Student Perceptions of Social Ethic Supports in Higher Education Academic Library
Collections: An Action Research Study

by
Megan P. Smith

A Dissertation
Submitted to the Office of Graduate and Extended Studies
of East Stroudsburg University
In Partial Fulfilment
of the Requirements for the Doctoral Degree of Educational Leadership
11.20.2025
Committee: Dr. Beth Rajan Sockman, Chair; Dr. Artress B. White; Dr. Kristopher Weeks

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Table of Contents
Abstract ........................................................................................................................................................ 6
Digital Location ............................................................................................................................................ 7
Dedication ..................................................................................................................................................... 8
Acknowledgements ....................................................................................................................................... 9
Student Perceptions of Social Ethic Supports in Higher Education Academic Library Collections: An
Action Research Qualitative Study ............................................................................................................. 10
Background of the Study ........................................................................................................................ 16
Statement of the Problem ........................................................................................................................ 16
Purpose of the Study ............................................................................................................................... 17
Significance of the Study ........................................................................................................................ 17
Research Questions ................................................................................................................................. 18
Definition of Terms................................................................................................................................. 19
Summary ................................................................................................................................................. 21
Chapter 2 ..................................................................................................................................................... 22
Background ............................................................................................................................................. 22
Brief History of Libraries........................................................................................................................ 23
Physical Challenges ................................................................................................................................ 27
Ethnic Challenges and Racism in Libraries ............................................................................................ 30
LGBTQ+ in Libraries ............................................................................................................................. 34
Identity and Intersectionality .................................................................................................................. 35
Local Context Challenges ....................................................................................................................... 36
Student Population .................................................................................................................................. 38
Belongingness ......................................................................................................................................... 41
Belonging and Academic Success ...................................................................................................... 42
Belongingness and Academic Libraries .............................................................................................. 43
Uses and Gratifications Theory............................................................................................................... 45
Applying UGT to Assess Library Collections: ................................................................................... 45
Uses and Gratifications Theory as Framework ................................................................................... 47
Research Gap .......................................................................................................................................... 47
Chapter 3 ..................................................................................................................................................... 49
Organization of this Chapter ................................................................................................................... 49

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Research Question .................................................................................................................................. 49
Mentality Behind the Research ............................................................................................................... 50
Purpose of the Study ........................................................................................................................... 50
Why Action Research?........................................................................................................................ 50
Background to the Research ................................................................................................................... 51
Previous Study, Phase 1. ..................................................................................................................... 51
Design and Rationale .............................................................................................................................. 52
Survey Structure and Distribution........................................................................................................... 54
Demographic Section: Capturing Identity for Equity Analysis .............................................................. 58
Library Usage: Motivations and Equity-Oriented Engagement.............................................................. 58
Reflective Questions: Empowerment, Identity, and Belonging .............................................................. 59
Data Analysis .......................................................................................................................................... 60
Context of Mountain University (MU) and the Researcher .................................................................... 61
Researcher Positionality...................................................................................................................... 62
Limitations and Delimitations ................................................................................................................. 64
Summary ................................................................................................................................................. 65
Chapter 4 ..................................................................................................................................................... 67
Results ..................................................................................................................................................... 67
Open-Ended Responses .......................................................................................................................... 86
Summary ................................................................................................................................................. 99
Chapter 5 ................................................................................................................................................... 100
Comparison to Existing Literature and Theoretical Frameworks ......................................................... 100
Proposed Action Plan............................................................................................................................ 103
Academic Leadership Considerations................................................................................................... 105
Library Leadership Considerations ....................................................................................................... 106
Limitations ............................................................................................................................................ 110
Recommendations for Future Research ................................................................................................ 111
Final Reflections ................................................................................................................................... 111
References ................................................................................................................................................. 114
Appendix A ............................................................................................................................................... 130
Survey Instrument ................................................................................................................................. 130
Appendix B: Proposed Action Plan .......................................................................................................... 142
Appendix C: Qualitative Thematic Coding Tables ................................................................................... 143
Table A Qualitative Thematic Coding of Student Responses on Library Empowerment .................... 143
Table B Qualitative Thematic Coding of Student Responses on Improving Library Services ............. 145

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Table C Qualitative Thematic Coding of Student Responses to Resonant Quotes ............................... 147
Table D Qualitative Thematic Coding of Student Responses to Additional Comments ...................... 148

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Table of Figures
Figure 1 ......................................................................................................................................... 32
Figure 2 ......................................................................................................................................... 56
Figure 3 ......................................................................................................................................... 68
Figure 4 ......................................................................................................................................... 69
Figure 5 ......................................................................................................................................... 69
Figure 6 ......................................................................................................................................... 70
Figure 7 ......................................................................................................................................... 70
Figure 8 ......................................................................................................................................... 71
Figure 9 ......................................................................................................................................... 71
Figure 10 ....................................................................................................................................... 72
Figure 11 ....................................................................................................................................... 73
Figure 12 ....................................................................................................................................... 73
Figure 13 ....................................................................................................................................... 74
Figure 14 ....................................................................................................................................... 75
Figure 15 ....................................................................................................................................... 76
Figure 16 ....................................................................................................................................... 76
Figure 17 ....................................................................................................................................... 77
Figure 18 ....................................................................................................................................... 77
Figure 19 ....................................................................................................................................... 78
Figure 20 ....................................................................................................................................... 78
Figure 21 ....................................................................................................................................... 79
Figure 22 ....................................................................................................................................... 79
Figure 23 ....................................................................................................................................... 80
Figure 24 ....................................................................................................................................... 80
Figure 25 ....................................................................................................................................... 81
Figure 26 ....................................................................................................................................... 81
Figure 27 ....................................................................................................................................... 82
Figure 28 ....................................................................................................................................... 82
Figure 29 ....................................................................................................................................... 83
Figure 30 ....................................................................................................................................... 83
Figure 31 ....................................................................................................................................... 84
Figure 32 ....................................................................................................................................... 84
Figure 33 ....................................................................................................................................... 85
Figure 34 ....................................................................................................................................... 85
Figure 35 ....................................................................................................................................... 86
Figure 36 ....................................................................................................................................... 86
Figure 37 ....................................................................................................................................... 96
Figure 38 ..................................................................................................................................... 104

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Abstract
Academic libraries in the United States are designed to serve all students within their institutions;
however, as student populations become increasingly diverse, many libraries have not been fully
structured to meet the needs of varied demographic groups (Chen, 2018). This study investigates
student perceptions of diversity, equity, and inclusion within academic library collections.
Guided by an action research framework, it explores how students—particularly those from
underrepresented backgrounds—perceive their university library’s efforts to foster equity and
belonging through its collections. Data was collected through a student survey administered at a
medium-sized public university in northeastern Pennsylvania, providing localized insights into
the inclusivity of the institution’s collection development practices. Findings revealed both
strengths and gaps in the library’s approach to supporting diverse student needs. Based on these
results, the study proposes actionable recommendations to enhance equitable representation,
strengthen students’ sense of belonging, and inform future collection development and academic
library leadership practices.

Keywords: academic libraries, diversity, inclusion, equity, student perspective, belonging, action
research, uses and gratification theory

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Digital Location

This dissertation can be found in full on ResearchGate:
https://www.researchgate.net/publication/398447357_Student_Perceptions_of_Social_Ethic_Sup
ports_in_Higher_Education_Academic_Library_Collections_An_Action_Research_Study

It can be found in part in the ProQuest Dissertations Database.

ORCID: https://orcid.org/0000-0001-7864-1834

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Dedication

This is for Mike and Kara. Chase your dreams.

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Acknowledgements
Thank you to my committee members – Dr. Artress B. White and Dr. Kristopher Weeks
for your mentorship, support, knowledge and assistance throughout this process. Thank you
especially to my committee chair, Dr. Beth Rajan-Sockman for the many hours working together
and continuous support.
I wish to thank my husband Mike for being okay with me being away on weekends for
several years while I took classes, and supportive when I needed a break and when I needed
someone to help motivate me. I wish to thank my daughter Kara who was supportive of my “big
paper” and who is always rooting for me. Your love and support mean everything to me.
I would also like to thank my parents, Kris and Ben, for their support and encouragement
throughout. Also thank you to my in-laws, Tom and Cheryl, who were very encouraging and
asked when they could read it. I also want to thank all my amazing colleagues at River Library
and at ESU for all the help, encouragement, and cheerleading they’ve provided over the years.
Lastly and especially Patsie Varkados – you’ve been my ride or die throughout this process.
Thank you.

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Student Perceptions of Social Ethic Supports in Higher Education Academic Library
Collections: An Action Research Qualitative Study
In recent years, higher education institutions (HEIs) in the United States have made
significant strides toward addressing systemic issues related to diversity, equity, and inclusion
(DEI) (Carlson, 2022; Chun & Evans, 2018, 2019; Jones & Murphy, 2019; Kennedy et al., 2018;
Leung & Lopez-McKnight, 2021; Santamaria & Santamaria, 2016). This shift is essential, as
higher education institutions were historically designed to primarily support high- and uppermiddle-class European American students, often neglecting the needs of other demographic
groups (Chun & Evans, 2018; Leung & Lopez-McKnight, 2021).
Given the realization that systematic cultural changes must occur, academic libraries
must also turn their focus to their social ethic support practices, here incorporating modern
sensibilities, diversity, equity and inclusion into their systems, collections, and practices. In the
United States, each higher education institution (HEI) serves a uniquely diverse student body—
varying in ethnicity, race, socioeconomic background, and lived experiences—preparing them to
become engaged citizens both nationally and globally. As central hubs of campus life, academic
libraries play a crucial role in reflecting and fostering the cultural values of their institutions. As
African American author Andrea "Vocab" Sanderson aptly states, “Representation is so
important. Empowering people to share their narratives with the largest audience possible will be
the most impactful for all generations” (Fight for the Future, 2022). This sentiment underscores
the importance of ensuring that library collections and initiatives authentically represent the
diverse identities and perspectives of the communities they serve (Carlson, 2022; Chun & Evans,
2019; Gorman, 2015; Jones & Murphy, 2019; Kennedy et al., 2018; Leung & Lopez-McKnight,
2021; Rubin & Rubin, 2020).

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Many small and medium HEIs only have one library for their campus, meaning that
libraries must both be hubs for everyone on campus as well as for DEI. They cannot only
represent the needs of one department or philosophy but need to represent the entire college
community. Collections that support every academic major, minor and elective course must be
available, and additional materials to support understanding of these subjects are necessary to
provide support to students seeking to not only succeed academically but also seeking to learn
about historic and cutting-edge subjects (Carlson, 2022; Chun & Evans, 2019; Gorman, 2015;
Rubin & Rubin, 2020).
To be a citizen of a culturally diverse nation and a holistic global citizen, multicultural
education and viewpoints are necessary. A diverse library collection to support these educational
goals is imperative (Carlson, 2022; Chun & Evans, 2019; Ely, 2021; Gorman, 2015; Jones &
Murphy, 2019; Kennedy et al., 2018; Leung Lopez-McKnight, 2021; Rubin & Rubin, 2020;
Santamaria & Santamaria, 2016). It should be noted that authors across different backgrounds –
ethnic, racial, gender, sexuality, socioeconomically, etc. and in the many ways these intersect,
have much to say on the subject on libraries. These perspectives enrich the discourse by
highlighting diverse experiences and challenges faced by underrepresented and marginalized
groups. Furthermore, authors from varied backgrounds contribute valuable insights into how
libraries can better serve their communities, foster inclusivity, and promote equitable access to
information and resources. By acknowledging and amplifying these voices, we can create more
inclusive and responsive library environments that truly reflect the diversity of the populations
they serve.
Libraries provide access to resources, knowledge, and a supportive environment that
fosters creativity and intellectual growth. Author Chris Tilly said: “Libraries are a cornerstone of

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democracy. They are at their best when they introduce people to new ideas, so it is critical that
they present diverse views and experiences and provide a wide range of published work” (Fight
for the Future, 2022). As this quote demonstrates, many view libraries as guardians of
knowledge, inclusion, and democratic values, making them vital spaces for learning, discussion,
and societal progress. For numerous individuals, libraries are a gateway to new ideas, diverse
perspectives, and a wealth of information that might otherwise be inaccessible. They serve as
sanctuaries where budding writers can explore their interests, hone their craft, and find
inspiration from a multitude of voices. By offering a space for learning and exploration, libraries
play a crucial role in shaping the lives of individuals, enabling them to express their unique
stories and contribute to the broader literary landscape. Without this vital support, the literary
world would be much less rich and diverse.
Multicultural and multi-viewpoint collections are especially vital as studies have shown
that reading builds empathy, making it imperative that diverse characters, viewpoints, and
cultures are represented in library collections (Bal & Veltkamp, 2013; Brown, 2016; Coplan,
2004; Hoyer, 2013; McCreary & Marchant, 2017; Oatley, 1999; Singer & Fehr, 2005). If
students are shown only one set of viewpoints, they may think the HEI only possesses or respects
those viewpoints (Carlson, 2022; Chun & Evans, 2019; Jones & Murphy, 2019; Leung & LopezMcKnight, 2021; Santamaria & Santamaria, 2016). It also limits the education a student can
receive through limiting given perspectives (American Library Association, 2007; Au et al.,
2016; Jones & Murphy, 2019; Leung & Lopez-McKnight, 2021). Students who feel very
uncomfortable with perceived opinions of the HEI may transfer or drop out (Tinto, 2015). There
are examples such as libraries not providing current materials on new scientific or medical
discoveries which would be disadvantageous for scientists or medical professionals trying to

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ensure employment after graduation. A library could also choose only nursing materials or only
chemistry materials and ignore the rest of the academic areas of the HEI, leaving those students
at a disadvantage. The lack of materials, lack of perspectives, or lack of knowledge can have
real-world impacts on students and the HEI itself (American Library Association, 2007; Au et
al., 2016; Jones & Murphy, 2019; Leung & Lopez-McKnight, 2021; Tinto, 2015). This is
demonstrated in a public library setting by non-binary author Kate Bornstein who states:
I grew up in the 1950s and 60s. There was no internet, but there was the Asbury Park
Public Library. That’s where I discovered books about the Weimar Republic, Magnus
Hirschfeld, and American ex patriots living in Paris. I learned the word invert, and I knew
that was me. It was a public library that laid open my horizons. With today’s attacks on
LGBTQ people, we need libraries now more than ever. (Fight for the Future, 2022)
Bornstein believes libraries act as lifelines for self-discovery, education, and representation,
particularly for marginalized communities (Fight for the Future, 2022). Libraries can be
transformative by expanding an individual’s knowledge and helping them shape and define their
identity.
The number of perspectives presented is an issue for every HEI campus, as one of the
core goals of HEIs is to prepare students to be world citizens once they graduate. A diverse
collection includes multiple viewpoints, multiple cultures, variety in types of materials, and
reflects various ethnic, racial, religious, gender, political and socio-cultural outlooks (Alexander,
2013; Anaya & Maxey-Harris, 2017; Carlson, 2022; Chun & Evans, 2018; Gorman, 2015;
Gulati, 2010; Junisbai et al., 2016; Kennedy et al., 2018; Santamaria & Santamaria, 2016).
Through representation of multiple viewpoints, particularly underrepresented and marginalized
viewpoints, all students are empowered, particularly underrepresented and marginalized students

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(Chun & Evans, 2019; Ely, 2021; Fúnez-Flores, 2017; Jones & Murphy, 2019; Leung & LopezMcKnight, 2021; Rubin & Rubin, 2020; Santamaria & Santamaria, 2016; Spring, 2020).
The population of the USA is changing rapidly, with the United States Census (2018)
estimating that ethnic groups other than European American comprise approximately 39.6% of
the USA population. Current underrepresented and marginalized populations, with particular
increases in Latinx, Asian and multiracial students, are expected to comprise 55% of the student
body by 2027 (Chun & Evans, 2019; National Center for Education Statistics, 2019; Rubin &
Rubin, 2020; Wang et al., 2020). This shows that the demographic makeup of HEI students is
undergoing constant change. Historically, student populations are always in a state of change,
however American schools are not changing to meet diverse and equitable needs (Spring, 2020;
Wang et al., 2020).
There is also an increase in “nontraditional” students in higher education with up to 40%
of enrolled students being outside the traditional ages of 18-22 (Rubin & Rubin, 2020). In the
2015-16 academic year, 19% of all enrolled undergraduates reported having a disability, and
12% of all enrolled graduate students. Considering the mission of the academic library is to
“support and expand the educational mission of the university” (Rubin & Rubin, 2020, ch. 2), it
is evident that this is becoming more challenging, as the needs of its patrons become increasingly
varied and diverse. The needs of these changing student populations differ from those of
traditional students, and HEIs must ensure they are supporting these various student groups. A
major support for these students is the academic library.
Libraries engage diverse students through the services and collections they offer, and
representation is important to this endeavor (Au et al., 2016; Chun & Evans, 2018, 2019; Jones
& Murphy, 2019; Leung & Lopez-McKnight, 2021; Santamaria & Santamaria, 2016). Diverse

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collections help increase a student’s sense of belonging (Alexander, 2013; Jones & Murphy,
2019; Kennedy et al., 2018; Leung & Lopez-McKnight, 2021; Santamaria & Santamaria, 2016;
Spring, 2020). James Baldwin, the internationally renowned author who wrote about Black life
in America through the Civil Rights Movement, said: "I went at least three or four times a week
[135th Street branch of NYPL] and I read everything there. I mean, every single book in that
library. In some blind and instinctive way, I knew that what was happening in those books was
also happening all around me. And I was trying to make a connection between those books and
the life I saw and the life I lived" (McBride, 2023). Here we see that Baldwin used the library to
make sense of the world he lived in. This is even more imperative at institutions with populations
which may tend towards a majority of upper-middle class, European American male students
(Chun & Evans, 2018). Representation for underrepresented and marginalized groups in the
collection and encouraging learning empathy and diversity of thought in all students is critical.
Diverse collections that provide multiple viewpoints are also equitable (Au et al., 2016; Jones &
Murphy, 2019; Leung & Lopez-McKnight, 2021). The American Library Association (ALA),
the loose governing body for libraries in the USA, has a set of standards which libraries should
strive to follow called the ALA Key Action Areas (American Library Association, 2007).
Without the budget to ensure purchase of diverse collections, or staff to curate diverse
collections, these areas decline in quality and students may feel unwelcome. If students feel they
cannot use libraries, one of their academic supports, their engagement and retention may
decrease or halt altogether. What libraries accomplish in building DEI and belonging in their
environments has an opportunity to change and affect the HEI, its culture, and its success.

