Re-defining the service experience: forging collaboration between librarians and students

摘要

In response to changing pedagogical theory and practice in higher education, library designers have created innovative learning spaces that support informal learning outside the classroom. Informed by social constructivist theory, libraries can be justly proud of their new collaborative learning spaces that support interaction and discussion; social spaces that foster engagement and learning; as well as quiet places for independent study. The University of Melbourne Library is no exception, carrying out a program of works since 2007 to create dynamic and innovative spaces to support contemporary student learning in four successive library refurbishment projects. Although much attention has been paid to redeveloping student spaces in libraries, less attention has been paid to the interrelationship between library spaces and services and how this interrelationship and the pedagogical framework should jointly inform these redevelopments. It seems incongruous to redevelop student spaces to meet new pedagogical imperatives without rethinking the service experience, in particular the relationship between library staff and students, the model of service provision and the physical design of the service area.This paper focuses on the development of a new service model that is specifically designed to meet the needs of contemporary users at the University of Melbourne Library. In particular, the paper reflects upon the way in which the service desk has been transformed from a forbidding counter-style barrier that formalised the traditional expert/student relationship to a service area where librarians stand side by side with patrons, where the emphasis is on partnering and collaborating with students and researchers. The development of this model represents an attempt to re-define the relationship between librarians and students in line with current pedagogical practice. Underpinning this service model is a complex program of workforce change, professional development and service refinement to ensure that staff at service points are able to deliver quality services that meet students’ changing information needs.