The International Information & Library Review (2013) 45, 94e107

Available online at www.sciencedirect.com

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journal homepage: www.elsevier.com/locate/iilr

A university library management model

for students’ learning support
Kulthida Tuamsuk a,*, Kanyarat Kwiecien a,
Jutharat Sarawanawong b,*

a
Information & Communication Management Program, Khon Kaen University, Thailand
b
Department of Library Science, Faculty of Humanities, Kasetsart University, Thailand

KEYWORDS Abstract This research was aimed at developing a university library management model that
University library would support students’ learning. The research was conducted in three phases: 1) an investi-
management; gation into the requirements of a university library service of instructors; 2) an investigation
Library learning into the attitudes of librarians, libraries’ administrators, and university’s administrators
support; toward the roles of library and policy concepts relating to university library management that
Thai university promote students’ learning; and 3) the development of a university library management model
libraries for students’ learning support. A mixed research method was applied comprising qualitative
and quantitative approaches. Data was collected using in-depth interviews and questionnaires.
The findings have led to a proposal of a university library management model that supports stu-
dent learning, which is comprised of five components: 1) management policy and system; 2)
learning resources; 3) learning support services; 4) learning environments; and 5) the compe-
tency and roles of information professionals. It can be stated that studies into Thai university
library implementation, strategic plans, and self-assessment reports under the quality assur-
ance system showed that even though libraries have updated resources and services following
changing situations in policies, technologies, and users’ needs, there is no clear indicator that
Thai university libraries have any strategy for acquiring roles to support students’ learning with
practical outcomes. Through reliable research work, this study into a model for university
library management would result in a means of developing university libraries that truly sup-
ports university student learning based on information from instructors, library administrators,
and librarians.
ª 2013 Elsevier Ltd. All rights reserved.

Introduction will result in human behavioral changes, practices that rely

on knowledge and skills, and the expression of attitudes
Learning is a process derived from searching and acquiring and values. Learning can be developed by means of edu-
new knowledge, from developing former knowledge that cation, learning, and reinforcement, and it is a life-long

* Corresponding authors.
E-mail addresses: [email protected], [email protected] (K. Tuamsuk).

1057-2317/$ - see front matter ª 2013 Elsevier Ltd. All rights reserved.
http://dx.doi.org/10.1016/j.iilr.2013.10.002
A university library management model 95