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Background of the Study
Academic libraries exist to educate, support, and equitably serve all users. However, do
their collections truly reflect diversity? If not, librarians should identify where needs are unmet
and take action.
To effectively support diverse student populations, it is especially important to gather
insights from students in underrepresented and marginalized groups (Chun & Evans, 2019;
Gorman, 2015; Jones & Murphy, 2019; Leung & Lopez-McKnight, 2021). Research in this area
can provide valuable guidance to library professionals, helping them better serve diverse student
communities.
Since students are the primary users of academic libraries, their voices must be heard to
ensure libraries fulfill their mission of equitable service. Understanding student perspectives can
reveal gaps, foster a greater sense of belonging, and inform improvements that better meet their
needs. Meaningful change is only possible through thoughtful research and informed action.
Statement of the Problem
Librarians must identify gaps in academic collections, particularly in relation to diversity
and equity. Over the past decade, Mountain University’s (MU) student body has become more
diverse, with increasing representation from various socioeconomic backgrounds, genderunderrepresented groups, and marginalized communities.
MU’s River Library is committed to assessing whether its collections effectively meet the
needs of all students, particularly those from underrepresented and marginalized groups. As a
faculty librarian at MU since 2015, department chair from 2017 to 2022, and interim director
from 2022 to 2024, this researcher has witnessed firsthand the university’s shifting
demographics. These changes align with national trends and demographic predictions (Carlson,

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2022; Chun & Evans, 2019; Gorman, 2015; Jones & Murphy, 2019; Kennedy et al., 2018; Leung
& Lopez-McKnight, 2021; Rubin & Rubin, 2020).
Purpose of the Study
The purpose of this study is to explore student perceptions of diversity and equity support
within academic collections. Specifically, it examines how patrons engage with River Library’s
collections to determine whether their needs are being met and to identify areas for improvement
that could enhance library usage. This includes analyzing collection usage trends and uncovering
potential barriers that may prevent students from accessing resources. A particular focus is
placed on underrepresented and marginalized student groups to foster a sense of belonging and
ensure they feel welcomed in the library space.
As technology, student demographics, and academic trends continue to evolve,
understanding current user needs is essential. Through ongoing assessment, this research aims to
inform necessary updates to the collections and refine the research process to better serve an
ever-changing student population.
Significance of the Study
In the United States, academic libraries are designed to serve all students, yet institutions
often fall short in adequately supporting increasingly diverse student populations (Chen, 2018).
This study employs an action research approach to evaluate the academic library collections at
Mountain University (MU), a mid-sized Carnegie-classified public institution in the Northeast
(Carnegie, 2023). The focus is on understanding how current students, particularly those from
diverse backgrounds, perceive the library’s collections in terms of diversity and equity support.
This research works to address one of the aspects raised in a recent local climate study,
‘acceptance and belonging,’ through a particular lens (PASSHE, 2022). By seeking to

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understand if River Library is meeting belonging and equity needs from the student perspective,
this research can be used as a guide for other HEI institutions. Action research is used to identify,
address and resolve immediate issues (Mertler, 2020). This can lead to new improvements in
library operations, collection development and management such as selection and deselection
process changes, as well as other currently unimagined changes. These potential outcomes could
become standard best practices in the field depending on the results (Mertler, 2020).
Research Questions
This research seeks to answer the following questions from the student perspective.
1. What are the perceptions of underrepresented students on their specific needs for an
academic library collection that is diverse and equity based?
2. How is the library currently supporting the diversity and equity of its students through its
collections?
Collecting and analyzing this data will determine if River Library is meeting the needs of
their students, particularly their underrepresented and marginalized students. This research will
inform the academic library community if and how academic libraries are meeting their mission
of equitable educational empowerment, and what changes may need to be made.
After survey data is collected, it will be analyzed and coded by one individual. Using a
combination of the survey software Qualtrics and Microsoft Excel, data will be anonymized and
analyzed to review if surveys were completed in full or partially completed. If the majority of
responses are completed in full, only those responses will be used.

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Definition of Terms
BIPOC: stands for Black, Indigenous, and people of color. Pronounced “bye-pock,” this
is a term specific to the United States, intended to center the experiences of Black and
Indigenous groups and demonstrate solidarity between communities of color (Davidson, 2024)
Culture. Culture is learned and shared human patterns or models for living; day-to-day
living patterns; these models and patterns pervade all aspects of human social
interaction…mankind's primary adaptive mechanism (Lindsey et al., 2005; Lindsey, et al.2009).
Diversity. The practice or quality of including or involving people from a range of
different social, racial, and ethnic backgrounds and of different genders, sexual orientations, etc.
(Oxford Languages, 2022).
Diversity, Equity, Inclusion. Diversity, equity and inclusion (DEI or EDI) “is a
conceptual framework that promotes the fair treatment and full participation of all people,
especially populations that have historically been underrepresented or subject to discrimination
because of their background, identity, disability, etc. (American Psychological Association,
2022).”
Gender: Gender is a multidimensional social and cultural construct that includes gender
roles, expressions, behaviors, activities, power dynamics, and/or attributes that a given society
associates with being a woman, man, girl, or boy, as well as relationships with each other. As a
social construct, gender varies from society to society and can change over time (National
Institutes of Health, 2024).
LGBTQ+: An acronym that collectively refers to individuals who are lesbian, gay,
bisexual, transgender, or queer, sometimes stated as LGBT (lesbian, gay, bisexual, and
transgender) or, historically, GLBT (gay, lesbian, bisexual, and transgender). The addition of the

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Q for queer is a more recently preferred version of the acronym as cultural opinions of the term
queer focus increasingly on its positive, reclaimed definition (see Queer). The Q can also stand
for questioning, referring to those who are still exploring their own sexuality and/or gender. The
“+” represents those who are part of the community, but for whom LGBTQ does not accurately
capture or reflect their identity (National Institutes of Health, 2011).
LibQUAL: LibQUAL is a tool that libraries use to solicit, track, understand, and act upon
users’ opinions of service quality. “The protocol is a rigorously tested web-based survey that
helps libraries assess and improve library services, change organizational culture, and market the
library. The survey instrument measures library users’ minimum, perceived, and desired service
levels of service quality across three dimensions: Affect of Service, Information Control, and
Library as Place” (Association of Research Libraries, 2018). MU’s LibQUAL was distributed
November 1 – 19, 2021.
Race and/or Ethnicity. Race is not a biological category but a social construction that is
given meaning and significance in specified historical, political, and social contexts. Historically,
race has been predicated on phenotypic characteristics that mark "racial differences" in order to
legitimate prejudice and discrimination based on these supposed differences (Lindsey et al.,
2009). Ethnicity is commonly associated with membership in a non-dominant group (not of
predominantly European ancestry) and is perceived as constituting a different culture in terms of
language, style of dress, political consciousness and worldview, foods, music and so on, different
than that of the dominant group (Lindsey et al., 2009).
Sexual Orientation or Sexuality: Sexual orientation describes sexual attraction, behavior,
and identity. Use sexual orientation rather than sexual preference. Preference suggests that nonheterosexuality is a choice, a concept often used to discriminate against the LGBTQI+

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community. Preference also suggests a selection from two or more choices, excluding bisexual
people and pansexual people, among others (National Institutes of Health, 2024).
Underrepresented/Marginalized Groups. Non-majority groups, such as individuals who
identify as BIPOC or LGBTQ+. A relatively small group of people, especially one commonly
discriminated against in a community, society, or nation, differing from others in race, religion,
language, or political persuasion (Oxford Languages, 2022).
Weeding or Deselection: Weeding is sometimes thought of as selection in reverse
because it removes resources from the collection when they are no longer useful. It involves
evaluation of the collection in order to determine which resources need to be removed from the
collection. This process has been described as retirement, pruning, reverse selection, deselection,
relegation, and discarding (Doll & Barron, 2002).
Summary
This research aims to help librarians identify gaps in academic collections by examining
student perceptions of diversity and equity support. By addressing these gaps, librarians can
develop solutions to improve collection management at local, national, and potentially
international levels. Additionally, the study may uncover barriers to implementing these changes.
Ultimately, this research could raise awareness of DEI in academic libraries, provide valuable
insights for better fulfilling their mission, and pave the way for future improvements in student
support.

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Chapter 2
This chapter examines the history of libraries, existing literature on academic libraries,
and the physical challenges they face. It also explores the challenges confronting higher
education students today, including issues of racism and LGBTQ+ inclusion within academic
libraries. This context helps frame the specific challenges River Library is facing. Additionally,
the chapter introduces belongingness as a key framework for evaluating academic library
collections, recognizing its critical role in student retention. River Library has been actively
working to enhance belongingness for several years and now seeks to assess its progress. By
exploring these facets, this chapter establishes the foundation for the action research study at
River Library.
Background
While conducting a project to review the library’s entire physical collection, this
researcher observed that many materials were predominantly from the 1970s and reflected
majority cultural perspectives (OCLC Local Report, 2017). River Library had minimal diversity,
equity, and inclusive (DEI) content, prompting a more intentional approach to purchasing both
physical and digital materials.
However, this shift also raised a critical question: Is River Library truly meeting the
needs of all students, or only those already familiar with using libraries for support? This concern
extends to first-generation students, racially and ethnically underrepresented and marginalized
students, individuals with visible and invisible disabilities, and those who identify outside
traditional gender and sexuality norms. As Carlson (2022) notes, “libraries are distinct among
campus facilities in that they serve at least three functions: as a place, as a collection, and as a

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source of human expertise” (p. 4). This study seeks to explore whether River Library fulfills
these roles equitably for all students.
MU is like many other HEI institutions, a state funded Carnegie medium sized public
institution (Carnegie, 2023). River Library is facing the same DEI challenges that academic
libraries are facing nationally. However, this awareness is currently supported by minimal
academic content, so this researcher decided to not only do the internal research but publish it to
help others in similar positions.
Brief History of Libraries
Libraries are known to have existed since at least 2000 B.C. (The Library of Congress,
2017). Originally, libraries were meant to house and store documents, and over time they have
become cultural and community centers which seek to meet the needs of every community
member (Gorman, 2015; Rubin & Rubin, 2020; The Library of Congress, 2017). Since each
community is unique with distinct needs, every library must also be uniquely tailored to serve its
patrons.
Since each library is an individual entity that seeks to meet the needs of every patron,
they each contain different physical and digital collections and provide non-identical services
and programming to meet the needs of their local community. This necessitates that resources
and support be available for a wide range of diverse individuals at each library (Alexander, 2013;
American Library Association, 2007; Gorman, 2015; Gulati, 2010; Rubin & Rubin, 2020). As a
type of cultural heritage institution, libraries are a locus for their communities (Rubin & Rubin,
2020). Before the Civil Rights Movement, Richard Wright (1945) describes what using the
library was like for him in Black Boy. This is Wright’s (1945) memoir that follows his
experiences growing up in the Jim Crow South. Here he depicts a scene that explains how he

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could only go into the library to get books for white men. To check out books for himself he had
to borrow a white man’s library card. When others saw him reading, they questioned why. Below
is Wright’s (1945) insight into what reading afforded him:
That night in my rented room, while letting the hot water run over my can of pork and
beans in the sink, I opened A Book of Prefaces and began to read. I was jarred and
shocked by the style, the clear, clean, sweeping sentences. Why did he write like that?
And how did one write like that? I pictured the man as a raging demon, slashing with his
pen, consumed with hate, denouncing everything American, extolling everything
European or German, laughing at the weaknesses of people, mocking God, authority.
What was this? I stood up, trying to realize what reality lay behind the meaning of the
words.... Yes, this man was fighting, fighting with words. He was using words as a
weapon, using them as one would use a club. Could words be weapons? Well, yes, for
here they were. Then, maybe, perhaps, I could use them as a weapon? No. It frightened
me. I read on and what amazed me was not what he said, but how on earth anybody had
the courage to say it…
I forged more notes and my trips to the library became frequent. Reading grew
into a passion. My first serious novel was Sinclair Lewis's Main Street. It made me see
my boss, Mr. Gerald, and identify him as an American type. I would smile when I saw
him lugging his golf bags into the office. I had always felt a vast distance separating me
from the boss, and now I felt closer to him, though still distant. I felt now that I knew
him, that I could feel the very limits of his narrow life. And this had happened because I
had read a novel about a mythical man called George F. Babbitt.

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The plots and stories in the novels did not interest me so much as the point of
view revealed. I gave myself over to each novel without reserve, without trying to
criticize it; it was enough for me to see and feel something different. And for me,
everything was something different. Reading was like a drug, a dope. The novels created
moods in which I lived for days. But I could not conquer my sense of guilt, my feeling
that the white men around me knew that I was changing, that I had begun to regard them
differently. (Wright, 1945, Chapter 13)
Access to libraries and literature changed his life and made him a writer. Today, he is still a
seminal African American writer, but he had to trick the system to get access to literature.
American libraries began a systematic effort to serve diverse racial and ethnic groups in
the 20th century, and inclusiveness and equality are core tenets of these cultural institutions
(ALA, 2022; Alexander, 2013; Rubin & Rubin, 2020). This drive towards equity became
particularly relevant during and after the Civil Rights Movement in the 1970s (Chen, 2018;
Leung & Lopez-McKnight, 2021). Considering the current social justice tensions that still exist
in the US, this set of values is just as relevant today.
The American Library Association (ALA) also holds “diversity” and “equitable access to
information and library services” for all people as two of their eight key action areas (ALA,
2022). The ALA is the premier professional librarian association in the United States of America
for all types of libraries and has chapters for public and academic libraries, as well as further
specializations. With the guiding professional organization prioritizing these values, it is
inevitable that these then become ingrained social mores in the libraries they represent. However,
this process can take decades, especially across institutions that span the United States of
America (Alexander, 2013; Chun & Evans, 2018; Gorman, 2015; Rubin & Rubin, 2020).

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Currently research is just beginning to emerge that examines if libraries are mindful of
aiming their services in a way that is diverse, equitable, and inclusive to all individuals who may
use their services. These DEI provisions may include materials and/or services for those with
disabilities, low-income individuals, underrepresented and marginalized groups, etc. It may also
include special processes such as adding or editing catalog records to make specific items more
discoverable, training staff on DEI practices, hiring diverse staff, collection development,
programming, or other practices (Alexander, 2013; Anaya & Maxey-Harris, 2017; Carlson,
2022; Gorman, 2015; Gulati, 2010; Kennedy et al., 2018; Rubin & Rubin, 2020; Santamaria &
Santamaria, 2016). This awareness of DEI is growing nationwide, particularly in the academic
community (Carlson, 2022; Chun & Evans, 2019; Jones & Murphy, 2019; Kennedy et al., 2018;
Leung & Lopez-McKnight, 2021; Santamaria & Santamaria, 2016). As with other areas of
American culture, libraries have intrinsic, systematic racism models in place from the cultural
norms of several decades ago that need to be addressed (Leung & Lopez-McKnight, 2021) –
such as updating language and terms in the Library of Congress Subject Headings (LCSH).
Additionally, collections are based on selectors’ opinions, and depending on each library’s
collection management policies and individual workers, this could lead to very slanted
collections (Gorman, 2015; Jones & Murphy, 2019; Leung & Lopez-McKnight, 2021).
The last thirty years, since the arrival of the internet in particular, have seen increasing
change in how libraries serve their communities (Aldrich, 2018; Carlson, 2022; Gorman, 2015;
Rubin & Rubin, 2020). Libraries are struggling to change in this era of “amplified disruption”
(Aldrich, 2018, p. 5) and break many of these systematic DEI barriers. While 69% of Americans
still find the library to have importance to themselves and/or their community, 30% of people no
longer know what functions a library performs (Aldrich, 2018). To meet needs, libraries must

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address this lack of knowledge, as they continue to adapt and try new services, programs, and
ideas to meet community needs (Aldrich, 2018; Carlson, 2022; Gorman, 2015; Jones & Murphy,
2019; Rubin & Rubin, 2020). Libraries are community centers, and they build community
through increasing understanding, respect and empathy, which in turn builds social equity
(Aldrich, 2018; Gorman, 2015; Rubin & Rubin, 2020). Increased sense of community and social
equity builds resistance, which is a useful trait in these increasingly disruptive times (Aldrich,
2018).
There has been an increasing number of material bans and challenges in libraries as
reported to the ALA with the highest reported total in 2023, and constantly increasing (ALA
Banned, 2024). Material bans and challenges are when a community member attempts to see a
book, movie, program, etc. removed from a library. These can be done for any reason but the
most common reasons over time are racism and homophobia, with the majority of books
featuring diverse protagonists or underrepresented and marginalized authors (ALA, 2024). These
bans and challenges have prompted the creation of the ALA’s Banned Books Week to bring
attention to the national issue of these materials and the national issue of censorship and freedom
of speech, leading librarians to be social justice warriors on these topics (ALA, 2024). As patrons
push to have certain materials and programs banned, it can reveal a lot about mindsets and values
held in communities, and shows that as a country, America has a long way to go to be equitable
to all of its citizens.
Physical Challenges
Reviewing how other academic libraries have approached physical building and
collection challenges, there are a variety of approaches. Some researchers develop unique
frameworks that work solely at their institution (Arua, 2011; Nelson, et al., 2020; O’Neill, 2016),

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some researchers share their collection management policies (Kimmelman, 2018; Luo, 2021;
Murphy, 2013), and others give general advice while sharing the broad strokes of their unique
challenges (Metz & Gray, 2005; Nelson, et al., 2020; O’Neill, 2016; Shen, 2012 ; Sapp &
Watson, 1989). All share the reasonings behind the changes, which are frequently space
management (Burke & Kilb, 2019; Kimmelman, 2018; Metz & Gray, 2005; Murphy, 2013),
budget (Kimmelman, 2018; O’Neill, 2016; Sapp & Watson, 1989), and ensuring the collection is
relevant (Arua, 2011; Kimmelman, 2018; Metz & Gray, 2005; Nelson, et al., 2020; O’Neill,
2016; Shen, 2012). Libraries that performed successful deselection processes had less crowded
shelves which led to an increase in circulation (Kimmelman, 2018; Murphy, 2013).
Library information usage behavior of print material is also researched, such as how the
shift to electronic resources has changed both how patrons use print collections and how libraries
manage their collections (Branin, et al., 1999; Luo, 2021). Book collections are seeking ways to
be more targeted at patron usage patterns and curricular needs (Branin, et al., 1999; Luo, 2021).
It is imperative that a library collection, particularly an academic library that actively aids in the
education of students, have a collection that is topically current, with materials in good repair. A
good state of repair ensures students will want to use the materials, as well as maintain a clean
and healthy environment for students and new physical acquisitions (Arua, 2011; Branin, et al.,
1999; Burke & Kilb, 2019; Kimmelman, 2018; Luo, 2021; Metz & Gray, 2005; Murphy, 2013;
Nelson, et al., 2020; O’Neill, 2016; Shen, 2012; Sapp & Watson, 1989). The currency of the
collection is dependent upon the topic, for instance history books cover all known data.
However, other subjects require materials be current within a shorter time span, such as within
ten years, for topics like medical volumes, computer programming and security, etc. Current
information is preferable for most subjects to stay relevant to emerging discoveries in various

