Student Use of Library Computers:
Are Desktop Computers Still
Relevant In Today’s Libraries? Susan Thompson

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 20

ABSTRACT

Academic libraries have traditionally provided computers for students to access their collections and,
more recently, facilitate all aspects of studying. Recent changes in technology, particularly the
increased presence of mobile devices, calls into question how libraries can best provide technology
support and how it might affect the use of other library services. A two-year study conducted at
California State University San Marcos library analyzed student use of computers in the library, both
the library’s own desktop computers and laptops owned by students. The study found that, despite
the increased ownership of mobile technology by students, they still clearly preferred to use desktop
computers in the library. It also showed that students who used computers in the library were more
likely to use other library services and physical collections.

INTRODUCTION

For more than thirty years, it has been standard practice in libraries to provide some type of
computer facility to assist students in their research. Originally, the focus was on providing access
to library resources, first the online catalog and then journal databases. For the past decade or so,
this has expanded to general-use computers, often in an information-commons environment,
capable of supporting all aspects of student research from original resource discovery to creation
of the final paper or other research product. However, times are changing and the ready access to
mobile technology has brought into question whether libraries need to or should continue to
provide dedicated desktop computers. Do students still use and value access to computers in the
library? What impact does student computer use have on the library and its other services? Have
we reached the point where we should reevaluate how we use computers to support student
research?

California State University San Marcos (CSUSM) is a public university with about nine thousand
students, primarily undergraduates from the local area. CSUSM was established in 1991 and is one
of the youngest campuses in the 23-campus California State University system. The library,
originally located in space carved out of an administration building, moved into its own dedicated
library building in 2004. One of the core principles in planning the new building was the vision of
the library as a teaching and learning center. As a result, a great deal of thought went into the
design of technology to support this vision. Rather than viewing technology’s role as just
supporting access to library resources, we expanded its role to providing cradle-to-grave support
for the entire research process. We also felt that encouraging students to work in the library
would encourage use of traditional library materials and the expertise of library staff, since these
resources would be readily available.1

Susan Thompson (sthompsn@csusm.edu) is Coordinator of Library Systems, California State
University San Marcos.

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 21

Rethinking our assumptions about library technology’s role in the student research process led us
to consider the entire building as a partner in the students’ learning process. Rather than
centralizing all computer support in one information commons, we wanted to provide technology
wherever students want to use it. We used two strategies. First, we provided centralized
technology using more than two hundred desktop computers, most located in four of our learning
spaces: reference, classrooms, the media library, and the computer lab. Three of these spaces are
configured like information commons, providing full-service research computers grouped around
the service desks near each library entrance. In addition, simplified “walk-up” computers are
available on every floor. The simplified computers provide limited web services to encourage
quick turnaround and no login requirement to ensure ready access to library collections for
everyone, including community members. The other major component of our technology plan was
the provision of wireless throughout the building, along with extensive power outlets to support
mobile computing. More than forty quiet study rooms, along with table “islands” in the stacks, help
support the use of laptops for group study. However, only two of these quiet studies, located in the
media library, provide desktop computers designed specifically to support group work.

In 2009 and again in 2010, we conducted computer use studies to evaluate the success of the
library’s technology strategy and determine whether the library’s desktop computers were still
meeting student needs as envisioned by the building plan. The goal of the study was to obtain a
better understanding of how students use the library’s computers, including types of applications
used, computer preferences, and computer-related study habits. The study addressed several
specific research questions. First, librarians were concerned that the expanded capabilities of the
desktop computers distracted students from an academic and library research focus. Were
students using the library’s computers appropriately? Second, the original technology plan had
provided extensive support for mobile technology, but the technology landscape has changed over
time. How did the increase in student ownership of mobile devices—now at more than 80
percent—affect the use of the desktop computers? Finally, did providing an application-rich
computer environment encourage student to conduct more of their studying in the library, leading
them more frequently to use traditional library collections and services? This article will focus on
the study results pertaining to the second and third research questions. We found that, according
to our expectations, students using library computer facilities also made extensive use of
traditional library services. However, we were surprised to discover that the growing availability
of mobile devices had relatively little impact on students’ continuing preference for library-
provided desktop computers.

