Space development

Abstract

Purpose: This case study describes the space transformation of the HKUST Library into a Learning Commons and how learning activities have been substantially multiplied by engaging academic and supporting units. This experience is used to posit a number of anticipated directions for Library space planning.Design/Methodology/Approach: This paper focuses on the design elements of the Learning Commons and how these elements have created an effective platform for a variety of learning activities. It outlines an assessment study on how students liked the transformed space and viewed its added values. Findings:In the digital era, academic libraries can be transformed for new, effective and collaborative use. By integrating technology and flexible design, the new space excites existing scholars and attracts a broad range of new users. Students, faculty, and administrators react positively to the new space as it offers effective learning ambience. By engaging and co--creating with university partners, the new space functions as an active facilitator of learning -a hub that supports interaction and an effective platform to support pedagogy towards team projects, multimedia work, and whole--person development. Future library spaces need to exhibit characteristics tailored to various user groups and their specific usage needs. Originality and value:The experience of HKUST library will have broader implications for other academic libraries embracing their mission--critical nature and assets. It shows that libraries can embrace challenges in the digital and virtual world by creative and innovative use of their physical space. Transformation of Library SpaceSpace is one of the most valuable assets a library possesses. Space is required to collect, archive, and access recorded information. Space is needed to study, to research, to engage in intellectual pursuits for the betterment of mankind. Changes from the printing press to virtual reality systems have reshaped the scale and scope of the library's role, along with the many changes in learning from shifts in instructional pedagogy to the availability of anytime, anywhere information access to the general populace.Rapid expansions of electronic information systems have taken the easy and immediate availability of vast quantities of information to dizzying heights, expanding library space into the virtual realm and leading many to envision a future where physical library space would be an archaic and outdated model.

The Creation and Adoption of Technology-Centred Makerpaces in South African Academic Libraries

“…Efe (2021) describes makerspaces, also known as do-it-yourself spaces, learning spaces, tech shops and innovative spaces, as spaces where individuals or groups try the hands-on stuff, share ideas and invent new things. For example, Madison Public Library in the United States has a media lab as part of its Bubbler programme, which engages people who are interested in creating and making (Chan & Spodick, 2014). Burke (2015) demonstrates and elaborates on the rise of library makerspaces, making activities and technologies in library makerspaces, the profile of academic library makerspaces and how makerspaces connect to learning in higher education as well as motivations for creating a makerspace, considerations when planning a makerspace and justifications for an academic library makerspace.…”