Emporia ESIRC

Restorative Library Study Spaces

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dc.contributor.author Diller, Karen
dc.date.accessioned 2014-07-10T13:01:42Z
dc.date.available 2014-07-10T13:01:42Z
dc.date.created May, 2014 en_US
dc.date.issued 2014-07-10
dc.identifier.uri http://hdl.handle.net/123456789/3296
dc.description.abstract Academic librarians are struggling to find methods to demonstrate their impact on student learning and to understand what types of spaces within their physical libraries will contribute the most to institutional goals. At the same time, students are coming to higher education with more disabilities, distractions and competing responsibilities than ever before. These students need study spaces that will assist them in recovering from the mental fatigue that comes with everyday life and that makes it more difficult for them to direct their attention to important tasks, problem-solve, and think reflectively. Attention Restoration Theory (ART) has shown that exposure to natural environments, even through window views and interior plants, can decrease mental fatigue and restore the ability to direct attention. This study uses a revised version of the Perceived Restorativeness Scale and the Perception and Compatibility Scale in an experimental setting to determine whether exposure to natural environments in simulated library study spaces is perceived as restorative and, thus, likely to have a positive impact on students’ abilities to direct their attention. en_US
dc.language.iso en_US en_US
dc.subject Library space en_US
dc.subject Study space en_US
dc.subject Academic libraries en_US
dc.subject Attention restoration theory en_US
dc.title Restorative Library Study Spaces en_US
dc.type Thesis en_US
dc.college slim en_US
dc.advisor Pamelyn MacDonald en_US
dc.department information management en_US

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