LITERATURE REVIEW

The concept of the information commons was just coming into vogue in the early 2000s, when we
were designing our library building, and it strongly influenced our technology design as well as
building design. Information commons, defined by Steiner as the “functional integration of
technology and service delivery,” have become one of the primary methods by which libraries
provide enhanced computing support for students studying in the library.2 One of the changes in
libraries motivating the information-commons concept is the desire to support a broad range of
learning styles, including the propensity to mix academic and social activities. Particularly
influential to our design was the concept of the information commons supporting students’
projects “from inception to completion” by providing appropriate technologies to facilitate
research, collaboration, and consultation.3

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 22

Providing access to computers appears to contribute to the value of libraries as “place.” Shill and
Toner, early in the era of information commons, noted “there are no systematic, empirical studies
documenting the impact of enhanced library buildings on student usage of the physical library.” 4
Since then, several evaluations of the information-commons approach seem to show a positive
correlation between creation of a commons and higher library usage because students are now
able to complete all aspects of their assignments in the library. For example, the University of
Tennessee and Indiana University have shown significant increases in gate counts after they
implemented their commons.5 While many studies discuss the value of information commons,
very few look at why library computers are preferred over computers in other areas on campus.
Burke looked at factors influencing students’ choice of computing facilities at an Australian
university.6 Given a choice of central computer labs, residence hall computers, and the library’s
information commons, most students preferred the computers in the library over the other
computer locations, with more than half using the library computers more than once a week. They
rated the library most highly on its convenience and closeness to resources.

Perhaps the most important trend likely to affect libraries’ support for student technology needs is
the increased use of mobile technology. The 2010 nationwide EDUCAUSE Center for Applied
Research (ECAR) study, from the same year as the second CSUSM study, showed that 89 percent of
students had laptops.7 Other nationwide studies have corroborated this high level of laptop
ownership.8 So, does this increased use of laptops and mobile devices have affect the use of
desktop computers? The 2010 ECAR study reported that desktop ownership (about 50 percent in
2010) had declined by more than 25 percent between 2006 and 2009, a significant period in the
lifetime of CSUSM’s new library building. Pew’s Internet & American Life Project Trend Data
showed desktop ownership as the only gadget category in which ownership is decreasing, from 68
percent in 2006 to 55 percent at the end of 2011.9

Some libraries and campuses are beginning to respond to the increase in laptop ownership by
changing their support for desktop computers. University of Colorado Boulder, in an effort to
decrease costs and increase availability of flexible campus spaces, is making a major move away
from providing desktop computers.10 While they found that 97 percent of their students own
laptops and other mobile devices, they were concerned that many students still preferred to use
desktop computers when on campus. To entice students to bring their laptops to campus, the
university is enhancing their support for mobile devices by converting their central computer labs
into flexible-use space with plentiful power outlets, flexible furniture, printing solutions, and
access to the usual campus software. Nevertheless, it may be premature for all libraries and
universities to eliminate their desktop computer support. Tom, Voss, and Scheetz found students
want flexibility with a spectrum of technological options.11 Certainly, they want Wi-Fi and power
outlets to support their mobile technology. However, students also want conventional campus
workstations providing a variety of functions, such as quick print and email computers, long-term
workstations with privacy, and workstations at larger tables with multiple monitors that support
group work.

While the ubiquity of laptops is an important factor today, other forms of mobile devices may
become more important in the future. A 2009 Wall Street Journal article reported the trend for
business travelers is to rely on smartphones rather than laptops.12 For the last three years,
Educause’s Horizon reports have made support for non-laptop mobile technologies one of the top
trends. The 2009 Horizon report mentioned that in countries like Japan, “young people equipped

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 23

with mobiles often see no reason to own personal computers.”13 In 2010, Horizon reported an
interesting pilot project at a community college in which one group of students was issued mobile
devices and another group was not.14 Members of the group with the mobile devices were found
to work on the course more during their spare time. The 2011 Horizon Report discusses mobiles
as capable devices in their own right that are increasingly users’ first choice for Internet access.15

Therefore, rather than trying to determine which technology is most important, libraries may
need to support multiple devices. Trends described in the ECAR and Horizon studies make it clear
that students own multiple devices. So how do they use them in the study environment? Head’s
interviews with undergraduate students at ten US campuses found that “students use a less is
more approach to manage and control all of the IT devices and information systems available to
them.”16 For example, in the days before final exams, students were selective in their use of
technology to focus on coursework yet remain connected with the people in their lives. The
question then may not be which technology libraries should support but rather how to support
the right technology at the right time.

