In total, 271 questionnaires from all six
libraries were returned. These methods of
questionnaire distribution have several
limitations which, to some extent, weaken the

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Evidence Based Library and Information Practice 2010, 5.2

Fig. 1. Map of Library Locations
strength of the results obtained. Respondents
were self‐selected; in‐person distribution of
questionnaires took place only at a selection of
participating libraries and for a limited period
of time (thus potentially missing patrons who
used the library at different periods of the day
or week); and respondents were not
monitored for duplicate responses (i.e.,
respondents filling out more than one
questionnaire).
Library User Interviews
In total, seventeen library users (two from
Lunenburg and three each from the remaining
five libraries) were interviewed by the
researcher during the afternoon of one day at
each library. Selected interview candidates
alternated between male and female library
users, and were selected from different areas
of the library. Interviews consisted of eleven
questions and were recorded as field notes
(see Appendix 2). Interview candidates who
had previously completed a library user
questionnaire were excluded from interview
participation. The respective ages of
interviewees were not recorded and only

adults were interviewed. The relatively small
number of interviews at each library and the
limited timing of the interviews results in a
very limited cross‐section of patrons
interviewed.
Library Staff Interviews
A total of 20 staff members were interviewed
by the researcher, ranging from 2–5 staff from
each library depending on the number of total
staff members at that library (see Appendix 3).
Invitations to participate were extended to
selected staff members based on
recommendations from library management.
At all libraries but Spring Garden,
management suggested specific employees to
be contacted for interviews. In contrast, Spring
Garden management suggested a general
email be sent to invite volunteers to be
interviewed. From that volunteer list a
selection of volunteers were selected to
represent a range of service areas. Staff
members were informed that the interview
was entirely voluntary.

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Evidence Based Library and Information Practice 2010, 5.2

Seating Sweeps
Seating sweeps were used to make
unobtrusive observations, where possible, of
all individuals in the libraries. In crowded
areas of the library, unobtrusive observation
was not possible. This was an issue
particularly in meeting or program rooms and
in some children’s play areas. In these cases,
individuals were counted but no other data
were recorded. Data were collected by
walking through the library recording
observations of library users, including
approximate age, sex, possessions (e.g.,
backpack, laptop, baby carriage, etc.),
activities (e.g., reading, talking, eating) and
where the user was located in the library at the
time of the observation. Sweeps were
conducted by the researcher three times,
morning, afternoon and evening, on one
weekday and two times, morning and
afternoon, on a weekend day (all libraries in
this study were closed on weekend evenings)
at each study library.
Results
About the Libraries
Each of the six libraries is unique in the
population it serves and in the qualities and
features of the physical space. The three urban
public libraries located in Halifax belong to the
Halifax Public Libraries system. Halifax North
Memorial Public Library (HN) is a recently
renovated urban public library located in a
lower income, inner‐city neighborhood with a
high level of unemployment (see Appendix 4
for additional population characteristics for
each of the study libraries). The attractive
Keshen Goodman Public Library (KG), one of
the more recent additions to the Halifax Public
Libraries system, is built in an open concept
design with high ceilings, and includes a café
and many computers. This library serves one
of the largest immigrant populations and the
smallest proportion of residents who report
English as their mother tongue (though
English speakers still make up the vast
majority) of the library user groups in this
study. The final urban public library, Spring

Garden Memorial Public Library (SG), is a
central library. The population in the
immediate catchment area has the highest
average education level and the highest
percentage of young adults of all of the
populations served by the libraries in this
study. In many ways this library has
outgrown its building, and its replacement is
the number one planning and facilities priority
for the Halifax Public Libraries system
(Halifax Public Libraries, 2004). An
examination of the planning project for the
new library gives an idea of the need for a new
space. The proposed new library will be
approximately 2.5 times the size of the current
building, will offer almost twelve times the
number of computers, and almost six times the
seating (Halifax Public Libraries, 2008).
The three small‐town libraries examined are
located in different areas of the province and
vary greatly in terms of populations served.
Located in a newly expanded and renovated
space, Lunenburg Public Library (LB) serves
the smallest population of the six libraries
studied. Lunenburg is a picturesque town
designated as a UNESCO World Heritage site,
and is a popular retirement community with a
population that is, on average, older than that
of the communities served by the other
libraries in this study. New Glasgow Public
Library (NG) is a small town library serving a
working class community. Though the
population served by this library has the
lowest unemployment rate of the libraries in
this study, it also has one of the lowest income
levels and highest rates of lone parent families.
Finally, Tantallon Public Library (TT), another
one of the newer branches within the Halifax
Public Libraries system, serves a small town
just outside of the city of Halifax. The highly
educated population served by this library has
the highest average income, the lowest
number of unemployed, and the lowest
number of lone parent families of the six
libraries.
About the Library Patrons
Patrons at these libraries represent both the
diversity and similarities found in their

