Tag Archives: workspaces

networkED: The London University

I had the great pleasure of kicking off this year’s networkED talks at the London School of Economics thanks to the generous invitations of Jane Secker and Peter Bryant.  I was asked to address the theme this year:  what will learning and teaching look like at the LSE in 2020?

A recording of the event has now been posted here.

I am somewhat allergic to future-speak, but do think that there are some useful ways of approaching the “what are we going to do next” question, and I tried to model myself after those approaches.  In particular, I wished my remarks to be grounded in current practice.  Too often, I think, futurism is a feint so that one does not have to deal with the complicated present.  The future can be shiny and seamless and therefore much more easy to discuss.  Also, it hasn’t happened yet.  Anyone can be a futurist.

 

storytime

I started with two stories.

The first was the story of 4 students.  I saw them walking up to the library gates at a UK University, where I was waiting to be admitted as I did not have a card to get me in.  3 of the students walked through the gates with cards, and the remaining student, as their friends waited just beyond the gates, walked up to the desk and said, “I’m sorry, I left my card inside the library, and can’t get in.  I am a student here, please can you check against my name, and let me in?”

The student was let in.

I asked the room:  what happened here?  The room answered:  One of the students was not enrolled at that university, and they did the ID card “dance” to get them into the building, so they could study together.

The moral of that story:  Institutional boundaries are more porous to students than they are to Institutions.

 

The second story I told was about a student at UCL, in the Institute of Archaeology, who when asked about where he did his academic work, started waxing rhapsodical about the Wellcome Library.    He loved that there were huge tables with comfortable chairs, powerpoints all around, “a quiet space that was actually quiet rather than trying to be quiet” and also minus people “waiting for your seat [especially during exam times]”   He loved all of the light in the Wellcome.  It was his “home” library, not his institutionally-affiliate space.

He had a lot in common with a faculty member, also in the Institute of Archaeology, who used the Wellcome Library cafe as his space in which to work, and also to meet with his post-graduate students.  That archaeologist’s map of academic work spaces revealed the affection he has for the Wellcome, with lines of significance radiating from his sketch of it in his network of spaces.

 

UCL15cogmap

Showing the love for the Wellcome Library and Bookshop cafe.

 

The moral of that story:  people’s favorite spaces to work in do not have to be the ones associated with their “home” institutions.  Particularly not in a city like London, where such alternate locations are just down the road, across the street, or next door.

 

What I want to do is ground our sense of what might happen in the Future of Higher Education in the practices of students and staff there right now.  This brings me to a conversation about
“experience” and “lived experience, started by my colleague Nick Seaver on Twitter.

 

Nick got a marvelous response from his colleague Keith Murphy (kmtam), which reads in part:

” for us today to say “lived experience,” aside from its trendiness, is actually signalling something very important regarding a truly ethnographic orientation to the world, one that cares not just about the fact that “something happened to someone,” but that the particular ways in which it happened — how it was understood, felt, and made meaningful”

I’d like us to think about, with all of this talk about “student experience” (which I already have a problem with), what happens if we shift not-so-slightly to a conversation about the lived student experience.  What would a consideration of that mean, if we think about the day-to-day experience of being at University in London, and studying for a degree.

In part, my research into learning spaces reveals that the lived experience of students and staff in Higher Education (and elsewhere)  isn’t tightly bound by institutional location at all.

These cognitive maps show how widespread, scattered, fragmented across the landscapes of London and Charlotte these student and faculty learning networks are.

This UNC Charlotte student goes all over town, to her home, the home of friends, to a 24 hour cafe with amazing pastries, and also to the University.

 

UCL22cogmap

This UCL Student counts as learning spaces her home in outer London, the bus, the Archaeology Library, her “home” Library of SSEES, and Bloomsbury cafe.

