21st Century Learning Space: A Model for the Scott Library
June 1st, 2009
Over the last 15 years academic libraries have seen enormous changes. The nature of collections
have changed significantly in response to new technologies, and now many of these changes are
precipitating a reinvention of library spaces as well. New kinds of learning spaces are being
developed in academic libraries across the globe. The following document attempts to articulate
some of the models, principles and values that will inform the development of learning spaces
and a learning commons at York.
The intention of this document is to begin discussions, not to define a vision. Learning spaces are
effective only when they are developed in dialogue with local needs and users. The following
statement should be considered as a “beta” document – subject to continual revision as we learn
more about the local needs of our users in the context of specific projects.
Models
There are a variety of models that have been used to describe the kinds of dynamic new spaces
being developed in libraries. These models each have different emphases, but also significant
overlap.
1) Technology: The Information Commons
The emphasis of an IC is on the role of information technology in the process of research
and knowledge production. Technology and technical support are integrated into a
commons area. The IC recognizes the link between the research process and knowledge
production.
2) Academic Supports: The Learning Commons
The focus of the LC is on the integration of academic supports and services into a central
commons area in the library. The core services are usually research, writing, learning
skills and technical support, but can also be expanded to include academic advising,
career services, peer tutoring, etc. These services can be offered in a variety of
environments including drop-in desks, workshops, etc. There are a range of degrees of
collaborations between these different supports
3) Peers: Learning Space
The emphasis of the LS model is on the design of spaces that recognize diverse ways of
learning and specifically the social and communal nature of learning. Environments are
designed to accommodate group and peer learning. Social, cultural and civic activities are
introduced. Learning is considered holistically and spaces are designed to be usercentred.
The discussions in the library community have shifted over the last ten years from the
Information Commons to the Learning Commons and more recently to Learning Spaces. It is
clear, however, that these are overlapping and complementary models, not competing visions.
The technological integration of the Information Commons has generally been assumed by the
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other two models. The Learning Commons and Learning Spaces on the other hand seem to exist
side by side: some library commons focus on the academic supports, others on social and peer
functions, and others incorporate the technology, supports and social/peer functions in various
measures.
Principles
The Scott Library 2nd floor project will be heavily informed by user-centered discovery. The
following principles are likely to inform the development of this floor.
The Learning Commons
Learner-Centred Pedagogy
 Space needs to better reflect the pedagogical shift at the University from a teacher-centred
approach to a learner-centred approach. This requires a better integration of academic
services and resources to support independent learning.
 Space needs to be student-centred and better reflect the needs of student learning rather than
library functions. Although library collections are still crucial, libraries need to provide more
space for people.
 Decisions about learning space should be informed by user-centred discovery.
 Services in the libraries need to be considered in the larger context of the experience of our
learners, how they use the library, when they use it, for what purpose and what the meaning
of that experience is for them.
Integration of Academic Supports
 The collaboration of academic supports in the form of a Learning Commons acknowledges
the holistic, recursive and non-linear nature of the scholarly process.
 Academic skills such as writing, research and learning skills are understood to be intertwined,
not separate domains. Collaboration in support of these skills better supports students.
 The library is not strictly a research space, but more broadly conceived of as a learning space.
 Learning commons partners can work with instructors to help achieve a vertical integration of
academic skills into curricular learning objectives (through assignment design, curriculum
development, etc.).
Library as Academic Town Square
 One of things that make libraries unique is that they are environments that are rich in
knowledge resources. However, libraries do not just passively house knowledge; libraries
also actively showcase and promote knowledge. The library as “marquee”.
 Libraries are not just a place that gather in, but also opens out to the university and to the
community. The academic work of the university can be shared, hosted, displayed, and
curated by libraries. Libraries are a place where the community can come to know itself.
 Libraries also open out to the world beyond our campus and have a role in engaging our
communities with cultural, civic and artistic programming.
 The libraries are a place for discovery as well as searching.
Library Learning Space
Library as “Third Place”
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Libraries constitute a special kind of “third place” on campus. Learning environments are
distinct from work spaces (such as classrooms/labs) and domestic environments
(dormitories).1
The nature of library learning spaces as informal “commons” needs to be recognized.
Although professionally mediated spaces need to exist within the library (services points,
classrooms), the overall milieu of the library can be characterized as a place in which
communities of learners interact, engage, and assimilate knowledge and ideas.
“Third places” in universities provide an environment for members of the academic
community to engage in a neutral space outside of disciplinary structures.
