Purpose The purpose of this paper is to review the current state of library space assessment, and to investigate how new professionals, represented by a cohort of graduate students taking a course on academic libraries, approached the task of designing and conducting a one-shot space evaluation project. Design/methodology/approach A review of literature on academic library space was used to introduce the project to student participants and to put the results of their work in context. Seven student groups were required to define their evaluation criteria, conduct quality assessments at individual sites and perform a cross-case analysis to inform recommendations for improvements. Findings The literature confirmed growing interest in learning space assessment, with a trend toward the use of mixed (quantitative and qualitative) methods, particularly ethnographic techniques using multimedia, and the development of comprehensive toolkits and frameworks. The students used a range of approaches: three groups developed their own evaluation criteria or categories (informed by their reading), and four groups used existing tools (with modifications). All used observations to collect data. Variations across the cohort pointed to different priorities in professional and/or personal values. Research limitations/implications The research was based on a small sample of 20 students in one cohort. Replication of the study with future cohorts tasked with the same assignment would strengthen the validity of the findings. Originality/value The study offers a novel perspective on the desirable qualities of learning spaces by exploring how graduate librarianship students as both student library users and next-generation professionals specify evaluation criteria and conduct space assessments.

中文翻译：

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图书馆空间评估：专业教育案例研究

目的本文的目的是回顾图书馆空间评估的当前状态，并调查以一群参加大学图书馆课程的研究生为代表的新专业人员如何完成设计和进行一次性拍摄的任务评估项目。设计/方法/方法对大学图书馆空间的文献进行了回顾，以将项目介绍给学生参与者，并将他们的工作成果放在背景中。需要七个学生小组来定义他们的评估标准，在各个站点进行质量评估，并进行跨案例分析以提供改进建议。调查结果文献证实，对学习空间评估的兴趣与日俱增，并趋向于使用混合（定量和定性）方法，特别是使用多媒体的人种志技术，以及综合工具包和框架的开发。学生使用了一系列方法：三组制定了自己的评估标准或类别（通过阅读获得信息），四组使用了现有工具（进行了修改）。所有使用的观察值收集数据。整个队列的变化表明在专业和/或个人价值观上的不同优先事项。研究的局限性/含意本研究是基于一个队列中20名学生的一小样本。将研究与将来承担相同任务的队列重复进行，将加强研究结果的有效性。