 

Student and other scholars’ lived experience is a networked one–they have personal networks, they are starting to build their academic networks, and they are not neatly bounded.  They experience these networks in physical and digital places–these places are also not very neatly bounded, although institutions try to make them so.  In practice, institutions are full of people who are Not Of that Institution.

 

This got me thinking of the work that I do in the Visitors and Residents project, and in particular how we’ve come to refine the mapping process that allows people to visualize their practices.  And in visualizing them, they can recognize their practices in important ways, come to grips with how they might like to change things, think about how to continue doing what serves them well.  It’s the visualizing that can be the hard part.

Because it’s all well and good to want to talk about how people can do more, engage differently, but you can’t change things if you don’t know the shape of the situation to begin with.  

So.  If we start from what we know about student (and faculty) practices around learning spaces:  they treat them as a network.  They do not pay as much attention as institutions do to boundedness (although they do get possessive of spaces).  

What happens, then, when we make these networks, created by lived experience, visible?

Contrast the isolated sense of the any institution represented on a map by itself, with the sea of dots that comes up when you Google “Universities in London”:

What can institutions do to make these networks visible, and therefore accessible to more? What could they do to build those networks further, support them with their own resources, go beyond recognizing current practices to facilitating even more?  What would that mean for how we think about education, place, and belonging in London Universities?

The whole city of London is treated in many ways like a university.  What would it mean to be mindful of that, to move towards that purposefully?  

What would happen if we thought of space as a service, the provision and configuration of learning spaces as a thing that institutions can actually do way more effectively than can any individual or private corporation.  Starbucks/McDonalds/Caffe Nero/Pret don’t care if their establishments are good for studying–even if they frequently are because of free wifi, comfy chairs, and access to snacks.  

Fundamentally, this is a Common Good argument.

Because our students encounter barriers all the time.  In a context where they need more space, not less.  And in a context where universities themselves are acutely aware that they cannot provide all that their students need.   What about leveraging the network of London spaces to be a connected set of spaces, powerful in their mutual awareness, profound in their potential to connect students to other resources, other places, other people.  This is the work of education:  preparing our students for the diversity of experiences that will come their way.  It is more than our work, it is our responsibility.

 

 

What problem are we trying to address when we throttle access?  Is it people we don’t want in our spaces?  Is it discomfort of people who “belong?”  Is it limited resources that we want to conserve for “our community?”

People who work in libraries are used to thinking about who gets to be in and out of the space.  Public libraries in particular struggle with access: who is in the building? who uses services? how can the library serve them?  I think here about about homeless people in public libraries in the US, and policies such as limiting the size of bags people can bring into libraries, which target these populations of people who often have nowhere else to go. Why are the homeless a problem in the library?  The problem of homeless people in the library is about so many other things.  They are matter out of place.  It’s about discomfort, housekeeping, mental health, access.  These problems are not solved by banning people.  Savvy libraries such as the San Francisco public library, and also the public libraries in DC, have moved to hire social workers, have job seeking centers as part of their library services.  They are taking the broader view of what their responsibility is to the people in their spaces.

Likewise London universities concerned about resources for their own community won’t garner the resources they need by banning certain categories of people from their locations.  I would argue rather that they decrease the access of their community members to the value of London.  Let’s remind ourselves again that chopping London into silos goes against the very thing that can make big cities so marvelous.

If Institutions have a reason for being in London, then why would they protect their students from the London experience?

The point was made in the room, quite rightly, that of course many London students are in London because they are from that city, not because they have “Come for the London experience.”  And it’s also very true that not all students experience diversity and difference as something positive to explore, but as members of communities who are victimized and marginalized by perceptions of difference.   In those cases, many students choose to go to university to be with people among whom they do not have to explain themselves, to experience being with others who are “just like them.”  And who might not thank totalizing agendas that valorize “diversity” as something that people should go out and find for personal growth.

