Purpose:
The purpose of this study was to determine the relationship between the design of informal learning spaces in an academic library and student learning behaviours. As academic libraries improve their spaces and create informal learning spaces, it is essential to consider the nature of the learning behaviours of the students in the spaces. Informal spaces are the spaces in the library not normally used for classroom instruction. Through improved understanding of learner behaviours comes purposeful design of informal learning spaces in libraries.
Design, methodology or approach:
This qualitative study is based on semi-structured interviews conducted with 21 students. Students were asked to discuss how, where and why they learn in the various informal spaces in the library. They also commented on various informal spaces in the library and discussed the features that related to learning.
Findings:
1. Space design elements
Students were very forthcoming on the affordances that support their learning. The most frequently mentioned elements were:
- Sound and lighting – Environmental factors played strongly in their choice of space, with sound levels being the feature most commented on. While most preferred silent or quiet areas there were those students who preferred either low level ambient noise or noisy spaces.
- Distraction – Students judged a space as distraction free or having distractions, with either being desirable for various learners. Distractions could be people, traffic, reoccurring noise, smell, view, or other elements.
- Openness – Openness describes a space that is not isolated or confined. If it was too open, with too many distractions it would not appeal to some.
- Alone or together – Students commented on the value of having other learners nearby, to provide an opportunity to interact or to assist with learning, or to act as a motivator.
- Outlets – Proximity to outlets was a possible determinant, but not a deal breaker. If other elements were in place, the student would prefer their “best” space over others.
2. Value of library learning spaces
Students reported that they came to the library to accomplish their learning goals. The values (functionality, atmosphere, opportunity for space ownership and control, and academic symbol) that they ascribed to the library enabled them to be efficient and effective as academic learners.
Research or practical limitations or implications:
Limitations: This is a small study. Students self-selected based on a recruiting poster which simply called for students who learn in the library. While there was screening to capture as broad a demographic as possible, there was no attempt to recruit a representative sample. This was a study of informal learning spaces in one academic library. Further investigation of other students using other library spaces as well as other informal learning spaces across campus is needed.
Implications: This study identified various elements in space design that should be considered in combination when designing learning spaces. It is an exploratory study. Further research on the relationship between learning preferences/styles/behaviours and space is needed to increase understanding of how and why students use the library as a place for learning. In addition, there is value in talking to students about how they learn and conduct themselves in informal spaces. It informs facility decision making while validating the library as an essential part of the academy.
Conclusions:
A significant outcome of this study was uncovering the concept of comfort and its relationship to learning. Students commented on the need to be comfortable so that they could learn. Comfort to them meant physical, emotional and mental comfort that created a feeling of openness and readiness to learn. The elements identified in the study combined for each student in a specific “right way” so that each was ready to learn and to accomplish their goals. For the designer who is looking for hints the most likely best learning space for students is the space that looks like it offers the opportunity for them to be successful learners. They know it when they see it. The purpose and features of the space should be obvious. Make sure there is enough desk space, vary the table arrangement and size to allow for privacy or for space to be with others. Have the nature of the space be obvious – a place for quiet learning or a space for conversation. Transitional spaces should be in place and furnishings should be flexible. The appeal of various spatial elements is unique to each individual but the values underlying the choices are universal. It is not practical to make each space unique, the learner will do that, but it is desirable to talk to the learner to make sure you are doing it right.
Originality and value:
This study focused on student learning in informal spaces in the library. Throughout the study it became more apparent that not only had no one talked to the students about the way they learn in the library and what they think about the relationship of space to learning. It was also apparent that they had never really thought about it themselves. To them their choice of learning space was just natural. The results show that there is a need for further conversations and investigations into how students learn, where they learn and how those elements feed into designing informal learning spaces in libraries and elsewhere. As more academic institutions create informal learning spaces across campus they will need to understand the relationship between learning, space and learner in order to create purposeful, comfortable spaces for learning.
Learning_in_informal_library_spaces_Beatty_2017.pdf 