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fields (American Library Association; 2017b). Keeping a collection in the desired status requires
periodic review, frequently termed “weeding” as undesired items are “weeded” or discarded
(Doll & Barron, 2002). This, depending on the unique circumstances, may result in the item
being deaccessioned and sold in a book sale which may create more acquisition funding for the
library, or disposing of the item if it is in disrepair.
All found studies concerning library usage center on user needs. While the approaches
may differ, each study is patron driven and seeks to address changes to their physical collections
and spaces to reflect current user needs (Arua, 2011; Branin, et al., 1999; Burke & Kilb, 2019;
Kimmelman, 2018; Luo, 2021; Metz & Gray, 2005; Murphy, 2013; Nelson, et al., 2020; O’Neill,
2016; Shen, 2012; Sapp & Watson, 1989).
Broughton (2019) states that academic libraries may be one of the most inclusive
environments on campus in response to changing student needs, however due to a lack of
research on library spaces libraries still fall short on their intention. More research is necessary
on how space can be “welcoming” to people of color (Broughton, 2019). Some research has
begun in this area, but it is usually bundled into campus studies (Blunk, 2020; Gopalan & Brady,
2019; Gopalan et al., 2022; Murphy et al., 2020).
In Murphy et al. (2020), they found that HEIs struggle with the persistence and
completion of students, particularly from historically disadvantaged student groups. Through a
focused intervention that worked to increase first-year students' sense of belonging they
increased the persistence in racial and ethnic underrepresented and marginalized and firstgeneration students across control groups and improved core academic outcomes (Murphy et al.,
2020). In Gopalan et al. (2022) they compare student reported levels of belonging in pre- and
post- COVID and compare these feelings of belonging to mental health. The authors found

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correlations, and a sense of belonging to campus is an important facet of mental health pre,
during and post the pandemic, further emphasizing the importance of an inclusive climate to
lower social isolation, anxiety and depression (Gopalan et al., 2022; Murphy et al., 2020).
Gopalan and Brady (2019) found in a national sample that ethnic and racial underrepresented and
marginalized and first-generation students report lower belonging than peers at 4-year schools,
where belonging predicts better persistence, engagement and mental health. There is no clear or
single answer on how to make spaces more “welcoming” to traditional ethnically
underrepresented and marginalized groups, just a general consensus that they “need to be”.
These studies tracked if students felt they belonged and if they persisted but did not go into depth
about the factors that contributed to the feelings of belonging and how to build them (Gopalan &
Brady, 2019; Gopalan et al., 2022; Murphy et al., 2020).
Ethnic Challenges and Racism in Libraries
When researching inherent racism and ethnic challenges in libraries, most commonly
found are articles relating to racism and ethnic prejudices originating in staff members (Alabi,
2014; Espinal et al., 2018; Galabi, 2015; Giulietti, et al., 2019; Gohr, 2017; Jones & Murphy,
2019; Nataraj, et al.; 2020; Srikanth, 2021; Villar, 2024). Some scholars argue that institutional
racism is deeply embedded in libraries, as it is in many social structures (Jones & Murphy, 2019;
Leung & Lopez-McKnight, 2021), and there is broad consensus that meaningful change is
needed. As R. Eric Thomas, an African American authors states:
My parents would take us to the library every week and they would let us borrow as
many books as the library would allow which was 40. And then as I got older I would go
to the library myself and it was a sanctuary and it was a space of endless possibility and
there’s so many ways I feel that different forces in the world will tell you that there are no

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possibilities for you or there are limited possibilities. Your outcomes aren’t great, you
know, because of your zip code, your race, your sexual orientation, your gender, your
life. And the fact that I could walk into this space and open up a book and discover
characters who were living lives that were just like mine and characters who were so
drastically different than mine and know that they promised an escape, they also
promised another way out, another universe.” (McBride, 2023)
Thomas showcases the necessity of the library in his life, viewing them as sanctuaries of
possibility and showing the transformative power of literature they had on him.
Studies have shown that librarians respond more slowly and less courteously to
individuals with names perceived as Black (Giulietti et al., 2019). However, this researcher has
not found similar studies examining the experiences of Latinx or other underrepresented and
marginalized groups. Despite this gap, existing literature strongly suggests that ethnic and racial
prejudice is present in libraries (Alabi, 2014; Espinal et al., 2018; Galabi, 2015; Giulietti et al.,
2019; Gohr, 2017; Jones & Murphy, 2019; Leung & Lopez-McKnight, 2021; Nataraj et al.,
2020; Srikanth, 2021; Villar, 2024). Additionally, the overwhelming majority of library
employees in the U.S. are white women. According to the most recent ALA Demographic
Survey (2017), of the more than 37,000 respondents, 81% were female, and 66% were between
the ages of 35 and 64. Figure 1 further breaks down these demographics by race.

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Figure 1
ALA Members by Race or Family Origin

Note: The ALA Office of Research and Statistics created this chart of members and their
reported racial identity in 2017. This Figure compares 2014 to 2017, there was no more current
data available.
The ALA has diversity statements (Anaya & Maxey-Harris, 2017), and many libraries
have individual position statements that state they are hiring for diverse candidates and support
community diversity. However, statistics show that there is still a white majority in staffing
libraries, and that the profession has not changed significantly in racial or ethnic diversity over
the last 15 years (Data USA (2024; DPE Research Department, 2024). Following Villar’s (2024)
advice, this research is seeking to listen to BIPOC voices and answer Villar’s (2024) questions
(slightly paraphrased):
•

“What are the experiences of BIPOC entering white-dominant spaces?

•

How can I prepare myself to create more inclusive environments? What privileges do I
have to forgo to create more equitable opportunities?
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•

How do I listen and include BIPOC voices to ensure they have a “seat at the table” and
their voices are valued?

•

How can I actively listen to and act upon the experiences of BIPOC with empathy,
fairness, and compassion?”
DEI content in a library collection can be seen as non-white authors and subject matter

focusing on highlighting underrepresented voices, characters and subject material ("Inclusive
Booklists", 2020). Poet Yesika Salgado, a Los Angeles born Salvadoran, said: “Without libraries
my peers and myself wouldn’t have had the access to literature that we identify with and
encouraged us to tell our own stories. To restrict their abilities to loan books is to stifle voices
like ours” (Fight for the Future, 2022). Salgado (Fight for the Future, 2022) sees libraries as
essential spaces for representation, empowerment and self-expression. The phrase "access to
literature that we identify with" emphasizes the importance of inclusivity in libraries, suggesting
that books serve as mirrors for marginalized or underrepresented voices. Additionally, the idea
that libraries "encouraged us to tell our own stories" highlights their role in fostering creativity,
confidence, and a sense of agency. By stating that restricting book loans "stifles voices like
ours," the person argues that limiting library access is an act of silencing, particularly for
communities that rely on public resources for education and self-discovery. Overall, this quote
presents libraries as gateways to representation and storytelling, and any effort to restrict them is
seen as a direct threat to diverse voices and opportunities for expression. Ethnically and racially
underrepresented and marginalized main characters or histories of their cultures or sub-cultures
in America would count as DEI content, as would books written by authors who identify as those
from underrepresented and marginalized groups such as those with a disability. LGBTQ+ topics
and authors also fit in this category as do multicultural works. Items that educate on religions

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beyond the commonly known also fall into this category such as Taoism. In short, any work that
has a non-majority view or opposing view could potentially be considered DEI content.
LGBTQ+ in Libraries
Another facet of diversity that should be assessed in regard to collections is that of gender
and sexuality. The ALA tracks books across the USA that are banned or challenged in an attempt
to censor materials in town, school and college libraries. Over the last twenty years there has
been a significant shift from primarily racist content bans to primarily LGBTQ+ bans (American
Library Association, 2023). The LGBTQ+ community is currently facing several challenges with
collections in libraries across the USA. While many librarians actively work towards promoting
resources and having inclusive and LGBTQ+ positive collections, there are also articles with
research that suggests there has been no evaluation on if libraries are actually meeting LGBTQ+
patron needs (Altobelli & Lambert; 2022; Betts-Green, 2020).
Torrey Peters, the first transgender woman to be nominated for the Women’s Book
Award states:
I flat-out owe my career as a trans author to the unimpeded circulation of digital books:
the first trans books that inspired me were digital, my own first books were published
digitally. Bookstores didn’t carry our books at first. Therefore, any readers that have felt
their own emotions changed by my published work — no matter in what medium —
ultimately also owe that change to digital books. Everybody benefits when digital books
are accessible. (EveryLibrary, 2023)
This quote highlights the person's view of libraries—particularly digital access—as vital for
inclusivity, representation, and literary innovation. Peters (2023) sees digital books as a crucial
tool for marginalized communities, particularly trans authors and readers, who historically faced

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barriers to traditional publishing and bookstore distribution. By stating she "flat-out owes" her
career to digital books, she emphasizes that without open access to literature, both for reading
and publishing, voices like hers might have remained unheard. The phrase "everybody benefits
when digital books are accessible" reinforces her belief that literature should be freely available
to all, as it fosters personal growth, emotional impact, and broader societal change. Overall, this
quote presents libraries (and digital book circulation) as agents of equity and progress, ensuring
that underrepresented voices can be heard, shared, and valued in the literary world.
Rigoberto Gonzalez is an American writer and book critic who self-identifies as a gay
Chicano. In Red-Inked Retablos, he relates how when young the weekly bookmobile and
libraries had a great impact on his life. After his family moved to Idaho, he was able to go to a
public library building for the first time. Reading was one of his havens where he escaped his
reality for fiction and books helped him understand himself and the world around him.
I was stunned after reading Breakfast at Tiffany’s. Not in the way those surprise endings
in the murder mysteries left me thinking about how the solution had eluded me. It was a
different feeling altogether, as if the book was meant to guide me—the reader—to a
discovery about myself. But the book was about Holly Golightly, not me. How, then . . .?
Well, I never! (Gonzalez, 2013, p.11)
Similar to Peters (2023), Gonzalez (2013) shares a belief that libraries provide more than just
books—they provide pathways to self-discovery, emotional connection, and new perspectives on
one's own life.
Identity and Intersectionality
Ethnicity, socioeconomic status, gender, and sexuality are all single facets of individual
identities, and individuals may identify as multiple underrepresented and marginalized facets in

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these and other areas. Intersectionality acknowledges the diversity within social groups and
individuals (Corlett & Mavin; 2014; Dill & Zambrana, 2020; Holvino, 2012; Wijeyesinghe and
Jones, 2014). As Weber (2010) writes:
[A]t the individual level, race, class, gender and sexuality are fundamental sources of
identity for all of us: how we see ourselves, who we think we are. They are, in fact, so
fundamental that to be without them would be like being without an identity at all.
(p.119)
This quote suggests that Weber (2010) views libraries as crucial spaces for identity exploration
and affirmation. By stating that race, class, gender, and sexuality are fundamental to how we see
ourselves, the speaker implies that access to diverse literature—often found in libraries—helps
individuals understand, embrace, and validate their identities.
The present study will focus on each participant’s multiple social identities in an effort to
better represent the whole person and their intersectionality of identities (Wijeyesinghe and
Jones, 2014). This will allow for each individuals unique experiences, positive or negative, to be
highlighted (Wijeyesinghe and Jones, 2014). Since this allows for context of both the individual
and their identity and the social and institutional processes that determine opportunities given to
individuals, this will help in analyzing the systems currently in place and what needs to change
(Dill & Zambrana, 2020; Holvino, 2012; Wijeyesinghe and Jones, 2014).
Local Context Challenges
Some of our local challenges mirror national demographic trends, particularly in our staff
composition. The author, a European American cis female, acknowledges that she lacks the
breadth of experiences necessary to fully inform her decisions in creating an inclusive and
welcoming environment for all students, especially those who are BIPOC, queer, neurodiverse,

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or have disabilities. While our staff is fairly balanced in terms of gender—comprising male,
female, and nonbinary members—and includes several LGBTQ+ staff who can offer insights
into various facets of cultural diversity, it remains predominantly white and adheres to Western
religions (Christianity, Judaism, and Islam). Despite many staff members striving to be selfaware and mindful of their behaviors, there is often insufficient cultural knowledge to effectively
engage with all our diverse students.
Another challenge is the building. Built in 1980, River Library was not made for today’s
technological needs, and the wiring infrastructure is not there for the many computers and
devices necessary for current educational needs. The space was also built for wall-to-wall
bookshelves, as there was no internet and all materials were physical. Now, the majority of our
resources are online. Many of the bookshelves are being removed to make more open,
collaborative spaces for students to work in. Parts of the building that have never been remodeled
or updated, such as the bathrooms and elevators, are in dire need of updating. There should be an
improved accessible entrance for those with mobility or other issues that prevent them from
being able to utilize the main entrance, a concern that was mentioned in the last action research
survey but still has not been addressed. Currently anyone who requires the use of ADA door
must maneuver in a maze-like fashion to get in and out of the building, which adds even further
duress to individuals already dealing with inequity and discourages use of the library. In MU’s
LibQUAL 2018 survey, there were several comments indicating a desire for building
renovations, additional group workspaces, newer materials in the collection, and a need for mold
remediation (Association of Research Libraries, 2018). Respondents were unspecific about how
they desired these changes to come about. Questions about what specifically patrons wanted to

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see changed in the building and physical collections were not asked, requiring further research
which led to the 2021 study (Smith, 2021).
Our physical collections are an additional challenge. The main collection has just been
weeded (2023) however it is a slow process to identify, locate, purchase, and process new,
diverse materials across every subject and discipline. It is also a consistent challenge to be
mindful of each academic department's needs for accreditation materials. Each year, the budget
for libraries shrinks as well, which is a national and possibly also international norm.
Student Population
“Inequality in education is the most pressing issue in diversity in the U.S.” (Santamaria &
Santamaria, 2016, p. 18). This quote from Supreme Court Justice Sonia Sotomayor highlights a
fundamental, systemic problem within the education system, including higher education.
Academic libraries, in their mission to serve diverse student populations, are uniquely positioned
to advocate for equity and social justice (Alexander, 2013; Anaya & Maxey-Harris, 2017; Ely,
2021; Jones & Murphy, 2019; Rubin & Rubin, 2020). Campus resources and spaces must be
designed to support diverse students (Alexander, 2013; Au et al., 2016; Kennedy et al., 2018;
Leung & Lopez-McKnight, 2021; Santamaria & Santamaria, 2016; Spring, 2020). As Aldrich
(2018) states, “Education is a key component to creating a ...world that [is] socially equitable”
(p. 20). Academic libraries are ideally placed to both support education and promote equity.
Increasingly, students require their campus library to gain access to materials to complete
their assignments (Alexander, 2013; Carlson, 2022; Choi & Carpenter, 2017; Ely, 2021; Fischer
et al., 2015; Hilton, 2016, 2020; Ma & Pender, 2021; Rubin & Rubin, 2020; Senack, 2014).
These include textbooks, journal articles, and other research materials. This is not true solely for
students with financial hardships, but true for all students as few could afford to buy every

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research material used to complete their degree. However, many academic libraries have
shrinking budgets and staff reductions, making it more difficult to meet the needs of their
communities (Aldrich, 2018; Carlson, 2022).
At the core of libraries is the idea of “accessibility” – walking in and finding the exact
item or service a patron wants. This may be a book, a computer to search for jobs, help finding
the answer to a question, a warm chair, etc. As Venezuelan author, lawyer and human rights
activist Marianne Díaz Hernández said:
Libraries are the guardians and the bulwark of cultural diversity and inclusion,
particularly for those who don’t have the means to access culture by other pathways.
They are the place where people, particularly children, can access books and other
materials about the topics that concern them, embarrass them, or that they don’t feel that
they can talk with anyone else. The status of libraries as a place free of censorship and
surveillance, to seek knowledge we need and stories that reflect us, is one of the
keystones of a free, open, and democratic society, and every inch that we lose in this
battle contributes to the disintegration of civic space. (Fight for the Future, 2022)
Angie Thomas, African American author says:
Growing up, I was unable to travel because it was simply something my family couldn't
afford. Books, however, allowed me to see that there was more to the world than my
neighborhood. They saved my life in so many ways, and libraries were the only way I
was able to access those books. (McBride, 2023)
Access to these materials can be life changing. While authors are referring to public libraries,
academic libraries must still meet these needs and be able to meet needs for students on and off
campus (Carlson, 2022; Green & Bowser, 2002; Liu & Luo, 2011).

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In the United States, many people still live without the internet, without the means to go
somewhere quiet to study, who do not have the resources to pay for internet or materials that
libraries provide (Elumalai et al., 2020; Lane, 2022; Reddick et al., 2020; Sunita, 2020; U.S.
Government Accountability Office, 2021; Wood, 2021). As of 2019, nearly a quarter of the
United States does not have internet at home (Reddick et al., 2020). When the pandemic hit, we
saw that to exist without the internet in today’s world is increasingly and incredibly difficult.
Libraries helped their communities manage through COVID-19, through loaning technology
such as Wi-Fi-hotspots and laptops to help families survive in a suddenly digital world (Carlson,
2022; Reddick et al., 2020; Sunita, 2020; U.S. Government Accountability Office, 2021; Wood,
2021). During the COVID-19 pandemic most services went virtual; this was, and in some cases
still is, devastating to many households (Alola et al., 2021; Reddick et al., 2020; Sunita, 2020;
U.S. Government Accountability Office, 2021; Wood, 2021).
Academic libraries were part of the effort to support the sudden education shift. Now that
quarantine has lifted, some students prefer to only use digital library features and will never enter
the physical facilities, but others will prefer the physical space (Carlson, 2022; Gorman, 2015).
Part of this is due to mindset and part of this is due to the increase in virtual learning and distance
education where some students may not be able to physically visit campus (Carlson, 2022).
In severe cases, students facing severe financial hardship also face food insecurity and
homelessness (Choi & Carpenter, 2017; Fischer et al., 2015; Hilton, 2016, 2020; Ma & Pender,
2021; Senack, 2014; Soria et al., 2020; Sunita, 2020; U.S. Government Accountability Office,
2021). Beyond simply not having access to a computer, or internet, or even course materials like
textbooks, there are college students struggling to survive. Students with disabilities were more
likely to experience these severe financial hardships then those without disabilities during the

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COVID-19 pandemic (Postsecondary National Policy Institute, 2021; Soria et al., 2020; U.S.
Government Accountability Office, 2021). This underrepresented and marginalized group is a
vulnerable population that requires more care, but was neglected, much like international
students during the pandemic who faced similar challenges during quarantine (Cruz, 2019;
Majorana, 2021; U.S. Government Accountability Office, 2021). Both HEIs and their academic
libraries seek to support these groups and their various needs.
MU’s underrepresented and marginalized undergraduate students have lower rates of
academic satisfaction as reported in our last climate survey (PASSHE, 2022). Observations by
the researcher in the local library and regional meetings and conferences suggest this may be due
in part to under-utilization of library resources. Existing research shows that this is common for
underrepresented and marginalized undergraduates (Blunk, 2020; Bradley University, 2024;
Broughton, 2019). Underutilization of university resources has been linked to poorer retention of
underrepresented and marginalized students (Blunk, 2020; Bradley University, 2024; Broughton,
2019). These students have been shown to face more barriers than well-presented students when
it comes to accessing library resources. The present research’s objective is to identify specific
diversity-related barriers hindering underrepresented and marginalized MU students from
accessing library resources which may demonstrate a potential correlation between library usage
and academic satisfaction.
Belongingness
Belongingness was first proposed by psychologist Abraham Maslow in 1943 as part of
his hierarchy of needs, wherein humans possess a need for a sense of belonging and acceptance
among social groups – friends, family, teams, religion, or work, etc. (Maslow, 1943). There must
be a feeling of belonging in a group. Since the 1940s, the “sense of belonging” has been further

