From information to learning commons: campus planning highlights

Abstract

Purpose

This paper seeks to highlight elements of and assumptions for an inclusive planning process which guided the transformation of an information commons into a learning commons over a six‐year period. It aims to present case study within the context of the North American higher education environment, in which this example illustrates the shift from a teaching to a learning orientation.

Design/methodology/approach

The report illustrates the efficacy of a highly participatory and inclusive planning process which integrates ideas generated by campus stakeholders and beneficiaries – students, professors, and administrators – to redirect campus library activities from service to learning outcomes. The culminating Science Café example suggests the potential of repurposing space, revitalizing relationships, and re‐energizing programming within an academic library.

Findings

The case study illustrates the impact of participatory (re)design of library priorities. It demonstrates the new insights produced through expanded campus decision‐making processes. Conference paper and journal article references provide detailed descriptions of consultation and research elements of this six‐year initiative.

Originality/value

The paper provides a campus planning framework for an inclusive learning commons initiative. References to detailed reports in conference presentations, book chapters, and journal papers published in Africa, Australia, Europe, and North America offer transferable guidance for convening campus conversations to repurpose library facilities. This topic is timely, as information and learning commons – originating over 15 years ago in North America – are of growing interest internationally.

Citation

Somerville, M.M. and Brar, N. (2010), "From information to learning commons: campus planning highlights", New Library World, Vol. 111 No. 5/6, pp. 179-188. https://doi.org/10.1108/03074801011044052