From information to learning commons: campus planning highlights

摘要

Purpose - This paper seeks to highlight elements of and assumptions for an inclusive planningrnprocess which guided the transformation of an information commons into a learning commons over arnsix-year period. It aims to present case study within the context of the North American higherrneducation environment, in which this example illustrates the shift from a teaching to a learningrnorientation.rnDesign/methodology/approach - The report illustrates the efficacy of a highly participatory andrninclusive planning process which integrates ideas generated by campus stakeholders andrnbeneficiaries - students, professors, and administrators - to redirect campus library activitiesrnfrom service to learning outcomes. The culminating Science Cafe example suggests the potential ofrnrepurposing space, revitalizing relationships, and re-energizing programming within an academicrnlibrary.rnFindings - The case study illustrates the impact of participatory (re)design of library priorities. Itrndemonstrates the new insights produced through expanded campus decision-making processes.rnConference paper and journal article references provide detailed descriptions of consultation andrnresearch elements of this six-year initiative.rnOriginality/value - The paper provides a campus planning framework for an inclusive learningrncommons initiative. References to detailed reports in conference presentations, book chapters, andrnjournal papers published in Africa, Australia, Europe, and North America offer transferable guidancernfor convening campus conversations to repurpose library facilities. This topic is timely, as informationrnand learning commons - originating over 15 years ago in North America - are of growing interestrninternationally.