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studied, notably by psychologists Baumeister and Leary (1995) who argue that if individuals do
not feel that they belong there are severe emotional consequences, indicating that the need to
belong is a significant human drive. Inability to meet the need to belong results in loneliness,
mental distress, and depression (Baumeister & Leary, 1995).
Belongingness can be defined as a fundamental, deep need to feel valued, accepted and
connected to others within a group or community (Baumeister & Leary, 1995; Maslow, 1943;
Pardede, et al, 2021; Tinto, 2015; Tinto 2017). It is comprised of the need to belong and to be
accepted in one’s social setting, to feel connected (Pardede, et al., 2021; Strayhorn, 2018).
Belonging and Academic Success
Tinto (2015), one of the leading researchers in academic belongingness, shows that HEI
students have several different motivations for attending and persisting through college. The
range of goals and motivations matters as students with varying goals and motivations for going
to college will most likely be differently affected by their experiences in college (Chambliss &
Takacs, 2014; Guiffrida, et al., 2013; Tinto, 2017). Tinto (2003, 2015, 2017) has performed
several case studies at HEIs and argues that those who have the strongest sense of belonging are
the most likely to persist.
Higher education institutions are always concerned with their student retention rates, as
student retention is a huge factor of the financial health of an institution. One of the indicators of
retention is a student’s sense of belonging to the institution (Baumeister & Leary, 1995;
Chambliss & Takacs, 2014; Felten & Lambert, 2020; Pardede, et al, 2021; Pittman & Richmond,
2007; Tinto; 2015; Tinto; 2017). Relationships are built on interactions, and these interactions
must be stable and rooted in concern for each other’s welfare (Baumeister & Leary, 1995). For
college, a sense of belonging “refers to students’ perceived social support on campus, a feeling

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or sensation of connectedness, and the experience of mattering or feeling cared about, accepted,
respected, valued by, and important to the campus community or others on campus such as
faculty, staff and peers (Strayhorn, 2018, p. 4).
A strong sense of belongingness has proven significant in predicting academic and
psychological adjustment and can help bring in and retain First Generation students (Kafka,
2024; Pittman & Richmond, 2007). The sense of belonging is a key component for late
adolescents in college and an increase their academic performance and their self-esteem (Kafka,
2024; Pittman & Richmond, 2007). A sense of belonging on campuses has been found to predict
if a student will persist in their education (Hausmann, et al, 2007; Museus, 2014). Entering
college is a new and unfamiliar environment for many students and frequently causes anxiety
and increased stress, especially for students living away from home (Baumeister & Leary, 1995;
Chambliss & Takacs, 2014; Felten & Lambert, 2020; Hausmann, et al, 2007; Kafka, 2024;
Pittman & Richmond, 2007). If students continue to feel that they do not belong they may drop
out, suffer mental and physical illnesses, and may suffer from behavior problems (Baumeister &
Leary, 1995; Chambliss & Takacs, 2014; Felten & Lambert, 2020; Kafka, 2024). What
Hausman, et al (2007) found was that no student background characteristics were associated with
the initial status of institutional commitment, meaning that student's sense of belonging is not
determined by their background but by supports provided by the HEIs and the sense of belonging
they feel at the institution. HEIs must foster a sense of belonging with students immediately and
work to keep that sense of belonging, as this will help increase persistence since students with
higher sense of belonging have greater persistence (Hausmann, et al, 2007).
Belongingness and Academic Libraries

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Academic libraries play a positive role in recruitment, retention and enrollment
(Crawford, 2015; Scoulas, 2021). Libraries are a hub of content and atmosphere that reflect the
campus and institutional values. One of the few “third spaces” where students can come in and
not be expected to spend money, interact with another person if they do not want to, study, hang
out, spend free time, be alone or with others – libraries fulfill several roles to many people
(Gorman, 2015; Scoulas, 2021). In Scoulas (2021) “the quantitative data revealed that students
using both the physical and online library had the greatest sense of belonging, whereas students
who never used any library resources had the least sense of belonging (p. 1).” Academic libraries
strive to create positive spaces of belonging, but what does that mean and how do you do that for
a campus and student body that is in a constant state of change?
It is unclear if the needs of underrepresented students are being met. Research has not
shown if students find materials on the shelves not only for classes but also for fun that engage
their interests or if they see themselves represented in those materials.
Academic libraries show their care and concern for their students’ welfare through
positive social interactions, diverse and inclusive collections, and welcoming and thoughtfully
designed spaces to encourage and help build students’ sense of belonging. These efforts must be
long term and persistent to create belongingness and inclusion in students (Baumeister & Leary,
1995; Chambliss & Takacs, 2014; Felten & Lambert, 2020; Kafka, 2024). Through this
community building, academic libraries can contribute to their institutions’ retention and
increase student belonging and wellbeing (Gruss, et al., 2020). One of the ways academic
libraries can seek to promote belonging, particularly in BIPOC students, is through eliminating
and minimizing environmental microaggressions wherever possible (Assensoh, 2020; David,
2014; Nadal, 2013; Reynolds, et al.; 2010; Solorzano, et al., 2000; Steinberg, 2021). Examples of

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this include diversity of pictures of students, faculty and staff in materials, literature and
marketing materials, and diversity of materials in collections (Assensoh, 2020; David, 2014;
Nadal, 2013; Reynolds, et al.; 2010; Solorzano, et al., 2000; Steinberg, 2021).
Uses and Gratifications Theory
Uses and gratifications theory (UGT) is a communication theory that views media
consumers as active participants in the communication process, as opposed to passive recipients
of media messages, and these active participants have reasons for why they choose and use
media to satisfy their needs (Blumler & Katz; 1974; Mehrad & Tajer; 2016; Ruggiero, 2000).
Developed in the 1940s and further refined in the 1970s, this theory emphasizes the active role of
users in selecting media that satisfies their psychological and social needs. An individual may
choose media to fulfill specific needs such as entertainment, information, personal identity or
social interaction (Blumler & Katz; 1974; Mehrad & Tajer; 2016; Ruggiero, 2000). UGT
proposes that individuals expect a certain gratification or result, from consuming media (Blumler
& Katz; 1974; Mehrad & Tajer; 2016; Ruggiero, 2000).
Individuals use media to fulfill different desires and motivations in their lives. UGT
divides these into several categories, including cognitive, affective, integrative, social and
tension release needs, all of which play an important role in fulfilling those individuals’
expectations.
Applying UGT to Assess Library Collections:
Libraries, as information-rich institutions, provide access to a wide array of resources.
The Uses and Gratifications Theory can be a valuable tool to assess and improve library
collections by understanding how users interact with and choose materials. There are several

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ways that UGT can be applied: identifying user needs, understanding information-seeking
behaviors, enhancing use experiences and evaluating resource preferences.
By applying UGT, libraries can categorize the types of resources that users are actively
seeking. Are they looking for academic information, leisure reading, or resources that help with
personal growth? Identifying these motivations helps in tailoring the collection to serve the
community's needs. For understanding information-seeking behaviors, UGT can help libraries
recognize the different types of informational needs of users, such as those seeking educational
materials, professional development resources, or local history. This understanding can guide the
acquisition of relevant, high-demand materials. To enhance user experiences, through the
categorization of users’ desires for media and what types, libraries can enrich their collections to
foster a sense of belonging and support personal development. This is part of evaluating resource
preferences in library users, and UGT can assist in identifying which genres, formats (e-books,
audiobooks, journals), and subjects users engage with most frequently, allowing libraries to
focus on adding and curating more materials that align with these preferences. Through the use
of surveys, interviews, and usage data, UGT provides a lens to understand what gratifications
users seek from the library and its collection. This feedback can be analyzed to inform decisions
about collection development, ensuring the library’s offerings stay relevant and valuable to its
community. Since libraries are frequently community hubs, UGT can help identify how users use
library collections for socializing or community engagement. This then helps inform the
acquisitions of the library in ways that will support social cohesion, such as the purchase of local
authors or materials for group activities like book clubs.
Uses and Gratifications Theory provides libraries with a framework to better understand
the diverse needs and motivations of their users. By assessing library collections through the lens

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of this theory, libraries can ensure their resources meet the evolving needs of their community,
fostering an environment that supports both personal and social engagement.
Uses and Gratifications Theory as Framework
This author, working under the premise that individuals or users are active agents who
control their own media consumption, seeks to understand the motivation for choosing specific
types of media and the gratifications they get out of it. Is River Library providing the correct
types of media to meet the gratification desires of students? Is River Library getting the usage
that the staff and administration are intending and assuming, or do changes need to be made to
better meet the UGT of students? UGT provides a framework for aligning the services of
libraries with user needs in traditional and digital environments (Mehrad & Tajer, 2016).
Through utilizing UGT as a lens, River Library can foster greater user engagement and tailor
services to individual needs to optimize user satisfaction and effectiveness (Mehrad & Tajer,
2016). Through this lens, this research effort is seeking to understand their motivation for
choosing specific media and discovering what they gain from material usage.
Research Gap
This study addresses the specific gap between listening and acting upon the
underrepresented student needs of this library’s local community. Belongingness is a crucial
indicator of whether these students feel connected to the library and the community, while UGT
will assess how library collections affect the belongingness students feel. This is part of the
action research cycle to identify and address barriers they may be facing that the library staff
may be unaware of so changes can be made to increase their sense of belonging and improve
their comfort levels with not only the library but the university. The researcher has not found a
study that seeks to perform this function yet in any library, particularly not an academic one.

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This research effort will be analyzing library collections to locate gaps and make
recommendations in improving belongingness. As a student support service, it is imperative that
the library also promote belongingness to all student groups and meet their U&G needs.
1. What are the perceptions of underrepresented students on their specific needs for an
academic library collection that is diverse and equity based?
2. How is the library currently supporting the diversity and equity of its students through its
collections?

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Chapter 3
Organization of this Chapter
This chapter will address the research questions by outlining the rationale and design of
the study, detailing the steps involved in the research process. It begins by presenting the
research questions, followed by an explanation of the research approach, including the purpose
of the research, the selection of action research as the methodology, and a review of previous
action research to provide context for the current investigation. Next, the chapter will describe
the methodology, including the researcher’s rationale, research design, participant selection for
surveys, and the methods used to collect data. Finally, it will outline how the data will be
analyzed and discuss potential limitations of the current project.
Research Question
In recent years, the role of academic libraries in supporting diversity and equity has
garnered increasing attention. Libraries are essential in providing resources that reflect the needs
and experiences of diverse student populations. However, there is still limited research exploring
how library collections specifically support diversity and equity. This study aimed to investigate
how academic libraries can enhance their collections to better serve underrepresented students
and promote inclusive learning environments. Specifically, this paper addressed the following
research question:
What are the perceptions of underrepresented students on their specific needs for an
academic library collection that is diverse and equity based? How is the library currently
supporting the diversity and equity of its students through its collections?

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Mentality Behind the Research
Purpose of the Study
Through qualitative action research (Herr & Anderson, 2014; Mertler, 2020; Moustakas,
1994), this research assessed and explored student perceptions of diversity and equity support in
River Library’s academic collections. Librarians need to identify gaps in academic collections to
support diversity and equity, so they are able to fulfill the library’s mission (American Library
Association, 2007; American Library Association, 2017b).
Why Action Research?
By focusing on River Library, this research examined an individual system that had not
been deeply or methodically studied previously. Due to the subjective nature of the research,
qualitative data collection was deemed most appropriate to explore this topic (Herr & Anderson,
2014; Mertler, 2020). Action research was chosen for several reasons. First, there was a previous
study to build from, representing the first phase of action research, which helped in the analysis
of River Library’s physical collections and reflected action research’s cyclic process. The active
participation of stakeholders was important to the researcher, and action research allowed them
to be directly heard and brought their voices to the forefront. This stakeholder participation
resulted in collaborative change and practical action, improving the environment and research
topic (River Library) for all (Herr & Anderson; 2014; Mertler, 2020). This also provided an indepth framework for future cycles of action research for the library and allowed for reflective
practice and systematic inquiry every few years as qualitative assessment tools (Herr &
Anderson; 2014; Mertler, 2020). One of the appeals of action research was the possibility of
quickly usable action plans being created and acted upon (Herr & Anderson; 2014; Mertler,
2020). To answer the research questions, there were several realities being experienced by

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different individuals, which made qualitative action research an appropriate research
methodology (Mertler, 2020).
Through the implementation of Uses and Gratification Theory (UGT) to analyze
narrative inquiry practices, this dissertation explored how students’ social identities intersect
with library collections and how these influence their sense of belonging to the university (Herr
& Anderson, 2014; Mertler, 2020; Saldana, 2021). Individual intersectionality is the focus of the
research (Corlett & Mavin; 2014; Dill & Zambrana, 2020; Holvino, 2012; Wijeyesinghe and
Jones, 2014). This study sought to understand student library needs in the framework of
belongingness as their individual sense of belongingness on campus has been shown to help
students succeed in college and increase persistence rates (Chun & Evans, 2018; Chambliss &
Takacs, 2014; Felten & Lambert, 2020; Gopalan & Brady, 2022; Gopalan et al., 2022; Murphy et
al., 2020; Tinto; 1993). As students are active users in the materials they choose to use at the
library and how they use it, uses and gratifications theory provided a useful lens to analyze their
responses (Blumler & Katz; 1974; Mehrad & Tajer; 2016; Ruggiero, 2000). A survey was
chosen to help participants feel more at ease and comfortable asking questions.
Background to the Research
Previous Study, Phase 1.
In fall 2021, an action research study was completed to evaluate how the community felt
about River Library’s building and physical collections (Smith, 2021). The results of the 2021
survey can be summarized as a desire for larger collections particularly for journals, and a desire
for building renovations and more group spaces. Since this research was completed in December
2021, several changes to the physical facilities and collection have been made in an attempt to
generate increased patron use and meet community needs.
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The changes made to River Library since the previous study focused on increasing the
diversity of collections, equity of resources and equipment, inclusive spaces and creating a space
anyone can enter and feel they belong and are welcomed. This research project is a natural
follow up to that action research cycle to see if changes made since fall 2021 have been effective
in improving user experiences. This research is also a more focused and improved version of the
fall 2021 study which will go through IRB review. The 2021 study was used to determine how
the River Library spaces could be changed by this author and the local administration only. In
the first research project a mixed-methods online survey was distributed in 2021, partly due to
COVID-19, and some data was gathered such as how many participants mostly used our online
resources and did not physically enter the library. The current research compared the collection
data from 2021 to 2025, and three years is considered an appropriate review cycle (American
Library Association, 2017b; Herr & Anderson; 2014; Mertler, 2020).
Design and Rationale
This was a qualitative action research case study (Herr & Anderson, 2014; Mertler,
2020), focusing on student perceptions of diversity and equity support in River Library’s
collections. Through exploring the details of MU students' lived experiences, this study offered
an authoritative analysis of gaps and areas of diversity and equity support in the collections that
could be improved at River Library.
Several classes were given a fifteen-question survey to gauge student opinions on this
topic in spring 2025. The data from the survey was analyzed to answer the research questions.
The researcher determined that a survey would grant a higher research sample. The survey was
developed by the researcher through research of other surveys studying belonging in libraries,
where Scoulas’ (2021) survey was found to be the most similar in research goals. Once a survey
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was developed, it was pilot tested in February 2025 by three River Library student workers in,
edited, then tested again by three additional River Library student workers. This allowed for
question refinement and a prediction of how long the survey would take on average.
Qualitative data’s ability to provide in-depth understanding of participant perceptions and
attitudes was deemed the best method with the goal of the research in mind (Barnham, 2015;
Merriam & Tisdell, 2015). This best allowed the library to change practices and policies to meet
these needs.
Using the case study model, the most common form of qualitative methodology, this
study aimed to answer the how and why of a phenomenon (Yazan, 2015). A flexible,
comprehensive, and individualizable approach to a unique program or group, the case study
explored specific cases within the issue to work toward understanding the phenomenon through
inside observation (Creswell, 2006; Creswell & Plano, 2018; Harrison et al., 2017; Moustakas,
1994; Yazan, 2015). While previous case studies had focused on HEIs as a whole and student
persistence and belongingness, this case study went further in examining student belonging as it
pertained to perceptions of library collections and how this may have impacted persistence
(Tinto, 2012). The student perspective was necessary (Tinto, 2015), and Tinto further showed
that a sense of belonging in college was essential for students and that case studies were a
prevalent way to examine this behavior (Tinto, 2012; Tinto, 2015).
Action research was selected to move this research beyond the case study so that
immediate action could be taken once results were found, improving collections and creating
change based on student feedback (Mertler, 2020). This research collected new data using survey
responses from a purposive convenient sample (Fraenkel, et al., 2019; Herr & Anderson, 2014;
Mertler, 2020).

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Survey Structure and Distribution
The survey consisted of 15 questions and took an average of 15 minutes to complete. It
was intentionally designed to progress from foundational demographic questions to more
complex, reflective inquiries regarding library engagement and perceptions of inclusion. This
structure supported both quantitative data collection and open-ended qualitative reflection,
aligning with the mixed-methods and participatory ethos of action research.
To distribute the survey, the researcher collaborated with eight faculty members across
six academic disciplines: Exercise Science; Modern Languages, Philosophy, and Religion;
Sociology, Social Work, and Criminal Justice; Business; Digital Media Theatre; and English.
These instructors, many affiliated with the university’s Library Advisory Committee (LAC),
agreed to circulate the survey among their students (Appendix A). This was a convenient,
purposive sample, and respondent demographic data was compared to campus representativeness
data and enrollment statistics (Mertler, 2020).
Several also offered extra credit for participation. In these cases, student names were
collected via a separate informed consent form—entirely independent of the survey itself—to
ensure anonymity. The survey instrument did not collect any personal identifiers, allowing all
student responses to remain confidential.
The instrument primarily consisted of multiple-choice questions, employing both singleresponse and multiple-response formats. Likert-scale items were used to assess student attitudes,
perceptions, and library engagement behaviors. Four open-ended questions were included to
supplement the quantitative data, two of which asked for feedback on the survey and suggestions
for library improvements.