METHOD

The CSUSM study used a mixed-method approach, combining surveys with real-time observation
to improve the effectiveness of assessment and generate a more holistic understanding of how
library users made their technology choices. The study protocol received exempt status by the
university human subjects review board. It was carried out twice over a two-year period to
determine whether time of the semester affected usage. In 2009, the study was administered at
the end of the spring term, April 15 to May 3. We expected that students near the end of the term
would be preparing for finals and completing assignments, including major projects. The 2010
study was conducted near the beginning of the term, February 4 to February 18. We that early
term students would be less engaged in academic assignments, particularly major research
projects.

We carried out each study over a two-week period. An attempt was made to check consistency by
duplicating each time and location. Each location was surveyed Monday—Thursday, once in the
morning and once in the afternoon during the heavy-use times of 11 a.m. and 2 p.m. The survey
locations included two large computer labs (more than eighty computers each), one located near
the library reference desk and one near the academic technology helpdesk. Other locations
included twenty computers in the media library, a handful of desktop computers in the curriculum
area, and laptop users, mostly located on the fourth and fifth floor of the library. The fourth and
fifth floor observations also included the library’s forty quiet study rooms. For the 2010 study, the
other large computer lab on campus (108 computers), located outside the library, also was
included for comparison purposes.

We used two techniques: a quantitative survey of library computer users and a qualitative
observation of software applications usage and selected study habits. The survey tried to
determine the purpose for which the student was using the computer for that day, what their
computer preference was, and what other business they might have in the library. It also asked
students for their suggestions for changes in the library. The survey was usually completed within
the five-minute period that we had estimated and contained no identifying personal information.
The survey administrator handed-out the one-page paper survey, along with a pencil if desired, to
each student using a library workstation or using a laptop during each designated observation

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 24

period. Users who refused to take the survey were counted in the total number of students asked
to do the survey. However, users who indicated they refused because they had already completed
a survey on a previous observation date were marked as “dup” in the 2010 survey and were not
counted again. The “dup” statistic proved useful as an independent confirmation of the popularity
of the library computers.

The second method involved conducting “over-the-shoulder” observations of students using the
library computers. While students were filling out the paper survey, the survey administrator
walked behind the users and inconspicuously looked at their computer screens. All users in the
area were observed whether or not they had agreed to take the survey. The one exception was
users in group-study rooms. The observer did not enter the room and could only note behaviors
visible from the door window, such as laptop usage or group studying. Based on brief (one minute
or less) observations, administrators noted on a form the type of software application the student
was using at that point in time. The observer also noted other, nondesktop computer technical
devices in use (specifically laptops, headphones, and mobile devices such as smart phones), and
study behaviors, such as groupwork (defined as two or more people working together). The
student was not identified on the form. We felt that these observations could validate information
provided by the users on the survey.

RESULTS

We completed 1,452 observations in 2009 and 2,501 observations in 2010. The gate counts for the
primary month each study took place—70,607 for April 2009 and 59,668 for February 2010—
show the library was used more heavily during the final exam period. The larger number of results
the second year was due to more careful observation of laptop and study-group computer users
on the fourth and fifth floor and the addition of observations in a nonlibrary computer lab rather
than an increase of students available to be observed. The observations looked at application
usage, study habits, and devices present, but this article will only discuss the observations
pertaining to devices.

In 2009, 17 percent of students were observed using laptops (see table1). This number almost
doubled in 2010 to 33 percent. Most laptop users were observed on the fourth and fifth floors
where furniture, convenient electrical outlets, and quiet study rooms provided the best support
for this technology. Very few desktop computers were available, so students desiring to study on
these floors have to bring their own laptops. Almost 20 percent of students in 2010 were observed
with other mobile technology, such as cell phones or iPods, and 16 percent were wearing
headphones, which indicated there was other, often not visible, mobile technology in use.

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 25

Table 1. Mobile Technology Observed

In 2009, 1,141 students completed the computer-use survey. However, we were unable to
accurately determine the return rate that year. The nature of the study, which surveyed the same
locations multiple times, revealed that many of the students were approached more than once to
complete the survey. Thus the majority of the refusals to take the survey were because the subject
had already completed one previously. The 2010 study accounted for this phenomenon by
counting refusals and duplications separately. In 2010, 1,123 students completed the survey out of
1,423 unique asks, resulting in a 79 percent return rate. The 619 duplicates counted represented
about half of the 2010 surveys completed and could be considered another indicator of frequent
use of the library’s computers. The 2010 results included an additional 290 surveys completed by
students using the other large computer lab on campus outside the library.