process for humankind (Birkenholz, 1999). Present univer- learning, the roles of librarians can be adjusted to sup-
sity instruction emphasizes self-learning and researching, port students’ learning, and broad and easily accessible
with the expectation that learners will be able to acquire information resources and media inventory can be compiled
knowledge on their own to meet individual needs, in- to support curricular instruction.
terests, and aptitudes. The duty of instructors is to promote Since the library is an essential part of student learning,
learners’ freedom in decision-making and applying their it should be reformed so that it is able to integrate its roles
intellects to the fullest capacity, and to provide opportu- into institutional educational reform. Users of the library
nities for learners to select their own learning activities. should be the center of learning, just like in the so-called
Instructors should train students to know how to learn ‘student-centered’ approach. The library’s management
independently from the beginning of university. It is the and services should be able to meet with the needs for
instructor’s duty to introduce learning approaches, information from various sources, and for information that
methods for searching learning sources, and how to cope can be analyzed and synthesized according to subjects’
with reporting work, so that learners can appropriately plan curricula. Since instructors have a major role in deter-
their learning. Learners can learn best when they want to mining course content, activities, and instructional pro-
learn. The intellectual capacity of each individual may not cesses, cooperation between the librarian and instructor is
be the same; however, each person can learn if given time. vital for the development of the library as a source for
In learner-centered instruction e where learners acquire learning support. However, studies into Thai university li-
learning behaviors by themselves e the instructors must brary management, strategic plans, and self-assessment
change their teaching behavior from sole knowledge-giving reports under the quality assurance system of the Thai
to active student participation. This can be achieved by higher education system showed that even though libraries
posing questions that elicit thinking, thus motivating stu- have updated resources and services following changing
dents to answer and learn. Questioning is an important situations in policies, technologies, and users’ needs, there
means of instruction that leads to learners thinking. Besides is no clear indicator that Thai university libraries possess
using questions as an instructional approach, the intro- any strategy for acquiring roles to support students’
duction of information sources and explanation of their use learning with practical outcomes. Hence, this study, which
is also essential. The library is where important self- was aimed at developing and proposing a university library
learning resources exist; hence, a library should be management model that supports students’ learning based
managed in line with concepts such as administration, on information from instructors, library administrators, and
services, management of resources and learning media, the librarians in charge of services through reliable research
arrangement of atmosphere and facilities that enhance approaches, would result in a means of developing univer-
learning, and, not least, cooperation in the teaching and sity libraries that truly supports university student learning.
learning of the instructor. A perfect library, and a proper
grasp of its role in enhancing learning and teaching, will
contribute to the success of institutional student Literature review
development.
The development of information technology, and the The main duty of university libraries is the support of in-
increasing use of resource materials to supplement, struction and research under each university’s curricula. In
extend, and even replace lectures and seminars, has had a general, university libraries are well prepared in terms of
considerable impact upon libraries and the services they learning resources, tools and information technology
provide for users. Any approach to education adopted by an equipment, and competent personnel to provide informa-
academic institution invariably affects the operations of tion services e all of which support learning. Learners at
the library (Arko-Cobbah, 2004). A literature review on the the university level are generally ready and keen to learn
roles of university libraries that support students’ self- new things. As grown-up learners, university students are
learning demonstrated how librarians have direct roles in able to reason, understand, and explain abstract ideas
promoting students’ independent learning. Independent effectively. The way learners at this level spend their time
learning places a greater strain on librarians as advisors and affects their learning and development: if the time is spent
tutors (Brophy, 2005). Self-learning behavior increases on things related to their field of study, academic outcomes
students’ need for information and enhances their will be improved. In general, learners are happy to meet
researching habits; this means the information provided by and talk with instructors outside the class to ask questions
the library may not be adequate. Thus, one duty of li- they fail to understand, since it is leisure time that will not
brarians is to consider broader uses of external information impinge on others’ learning. They can also acquire knowl-
sources by means of cooperation with libraries in other edge in the library. The study by Liangjindathavorn (1997)
universities, or by locating other existing and available in- showed that students’ library use correlated with learning
formation sources, and then managing the acquired sources achievement. Students who study and research by them-
effectively for the benefits of instruction (Goodall & selves in the library and who are capable of appropriately
Brophy, 1997). Additionally, information services in the li- using different services for their learning have been found
brary are also important. Librarians should improve existing to be able to manage their learning effectively, and usually
services in order to best respond to students’ self-learning. show good academic records. Therefore, university li-
For example, the service time can be extended to facilitate braries are important learning resources whose role in
learners, and various models of service can be incorporated helping to intensively develop students’ learning should be
that underscore both individuals’ and group’s needs. The promoted. The library’s working system should be adjusted
library’s atmosphere can be improved to support self- in order to respond to the university’s instructional
96 K. Tuamsuk et al.

