Learning Spaces in Public Libraries

This article focuses on the impact of learning spaces as well as collaborative technology, which affects library building and design. The article illustrates that learning spaces are an important component in the design of library buildings rather then a temporary trend. During each of our company's latest public library building projects, both librarians and architecture teams have recognized the need to support increases in learning activities. To bring more users to the public library, they recommended that the building needed increased seating to support training, education and in‐house cultural programming. The stories cited in this article suggest that there is a relationship between learning spaces and collaborative technology. Among librarians and library planners, learning spaces are seen as a unifying requirement for the expansion of library services. They recognize that the library's seating plan must include more learning spaces to support social networking, sharing and project base learning. Our qualitative findings suggest that public libraries need more learning spaces to support new types of digital work.     

Destroy Your Classroom! Re-conceptualizing the Instructor/Student Model in Academic Libraries

ASBTRACT

Pedagogies and technologies evolve, yet academic library learning spaces are unable to keep up with the change. Budgetary and space limitations, traditional teaching practices, and staid attitudes all contribute to tethered spaces hindering active learning. This is a documentation of the authors’ urgent need to break free from tradition while providing students and faculty interactive equipment meeting pedagogical needs in an un-tethered, flexible learning space in three library and non-library spaces at the University of Florida's George A. Smathers Libraries Education and Architecture and Fine Arts Libraries.     

非正式环境中科学学习的生态学视角与学习框架 ——《非正式环境中的科学学习:人、场所与活动》《非正式环境中的科学学习:人、场所与活动》一书由美国菲利普·贝尔、布鲁斯·列文斯坦、安德鲁·绍斯、米尔·费得编著，华东师范大学赵健、王茹译，科学普及出版社2015年2月出版。导读

非正式环境中的科学学习,在目的、发生方式上与课堂教学存在相似也有很多不同。理解非正式环境中科学学习的本质,是设计、开发和评价博物馆教育项目的基础。美国国家研究理事会组织成立的非正式环境下科学学习项目委员会梳理了美国近20年在该领域的研究,出版《非正式环境中的科学学习:人、场所与活动》,用大量实证研究反映出非正式科学学习的特征、结果和研究方法。本文汲取其中生态学视角和学习框架两个方面对该书做一个导读。     

Placemaking in the Academic Law Library

Public and university libraries have embraced placemaking theories to develop user-centric library spaces. Placemaking has largely been overlooked in the context of academic law libraries. This article explores the range of space planning choices available to law libraries as they downsize their print collections. The benefits of reimaging law library space using placemaking concepts are explained.     

THE ESPACES STUDY: DESIGNING,DEVELOPING AND MANAGING LEARNING SPACES FOR EFFECTIVE LEARNING

This paper was given as a key note at the North West Academic Libraries conference ‘Designing Spaces for Learning: Flexible learning spaces, libraries and changing roles’ in September 2006 and was adapted from the eSpaces study so that it met the aims and objectives of the North West Academic Libraries conference. The eSpaces study is shorthand for the Joint Information Systems Committee's ‘Study on How Innovative Technologies are Influencing the Design of Physical Learning Spaces in the Post-16 Sector’. The need for this study came from a recognition that most, if not all, education institutions are now integrating learning technologies into the design of new buildings and the refurbishment of existing ones. Managed learning environments, mobile computing, wireless local area networks and broadband are just a few of the technologies that are influencing how we design, use and manage our learning spaces. They are also changing how we design our libraries. The key findings of this study are outlined and the implications for library space and staff roles discussed.     

Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction

Modern libraries are reimagining their spaces as more than repositories for books. The Play-and-Learn Spaces project married developmental science with the changing nature of 21st century libraries. The study asked if it is possible to augment learning in informal spaces using the built environment to encourage discourse and interaction. For this project, the library space was reconstructed such that a corner became a climbing wall on which children could create words by following varied paths up the wall's letter-filled surface. Seating was transformed into large movable “Tangram”-type pieces and a stage, complete with magnetic words, invited children to create stories on the wall and complete story-related activities through socio-dramatic play. Using naturalistic observation, results demonstrated that the use of the Play-and-Learn spaces was associated with increases in the kinds of caregiver and child conversation and interaction known to support language, literacy and STEM skills. These results suggest that libraries can become part of a new learning culture that impacts city residents at the places they naturally go.     

Library Space Assessment: User Learning Behaviors in the Library

As an essential department at a higher education institution and an informal learning space, little is known about how academic libraries contribute to student learning on campus. The Olin Library sought to learn the role of library space in our users' learning. We surveyed users about their learning behaviors in a specific space prior to a scheduled renovation and then in the same space after. We wanted to determine how the renovation changed users' perceptions of their learning behaviors in that space.     

