Collaborative design: a learner‐centered library planning approach

Abstract

Purpose -Information commons were introduced into libraries in the early 1990s. Now universities are building library learning commons and campus learning spaces. This paper sets out to present a participatory library (re)design approach for collaborative planning "for and with" faculty teachers, student learners, and campus stakeholders. Design/methodology/approach -Collaborative design (co-design) employs user-centric investigations to produce products, applications, and environments aimed at advancing learning, sustaining communication, and building relationships. Examples from California Polytechnic State University and San José State University in California, USA, suggest the efficacy of this inclusive, learner-centered (re)design approach for library facilities, services, and systems. Findings -Inviting and enabling user input from the start offers a fruitful planning approach in which campus librarians, stakeholders, and beneficiaries "learn their way" to appropriate library (re)design decisions. Also, user involvement in information gathering and interpretation activities initiates the interactive relationships necessary for continuous improvement. Practical implications -Collaborative design (co-design) yields sustained interaction with user beneficiaries and campus stakeholders. It changes how library staff members think and what they think about, concurrent with enhancing libraries' appeal and value. Originality/value -In development since 2002, the highly participatory design approach reflects theoretical and applied insights from researchers in Europe, Australia, and North America who have worked with US library practitioners to develop user-centric processes for advancing organizational learning and enhancing user efficacy. Its practical application to planning for library learning commons and learning spaces contributes to the small but important literature on user-centered library (re)design.

Learning space preferences of higher education students

“…Somerville and Collins [43] endorsed the importance of comfortable, reconfigurable furniture in a functional, inspiring space. Jamieson's [39] aesthetic aspects concerned interior design elements, such as color schemes, quality and type of floor coverings, and decorative features.…”

“…Layout also refers to how the physical environment facilitates students to move through and between study areas and to work within an area, either individually or with others. Several studies [3,41,43] noticed the relevance of the spatial layout in relation to students' learning. Sommerville and Collins [43] found that students prefer open, unconfined learning environments.…”

“…Several studies [3,41,43] noticed the relevance of the spatial layout in relation to students' learning. Sommerville and Collins [43] found that students prefer open, unconfined learning environments. According to Yang et al [3], students' appraisal heavily relies on spatial attributes, especially visibility, ICT facilities, and other facilities that are provided.…”

A user‐centered and evidence‐based approach for digital library projects

“…Valley (Somerville and Nino, 2007;Somerville and Collins, 2008). First, arguments for adoption recognize that library workplace decisions must increasing depend on user-produced evidence t guide the identification of library priorities, the evaluation of library services, and the design of library systems.…”

User Centric Design of Library Systems and Services in the Changing IT Era: An Overview

“…Whereas, Learner-centered and highly interactive, collaborative design is both a philosophy and a process in which the needs, wants and limitations of end users play a central role at each stage of the design process. (Somerville and Collins, 2008).…”