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Evidence Based Library and Information Practice 2010, 5.2

respective communities. For example,
questionnaire respondents varied greatly in
their ages and in their levels of educational
achievement, but very little in terms of
languages spoken. Matching the demographic
data fairly closely, library patrons were
generally well educated, with 56% holding an
undergraduate degree or college diploma or
graduate degree (Table 1). Another 21%,
mostly representing students, reported having
some university or college qualifications. The
most common primary occupation reported
was that of student (22% of questionnaire
respondents), followed by retired persons
(16%), those working in social services,
education, government service or religion
(14%) or homemakers/full‐time parents (13%)
(Table 2). Questionnaire respondents
represented a variety of age groups, and when
all responses are taken together, each of the six
adult age categories provided on the
questionnaire were fairly equally represented.
Although an equal number of men and
women were observed in the libraries, more
women than men filled out questionnaires:
61% of questionnaire respondents were
women, 36% were male, and 3% did not
respond to the question.
In keeping with the demographic information
for these libraries, there was not a high rate of
diversity amongst questionnaire respondents
in terms of languages spoken. Three quarters
of questionnaire respondents reported being
unilingual English speakers, sixteen percent

also spoke French and, two percent of
respondents indicated that they spoke a
language other than French or English.
Besides French and English, seventeen
different languages were reported as being
spoken. Patrons at KG had by far the largest
diversity, with twelve different languages
reported by questionnaire respondents there,
the next highest numbers were at HN and SG
each of which had six. Staff recognized the
relative diversity of patrons at KG, with one
staff member describing the library as “a
cultural centre”.
Patron Activities and Locations in the Library
The seating sweeps, questionnaires, and
interviews all indicate that patrons were using
the libraries for a variety of activities and
purposes. When asked in the questionnaires
about their primary reason for visiting the
library, the most common response by patrons
at all branches was to borrow or return
materials for themselves. Patrons also
frequently reported coming to the library to
browse, use the Internet, look for information,
or read. When interviewed, library staff
indicated that patrons in the library engage in
a variety of activities, including accessing the
collection, looking for information, socializing,
and using the computers. In all of the libraries
studied, large and well‐used toy collections
gave evidence of children using the library as
a place to play.

Table 1
Highest Level of Educational Achievement
Educational Achievement
Less than a secondary diploma
Secondary diploma
Some university or college
University or college diploma
Some post‐graduate
University post‐graduate degree
No response

Questionnaire Respondents (%)
(N = 271)
8
11
21
34
7
15
4

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Evidence Based Library and Information Practice 2010, 5.2

Table 2
Primary Occupation
Questionnaire Respondents (%)
(N = 271)
22
16

Primary Occupation*†
Student
Retired
Social services, education,
government service, religion
14
Homemaker or full‐time parent
13
Art, culture, recreation or sport
11
Business, finance, administration
8
Health
8
Unemployed
5
Sales and service
4
Trades, transport, equipment
operator
3
Management
2
Processing, manufacturing, utilities
1
Natural and applied science
‐
Primary industry
‐
Other
11
No response
3
* A number of respondents selected more than one primary occupation.
† Occupation categories are based on the National Occupational
Classification list.

When observations of both individuals and
groups are taken together, they show the use
of computer workstations (which provided
Internet, library catalogue, word‐processing,
and database access) to be by far the most
popular patron activity at all libraries, with an
average of 32% of patrons engaging in this
activity during seating sweeps (Figure 2).
Following closely in second and third places,
patrons were either physically searching or
browsing the library collection (16% of patrons
observed), or in conversation (15% of patrons
observed). The remaining groups of patrons
observed were reading (12%), interacting with
staff (10%), or watching/sitting (5%).
When these numbers are broken down by
branch some interesting differences emerge.
Although the most commonly observed
patron activity at all libraries was computer
use, the percentage of patrons engaged in that
activity at HN was much higher than the
overall average (61% of patrons observed
compared to the overall average of 32%).

Patrons at this library were also more likely to
be observed talking than at other libraries
(33% of patrons observed), but less likely to be
observed in the stacks or browsing (6% of
patrons observed). LB patrons were more
likely than patrons at other libraries to be
observed interacting with staff (an average of
24% of patrons observed), but were tied with
HN for the lowest percentage of patrons
observed reading (6% of patrons observed).
An examination of the observed locations of
patrons in the libraries shows both variations
and similarities. As could be predicted based
on the observations of patrons activities, the
most commonly observed patron location at
all libraries was at computer workstations
(Figure 3). The children’s area was clearly the
second most observed patron location at KG.
At the other libraries the trend is not so
obvious, with most libraries having a variety
of second most observed locations. Other
popular locations at these libraries include the
stacks, staff desks, and worktables.

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Evidence Based Library and Information Practice 2010, 5.2

Fig. 2. Seating Sweep – Most Popular Patron Activities by Library

Fig. 3. Seating Sweeps – Most Popular Patron Locations by Library

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Evidence Based Library and Information Practice 2010, 5.2

The number of companions per library user
per visit appears to vary by library (Figure 4).
While nearly three quarters of questionnaire
respondents at SG reported usually coming to
the library alone, respondents from KG
Goodman are far more likely to be
accompanied, with just over 60% having one
or more companions during a usual library
visit. Questionnaire respondents at HN are
split with just under half usually coming to the
library with a companion and just over half
usually coming alone. In terms of length of
stay, questionnaire respondents can be broken
into three groups, those who quickly come
and go from the library, those who stay
between 30 and 60 minutes and those who

stay longer than an hour (Figure 5).
Patron Experiences in Library Spaces
Patrons made many comments about the
physical spaces and the general library
environment. Positive comments were made
about the seating, the general environment,
the arrangement, the décor, and other aspects
of the libraries. Criticisms were leveled at the
furniture, design, lighting, size, and the
arrangement or organization of the libraries.
Patrons also criticized the noise or the lack of
cleanliness, but praised the spaciousness,
natural lighting or calm atmosphere.