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This sample provides a representative example of a medium-sized, public university in
the Mid-Atlantic region of the US which can be replicated in additional geographic areas. This
data could be representative of the area but would need replication to be generalized. All students
were undergraduates who have been on campus for at least one semester, so they should be more
comfortable with campus and more aware of existing supports. Through the participating LAC
members, a survey asked what materials in the library students are using, questions to determine
their intersectionality, and gain data on student opinions of diversity and equity supports in the
library collections (Appendix A, Fraenkel, et al., 2019; Herr & Anderson, 2014; Mertler, 2020).
Intersectionality was used as a lens when analyzing the data in an attempt to view each
participant as an intricate entity and embrace their diversity within social groups, as individuals
embody multiple identities simultaneously (Wijeyesinghe and Jones, 2014).
Since the researcher is a professor and person of authority, utilizing a survey ensured
anonymity for participants and allowed them to think over responses before giving them,
standardizing data collection through ensuring the same questions were asked to everyone, and
was considerate of student time as they could complete the survey when they were available
(Mertler, 2020). Performing anonymous surveys also helped limit researcher bias.
Survey questions investigated how students perceive the diversity and equity of the
collections and ask for feedback on supports that would better serve them or make them more
comfortable (Figure 2). These questions were designed as a mix of multiple choice, Likert and
open-ended queries to allow participants to express their opinions without filters. In this research
it is imperative to hear the student voice to know if River Library is meeting their diverse needs.
To create the survey, research was done into belongingness questionnaires, UGT
questionnaires, and inclusive demographic surveys. Questionnaires and surveys were

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investigated from multiple organizations. The questions that were created attempt to be open,
positive and non-polarizing (Muhammad, 2023).
This survey was conducted through Qualtrics software. In the spring 2025 semester it was
sent to the participating professors by the researcher and the researcher was the only person to
review the results. All data was filtered for privacy, using pseudonyms of people, courses,
places, and other identifying information so no statements can be traced back to a specific
participant. All private and identifying information was coded and kept separate to reduce risks
of breach of confidentiality. All data was kept on a private server requiring a password for
security.
Open then axial coding was used to identify and cluster themes by the researcher and
research software from the surveys (Dillman et al., 2014; Saldana, 2021). UGT theory was then
used to analyze the responses and identify themes, items to further research, and any gaps. The
data was displayed visually into charts for ease of understanding.
Figure 2
Original Survey Questions and Rationale
Survey
Question
Number

Survey Question Text

Rationale for the Question

Question Type

1

Which category below includes This collects demographic data Multiple Choice
your age?
to help code responses.
Selection

2

Which of the following identities This collects demographic data Multiple Choice
do you identify with? (Select all to help code responses.
Selection
that apply)

3

To which gender do you
currently most identify?

This collects demographic data Multiple Choice
to help code responses.
Selection

4

How would you best describe
your current sexual identity:

This collects demographic data Multiple Choice
to help code responses.
Selection

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5

Do you identify as a person with This collects demographic data Multiple Choice
a disability? Please select all that to help code responses.
Selection
apply.

6

Are you a first generation
This collects demographic data Multiple Choice
college student? (A firstto help code responses.
Selection
generation college student is
someone whose parents did not
complete a bachelor's degree.)

7

Have you used River Library
This begins to gauge how
collections (books, databases,
students use the library
ebooks, journals, etc.) while you
attended Mountain University?

8

How do you use the library?

Looking at belonging and UGT Multiple Choice
and where improvements can be Selection
made (Brinkman, 2022)

9

What services (if any) do you
utilize at the library?

Looking at belonging and UGT Multiple Choice
and where improvements can be Selection
made (Brinkman, 2022)

10

You are at the library because… Looking at UGT behaviors as to Multiple Choice
the why they use the library
Selection

11

Next, tell us how much you
agree or disagree with the
following: (11 categories)

Looking at belonging and UGT Selection Likert
and where improvements can be Grid
made (Brinkman, 2022)

12

Please tell us a little about any
ideas you have to improve the
above categories (location,
accessibility of the building or
materials, collections, identity,
belonging, etc.). What changes
or additions could we make to
our library services to make
them more useful and better
meet your needs?

Looking at belonging and UGT Open-Ended
and where improvements can be Response
made (Brinkman, 2022)

13

Libraries were created to
This looks to see if diversity and Open-Ended
empower individuals. How could equity are being represented in Response
we empower you more as a
the collection through the eyes
library?
of the students and identify gaps
(Stanford, 2021) I’m looking at
belonging and where
improvements can be made
(Brinkman, 2022)

Multiple Choice
Selection

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14

Please read these four quotes and This looks to see if diversity and Open-Ended
tell me if any of these resonate equity are being represented in Response
with you and why? (See
the collection through the eyes
Appendix A for rest of question) of the students and identify gaps
(Stanford, 2021) I’m looking at
belonging and where
improvements can be made
(Brinkman, 2022)

15

Do you have any additional
comments, concerns or opinions
that you feel may help the library
better meet your needs?

Open-Ended
Response

Demographic Section: Capturing Identity for Equity Analysis
The first section (Questions 1–6 in Figure 2) gathered demographic information to
provide essential context and support intersectional analysis. Participants were asked to identify
their age, gender, sexual orientation, disability status, racial or ethnic background, and whether
they were first-generation college students. These categories were selected to reflect the
dimensions of identity prioritized by diversity, equity, and inclusion (DEI) frameworks, which
emphasize the importance of understanding how structural barriers impact differently situated
groups. Collecting this data also aligned with standpoint epistemology, which recognizes the
epistemic value of marginalized perspectives. In the context of academic libraries, these
perspectives offered crucial insights into how collection practices and institutional spaces either
supported or alienated diverse student populations.
Library Usage: Motivations and Equity-Oriented Engagement
The second section (Questions 7–12 in Figure 2) focused on how students engaged with
the library and its services. Participants were asked whether they used the library, how often, and
in what specific ways. These questions captured a broad spectrum of activity, including use of
physical spaces (e.g., study areas, computer labs), access to digital resources (e.g., databases,
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journals, e-books), and engagement with academic support services (e.g., reference
consultations, tutoring, workshops). This portion of the survey drew from Uses and
Gratifications Theory (UGT), which conceptualizes users as active agents who seek media and
information sources to satisfy specific needs—cognitive, emotional, social, or practical. By
documenting various modes of library engagement, the survey enabled a needs-based
understanding of student-library interaction and surfaced differences across student subgroups.
Likert-scale questions within this section assessed perceptions of accessibility, collection
diversity, representation, and belonging. These items supported equity-centered evaluation,
highlighting whether students perceived the library as inclusive and responsive to their identities
and academic needs. An accompanying open-ended question invited students to recommend
improvements to the categories assessed in the Likert items—such as accessibility, collections,
or feelings of belonging. This prompt further supported the action research cycle by generating
grounded, user-informed strategies for institutional improvement.
Reflective Questions: Empowerment, Identity, and Belonging
The final section (Questions 13–15 in Figure 2) featured three open-ended prompts
designed to capture deeper, more personal reflections on students’ relationships with the library.
One question asked participants how the library could better empower them, while another
invited responses to four quotes from writers and public figures discussing libraries, access, and
representation. These questions intentionally centered belonging as a guiding framework.
Belonging—understood here as a subjective sense of inclusion, visibility, and emotional
connection—was a foundational goal of DEI initiatives. By inviting emotional and symbolic
reflections, this section revealed how students located (or failed to locate) themselves within the
library’s physical and conceptual spaces. The final open-ended prompt allowed participants to
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share any additional comments, ideas, or concerns not already addressed. This question was vital
in ensuring student agency and inclusivity, allowing for insights that might not have aligned with
predefined categories.
Data Analysis
The researcher was participant as observer and the sole data analyst to ensure participant
privacy. All data was filtered for privacy, using pseudonyms of people, courses, places, and other
identifying information so no statements can be traced back to a specific participant. All private
and identifying information will be coded and kept separate to reduce risks of breach of
confidentiality. All data will be kept on a private server requiring a password for security.
Open then axial coding was used to identify and cluster themes by the researcher and
research software (Dillman et al., 2014; Saldana, 2021). UGT theory was then used to analyze
the responses and identify themes, items to perform further research, and any gaps. The data was
turned into multiple figures. After reviewing the data multiple times for accuracy, the results will
be presented to the library staff and administrators. Then plans can be made on what changes
should be made, and collaborative decisions for the future can be made.
Through collecting this data, analyzing these responses examined if River Library is
meeting the needs of their students, particularly their underrepresented and marginalized
students. The current project will inform the academic librarian community whether or not
academic libraries are meeting their mission of equitable educational empowerment, and what
changes may need to be made.
This study employed a mixed-methods action research design, allowing for both the
quantification of patterns and the exploration of lived experiences. Action research, with its
commitment to iterative improvement, stakeholder involvement, and real-world problem solving,
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was particularly well suited to this inquiry. The survey functioned as both a diagnostic tool and
an empowerment strategy, seeking to amplify student voices in the evaluation and enhancement
of library DEI efforts.
Context of Mountain University (MU) and the Researcher
MU is a four-year public university that focuses on undergraduate programs but also
offers multiple graduate degrees. In fall 2024 the university currently enrolls roughly 5,000
students, with 57.3% identified as female and 54.4% identifying as White (PASSHE, 2024). The
next highest racial demographic is Black or African American at 18.8% closely followed by
17.9% Hispanic, with 4.1% of students saying they are two or more races (PASSHE, 2024).
In the last decade, complaints about River Library’s lack of modernity and the status of
physical collections have become frequent, as evidenced in a campus-wide survey conducted in
2018 (Association of Research Libraries, 2018). Built in 1980, library spaces had different needs
and had no idea that electrical outlets would be a desired commodity for every user. It was also
built with large, open floor plans and no designed groupwork spaces, no presentation spaces and
no private spaces for phone calls or videoconferencing. In regard to the physical collections,
River Library’s book collection has only been reviewed in 2018 to make room for a planned
future renovation. Physical collections should be reviewed for content and condition on a regular
2-to-3-year cycle, but this collection had not been reviewed in decades (American Library
Association, 2017b). In 2018, the collection was weeded for items that were moldy, in disrepair,
out of date and full of misinformation depending on the subject. The collection was also assessed
to evaluate how well it was meeting current curricular needs of the university. No internal
assessment has been made since the collection was weeded and reorganized to ensure curricular,
content and condition needs.

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This researcher is a library faculty member who has worked at the MU Library since
August 2015 and has served as the department chair for six years, as well as interim director for
two years in this time period. Over the past nine years this author provided research assistance
and library instruction services to the campus which created a broad network of MU community
members and has heard opinions on the Library’s building and collections in one-on-one
conversations, in meetings, from students, and from reports from various library departments and
our triennial survey LibQUAL which gathers responses from every patron group on campus. In
this research, the goal is to engage primarily as an observer-as-participant which will be
accomplished through deliberately using the third person in writing to help add a layer of
consideration in reporting, reviewing result data, and distributing a survey through email and
professors sharing the link in class (Mertler, 2020).
Researcher Positionality
My entire life I have been in and out of public libraries and have used academic libraries
at every level of my education. They provide necessary resources I would not be able to get
elsewhere and support their entire community, not just those who can afford it. As the economy
feels to be getting increasingly unstable, libraries continue to provide a wide array of services to
those who would otherwise be unable to access them – such as internet access, access to physical
materials, access to courses and cultural events, etc.
As both the researcher and a professional librarian at Mountain University’s River
Library, my positionality is deeply intertwined with this study. I approach this research as a
practitioner-scholar seeking to understand whether our library collections equitably reflect and
support the needs of all students, particularly those from underrepresented groups. My role as
collection manager and interim library director has afforded me an intimate understanding of

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institutional processes, collection policies, and the barriers that may unintentionally perpetuate
inequity in academic libraries.
My professional identity as a librarian informs a strong commitment to diversity, equity,
inclusion, and belonging (DEIB). This perspective shapes my interpretation of student responses
and my engagement with the data. At the same time, I recognize that my insider status—being
both researcher and staff member—introduces potential bias. To mitigate this, I maintained
transparency in survey design with my dissertation chair, and incorporated participant-driven
perspectives through open-ended questions and faculty collaboration to add depth to the data.
I identify as a European American, cisgender woman working within a predominantly
European American academic institution. This positionality inherently shapes how I perceive
issues of representation and power within library systems. Acknowledging this privilege, I
intentionally foregrounded underrepresented student voices and experiences in the analysis,
drawing upon intersectional and critical library frameworks (Chun & Evans, 2019; Leung &
Lopez-McKnight, 2021). My commitment to participatory action research stems from a belief
that libraries must not only serve their communities but also co-create knowledge and change
alongside them.
Ultimately, this study reflects both a professional and personal journey toward
understanding how libraries can foster belonging through equitable collections. My dual position
as insider and advocate enables me to translate findings into actionable improvements while
remaining critically aware of the influence my background and beliefs have on the research
process.

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Limitations and Delimitations
Limitations included generalizability and the absence of a validated survey instrument.
Results would need replication to be verified. The study focused on collections rather than
services and spaces, though feedback on these areas surfaced in responses. As the former interim
director (2022–2024), the researcher also acknowledged potential bias in evaluating recent
changes to collections and spaces. A full study on services and spaces needs to be conducted at a
future date.
As the former interim library director during August 2022-2024, several changes to
library spaces and collections over the last two years were made under this authority. The
researcher has a bias as the one not only performing the research but also as the former director
to think that these changes were largely positive. This will be something to be aware of during
analysis of the data.
The current research was designed to focus on psychological needs and implications, not
sociological factors. The usage and representativeness of electronic collections should be studied
in future studies. Physical and electronic collections are both vitally important aspects of library
services but are used and purchased differently. This researcher determined they should be
studied separately before they are studied together to find commonality and differences in how
participants perceive each aspect.
However, this research is being done to identify gaps that are beyond library employee
awareness. As a leader, and a collection management librarian, action research makes a
tremendous impact in how purposeful planning and research can positively impact the workplace
through positive change, quickly and decisively.

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Summary
This qualitative action research case study sought to assess and understand student
perceptions of diversity and equity support in River Library’s academic collections (Herr &
Anderson, 2014; Mertler, 2020). By surveying various classes of students across departments,
the research aimed to identify gaps in the library’s collections that hinder diversity and equity.
This study offers an authoritative analysis of River Library’s students' lived experiences,
highlighting areas for improvement. The findings informed the proposed action plan for River
Library. The case study model, a common qualitative methodology, was used to explore and
understand the phenomenon through specific cases and inside observation (Creswell, 2006;
Creswell & Plano, 2018; Harrison et al., 2017; Moustakas, 1994; Yazan, 2015). The research
also examined student belonging and its impact on persistence.
The methodology outlined in this chapter established the framework through which the
study was designed, implemented, and analyzed. By employing a mixed-methods action research
approach, the study intentionally centered student voices to evaluate how River Library’s
collections supported—or failed to support—diversity, equity, and belonging. The survey
instrument, grounded in Uses and Gratifications Theory, belongingness theory, and standpoint
epistemology, provided both quantitative measures and qualitative narratives that illuminated
student perceptions from multiple angles.
The following chapter presents the findings of this research. Quantitative results
summarize demographic data, patterns of library engagement, and Likert-scale responses that
measure perceptions of accessibility, representation, and belonging. These results are then
complemented by qualitative analysis of open-ended responses, which highlight the lived
experiences of students and provide nuanced insights into the library’s role as both an academic

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and psychosocial space. Together, these findings create a multifaceted picture of how River
Library served its students and where gaps remained in promoting equity-centered collections
and inclusive environments.

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Chapter 4
Chapter four presents the findings of the student survey designed to assess how River
Library supports DEI, representation and belonging through its collections, services and spaces.
Using a mixed-methods, action research framework, the survey combined Likert-scale items
with open-ended qualitative questions to add depth to the collected data. To explore these
questions, this chapter details the outcomes of each question. The chapter next explains the
results of the open-ended questions. Together, these data sets provide insight into how students
perceive the library’s role in empowerment, its areas for improvement, and their connections to
broader narratives of representation, democracy and inclusivity.
This section examines student responses to a recent survey about their experiences with
River Library. It includes an exploration of participant demographics, an analysis of Likert-scale
responses with cross-tabulations by race, and a thematic review of open-ended feedback. During
the review of the cross-tabulations by race, the percentages were over 100% for each, likely due
to participants being able to select more than one. As the researcher was unable to account for
the percentage being over 100%, this data was not included to preserve the research integrity.
For each question, the majority of respondents answered but not all respondents answered
each question. The goal of this research is to uncover how students use the library, how they
perceive its inclusivity and resources and where there are opportunities for improvement.
Results
In question 1, the demographic profile of survey respondents shows that the largest age
group was between 18 and 20 years old, followed by those aged 21 to 23 (Figure 3). While the
survey captured some diversity in racial and ethnic identity, 73% of respondents either skipped
these questions or identified as ‘White or European American’ (Figure 4). Black or African

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American and Hispanic or Latino/a each had a 15% respondent rate with 1% each for American
Indian or Alaska Native, Asian or Asian American, and Middle Eastern or North African. This
totals roughly 33% identifying as an underrepresented and marginalized groups. This section
allowed for selected multiple identities, leading to some crossover of numbers with multiracial
individuals. In fall 2024 Mountain University reported a 45.2% student population of
underrepresented and marginalized groups.
Figure 3
Which Category Below Includes Your Age?

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Figure 4
Which of the following identities do you identify with?

The question on gender identity showed a majority of participants, 67%, identifying as
female (Figure 5). Mountain University’s fall 2024 freeze showed a 57.3% female majority.
Figure 5
To which gender do you currently most identify?

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Figure 6
How would you best describe your sexual identity

In terms of sexual identity, 70% identify as heterosexual with 30% identifying as a
variety of LGBTQIA+ (Figure 6). The majority of respondents (85%) did not identify as
individuals with disabilities but 14% identified as having physical and/or mental disabilities with
one participant preferring not to say (Figure 7).
Figure 7
Do you identify as a person with a disability?

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Figure 8
Do you identify as a first-generation college student?

In Figure 8, 35% of participants identified as being a first-generation college student,
with 2% reporting they were unsure. Here 63% of respondents indicated they had at least one
parent who went to college (Figure 8).
Figure 9 summarizes the demographic breakdown of survey respondents.
Figure 9
Demographic overview of survey respondents
Demographic Category
Age

Most Common Responses
18–20, 21–23

Race/Ethnicity

White/Caucasian/European
American at 73%

Gender Identity

Female Majority

Sexual Identity

Mostly Heterosexual

First Generation Status

35% Identified as First
Generation

Notes
Younger students made up the
majority
Underrepresented and
marginalized groups
identities underrepresented
67% female, 32% male, 1%
transgender
70% heterosexual, 30%
LGBTQIA+
2% were unsure and 63% are
non first-generation

Disability Identification

14% Reported Having Some
Type of Disability

3% physical, 10% unseen,
1% both physical and unseen

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To assess students' perceptions of River Library, the survey included a series of Likertscale statements addressing topics such as accessibility, location, inclusivity, and satisfaction
with collections. On average, respondents rated these aspects between "Agree" and "Strongly
Agree." This indicates generally positive experiences with the library's physical setup and
services.
Figure 10
Have you used River Library collections (books, databases, ebooks, journals, etc.) while you
attended Mountain University?