“Third places” function as informal democratic spaces that nurture citizenship.
Social Learning
 Libraries need to acknowledge and accommodate the social nature of learning. In addition to
traditional quiet study areas, academic libraries need to provide many more spaces that
accommodate group study and collaborative work. Group assignments are increasingly
common in the curriculum.
 Learning spaces recognize the synergy between academic and social functions. Social
environments help encourage the sharing and assimilation of knowledge in and through
communities of learners.
 Social functions which might otherwise appear non-academic (eg. Café, areas of socializing)
can contribute to the development of a learning ecology that supports sustained study.
Diversity of Function
 A diversity of learning environments should provide students choices based on needs,
preferences and learning styles.
 Functions need to be differentiated, though not necessarily compartmentalized.
Differentiated spaces allow students to make choices about the environments they need for
different kinds of learning tasks.
 It is crucial to differentiate zones by acceptable noise level. These noise levels correspond to
different learning needs and styles.
Flexible Use
 Spaces need to be capable of customization based on users’ requirements as they arise.
Mobile furniture and flexible wiring systems are needed to create environments that can be
reconfigured on the spot.
 Spaces need to be developed in a way that can accommodate new developments over time.
Learning spaces should themselves be capable of “learning”.
Technology Rich Environments
 Students need technology integrated into the spaces in which they learn.
 Access to a wide variety of technologies beyond the computer.
 Multimedia technology should be available to cater to the expanding forms of academic
production.
 Introduce more technology for collaborative use. Most technology on campus is set up for
individual student use rather than groups.
Increased Access
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Oldenburg, Ray. (1999). The Great Good Place: Cafes, Coffee Shops, Bookstores, Bars, Hair Salons and
Other Hangouts at the Heart of Community (2nd ed.). New York: Marlowe & Co.
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Because the Learning Commons will be the hub not just of Scott Library, but for so many
other academic supports and services, it needs to be as accessible as possible.
If the 2nd floor learning space is to be a space of democratic interaction, it needs to be
physically accessible.
Adaptive technology and design should be fully integrated.
Sufficient access to technology, seating and other types of resources.
Possible Features associated with these themes.
These are not meant to be exhaustive – only to give a sense of how these themes could be
interpreted.
Learned-centred pedagogy
o Collaborative integration of multiple academic services (research, writing and
learning skills, etc.) in the form of a “learning commons”
o One-to-one support consultations in semi-private advising space
o Blended service points (eg. information desk blended with computer assistance)
o Use of peer student assistants
o Flexible classrooms designed to accommodate different modes of teaching and
pedagogy
o User-centred discovery techniques for development of learning space
Integration of Academic Services
o Learning Commons hub
o Touchdown areas for provision of drop-in services by core partners: research,
writing and learning skills partners
o Development of a variety of learning workshops
o Consideration of wider involvement: advising, career services, Center for
Support of Teaching
o Teams for consultation with faculty on curriculum design and learning objectives
Library as Academic Town Square
o Cultural, artistic and civic programming
o Exhibits: archival, fine arts
o Performance
o Events such as: author readings, public lectures, panel discussions
o Showcase York research for students and public
o YorkWrites
Library as “Third Place”
o Atrium as piazza, as forum
o Peer assistance
o Programming fed by a Student Advisory Group
o LCD screens for broadcasts
Social Learning
o Group study rooms
o Collaborative interactive work areas
o Presentation practice rooms
o Informal lounge seating
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More access to natural light
Bankettes, movable seating
Cultural programming (eg. readings, performances, displays, lectures)
Relaxed food and drink policy in libraries
Café
Relaxed noise policies in discrete spaces
Diversity of Function
o Different noise policies in different areas
o Areas for: individual study, collaborative study, group study
o Zones for socializing (“recess” type functions)
o Areas for services, classrooms, peer help
Flexible Use
o Movable “grid” wiring system
o Mobile furniture
o Movable partitions, whiteboards, flipcharts
o Temporary walls and dividers
o Use of furniture rather than millwork for service desks
Technology Rich Environments
o Electronic whiteboards in group rooms, collaborative work areas, classrooms
o Shared LCD panels for projection for groups
o Multimedia production technology
o More computers
o More electrical drops
o Student peer assistants for tech support
o More laptop lending
o Lending of other peripheral technologies: digital cameras, camcorders, MP3
players, webcams, etc.
Increased access
o More seating in more varied environments
o More electrical drops
o Universal design
o Goal of ubiquitous access to accessibility software
Mark Robertson
Associate University Librarian, Information Services
York University
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