观众角色由“被动操作工”向“自主探究者”的转变——美国探索馆APE项目的研究与启示

近年来,伴随教育改革,科学中心作为非正式教育的重要场所,逐渐将科学探究作为科学学习的核心。在改革浪潮之下,一些传统的展品理念已无法满足观众从“被动操作工”到“自主探究者”角色转变的需求,同时场馆也需要在展品创作上获得更多自由。本文选取探索馆的一个展品研究项目作为案例,借助对具体展品的观众研究和设计特征分析,详述以转变观众角色为目标的展品设计要点和策略,希望为国内科技馆建设及展品设计研究提供启示与参考。     

SPACES FOR LEARNERS AND LEARNING: EVALUATING THE IMPACT OF TECHNOLOGY-RICH LEARNING SPACES

This article discusses the utility of evaluating technology-rich learning spaces, exploring approaches and tools from a practitioner perspective. It provides a brief introduction to the concept of ‘technology-rich learning spaces’ and explores approaches to evaluation, suggesting a framework with specific case studies to illustrate the varying approaches to evaluating innovative space design in higher education institutions. The role of learners in the evaluation methodology, and the importance of institutional context, will be explored to highlight whether impact can effectively be assessed. The authors conclude that rigorous evaluation studies must be underpinned by sound theoretical frameworks in order to understand the complexities of the student experience in blended learning environments.     

Coming of Age: A National Study of Adult Museum Programs

The Education Department at the Museum of the Rockies and the Kellogg Center for Adult Learning Research at Montana State University conducted a national study of adult museum programs from 1996–1999. A total of 508 adult program participants, 75 instructors, and 143 planners of adult programs in museums were interviewed either via telephone or in person. The study sought to answer three questions: (1) From participants' perspectives, what constitutes an excellent museum program for adults? (2) What teaching strategies are employed in successful and innovative museum programs? and (3) Does the informal learning environment of a museum offer anything unique to the adult learning experience? This research effort is one example of how university museums advance our understanding of informal education theory and its application to practice.     

“This Is Our Library,and It’s a Pretty Cool Place”: A User-Centered Study of Public Library YA Spaces

This study sought to collect data from teens and librarians about their preferences and recommendations for the effective design of physical library spaces for teens. Librarians and teens at twenty-two U.S. public libraries filmed narrated video tours of their young adult (YA) public library spaces. The researchers used qualitative content analysis techniques to analyze the video data and to develop a framework for guiding the design of effective YA public library spaces. In addition to providing specific recommendations for user-centered YA library space design, this study highlights the need for continued user input into the design and maintenance of YA public library spaces as teens’ needs evolve and vary across time and from community to community.     

国内外博物馆学习研究回顾与启示——基于Citespace的可视化分析

博物馆学习隶属于非正式学习领域,在我国教育研究中处于边缘地位,为了推进国内博物馆学习研究向纵深方向发展,需要把握国际相关研究的热点与前沿趋势。文章采用CiteSpace分析软件对国内外相关文献的发文量、关键词共现、聚类及突现等方面进行可视化分析。总结博物馆学习研究再出发的路径:利用现代信息技术,实现博物馆数字化学习;关注公众参与及影响因素,提高博物馆学习质量;理论与实践相结合,深化博物馆科学学习研究;基于博物馆学习结果多元性,开展纵向研究;立足本土文化,深化馆校合作实证研究。     

Fostering a Community of Scholars at the University of Warwick: The Wolfson Research Exchange

This article focuses on the University of Warwick's Wolfson Research Exchange which opened in October 2008. It describes the varied environment that the facility offers to Warwick's research community, and explores the service model provided. The new approaches to learning space design and the students’ expectations that informed and influenced the Research Exchange's creation (as well as its ongoing service development) are also discussed. This case study provides an overview of the Research Exchange's developments, successes, and lessons learned which could be applicable to other institutions exploring dedicated spaces and support for their research communities.     

从“情境”到“情境”的博物馆教育活动设计

近年来,教育已成为博物馆的首要功能,博物馆教育活动设计也受到了博物馆学习情境模型和情境学习理论的影响。博物馆学习情境模型中的“情境”与情境学习理论中的“情境”本质并不相同,但是在博物馆学习的研究中易被混同。本研究对“情境(context)”和“情境(situation)”的区别与联系进行了理性讨论,并建议博物馆教育活动设计以“上位情境(context)→下位情境(situation)”的形式完成从“情境(context)”到“情境(situation)”的转化。     

Meeting Students Where They Are: Just in Time Embedded Delivery of Information and Digital Literacy Skills

Abstract

At the University of Wollongong (UOW) Library we have been exploring ways to deliver information and digital literacy resources at point of need for students. Aligned with the University’s strategic direction, the Future Ready Library Strategy points to a digital first mindset and its application to services and resources offered to the UOW community. Combined with the need to embrace the real life challenges faced by higher education students in Australia today, this has led us to develop a suite of digital learning objects in collaboration with teaching academics that can be delivered at scale, enabling a sustainable way to target student needs. In this article, we discuss the drivers that have brought UOW Library to this point and outline the model for learning and teaching support for our academic community into the future.     