Table 2. Frequency of Computer Use

33%

16%
18% 17%

10%

15%

20%

25%

30%

35%

Laptop in use Headphones in use Mobile device in use
(cell phone, ipod)

2010

2009

49%

33%

11%
9%

42%

30%

15%
10%

10%

20%

30%

40%

50%

60%

Daily When on
Campus

Several Times a
Week

Several Times a
Month

Rarely use
Comps in Library

2009

2010

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 26

In both years of the study, 78 percent of students said they preferred to use computers in the
library to other computer lab locations on campus. Students also indicated they were frequent
users (see table 2). In 2009, 82 percent of students used the library computers frequently—49
percent daily and 33 percent several times a week. The frequency of use in the 2010 early term
study dropped about 10 percent to 72 percent but with the same proportion of daily vs. weekly
users. Convenience and quiet were the top reasons given by more than half of students as to why
they preferred the library computers followed closely by atmosphere. About a quarter of students
preferred library computers because of their close access to other library services.

Table 3. Preferred Computer to Use in the Library

The types of computer that students preferred to use in the library were desktop computers
followed by laptops owned by the students (see table 3). It is notable that the preference for
desktop computers changed significantly from 2009 and 2010: 84 percent of students preferred
desktop computers in 2009 vs. 72 percent in 2010—a 12 percent decrease. Not surprisingly, few
students preferred the simplified walk-up computers used for quick lookups. However, we did not
expect such little interest in checking out laptops, with only 2 percent preferring that option.

The 2010 study added a new question to the survey to better understand the types of technology
devices owned by students (see table 4). In 2010, 84 percent of students owned a laptop
(combining the netbook and laptop statistics). Almost 40 percent of students owned a desktop,
therefore many students owned more than one type of computer. Of the 85 percent of students
that indicated they had a cell phone, about one-third indicated they owned smart phones. The
majority of students own music players. The one technology students were not interested in was
e-book readers, with less than 2 percent indicating ownership.

84%

23%

71%

28%

2%
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Sit-down PC Walk-up PC Own Laptop Laptop Checked
Out in Library

2009

2010

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 27

Table 4. Technology Devices Owned by Students (2010)

To understand how the use of technology might affect use of the library in general, the survey
asked students what other library services they used on the same day they were using library
computers. Table 5 shows survey responses are very similar between the late term 2009 study
and the early term in 2010. By far the most popular use of the library, by more than three-quarters
of the students, was for study. Around 25 percent of the students planned to meet with others, and
20 percent planned to use the media services. Around 15 percent of students planned to checkout
print books, 15 percent planned to use journals, and 10 percent planned to ask for help. The
biggest difference for students early in the term was an increased interest (5 percent more) in
using the library for study. The late-term students were 9 percent more likely to meet with others.
By contrast, users in the nonlibrary computer lab were much less likely to make use of other
library services. Only 24 percent of nonlibrary users planned to study in the library, and 8 percent
planned to meet with others in the library that day. Use of all other library services was less than 5
percent by the nonlibrary computer users.

31%

40%

52%

59%

77%

0% 20% 40% 60% 80% 100%

Kindle/book reader

other handheld devices

Netbook

Smart Phone

Desktop Computer

Regular Cell phone

iPod/MP3 music player

Laptop

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 28

Table 5. Other Library Services Used

In 2010, we also asked users what changes they would like in the library, and 58 percent of
respondents provided suggestions. The question was not limited to technology, but by far the
biggest request for change was to provide more computers (requested by 30 percent of all
respondents). Analysis of the other survey questions regarding computer ownership, and
preferences revealed who was requesting more traditional desktops in the library. Surprisingly,
most were laptop users; 90 percent of laptop owners wanted more computers and 88 percent of
the respondents making this request were located on the fourth and fifth floor, which were almost
exclusively laptop users. The next most comments received were remarks indicating student
satisfaction with the current library services: 19 percent of students said they were satisfied with
current library services and 9 percent praised the library and its services. Commonality of
requests dropped quickly at that point, with the fourth most common request being for more quiet
(2 percent).