The responses in Figure 10 indicate that the majority of students, 73%, were not sure if
they had used library resources. However, the next question, Figure 11, indicates most
respondents do use the library with only 7% indicating they do not use library resources.

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Figure 11
How do you use the library?

Figure 12
What services (if any) do you utilize at the library?

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Figure 12 allowed each respondent to select multiple fields, and it shows that students use
all library service functions, but primarily those physically in person. Research assistance and the
Writing Studio were both highly used at 23% each with Tutoring and the Access Services desk
being the next highest used services. “Other” services include using the library as “quiet space”,
using online databases, desktops, the physical collection/books, doing homework in the building,
using the printer and using EZ-Borrow an interlibrary loan service.
Figure 13
You are at the library because…

The majority of participants in Figure 13 are at the library to do homework (78%) with
the second highest category indicating it’s a course assignment to be at the library (38%). A
close third is “I needed somewhere to go between classes” (32%). Other reasons to come to the
library are printing, studying singly or in a group and to see if a textbook is available.

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The next section of questions was asked in a chart Likert scale format. As seen in Figure
14, for each question, participants were first asked to “Please indicate how each statement makes
you feel” rating between strongly agree and strongly disagree. In the second part for each
question participants were asked: “Is this a category you want to see improved? With “Yes/no/I
don’t have a preference” as the possible answers. Ten questions were asked in this format.
Figure 14
Sample of multipart chart question

When asked if the library is located conveniently in Figure 15, the majority of
respondents answered yes with a minority wanting the convenience improved. While only four
respondents disagreed that the library was convenient, eleven commented that they would want
its convenience improved (Figure 15, Figure 16).

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Figure 15
River Library is located conveniently for my needs – agreement scale

Figure 16
River Library is located conveniently for my needs – improvement scale

A similar pattern emerges when asking if the library is accessible for those with mobility
questions (disagree 6) with twenty-five saying they want it improved (Figure 17, Figure 18).

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Figure 17
The library is accessible for individuals with mobility challenges -agreement scale

Figure 18
The library is accessible for individuals with mobility challenges -improvement scale

Thirteen participants disagree or strongly disagree with the operating hours meeting their
needs, but twenty-two want them adjusted (Figure 19, Figure 20). This is also one of the most
popular comments in the open-ended questions with students voicing their desire to alter the
building hours.

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Figure 19
The current operating hours of the library meet my needs -agreement scale

Figure 20
The current operating hours of the library meet my needs -improvement scale

When discussing the collections of the library, for physical needs students seem mostly
satisfied with the physical book collections (Figure 21, Figure 22).

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Figure 21
The library BOOK collections meet my needs (books in the building) -agreement scale

Figure 22
The library BOOK collections meet my needs (books in the building) -improvement scale

For online collections including databases, students indicate they are mostly satisfied in
the first part of the question, but once again additional respondents want it to be improved
(Figure 23, Figure 24). There are also several open-ended responses which indicate that this is an
area they would like to see expanded in certain areas.

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Figure 23
The library ONLINE collections meet my needs (articles, databases, etc.) – agreement scale

Figure 24
The library ONLINE collections meet my needs (articles, databases, etc.) – improvement scale

When asked about identifying with characters they can identify with in Figure 25 and
Figure 26, a cross-tabulation was conducted as well to identify which identities were unsure
(neither agree nor disagree), disagreed, and strongly disagreed. Several underrepresented and
marginalized groups indicated they were in these categories.

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Figure 25
I feel that I can find books about characters who are similar to me at the library – agreement
scale

Figure 26
I feel that I can find books about characters who are similar to me at the library – improvement
scale

For a similar question aimed at authors not characters, results indicated most had no
preference (Figure 27, Figure 28).

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Figure 27
I feel that I can find books with authors who are similar to me at the library – agreement scale

Figure 28
I feel that I can find books with authors who are similar to me at the library – improvement scale

In Figure 29, one hundred and five students agree they feel welcome with twenty-four
answering neutrally or being unsure. Three students would like this to be improved (Figure 30).
When asking about their sense of belonging, most students agreed or strongly agreed, across
underrepresented and marginalized groups (Figure 29, Figure 30).

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Figure 29
I feel welcome and that I belong at River Library – agreement scale

Figure 30
I feel welcome and that I belong at River Library – improvement scale

A similar pattern is found when asking about participant intersectionality. There are
several underrepresented and marginalized groups and LGBTQIA+ community members who
are unsure that the library respects them in totality (Figure 31, Figure 32). While no participants
disagreed, they were unsure or neutral.

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Figure 31
I feel that all aspects of my identity are respected at River Library – agreement scale

Figure 32
I feel that all aspects of my identity are respected at River Library – improvement scale

In Figure 33 and Figure 34 participants indicate strongly that they see diverse cultural
values represented at the library. However, there are twenty-eight respondents who are neutral
and twenty-four who are unsure or do not know, indicating room for improvement.

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Figure 33
I feel that materials at River Library reflect diverse cultural identities – agreement scale

Figure 34
I feel that materials at River Library reflect diverse cultural identities – improvement scale

When reviewing the comments, many students struggle with the ADA entrance to the
building when they require it and some do not know that there is an ADA door at all. Figure 35
and Figure 36 show the least amount of agreement.

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Figure 35
If you required any accommodations due to a disability, were your needs met – agreement scale

Figure 36
If you required any accommodations due to a disability, were your needs met – improvement
scale

Overall, a comparison between students identifying as White and those from
underrepresented and marginalized groups revealed broadly similar satisfaction levels. This is
also true for students identifying as LGBTQIA+ and those identifying as heterosexual.
Open-Ended Responses
To further understand student perspectives, the survey asked four open-ended questions.
These responses were analyzed for thematic content using topic modeling and qualitative coding.
For the question about improving library services, four dominant themes emerged:

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1. Students suggested enhancements to physical space and amenities, including more
comfortable seating, better signage, and opening a cafe. (Sample keywords: "coffee,"
"location," "students")
1. “I wish it was more in the center of campus, rather than the edge.”
2. Multiple students state “have a coffee shop.”
3. “While I used a scooter to transport myself due to an ankle surgery, the library
would be hard because I needed to hop up the stairs while carrying the large
scooter in my hands so a ramp going the whole way up would have been nice.”
2. Many respondents called for extended operating hours, particularly on weekends, late
nights, and very early mornings. (Sample keywords: “night," "Sunday," "weekend")
1. “I would like the library hours to be extended. More specifically on Fridays,
Saturdays and Sundays.”
2. “Being opened during weekends. I'm a person that needs to do my work in the
morning.”
3. “… staying open longer for the longer late-night study sessions.”
3. Several students expressed interest in more personalized academic support and guidance.
(Sample keywords: "help," "people," "hard")
1. “I wouldn’t be able to just walk in there and find what I need, I would need a
librarian.”
2. “The library online databases are a little hard to use, possibly make them easier to
navigate”.
3. Several students have difficult finding resources and could use further instruction:
Some admit they need it/their friends do: “for students who need extra help”.

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While others run into paywalls not knowing about library services that would get
them the articles they need: “Many times I've found pretty solid articles only to be
paywalled” and “I cannot access journals online. It asks me to pay for it.”
4. A recurring request was for greater diversity in library collections, including books and
displays reflecting different cultures and identities. As one student states: “Expand
resources that reflect diverse identities and backgrounds”. Another “…found the variation
of the selection was lacking”.
1. “One idea to improve the library would be to expand resources that reflect diverse
identities and backgrounds, ensuring more inclusive collections… Additionally,
hosting events that promote a sense of belonging for underrepresented groups
would make the space feel more welcoming.”
2. “Expand resources that reflect diverse identities and backgrounds.”
3. “…found the variation of the selection was lacking”.
In responses to the question on how the library could empower students more, themes
centered around communication, inclusivity, space, and staff. Students wanted the library to be
more proactive in promoting its services, they want to know more about what the library offers
in terms of resources, events and services. Several students described empowerment as tied to
opportunities for connection and creativity. One explained, “Maybe having more events
happening there,” while another emphasized, “Create more opportunities to bring people in for
activities or motivation for school.” Engagement was also associated with smaller, low-cost
initiatives: “I enjoy the little pop up events that happen at the library; coffee, therapy dog, food,
free things.” Empowerment was also framed as awareness of resources. A student suggested,
“Advertising it more, make sure people know more about the writing studio or the tutors. If more

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people knew about the resources to help us, I think that would empower more individuals.”
Others emphasized better communication about borrowing policies: “My only suggestion is let
the information about borrowing nonacademic books be more known.”
Participants also asked for additions to be made to the collections that reflect a broad
range of identities and voices. “It is important for students to be able to read books and see
authors that are like them!” Another respondent explained, “You could empower me more by
creating spaces and programs that reflect the diversity of the community through inclusive
events, multilingual resources, and opportunities for storytelling.” Respondents suggested
improvements to the library as a physical space such as more flexible and welcoming study
rooms, more quiet areas, more comfortable chairs and additional furniture, etc. One noted,
“Make the library feel more comfortable. Making more cozy spaces in the library would
certainly help.” Another simply added, “More comfy chairs upstairs would go a long way.”
Many value the staff and want more opportunities for one-on-one help, academic support,
and workshops and continued positive engagement with the staff. “Have more tutoring services,”
is a specific ask. Still, a large number were satisfied with the current state of the library: “I
already am empowered by it, it’s a great library.” Others echoed this sentiment, “You guys
already do a wonderful job!” The responses underscore that students view empowerment
holistically, extending beyond books to include space, staff, services, representation, and
comfort. The findings align with belongingness theory (Strayhorn, 2018), where representation
and affirmation foster institutional care, and with uses and gratifications theory (Blumler & Katz,
1974), as students identify the gratifications of academic support, inclusivity, and social
connection.

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When students were asked to reflect on which of four selected quotes about libraries
resonated most with them, four key themes emerged. These themes are the importance of seeing
their identities and experiences reflected in the library’s collections, that libraries provide “the
freedom to learn”, how the library introduces students to perspectives they might not otherwise
encounter, particularly those of historically underrepresented communities, and how students
view libraries as essential democratic institutions. These qualitative responses reflect the
library’s significance as both a site of personal belonging and a space that advances the
principles of diversity, equity, and inclusion (DEI).
Students frequently emphasized the importance of seeing their identities and experiences
reflected in the library’s collections. The most commented theme was the tie between
representation and empowerment. This theme aligns closely with DEI principles, particularly the
role of cultural representation in fostering equity and inclusion. The ability to encounter
materials that mirror one's racial, ethnic, gender, or cultural background was described as
affirming and empowering.
This quote “3. African American author Andrea “Vocab” Sanderson said:
“Representation is so important. Empowering people to share their narratives with the
largest audience possible will be the most impactful for all generations” (Fight for the
Future, 2022).” is what resonated me because it had an emotional impact on me because
it is empowering people to share their narratives and that’s what I feel as if helped me.
Also “Number 3 resonated with me the most because as a Black Woman being represented in the
best way possible is the most important thing to me and I appreciate being seen and heard”. This
student’s comment makes it clear that positive portrayals are important. Another student on
Vocab’s quote states “[this] resonates with me the most because in today’s society representation

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is so important, especially for students of color”. This sense of recognition contributes to a
broader feeling of belonging, as students reported that such representation helped them feel
acknowledged, valued, and intellectually safe within the academic environment. Students
strongly identified with representation, empowerment and visibility in literature.
Amy Tan’s quote, “My first library gave me the freedom to exist in private, to choose and
even be greedy” (Twelve, 2018), deeply resonated with many respondents, as did Chris Tilly’s:
“Libraries are a cornerstone of democracy. They are at their best when they introduce people to
new ideas, so it is critical that they present diverse views and experiences and provide a wide
range of published work” (Fight for the Future, 2022). Students echoed their sentiments and
emphasized that libraries provide “the freedom to learn”. One student wrote “…When libraries
are accessible, they are able to tell the stories of many different kinds of people”. Another
succinctly states “Knowledge is power”. Multiple students write that the library is or always has
been their “safe space”. These reflections suggest that students view the library as a rare space in
higher education where they can exercise autonomy and exist without judgment, which from a
UGT and belonging lens is very important. Several participants described the library as a place
where they could “not worry about anything,” reinforcing the idea that the library serves as a
psychosocial sanctuary. One particular student writes: “If the concept of libraries was introduced
today, it would never be allowed. It is a miracle that we have access to history and literature”.
From a belonging perspective, this theme underscores how spatial and intellectual privacy can
foster a sense of personal safety and self-determination. From a DEI standpoint, it highlights the
need for environments where all students, especially those from underrepresented groups, can
freely explore ideas and identities.

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Many students noted that the library introduces them to perspectives they might not
otherwise encounter, particularly those of historically underrepresented communities. These
comments mostly resonated with Yesika Salgado’s quote “Without libraries my peers and myself
wouldn’t have had the access to literature that we identify with and encouraged us to tell our own
stories. To restrict their abilities to loan books is to stifle voices like ours” (Fight for the Future,
2022). Salgado (Fight for the Future, 2022) and students valued the opportunity to explore
books, media, and resources that reflect a wide range of racial, cultural, gender, and ideological
viewpoints. “…It shows how libraries can be lifelines for some individuals.” This theme
reinforces the library’s role in promoting intellectual diversity and equity of access. “Knowledge
is crucial in a time where misinformation is spread at an alarming rate”. In relation to DEI, these
responses demonstrate the transformative potential of inclusive collections in cultivating
empathy, challenging bias, and expanding worldviews. In terms of belonging, encountering
unfamiliar voices in a supportive context enables students to navigate both sameness and
difference in meaningful ways.
Several students articulated an understanding of libraries as essential democratic
institutions. Comments highlighted the library’s role in upholding intellectual freedom, social
inclusion, and informed citizenship. These reflections align with DEI values by framing the
library as a vehicle for equity—not only in access to knowledge but also in shaping an informed
and inclusive academic community. From the perspective of belonging, participants recognized
the library as a shared civic space that affirms their place within the university and the broader
society. One student remarked, “Having knowledge at one’s disposal is what I believe is
necessary for a society that wants to continue to grow and prosper,” reinforcing the perception

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that libraries contribute to collective empowerment and social progress. Several students also
selected multiple quotes and themes as “…they are each so important in their own way”.
The final open-ended question invited students to share any additional comments or
suggestions regarding their experiences with the library. While the majority of responses
expressed appreciation for the library’s existing services and resources, many also reinforced
earlier feedback related to hours, space upgrades, accessibility, cultural representation, and
institutional responsiveness.
A significant portion of respondents emphasized the need for longer operating hours.
Several commented in this vein: “I would like the library hours to be extended. More specifically
on Fridays, Saturdays and Sundays. I think that is when most people want to study…” or “Not
having library hours on Saturdays is a little rough…” or “Keep hours of the library open longer
into the night. I do my best studying late at night” or “A lot of schools have open hours 24/7
which is something I think we should look to do”. Students acknowledged the varied demands of
academic and personal schedules and requested more flexible access to study spaces and
resources. As one respondent noted, “Everyone has different schedules,” suggesting that broader
availability could promote equitable access to the library’s services. The call for extended hours
also underscores the library’s role as a central support hub for non-traditional and commuter
students, whose availability may not align with standard daytime hours.
Students frequently mentioned the need for more comfortable and quiet study
environments, with one linking it to sensory sensitivities. “Provide more quiet study zones for
students with sensory sensitivities”. Requests included the addition of whiteboards, improved
temperature regulation, and the reinstatement of the library’s coffee shop. Several respondents
noted that the library is consistently too warm throughout the year, which affects their ability to

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concentrate. Others advocated for more study rooms that are “less isolated,” reflecting a desire
for semi-private spaces that offer both quiet and a sense of safety and community. There is also a
desire for more comfort in the space such as “more comfortable spaces like couch corners and
lounge areas”. These suggestions highlight the library’s function as both an academic and social
space, where physical comfort significantly influences perceived belonging and productivity.
Multiple comments addressed the importance of cultural inclusivity and representation
within the library’s collections and programming. One respondent offered a comprehensive
vision for improvement, writing:
One idea to improve the library would be to expand resources that reflect diverse
identities and backgrounds, ensuring more inclusive collections. It would also be helpful
to improve signage for accessibility features and provide more quiet study zones for
students with sensory sensitivities. Additionally, hosting events that promote a sense of
belonging for underrepresented groups would make the space feel more welcoming.
This comment speaks to several intersecting elements of diversity, equity, and inclusion: the
need for collections that reflect a variety of lived experiences, attention to neurodiversity and
sensory accessibility, and the intentional cultivation of welcoming spaces through targeted events
and programming. Another student writes: “Offer more diverse books, create inclusive events,
and provide quiet, welcoming spaces for all students. More student input opportunities would
also help the library grow with our needs”. These suggestions align with best practices in
academic librarianship, which emphasize culturally responsive collection development and
community-centered engagement.
Concerns about accessibility were also present in the feedback. Several students
expressed the need for clearer signage indicating disability access points and suggested the

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addition of a ramp at the building entrance. “The only thing I would add to the library is a ramp
just in case there is someone in a wheelchair” and “There is no ramp to get into this building…
The building definitely needs to be brought up to ADA code” both emphasize the need for a
ramp entrance and exit. There were also multiple calls for better signage: “More noticeable
disability access points. They can be hard to see” and “Improve signage for accessibility
features…”. These observations indicate that while some infrastructure for accessibility may
exist, it is not always intuitive or well-publicized. Improving visibility and ease of access can
help foster a more inclusive environment for students with mobility or sensory needs.
One student’s comment highlighted the challenges posed by linguistic marginalization,
noting:
River Library provides my needs as a student being English the primary language spoken
and taught at ESU, so I feel as I cannot ask for much because my native language
(Spanish) is not in the main scope and interest of ESU or the majority of students, unless
you are a Spanish major/concentration. Overall, if you know English, I want to say that
River Library delivers and meets my needs as a student.
This reflection raises important questions about linguistic equity and suggests that monolingual
environments may inadvertently alienate multilingual or international students. While the library
was still viewed positively, the student’s hesitation to advocate for services in their native
language underscores the potential for expanding multilingual resources and outreach to better
serve the full campus population.
Additional feedback included requests for an expanded selection of online databases,
more centralized library placement on campus, and continued enhancement of study spaces.

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These comments reflect a student body that values the library’s current offerings but seeks a
more responsive and inclusive physical and digital infrastructure.
Figure 37 summarizes the top themes across all open-ended questions and aligns them to
the belongingness and UGT frameworks. This figure creates priorities based on frequency and
estimated student impact.
Figure 37
Frequency of Open-Ended Response Themes by Priority Level with Theoretical Alignment
(Belongingness & UGT)
Theme

Theoretical Alignment

Description

Priority

Freq (n)

Level
Extended
Hours and
Flexible Access

Comfortable,
Inclusive Study
Spaces and
Amenities

Belongingness Theory: Access
and availability shape students’
ability to "belong" in
institutional spaces. Limited
hours create exclusionary
barriers.
UGT: Students use the library
to satisfy academic, social, and
environmental needs; hours
directly affect their ability to
gratify those needs.
Belongingness Theory:
Welcoming, comfortable spaces
foster social and psychological
safety, prerequisites for
belonging.
UGT: Students choose
environments that meet
emotional and functional needs;
comfort and usability increase
library “gratifications.”