requirement that accentuates learners as the center of consultant model determines how librarians’ roles are
learning, and to its policy of preparing graduates with principally in teaching and researching. Librarians form a
learning skills and the capacity for life-long self-learning partnership with instructors to support the teaching and
(Tuamsuk, 2004). searching of research information.
A university library is of interest to administrative aca- Most Thai university library management is centralized
demics, since it is a large and important organization with in order to economize budget, manpower, and time.
an impact on the university’s achievements. In literature Administrative structure is hierarchical, and divided into
related to the history of library administration, there were different sections. A number of libraries have adopted
several attempts to propose different models for library modern administration to streamline operational effi-
management. With the increasing size of libraries, the need ciency; for example, total quality management (TQM),
for an official structure for control efficiency has become benchmarking, strategic management, or a balanced
more obvious. Library hierarchical structure and scientific scorecard. In addition, modern library management has to
management are often found, in which two sections are facilitate common purposes and systematic thinking to
generally structured: the technical section and the service enable personnel to initiate rather than follow suit; for
section (and, in some cases, the administrative section) instance, in planning or in setting targets together
(Lynch, 1988). Sub-sectioning is based on the principle of (Boonyakanchana, 1998). Based on the needs of universities
operational clarity in each section. Personnel are placed to to become a global leader or prototype of learning orga-
perform regular duties in each section. Although a link nizations, structuralizing the university library must be
exists between each section according to the necessity for appropriate and in accordance with institutional imple-
cooperation, cross-sectional operations are few, partly due mentation policies in order to enhance and support rapid
to the number of orders and regulations within a library. institutional development in terms of quality, efficiency,
Hummel (1987) noted that officially regulated administra- and competitive competence (Poomvises, 2000).
tion not only has an effect on the conceptualization and Watson (2008) suggested that there are three areas of
implementation of people inside the organization, but also student support that benefit from taking an approach based
on the conceptualization and implementation of people on synthesis. The skills, attitudes, and behaviors of library
outside the organization. Therefore, the library’s image is staff are deeply affected by the technologies that we
one full of regulations and orders governing users. deploy and how we make them available, and also by the
Townley (1995) stated that although many university li- design and configuration of the environments in which they
braries accepted the reasons and necessities for alteration work. An approach based on synthesis which considers
of their management model to meet external environ- people, technology, and environments brings out synergies
mental changes e including users, institutional policies, between these areas of investment. For example, a strat-
and the use of technology in instruction e only a few li- egy of self-service can use the best technology available,
braries have changed their administrative structure. How- but it is unlikely to succeed without staff that embrace it or
ever, some university libraries have adopted a flat physical space that enables easily understood access to,
organizational structure, considering that the library pro- and use of, the facilities.
vides information services, and is under a condition where Furthermore, with the increasing quantity of informa-
technology should be used and users should be primarily tion resources, the impact on library operations becomes
considered. Thus, the organizational structure should not obvious. The library is required to acquire more information
be divided, but each section should be linked together, resources to respond to users’ needs without considering
acting as part of another. Library administration is the resource quantity, since accuracy, completeness, and
emphasized on the library’s goals and objectives more than righteousness are more important. Therefore, modern li-
internal power and order. University libraries have applied braries must be well prepared in terms of strategies to
many modern organizational administration concepts, and accommodate changing information resources. Imple-
many examples of university library management models mentation of modern libraries needs to be more proactive,
have been proposed (Budd, 1998). One of these was the and their services need to be correlated to the instruction
team-based model, which is popular among large-sized li- of increasingly offered university programs. Acquisition and
braries with a complicated administrative structure and a provision of information resources in the library has shifted
number of library branches. A team-based administrative from ownership, to assistance, to access to required in-
structure is applied to reduce operational steps and to formation, and from the format of the information to the
enable an efficient response in a rapidly changing envi- content users require. Hence, the library is placing more
ronment. The information institutional model conceptual- importance on electronic media sources, since they can be
izes a library as a component of the information produced, disseminated, and retrieved rapidly without
environment of the whole related institution; that is to say, physical limitation. Users can benefit from the use of in-
the library has to cooperate with other institutional units formation within the library, and from any external infor-
whose duty it is to produce and provide information ser- mation sources (Stueart & Moran, 2007).
vices, e.g. university archives, educational technology Arko-Cobbah (2004) stated that the current shift of
centers, and computer centers. All such units are to emphasis away from conventional teaching toward other
respond to the institution’s information policy. The third learning strategies e especially student-centered learning
concept is an unbounded model, which still places impor- e has increased the importance of libraries to their parent
tance on the traditional collection of information resources institutions. Librarians are expected to play various roles in
in the library, though integrated with other channels of furthering the aims of student-centered learning. For
information services for users. The education/research example, playing a role in the provision of information
A university library management model 97

