Space and embodiment in informal learning

Cox, Andrew

doi:10.1007/s10734-017-0186-1

Cited by 52 publications

(40 citation statements)

References 31 publications

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“…The study reported here uses the same interpretative methodology that such new methods adopt. Building on a previous study in the same context based on focus groups and interviews (Cox, 2018a;Cox 2018b) it uses the participatory walking interview method, with six students and two members of staff. Walking interviews, as the name suggests, invite participants to take the interviewer on a guided walk through a space that they use, and to talk about their experiences there.…”

Section: Methodsmentioning

confidence: 99%

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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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Section: Methodsmentioning

confidence: 99%

“…It is essentially a variation on participant observation (Kusenbach, 2003). It has been used in a number of social science fields (Clark & Emmel, 2010Evans & Jones, 2011Henshaw, 2014;Pink, 2015), but only in a limited way in the information field (Cox, 2018a;Polkinghorne, Given, & Carlson, 2017;Thomson, 2018).…”

Section: Methodsmentioning

confidence: 99%

Learning bodies: Sensory experience in the information commons

Cox

2019

Library & Information Science Research

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“…Considering this, a compatible and fit learning atmosphere which considering all prominent aspects begin to be a prime issue that cogitates among members of academia around the world (Ibrahim, Fadzil, & Saruwono, 2013;Nenonen, 2015). Accordingly, some spatial alignment and assessment on existing learning setting are crucial to in-line with the 21st century education transformation and education 4.0 (Cox, 2017). To be very specific, existing learning theories that are exploited in higher education system designated as behaviourism, cognitivism, and social constructivism are assorted as conventional learning theories which occurred during the deficiency of technologies in teaching and learning.…”

Section: Problem Statementmentioning

confidence: 99%

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

Ramu¹

2019

The European Proceedings of Multidisciplinary Sciences

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Presently, the vast evolution affiliated with academia in Malaysia encounter the expository needs of advance perspectives of new learning theory so-called as a connectivism learning theory for the digital age. Consequently, the entire conceptualisation of new learning space that designated as social academic learning space derived from this new learning theory. For this reason, there is a requisite to explore the actualisation of affordances of student social learning space (SLS) apart from conventional lesson time on campus. Accordingly, this research elicits an evaluation of the actualised affordance of the SLS associated with the behavioural of learners. This study analysed the physical attributes of the SLS and the architecture of the learning environments which immeasurably impacted the behavioural responses of the learners. Eighty full-time students form Ungku Omar Polytechnic were interviewed and observed to obtain the learners' behavioural responses, space utilisation and learners' perceptions towards SLS. The responses were analysed using content analysis and grouped into:(i) type of activities, (ii) actualized affordances, and (iii) reveals notes. Results from this research recommended that transitional space that labelled as transitions between two destinations is effectively perceived by learners as efficient and conducive SLS.

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“…Different spaces engender different styles of reading (McLaughlin, 2015). For example, the sensory experience of libraries is central to their role as places to read and undertake other informal learning tasks (Cox, 2017). Indeed, from this perspective the embodied nature of learning is applicable to traditional academic tasks and the traditional domains of information literacy, as it is to the context of professional practice so emphasized by Lloyd.…”

Section: Embodied Cognitionmentioning

confidence: 99%

Embodied Knowledge and Sensory Information: Theoretical Roots and Inspirations

Cox¹

2018

Library Trends

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This review paper examines some of the main theoretical influences prompting a reappreciation of the importance of the body and how it may be conceived as relevant to Information Studies (IS). It starts by placing this increased recognition of the body in its historical and social context. It then examines, in turn, how the body is viewed in the phenomenology of Merleau-Ponty; practice theory; embodied cognition; and sensory studies. Existing and potential influences in Information Studies are discussed. Most work that reexamines the place of the body reflects the influence of Merleau-Ponty, but he has had relatively little direct impact on IS. Practice theory does deal with the body and this has already been picked up quite strongly in IS Work in the area of embodied cognition has the potential to fundamentally change our view of the relation of the mind and the body, and information as an aspect of that. Sensory studies offers a powerful framework for examining the cultural shaping of the senses as a source of information. The implications of the bodily turn for methodology are briefly discussed.

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Space and embodiment in informal learning

Cited by 52 publications

References 31 publications

Learning bodies: Sensory experience in the information commons

Learning bodies: Sensory experience in the information commons

Evaluating The Affordances Of Transitional Space As Social Learning Space At Polytechnic

Embodied Knowledge and Sensory Information: Theoretical Roots and Inspirations

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