情境感知下的泛在学习模式简析

泛在学习目前已经成为教育技术学领域研究的热点之一,也逐渐变为信息技术领域研究的一大重心。伴随着移动网络、智能设备以及可穿戴技术的发展,情境感知的泛在学习也逐渐步入到正式学习环境和碎片化的非正式学习环境中,情境感知技术的发展和应用为泛在学习的开展带来了更加具有实践性和个性化的支持。如何将情境感知技术与泛在学习相结合,又如何结合当前教育状况进行实际应用,本文通过对情境感知、泛在学习的相关介绍,并结合实际案例分析对情境感知下的泛在学习进行了简单介绍。     

研究型大学图书馆学习共享空间创新服务方向——支持研究生协作知识构建

高校图书馆学习共享空间是一个以学生为中心的协同与交互式学习环境,它鼓励学生通过询问、协作、讨论和咨询来促进协作学习的一种创新服务模式,在支持研究生协作学习及知识构建方面起着重要的作用。研究型大学图书馆借助虚拟学习共享空间平台为支持研究生协作知识构建存在四大服务方向。为确保研究生协作知识构建的学习共享空间服务高效运作,文中提出若干建议,以期进一步拓展学习共享空间在辅助研究生教育方面的创新应用。     

LEARNERS’ DEMANDS AND EXPECTATIONS FOR SPACE IN A UNIVERSITY LIBRARY: OUTCOMES FROM A SURVEY AT LOUGHBOROUGH UNIVERSITY1

In this era of e-learning, open-learning and distance learning in the electronic environment, it is interesting to note that library physical space is being given much consideration and thought in higher education institutions. If space is to be provided in an appropriate and welcoming manner, then it is imperative to develop a better understanding of learners’ expectations and needs. In order to provide this intelligence, a major user survey was undertaken at Loughborough University Library in March 2006 of learners’ perceptions of library space. Different kinds of space are provided in the Loughborough University Library, including large group study areas, group study rooms, individual carrels, silence subject floors and personal computer suites. Aspects explored in the survey were how often different library spaces were used as well as the important factors identified when choosing specific space. A further focus was to identify the reasons why library space was used (as well as not used). Further examinations took place of learners’ perceptions of the different space categories. This paper presents the outcomes of the survey (which benefited from over 400 responses). The survey has provided invaluable insight into such issues as noisy versus quiet learning, nature of personal computer access in libraries, importance levels of different factors (such as physical environment and access to library staff) and the role of print (books and journals) in library space. The paper concludes by describing how the survey results have influenced Loughborough University Library future space use. The wider implications for the sector will also be described.     

When the library is located in prime real estate: a case study on the loss of space from the Duke University Medical Center Library and Archives

The Duke University Medical Center Library and Archives is located in the heart of the Duke Medicine campus, surrounded by Duke Hospital, ambulatory clinics, and numerous research facilities. Its location is considered prime real estate, given its adjacency to patient care, research, and educational activities. In 2005, the Duke University Library Space Planning Committee had recommended creating a learning center in the library that would support a variety of educational activities. However, the health system needed to convert the library''s top floor into office space to make way for expansion of the hospital and cancer center. The library had only five months to plan the storage and consolidation of its journal and book collections, while working with the facilities design office and architect on the replacement of key user spaces on the top floor. Library staff worked together to develop plans for storing, weeding, and consolidating the collections and provided input into renovation plans for users spaces on its mezzanine level. The library lost 15,238 square feet (29%) of its net assignable square footage and a total of 16,897 (30%) gross square feet. This included 50% of the total space allotted to collections and over 15% of user spaces. The top-floor space now houses offices for Duke Medicine oncology faculty and staff. By storing a large portion of its collection off-site, the library was able to remove more stacks on the remaining stack level and convert them to user spaces, a long-term goal for the library. Additional space on the mezzanine level had to be converted to replace lost study and conference room spaces. While this project did not match the recommended space plans for the library, it underscored the need for the library to think creatively about the future of its facility and to work toward a more cohesive master plan.     

基于GIS技术的高校图书馆空间使用评估研究

空间评估是高校图书馆空间改造工作的核心环节,可以系统了解现有空间的使用效能,GIS技术为图书馆空间使用评估引入了新的视角。文章基于GIS技术提出高校图书馆空间使用评估的方法,通过扫描观察法收集地理数据,利用核密度法可视化图书馆的聚集区域,结合调查问卷挖掘读者的潜在需求,并以大连理工大学伯川图书馆为例进行实证研究。研究发现不同读者在图书馆有不同的使用习惯和空间偏好,高校图书馆需要从功能分区、家具设备等方面优化空间设计,满足读者的多元化需求。