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Library design, learning spaces and academic literacy

Library design, learning spaces and academic literacy Purpose – To 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/approach – The 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. Findings – Innovative spaces and evolving pedagogies demand different levels of academic literacy to enable students to succeed in physical and digital environments. Originality/value – This reflective review adds new dimensions to the body of knowledge underpinning both the study of learning spaces and academic literacy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png New Library World Emerald Publishing

Library design, learning spaces and academic literacy

Jill Beard; Penny Dale
New Library World , Volume 111 (11/12): 13 – Nov 23, 2010
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References (26)

Publisher
Emerald Publishing
Copyright
Copyright © 2010 Emerald Group Publishing Limited. All rights reserved.
ISSN
0307-4803
DOI
10.1108/03074801011094859
Publisher site
See Article on Publisher Site

Abstract

Purpose – To 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/approach – The 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. Findings – Innovative spaces and evolving pedagogies demand different levels of academic literacy to enable students to succeed in physical and digital environments. Originality/value – This reflective review adds new dimensions to the body of knowledge underpinning both the study of learning spaces and academic literacy.

Journal

New Library World – Emerald Publishing

Published: Nov 23, 2010

Keywords: Academic libraries; Literacy; Design; Teaching; Digital communication systems

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