Fig. 4. Patron Questionnaires – Usual Number of Companions During Library Visits

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Evidence Based Library and Information Practice 2010, 5.2

Fig. 5. Patron Questionnaires – Usual Length of Stay During Library Visits

When patrons were asked to describe the best
feature of their library, the most common
responses related to staff, convenience, the
physical space/environment, the collection, or
access to technology. Favourite features
included “the totally comfortable
atmosphere,” the “friendly, helpful staff,” the
“self‐serve checkout,” and the “computers for
children.” Comments on the worst feature of
the library fell into some of the same
categories, with complaints about the
collection, the physical space/environment, the
services, and available technology. Others
complained about inadequate parking, the
limited hours, and noise levels. Patrons
complained that “the collection could be better
– more current books,” that there “was no
place to relax and read before borrowing,” and
that there was “not enough staff support to do
all the programming they’d like to do.” As
might be guessed from their willingness to
identify deficient features of the library,

patrons had a clear idea of improvements they
would like to see introduced, such as
improving collections, improving facilities,
introducing new services and programs, and
expanding technology. Despite the criticisms
and suggestions for improvement,
questionnaire respondents generally agreed
on the importance of the library:
approximately half of respondents at all
libraries indicated that it would have a
considerable or major impact on their lives if
they no longer had access to the library.
Some of the communities use their libraries in
unique ways. Patrons at LB have a high degree
of social interaction with library staff. One
questionnaire respondent reported talking to
staff about “books, the world, indigestion,”
and another about “anything, girl stuff – hair,
clothes, relationships.” Staff at LB confirmed
that the library is a place of social interaction.
One staff member reported that some people

16

Evidence Based Library and Information Practice 2010, 5.2

come to the library “as part of their daily
routine” and that the library provides “a social
contact with someone who is friendly and
approachable.” At HN, staff describe how
many of the library’s regular patrons come
and go from the library multiple times per
day.
Patrons and Staff Describe the Role of Public
Libraries in Community
Patrons value the library primarily as a place
to access books and information. When asked
to choose the most important library service
from a list, the top two services selected were
the provision of fiction (39% of questionnaire
respondents) and non‐fiction materials (28% of
respondents) (Table 3). This was true for all
libraries except LB, where these services were
among the top three. Access to technology was
the third most frequently mentioned service

(mentioned by 19% of questionnaire
respondents). Respondents at LB (13%) and TT
(25%) were more likely to value the library as
a place to socialize when compared to
respondents from other libraries. In
comparing SG and KG, the largest libraries in
the study and those with the greatest number
of questionnaire respondents, some key
differences emerge. Respondents at KG place
more importance on the library as a place to
borrow fiction and as a place to study or
socialize, while respondents from SG were
more likely to place a higher value on the
library as a place to access technology or to
read. It is interesting to note that, although
seating sweep results indicate computer use to
be by far the most common patron activity in
the library, this service appears to be
significantly less important to questionnaire
respondents than the provision of reading
material.

Table 3
Most Important Library Services (most common responses only)
Percentage of Respondents*
Urban Libraries
Small Town Libraries
HN
KG
SG
LB
NG
TT
(N = 39)
(N = 90)
(N = 88)
(N = 16)
(N = 26)
(N = 12)
A place to borrow fiction
/ literatures (i.e.
recreational reading)
38
47
31
56
38
33
A place to borrow non‐
fiction / informational
material
23
24
32
19
27
50
Access to technology
13
14
26
31
15
8
A place to read
8
10
19
19
12
8
A place to use reference
materials and
information services
10
11
11
13
12
25
A place for life‐long
learning (educational
support)
8
13
14
6
4
17
A place to study
(homework, research,
etc.)
8
10
5
6
12
8
A place to socialize
0
7
1
13
8
25
* Some respondents selected more than one response

Total

39

28
19
13

12

11

8
5

17

Evidence Based Library and Information Practice 2010, 5.2

Questionnaire respondents were also asked to
choose the least important library service that
the library provides for them. These results are
interesting when compared against library
services selected as the most important (Figure
6). In seeing the library as a place to socialize,
questionnaire respondents appear to be in
general agreement with very few indicating
this service as most important but nearly half
indicating it as the least important. This is
generally in line with seating sweep data
which shows conversation to be the third most
common patron activity observed (a number
that is likely low due to the inability to record
activities for patrons who were in larger
groups). Other areas where questionnaire

respondents seem to generally agree in terms
of the importance of the library a place: to
access fiction; to access non‐fiction; and to
access reference material and information
sources and services. Several services
provided by the library appear to be viewed
neutrally, with very few individuals indicating
them as either the most or the least important
library service, including the services the
library provides as place for community
events and a place to retrieve community
information. Technology appears to be a point
on which questionnaire respondents are
divided, with just under 20% indicating this as
the most important service and just fewer than
15% as the least important service.

Fig. 6. Patron Questionnaires – Most Important and Least Important Service the Library Provides for
You

18

Evidence Based Library and Information Practice 2010, 5.2

Although questionnaire respondents appear to
place a low rating on the role of the public
library as a place to socialize, staff see the
library as fulfilling a variety of social functions
in the community, including facilitating
learning, strengthening the community’s
social fabric, and providing a safe, shared
environment. Staff members mentioned
several different groups for whom the public
library was especially important as a social
space, including seniors, new comers to the
community, families, teens and individuals
from lower socio‐economic categories. Staff
described the library as “a meeting place
where parents meet up with other parents,”
where “kids learn skills of playing with other
kids,” and where “seniors meet for coffee and
[chat] about books.” Some community
members do not have many opportunities for
social contact, and library staff also identified
this as a role for the library. One staff member
commented that the library was a place where
newcomers to the community could “develop
trust and see how they [could] fit into the
community.” Staff described libraries as
providing a supportive environment for
children who are just beginning to explore
their place in community, and one staff
member pointed out that children in the
library are often having their first significant
interaction with an adult other than their
parents. The importance of the library as a safe
space where people can meet and where
people who might not have anywhere else to
go can feel welcome was also highlighted by
staff.

good resource for further analysis of
questionnaire responses from the three urban
public libraries. It was interesting to note that
patrons at Halifax North were more likely to
mention the role the public library plays in
supporting the community and facilitating
community building than patrons at other
libraries. Patrons commented that “Halifax
North is a community library, it is a gathering
place, a place to study, a place to rest,” and
that the purpose of the library is not only “to
provide resources for the community but to
act as a social and community space for
activities.”