becomes more crucial, as it is bound to provide these re- were collected by means of in-depth interviewing, and
sources to faculties and students at locations other than the the answers were analyzed and synthesized by the
library building. The library needs to carefully select and descriptive method; 2) the librarian group e a quanti-
organize collections in all formats, network information tative approach was applied to 79 librarians at the four
resources, and then make them available in order to aid universities. A questionnaire was used as a survey
self-paced learning programs. The library is also expected research tool to collect the data. 75 questionnaires were
to provide the necessary infrastructure to support instruc- returned (94.94%), and the data were computed into
tion for all types of users, so as to enable them to meet percentages, averages, and Chi-square.
their information needs. Another role is to foster partner- Phase 3: The development and proposal of the univer-
ships and collaboration with personnel from other de- sity library management model to support students’
partments within the institutional set-up. Librarians must learning. The results from Phase 1 and Phase 2 were
forge partnerships with teachers and faculty on all levels of developed into the model for university library man-
education to bring about curricular restructuring and dy- agement. The model was confirmed by means of quan-
namic learning environments for students in the informa- titative and qualitative methods. The sample groups
tion age. The role of librarians will not only be limited to were selected from a number of library management
giving bibliographic instructions, but they will also be specialists, educators in the field of library and infor-
members of the team, along with faculty members and mation sciences, and librarians responsible for services
computer staff, who design networked course materials in university libraries. The data were collected through
customized to serve individual student interests. interviews and survey forms. An index of consistency was
Since instructors take a prominent role in determining derived from the data analysis.
course content, activities, and teaching processes, coop-
eration between instructors and librarians in developing the
library as a learning support source is a necessity. Besides
this, library or institutional administrators take major roles
Conclusion
in supporting the library to truly operate according to the
needs of supporting students’ learning at the institution. Opinions of administrators, instructors, and
This research is therefore aimed at studying the roles of librarians
teachers, library and university administrators, and librar-
ians, all of whom play a major part in piloting a good Policy concept
learners’ supporting library model. The investigated In terms of the policy concept of supporting the library’s
research issues comprised library management policies and role in developing students’ learning processes, the ad-
concepts in students’ learning support, including learning ministrators believed that the university should have a
resources and media, services and activities, physical policy to enhance students’ learning processes. Instructors
environment that facilitates learning, and librarians and should integrate learning processes into their instruction.
information professionals. The library should be developed until it is able to support
such instruction by improving the infrastructure e including
information technology, networking, e-learning, e-library,
Research methodology and library staff development e in order to be able to
provide services that promote learning. The library orga-
A mixed method was applied, including qualitative and nizational structure should be adjusted, with an emphasis
quantitative approaches. The research unit included li- on management efficiency. The organization should be flat,
braries in four large public and autonomous universities in and management stages reduced. Team-based operations
the northeast of Thailand, which had been purposively should be adopted in which achievement is underscored on
selected as representatives of university libraries. The the outcomes that reflect the university’s targets. The
research was conducted in three phases: library’s roles should be shifted from technical-oriented to
service-oriented ones.
Phase 1: A study of the need for library services to
support learning. The study was conducted quantita- Learning resources
tively on the sample group taken from the four univer- In terms of learning resources, the administrators thought
sities, which comprised 1136 instructors. A questionnaire they should be in accordance with the instruction that users
was used as a survey tool to collect data. 914 ques- are the first priority. Librarians should work with instructors
tionnaire forms were returned (80.46%), and the data to provide learning media appropriate to the curricula. The
were analyzed into percentages, averages, and Chi- library should be informed of all the programs offered in
square. the university, and should analyze how far the existing
Phase 2: A study of the knowledge and understanding of learning resources respond to the institution and users. The
the library’s roles, policy concept, and problems and library should take another role in developing and produc-
obstacles in managing and providing university library ing digital learning media. The learning resources should be
services that promote students’ learning. The study was compiled on the Internet by means of a web portal, which
divided into two parts: 1) the administrator groups e can be categorized into disciplinary areas of the university
qualitative research was applied to university adminis- so that users can have easy access to online information. In
trators responsible for library management and univer- general, the instructors and librarians want the library to
sity library directors at the four universities. The data acquire learning resources as required by the university’s
98 K. Tuamsuk et al.

curricula and subjects (73.10% and 92.00% respectively); to (75.00%, 93.30%); provide modern teaching media and
provide databases that match the content of some subjects equipment appropriate for self-learning and instruction in
(72.30%, 85.30%); to provide learning resources from other the library (65.80%, 70.70%); and provide a space or room at
sources that are in concordance with the curricula and the library that facilitates the teaching of various styles
subjects (71.70%, 82.70%); to produce knowledge bases (60.20%, 57.30%).
that support the curricula and subjects, and compile these
on the computer network of the library or of the university Capacity and role
(68.50%, 81.40%); and to produce learning media that sup- In terms of opinions toward the capacity and role of in-
port self-learning (59.00%, 50.70%). formation professionals, the administrators thought that
besides knowledge in the field of library and information
Learning support services science, they should have knowledge on learner-centered
With regards to opinions on the learning support services, instruction, as well as on programs offered in the univer-
the administrators thought the library should take a more sity, in order to contact, assist, support, and cooperate
proactive role. This can be achieved by means of the with instructors to administer, give service, and manage
customer relationship management strategy, in which ser- information in each course. Therefore, university informa-
vices are provided for individuals or special groups. The tion professionals need a strong grasp of interpersonal
library must acquire instructors’ information and provide skills, information technology, knowledge of marketing,
services accordingly, in the same way as business organi- learning sources, and information retrieval. Information
zations serve their customers. Teaching and training on professionals with a lot of experience may require
self-learning skills or information literacy skills should be continuing education in a certain field to provide special-
given to students. Activities should be scheduled system- ized support to a particular group or field. In terms of li-
atically and continuously to promote student learning ac- brarians’ roles, the administrators believe that librarians
tivities in the library. Services should be provided to assist should be responsible for the entire process, not just spe-
instructors in their teaching and research, with disciplinary cific areas. Their work should be a complete cycle from
classification according to the university’s curricula and acquisition, organizing, services provided, and teaching
programs offered. The communication channels should be students and instructors to search and use appropriate in-
arranged so as to contact instructors and regularly inform formation. Most of the instructors and librarians believe
them of news, and to facilitate maximal access to infor- that information professionals should take a role in imple-
mation. In general, the instructors and librarians want the menting short-term training in information literacy or
library to involve in teaching and developing the students’ cooperating with instructors to teach information literacy
information literacy skills (78.12% and 85.33%); to organize topics in the course (61.00%, 77.40%); should introduce
the students’ learning promotion system and activities media or other learning sources relevant to course contents
regularly and continually (71.33% and 93.33%); to build a (56.90%, 82.70%); assist in or suggest information searches
communication system via several channels to provide in- for producing instructional materials in different courses
formation services to the users (68.05% and 69.33%); and to (56.50%, 66.60%); and advise instructors to prepare
provide in-depth services, emphasizing individual and group resources and learning media that exist in the library,
users according to their profiles and interests (57.22% and which are in line with the course content (49.90%, 57.30)
81.33%). (Table 1).

