Academic libraries as learning spaces in Japan: Toward the development of learning commons

Donkai, Saori; Toshimori, Atsushi; Mizoue, Chieko

doi:10.1016/j.iilr.2011.10.003

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…24 libraries (42.85%) have "networked computers" and 18 libraries (32.14%) have "printers" which are reasonable figures to some extent. These findings are similar to the results of the study of Donkai, Toshimori, and Mizoue (2011) which also revealed a deficiency of ICT equipment in Japanese academic libraries.…”

Section: Equipment For Information Commonssupporting

confidence: 90%

Development of Information Commons in University Libraries of Pakistan: The Current Scenario

Sheikh

2015

The Journal of Academic Librarianship

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Section: Equipment For Information Commonssupporting

confidence: 90%

Development of Information Commons in University Libraries of Pakistan: The Current Scenario

Sheikh

2015

The Journal of Academic Librarianship

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“…According to the survey about learning commons of Donkai, Toshimori, and Mizoue (2011), over 60% of the learning commons in Japan were established in the latter half of 2010s. This means that learning commons have been rapidly expanding.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, the space should be comfortable in making users feel relaxed, encourage creativity, and support peer learning. Donkai et al (2011) describe that the learning styles of Net Generation college students, also called "digital natives," require high-quality visual technologies and collaborative working spaces, because such students favor intuitive visual communications and learn better through discovery than through being taught. Lizabeth (2004) similarly points out that todays' digital natives live in a collaborative world that did not exist a generation ago.…”

Section: The Commons Conceptmentioning

confidence: 99%

“…It should be noted that although learning commons have been firmly entrenched in North American libraries, it is not the same everywhere, and some Asian countries are still catching up on the trend. According to a survey about learning commons in Japan, Donkai et al (2011) report that over 60% of the learning commons in Japan were established in the latter half of 2010s. This means that learning commons have been rapidly expanding.…”

Section: Literature Reviewmentioning

confidence: 99%

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Behavior and informal learning at night in a 24-hour space: A case study of the Hong Kong Design Institute Library

Yip

Chiu

Cho

et al. 2017

Journal of Librarianship and Information Science

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This study explores the night activities of Hong Kong Design Institute (HKDI) students in Zone24, a 24hour opening learning space managed by HKDI Learning Resources Centre (LRC), also referred to as the Library. The purpose of this study is to evaluate the effectiveness of 24-hour learning space. Qualitative research will be conducted to identify and compare the students' behaviors between daytime and night in Zone24. In addition, this study investigates how overnight opening of the learning space facilitates the learning. The result of this study allows the librarians or administrators to have better understanding on the students' needs at night in a 24-hour learning space so that the improvement actions could be implemented effectively.

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“…A previous study on library space related with digital natives was performed by Donkai, Toshimori, Mizoue (2011) which shows that the characteristics of digital natives' learning style prefer visual communication and they will learn better by exploration than merely receiving materials in the classroom. Therefore, their learning process requires the support of technologies and study rooms to work with their partners.…”

Section: Introductionmentioning

confidence: 99%

Functional shift of library: The third space; production

Fatmawati

Udasmoro

Noviani

2018

Digital Press Social Sciences and Humanities

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The objective of this study is to defines production space related to the functional shift of library space into third space. This study refers to the theory of Lefebvre (1991) on social practice. Space in Lefebvre's terminology is always a social space, so library space is assumed to be a social product. This study used ethnography with six digital native users as informants collected purposively. The data collection techniques were observation, interview, and literature study. The result showed that there was a functional shift in UGM library space which was initially only for studying, then they became third space. UGM library space as social space is inseparable from and always related to social realities around them. UGM library is an intellectual knowledge institution where library users interact in physical and virtual environments to expand learning and facilitate the creation of new knowledge. In this context, library space is produced in such a way to preserve the dominant, so a social space can only be produced through socio-historical relation. Third space is a space formed from reproduction space (living space) due to integration on the space experienced and understood. The layout practice in UGM Library space showed that digital native users used them for various things.

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Academic libraries as learning spaces in Japan: Toward the development of learning commons

Cited by 8 publications

References 2 publications

Development of Information Commons in University Libraries of Pakistan: The Current Scenario

Development of Information Commons in University Libraries of Pakistan: The Current Scenario

Behavior and informal learning at night in a 24-hour space: A case study of the Hong Kong Design Institute Library

Functional shift of library: The third space; production

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