Library design, learning spaces and academic literacy

Abstract

Purpose – To acquire academic literacy students need library buildings that take account of “what the student does”, changing learning styles and preparation for employment in a digital world. Equally as academic staff develop innovative e-learning activities, library spaces need to accommodate new learning opportunities. This paper aims to consider how the design of library buildings contributes to a complex and evolving range of academic literacies and emerging pedagogical frameworks. The paper also seeks to consider the contribution these literacies make to the experience of students reading for a degree in an increasingly digital environment. Design/methodology/approach – The paper draws on the experience at Bournemouth University, where a higher education academy-funded project accelerated the introduction of new technologies into learning and teaching frameworks. A new library building, The Sir Michael Cobham Library, enabled the creation of learning spaces that are flexible and responsive to the changing needs of users. Findings – Innovative spaces and evolving pedagogies demand different levels of academic literacy to enable students to succeed in physical and digital environments. Originality/value – This reflective review adds new dimensions to the body of knowledge underpinning both the study of learning spaces and academic literacy.