Physical environment
With reference to opinions on the physical environment Results of the model development
that supports learning, the administrators believed that the
surroundings and atmosphere of the university library can In developing and proposing a university library manage-
be designed based on the philosophy and concept of the ment model that supports student learning, the researchers
university. In some cases, the university library may pro- conducted an analysis and synthesis of the results of Phase
duce a more academic atmosphere through solemnity; 1 and Phase 2, and drew a conclusion, before drafting the
peace and quiet within the knowledge and information conceptual model of university library management ac-
resource surroundings is a target. At the same time, present cording to the research conceptual framework. The quan-
learning and researching does not require one to visit the titative data derived from analyzing the opinions of the
library, since modern information technology enables us to instructors and librarians were considered when the scores
simply search and gain access to knowledge in the blink of were at a high level of above 70 per cent, or when they had
an eye. Thus, many university libraries cannot avoid an average raw score of over 3.50 (from the full score of 4).
modernity and high-capacity information technology. For The qualitative data from the interviews with administra-
example, there are service zones incorporated into the li- tors were classified into categories, which, seen as they
brary, such as the learning common zone and the infor- were opinions of most administrators, might match the
mation common zone, which attract instructors and quantitative data results or make an important set of
students to use the library in a modern technological at- additional data. The data from the two sets were classified
mosphere that facilitates informal learning. Most of the appropriately in new groups based on academic viewpoints.
instructors and librarians want the library to provide com- Finally, the model of university library management for
puters for searching information both in the library and students’ learning support was drafted. Following this
outside (77.90% and 93.30% respectively); produce multiple stage, the drafted model was assessed by 15 specialists;
and efficient information retrieval tools and equipment then the results were analyzed by finding the index of
A university library management model 99

Table 1 Opinions of instructors and librarians on the roles of university library for students’ learning support.
University library management model for student’s learning support Instructors Librarians
N Z 914 N Z 75
1 Learning resources
1.2 Preparation of the existing learning resources to support student’s learning 668 (73.10%) 69 (92.00%)
in accordance with the university curricula and courses instructions.
1.1 Acquisition of the external learning resources in accordance with the 655 (71.70%) 62 (82.70%)
university curricula and courses instructions.
1.3 Development of the knowledge-based digital library for learning and 626 (68.50%) 61 (81.40%)
teaching supports, especially the knowledge of university academic and
research publications.
1.4 Development of the local databases in various subjects relating the courses 661 (72.30%) 64 (85.30%)
offering in the university.
1.5 Development of the courseware/learning media for students’ self-learning 540 (59.00%) 38 (50.70%)
support.
1.6 Others (please specify) 6 (0.70%) 2 (2.67%)

2 Learning support services

2.1 Involving in teaching and developing of self-learning skills or information 714 (78.12%) 64 (85.33%)
literacy skills for students.
2.2 Organizing of the students’ learning promotion system and activities regularly 652 (71.33%) 70 (93.33%)
and continually, and correlate to contents or academically interesting issues
and social changes.
2.3 Providing the in-depth services, emphasizing individual and group users 523 (57.22%) 61 (81.33%)
according to their profiles and interests.
2.4 Building a communication system between the library and the users via several 622 (68.05%) 52 (69.33%)
channels to provide regular information or warning, facilitating access and
perception of information among faculty staff and students.
2.5 Providing the research support services to enhance instruction at graduate 504 (55.14%) 56 (74.67%)
education levels and to develop research skills and learning at these levels,
especially if the library is under the research-based university.
2.6 Others (please specify) 2 (0.22%) 2 (2.67%)

3 Learning environments and infrastructure

3.1 Provision of space or room at the library that facilitates the learning and 550 (60.20%) 43 (57.30%)
teaching of various styles.
3.2 Provision of modern teaching media and equipment appropriate for 601 (65.80%) 53 (70.70%)
self-learning and instruction in the library.
3.3 Provision of high-capacity information technology to facilitate the use of 712 (77.90%) 70 (93.30%)
and access to information both within and outside the library.
3.4 Provision of multi and efficient information retrieval tools and equipment 685 (75.00%) (70 (93.30%)
to facilitate information seeking and acquiring of the users
3.5 Others (please specify) 4 (0.40%) 2 (2.67%)

