1. 7 October 2015Macquarie University Library Informal Learning Spaces/ the Library of the 21 st Century Learning and Teaching in an Information Age Symposium, 22 August 2007

2. 7 October 2015Macquarie University LibraryNo 2 Planning Questions What does the Library of the 21 st Century look like? –Evidence –Key planning concepts Does this thinking have relevance for other informal learning spaces on campus How does this relate to the Learning and Teaching Plan?

3. 7 October 2015Macquarie University LibraryNo 3 Definitions In the Information Age – all space is potentially learning space Formal learning space – “teacher-led” learning experience – the teacher directs the learning - classroom, seminar room, laboratory Informal learning space – “learner-led” learning experience – the learner has responsibility for the learning – corridor, walkway, café, library, residences

4. 7 October 2015Macquarie University LibraryNo 4 Key Trends “Information” Age – the impact of user- created content “Interaction” Age – the impact of social networking tools

5. 7 October 2015Macquarie University LibraryNo 5 Individual Study

6. 7 October 2015Macquarie University LibraryNo 6 Group Work

7. 7 October 2015Macquarie University Library Access to Information in the “Information Age”

8. 7 October 2015Macquarie University LibraryNo 8 Research Libraries – Where are we now? Half the business is transacted electronically – in our case 5,500 physical visits every calendar day and 5,500 electronic visits Two thirds of the acquisitions budget is spent on electronic resources Use of electronic resources is increasing; in 1999 we had 2,500 ejournals and 0 ebooks; by 2006 we provided access to 52,000 subscription ejournals, 30,000 free ejournals and 22,500 ebooks Loans of physical items are starting to decrease 20% of the collection satisfies 80% of the loans made

9. 7 October 2015Macquarie University LibraryNo 9 What will usage be like 20 years from now?

10. 7 October 2015Macquarie University LibraryNo 10 Paper versus Electronic Journals © 2006 David W. Lewis.

11. 7 October 2015Macquarie University LibraryNo 11 Paper versus Electronic Books © 2006 David W. Lewis.

12. 7 October 2015Macquarie University LibraryNo 12 Resource Usage 2029 Predicted changes in usage of books and journals: Current Use: 40% of total usage is Books - 60% Journals By 2029: no change in this ratio Current Use: Electronic journals 80%; paper journals 20% By 2029: Electronic journals will become 95% Current Use: Electronic Books 5%; Paper books 95% By 2029: Electronic books will become 70%

13. 7 October 2015Macquarie University LibraryNo 13 “I’ve got the Net – why do I need to come to campus?” “I’ve got Google – why do I need the Library” The Big Questions

14. 7 October 2015Macquarie University LibraryNo 14 Evidence North America EDUCAUSE Learning Initiative http://www.educause.edu/eli Scott Bennett http://www.libraryspaceplanning.com United Kingdom Joint Information Systems Council (JISC) - Planning and Designing Technology-Rich Learning Spaces http://www.jiscinfonet.ac.uk/infokits/learning-space-design

15. 7 October 2015Macquarie University LibraryNo 15 Thinking about Space “We often start the design of learning spaces with service and operational considerations rather than with questions about the character of the learning we want to happen in the space” Bennett, S. (2007) ‘First questions for designing higher education learning spaces’ Journal of Academic Librarianship (33)1, pp. 14-26.

16. 7 October 2015Macquarie University LibraryNo 16 Bennett’s Key Questions Question 1 What is it about the learning that will happen in this space that compels us to build a bricks and mortar learning space, rather than rely on a virtual one?

17. 7 October 2015Macquarie University LibraryNo 17 Observations Some aspects of immersion learning are hard to achieve except in physical spaces. Some of the social dimensions of learning cannot be fully realized or substituted for in virtual space. The character of collaborative learning is likely to be different in physical and virtual spaces. Physical space is needed for the performance aspect of teaching and learning.

18. 7 October 2015Macquarie University LibraryNo 18 Bennett’s Key Questions Question 2 How might this space be designed to encourage students to spend more time studying and studying more productively?

19. 7 October 2015Macquarie University LibraryNo 19 “Deep Learning” “The more time students spend preparing for class, working on campus, and participating in co- curricular activities, the more they report themselves as engaged in deep learning behaviors” – (higher order, integrative, and reflective learning behaviors).

20. 7 October 2015Macquarie University LibraryNo 20 The Social Dimension ‘‘Space designs that acknowledge the social dimension of... learning behaviors and that enable students to manage socializing in ways that are positive for learning are likely to encourage more time on task and more productive studying, and thereby yield a better return on the investment in physical learning spaces.’’

