Libraries and Learning Resource Centres

Discourse, power, and resistance down under, 2017

This is a comparative study of learning spaces and visual messages for students placed on corridors' walls in two campuses of tertiary education situated in Australia and New Zealand. It critically examines the role of corridors as unstructured, transitional and influential learning spaces capable to enhance or hinder students' sense of belonging, engagement and interest in learning through the general discourse expressed on walls. It argues that students already perceive an emphasis on what is conveniently presented as marginal spaces and determined by institutional arrangements focused on discipline and control rather than students' engagement in learning and communities of research. Starting from a perspective that questions the idea that learning happens only in a classroom where an expert delivers education, while transitional spaces have the simple role to organise walking, explores the accepted distinc...

2017

p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; font: 10.0px Helvetica} This is a comparative study of learning spaces and visual messages for students placed on corridors' walls in two campuses of tertiary education situated in Australia and New Zealand. It critically examines the role of corridors as unstructured, transitional and influential learning spaces capable to enhance or hinder students' sense of belonging, engagement and interest in learning through the general discourse expressed on walls. It argues that students already perceive an emphasis on what is conveniently presented as marginal spaces and determined by institutional arrangements focused on discipline and control rather than students' engagement in learning and communities of research. Starting from a perspective that questions the idea that learning happens only in a classroom where an expert delivers education, while transitional spaces have the simple role to organise walking, explores the accepted distinc...

"The paper examines the relationship between space and learning in university context. The research questions are focused on identifying and characterizing the spatial properties of the university learning settings, which support and facilitate the generation, sharing and acquisition of knowledge. These interactions rely on a social and informational framework, which is expressed differently in every setting. It aims at identifying urban and architectural settings that host knowledge acquisition and or transmission. It will offer a tool to create or modify a setting that facilitates predetermined experiences and interactions. This tool also enables the creation of an urban/architecture system, creating a new sense of continuous learning place. It scopes several thematics: scale, learning mode, actors, interaction, environmental characteristics and morphology; aiming at a succinct and structured characterization of every type of space."

ALIA Annual Conference: Together we are stronger, Melbourne, Australia

Introduction: The paper reports on part of the findings of an evaluation study of spaces in Social Sciences and Humanities (SSHL), Biological Sciences (BSL) and Walter Harrison Law (WHLL) Libraries of the University of Queensland (UQ). The study was part of a major evaluation project which aimed to examine the quality and patterns of use of spaces in UQ libraries and propose a set of recommendations to be used for future improvements and decision-making. As SSHL is awaiting an upgrade to its exiting spaces, this part of the evaluation study focused on identifying the areas of weakness. The evaluation of BSL and WHLL considered the impacts of refurbished library spaces on students’ experiences. The findings related to these libraries were enlightening providing evidence for the link between students’ learning experiences and library spaces. The lessons learned from this part of the study informed recommendations for further improvements to SSHL spaces. Methods: An online survey, “Students’ Experiences and Perceptions of Library Physical Spaces”, was designed to collect data from students. The survey questions addressed topics including: (1) overall satisfaction with spaces in the UQ Libraries; (2) welcoming nature of the library entry; (3) lighting; (4) acoustics; (5) furniture; (6) wayfinding; and (7) preferences for different space types in the library. In the second section of the survey, students were asked to specify the library they frequent. According to their responses, students were directed to complete the relevant set of questions or terminate the survey. Results: Around 1505 students completed the survey, with 714 students answering the set of questions related to SSHL, followed by 420 and 100 students completing the survey sections related to BSL and WHLL, respectively. In addition, 1098 responses were recorded to the open-ended question which asked students to state other reasons which account for their visits to case study libraries, addressing features of physical spaces which influence their experiences. Quantitative and qualitative analysis of the survey data provided important insights into impacts of physical spaces on students’ library experiences and key design challenges and considerations. In particular, the data suggested that a key role of academic libraries still remains as to provide spaces for individual quiet study, with Studying Alone coming as the most important reason for which students visit one of the UQ library branches. Conclusions: The findings highlight the importance of individual study spaces and propose a number of design considerations in order to create functional and inspirational study spaces. The paper concludes with recommendations in relation to physical spaces design and management which may apply to libraries in different contexts. Relevance: Academic libraries are facing with the challenge to keep pace with changes in relation to students’ demographics, pedagogy and technology. In doing so, it is important to have an understanding of the evolving patterns of students’ learning behaviours, space uses and preferences. This brings to the fore the need for an ongoing evaluation of library spaces in order to identify weaknesses and strengths and inform future improvements and new developments.