Requests for longer
hours, including late
nights and weekends,
to accommodate
diverse student
schedules.

High
impact,
high need

28

Need for quiet,
comfortable spaces
with better furniture,
temperature control,
signage, a café, and
social safety.

High
impact,
high need

23

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Belongingness Theory:
Representation affirms identity
and signals inclusion; absence
of mirrors/windows undermines
belonging.
UGT: Students seek materials
that meet personal, academic,
and cultural needs; collections
that reflect identity increase
relevance and engagement.
Communication Belongingness Theory:
and Awareness Transparent, proactive
communication builds trust and
reduces uncertainty—key
precursors to belonging.
UGT: Students cannot seek
gratifications (help, spaces,
resources) they do not know
exist. Awareness increases use.
Personalized
Belongingness Theory:
Academic
Supportive relationships and
Support
guidance foster a sense of being
valued and connected.
UGT: Students use library staff
and tools to fulfill academic
needs; more visible support
improves usefulness.
Inclusive
Belongingness Theory:
Programming
Community-building
and Events
opportunities create social
integration and peer connection.
UGT: Students attend events
for social, educational, and
entertainment gratifications.
Wayfinding
Belongingness Theory:
and Navigation Confusing spaces generate
anxiety and reduce a sense of
welcome.
UGT: Efficient navigation
supports task-oriented
Culturally
Inclusive
Collections

Requests for greater
cultural, racial, gender,
and LGBTQ+
representation across
materials.

High
impact,
high need.
Long term
enchance
ments

23

Requests for better
outreach, awareness of
services, and proactive
communication.

Moderate 23
Impact,
Actionable

Requests for tutoring,
research help,
workshops, or
personalized academic
guidance.

Moderate 20
Impact,
Actionable

Suggestions for
inclusive, engaging
library events and
programs.

Moderate 9
Impact,
Actionable

Comments about
difficulty finding
materials or navigating
spaces.

Long term
enhancements

11

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Staff Capacity
and Visibility

Linguistic
Inclusion and
Multilingual
Support

gratification; poor signage
obstructs use.
Belongingness Theory: Human
relationships are core to
belonging; inability to locate
staff diminishes relational
warmth and support.
UGT: Students rely on staff to
satisfy informational and
academic needs; limited staffing
reduces access to gratifications.
Belongingness Theory:
Linguistic inclusion validates
students’ cultural identities and
reduces feelings of otherness;
multilingual cues increase
psychological safety for
international and multilingual
students.
UGT: Students seek information
in formats they can understand;
multilingual signage, services,
and materials increase
informational access and
gratifications.

Concerns about staff
availability, presence,
or difficulty locating
assistance.

Long term
enhancements

Requests for
Long term
multilingual signage,
enhanceresources,
ments
communication, or
culturally/linguistically
accessible support.

5

2
[Emerging
theme]

For the first three themes (Figure 37), they are marked as high impact/high need as they
demonstrated the highest frequency requests of students. These also require buy in from
administration to implement. For the moderate impact items, while “communication and
impact” has the same frequency as two of the high impact/high need items, this is a constant,
ongoing effort that is frequently assessed and revised. This, “personalized academic support” and
“inclusive programming and events” are all subject to the same internal review process and are
actively being worked on year-round, making them medium impact and actionable in house,
without needing leadership to necessarily be involved. The long term enhancements will require
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staff training, longitudinal assessments, space studies and arrangements to become viable.
Administration will need to be brought in to advise on “wayfinding and navigation” and “staff
capacity and visibility” specifically.
Summary
Overall, the survey indicates that most participants perceive River Library positively.
Respondents feel generally respected and supported, but they also identify specific areas where
the library could improve: better communication, extended hours, expanded cultural
representation, and enhanced spaces for study and community engagement. These insights can
help guide future improvements to ensure the library meets the evolving needs of Mountain
University's student community.

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Chapter 5
This study examined student perceptions of social ethic supports in academic library
collections, with a focus on how the library serves underrepresented and marginalized
populations. Guided by a mixed-methods action research design, the study sought to determine
whether River Library at Mountain University meets the needs of its diverse student body.
Central to this inquiry were two research questions: (1) What are the perceptions of
underrepresented students on their specific needs for an academic library collection that is
diverse and equity based? and (2) How is the library currently supporting the diversity and equity
of its students through its collections? The findings contribute to the academic library
community’s understanding of how institutional practices affect equity, inclusion, and the
student experience.
Chapter 5 presents an integrative discussion of the study’s findings in relation to the
scholarly literature reviewed in Chapter 2. It subsequently outlines a proposed action plan for
enhancing library practices and identifies key implications for both academic and library
leadership. The chapter concludes by addressing the study’s methodological and contextual
limitations, offering recommendations for future research and institutional practice, and
providing final reflections on the broader significance of the findings.
Comparison to Existing Literature and Theoretical Frameworks
The findings of this study align strongly with the literature reviewed in Chapter 2,
particularly in the areas of representation, belongingness, and Uses and Gratifications Theory
(UGT). Survey data revealed several key patterns. Quantitative responses to Likert-scale items
indicated generally positive perceptions of River Library’s physical resources and collections.
However, students consistently identified areas for improvement—particularly in accessibility,

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operating hours, and the breadth of cultural representation. Demographic analysis showed that
while the survey captured a diverse range of student identities, underrepresented and
marginalized group students appeared slightly underrepresented compared to university-wide
enrollment data.
Qualitative responses added depth to these quantitative trends. Students emphasized the
need for physical comfort, inclusive collections, personalized academic support, and a stronger
sense of welcome and belonging (Appendix C). Many called for longer hours, clearer signage,
more representative materials, and library events that reflect diverse cultural narratives. This
convergence of qualitative and quantitative feedback points to general satisfaction with existing
services, while also highlighting specific opportunities for strategic, equity-driven enhancement.
The findings from this study reinforce and extend the theoretical frameworks that guided
this study. Belongingness theory, as proposed by Baumeister and Leary (1995) and expanded by
Tinto (2015, 2017) and Strayhorn (2018), offers a powerful lens for understanding how students
emotionally and symbolically experience the academic library. Many students described River
Library as a supportive, safe, and inclusive space—but emphasized that emotional connection
and psychological safety are strengthened when they see themselves reflected in collections and
services (Figure 29, 30). Since some students are neutral or unsure if they feel a sense of
belonging, efforts need to continue in this area. In question 11, (Figures 25-28) we see that
diversity of characters appears more important to participants than the author’s identity. A
similar pattern is found when asking about participant intersectionality. There are several
underrepresented and marginalized groups and LGBTQIA+ community members who are unsure
that the library respects them in totality (Figure 31, Figure 32). While no participants disagreed,
they were unsure or neutral.

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Similarly, DEI principles surfaced strongly in student responses. Students of color,
LGBTQIA+ students, first-generation students, and multilingual learners repeatedly emphasized
the need for collections, signage, services, and programming that reflect their lived realities.
These perspectives mirror scholarly calls for equity-centered collection development, as
articulated by Chun and Evans (2019), Leung and Lopez-McKnight (2021), and the American
Library Association (2007, 2022). These scholars argue that libraries must actively dismantle
systemic inequities embedded in traditional collection practices and reposition themselves as
spaces of empowerment, not erasure.
UGT proved particularly relevant to understanding the dynamic ways students engage
with library resources. Consistent with the work of Blumler and Katz (1974), Ruggiero (2000),
and Mehrad and Tajer (2016), students in this study acted as intentional participants in their
academic journey. They used the library to fulfill a range of needs—not just academic, but also
emotional and social. Some sought a quiet space for focus and reflection, others searched for
resources that affirmed their identities or exposed them to new worldviews. When these
gratifications were met, students expressed satisfaction and trust. When they were not, students
reported disengaging or seeking alternative resources outside the institution—an outcome that
can exacerbate inequity and further alienate marginalized learners.
Importantly, this study also extends existing literature by emphasizing the importance of
intersectionality. Students expressed layered and overlapping needs based on their identities—
race, gender, language, disability, and more. This reflects the insights of Dill and Zambrana
(2020), Holvino (2012), and Wijeyesinghe and Jones (2014), who emphasized that institutional
support must account for the complexity of lived experience. MU students voiced a clear need

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for materials and services that are culturally nuanced, linguistically diverse, digitally accessible,
and reflective of their multifaceted realities.
The present findings also echo the concerns raised by Alabi (2015) and Espinal et al.
(2018), who documented the persistent marginalization of non-dominant identities in library
collections and services. Students in this study confirmed these patterns, noting a lack of
culturally responsive materials. In Figure 33 and Figure 34, participants indicate strongly that
they see diverse cultural values represented at the library. However, there are 28 respondents
who are neutral and 24 who are unsure or do not know, indicating room for improvement. Their
responses support the conclusion that authentic representation within the library significantly
shapes their academic engagement and overall sense of inclusion.
Ultimately, students widely perceive River Library as a supportive and functional
institution. However, they also clearly articulated a need for greater intentionality in supporting
underrepresented populations. They want to feel genuinely welcomed and reflected—not merely
accommodated. Their feedback suggests that the most effective libraries are those that anticipate
diverse needs, affirm a range of identities, and foster empowerment through inclusive, equitydriven practices. River Library has the opportunity—and responsibility—to become not just a
center of knowledge, but a model of representation, inclusion, and belonging.
Proposed Action Plan
After analyzing all the data, an action plan was created to address specified concerns
(Figure 38). A loose timeline was created to keep River Library on track for a sustainable
implementation and research cycle with current levels of staffing. The following table outlines an
action plan for addressing the core themes and needs identified in this study. Focus areas include
operating hours, study environment, collection development, accessibility, multilingual

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inclusion, outreach, academic support, and digital resources. Each action item is grounded in
student feedback and aligned with the values of DEI, belonging, and UGT.
Figure 38
Action Plan for River Library Based on Findings
Focus Area
Library Hours
and Access

Study Space and
Physical
Comfort

Student Need Identified
Desire for extended hours
on evenings and weekends
to accommodate varied
schedules
Need for more comfortable,
quiet, and flexible study
environments

Diverse and
Inclusive
Collections

Desire for broader
representation of identities
and cultures in books,
displays, and events

Accessibility
Enhancements

Feedback on unclear
signage, lack of ramps, and
sensory-sensitive space

Linguistic and
Multicultural
Inclusion

Concerns from multilingual
students about limited
native language support

Communication
and Outreach

Need for better promotion
of library services, events,
and academic tools

Academic
Support
Services

Add more personalized
support and workshops

Digital Resource Calls for more databases
Expansion
and online resources across
disciplines

Proposed Action
Better promote extended hours
during finals and midterms and
survey usage; assess demand for
permanent extension
Add whiteboards, varied seating,
improved HVAC, and semiprivate group rooms as budget
allows, bring to administration
Audit collections for
representation gaps and expand
DEI-themed displays and
materials
Improve ADA signage, ensure
ramps and elevators are clearly
marked, and assess sensory
needs
Offer multilingual signage and
outreach; explore translated
guides for core resources
Implement semester-long
campaign via email, social
media, and in-building screens.
Work with faculty to blend
curriculum and library resources
Further develop drop-in tutoring
and research help. Brainstorm
and begin new academic
workshops and programs
Audit current holdings and
compare usage and enrollment
statistics. Collaborate with

Timeline
Spring 2026
Pilot; assess for
Fall 2026
expansion
Begin
procurement in
Spring 2026
Complete audit in
Spring 2026;
implement
updates by Fall
2026
Accessibility
audit and signage
updates by
Spring 2026
Develop
materials in
2025-2026: Fall
2026 launch pilot
Begin campaign
Spring 2026;
review
engagement each
semester
Launch pilot
series Spring
2026; evaluate
and expand 20262027
Ongoing review;
annual report to
guide future
additions

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faculty and consortia to expand
digital offerings and access tools

This action plan is a living framework designed to evolve in response to ongoing
assessment. Implementation should be collaborative and iterative, involving librarians, students,
and campus stakeholders.
There is clearly a need to advertise and engage with students, educating them on what
library resources entail and the many ways in which they use them. In question 7, 73% of
students did not know if they were using library resources but in the following question the
majority indicate they do use the library with only 7% indicating they do not use library
resources (Appendix A). This indicates that question 7 needs to be reworded and both questions
looked at and reworked with a focus group (Appendix A).
Academic Leadership Considerations
Institutional and academic leadership must recognize library collections as active
components of DEI work. Campus administrators such as deans, provosts, and those overseeing
library services should mandate regular equity audits of academic materials and collections,
provide funding for collection development aligned with student demographics and stated needs,
consider prioritizing librarian voices on DEI committees and institutional planning groups and
include library DEI goals in campus-wide strategic plans (Chun & Evans, 2019). Leadership
should also examine and develop assessment tools that center student voices, particularly from
underrepresented populations.
Leaders should also apply action research findings to support evidence-based
interventions that empower marginalized student populations. This may include reallocating
resources, adjusting curricular partnerships, or facilitating campus dialogues about representation
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and scholarly access. As student expectations of inclusivity rise, campus leaders must support
libraries in becoming not just academic hubs, but equity-centered spaces that reflect and affirm
diverse identities
Library Leadership Considerations
The findings of this study underscore the urgent need for academic libraries to adopt
intentional, equity-centered collection development and service strategies. River Library, like
many academic libraries, has made progress in offering diverse materials and digital resources.
However, the survey results reveal that students, especially those from underrepresented
backgrounds, still perceive gaps in representation, accessibility, and inclusivity. To remain
relevant and impactful, libraries must move beyond traditional, passive acquisition models
toward proactive and participatory approaches that center student voices and diverse
perspectives.
First, conducting collection diversity audits should become a routine and intentional
component of academic library practice (Chun & Evans, 2019). Through systematic evaluation
of holdings for representation across dimensions such as race, ethnicity, gender, sexuality,
ability, and socioeconomic experience, librarians can more effectively identify and remediate
gaps that hinder equity and inclusivity. As one participant noted, “I found the variation of the
selection was lacking.” Another respondent recommended, “One idea to improve the library
would be to expand resources that reflect diverse identities and backgrounds, ensuring more
inclusive collections.” A third emphasized the significance of representation, stating, “It
highlights the power of seeing our own stories. I’d like to see the library diversify its
collections.” Another comments: “Having access to stories that reflect an individual's identity
can help validate them and encourage them to tell their own stories to feel seen.” These

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reflections align with existing scholarship that advocates for continuous equity assessments in
collection management (Chun & Evans, 2019; Leung & Lopez-McKnight, 2021). Collaborative
partnerships with faculty and student organizations—particularly those centered on cultural,
identity-based, or affinity initiatives—can further ensure that new acquisitions align with
evolving social contexts and institutional priorities. Their comments affirm the idea that
academic success and persistence are tied not only to access, but to a sense of genuine belonging.
Second, digital inclusivity must remain a top priority. Students indicated that gaps are
particularly apparent in digital collections and course reserves (Figure 23, Figure 24). Students
ask for “online support”, “[engagement] with students outside their physical space”, and
“improvement to digital access” to journals, ebooks (pleasure and academic), and databases. One
participant notes this is particularly important for those with no reliable technology at home:
“More digital access for students without reliable internet or devices at home”. Expanding
electronic resources that highlight underrepresented voices, as well as ensuring accessibility for
students with disabilities (e.g., screen reader–friendly formats), will help libraries meet a broader
range of user needs. As Peters (2023) emphasized, digital access often plays a critical role in
ensuring equitable representation and availability of marginalized authors.
Third, visible representation and marketing of inclusive resources are vital. Several
students reported that they were unaware of existing resources or felt the library’s collections did
not reflect their identities (Figure 25, 26). One participant states:
To make it more welcoming to foster a higher student population, I would suggest a
comfortable environment. Personally, I believe if more students were aware of your
resources it can help foster an educated guideline. Maybe posting this on social media or
the ESU library page will be effective.

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Another comments
I think empowering us more with the library could include advertising it more, make sure
people know more about the writing studio or the tutors. The many resources that are
available to help us and make sure we succeed. If more people knew about the resources
to help us I think that would empower more individuals to go to River Library.
Displaying culturally relevant materials, curating DEI-focused reading lists, and hosting themed
exhibits or book spotlights can reinforce the library’s role as a welcoming and inclusive space.
Publicizing these efforts through social media and campus-wide communications can increase
engagement and visibility.
Fourth, space design and environmental inclusivity play a key role in student perceptions
of belonging. Students noted the need for improved signage, more collaborative study spaces,
and comfortable seating. These concerns echo findings in the literature that library spaces can
either support or hinder feelings of inclusion (Broughton, 2019; Murphy et al., 2020). “It would
also be helpful to improve signage for accessibility features and provide more quiet study zones
for students with sensory sensitivities “, “provide quiet, welcoming spaces for all students”, and
“more comfortable seating” are examples of comments made on this theme. Participant concerns
particularly came up with responses about ADA and accessibility of the building (Figure 17,
Figure 18, Figure 35). One thorough respondent states:
There is no ramp to get into this building, which I imagine is very difficult for people
with mobility issues. Yes, there is a door in the basement to come in, but the lip is
difficult to traverse with a wheelchair. The building definitely needs to be brought up to
ADA code.