23%

10%

13%

22%

26%

81%

10%

15%

16%

20%

35%

76%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Other

Pick up ILL/Circuit

Create a Video/Web Page

Use a Reserve Book

Ask Questions/Get Help

Look for Journals/Newspapers

Checkout a Book

Use Media

Meet With Others

Study

2009

2010

non-library

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 29

DISCUSSION

The results show that students consistently prefer to use computers in the library, with 78 percent
declaring a preference for the library over other computer locations on campus both years of the
study. This preference is confirmed by the statistics reported by CSUSM’s campus IT department,
which tracks computer login data. This data consistently shows the library computer labs are used
more than nonlibrary computer labs, with the computers near the library reference desk as the
most popular followed closely by the library’s second large computer lab, which is located next to
the technology help desk. For instance, during the 2010 study period, the reference desk lab (80
computers) had 6,247 logins compared to 3,218 logins in the largest nonlibrary lab (108
computers)—double the amount of usage. The data also shows that use of the computers near the
reference desk increased by 15 percent between 2007 and 2010. Supporting the popularity of
using computers in the library is the fact that most students are repeat customers. Table 2 shows
82 percent of the 2009 late-term respondents used the library computers several times a week
with almost half using our computers daily. In contrast, 72 percent of the 2010 early term
students used the library computers daily or several times a week. The 10 percent drop in
frequency of visits to the library for computing applied to both laptop and desktop users and
seems to be largely due to not yet receiving enough work from classes to justify more frequent use.

The kind of computer that users prefered changed somewhat over the course of the study. The
preference for desktop computers dropped from 84 percent of students in 2009 to 72 percent in
2010 (see table 3). One reason for this 12 percent drop may be related to how the survey was
adminstered. The 2010 study did a more thorough job of surveying the fourth and fifth library
floors where most laptop users are. As a result, the laptop floors represented 29 percent of the
response in 2010 vs. only 13 percent in 2009. These numbers are also reflected in the proporation
of laptops observed each year—33 percent in 2010 vs. 17 percent in 2009 (see table 1). The drop
in desktop computer preference is interesting because it was not matched by an equally large
increase in laptop preference, which only increased by 5 percent. The other reason for the
decrease in desktop preference is likely due to the larger change seen nationwide in student
laptop ownership. For instance, the Pew study of gadget ownership showed a 13 percent drop in
desktop ownership over a five-year period, 2006–2011, while at the same time laptop ownership
almost doubled from 30 percent to 56 percent.17 However, it is interesting to note that, according
to the Pew study, in 2011 the percent of adults who owned each type of device was nearly equal—
55 percent for desktops and 56 percent for laptops.

The 2010 survey tried to better understand students’ preferences by identifying all the kinds of
technology they had available to them. We found that 77 percent of CSUSM students owned
laptops and an additional 7 percent owned the netbook form of laptops (see table 4). The
combined 84 percent laptop ownership is comparable with the 2010 ECAR study’s finding of 89
percent student laptop ownership nationwide.18 This high level of laptop ownership may explain
why the users who preferred laptop computers almost all preferred to use their own rather than
laptops checked out in the library.

Despite the high laptop ownership and decrease in desktop preference, it is significant that the
majority of CSUSM students still prefer to use desktop computers in the library. Aside from the 72
percent of respondents who specifically stated a preference for desktop computers, the top
suggestion for library improvement was to add more desktop computers, requested by 38 percent

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 30

of respondents. Further analysis of the survey data revealed that it was the laptop owners and the
fourth and fifth floor laptop users who were the primary requestors of more desktop computers.
To try to better understand this seemingly contradictory behavior, we have done some further
investigation.

Anecdotal conversations with users during the survey indicated that convenience and reliability
are two factors affecting student’s decision to use desktop computers. The desktop computers’
speed and reliable Internet connections were regarded as particularly important when uploading
a final project to a professor, with some students stating they came to the library specifically to
upload an assignment. In May 2012, the CSUSM library held a focus group that provided additional
insight to the question of desktops vs. laptops. All of the eight-student focus group participants
owned laptops, yet all eight participants indicated that they preferred to use desktop computers in
the library. When asked why, participants indicated the reliability and speed of the desktop
computers and the convenience of not having to remember to bring their laptop to school and “lug”
it around. Another factor influencing the convenience factor may be that our campus does not
require that students own a laptop and bring it to class, so they may have less motivation to travel
with their laptop. Supporting the idea that students perceive different benefits for each type of
computer, six of the eight participants owned a desktop computer in addition to a laptop. The
2010 study also showed that students see value in owning both a desktop and a laptop computer,
since the 40 percent ownership of desktop computers overlaps the 84 percent ownership of
laptops (see table 4).

