Library design, learning spaces and academic literacy

Abstract

PurposeTo acquire academic literacy students need library buildings that take account of “what the student does”, changing learning styles and preparation for employment in a digital world. Equally as academic staff develop innovative e‐learning activities, library spaces need to accommodate new learning opportunities. This paper aims to consider how the design of library buildings contributes to a complex and evolving range of academic literacies and emerging pedagogical frameworks. The paper also seeks to consider the contribution these literacies make to the experience of students reading for a degree in an increasingly digital environment.Design/methodology/approachThe paper draws on the experience at Bournemouth University, where a higher education academy‐funded project accelerated the introduction of new technologies into learning and teaching frameworks. A new library building, The Sir Michael Cobham Library, enabled the creation of learning spaces that are flexible and responsive to the changing needs of users.FindingsInnovative spaces and evolving pedagogies demand different levels of academic literacy to enable students to succeed in physical and digital environments.Originality/valueThis reflective review adds new dimensions to the body of knowledge underpinning both the study of learning spaces and academic literacy.

Library space planning: a participatory action research approach

“…In contrast to more traditional approaches to space design ( Johnson and Lomas, 2005) that offer little or no discussion among stakeholders, agreement on "what?" -based on deep understanding of "what the student does" (Beard and Dale, 2010) -enabled ready consideration of "how?" during the charette, as expressed in animated consideration of various alternatives.…”

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

“…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).…”

“…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). Many redevelopments have included a refurbishment of the library service area, typically resulting in a single service point rather than the traditional lending counter and reference desk.…”

Identifying the ‘go‐to spots’: Using map surveys to elicit perceptions of space and place in an academic library

“…Academic libraries should be places that support student learning (Antell & Engel, 2006). Students require a broad range of study environments, including carrels for individual and quiet study, group tables for those interested in working in groups, study rooms, and other spaces (Applegate, 2009; Beard & Dale, 2010; Fishman & Walitt, 1972). Library planners therefore need to understand users' multiple and heterogeneous study needs (Nitecki, 2011).…”