GIBSIccURATION
645 views | +0 today
Follow
GIBSIccURATION
Scoops relevant to change dynamics of academic information environment -
Your new post is loading...
Your new post is loading...
Rescooped by GIBS Information Centre / GIBSIC from GIBSIccURATION
Scoop.it!

Libraries as Informal Learning Spaces— excerpt from the first Chapman Prize Report + Call for 2013 Prize

Libraries as Informal Learning Spaces— excerpt from the first Chapman Prize Report + Call for 2013 Prize | GIBSIccURATION | Scoop.it
The Call for the 2013 Perry Chapman Prize is live through May only. Respondents are asked to address the question: 
How does the physical campus support instit…

Via Society for College and University Planning (SCUP), GIBS Information Centre / GIBSIC
more...
Society for College and University Planning (SCUP)'s curator insight, May 3, 2013 12:49 PM

SCUP will soon publish the monograph, "Research on Learning Space Design: Present State, Future Directions," by Susan Painter, Janice Fournier, Caryn Grape, Phyllis Grummon, Jill Morelli, Susan Whitmer, and Joseph Cevetello. This team received the 2012 Perry Chapman Prize to support their work.


From the introduction to the report from the 2012 recipients:


"Although several hundred articles and a number of books on these topics had been written by the fall of 2012, the field is still at an early stage of development. A first step in creating value from this existing body of work is to gather, summarize, and evaluate how far the field has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact. This was the purpose of the project being reported here: a literature review undertaken by a small group of researchers and campus architects/planners who had applied for and been awarded a small grant from the Perry Chapman estate, administered through the Sasaki Foundation in honor of M. Perry Chapman and administered by the Society for College and University Planning."


GIBS Information Centre / GIBSIC's curator insight, May 7, 2013 2:41 AM

Library spaces - "The researchers used mapping exercises, student-gathered photographs, surveys, interviews, and design charrettes. Their findings paint a detailed picture of students’ study lives that has implications for institutions that want to make the library relevant to those lives: 

Students are highly scheduled and on the go all of the time. There is no “average” day for a student. Academic, social, recreational, work, volunteer, and personal activities are all in the mix and each day is different. They eat on the go and carry their belongings with them, although they don’t carry their laptops. Students’ schedules are “offset” from librarians’ schedules. Students study in the library, at home/in their dorms, and in the computer lab. They use computer technology throughout the day and in multiple locations.

 The researchers also reported results from the design charrettes that show student needs and preferences:

Flexibility: spaces that meet a variety of needs. Students want to move easily among the spaces. Group and individual study areas are important, as are spaces to relax, a café, and computing and media viewing areas.   Comfort: spaces that provide comfort and have a “family room” atmosphere. This includes easy access to coffee and food, natural light, and an environment with soothing textures, sounds, and great warmth. The space should support sitting, slouching, putting one’s feet up, and lying down.  Technology: technology and tools should be intuitively integrated into the space. This includes high-end technology such as media players, smart boards, and plasma screens as well as low-tech items such as power outlets, staplers, and three-hole punch tools.Staff support: Students rarely made distinctions between the types of staff they needed in the library; rather, they expected to interact with a generic staff member who would be able to provide reference assistance, check out materials, answer IT questions, and brew a great latte. There were very few mentions of a reference or information desk. Librarians cannot assume that they know how students do their academic work or what they need.Resources: students included library materials in their designs, ranging from academic and reference books to leisure magazines and DVDs.  " Ackn. SCUP
Rescooped by GIBS Information Centre / GIBSIC from SCUP Links
Scoop.it!

Libraries as Informal Learning Spaces— excerpt from the first Chapman Prize Report + Call for 2013 Prize

Libraries as Informal Learning Spaces— excerpt from the first Chapman Prize Report + Call for 2013 Prize | GIBSIccURATION | Scoop.it
The Call for the 2013 Perry Chapman Prize is live through May only. Respondents are asked to address the question: 
How does the physical campus support instit…

Via Society for College and University Planning (SCUP)
GIBS Information Centre / GIBSIC's insight:

Library spaces - "The researchers used mapping exercises, student-gathered photographs, surveys, interviews, and design charrettes. Their findings paint a detailed picture of students’ study lives that has implications for institutions that want to make the library relevant to those lives: 

Students are highly scheduled and on the go all of the time. There is no “average” day for a student. Academic, social, recreational, work, volunteer, and personal activities are all in the mix and each day is different. They eat on the go and carry their belongings with them, although they don’t carry their laptops. Students’ schedules are “offset” from librarians’ schedules. Students study in the library, at home/in their dorms, and in the computer lab. They use computer technology throughout the day and in multiple locations.

 The researchers also reported results from the design charrettes that show student needs and preferences:

Flexibility: spaces that meet a variety of needs. Students want to move easily among the spaces. Group and individual study areas are important, as are spaces to relax, a café, and computing and media viewing areas.   Comfort: spaces that provide comfort and have a “family room” atmosphere. This includes easy access to coffee and food, natural light, and an environment with soothing textures, sounds, and great warmth. The space should support sitting, slouching, putting one’s feet up, and lying down.  Technology: technology and tools should be intuitively integrated into the space. This includes high-end technology such as media players, smart boards, and plasma screens as well as low-tech items such as power outlets, staplers, and three-hole punch tools.Staff support: Students rarely made distinctions between the types of staff they needed in the library; rather, they expected to interact with a generic staff member who would be able to provide reference assistance, check out materials, answer IT questions, and brew a great latte. There were very few mentions of a reference or information desk. Librarians cannot assume that they know how students do their academic work or what they need.Resources: students included library materials in their designs, ranging from academic and reference books to leisure magazines and DVDs.  " Ackn. SCUP
more...
Society for College and University Planning (SCUP)'s curator insight, May 3, 2013 12:49 PM

SCUP will soon publish the monograph, "Research on Learning Space Design: Present State, Future Directions," by Susan Painter, Janice Fournier, Caryn Grape, Phyllis Grummon, Jill Morelli, Susan Whitmer, and Joseph Cevetello. This team received the 2012 Perry Chapman Prize to support their work.


From the introduction to the report from the 2012 recipients:


"Although several hundred articles and a number of books on these topics had been written by the fall of 2012, the field is still at an early stage of development. A first step in creating value from this existing body of work is to gather, summarize, and evaluate how far the field has come in identifying the elements that will allow us to thoughtfully design learning spaces and evaluate their impact. This was the purpose of the project being reported here: a literature review undertaken by a small group of researchers and campus architects/planners who had applied for and been awarded a small grant from the Perry Chapman estate, administered through the Sasaki Foundation in honor of M. Perry Chapman and administered by the Society for College and University Planning."