Programming New Learning Spaces: The Changing Nature of Academic Library Buildings

2010 ◽  
pp. 85-94 ◽  
Author(s):  
H. Lea Wells ◽  
Jordan M. Scepanski
Keyword(s):  
Academic Library ◽  
Learning Spaces ◽  
New Learning ◽  
Library Buildings

Commons consent

2015 ◽  
Vol 36 (8/9) ◽  
pp. 570-583 ◽  
Author(s):  
Colin Storey
Keyword(s):  
Ad Hoc ◽  
Academic Library ◽  
Power Structures ◽  
Learning Spaces ◽  
Dynamic Learning ◽  
Content Type ◽  
Making Sense ◽  
Learning Commons ◽  
Prime Movers

Purpose – Constructing academic library learning spaces involves ad hoc groups of agents often with fuzzy inter-relationships. Librarians and their user communities are initially hailed within these groups as prime-movers in realizing projects. Librarians bring to the table contagious ideas generated from their own profession in the hope of securing appropriate funding and planning pre-requisites. All other agents, be they internal community representatives or external architects, assist them in making sense of each other’s standpoints to co-create dynamic learning spaces in “commons consent”. The paper aims to discuss these issues. Design/methodology/approach – Using the community culture in The Chinese University of Hong Kong as existed in 2012 as a case study, this paper examines the reality of this process in terms of a new library for learning, teaching and research. Findings – Can librarians hold sway over the priorities of other individual agents, particularly architects, to gain consent to build their initial concept of the commons which they are vigorously promoting as professionally valid and educationally potent? In the co-creation of a building, individual preferences and organizational power structures in ad hoc groups drawn from the university’s distinct cultural environment fuel compromise and even tension around the librarians’ and architects’ original visions. Research limitations/implications – Many other case studies of library building learning commons projects would be useful to add to these findings in sensemaking, co-creation and community cultures. Practical implications – Assists library managers in their management of large buildings projects. Originality/value – An original case study of a major Asian academic library learning commons project which involves sensemaking, co-creation and community cultures ideas imported from construction science.

scholarly journals Teachers’ perception of technology integration in learning spaces

2019 ◽  
pp. PDF
Author(s):  
Anna Escofet ◽  
Begoña Gros ◽  
Marta López ◽  
Marta Marimon-Martí
Keyword(s):  
Technology Integration ◽  
Conceptual Design ◽  
Quantitative Study ◽  
Three Dimensions ◽  
Survey Method ◽  
Learning Spaces ◽  
Learning Space ◽  
Primary And Secondary Education ◽  
New Learning ◽  
Definition Of

La definición de las características de un espacio de aprendizaje nos sitúa frente a la existencia de tres dimensiones de análisis clave para su diseño conceptual: la dimensión ambiental, la dimensión pedagógica y la dimensión digital (Bautista y Borges, 2013). El artículo muestra los resultados de una investigación que tiene por objetivo analizar los conocimientos, preferencias, percepciones y necesidades del profesorado respecto a la configuración del aula como espacio de aprendizaje, concretamente en relación a la dimensión digital. Para ello se realizó un estudio cuantitativo mediante el método de encuesta a una muestra de 847 docentes de educación infantil, primaria y secundaria. Los resultados obtenidos muestran que los docentes perciben que la dimensión digital debería ser uno de los elementos clave para plantear nuevos espacios de aprendizaje en las escuelas. The definition of the characteristics of a learning space places us before the existence of three dimensions of key analysis for its conceptual design, the environmental dimension, the pedagogical dimension and the digital dimension (Bautista and Borges, 2013). The article shows the results of a research that aims to know the knowledge, preferences, perceptions and needs of teachers regarding the configuration of the classroom as a learning space, specifically in relation to the digital dimension. To do this, a quantitative study was carried out using the survey method of a sample of 847 preschool, primary and secondary education teachers. The results obtained show that teachers identify the digital dimension and consider that this should be one of the key elements to propose new learning spaces in schools.

scholarly journals Beyond books: the concept of the academic library as learning space

2016 ◽  
Vol 117 (5/6) ◽  
pp. 308-320 ◽  
Author(s):  
Lee Fallin
Keyword(s):  
Academic Libraries ◽  
Academic Library ◽  
User Engagement ◽  
Learning Spaces ◽  
Learning Space ◽  
Content Type ◽  
Spatial Approach ◽  
Wide Range ◽  
Conceptual Paper

Purpose The paper aims to explore the issues surrounding the user conceptualisation of academic libraries. The paper will solidify the role of academic libraries as learning spaces and problematise how libraries are conceptualised by users. Design/methodology/approach The paper is a literature-based conceptual paper and draws on a wide range of literature to challenge the concept of academic libraries and presents how they are becoming reframed as different spaces. Findings The paper argues that the concept of a library is at risk. While libraries have undergone substantial changes, the concept of a library has lingered. This paper demonstrated that libraries need to proactively engage users in this debate. Originality/value The spatial approach taken by this paper demonstrates the complicity behind the user conceptualisation of libraries. Developing an understanding of this process is an important foundation for libraries to develop their user engagement.

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