4 Librarian and information professional roles

4.1 Collaborations with the faculty staff on course planning to incorporate the 256 (28.00%) 33 (44.00%)
library roles in the course teaching and learning.
4.2 Advise the faculty staff and students on the course teaching and learning 456 (49.90%) 43 (57.30%)
processes which relating to the uses of library for enhancing the students’
learning outcomes.
4.3 Facilitating and suggesting learning resources and media that are in line 520 (56.90%) 62 (82.70%)
with different programs and subjects of the university.
4.4 Assisting and recommending instructors and students in specific 516 (56.50%) 50 (66.60%)
researching areas.
4.2 Implementing short-term training in information literacy or cooperating 558 (61.00%) 58 (77.40%)
with instructors to teach information literacy topics in the courses.
4.6 Others (please specify) 5 (0.50%) 3 (4.00%)
100 K. Tuamsuk et al.

consistency (IOC). The evaluation criterion stipulated by steps, and which is able to respond quickly to changes
researchers was an IOC value of 0.8 and over. We thus ob- to university policies and users’ needs. For instance,
tained the University Library Management Model for Stu- the following approaches can be adopted, namely,
dents’ Learning Support, with five components (Fig. 1) as team-based, service-oriented, cross-functional, or
follows: result-based operations that provide services that
enhance learners’ learning and support instructors’
The management policy and system student-centered approach.
(7) University libraries should have a structural mechanism
(1) Universities should have a teaching and learning policy and/or system in which the university community can
that enhances students’ learning, and which is the vision the roles and importance of the library in supporting
mechanism behind the building of graduates’ qualities, teaching and learning. This should clearly emphasize
so that they will be equipped with the skills for self- students’ learning, and be as well accepted as other
learning and life-long learning. supporting units in the university, such as the teaching and
(2) Universities should have a policy for the use of teaching learning support unit, the information technology support
techniques in different courses where students’ unit, or the student development unit.
learning is enhanced. (8) University libraries should have a system and mecha-
(3) Universities should have a policy to enforce the use of nism to promote and equip librarians and their teams
the university library as the main learning source for with knowledge and competence, and which prepares
university learners. them to enhance student learning.
(4) University libraries should have a target and strategy to
provide services that clearly and concretely support
students’ learning, both for the short-term and in the Learning resources
long run.
(5) University libraries’ physical infrastructures should be (1) The provision of learning resources must be in accor-
developed alongside information technology that fa- dance with instructions, and be principally based on the
cilitates students’ self-learning. consideration of users. Librarians must work with in-
(6) University libraries’ management should be adjusted so structors to acquire learning resources in concordance
that it becomes more flexible, with fewer operational with curricula. This may be done by surveying

Figure 1 University library management model for students’ learning support.

A university library management model 101

instructors’ needs, or by considering the list of text- socialization, and joining learning activities. The area
books in the teaching plan of each subject. can be designed as a newspaper/magazine/comic
(2) Different formats of learning resources are provided, corner, a coffee corner, a garden corner, an exhibition
including printed media, electronics media, and digital corner, a public relation corner, or ‘edutainment’.
media, with ease of access to the contents that are in (2) Information common zone: This zone is provided as a
concordance with subjects, and available channels of service area equipped with modern information tech-
access both inside and outside the library. nology that enables users to have access to multiple
(3) Knowledge bases are developed in the digital library knowledge sources. The use of information technology
that compiles learning resources supporting university itself gives freedom to users in their learning acquisition.
curricular instruction, especially the learning resources The major technology that composes this service is a high
that are academic work, research, or institutional potential one that enables users to use the Internet via a
repository. wireless network with modern computer software and
(4) Learning resources on the Internet are compiled sys- hardware. Users will have access to both internal and
tematically through a web portal that can be divided external library information sources. Services for the
into different fields offered in the university, so that retrieval of materials, answering of questions, and
users can have greater access to worldwide information. teaching or supervising the use of technological devices
and equipment are incorporated around the clock.
Learning support services (3) Academic zone: The objective of this zone is to offer an
area for searching for academic and research informa-
(1) Teaching and developing self-learning skills or infor- tion, with an emphasis on the ampleness of such infor-
mation literacy skills is provided for students system- mation resources’ concordance with university curricula
atically, with an emphasis on the development of self- and programs. Resources with an academic atmosphere
learning processes. are provided to facilitate learning. The major compo-
(2) The system and activities that promote students’ nents in the zone may include question answering ser-
learning are concrete, organized continually, and vice, searching assistance, research support, reference
correlate to contents or academically interesting issues compilation, a space or corner to situate individual and
and social changes. The library should be dynamic and group researching tools, or a space or room for different
hold activities that continuously motivate students to group sizes for lecturing or discussion.
learn.
(3) In-depth services are provided, emphasizing individual
and group users. Customer relation techniques can be Information professionals
applied to get to know users, and to build incentives, The information professional component is divided into two
impressions, and confidence toward the services among parts: the required competencies and operational roles.
users. Profiles of individual instructor users should be The required competencies of information professionals
made in order to interrelate each instructor’s interests, working in university libraries include:
expertise, and subjects they are responsible for.
(4) A communication system consisting of several channels (1) Information literacy competency e with an aim to
should be built between the library and users to provide enable students to efficiently develop their own
regular information or warning, and to facilitate access learning skills by means of multiple learning sources;
and perception of information among instructors. A (2) Teaching support competency e with an aim to instill
question answering service or service for external re- knowledge and understanding of instructional pro-
quirements should be provided in order to extend the cesses that promote learning among students, espe-
library to the university community. cially on the part of information professionals to
(5) Research support services should be provided to support teachers in this respect;
enhance instruction, and to develop research skills and (3) Competency in the understanding of university educa-
learning at graduate levels, especially if the library is tional programs, including the aim of learning process
within a research-based university. For instance, advi- development stated in the curriculum of each subject;
sory services can be offered on research methods and (4) Competency in the understanding of university exper-
techniques, research analysis and synthesis methods, tise and specialties e requiring support from the library
use of programs to write references, statistical data in the form of in-depth services, especially in the
analysis, research report writing, and academic article research areas continuously conducted, or in programs
writing. offered at graduate levels.

