Developing learning landscapes: academic libraries driving organisational change

Abstract

Purpose -The purpose of this paper is to discuss the reasons and drivers for academic libraries affecting university strategy with regards to shaping and developing learning spaces in response to changing pedagogic behaviours. Design/methodology/approach -A review of available literature within the context of academic libraries and their position to influence and lead institutional strategic change. This theory and practice is addressed and evidenced by four case studies of university libraries in the UK. Findings -Many UK academic libraries find themselves able to lead on and influence their institution's strategic direction with regards to teaching, learning and research. This is particularly the case in the design and development of learning spaces within the university. Academic libraries are in a unique position within a university with a view to observing student behaviours, being responsive to ever changing demands from academics and students, spotting trends and benchmarking against comparative institutions. These practices make it possible for academic libraries to advise, guide and lead on teaching and learning strategy and lead on learning spaces developments within their institutions. Practical implications -Academic libraries can use existing quality assurance, responsiveness and benchmarking frameworks to influence university strategy and decision making. Originality/value -This paper focuses on the concept of academic libraries influencing change, rather than responding to change, within their university. The case studies provide examples of where this has been the case, and suggest ways and frameworks which can be adopted by other academic libraries.

The Library Leading: Knowledge Management Supporting Community College Institutional Strategy

“…As far as the academic library's evolving role within its larger HE institution, Oliveira (2017) investigated the literature as it relates to libraries and student retention; however, these efforts did not extend much beyond the traditional library functions of instruction, collections, and reference. In the UK, four university libraries each influenced institutional strategies related to pedagogy and space (Appleton, Stevenson, & Boden, 2011). Other writing on the future of academic libraries did not stray far from libraries' conventional contribution areas related to student learning (Miller, 2014) or faculty research Kaufman (2007).…”

Academic Library’s Responses to the Emerging Trends in Higher Education

“…Considering the value of information commons in collaborative learning, faculties are also cooperating and collaborating with librarians in developing and using information commons 12. Evidences prove that through information commons the academic libraries are actively supporting online, hybrid and collaborative learning. For example, four university libraries in UK designed and developed learning spaces so as to support collaborative learning 13 . Talvé 14 reported that internationally the library has emerged as a facility inter-woven of digital, social and aesthetic values and has generated new loci for solitary and collective learning and interaction.…”

Re-defining the service experience: forging collaboration between librarians and students

“…Whereas the lecture theatre reflected the teacher-led and hierarchical nature of the transmission-style of teaching and learning (Hebdige in Chism, 2002), new flexibly designed teaching spaces allow students to engage in more active and social learning (eg. Appleton, Stevenson, & Boden, 2011;Lin, Chen, & Chang, 2010;Jamieson, Fisher, Gilding, Taylor, & Trevitt, 2000;Black & Roberts, 2007). The role of the teacher evolved from being the 'sage on the stage' to the 'guide by the side' (King, 1993;Sens, 2009).…”

“…This has been a key driver of many library redevelopments, reflected in many innovative projects documented in the literature (eg. Beard & Dale, 2010;Appleton et al, 2011;Kay, 2009;Black & Roberts, 2007). These projects typically focus on the outcomes in library teaching and learning spaces, such as open-space flexible group work, small-group intentional collaborative, individual silent study and formal teaching and learning (Beard & Dale, 2010).…”