Table 6. Reasons Students Prefer Using Library Computer Areas

For almost half of the students surveyed, one of the reasons for their preference for using
computers in the library was either the ready access to library services or staff (see table 6). Even
more significant, when specifically asked what else they planned to do in the library that day
besides using the computer (see table 5), more than 80 percent of the students indicated that they
intended to use the library for purposes other than computing. The top two uses for the library
were studying (76 percent in 2009, 81 percent in 2010) and meeting with others (35/26 percent),
indicating the importance of the library as place. The most popular library service was the media

10%

15%

20%

25%

30%

Library Services are Close Library Staff are Close

2009

2010

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 31

library (20/22 percent) followed by collections with 16/13 percent planning to checkout a book
and 15/13 percent planning to look for journals and newspapers. It is interesting that the level of
use of these library services was similar whether early or late in the term. The biggest difference
was that early term students were less likely to be working with a group but were slightly more
likely to be engaged in general studying. Even the less-used services, such as asking a question (10
percent) or using a reserve book (8 percent), exhibited an appropriate amount of usage if one
looks at the actual numbers. For example, 8 percent of 1,123 2010 survey respondents represent
90 students who used reserve materials sometime during the 8 hours of the two-week survey
period.

To put the use of the library by computer users into perspective, we also asked students using the
nonlibrary computer lab if they planned to use the library sometime that same day. Only 24
percent of the nonlibrary computer users planned to study in the library that day vs. 81 percent of
the library computer users; only 4 percent planned to use media vs. 24 percent; and 2 percent
planned to check out a book vs. 13 percent. The implication is clear that students using computers
in the library are much more likely to use the library’s other services.

We usually think of providing desktop computers as a service for students, and so it is. However,
the study results show that providing computers also benefits the library itself. It reinforces its
role as place by providing a complete study environment for students and encouraging all study
behaviors including communication and working with others. The popularity of the library
computers provide us with a “captive audience” of repeat customers.

CONCLUSION

The CSUSM library technology that was planned in 2004 is still meeting students’ needs. Although
most of our students own laptops, most still prefer to use desktop computers in the library. In fact,
providing a full-service computer environment to support the entire research process benefits the
entire library. Students who use computers in the library appear to conduct more of their studying
in the library and thus make more use of traditional library collections and services.

Going forward, several questions arise for future studies. CSUSM is a commuter school. Students
often treat their work space in the library as their office for the day, which increases the
importance of a reliable and comfortable computer arrangement. One question that could be
asked is whether the results would be different for colleges where most students live on campus
or nearby. If the university requires that all students own their own laptop and expects them to
bring them to class, how does that affect the relevance of desktop computers in the library? The
2010 study was completed just a few weeks before the first iPad was introduced. Since students
have identified convenience and weight as reasons for not carrying their laptops, are tablets and
ultra-light computers, like the MacBook Air, more likely to be carried on campus by students and
used them more frequently for their research? How important is it to have a supportive mobile
infrastructure with features such as high speed wifi, ability to use campus printers, and access to
campus applications? Are students using smart phones and other mobile devices for study
purposes? In fact, are we focusing too much on laptops, and are other mobile devices starting to
take over that role?

This study’s results make it clear that we can’t just look at data such as ECAR’s, which show high
laptop ownership, and assume that means students don’t want or won’t use library computers. As

INFORMATION TECHNOLOGY AND LIBRARIES |DECEMBER 2012 32

the types of mobile devices continue to grow and evolve, libraries should continue to develop
ways to facilitate their research role. However, the bottom line may not be that one technology
will replace another but rather that students will have a mix of devices and will choose which
device is best suited to a particular purpose. Therefore libraries, rather than trying to pick which
device to support, may need to develop a broad-based strategy to support them all.

REFERENCES

1. Susan M. Thompson and Gabriella Sonntag. “Chapter 4: Building for Learning: Synergy of Space,
Technology and Collaboration.” Learning Commons: Evolution and Collaborative Essentials. Oxford:
Chandos Publishing (2008): 117-199.

2. Heidi M. Steiner and Robert P. Holley, “The Past, Present, and Possibilities of Commons in the
Academic Library,” Reference Librarian 50, no. 4 (2009): 309–332.

3. Michael J. Whitchurch and C. Jeffery Belliston,“Information Commons at Brigham Young
University: Past, Present, and Future,” Reference Services Review 34, no. 2 (2006): 261–78.

