‘So, where is the library then?’ Chris Powis Head of Library & Learning Services Why no pictures

The Third Space “We never educate directly but indirectly by means of the environment. Whether we permit chance environments to do the work or whether we design environments for the purpose makes a great difference” Dewey, 1916

In hard times How much do we let students find, create and maintain their own learning spaces (cheap!) or design, furnish and staff spaces for them (expensive!)?

Methodology Ask the users Map the use of campus learning spaces Semi structured, in-situ interviews Other options: questionnaires, focus groups, learning diaries, ethnographic studies, learning maps, UX What are learning spaces, what is learning, staff heavy Semi structured interviews We wanted to do it in situ rather than taking them out of the environment. Could add design workshops to the list – ‘design’ preferred space “Don’t ask users what they want, rather watch what they do with the tools you provide. Our users cannot anticipate how the new technologies will solve their problems any more than we can. Especially watch new users who are unencumbered by old systems and practices” David Lewis (2006) A model for academic libraries 2005 to 2025

Mapping- results Library & IT Centres dominate Small numbers in restaurants, lounges, corridors, classrooms Library & IT Centre have disproportionate numbers of international students Occupancy not necessarily linked to building’s subject base Students typically have 1 main area and 1 or 2 others that they sometimes use.

Likes/Dislikes What they like High levels of satisfaction generally – like what they know. Especially; quiet, space to spread out, scanners/kit generally, light, comfort What they don’t like The opposite of above; noise, students ‘not working’, lack of bins, not enough kit, poor furniture, too crowded, stuffy/overheated

What they want More of the same More kit Food and drink Silent areas/private rooms Space Comfort Access to resources Long opening hours None of these are impossible to do – but they do need money and will.

Why choose an area - resources Typically library or IT Centre “the books are over there” “This was the first computer I found free” “I’m waiting for a bus and this was close” Power sockets – power attracts students!

Why choose an area - environmental Quiet Comfort Space Light Flexiblity

Why choose an area - social Mutual support – but not necessarily on the same assignment “We all help each other .... If I don’t get it then usually one of us does”. See and be seen “It’s nice to see your mates walking by” “Our friends are all here” “I’m less likely to be disturbed here” Social spaces not social learning

Social – cont. Social Entry into social groups Social identity of a ‘student’ Habit “We always sit here”

Why choose an area – emotional attachment Symbol Inspired by the idea of the library? Very traditional view “Books are a symbol of knowledge ... Maybe some of it will rub off?” How does the building reflect learning 97% say it is most important space for learning on campus 25% were working in there because it was where you went to learn

‘Waterside’ No Library Expectations – students and other stakeholders Learning Commons Identity (students, staff and others) Digital vs Physical (perception of place) Management of space vs development of space Campus options – within the building not multiple buildings Not predicated on the idea that this is a bad thing. Experience of libraries diminishing Senior management, academics, prof services staff, students, parents, the public.

Next steps The place of the library in the idea of a university. Emotional attachment to space and/or to a library? What does a library mean to you? What does it look like? What does it feel like to be in one? When does a space stop being a library?

Chris.powis@northampton.ac.uk (01604 892229)