Learning Spaces in Academic Libraries – A Review of the Evolving Trends

Turner, Arlee; Welch, Bernadette; Reynolds, Sue

doi:10.1080/00048623.2013.857383

Cited by 62 publications

(38 citation statements)

References 16 publications

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“…The wonderful thing about maker spaces, 3D printers, and similar technologies is that they can be low on cost, create opportunities for interactions with technology, and allow anyone to become a maker, to look and potentially work with and solve real-life problems (Fisher, 2012). Creating maker spaces for patrons and students confirms the understanding that libraries exist to support the creation of knowledge and learning (Turner et al, 2013). Though reasonably new for librarians and their libraries, these learning spaces offer so many opportunities for patrons to grow, collaborate, learn, and explore.…”

Section: Resultsmentioning

confidence: 77%

Makers in the library: case studies of 3D printers and maker spaces in library settings

Moorefield‐Lang

2014

Library Hi Tech

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to describe the implementation of 3D printing and maker spaces in various library settings. Insights, challenges, successes, projects as well as recommendations will be shared. Commonalities across libraries 3D printing technologies and maker space learning areas will also explored. Design/methodology/approach -This paper delves into six case studies of librarians that have implemented 3D printers and/or maker spaces in their libraries. The case studies focus on libraries at three different levels: school, public, and higher education with two case studies from each type. The author of this paper will describe the cases, projects, challenges, successes, along with other aspects of 3D printer, and maker space integration. Findings -3D printing and maker spaces, while very popular in the field of librarianship can be incredibly exciting to implement but they come with challenges and successes just like any type of new technology. Librarians have to be fearless in implementing this technology, willing to learn on their feet, and be excited to explore. Originality/value -At this time most publications on 3D printing are held in the realm of popular publications (blogs, magazines, zines, etc.). Very little has been written on a wider range of case studies where 3D printers and maker spaces have been integrated into libraries of various types. This paper sets the foundation for further exploration in how 3D printing and maker spaces could be a part of library services.

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Section: Resultsmentioning

confidence: 77%

Makers in the library: case studies of 3D printers and maker spaces in library settings

Moorefield‐Lang

2014

Library Hi Tech

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“…The week 4 lecture provides an overview of trends in library space, including developments such as green building design (Loder, 2010) and multipurpose facilities (Stewart, 2011), as well as looking at changes in the conceptualization of library space, from information commons to learning, knowledge, and research commons (Browndorf, 2014;Carroll, 2011;Turner et al, 2013;Watson, 2010).…”

Section: Learning Resourcesmentioning

confidence: 99%

“…Readers interested in exploring the growing literature on the planning, design, development and assessment of library space can find fuller discussion in the recent book chapter by Diller (2017) or in the articles by Matthews and Walton (2014), Nitecki and Simpson (2016), and Turner et al (2013). (Corrall, 2017), the present much larger study adopted a longitudinal or "diachronic" collective (multiple) case study strategy because the instructor was interested in not only analyzing within and across the different student groups, but also exploring whether student approaches to designing and conducting a one-shot space assessment were changing over time (Thomas, 2016, p. 114).…”

Section: Introductionmentioning

confidence: 99%

Library space assessment methods: perspectives of new information professionals

Corrall

2018

Information and Learning Science

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Purpose -The research explores the emerging specialty of learning space assessment with a focus on how new information professionals represented by graduate students in an academic libraries course defined quality criteria for library spaces and how they approached designing and conducting a one-shot multi-site space assessment project. Design/methodology/approach -The instructor-investigator adopted a diachronic collective case study strategy, using documents generated by six cohorts over three academic years. The data included 180 online discussion posts, 97 individual site assessments, and 32 group project reports. Data were analyzed quantitatively and qualitatively to identify patterns and trends in student behaviour. Findings -The analysis revealed a strong trend among students for creating their own evaluation frameworks in preference to reusing existing professional tools in their current form; the proportion of students who either developed their own criteria or combined existing criteria in new ways shifted from 40 percent to 80 percent in three years. Their approaches demonstrated willingness and ability to engage in independent and creative thinking, and readiness to explore interdisciplinary and international perspectives on space. They also displayed a commitment to accessible, flexible and adaptable user-centered design for active, collaborative learning, and to bringing a user perspective to their observations. Originality/value -The focus on student-librarians provides a unique forward-looking perspective on the desirable qualities of next-generation learning spaces in academic libraries. The study also documents an unprecedented range of established and novel space evaluation frameworks and tools informed by different professional disciplines. The results should be of interest to LIS educators and practitioners.

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“…This paper is concerned with learning spaces organized in academic libraries with the purpose of promoting active student learning. Although there is no agreement on a terminology and definition (Lippincott, 2010), many researchers refer to this kind of learning spaces as learning commons (Bennett, 2007;Turner, Welch, & Reynolds, 2013). To exemplify this lack of agreement, Lippincott (2010) uses the terms learning commons, information commons and commons interchangeably while Hussong-Christian, Rempel, and Deitering (2010) adopts the term learning commons as they think this term has become more widespread.…”

Section: Literature Reviewmentioning

confidence: 99%