Sunday, August 3, 2008

Cal Poly Learning Commons - Part 3 of 3

Do I think this renovation is valuable / useful?

The fact that so many students were directly involved in the 2005 Cal Poly Learning Commons design project will give them “buy-in” and will also spread word-of-mouth among their friends. Other students may think more favorably about the project because “the outcome is a work of students and not only by some ‘experts’” (Lundkvist, Sundlof, Tanskanen, & Tiburzi, 2005, p. 8).

Students and faculty at Cal Poly have had nearly 3 years to use the current Learning Commons with its older furnishings. Sprucing it up with new paint and carpet will make it more inviting to them. The addition of new group study rooms, and especially the café, will likely bring in new students and faculty who had not previously used the space. Together, the 2005 and 2008 renovations show that the library continues to be a relevant entity that seeks to update its facilities and services to adapt to the changing needs of the university.

I feel that the Learning Commons Team has done a great job with their web site, using language that is appealing to students. Take this short paragraph as a example:
“Cross-Disciplinary Social Interactions? Yes!
By hanging out at the Learning Commons you get things done, share knowledge and learn something new. Bring your books, bring your projects and bring your teammates. Your brainstorming session could spark the world's greatest idea for a senior project, a new business or a new way of thinking” (Learning Commons Team, n.d.).

The posters (image below: Kennedy Library, 2008a) which advertise the renovation are another example of how they have tried to reach out to the students.


According to the director of the Strategic Learning Center at the Chicago Metropolitan Library System, “creating services that add value for the customer takes precedence over all other drivers in determining organizational success in the twenty-first century” (Deiss, 2004, p.17). I believe that the renovations at the Robert E. Kennedy library add significant value for the customers, and their outreach seeks to show students that value.

As a staff member of an “Information Commons” who has an interest in seeing in morph into more of a “Learning Commons,” I wish I could visit Cal Poly’s newly renovated Learning Commons after it re-opens this fall.


Acknowledgement

I would like to thank the staff of Kennedy Library for making so much information about their Learning Commons and renovations freely available on the Internet. It made this class project an interesting treasure hunt for me, with many gems found, not the least of which are the Flickr image sets by Kennedy Library and by Marya Figueroa. If I have misinterpreted or misrepresented any of the information, I offer my sincere apologies.




Bibliography


Deis, K.J. (2004). Innovation and strategy: Risk and choice in shaping user-centered libraries. Library Trends, 53(1), 17-32.

Figueroa, M. (2008). Poly [set of images]. Retrieved August 2, 2008 from the Flickr web site: http://www.flickr.com/photos/emdot/sets/72157600454052855/.

Kennedy Library. (2008). 2nd floor renovation Summer 08 [set of images]. Retrieved August 2, 2008 from the Flickr web site: http://flickr.com/photos/kennedylibrary/sets/72157606243857781/.

Kennedy Library (2008). Renovation poster. Retrieved August 2, 2008 from the Flickr web site: http://www.flickr.com/photos/kennedylibrary/2679778361/sizes/l/in/set-72157606242990643/.

Learning Commons Team. (n.d.) Services for Students. Retrieved from the Learning Commons web site: http://learningcommons.lib.calpoly.edu/services/students.html.

Lundkvist, P., Sundlof, R., Tanskanen, S., & Tiburzi,M. (2005). Strategic design of a learning commons at Lulea University of Technology. Lulea, Sweden: Lulea University of Technology. Retrieved from the Lulea University of Technology web site: http://epubl.ltu.se/1402-1536/2005/19/LTU-TR-0519-SE.pdf.

Cal Poly Learning Commons - Part 2 of 3

How is this renovation user-centered?

The Cal Poly Learning Commons Project is an example of ‘participatory co-design.’ What does this mean?

“Participatory co-design
• Is a philosophy: collaboration improves usability and builds relationships
• Is a process: user-centric, interdisciplinary, contextual investigations
• Is a set of techniques: usability testing, inquiry learning, interactive evaluation” (Somerville, 2007)

The Kennedy Library renovations in 2005 were preceded by many months of study into what students and faculty needed and wanted from a new space. This study was conducted not by a panel of outside experts, but by actual and potential users of the space. This ‘by students, for students’ approach to Commons design is apparently unusual, according to literature searches conducted by students in Sweden (Lundkvist, Sundlof, Tanskanen, & Tiburzi, 2005). As part of their coursework, “graduate and undergraduate students in human computer interaction (HCI), knowledge management (KM), information science (IS), and social informatics (SI) from three institutions in two countries” (Kurfess et al, 2005) used various methods to determine what was needed and to work on possible solutions.

In conjunction with the Cal Poly Learning Commons Project, several students in Sweden investigated what a potential Learning Commons on their own campus (Lulea University of Technology) could be like (Lundkvist, Sundlof, Tanskanen, & Tiburzi, 2005). They conducted one-on-one interviews with university professors, librarians, and IT staff, and focus group interviews with university students in several groups, including a group of “special needs” students with dyslexia. Likewise, the Cal Poly students conducted focus groups, along with surveys and usability studies of tools such as electronic whiteboards (Somerville, Kurfess, & Mirijamdotter, 2007).