A building space can play multiple roles within an education institution. New spaces are being designed and created with the hopes of fostering innovation, collaboration and creativity. The idea of developing such spaces can only be realised if there are sufficient resources but the fact is that many institutions simply will not have the resources to create such a change. Given that most universities have existing resources that were developed over the years, we propose a preliminary framework that can be used to evaluate existing learning spaces. The paper reports findings from a survey conducted with 2,842 students in a Singaporean university.

2017

Academic libraries, newly recreating themselves as centres for learning on campus, are providing expanded informal learning spaces for their students. We often judge the spaces as successful because students use them. But we do not know how students perceive these spaces as learning spaces. Students come to the library to conduct intentional or self-regulated learning. How do the spaces they use for learning activities support their learning? Do students just use the spaces because they have no choice, adapting their learning activity to their surroundings? These are some of the questions addressed by a study of student learning behaviours in informal learning spaces within an academic library. The study was conducted in early 2016. Students were interviewed regarding their perception of the spaces that they use, in relation to the learning activities they needed to undertake. The goal of the study was to determine the features in open learning spaces that assist students in their learning. This paper reviews the design of the particular academic library in the study, presenting an overview of the research and discussing preliminary results. The paper focuses on a discussion of the students' perceptions of the relationship between their learning and design of the spaces they use.

This paper identifies the design qualities of library spaces that matter the most for university students. Drawing upon the data from an online survey made available to students from the University of Queensland, Australia, a number of design-related considerations are examined including: acoustics, furniture, interior architecture, lighting, and thermal comfort. 1505 students completed the survey, which aimed to assess how effective and responsive library spaces are in meeting students' needs and supporting their learning experiences. The survey included 'Likert scale questions' requiring students to rate their levels of satisfaction with different aspects of library spaces and 'open-ended questions' asking students to elucidate their ratings. Findings revealed that the qualities of physical spaces were ranked as the third most significant category of reasons accounting for students' preference for certain library buildings over others, and for their frequency of visit (behind "location" of the library building and then "access to books and course-related materials or resources"). Design-related themes which emerged from qualitative analysis highlighted students' awareness of the impacts that the design of spaces and furniture can have on their learning experiences. The study concludes with recommendations informed by students' expectations, needs and preferences in relation to the qualities and features of library spaces.

Purpose – This paper aims to explore at Loughborough University (UK) how informal learning spaces (ILS) are used by students in the Library and elsewhere on campus. Focus includes learning activities undertaken by students, reasons why the ILS is chosen, suggestions on how they can be improved and how technologies are used. Comparison will be drawn between how students use Library ILS and other ILS. Design/methodology/approach – Case study based at Loughborough University and its Library. Semi-structured interviews were held with 265 students in various ILS spaces across campus. Findings – Similarities and differences are present in the way students use Library ILS compared with other ILS campus spaces. These include impact of campus geography and individual academic levels of students. Research limitations/implications – This is a single case study and the results can only relate to Loughborough University. There may be some lessons and themes that are relevant to other universities. The number of interviewees is relatively small. Practical implications – Highlights the need for cooperation between various university stakeholders to strategically and operationally manage different ILS on campus. Originality/value – This is one of the very few studies that investigate together the range of ILS including the Library in a comparative approach. Keywords University libraries, Case study, Informal learning spaces Paper type Research paper

Informal or semi-formal spaces on campuses can be discussed as vast subjects and domains of inclusive campus planning that lie unattended or get very little attention from access perspectives in our educational environments. Moreover such spaces provide an active academic environment and a vibrant campus social life. These are also spaces that remain potential nuclei for congregations, discussions and recreational activities making a campus a social microcosm in an urban context. Informal campus spaces as an approach in India. Universal design as a theory facilitates and empowers the processes of creating access beyond the common notion of barrier free environments and intending to create spaces that could be used by all with convenience including persons with disabilities (PwDs).

Compass: Journal of Learning and Teaching, 2012