When asked about the main purpose of the
library, questionnaire respondents were most
likely to describe the main purpose of the
library as revolving around the provision of
information or research or supporting
education and learning. It is therefore
surprising that more questionnaire
respondents did not indicate these library
services as the most important service for
them. A number of respondents also
mentioned the role of the library as a place to
support reading and literacy, to provide access
to technology and as resource for leisure
activities or entertainment May (2009) is a

Discussion

Similar to questionnaire respondents, staff saw
the library as having a variety of purposes.
However, they were more likely to describe a
broader purpose for public libraries and to see
that purpose as something that was not static,
but one that evolves with the needs of
community. Although library staff frequently
mentioned similar utilities to those mentioned
by questionnaire respondents, they also saw
the purpose of the library more generally as a
place that served the community and
supported local culture. Some staff members
commented that, as places, public libraries
were evolving and changing. Pointing to the
ways that libraries evolve as they adapt to
community needs, one staff member indicated
that “libraries are not the quiet sanctuaries
they used to be,” and another explained that
the goal is to make libraries “more welcoming
and less intimidating place[s].”

There are certain challenges involved with
measuring library use, resulting in several
limitations to this study. Though patrons were
observed using the library computers, no
information was recorded concerning the
purpose for which they were being used. The
seating sweep method has several limitations:
though it works best in areas that are not
overly crowded, it only records library use
that occurs physically in the branch, and
excludes the library’s considerable online
presence. Finally, seating sweeps only capture

19

Evidence Based Library and Information Practice 2010, 5.2

use during a select period of time, and is
therefore unable to account for the fact that
some days of the week in the library may be
busier than others, as well as fluctuations from
one month to the next. While this study took
place mainly during the summer months,
other seasons of the years may or may not
have the same patterns of use. The
supplementary data gathered through
questionnaires and interviews helped to
mitigate some of these limitations.
Library patrons have different, sometimes
contradictory ideas about the role of a public
library. An analysis of the topic of library
seating illustrates some of the very different
roles that library users assign to library spaces.
Some patrons stated a preference for seating in
central areas of the library, others for soft
seating, for seating tucked away in the corner
of the library, for seating in or near the stacks,
or for seating at tables or study carrels. From
these very different preferences it may be
concluded that, depending on whom you ask,
the library can be a place to observe
community and feel a part of it, a place to
relax in comfort, a place to find solitude, a
place for prolonged browsing, a place to study
or a place to work, or a combination of these.
Although libraries are generally successful in
accommodating this diversity of activities,
tensions do arise. The most common
complaint made by patrons was in reference to
noise levels. A staff member from Halifax
North commented that sometimes there were
“tension[s] between younger people and
adults, each with ideas about what a library
is.” Nevertheless, all of the libraries in this
study were successful in accommodating a
wide range of patron activities.
Library patrons feel strongly about their
libraries and exhibit attachment to these
spaces by their willingness to share both
flattering and critical opinions about library
services and features. Similar to patrons at the
Vancouver and Toronto central public libraries
(Leckie & Hopkins, 2002, p. 350), Nova Scotia
patrons, tend to describe the library spaces
positively, even while offering suggestions for
improvements.

Although the results of this study indicate a
great deal of diversity in the use of library
spaces, a number of common themes
describing the role of public libraries in Nova
Scotia did emerge. Libraries are still strongly
associated with their traditional roles of
providing books and information, but results
also indicate that the library’s role as a
provider of access to technology is
increasingly important. There is also strong
evidence that these public libraries are playing
an important role as community social spaces,
a role that necessarily incorporates many types
of activities. Although there are differences in
the data collected for each library included in
this study, there were no significant
differences between the small‐town and urban
libraries in terms of how patrons were using
and experiencing the various libraries as
physical spaces.
A Place to Borrow Books and Find Information
Libraries in North American communities are
playing an increasing number of roles, moving
beyond their traditional roles as information
providers and education supporters. Newman
(2004) notes that newer functions include
providing access to technology, empowering
citizens to participate in civic society, and
promoting equity and inclusion in community
(p. 4‐5). Some library staff members described
the physical place and overall environment in
public libraries as evolving, but this study
shows that questionnaire respondents and
staff alike continue to value public libraries
primarily for their traditional roles of
providing reading material and access to
information. This is reflected in how
respondents and staff describe the primary
purpose of the library and in respondents’
reported reasons for visiting the library. A
comparison of the results of this study with a
study conducted by Leckie & Hopkins (2002)
reveals that patrons from both studies have
similar beliefs regarding: the main purpose of
the library — to provide information and
support education; the most important library
service — to provide access to information and
literature; and the reason for their visit to the
library that day — top reasons include to