Here is a photo of several concept drawings for the Learning Commons, completed by Cal Poly students (image below: Somerville, Kurfess, & Mirijamdotter, 2007).


The Kennedy Library at Cal Poly was partially renovated to include a new service, a Learning Commons space, in 2005. Further renovations to the Learning Commons are underway this summer, which include replacing the 1980s study carrels with more flexible furnishings, building 8 glass-walled group study rooms with computers, and adding an eating area. “The café is an important addition to the second floor because many students' chosen study spots depend on where they can get a late cup of coffee, according to [Michael] Miller [Dean of Library Services]. With [café] Julian's presence in the library, all study necessities will be on campus” (Bieker, 2008). Comfortable couches will also be included in the café area (Somerville, Kurfess, & Mirijamdotter, 2007), which will encourage students to linger, thus solidifying in their minds the image of the library as a nice place to spend many hours.

The old study carrels (image below: Kennedy Library, 2008a) provided a small individual workspace, and made collaboration with groups difficult.


The new area will include round tables (and what appears to be movable/reconfigurable tables) where groups can gather to talk or work on computers together. See a large image of the floorplan online here, beautifully drawn by Kristina Chung (Kennedy Library, 2008b). Students involved in the Cal Poly Learning Commons Project felt it was important to “create a sense of community” where “students, faculty, researchers, staff, and community both contribute to and take from a knowledge creation and dissemination process” (Somerville, Kurfess, & Mirijamdotter, 2007, p.8).

Flexible furnishings, group rooms, and quiet spaces were indicated as highly desirable by many participants in the American study (Somerville, Kurfess, & Mirijamdotter, 2007; Somerville, 2007) and in the Swedish study (Lundkvist, Sundlof, Tanskanen, & Tiburzi, 2005). In 2005, Kennedy Library’s old chairs that probably reminded students of their parents were discarded (image below: Figueroa, 2008) and replaced with new comfortable and attractive seating.



In addition to the physical re-arrangement of spaces and new spaces (group study rooms), the simple factors of new paint, new carpet, and new furniture all will serve to make the space more pleasant for students. “Atmosphere and how inviting an environment dictate whether they use the space, are encouraged to be creative and productive there” (Gelfand, 2005, p. 10). Artwork and plants were recommended by a science librarian writing about the viewpoints of undergraduates towards libraries (Gelfand, 2005), and by the focus groups the Swedish study (Lundkvist, Sundlof, Tanskanen, & Tiburzi, 2005).



Bibliography

Bieker, C. (2008, July 17). Library becomes more study-friendly. Mustang Daily. Retrieved from the Mustang Daily web site: http://media.www.mustangdaily.net/media/storage/paper860/news/2008/07/17/News/Library.Becomes.More.StudyFriendly-3391914.shtml.

Figueroa, M. (2008). Poly [set of images]. Retrieved August 2, 2008 from the Flickr web site: http://www.flickr.com/photos/emdot/sets/72157600454052855/.

Gelfand, J. (2005). Library as changing place: Viewpoints from university undergraduates. Library Hi Tech News, 22(4), 10-12.

Kennedy Library. (2008). 2nd floor renovation Summer 08 [set of images]. Retrieved August 2, 2008 from the Flickr web site: http://flickr.com/photos/kennedylibrary/sets/72157606243857781/.

Kennedy Library (2008). Renovation poster. Retrieved August 2, 2008 from the Flickr web site: http://www.flickr.com/photos/kennedylibrary/2679778361/sizes/l/in/set-72157606242990643/.

Kurfess, F., et al (2005). Toward a user-centered I2-enabled collaborative learning and teaching environment: The Cal Poly Scandinavian style participatory design project [PowerPoint slides]. Presented at the Internet2 Member Meeting, September 20, 2005. Retrieved from the Internet2 Members webs site: http://events.internet2.edu/2005/fall-mm/sessionDetails.cfm?session=2254&event=239.

Lundkvist, P., Sundlof, R., Tanskanen, S., & Tiburzi,M. (2005). Strategic design of a learning commons at Lulea University of Technology. Lulea, Sweden: Lulea University of Technology. Retrieved from the Lulea University of Technology web site: http://epubl.ltu.se/1402-1536/2005/19/LTU-TR-0519-SE.pdf.

Somerville, M.M., Kurfess, F., & Mirijamdotter, A. (2007). Campus learning spaces: Two innovative design approaches [PowerPoint slides]. Presented at Educause Western Regional Conference, May 7, 2007. Retrieved from the Educause Connect web site: http://net.educause.edu/ir/library/pdf/WRC07037A.pdf.

Somerville, M.M. (2007). A Collaborative co-design approach for student-centric learning commons [PowerPoint slides]. Presented at the Educause 2007 Annual Conference, October 23, 2007. Retrieved from the Educause Connect web site: http://net.educause.edu/ir/library/pdf/EDU07259.pdf.

