Designing Library Spaces Based on College Students’ Reading and Usage Habits

Abstract

This study assessed college students' library utilization and reading habits at NORSU - Guihulngan Campus to propose improvements to its library space design. Despite the growing importance of libraries in fostering learning, limited research exists on how student preferences and habits influence library space design, particularly in rural academic settings. A descriptive research design was employed to address this gap, utilizing a structured questionnaire with three parts: demographic profile, reading habits, and preferred learning space attributes. Data were analyzed using the weighted mean to derive insights. The study revealed that most respondents were female, with business students dominating the sample, while agriculture, forestry, and fishery students were underrepresented. Most respondents had moderate library experience, with second-year students being the most frequent users and fourth-year students the least. The primary reasons for library use were research, studying lessons, and completing assignments, while Wi-Fi access was the least cited. Students preferred learning spaces emphasizing Access and Linkages, Uses and Activities, Comfort and Image, and Sociability, all critical for enhancing their reading habits. Respondents predominantly favored print books over digital devices and read at least twice a week, though primarily for academic purposes. The most preferred genres were adventure, informational texts, fantasy, myths, and legends, with personal enjoyment and school assignments as primary motivators for reading. Based on these findings, it is recommended that the library encourage a culture of reading by promoting print resources, fostering collaboration among library staff, teachers, and students, and integrating seamless access to resources through digital and physical platforms. Enhancing library spaces to align with students’ preferences in comfort, accessibility, and sociability can further support their learning and reading engagement.