20

Evidence Based Library and Information Practice 2010, 5.2

borrow or return materials and to look for
information (p. 351). Indeed, research has
found that, in Canada and internationally,
libraries continue to be associated primarily
with books (Online Computer Library Centre,
2005, p. 3‐31) and that in many cases the
association of libraries with books and
information is one that is positive (p. 3‐21).
With this in mind, it is somewhat surprising
that observations of the locations and activities
of patrons in this study revealed a relatively
low proportion of patrons located in the book
stacks or engaged in the process of physically
browsing or retrieving information (Figures 2
and 3). These numbers may be partially
explained by the fact that patrons are able to
browse electronically, an activity that does not
register on the seating sweeps. There are no
comparable numbers for Canada, but research
by Griffiths & King (2008) in the United States
indicates that though they have not altogether
replaced in‐person visits, online library visits
are a very common way of accessing the
library (p. 17).
In an age of increasing pressure on public
libraries, it may be valuable for library
management to remain aware of the fact that,
though users engage in a variety of activities
while in the library, many continue to value
libraries for their traditional role as providers
of books and information. Public libraries can
build on the positive association between
libraries, books, and information by
continuing to improve and develop their
services along traditional lines while also
supporting a range of other activities.
A Place to Access Technology
Public library computers are extremely
popular with patrons. Curry’s research data
(2002), albeit somewhat dated, reveals that in
2002, when Canadians accessed the Internet at
the public library they did so for a wide
variety of purposes, with email being the most
common (p. 54). Bertot, McClure, & Jaeger
(2008) show that free computer access in
public libraries brings many benefits to
communities, which is perhaps why computer

use appears to have increased considerably in
the years since Leckie & Hopkins (2002)
collected and published their data (p. 346). In
that study, reading was the most common
patron activity, whereas slightly fewer than
fifteen percent of patrons were located at
computer workstations. During the course of
the study under discussion an average of
thirty seven percent of patrons were observed
using computer workstations (Figure 3). It
seems contradictory then, that though patrons
make heavy use of library computers,
computer access is not the library service that
they most highly value, nor is it the main
service or purpose that draws them to the
library. There may be a number of reasons for
this apparent dichotomy of opinion and
observed use. Library patrons may have
access to computers from other sources, and so
this function of the library is not seen as
critical. It may be that patrons use the
computers for purposes that they do not rate
as important, such as entertainment, and
consequently they do not place a high value
on this library service. Finally, it may simply
be that, no matter the activities patrons are
actually engaging in when in the library, they
still conceive of the library in its traditional
role as a provider of books and information.
A Social, Community Space
People feel comfortable in public libraries and
use them as social spaces. Patrons’ frequent,
often prolonged visits, the socializing
described by patrons and staff, and the
descriptions of the library as a safe space, all
point towards this conclusion. By allowing
their children to play in the library, patrons
may also be indicating that they feel
comfortable in these spaces and are treating
them as their own (McKechnie et al., 2004, p.
46). There is some evidence that newcomers to
the community, including immigrants, feel
comfortable at public libraries, as reflected by
the comments from the staff at KG, one of
whom commented that the library was “a
place where people develop a lot of trust and
see how they can fit into the community.” One
staff member reflected that when patrons meet
at the library it is different than meeting at

21

Evidence Based Library and Information Practice 2010, 5.2

other public places such as the grocery store,
because patrons feel comfortable to meet for
longer and sit down.
Although all libraries under study are social
spaces, that social life takes on unique
characteristics depending on the individual
library branch. LB, for example, is an
important place for social interaction,
particularly between patrons and staff.
Patrons at this library have an unusually high
degree of social interaction with library staff,
and reported talking to library staff about an
astonishing array of topics ranging from
library services to personal and world issues.
The staff of LB library appear to play a unique
role as points of social contact for the
community. With its older population,
Lunenburg may have a higher number of
retired persons seeking social connection, and
this library is able to meet this community
need due in part to its small size. The HN
library too, showed unique social and usage
characteristics. Patrons at HN place greater
value on the library as a community space,
visit longer, and are more likely to engage in
conversation or use the computers, but are less
likely to read or browse. Based on the data
available, it is difficult to completely explain
why HN is being used in this unique way. In
part, these patrons appear to be using the
library as an extension of their living room,
similar to findings reported by Leckie &
Hopkins (2002, p. 353). Some of these use
patterns may also be related to the high rate of
unemployment in this community, where
going to the library could be replacing going
to work for some people.
How Can Public Libraries Use this Information?
Advocate For The Public Library And
Publicize The Ways They Contribute To
Communities.
Advertising and highlighting the multiple
ways that they contribute to community is an
important step public libraries can take to
ensure that they are valued and understood by
their communities as more than providers of
books and information. Although some are

becoming more aware of the multiple roles
played by libraries in community,
Hillenbrand’s review of the literature (2005)
concludes that most community, government
and academic groups are unaware of the social
roles played by public libraries (p. 10).
Hillenbrand summarizes her arguments by
claiming that it is not enough that public
libraries are playing these roles in their
communities, but that libraries should also
make sure everyone knows they are playing
them. It is vital that public libraries adopt
advocacy as an effective strategy for
publicizing the multiple roles they play in
community. Linda Cook, Director of
Edmonton Public Libraries and former
president of the Canadian Library Association,
advocates strongly for public libraries in her
community, with the result that the Edmonton
Public Libraries has since seen a major
increase in community support and
recognition (Canadian Library Association,
2004).
In an era of uncertain funding, public library
management will find it valuable to
demonstrate their continuing community
relevance and importance by illustrating how
their library services meet community needs
and support the objectives of partner groups
and funding agencies. The Canadian
Association of Public Libraries’ Library
Advocacy Now! training document (2009)
advises public libraries, in their advocacy
campaigns, to market issues as an effective
way of influencing a target group (p. 4). Public
library advocates can strive to demonstrate to
partners and funders how the public library
can assist them in achieving their agendas.
Public libraries provide communities with
affordable Internet access and this study
demonstrates that this service remains popular
with library patrons. Providing Canadians
with equitable access to the Internet is an
ongoing concern of Canadian Governments
according to the now defunct Connecting
Canadians program (as cited in Julien &
Helliwell, 2001, p. 115) to the current
Government of Canada (n.d.) Broadband
Program, part of the governments overall
Economic Action Plan. The results of this study