Cal Poly Learning Commons - Part 1 of 3

Introduction

California Polytechnic State University, known as “Cal Poly” has a tradition of hands-on learning, or “learning by doing” (California Polytechnic State University, 2008). The Cal Poly campus located in San Luis Obispo will be the focus of this discussion. The campus is served by one large library, the Robert E. Kennedy Library, which was completed in 1980 (Kennedy Library, 2008).

In recent years, several factors combined to make renovations of the library desirable and practical. Firstly, major changes in library staff duties and culture opened up new ways of thinking and re-energized the organization (Somerville & Schader, 2005). Secondly, the realization that certain spaces were under-utilized: their functions, although once very important, were not serving the needs of the today’s students and faculty. Thirdly, funding sources were found to study methods of redesigning spaces (Kurfess et al, 2005) and to undertake their physical renovation (Kennedy Library, 2005).

On November 7, 2005 a new service area in the Robert E. Kennedy Library was officially opened (Kennedy Library, 2005). Named “The Learning Commons,” this service area covers parts of the first floor and second floor (Learning Commons Team, n.d.). It includes three computer labs, which are used part-time for regular classes, part-time for lab components of classes that do not normally meet in computer-enhanced facilities, and part-time as open computing labs (Kennedy Library, 2005).

In general, any Learning Commons serves many purposes, including increased interdisciplinary collaboration. This can occur via formal lectures, through group projects, or in informal ways by facilitating a relaxed atmosphere for socializing. Another important function is “to enable students to manage their own learning within an environment designed to both prompt and facilitate the use of the full range of library resources” (Lundkvist, Sundlof, Tanskanen, & Tiburzi, 2005, n.p.).

At Cal Poly, the “Learning Commons is a collaboration between the Robert E. Kennedy Library, Information Technology Services and the Center for Teaching and Learning” (Learning Commons Team, n.d.). This cross-campus partnership is important for the success of the Learning Commons, providing a diverse team of experts for students and faculty to draw upon.

In summer 2008, additional renovations of Kennedy Library space began. The second floor Learning Commons area is being transformed into an even more inviting space. “With new carpet, modern furniture and fresh ideas, the library can offer students a more efficient place to study” (Bieker, 2008).



Bibliography



Bieker, C. (2008, July 17). Library becomes more study-friendly. Mustang Daily. Retrieved from the Mustang Daily web site: http://media.www.mustangdaily.net/media/storage/paper860/news/2008/07/17/News/Library.Becomes.More.StudyFriendly-3391914.shtml

California Polytechnic State University. (2008). About CalPoly. Retrieved from the California Polytechnic State University web site: http://www.calpoly.edu/aboutcp.html.

Kennedy Library. (2005). Cal Poly Learning Commons ribbon cutting launches innovative environment and services for students and faculty. News. Retrieved from the Robert E. Kennedy Library web site: http://www.lib.calpoly.edu/about/news/2006/111405_ribboncutting.html.

Kennedy Library. (2008). Library History. Retrieved August 2, 2008 from the Robert E. Kennedy Library web site: http://www.lib.calpoly.edu/about/library/history.html.

Kurfess, F., et al (2005). Toward a user-centered I2-enabled collaborative learning and teaching environment: The Cal Poly Scandinavian style participatory design project [PowerPoint slides]. Presented at the Internet2 Member Meeting, September 20, 2005. Retrieved from the Internet2 Members web site: http://events.internet2.edu/2005/fall-mm/sessionDetails.cfm?session=2254&event=239.

Learning Commons Team. (n.d.). Learning Commons: The Digital Teaching Library (DTL.) Retrieved from the Learning Commons web site: http://learningcommons.lib.calpoly.edu/.

Lundkvist, P., Sundlof, R., Tanskanen, S., & Tiburzi,M. (2005). Strategic design of a learning commons at Lulea University of Technology. Lulea, Sweden: Lulea University of Technology. Retrieved from the Lulea University of Technology web site: http://epubl.ltu.se/1402-1536/2005/19/LTU-TR-0519-SE.pdf.

Sommerville, M.M. & Schader, B. (2005). Life after the Reference Desk: Co-creating a Digital Age Library. The Charleston Advisor, 7(1),56-57.

Tuesday, July 15, 2008

User-Centered Library Spaces

This is a topic that I have been interested in for a while. The library I work in (Lied Library at UNLV) opened in 2001, and we have come to see a need for more flexible spaces. In Spring 2007 I compiled a list of library web sites and Flickr images that might be helpful as we consider our needs for new furnishings, new walls, etc. Our Director of Public Services (now Director of User Services) used many of my links & images in a presentation to all library staff in July 2007. I will post the links later, and ask if I can post her PPT slides as well.

For my University of North Texas course SLIS 5630, I will be profiling the recent and ongoing changes at the Robert E Kennedy Library at Cal Poly, San Luis Obispo.