The social weaving of a reading atmosphere

Sequeiros, Paula

doi:10.1177/0961000611425823

Cited by 11 publications

(7 citation statements)

References 14 publications

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“…Social norms and expectations also play an important part. Sequeiros (2011) has shown how a "reading atmosphere" in the public library is actively created by users themselves. Particular regimes of noise seem to be associated with libraries and study, yet little has been done to explore this same process in an academic context.…”

Section: Libraries and Learningmentioning

confidence: 99%

Space and embodiment in informal learning

Cox

2017

High Educ

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Changes in pedagogy to emphasise independent study and group work have increased the need for informal learning spaces on campuses. University libraries have been quick to respond to this need, partly because of the decline in book lending and partly because of technology enablers. Furthermore, new types of buildings that combine many types of facility, including libraries and informal learning spaces, are being built. This research aimed to explore students' experience of such informal learning spaces, through focus groups and walk with interviews. It was found that the creation of different types of learning atmosphere, should be understood as a multi-sensory experience, and actively constructed by learners themselves. Informal learning spaces are important destinations for students, who have favourite places to study, where they often work alongside companions and find motivation to work in the presence of others.

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Section: Libraries and Learningmentioning

confidence: 99%

Space and embodiment in informal learning

Cox

2017

High Educ

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“…The ambience of a space is important. Sequeiros (2011), in the context of public libraries, has written about how a "reading atmosphere" implies expectations of behaviour (including what one can do and what sound is appropriate) actively negotiated by the users in interaction with the architecture, design, library rules, and so on. Thus reflecting on library space should involve thinking in terms of how different learning atmospheres are negotiated within it.…”

Section: Problem Statementmentioning

confidence: 99%

“…To balance this tension librarians have become rather skilled in managing noise levels through architecture, furnishing, and policies (Yellinek & Bresler, 2013). Library practices have effectively moved away from enforcing silence to creating complex soundscapes (Mattern, 2007), though it is evident from the work of Sequeiros (2011) in public libraries that readers themselves also actively participate in constructing a reading atmosphere in libraries.…”

Section: Introductionmentioning

confidence: 99%

Learning bodies: Sensory experience in the information commons

Cox

2019

Library & Information Science Research

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Article available under the terms of the CC-BY-NC-ND licence (https://creativecommons.org/licenses/by-nc-nd/4.0/). eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ ReuseThis article is distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) licence. This licence only allows you to download this work and share it with others as long as you credit the authors, but you can't change the article in any way or use it commercially. More information and the full terms of the licence here: https://creativecommons.org/licenses/ TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. Learning bodies: Sensory experience in the information commons AbstractDespite the digital shift, university libraries have grown in importance as places where students come to learn. Interest in designing better spaces has led to a flowering of user experience studies. Such research into how students use library space could usefully be informed by the theory of embodied cognition, which emphasises the role of the body in thinking and learning. This study explores students' embodied experience of an information commons building. Data were gathered from participatory walking interviews, where students were asked to give the interviewer a guided tour of the building. Findings revealed the way that particular combinations of sensory experience contributed to particular forms of learning. Very small movements or choices seem to reconfigure space significantly. This research also draws attention to the way that different learning atmospheres are actively constructed. The findings contribute a new perspective on inquiry into the use of library space. The potential implication for libraries is the need for more fine grained analysis of use experience from a sensory perspective and for teachers and learners to more explicitly reflect on the role of the body in learning.

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“…Complaints occasionally arose from cell phones ringing. Actually, users were the ones pressing for silence, especially frequent users, not librarians (SEQUEIROS, 2011). In this and other respects, a tacit code of conduct (CERTEAU, 1984) was being enacted, while no formal regulation was in force except for the use of Internet workstations.…”

Section: Space Appropriated-general Traitsmentioning

confidence: 99%

Public Library Representations and Internet Appropriations

Sequeiros¹

2019

Preprint

Self Cite

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May the changes in the representations of the public library be propitiated by readers' appropriations of the Internet? To answer this question, a theoretically-driven and empirically-based research was developed in a public library in Portugal, combining the analysis of documents uses, the ethnography of space and Internet use, of social relations developed while reading, with the analysis of representations of the public library. No clear-cut association emerged between socialdemographics or user profiles, and representations, in general. No disruptive Internet "impact" was found: Internet use may contribute to reinforce traditional representations of the library, while it may also update and democratise other representations. If the library and the Internet are represented as synonymous, the former does not make sense without the latter; but an Internet widespread and intensive use conflicts with the image of an institution dedicated to high-brow culture. Changes in uses of the public library are, instead, clearly associated with new types of readers, which in their turn reflect changes in urban social composition.

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The social weaving of a reading atmosphere

Cited by 11 publications

References 14 publications

Space and embodiment in informal learning

Space and embodiment in informal learning

Learning bodies: Sensory experience in the information commons

Public Library Representations and Internet Appropriations

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