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

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dc.contributor.advisor Stone, Lynley
dc.contributor.author McKee, Abbie Julia
dc.date.accessioned 2010-05-30T21:40:46Z
dc.date.accessioned 2022-10-13T02:17:54Z
dc.date.available 2010-05-30T21:40:46Z
dc.date.available 2022-10-13T02:17:54Z
dc.date.copyright 2009
dc.date.issued 2009
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/21976
dc.description.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. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.subject Libraries and students en_NZ
dc.subject Academic libraries en_NZ
dc.subject Library design en_NZ
dc.title Learning Spaces in Libraries: How Is a Paradigm Shift in Learning and Pedagogical Theory Reflected in the Design of University Libraries in New Zealand? en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit School of Information Management en_NZ
vuwschema.subject.marsden 289999 Other information, computing and communication sciences en_NZ
vuwschema.type.vuw Masters Research Paper or Project en_NZ
thesis.degree.discipline Library and Information Studies en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ
thesis.degree.name Master of Library and Information Studies en_NZ

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