4. Harold Shill and Shawn Tonner, “Creating a Better Place: Physical Improvements in Academic
Libraries, 1995–2002,” College & Research Libraries 64 (2003): 435.

5. Barbara I. Dewey, “Social, Intellectual, and Cultural Spaces: Creating Compelling Library
Environments for the Digital Age,” Journal of Library Administration 48, no. 1 (2008): 85–94; Diane
Dallis and Carolyn Walters, “Reference Services in the Commons Environment,” References
Services Review 34, no. 2 (2006): 248–60.

6. Liz Burke et al., “Where and Why Students Choose to Use Computer Facilities: A Collaborative
Study at an Australian and United Kingdom University,” Australian Academic & Research Libraries
39, no. 3 (September 2008): 181–97.

7. Shannon D. Smith and Judith Borreson Caruso, The ECAR Study of Undergraduate Students and
Information Technology, 2010 (Boulder, CO: Educause Center for Applied Research, October 2010),
http://net.educause.edu/ir/library/pdf/ers1006/rs/ers1006w.pdf (accessed March 21, 2012).

8. Pew Internet & American Life Project, “Adult Gadget Ownership Over Time (2006–2012),”
http://www.pewinternet.org/Static-Pages/Trend-Data-(Adults)/Device-Ownership.aspx
(accessed June 14, 2012); The Horizon Report: 2009 Edition, The New Media Consortium and
EDUCAUSE Learning Initiative, http://net.educause.edu/ir/library/pdf/HR2011.pdf (accessed
March 21, 2012); The Horizon Report: 2010 Edition, The New Media Consortium and EDUCAUSE
Learning Initiative, http://net.educause.edu/ir/library/pdf/HR2011.pdf (accessed March 21,
2012); The Horizon Report: 2011 Edition, The New Media Consortium and EDUCAUSE Learning
Initiative, http://net.educause.edu/ir/library/pdf/HR2011.pdf (accessed March 21, 2012).

9. Pew Internet, “Adult Gadget Ownership.”

http://net.educause.edu/ir/library/pdf/ers1006/rs/ers1006w.pdf
http://www.pewinternet.org/Static-Pages/Trend-Data-(Adults)/Device-Ownership.aspx
http://net.educause.edu/ir/library/pdf/HR2011.pdf
http://net.educause.edu/ir/library/pdf/HR2011.pdf
http://net.educause.edu/ir/library/pdf/HR2011.pdf

STUDENT USE OF LIBRARY COMPUTERS | THOMPSON 33

10. Deborah Keyek-Franssen et al., Computer Labs Study University of Colorado Boulder Office of
Information Technology October 7, 2011, http://oit.colorado.edu/sites/default/files/LabsStudy-
penultimate-10-07-11.pdf (accessed June 15, 2012).

11. J. S. C. Tom, K. Voss, and C. Scheetz[Full names?], “The Space is the Message: First Assessment
of a Learning Studio,” Educause Quarterly 31, no. 2 (2008),
http://www.educause.edu/ero/article/space-message-first-assessment-learning-studio (accessed
June 25, 2012).

12. Nick Wingfield, “Time to Leave the Laptop Behind,” Wall Street Journal, February 23, 2009,
http://online.wsj.com/article/SB122477763884262815.html (accessed June 15 2012).

13. The Horizon Report: 2009 Edition.

14. The Horizon Report: 2010 Edition.

15. The Horizon Report: 2011 Edition.

16. Alison J. Head and Michael B. Eisenberg, “Balancing Act: How College Students Manage
Technology While in the Library During Crunch Time,” Project Information Literacy Research
Report, Information School, University of Washington, October 12, 2011,
http://projectinfolit.org/pdfs/PIL_Fall2011_TechStudy_FullReport1.1.pdf (accessed June 14,
2012).

17. Pew Internet, “Adult Gadget Ownership.”

18. Smith and Caruso, ECAR Study.

http://oit.colorado.edu/sites/default/files/LabsStudy-penultimate-10-07-11.pdf
http://oit.colorado.edu/sites/default/files/LabsStudy-penultimate-10-07-11.pdf
http://www.educause.edu/ero/article/space-message-first-assessment-learning-studio
http://online.wsj.com/article/SB122477763884262815.html
http://projectinfolit.org/pdfs/PIL_Fall2011_TechStudy_FullReport1.1.pdf

Table 1. Mobile Technology Observed
DISCUSSION