Session Number
Parallel Session 2A
Keywords
Learning spaces; Evaluation; Academic libraries; Australia
Description
Learning spaces in academic libraries have changed over the last 15-20 years, emerging initially as spaces labelled as ‘information commons’ and transforming into a variety of spaces described as learning spaces, student hubs, and so on. The financial investment in the development of learning spaces in libraries has been significant. As these spaces have evolved, the evaluation of their impact and success has also emerged as an important issue, from the perspectives of judicious use of financial resources as well as contribution to the student experience and student learning outcomes. The need to undertake formal evaluation of such investments in facilities and service developments has become increasingly important in an environment of limited resources and Return on Investment (ROI) sought by university financial directors.
This paper will track the evolution of the Learning Commons in the University of New England (UNE), Australia since its first implementation as an Information Commons in 2006 to the most recent developments completed in early 2014 which respond to identified needs for facilities and services to enhance the experience of first year students. The current configuration of services provided in the UNE library (library support, IT support, learning support, student academic support, and security services) is an example of the emergence of the university library building as a central hub for the delivery of services for students and staff. The concept design of the recent refurbishment strengthens the perception of the library environment as a beacon on campus in the provision of services to enhance the student experience. The requirement to move from informal feedback mechanisms to more structured, evidence-based evaluative data on learning spaces and the provision of related services in libraries will be demonstrated in the changing evaluation methodologies used at UNE.
Included in
From Hub to Beacon: Evolution and Evaluation of Spaces in the Learning Commons
Learning spaces in academic libraries have changed over the last 15-20 years, emerging initially as spaces labelled as ‘information commons’ and transforming into a variety of spaces described as learning spaces, student hubs, and so on. The financial investment in the development of learning spaces in libraries has been significant. As these spaces have evolved, the evaluation of their impact and success has also emerged as an important issue, from the perspectives of judicious use of financial resources as well as contribution to the student experience and student learning outcomes. The need to undertake formal evaluation of such investments in facilities and service developments has become increasingly important in an environment of limited resources and Return on Investment (ROI) sought by university financial directors.
This paper will track the evolution of the Learning Commons in the University of New England (UNE), Australia since its first implementation as an Information Commons in 2006 to the most recent developments completed in early 2014 which respond to identified needs for facilities and services to enhance the experience of first year students. The current configuration of services provided in the UNE library (library support, IT support, learning support, student academic support, and security services) is an example of the emergence of the university library building as a central hub for the delivery of services for students and staff. The concept design of the recent refurbishment strengthens the perception of the library environment as a beacon on campus in the provision of services to enhance the student experience. The requirement to move from informal feedback mechanisms to more structured, evidence-based evaluative data on learning spaces and the provision of related services in libraries will be demonstrated in the changing evaluation methodologies used at UNE.