The operational roles to be taken by information pro-

Learning environments fessionals to promote students’ learning include:
The learning environment should consist of three
components: (5) Instructor roles e information professionals should be
competent in implementing short-term training in the
(1) Learning common zone: The objectives of the learning library by cooperating with instructors to teach certain
common zone are to provide a learning area with an topics, or offer some courses with related fields or
atmosphere that attracts instructors and students university units. Then the curriculum can be produced
to use the library for information, entertainment, online or on the university’s e-learning component;
102 K. Tuamsuk et al.

(6) Facilitator roles e information professionals should information professionals will be trained to acquire exper-
facilitate learning that is in line with the different tise in a certain field, and are therefore able to provide
programs and subjects of the university. The operation maximal services to users. For instance, some university
should be systematic, with collaboration from in- libraries in the United States have shifted to a flat organi-
structors, compilation that eases access, introduction zation structure after seeing that the library is a service
for usage through different channels, and continuous organization in which the use of technology is a must and
updates; users are a priority. Thus, organizational management
(7) Subject specialist roles e information professionals should be one that is not sectioned, but should have clear
should assist and recommend instructors and students independence, and interrelations of components that can
in specific researching areas. In this regard, they should be a part of the others. Library management gives greater
receive training in order to take on entire re- importance to the objectives and targets of the library than
sponsibilities. They must also possess an attitude that to power and control over organizational order (Budd, 2005;
all functions mean services: the library does not classify Townley, 1995).
information professionals to be working only on one With respect to physical environment that enhances
area as they formerly were, e.g. procurement, learning, the findings show that the library formerly
sectioning analysis, resource inventory, services, etc. emphasized the physical environment only for academic
The content of services should be underscored. purposes. However, when the needs of users and human
learning behaviors change, the library needs to adjust the
internal environment in accordance with external situa-
Discussion tions. The results of the study are in line with the study by
Juceviciene and Tautkeviciene (2004), who investigated the
This research study proposes a university library manage- learning environment of the library as an educational
ment model that supports students’ learning. The model is environment of the university. Their study indicated that
comprised of five major components, namely, policy and students at all levels use the library to supplement their
management, learning resources, learning support services, education. Students utilize information and service re-
physical environment supporting learning, and information sources both in the forms of printed matters and digital
professionals. It has been shown that policy and manage- information, as well as face-to-face and virtual services.
ment is the primary component of the university library Besides this, the present users’ needs are not limited to
management model, since library operations are principally learning support only. If life-long learning is a policy, then a
under a university’s policies. If university and library ad- venue for serving informal learning and the use of infor-
ministrators see the vitality of the library as students’ mation resources should be provided so that the atmo-
learning support mechanism e and hence stipulate this as a sphere will be more relaxed, not tense as it used to be, in
major policy e instruction and library operations will follow order to attract more students. Fox and Stuart (2009) and
suit. Instructors will run their courses in such a way that Sinclair (2007) also proposed the concept called Common
promotes self-learning. The library itself will have to pro- 2.0, which consists of five components: 1) an open system e
vide efficient information resources, systems, and infor- the library is quiet and peaceful, suitable for individual
mation resource-retrieving tools and services that are in work and encouraging of learning, but at the same time
line with users’ needs in order to facilitate maximal access allowing users to exchange opinions; 2) a free system e
to information. The belief that policy and management students are able to bring their laptops to the library and
systems governing university libraries is vital correlates to use a free network in order to retrieve information inside
Punpruk’s (2004) work on student-centered instructional and outside the library; 3) a comfortable place e the library
approaches under institutional indicators for the develop- arranges learning zones according to learners’ categories
ment of thinking and knowledge-building capacities. The and learning styles. A place for common learning is pro-
study revealed that a factor involving administrators leads vided for teachers, students, and people in general. The
to instructional success in which students are centered, as design and arrangements of desks, chairs, and furniture e
stated in the institutional indicators. The success of as well as the lighting system e offers comfort and conve-
student-centered instruction according to institutional in- nience for use; 4) an inspiring place e the positioning and
dicators necessitates the vision and leadership of adminis- design of tools and equipment must be appropriate for use,
trators, especially those with academic responsibilities. yet also beautiful, elaborate, and creative in order to
The success also depends on a participatory style of inspire students and other users to learn; 5) practicality e
administration and student-centered instruction. This the library should provide areas for students to learn, as
notion correlates to the study of Pakawatchai (2004), who explained in various learning theories, e.g. constructivist
found that determined, devoted administrators, who are theory. Thus, the library should support circular and
aware of learner-centered teaching and who are keen to informal learning through the provision of services, sup-
attain academic leadership, often drive the institution to plementary equipment for students’ work including
successful reform. The library necessitates managerial al- Internet connection accessories, advice for library usage,
terations so that it becomes more effective and stream- information technology and communication for knowledge
lined, with unnecessary steps reduced and hence more research, and information technology assistance.
rapid services. The system in which service expertise is The capacities of information professionals have to be
adopted is incorporated whereby an information profes- strengthened. Besides their knowledge in library and in-
sional can cope with all functions in the library, and is able formation sciences, they have to be trained in the
to take responsibility in a specific field. In this way, teaching of information literacy to students. Information
A university library management model 103

