Week10(extra credit) – Public Space Observation – WU JIACHEN

 Over the course of two weeks, I conducted an observation of the university library’s self-study area. I recorded student behavior related to seat choice, interaction levels, time usage, and noise control. These observations were compiled into notes and behavioral maps to support basic analysis. Through this process, I developed a better understanding of how physical environment, group presence, and implicit norms affect individual conduct in learning-oriented public spaces. I also applied Edward T. Hall’s theory of proxemics and Goffman’s concept of “presentation of self” to interpret how students balance focus, presence, and social signaling. The process revealed the subtle choreography of social life in seemingly quiet and neutral spaces.

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Summary

This observation of the library self-study area revealed that students exhibit a high level of self-regulation and spatial awareness in their learning behaviors. Most students arrive individually and prefer isolated or edge seating, avoiding the center of the room unless space is limited. When seated in proximity to others, there is a noticeable effort to minimize distractions—such as silencing devices, reducing movement, and avoiding eye contact. Conversations are rare and typically whispered or moved outside the room.

From a theoretical perspective, these behaviors align with Hall’s notion of “personal space zones” and Goffman’s idea of the “front stage.” The self-study area becomes a performative space where students enact roles of the “focused learner,” marked by quiet discipline and task-oriented presence. These actions demonstrate how physical environments like libraries invite specific role expectations and constrain behavior to support collective functionality.

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Interesting Points

One of the most interesting findings was the invisible “sound etiquette” that students collectively enforce. Even though there are no staff actively monitoring the room, students instinctively lower their voices, control bodily noises (like zipping bags or moving chairs slowly), and express mild discomfort through glances when others are disruptive. This suggests a form of silent mutual governance, where social expectations replace formal regulation.

Another notable phenomenon is the strategic seat selection. Even when multiple seats are available, students rarely sit directly next to others unless necessary. This creates a pattern of “chessboard occupancy,” where students maximize spatial distance while still coexisting in the same room. It reflects a shared respect for concentration space and confirms the concept of “civil inattention” proposed by Goffman—acknowledging others without direct engagement. This spatial negotiation in silence illustrates how people collaborate passively to maintain productive atmospheres in shared public spaces.