21. 7 October 2015Macquarie University LibraryNo 21 Qualities of “Good” Space Convenience Comfort Quiet, or freedom from distraction (The quiet sought varies greatly from student to student and from situation to situation for a given student. Students wanted a study environment that is ‘‘distraction- free” but combined with enough noise and activity so that they don’t get bored or fall asleep)

22. 7 October 2015Macquarie University LibraryNo 22 Convenience St Martin’s College

23. 7 October 2015Macquarie University LibraryNo 23 Comfort St Martins College

24. 7 October 2015Macquarie University LibraryNo 24 Comfort Saltire Centre, Glasgow Caledonian University

25. 7 October 2015Macquarie University LibraryNo 25 Quiet Space Saltire Centre, Glasgow Caledonian University

26. 7 October 2015Macquarie University LibraryNo 26 Bennett’s Key Questions Question 3 For what position on the spectrum from isolated study to collaborative study should this learning space be designed?

27. 7 October 2015Macquarie University LibraryNo 27 NSSE 2004 Data “Learning space design that is responsive to these data must accommodate both solitary and collaborative learning behaviors, understanding that both occur with approximately equal frequency, but with collaborative learning behaviors growing more important over the four- or five-year course of a student’s work” and also the concept of “tidal flow” throughout a semester

28. 7 October 2015Macquarie University LibraryNo 28 Techno-Café Durham University

29. 7 October 2015Macquarie University LibraryNo 29 Techno-Café Durham University

30. 7 October 2015Macquarie University LibraryNo 30 “Studying Along” “Students readily distinguished between individual and group study, but their actual practices revealed a third type: studying along rather than alone or together. In effect, a student studies alongside others who are studying, sharing space but working separately rather than participating in a joint project” “I come to the Library to get serious about study”

31. 7 October 2015Macquarie University LibraryNo 31 Studying Along University of Warwick

32. 7 October 2015Macquarie University LibraryNo 32 Bennett’s Key Questions Question 4 How will claims to authority over knowledge be managed by the design of this space? What will this space affirm about the nature of knowledge?

33. 7 October 2015Macquarie University LibraryNo 33 “Authority and space” “The archetypal behavior for asserting authority over knowledge is the faculty member’s lecture; the archetypal space designed to reinforce that authority is the classroom, with the teacher standing in front and in command of the chalk board and other teaching technologies, while students are seated attentively facing their instructor. There are many other ways we design spaces to reinforce claims to authority over knowledge. Examples include book-lined faculty offices and librarians ensconced behind monumental reference desks with the ready- reference collection and a computer at their command”

34. 7 October 2015Macquarie University LibraryNo 34 The Reference Desk

35. 7 October 2015Macquarie University LibraryNo 35 Bennett’s Key Questions Question 5 Should this space be designed to encourage student/teacher exchanges outside of the classroom? Do you want space in the Library to work with your students or do you want us to rent you a disguise?

36. 7 October 2015Macquarie University LibraryNo 36 Bennett’s Key Questions Question 6 How might this space enrich educational experiences?

37. 7 October 2015Macquarie University LibraryNo 37 Celebration “Learning spaces designed to celebrate the accomplishments of learning – by exhibiting its products (scientific posters, engineering models, the results of research projects and independent study, etc.) or by offering performance venues (for talks, art exhibits, award activities, etc.) – will indicate that the space is itself meant to occupy interest and stimulate intellectual activity”

38. 7 October 2015Macquarie University LibraryNo 38 Display Space Matthew Boulton College

39. 7 October 2015Macquarie University LibraryNo 39 Planning Context In this context, the new Library ….needs to move from being collection- centred to being learner-centred …. to supporting research, learning and personal development in a network environment

40. 7 October 2015Macquarie University LibraryNo 40 Planning Challenges for the New Library Supporting active and social learning in “valued” space (engaging) Insinuating library services and resources in learners’ workflows (learner-centred) Improving access to resources in the electronic environment while maintaining access to print for at least the next 20 years (quality & convenience) Containing costs – opportunity costs of valuable real estate (value for money) and environmental sustainability

41. 7 October 2015Macquarie University LibraryNo 41 Relevance to the Learning & Teaching Plan Fostering student engagement and capability –Consultation in the detailed design phase of the new Library Building Project SOC300 interns Level 1 “sandbox” space funded by T&L Performance Fund

42. 7 October 2015Macquarie University LibraryNo 42 Relevance to the Learning & Teaching Plan Supporting student learning through appropriate infrastructure

43. 7 October 2015Macquarie University LibraryNo 43 Questions 1.What are our expectations for graduate attributes that make Macquarie distinctive? 2.Are these expectations reflected in in the design of our learning experiences and learning spaces, formal and informal? 3.What are the learning activities we use and want to use to engage students?

44. 7 October 2015Macquarie University LibraryNo 44 Suggested Action Form a Learning Environment Design Group to: –Understand the current learning activities associated with our desired graduate attributes, our pedagogies and the space needs related to these (How? – Conduct a survey of staff and students based on the methodology developed in the US as an adjunct to the NSSE Surveys (in principle agreement has already been obtained to adapt the US survey for Australian conditions – current surveys available at http://www.libraryspaceplanning.com/projects.htm ) http://www.libraryspaceplanning.com/projects.htm –Plan for new space based on new pedagogies and interactions