22

Evidence Based Library and Information Practice 2010, 5.2

also indicate that public libraries may offer
assistance to governments in their efforts to
provide support to immigrants who are
attempting to settle into Canadian
communities.
Preserve Traditional Services But
Accommodate A Wide Range Of Activities.
Results reported here indicate that public
libraries would benefit from continuing to
preserve their traditional roles and services,
including maintaining quality collections.
Even though patrons were observed to be
engaged in a wide variety of activities in the
library, questionnaire respondents continue to
value the library primarily as a place to access
books and information. Traditional library
services appear to serve a community need
and do attract patrons to the library. Yet it is
clear that libraries are being used for much
more than just books and information, and
also that public libraries would benefit from
maintaining spaces that accommodate a wide
variety of activities. By creating attractive
spaces that accommodate multiple uses, public
libraries can continue and expand their roles
as valued public places in communities.
Use This Information To Inform The Design
And Organization Of Library Spaces.
The physical spaces of these public libraries
were important to library patrons.
Questionnaire respondents who described
their likes and dislikes regarding the physical
spaces of their libraries often noted favourite
areas in the library and commented on the
furniture, layout, design, and overall space.
Although patrons were unanimous in the
importance they placed on physical space,
they were not united in what they wanted
from that space. Library seating is a case in
point, although more seating was a common
request made by those who provided
responses, Respondents had very different
ideas on the kinds of seating which would
meet their needs. Library managers should
keep this diversity of preference in mind when
designing and organizing the physical space
of libraries.

Conclusion
Public libraries play a variety of roles in their
respective communities. Although, still
strongly associated with the traditional role of
providing access to books and information,
libraries have also adopted the role of
provider of access to technology. Beyond
access to services and resources, the public
library is also important as a public space in
itself. Public libraries are central places where
members of the community feel welcome, and
this role may be particularly important in
disadvantaged communities. Public libraries
are accommodating spaces that
simultaneously meet a variety of patron needs
and that adapt to changes in society. In a
society where access to information
technology is of critical importance and true
public spaces are hard to find, Nova Scotia
public libraries are responding to important
social needs. Although this study was situated
in Nova Scotia, the conclusions are likely also
applicable to public libraries at an
international level as these are issues that face
all public libraries.
While exploring some aspects of the roles of
public libraries in communities, this study also
points the way to new research questions.
What roles do libraries serving
underprivileged communities play as
community spaces? Are the use and value of
public library spaces valued differently by
communities depending upon community
income and employment levels? What roles do
small public libraries play in supporting the
social needs of the elderly?
To summarize, what are public libraries as
places? In the words of patrons, are they just
“a place to pick up holds,” a place for “people
to meet each other,” a place that “foster[s]
literacy and citizenship,” or does their
traditional role, “the obvious – booklending,”
take priority? The library is all of these things,
depending on whom you ask. The challenge
for libraries lies in the task of creating and
maintaining a flexible space, a place that is
many things to many people, one which will
evolve with the needs and demands of

23

Evidence Based Library and Information Practice 2010, 5.2

community and society while continuing to
serve its core function as a provider of books
and information.

Acknowledgements
It is our pleasure to thank the many people
who made this study possible including Dr.
Elizabeth Kelly, Mr. Michael Colborne, Dr.
Ann Curry, Robin Illsley, and Eric
Mostrovitch. We would also like to thank the
staff of the libraries where this research took
place and the Dalhousie University Faculty of
Graduate Studies for providing funding in
support of this research.

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f
McKechnie, L.E.F., French, P.K., Goodall, G.R.,
Kipp, M., Paquette, D.L., & Pecoskie,
J.L. (2004). Covered beverages now
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Evidence Based Library and Information Practice 2010, 5.2

Appendix 1 : Library User Questionnaire
LIBRARY USER PROFILE

1)

Male

2)

Age Category:
Less than 18
18‐24 years
years

Female

Sex:

25‐34
years

35‐44
years

45‐54
years

55‐64
years

3)

Highest level of educational attainment: (Please check one)
Elementary School
Some secondary school
Secondary school diploma
Some university or college
University or college degree / diploma
Some post‐graduate university
University post‐graduate degree

4)

Languages spoken: (Please check all that apply)
English
French
Other(s): Please list

5)

Field of Primary Occupation: (Please check one)
College
Student:
Elementary High School

University

over 65 years

Language
School

Homemaker or full‐time parent
Art, Culture, Recreation or Sport (e.g. artist, writer, lifeguard)
Sales and Service (e.g. restaurant / bar server, cashier)
Business, Finance, Administration
Social Services, Education, Government Service, Religion
Trades, Transport, Equipment Operator
Management
Health
Natural and Applied Science
Processing, Manufacturing, Utilities
Primary Industry (e.g. fishing, farming, forestry, mining)
Retired
Unemployed
Other; please specify

