Libraries at University of Nebraska-Lincoln
Date of this Version
2024
Document Type
Article
Abstract
The library plays a significant role in providing a welcoming, inviting, and appealing library environment to attract learners to use its resources and services. Consequently, the learning preferences of learners prompted the shift from information commons to learning commons in higher education. With an emphasis on the social dimensions of learning, the learning space represents a transformative change that extends beyond the reach of the traditional library. The library can maximize the learners' potential by making it truly an extension of the classroom. This research is guided by the following research questions: 1. What are the teachers’ and librarians’ perceived innovative learning spaces?; 2. What is the relevance of the innovative learning spaces as identified by the teachers and librarians?; and 3. What action plan can be proposed to create innovative learning spaces for the library? This paper reports findings from surveys with 38 faculty and seven librarians at Tarlac State University (TSU) San Isidro Campus, Philippines. It made use of mixed methods research design to gather information on the knowledge of teachers and librarians about innovative learning spaces and the relevance of these spaces for individual and collaborative undertakings. Findings revealed that the respondents were knowledgeable about learning spaces like café areas, outdoor library spaces, faculty areas, exhibit areas, library theatre, and music rooms. However, they were still unfamiliar with the nook, social learning, discussion, and tutorial areas. The respondents were fully aware of the relevance of these spaces. However, they had little impression of some of the learning spaces. The proposed plan for integrating innovative learning spaces was deemed essential for the diverse learning needs of library users.
For the blind review