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Another comments: “More noticeable disability access points. They can be hard to see and might
deter physically disabled people from using River Library resources”. Accommodations for those
with disabilities had the least amount of agreement among respondents, meaning that
accommodations for those with disabilities should be thoroughly examined. By updating
physical layouts to prioritize accessibility, comfort, and cultural inclusivity—such as
incorporating multilingual signage and gender-inclusive restrooms — libraries can create
environments where all students feel welcome.
Fifth, library programming and outreach should actively promote diverse voices. Several
participants asked for additional events to highlight their identities as well: “…improve the
library [by] … hosting events that promote a sense of belonging for underrepresented groups
would make the space feel more welcoming”, “You could empower me more by creating spaces
and programs that reflect the diversity of the community through inclusive events, multilingual
resources, and opportunities for storytelling. It would also help to provide mentorship programs
and workshops on self-expression”, and “host events celebrating diverse narratives”. Hosting
author talks, panel discussions, and cultural events in collaboration with student groups can
foster stronger connections between the library and underrepresented communities. These events
also signal that the library values and celebrates diverse perspectives.
Finally, staff development and training must remain ongoing. Representation in
collections must be paired with a culturally responsive approach to service. Professional
development opportunities focused on DEI, cultural competence, and implicit bias can equip
staff to better engage with students from diverse backgrounds. One comments: “be up to date
with the latest” in reference to staff, without other details. Another called with a question about
services the library offers and “… the answer was that they did not know and did not think so”,

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which is not the answer the patron should have received. More research should have been done
by the staffer. This is particularly critical given research showing that staff interactions shape
user experiences as much as collections themselves (Alabi, 2015; Espinal et al., 2018).
In sum, while this chapter focuses on what can be currently improved, there were many
positive comments that are not included such as “you guys already do a wonderful job!”, “I love
that the collection has recently become so diverse in the selections of books available in the
library. So many DEI, LGBTQ, etc. Even diversification across genres like romance and graphic
novels”, “I enjoy the little pop up events that happen at the library”, and “I really appreciate
River Library’s focus on inclusion and empowerment”. The findings of this study reveal that
River Library is well-positioned to become a leader in inclusive library practices. By embedding
equity considerations into every aspect of collection development, space design, and outreach,
the library can move from being a neutral service point to an active catalyst for belonging,
academic success, and community connection.
Library professionals must take intentional steps to enhance cultural responsiveness,
promote equitable access, and maintain open communication with students. Enhancing visibility,
improving comfort, and diversifying collections are not superficial changes—they are equity
strategies rooted in student voice.
Limitations
Several limitations should be acknowledged. The survey relied on voluntary
participation, which may have introduced self-selection bias. Some demographic categories were
underrepresented relative to the university’s population. In contrast the majority of respondents,
60%, identified as age 18-20. This could be indicative that younger students have not yet learned
about library resources and various supports available to them. Additionally, certain survey items

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(e.g., questions on resource usage) were confusing to some respondents and require revision. The
entire chart in question 10 used to gauge current satisfaction and ask if improvement is desired
(Appendix A) as well since there was frequent discrepancy in reported satisfaction and desire for
change. Future research should consider using cognitive interviews or focus groups in
combination with the survey to refine survey tools.
Finally, this study focused on a single institution. While the findings offer valuable
insight, their generalizability may be limited. However, the methodology and thematic findings
can inform similar assessments at other institutions.
Recommendations for Future Research
Building on this study, future research should include qualitative interviews or focus
groups to deepen understanding of student experiences. Longitudinal assessments could measure
the impact of implemented changes over time. Comparative studies across institutions could help
identify systemic trends and best practices.
Additional research should explore the intersectionality of race, gender, disability, and
first-generation status in shaping library engagement. Further studies that focuses better on age
of participants may also be of use to determine if students who have been enrolled for multiple
semesters have a better understanding of library resources. Research should also investigate how
libraries can develop multilingual and transnational resources to better serve international and
multilingual students.
Final Reflections
This study underscores the transformative potential of academic libraries to act not only
as information hubs but also as inclusive, identity-affirming, and empowering spaces. When
students feel seen and supported, they are more likely to engage, persist, and thrive. The

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feedback gathered through this research should not sit idle—it must inform the policies,
practices, and culture of the library moving forward.
By centering student voices, this research affirms that belonging and equity are not
abstract ideals but actionable, measurable goals. The student narratives collected here serve as a
compass for institutional change, reflecting both the successes and silences of current practices.
True inclusion arises when institutions listen actively and respond authentically. By positioning
student perspectives at the heart of decision-making, libraries can move from transactional
service providers to transformational partners in student success. Acting on this feedback allows
River Library to continue evolving as both a democratic institution and a sanctuary for learning.
Through reflection, collaboration, and sustained commitment, the library can fulfill its promise
as an agent of empowerment for all students.
The findings of this study carry implications that transcend a single institution. As higher
education faces growing calls for equity, libraries can model what inclusion looks like in
practice: transparent resource allocation, participatory decision-making, and continuous selfassessment. In doing so, they reaffirm their central role not only in academic success but in
shaping the moral and cultural fabric of the university.
This research also emphasizes that inclusion is not a destination but a sustained
commitment. Sustainable equity work demands that reflection be institutionalized, not optional.
Regular assessment, open dialogue, and transparent communication must guide River Library’s
continued evolution and future action research initiatives. Equity must be embedded in everyday
practice—through policies, partnerships, and professional development that keep the library
responsive to the diverse realities of its users.

S m i t h P a g e 112 | 148

Finally, while this study focused on a single departmental library, its implications are
broad. Meaningful change often begins locally. River Library’s journey demonstrates that even
within modest institutional contexts, much can be achieved through intentional listening,
collaborative problem-solving, and a commitment to equity as a shared responsibility. In this
way, River Library can serve as both a model and a reminder—that the work of inclusion begins
where we are, with the resources and relationships we already hold.

S m i t h P a g e 113 | 148

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Appendix A
Survey Instrument

Student Survey: River Library

Q1 Which category below includes your age?

o 17 or younger
o 18-20
o 21-23
o 24-26
o 27-30
o 31-39
o 40-49
o 50-59
o 60 or older

Q3 Which of the following identities do you identify with? (Select all that apply)

▢
▢

American Indian or Alaska Native
Asian or Asian-American (Includes Far East, Southeast Asia and Indian

Subcontinent)
S m i t h P a g e 130 | 148

▢
▢
▢
▢
▢
▢
▢

Black or African-American
Hispanic or Latino/a
Middle Eastern or North African
Native Hawaiian or Pacific Islander
White or European American
Another race (please specify) ___________
Prefer not to say

Q3 To which gender do you currently most identify?

o Male
o Female
o Gender Non-binary (Gender nonconforming, Genderqueer, Nonbinary)
o Trans
o Prefer to self-describe (please specify) _______________________________
Q4 How would you best describe your sexual identity:

o Asexual
S m i t h P a g e 131 | 148

o Bisexual
o Gay
o Heterosexual or straight
o Lesbian
o Queer
o Questioning
o Prefer to self-describe (please specify) __________________________
o Prefer not to say
Q5 Do you identify as a person with a disability? Please select all that apply.
Yes, a physical disability
Yes, an unseen disability, such as a learning disability
Yes, both physical and unseen
No
I’m not sure
Prefer not to say

Q6 Are you a first generation college student? (A first-generation college student is someone
whose parents did not complete a bachelor's degree.)

o Yes
S m i t h P a g e 132 | 148

o No
o I'm not sure
o Prefer not to say
Q7 Have you used River Library collections (books, databases, ebooks, journals, etc.) while you
attended East Stroudsburg University?

o Yes
o No
o I'm not sure
o Other (please specify)
Q8 How do you use the library?

o I use the library in person only
o I use the library online only
o I use the library BOTH in person and online
o I do NOT use the library in person or online

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Q11 Next, tell us how much you agree or disagree with the following:
Please indicate how each statement makes you feel.

Is this a
category you
want to see
improved?

S m i t h P a g e 134 | 148

Strongl

Agre

Neither

Disagre

Strongl

Not

Ye

N

I

y Agree e (2)

Agree

e (4)

y

Applicabl

s

o

don'

(1)

nor

Disagre

e (6)

(1)

(2

t

Disagre

e (5)

)

care

e (3)
River Library
is located

(3)

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

conveniently
for my needs.
(1)
The library is
accessible for
individuals
with mobility
challenges. (2)
The current
operating hours
of the library
meet my needs.
(3)
The library
BOOK
collections

S m i t h P a g e 135 | 148

meet my needs
(books in the
building) (5)
The library
ONLINE

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

collections
meet my needs
(articles,
databases, etc.)
(6)
I feel that I can
find books
about
characters who
are similar to
me at the
library. (7)
I feel that I can
find books with
authors who
are similar to
me at the
library. (8)

S m i t h P a g e 136 | 148

I feel welcome
and that I

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

o

o o

o

o

o

o

o

belong at River
Library. (4)
I feel that all
aspects of my
identity are
respected at
River Library
(9)
I feel that
materials at
River Library
reflect diverse
cultural
identities. (10)
If you required
any
accommodatio
ns due to a
disability, were
your needs
met? (11)

S m i t h P a g e 137 | 148

*This is how question 11 displays to students:

Q12
Please tell us a little about any ideas you have to improve the above categories (the chart above location, accessibility of the building or materials, collections, identity, belonging, etc.). What
changes or additions could we make to our library services to make them more useful and better
meet your needs?
________________________________________________________________
________________________________________________________________
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________________________________________________________________
________________________________________________________________
________________________________________________________________
Q13 Libraries were created to empower individuals. How could we empower you more as a
library?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Q14 Please read these four quotes and tell me if any of these resonate with you and why?

1. Poet Yesika Salgado, a Los Angeles born Salvadoran, said: “Without libraries my peers and
myself wouldn’t have had the access to literature that we identify with and encouraged us to tell
our own stories. To restrict their abilities to loan books is to stifle voices like ours” (Fight for the
Future, 2022).

2. Author Chris Tilly said: “Libraries are a cornerstone of democracy. They are at their best when
they introduce people to new ideas, so it is critical that they present diverse views and
experiences, and provide a wide range of published work” (Fight for the Future, 2022).

3. African-American author Andrea “Vocab” Sanderson said: “Representation is so important.

S m i t h P a g e 139 | 148

Empowering people to share their narratives with the largest audience possible will be the most
impactful for all generations” (Fight for the Future, 2022).

4. Amy Tan, an Asian American New York Times bestselling author said: “My first library gave
me the freedom to exist in private, to choose and even be greedy” (Twelve, 2018).
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Q15 Do you have any additional comments, concerns or opinions that you feel may help the
library better meet your needs?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

That's it! Hit submit to send us your feedback.

Thank you for your participation!

S m i t h P a g e 140 | 148

If you did not fill out the Informed Consent Form, please click here. *Submit the survey
first or open this in a new tab*

A link to a copy of the survey can be shared on request. Email msmith130 AT esu.edu

S m i t h P a g e 141 | 148

Appendix B: Proposed Action Plan
Focus Area
Library Hours
and Access

Study Space and
Physical
Comfort

Student Need Identified
Desire for extended hours
on evenings and weekends
to accommodate varied
schedules
Need for more comfortable,
quiet, and flexible study
environments

Proposed Action
Better promote extended hours
during finals and midterms and
survey usage; assess demand for
permanent extension
Add whiteboards, varied seating,
improved HVAC, and semiprivate group rooms as budget
allows, bring to administration
Audit collections for
representation gaps and expand
DEI-themed displays and
materials

Diverse and
Inclusive
Collections

Desire for broader
representation of identities
and cultures in books,
displays, and events

Accessibility
Enhancements

Feedback on unclear
signage, lack of ramps, and
sensory-sensitive space

Linguistic and
Multicultural
Inclusion

Concerns from multilingual
students about limited
native language support

Improve ADA signage, ensure
ramps and elevators are clearly
marked, and assess sensory
needs
Offer multilingual signage and
outreach; explore translated
guides for core resources

Communication
and Outreach

Need for better promotion
of library services, events,
and academic tools

Implement semester-long
campaign via email, social
media, and in-building screens

Academic
Support
Services

Add more personalized
support and workshops

Further develop drop-in tutoring
and research help. Brainstorm
and begin new academic
workshops and programs

Digital Resource Calls for more databases
Expansion
and online resources across
disciplines

Audit current holdings and
compare usage and enrollment
statistics. Collaborate with
faculty and consortia to expand
digital offerings and access tools

Timeline
Spring 2026
Pilot; assess for
Fall 2026
expansion
Begin
procurement in
Spring 2026
Complete audit in
Spring 2026;
implement
updates by Fall
2026
Accessibility
audit and signage
updates by
Spring 2026
Develop
materials in
2025-2026: Fall
2026 launch pilot
Begin campaign
Spring 2026;
review
engagement each
semester
Launch pilot
series Spring
2026; evaluate
and expand 20262027
Ongoing review;
annual report to
guide future
additions

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Appendix C: Qualitative Thematic Coding Tables
Table A
Qualitative Thematic Coding of Student Responses on Library Empowerment
Theme
Events &
Engagement

Sub-Themes
Programs, community,
creative activities

Representative Quotes
“Maybe having more events
happening there.” / “Perhaps make
more of those blind book date,
those were a lot of fun!”
Comfortable,
Comfortable seating, cozy,
“Make the library feel more
Welcoming Spaces welcoming atmosphere
comfortable. Making more cozy
spaces in the library would
certainly help.”
Awareness &
Promotion of tutoring,
“Advertising it more, make sure
Promotion of
writing studio, borrowing
people know more about the
Resources
policies
writing studio or the tutors.” / “My
only suggestion is let the
information about borrowing
nonacademic books be more
known.”
Representation &
Diverse collections,
“It is important for students to be
Inclusivity
inclusive programs,
able to read books and see authors
representation
that are like them!” / “I love that
the collection has recently become
so diverse… So many DEI,
LGBTQ, etc.”
Academic &
Tutoring, extended hours,
“Have more tutoring services.” /
Technology
online resources, digital
“More time to get access to the
Support
access
materials and services available
(extended hours).” / “Try to
improve the digital access to
eBooks and audiobooks.”
Food, Coffee, and Snacks, coffee, social
“Get a coffee machine.” / “Have a
Perks
incentives
coffee shop for people who are
studying.” / “Snacks.”
General
Positive feedback, library
“I already am empowered by it,
Satisfaction
already sufficient
it’s a great library.” / “I feel that
River Library already does a great
job at empowering individuals.”
Critical Reflection Library as community space “I don’t view a library as
on Empowerment vs. individual empowerment empowering. I see it more like a
helpful tool.” / “The library has
always been a safe place for
S m i t h P a g e 143 | 148

scholars and people who are in
need of help.”
Note. This table presents thematic coding of student responses to the open-ended question:
“Libraries were created to empower individuals. How could we empower you more as a
library?” Themes and sub-themes were identified through qualitative content analysis, with
representative quotes included to illustrate each category.

S m i t h P a g e 144 | 148

Table B
Qualitative Thematic Coding of Student Responses on Improving Library Services
Theme
Hours & Access

Sub-Themes
Extended hours, weekend
availability, late-night
access

Accessibility &
Disability
Accommodations

Ramps, signage, ADA
compliance, sensoryfriendly spaces

Location &
Parking

Central campus access,
commuter parking,
convenience

Collections &
Databases

Expanded databases,
pleasure reading, inclusive
collections

Study Spaces &
Environment

Quiet study rooms,
reservable spaces, climate
comfort

Food, Coffee, &
Amenities

Coffee shop, vending
machines, water fountains

Online Services &
Navigation

Simplified databases, etexts, digital lending, chat
support

Programming,
Belonging, &
Engagement

Diverse collections, DEI
programs, community
events

General
Satisfaction

Positive feedback, services
already sufficient

Representative Quotes
“I would like the library hours to
be extended. More specifically on
Fridays, Saturdays and Sundays.” /
“Keep hours of the Library open
longer into the night.”
“The only thing I would add… is a
ramp just in case there is someone
in a wheelchair.” / “The building
definitely needs to be brought up
to ADA code.”
“The library is very far from where
almost all of the class buildings are
at.” / “Finding parking… I have
definitely not gone in if I couldn't
find parking close enough.”
“I cannot access journals online. It
asks me to pay for it.” / “Perhaps
make a Black stories
collection/section for both fiction
and nonfiction.”
“More access to study rooms to be
more isolated.” / “Lower the heat
because it always seems to be so
warm in there.”
“Maybe have a coffee shop
inside.” / “Get vending machine
down stairs, and all water
fountains fixed.”
“The library online databases are a
little hard to use.” / “Online chat
with a live librarian… reliability of
a great librarian all online.”
“Expand resources that reflect
diverse identities and
backgrounds.” / “Hosting events
that promote a sense of belonging
for underrepresented groups.”
“I have no ideas, I like the library
how it is now :)” / “I wouldn’t
change anything. I feel the library
suits practically all needs.”
S m i t h P a g e 145 | 148

Note. This table presents thematic coding of student responses to the open-ended question:
“Please tell us a little about any ideas you have to improve the above categories.” Themes and
sub-themes were identified through qualitative content analysis, with representative quotes
included to illustrate each category.

S m i t h P a g e 146 | 148

Table C
Qualitative Thematic Coding of Student Responses to Resonant Quotes
Theme
Representation &
Inclusion (Quote
3)

Sub-Themes
Representation,
empowerment, visibility in
literature

Democracy &
Democracy, knowledge as
Access to
power, diverse perspectives
Knowledge (Quote
2)
Privacy, Freedom,
& Safe Space
(Quote 4)

Safe spaces, privacy,
uninterrupted study,
freedom

Libraries as
Access to literature,
Lifelines (Quote 1) validation, opportunity,
lifeline

Multiple Quotes
Resonate

All perspectives important,
more than one resonates

Non-Resonance /
Neutral

Limited connection to
libraries, functional view

Representative Quotes
“Number 3 resonated with me the
most because as a Black Woman
being represented in the best way
possible is the most important
thing to me.” / “Quote #3
resonates with me…
representation is so important,
especially for students of color.”
“Democracy is being threatened as
we speak and in times like these
easy access to research is more
important now than ever.” /
“Knowledge is power.”
“4 resonates with me because
libraries allow me to just come in
and sit by myself uninterrupted to
do my work.” / “The library has
always been my safe space.”
“#1 resonates with me because
when I was young I went to
libraries to practice reading.” /
“Quote 1 resonates with me the
most. It shows how libraries can
be lifelines for some individuals.”
“The poems by Chris Tilly and
Andrea Sanderson resonated
most.” / “All of them. I'm a
compassionate reader and read
daily.”
“I don’t resonate with any of
them.” / “Personally, I don’t feel I
can resonate with any of these.
I’ve only used the library as a
setting.”

Note. This table presents thematic coding of student responses to the question: “Please read these
four quotes and tell me if any of these resonate with you and why?” Themes and sub-themes
were identified through qualitative content analysis, with representative quotes included to
illustrate each category.

S m i t h P a g e 147 | 148

Table D
Qualitative Thematic Coding of Student Responses to Additional Comments
Theme
Satisfaction & No
Changes Needed

Sub-Themes
Library already sufficient,
no changes required

Hours & Access

Weekend hours, earlier
Saturday access
Lounge-style areas, private
study rooms, whiteboards

Comfort & Spaces

Tutoring & Noise

Tutoring moved to separate
rooms for quiet study

Technology &
Equipment

Improved scanners, lending
flexibility

Collections,
Inclusion, &
Engagement

Diverse books, inclusive
events, student input,
outreach

Representative Quotes
“The library meets my needs to the
fullest.” / “I feel as if the library is
perfect the way it is!” / “I love the
ESU library. I think it’s a great
place!”
“Open the library at an earlier time
on Saturday. Like 1:00pm.”
“More comfortable spaces like
couch corners and lounge areas
and less empty bookshelves.” /
“More private study rooms with
whiteboards would be useful.”
“Maybe move tutoring to a certain
room and not in the common area,
since sometimes it’s hard to focus
with people getting tutored.”
“The lending option, not being
able to bring the book out of the
library is not so convenient.” /
“We need a better scanner…
scanned documents come out
upside down every other page.”
“Offer more diverse books, create
inclusive events, and provide
quiet, welcoming spaces for all
students.” / “Our library seems to
only function one-way; I would
like to see our library engage with
students outside their physical
space.”

Note. This table presents thematic coding of student responses to the question: “Do you have any
additional comments, concerns or opinions that you feel may help the library better meet your
needs?” Themes and sub-themes were identified through qualitative content analysis, with
representative quotes included to illustrate each category.

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