1. Students’ perception of informal learning spaces in an academic library
An investigation into the relationship between learning behaviours and space design
Susan Beatty
University of Calgary
IATUL 2016, Halifax, June 5-10

3. Taylor Family Digital Library
University of Calgary, Canada
+30, 000 undergraduate and graduate students
Commuter campus
TFDL opened in 2011, main library.
24,000 sq. metres, 6 floors
1950 student seats
27 group workrooms ( on three floors)
+300 public computers ( primarily PC on 3 floors)
Printers on each floor (B &w, and colour)
Wireless throughout, wired – one outlet for each seat
Open 24/5 during fall and winter terms (1st two floors)

4. Collaborative and quiet spaces
Floors 1-3
Café
Social areas with tables
27 Workrooms
Dual monitor workstations
Public access computers
Comfortable lounge areas
Varied seating choices
Floors 4-6
Classrooms (2 traditional and 2 collaborative)
Study carrels
Study tables
Individual study tables
Some lounge seating
Some pc’s
Varied seating choices

5. Floor plan 1st floor

6. Floor plan 3d floor

7. Floor plan 6th floor

8. Learning activities
79% studying with books, notes, computer and laptops
45% completing assignments
26% conducting research

9. Intentional learning
Students choose to do what they do in the library
They choose where and when and how
Question: Why do they choose specific spaces as their learning space?

10. Zimmerman: Self-regulated learning

11. Why not ask them? Semi-structured interviews: recorded and transcribed
Questions focused on
Students’ learning styles
Learning activities in the library
Preferred location for study
Description of ideal learning space
Opinions of learning spaces in the TFDL – review 15 photos of representational spaces in the TFDL
Analysis open and axial coding using NVivo software
Preliminary results

12. Demographics Interviewed 21 students ( M=10, F=11)
20 Undergraduates: 11 – 2nd year or below; 9 – 3rd year or up including 3 with previous degree
11 in STEM, 10 in Arts and Humanities
N=18 report coming to the library 3-5 times per week
N=14 stay 1-3 hours per visit, N=7 stay more than 3 hours per visit

13. Learning spaces - criteria
Sound: most frequently mentioned, but space could be either too loud or too quiet
Distraction: either need it or avoid it
Openness – high ceilings with natural light or not isolated or confined, but could be too open
Comfortable – definition varied
Outlets needed but not a deal breaker
People near vs isolation, what works for them
Furniture: varied, no real preference except for “enough desk space”
Preference for spaces where “their space” was physically defined

14. Learning spaces: considerations
Space design influences students choice of learning space
Students seek design features that relate positively to their learning goals
There appears to be a positive relationship between environmental preferences and the ability to successfully achieve learning goals
Environmental self-regulation is more than just making things comfortable, it is about creating a frame of mind

15. Mood and motivation
Students choose a space based on knowing how they learn and what works for them
They know how they learn best and they choose to organize their surroundings to be successful
Their purpose in selecting a space is to achieve a level of comfort and motivation that enables the achievement of their learning goals

16. Spaces and comments
Students often agreed on spaces and what they could see as supporting learning, even if they would not use the space themselves.
This is an indication of self-awareness as a learner and space awareness.

17. TFDL 2nd floor computer workstations
“If you need to scan, if you need to quickly print something, you just run up the stairs, print it, and head out, you know, if you’re in a hurry. ”
“The only time I find myself using these is if I need to do some last minute printing.”
“So distracting, because everyone keeps walking around. And [...] I’m like, “Oh, do I know this person?”
Features
computers
open space
moderate sound level
“I find these places super crowded. They are almost always busy and it’s just kind of off-putting. It just feels too busy to really sit down and focus on anything.”
TFDL 2nd floor computer workstations

18. TFDL 6th floor, quiet, corner
“You see everyone around you engrossed in what they’re doing. You feel the sense of learning community.”
“I find the dividers are nice, you have the mild sense of privacy.”
“With everyone being very quiet, or into their own thing, I find it very easy to focus.
if I see two people at a desk, I try to avoid that area. […] if they’re talking […], it […] gets a little distracting.
Features
windows (view, natural light)
quiet, open
divided table
“You might have people right in front of you …That’s a little bit distracting because the divider doesn’t go all the way up.”
TFDL 6th floor, quiet, corner

19. TFDL 5th floor, east side Features windows single tables bookshelves
“It gives you a view of both the library and downtown. It's also close to the wall so it's less open, it gives you a feeling of [...] focus. [… ].”
“, we’re all there, doing our own thing, but we’re together.'
“I’d be too busy trying to figure out what the people ahead of me are doing.'
Features
windows
single tables
bookshelves
“I've tried actually sitting there but I found it distracting. So if I'm looking to work individually on something, I would rather be in a kind of enclosed table.'
TFDL 5th floor, east side

20. Is there a learner/learning space profile/pattern?

21. Conclusions
There is a relationship between environmental self- regulation, learning behaviors and learning space
Students know their space and when they seek it out
We need to understand more about students space preferences for learning environments in order to design better informal learning spaces
Our learning space design choices should be intentional, based on an understanding of how students learn and regulate their learning environment.

22. Further reading
Bennett, S. (2015). Putting learning into library planning. Portal: Libraries and the Academy, 15 (2),
Beatty, S. (2015) New spaces, new learning behaviors: Results of an unobtrusive study (poster). ALA 2015 Annual conference, San Francisco.
Boys, J. (2011). Towards creative learning spaces: Re-thinking the architecture of post- compulsory education. Abingdon, England: Routledge.
Entwistle, N.J. & Peterson, E.R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behavior and influences of learning environments. International Journal of Educational Research, 41 (6) ,
Keppell, M. & Riddle, M. (2013). Principles for design and evaluation of learning spaces. In R. Luckin et al (Eds.), Handbook of design in educational technology, Abingdon, England: Routledge.
Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81 (3)

23. Thanks
To all the students who participated – each story was unique and fascinating
To my research assistant Jennifer Payne for her enthusiasm, positive energy and creative approach to analysis
To University of Calgary Teaching and Learning Grant for supporting this research
Contact: Susan Beatty,