The purpose of this paper is to discuss how a mixed-methods approach to assessing student learning was used to determine the efficacy of redesigned library instructional spaces.,In 2017, the library at San Diego State remodeled a classroom to support active learning. The author undertook a pilot study to compare outcomes from the active learning classroom (ALC) and the traditional computer lab (CL) classroom. The assessment was done after one-shot library sessions for four sections of the same course in the ALC and the CL. Students completed surveys to assess their reactions to the instruction and e-mailed the librarian copies of the articles that they selected which were analyzed for quality using a rubric.,The mean scores from the CL classroom sections were slightly higher for the survey questions, though it was not statistically significant. The articles selected by students in the ALC had a slightly higher average quality score on the rubric, however, it was not large enough to be statistically significant.,This was a limited assessment project and the results may not be generalizable to other institutions or types of instruction. Overall, students selected high-quality resources and felt positive about the library after instruction in both library classrooms. The data did not demonstrate significant improvements in student learning outcomes or attitudes in the remodeled ALC.,This mixed-methods assessment technique can be used to evaluate student learning and attitudes about the library and may be adapted by other librarians. It may also be of interest to those interested in designing learning spaces in libraries.

中文翻译：

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看起来不错，但是行得通吗？利用学生的学习成果评估图书馆的教学空间

本文的目的是讨论如何使用评估学生学习的混合方法来确定重新设计的图书馆教学空间的功效.2017年，圣地亚哥州立图书馆对教室进行了改造以支持主动学习。作者进行了一项试点研究，以比较主动学习教室（ALC）和传统计算机实验室（CL）教室的结果。评估是在ALC和CL的同一课程的四个部分的一次库会议之后进行的。学生完成调查以评估他们对指导的反应，并通过电子邮件将他们选择的文章的图书馆员副本通过电子邮件发送给他们，这些文章使用专栏进行了质量分析。它没有统计学意义。学生在ALC中选择的文章的平均质量得分略高，但是还不够大，没有统计学意义。这是一个有限的评估项目，结果可能无法推广到其他机构或类型教学。总体而言，学生选择了高质量的资源，并在两个图书馆的教室里接受指导后对图书馆抱有积极的态度。数据没有显示出在改版的ALC中学生学习成果或态度方面的显着改善。此混合方法评估技术可用于评估学生对图书馆的学习和态度，并可能被其他图书馆员改编。那些对设计图书馆学习空间感兴趣的人也可能会感兴趣。