ABOUT YOUR LIBRARY VISITS
In what part of Nova Scotia do you live? (e.g. Halifax North, Bedford, Purcell’s Cove)

6)

How long does it take you to travel from your home to this library by your usual means of
transportation?
Under 15
15‐30 minutes
31‐60 minutes
1‐2 hours
Over 2 hours
minutes

27

Evidence Based Library and Information Practice 2010, 5.2

7)

8)

How long do you usually stay at this library?
Under 30 minutes
30‐60 minutes
1‐2 hours

2‐4 hours

4‐6 hours

On average, how often have you visited this library during the past twelve months?
Once a week or
Once a
Two to three times
Once every other
A few times a year
more
month
a month
month

9)

What day or days of the week do you usually visit this library?
that apply)
Monday
Tuesday
Wednesday
Thursday
Friday

10)

11)

12)

Over 6 hours

(Please circle all
Saturday

Sunday

What time of day do you usually enter the library? (Please circle one)
Morning (before
Afternoon (Noon ‐ 5:00) Evening (after 5:00)
Noon)

Don’t Know

What hours do you prefer the library to be open? (Please circle one)
Morning (before
Afternoon (Noon ‐ 5:00) Evening (after 5:00)
Noon)

Don’t Know

How many people usually come with you to this library? (Please circle one)
None
One other person
Two or more other people

If one or more people usually come with you to the library, are they primarily: (Please
circle one)
Friends
Relatives
Co‐Workers
Others

13)
Yes

Will you be visiting any stores or services near the library today?
No
Don’t
Know

ABOUT YOUR LIBRARY USE

14)

Once (today)

Without this library, how would your life be affected? (Please circle one)
Not at all
Very Little
Somewhat
Considerably

Major Impact

15)

Why do you use this library rather than other libraries?

16)

Do you visit other libraries or library branches?
If yes please list them:

17)

Do you ever talk to the library staff when you come here?
If yes, what do you talk to them about?

18)

Why did you come to the library today?
(Please indicate the most important reason
with the number 1 and check any others that apply with a check mark.)
Use public meeting room
Use children’s services
Browse

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Evidence Based Library and Information Practice 2010, 5.2

Borrow / return materials for myself
Borrow / return materials for others (e.g. children, family, friends)
Consume food / drinks
Use / borrow non‐English language materials
Look for information on a subject
Meet a friend
View art work, displays, notice boards
Obtain help from library staff
Read
Study in the library with own materials
Use photocopiers
Use microfiche / film
Use CD ROMs
Use the on‐line catalogue
Use the internet
Use the wireless internet
Use electronic databases
Use e‐mail
Use the library’s outdoor benches or lawn
Other: Please specify:

19)

When you visit this library, how often do you use electronic resources (e.g., the Internet,
on‐line
catalogues, CD ROMs, electronic databases)? (Please circle one)
Always
Usually
Sometimes
Rarely
Never

20)

Please rank the importance to you of the electronic resources in this library (e.g., the
Internet, on‐line
catalogues, CD ROMs, electronic databases)? (Please circle one)
Vital
Very Important
Important
Unimportant
Very Unimportant

21)

Do you ever bring a laptop computer with you to use in this library?
Yes
No

22)

Do you ever bring in any other electronic equipment with you to this library? (e.g., cell
phone, digital
scanner)
If yes, please specify:
Yes
No

23)

How “user friendly” is this library? (Please circle one)
Very Friendly
Friendly
Somewhat Friendly

Unfriendly

24)

What other services or resources would you like to see introduced here?

25)

Please select the single most important service this library provides for you: (Please select
only one)
Access to technology
A place to read
A place to socialize
A place for community events
A source for community information
A place for life‐long learning (educational support)
A place to study (homework, research, etc.)

29

Evidence Based Library and Information Practice 2010, 5.2

A place to borrow non‐fiction / informational material
A place to borrow fiction / literatures (i.e., recreational reading)
A place to use reference materials and information services
Other: please specify

26)

Please select the single least important service this library provides for you: (Please select
only one)
Access to technology
A place to read
A place to socialize
A place for community events
A source for community information
A place for life‐long learning (educational support)
A place to study (homework, research, etc.)
A place to borrow non‐fiction / informational material
A place to borrow fiction / literatures (i.e., recreational reading)
A place to use reference materials and information services
Other: please specify

27)

Do you ever use this library as a place to meet tutors?
Yes
No
If yes, what kind of tutoring?
English as a Second Languag

28)

Secondary / High
School

Adult
Learner

Other: Please
List

Has this library been renovated within the last three years?
Yes
No
Don’t Know
If Yes, do you use the library differently now?
Yes
No
Don’t Know
Please explain your response:

29)

What is the ONE best feature of this library?

30)

What is the ONE worst feature of this library?

31)

Where is your favourite location or place in this library?

32)

What words you think best describe the physical space of this library? (Select all that
apply)
Attractive
Loud
Badly designed
Modern
Bright
Needing renovation
Clean
Quiet
Comfortable
Unattractive
Crowded
Uncomfortable
Dark
Unfriendly
Dirty
User friendly
Friendly
Well designed

30

Evidence Based Library and Information Practice 2010, 5.2

Lots of Space

Other: Please List:

33)

In your opinion, what is the main purpose of this library?

34)

Please add any additional comments you wish to make.

35)

Please tell us your thoughts about the following features of this library.
Use the following scale to rate the features by circling the most appropriate number.