professionals need to know and understand the academic exhibit a clear role in learning support with broadly
directions and specific expertise of their university in order recognized operational plans among curricular administra-
to locate the true needs of users; they can then prepare tors, instructors, and students. The work of the library in
and provide information resources accordingly. This corre- this respect has to be monitored and evaluated intensively
lates to the study by Tanloet and Tuamsuk (2011) on the and concretely, and considered as part of the library’s
core competencies of information professionals in the next achievement indicators.
decade (2010e2019). Information professionals in the next
decade need to be capable in terms of basic knowledge in
information sources, knowledge and information manage- Implementation recommendations
ment, information services, organizational management,
research and user study, and continuing education and life- The research findings reflect major components in man-
long learning. A study by Khoo (n.d.) also looks into this; agement and operations that will compel the library to
skills in teaching, training, and giving advice are necessary support the learning of learners. There are many aspects
for the new generation of information professionals. from which the library can select strategies for the
Therefore, information professionals working in a university improvement of work that encourages learning, which
library where students’ learning is emphasized in order to should also be appropriate to the strengths and weak-
respond to a national education reform policy need to be nesses of each library. Programs that should be imple-
educated in any field they are lacking in, so that they can mented include: 1) the development of information
effectively support student learning. professionals so that they have knowledge and under-
standing of the learner-centered approach. Specifically,
they should understand which learning activities relate to
Recommendations the library’s roles, be able to read teaching plans, and
analyze how much an instructor’s expectation for learning
The research findings lead to the recommendation that involves the library; 2) the learning resources in the li-
university library management in Thailand should aim to brary should be improved and developed into a new style,
change their roles in accordance with the university’s vision new collections should be provided or new webs formed,
so as to enhance student-centered learning and life-long so that instructors and students can see how much and
learning strategies. how far the library is prepared to support learning; 3)
service packages that enhance learning are continuously
Policy for the university advertised. Libraries must see the importance of
conscious building, perception, and acceptance of new
The research findings indicate that the university’s setting things among the university’s people, and not only support
of graduates’ abilities in terms of the skill of life-long the previous concept which saw learning as a routine
learning should be linked with the library’s mission. The operation.
university should have a mechanism and system to transfer
the policy to the library, and the library in turn should Appendix 1
104 K. Tuamsuk et al.

Appendix 2
A university library management model 105

Appendix 3
106 K. Tuamsuk et al.
A university library management model 107

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