Dynamic Spaces

Image credit: T Tun

The Journey of my library

The school library that I work in has recently been completely renovated. There is new paint, carpet, walls, and shelves. This coincided with course delivery of ETL 501 – Dynamic Information Environments, and great opportunity to apply theory into practice.

My readings in ETL 501 inform that designing a library should have participation of all stake holders (Hughes, 2019).The selection of the furniture, carpet and design of the spaces was done in collaboration with a stakeholders such as student representatives, the principal and the teacher librarian. This was a deep learning curve for me as I learnt concepts of design and tried to apply them. I learnt that theory can not always be put into practice and there are times when flexibility is required.

Moving the collection from a static straight row of shelves into fluid curved structures was quite the challenge. A lot of weeding ensued, and I was reminded of the need for scheduled regular weeding (Tun, April 26, 2022). My readings in ETL 503 has instilled that weeding needs to be part of the collection management and a cyclical evaluation of resources is required. It identifies gaps in the collection, assuring accuracy and relevance (Tun, April 26, 2022), creating a dynamic environment.

There was a lot of help from the school community. Students came to the library at lunchtime to volunteer with moving boxes, carrying books and resources. This developed a sense of community and ownership of the new space.

According to Thornburgh (2004), learning takes place in four primordial spaces: campfires, watering holes, caves, and life. He also argues that these spaces are also present in the online environment and each of these environments are needed to meet the needs of learners and educators. Before doing this course, I would have never been able to identify the impact of each space and the design required to meet the needs of the users. Now I see the significance of each area - the campfire, the cave, the watering hole, and life.

The Campfire

The campfire is the place where stories are told, and wisdom is delivered (Thornburgh, 2004).

The campfire space in my library is varied. In front of the interactive whiteboard, around the seat where I read a story, technology corner etc. Google classroom for all library classes, enable the transfer of knowledge which is no longer restricted to the physical space and time, and provides a platform that is easily adaptable to user needs (Tun, Oct4, 2022). The flexibility of the new spaces mean that I have several places where knowledge transfer is possible.

The Watering Hole

The watering hole is the place where knowledge sharing happens. It is the place where students collaborate and are both learner and teacher at the same time (Hewes, 2013). Students determine where the watering holes are in a library (Loh et al.,2019). The collaborative spaces are made possible with flexible, movable furniture. The students learn to explore differing viewpoints, formulate thoughts and ideas and follow threads of learning for their quest of knowledge (Sullivan, M April 1, 2011). The spaces in my library that allow for a learning common. This is not confined to the physical. Use of Web 2.0/3.0 technology such as Jamboards and Padlets allows for students to incorporate multiple perspectives in real time (Tun, Oct4, 2022). Technology such as IWBs, iPads, laptops allow students to create and share information (Sullivan, M., April 1, 2011).

The Cave

The cave is where a learner goes into isolation to gain and internalise their learning (Thornburgh, 2004). This space is as essential for learners as the campfire and the watering hole. If there is no cave the learning suffers (Thornburgh, 2004).

There is an outdoor physical cave in my library, where the students can go in and read. There are also bean bags, movable to a quiet corner. Dynamic shelving systems means that it is easy for the user to follow their research pursuits. The cave happens also in cyberspace when the users seek information on the web and pursue threads of investigation (Thornburgh, 2004). The challenge for me is to create accessible content. I need to future proof the library online content to be accessible to all users. For the content to be internalised it needs to be perceivable, understandable, operable and robust enough to be used with supporting technologies (Tun, Oct 2, 2022).

Life

Life is when students put the learning from all the spaces in context and apply their learning. It is the application of knowledge that reinforces their understanding (Hewes, 2013 & Thornburgh, 2004).

In ETL 401, I learnt that Inquiry based learning projects allow students to identify problems and find solutions and share their solutions (Tun, May23, 2022). Now, when I create content for guided inquiry, I am also reminded of the need for accessibility (Tun, October 2, 2022).

Maker spaces with technology such as 3D printers, laptops, and robots are places where instant application of learning happens(Daley & Child, 2015). This is still a work in progress and I have come to accept that it will need to change with the needs of the users and advancements in technology.

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