1 = Very Unsatisfactory 2 = Unsatisfactory 3 = Neutral 4 = Satisfactory 5 = Very Satisfactory 0 =
Donʹt Know
Reasons for your answer?
Features

Please circle your rating

Outside:
Parking

1

2

3

4

5

0

Walkways and other pedestrian space

1

2

3

4

5

0

Building Entrance

1

2

3

4

5

0

Signs Outside
Book Return

1
1

2
2

3
3

4
4

5
5

0
0

Lawn / Benches (if applicable)

1

2

3

4

5

0

Inside:
Lights

1

2

3

4

5

0

Windows
Signs Inside

1
1

2
2

3
3

4
4

5
5

0
0

Colours
Tables / Study Carels

1
1

2
2

3
3

4
4

5
5

0
0

Seating

1

2

3

4

5

0

Childrenʹs Area
Arrangement / organization of the library

1
1

2
2

3
3

4
4

5
5

0
0

31

Evidence Based Library and Information Practice 2010, 5.2

Appendix 2: Library User Interview

Hello, I’m from Dalhousie University’s Library and Information Studies program and we are doing a
study about this library’s use and design. Would you be able to share 5‐7 minutes of your time to
answer a few questions? Participation is voluntary.
1) What do you think of this library building?
Prompts: well designed, hard to find things in it, bright, dark
2) What do you think of the space around this library?
Prompts: spacious, dirty, unsafe due to traffic, nice place to sit
3) What is the best feature of this library building?
4) What is the worst feature of this library building?
5) Where is your favourite location or place in this library?
6) Is there any other library that you prefer to use?
Yes/No. If Yes, why do you prefer the other library?
7) Why did you come to the library today?
Prompts: to borrow/return materials, to attend a program, to find information
8) What have you used the library for in the past month?
Prompts: to borrow/return materials, to attend a program, to find information
9) What do you think about how people use this library?
Prompts: to socialise, meet friends, study, bring their children
10) How do you think people ought to use this library?
Prompt: to socialise, attend programs, study
11) Have you ever seen the library put to uses (either good or not so good) that have surprised you?

32

Evidence Based Library and Information Practice 2010, 5.2

Appendix 3: Library Staff Interview Questions
1) Could you please provide a word or two that best describes this library:
2) What is the single best feature of this library?
3) What is the single worst feature of this library?
4) Where is your favourite location or place in this library?
5) In your opinion, what is the primary purpose of this library?
6) Aside from providing the public with access to information, what do you think are important
social functions of this library?
7) How do you see public libraries being used socially?
8) Please briefly describe your primary job responsibilities.
9) Describe the nature of your interaction with the public.
10) What are most users doing in this library?
11) What are the primary problems you’ve experienced when dealing with the public in the library?
12) How does the physical environment of this library help or hinder your job?
13) How does the physical environment of this library help or hinder your interaction with the
public?
14) In your experience, how do patrons typically behave in the library?
15) Have you seen library patrons use the library in ways that have surprised you? Please explain.
16) How has computer technology affected your job?
17) How has computer technology affected your interaction with the public?
18) What proportion of your interactions with the public involves helping them use computer
technologies?
19) Is there any final comments you would care to make about the design, technology, use, or
services of this library?

33

Evidence Based Library and Information Practice 2010, 5.2

Appendix 4: Population Characteristics of the Six Public Library Communities

Population Characteristic
Population Served

HN *
8,932

KG *
48,141

SG*
51,684

LB†
5,035

NG†
12,010

TT†
8,062

Age
(two largest age categories)

1. 20‐34 (32%).
2. 35‐49 (20%)

1. 20‐34 (27%).
2. 35‐49 (23%).

1. 20‐34 (33%)
2. 35‐49 (21%)

1. 35‐54 (25%).
2. 55‐64 (17%).

1. 35‐54 (30%)
2. 5‐19 (17%).

1. 35‐54 (38%).
2. 5‐19 (22%).

Marital Status
(largest population group by marital
status)

People never
married ‐ 57%

Married people ‐
47%.

People never
married ‐ 49%

Married people ‐
55%

Married people ‐
47%

Married people ‐
66%

39% of families
are lone‐parent.
1. English ‐ 90%
2. French ‐ 3%
3. Arabic ‐ 0.6%
2%.
8%

16% of families
are lone‐parent.
1. English ‐ 87%
2. French ‐ 3%
3. Arabic ‐ 3%
0.2%.
11%

15% of families
are lone‐parent
1. English ‐ 89%
2. French ‐ 3%
3. Arabic ‐ 2%
0.30%
10%

10% of families
are lone‐parent.
1. English ‐ 97%
2. French – 1%
3. Other ‐ 1%
0.4%
8%

20% of families
are lone‐parent.
1. English ‐ 98%
2. French ‐ 1%
3. Other ‐ 1%
0.4%
3%

7% of families
are lone parent.
1. English ‐ 96%
2. French ‐ 2%
3. Other ‐ 2%
1%
5%

Lone Parent Families
Mother Tongue
(top three)

Aboriginal Population
Immigrant Population
Education
(Residents with a university or non‐
48%
60%
65%
48%
46%
65%
university diploma, degree or
certificate)
Employment Status
(% of persons over 25 who are
10%
6%
5%
5%
4%
3%
unemployed)
Average Household Income
$30,117
$58,543
$60,685
50,773
$47,459
$75,854
* 2001 census statistics as cited in: Halifax Public Libraries Planning and Development Department. Halifax Public Libraries Branch Profiles 2004‐2005. [Report],
2006.
† 2006 census statistics as cited in: Province of Nova Scotia. Community Counts. 2006. 11 Dec. 2008 <http://www.gov.ns.ca/finance/communitycounts/default.asp>

34