Where do we grow from here? Assessing the perceived impact of a digital media commons on student success Armondo R. Collins and Kathryn Crowe University Libraries, University of North Carolina at Greensboro, Greensboro, North Carolina, USA Abstract Purpose – The project was conducted to learn how the services of the digital media commons (DMC) impact and support student success. Data were collected to learn how faculty perceive the instructional support program, how patrons perceive the quality of the services and how students use the services, technology and the space that the DMC occupies. The results will be used to improve services and instruction and to inform the future direction of our instruction support service post-COVID-19. Design/methodology/approach – The project included three phases. First, a survey was sent to faculty who had brought their class for an instruction session to gain input on how they perceived the impact of the instruction and follow-up services on the quality of media projects. The second phase was a customer service survey implemented in the area to learn how patrons used the spaces and technology, what types of projects they completed in the DMC and their satisfaction with the assistance they received. The third phase employed student focus groups that followed up on the information from the survey to pinpoint how students perceive that the DMC impacts their academic success. Findings – The data gained from the research indicated that (1) the teaching program provides important instruction for media projects, (2) the DMC provides important services and technology that contribute to student success and (3) The DMC space is an important destination for students as a learning space. Research limitations/implications – The scope of this case study is limited by the size of sample groups surveyed and the presumed veracity of their responses. The implications of our results do, however, align with reported trends experienced by peer institutions. Practical implications – This case study can be used by colleagues from other university’s and learning environments to improve their space and instructional support offerings. Social implications – Digital learning and work environments are increasing across the country due to society’s demand for multimedia literacy instruction and technical support. This research will serve as a reference point for institutions starting and/or assessing the direct impact of digital spaces on student success and learning outcomes. Originality/value – Although there are many studies on the impact of academic libraries’ services, space and resources on student success, few specifically address the contributions of academic library digital media services on student achievement. This project fills that gap and will serve as a model for future research. Keywords Digital media, Multimedia, Assessment, Academic libraries, Student success Paper type Case study Introduction As Eric Johnson expressed in his chapter, “The Right Place at the Right Time: Creative Spaces,” (Johnson, 2017) libraries have historically provided a variety of creative spaces. With the rise in less expensive recording software and 3D printing in recent years, libraries across the country have added a variety of services including makerspaces and digital production studios. And, these resources are necessary in order to provide students training in the 21st century skills they need for success both in the classroom and in their careers. These services also support the Association of College and Research Libraries’ (ACRL) information literacy framework which encourages librarians to focus on information as a creative process as well as discovery (ACRL, 2015). The University of North Carolina Greensboro University Libraries recognized this need and established the digital media commons (DMC) in 2012. The perceived impact of DMC The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/1467-8047.htm Received 16 September 2020 Revised 24 July 2021 13 September 2021 28 September 2021 Accepted 29 September 2021 Performance Measurement and Metrics © Emerald Publishing Limited 1467-8047 DOI 10.1108/PMM-09-2020-0049