Learning Spaces in Libraries: How Is a Paradigm Shift in Learning and Pedagogical Theory Reflected in the Design of University Libraries in New Zealand?

Abstract

There has been a shift in higher education from a 'teaching-centered' paradigm to a 'learnercentered' paradigm. Alongside developments in learning theory, the shift is prompted by two main drivers - advances in technology, and an economic and social requirement to produce citizens who are equipped with the necessary skills to function in technology-rich societies (Alexi Marmot Associates (AMA), 2006), thus enabling them to respond to the pervasive change which is characteristic of these societies in timely and innovative ways. For the library within an educational institution this means rethinking functions, use of space, and delivery of services, while developing relationships with other business units in the organisation, in order to design new learning spaces that support educational pedagogy. There is a great deal of international literature that examines the shift in theory about learning and the impact that has had on the design of learning spaces. The literature suggests a 'genealogy' of design projects, with constructivist principles as the 'parent' of design principles, leading to specific tactics that support and enhance learning. There is a view that constructivist principles are enduring, and should therefore be the main driver for design projects, rather than advances in technology. The purpose of the research project was to determine how a paradigm shift is reflected in design projects undertaken in university libraries in New Zealand between 1999 and 2009. The project aimed to look at the influences on design projects at a number of levels to determine if a model for development identified in the international literature could be applied to university libraries in New Zealand. A research study involving interviews and site visits with senior university library staff members was undertaken to gather rich, qualitative data. Analysis of the data lead the researcher to conclude that constructivist principles were not a main driver behind the design of university libraries, however, project outcomes supported these principles in that without exception they were student centered, supporting learning, and library and institutional missions.