Learning commons reference collections in ARL libraries

Abstract

Purpose-This paper explores the changing role of the reference collection in learning commons at ARL member libraries. Design/Methodology/Approach-A 15 question survey was sent to managers at academic research libraries with membership in the Association of Research Libraries (ARL). Respondents were asked about their learning commons and reference collections. To increase the sample size, the researchers conducted phone interviews using the same questions with a random sample of individuals from the same target population. Findings-Most respondents had or were planning learning commons for their libraries. The role of reference collections varied. Of those who had retained a print reference collection, the majority believed them to be little-used. The researchers believe this may signal an end to a formerly cherished idea: the primacy of the reference collection within a library learning space. Research limitations/implications-This study involved a random sample of public service managers at North American ARL academic libraries. While the sample is believed to be representative of the broader population, findings may not be generalizable to all ARL libraries or to other academic libraries. Originality/value-Many papers have been written about information or learning commons spaces and their distinctive elements. Others have discussed the changing role of reference collections. This paper is unique in examining the changing role of the reference collection within learning commons spaces.

Library café or elsewhere: usage of study space by different majors under contemporary technological environment

“…With the rapid growth of electronic resources available through the Internet, scholars and students can search for relevant information remotely on their mobile devices. This trend has transformed the library into a new venue with fewer printed materials circulations but more requests on the social and educational patterns of learning, teaching, and research support (Pierard and Bordeianu, 2016;Wang et al, 2016). Many university libraries worldwide consider ways of improving library learning spaces to cater to actual user needs.…”

“…Makerspaces are also established in some libraries or learning commons to allow users to create objects with new technologies such as 3D printing (Cao et al , 2020). While librarians are planning to implement learning commons in their libraries, different aspects of the space planning, such as the size of printed collection, integration with new technologies and proportion of quiet study and collaborative space are needed to consider to satisfy the changing demands of patrons (Blummer and Kenton, 2017; DeFrain and Hong, 2020; Huang and Wang, 2021; Pierard and Bordeianu, 2016).…”

“…In recent years, the use of mobile devices for mobile learning has proliferated (Lau et al , 2017). Since students become adapted to retrieve library resources anytime, anywhere, physical access to library materials seems less critical (Pierard and Bordeianu, 2016). To attract more physical visits, university libraries have made different changes, such as permitting food and drink, allowing conversation, increasing their presence in social media (Fong et al , 2020; Lam et al , 2019) and renovating the physical learning spaces.…”

Setting up a Learning Commons in the Library Phase 1: a case of Atmiya Group of Institutions

“…As elaborated by Pierard and Bordeianu "the concept of the information commons and more recently the learning commons has emerged and evolved in the library literature for nearly two decades". 19 Donald Beagle suggested that "the information commons is a service environment organized in support of learning whereas a learning commons is the product of collaboration that aligns the resources of that environment with broader learning initiatives or outcomes as determined "through a cooperative process" by multiple campus groups and units". 2,19 As comprehended by Schmidt & Kaufman "The focus of a learning commons goes beyond helping students "manage" information to helping them "manage" their learning.…”

“…19 Donald Beagle suggested that "the information commons is a service environment organized in support of learning whereas a learning commons is the product of collaboration that aligns the resources of that environment with broader learning initiatives or outcomes as determined "through a cooperative process" by multiple campus groups and units". 2,19 As comprehended by Schmidt & Kaufman "The focus of a learning commons goes beyond helping students "manage" information to helping them "manage" their learning. Rather than highlighting access to computers, software, and multi-media support, a learning common emphasizes a range of programs and services to help students in their learning tasks.…”