I think there is still an argument to be made for networked universities to connect because it provides spaces for students to encounter each other (and all of their similarities as well as differences).  And in being networked with each other, universities can continue to provide places for students to come back to, institutional homes where they gain comfort, and can eventually contemplate ways of feeling safe even as they confront discomforting situations.

Learning places are not monolithic, not in physical space, nor should they be in digital places.  But digital tools can be used to connect physical spaces, to link them and thereby create something even better.

Academic libraries, for example, are starting to think about themselves not as The Learning Place on campus but as a part of a network of learning places, and this is informed by work like mine that shows the lived experience of university students.  Cambridge University is working to build digital tools to make the network of spaces visible, in particular with their SpaceFinder app, which makes it possible to visualize (and so, consider accessing) a wide range of spaces in and around Cambridge University, not just institutional ones.

I ended my talk with a question, What would this look like for all of London?

There are already digital things that network universities in the UK–Eduroam was brought up by the room, and I think it’s a great example.

I did surprise myself rather far along in the discussion with the realization that I am in fact making an open-access argument about the physical resources of universities in London.  I stand by that.  I think it’s worth exploring.

I was also surprised by the lack of discussion in the room around security issues (perhaps that is my bias coming from the US, home of Security Theater).  I was pleased at that lack, it left time for talk about curriculum and education, and class differences that affect how various HE and FE institutions have (or don’t have) resources.

 

The discussion in the room was wide-ranging,And people paused really thoughtfully before digging into a conversation that was shot through with practical and ideological concerns.  I was so pleased to witness and participate.

https://twitter.com/lselti/status/644159059181064194

 

https://twitter.com/authenticdasein/status/644164802479308800

https://twitter.com/RogerGreenhalgh/status/644165931804065792

https://twitter.com/authenticdasein/status/644166875807674368

 

https://twitter.com/DonnaLanclos/status/644271220498767872

 

 

ATRIUMS: we need to talk

https://twitter.com/DonnaLanclos/status/528214675960651776

 

This is yet another thing I’ve been ranting about on Twitter long enough that it justifies me simply blogging about it, so that I can then just re-post it every once in a while, much as I can do now about Digital Natives.

 

So here’s the thing:  people troll me with library atriums on Twitter .    For example:

https://twitter.com/mreidsma/status/641594472711737344

 

…and so on.

They are my friends, I love them, it’s funny.  And yet.  It’s not funny that people who pay for the construction of academic buildings (including libraries!) persist in thinking that atriums are a GREAT IDEA for their building.

https://twitter.com/DonnaLanclos/status/616645390180478977

https://twitter.com/DonnaLanclos/status/616645503468572673

 

What do atriums perform?  That the space is impressive?  That it’s awesome?  Do we want our University buildings to be awesome?  Clever, sure.  Useful, certainly.  I’d also argue for beautiful, and functional.  We should aspire to all of that.

Atriums are not necessary for any of those things.  They can in fact get in the way of several of those things:  in particular:  useful and functional.

One exception is the Atrium in the LSE, which contains a large spiral staircase, making highly visible how you can navigate up through the building.

https://twitter.com/DonnaLanclos/status/530382883471761408

There is another space that I thought was an Atrium, and therefore worthy of my ire, but it turns out the glassed-in space of the SSEES building at UCL is not an atrium but instead a very important light well and ventilation shaft, and is in fact the reason that SSEES is able to have that building (for their department and their library) at all.  As my colleague Lesley Pitman told me (and I am grateful to her for actual facts, as I would like for my rants to be relatively well-informed):

” Essentially, if we didn’t have it, we probably wouldn’t have the building, or at least we would only have one that is considerably smaller and opened several years later. Its purpose is not primarily aesthetic. Instead it is a key element of the innovative natural ventilation system that was the main selling point to UCL in choosing the architects, and was the main reason that we got planning permission from Camden Council in a very difficult part of London in record time. It fitted their environmental agenda, as it did for UCL too…We had an enormous challenge trying to find somewhere for the School to be rehoused, and in the end we were lucky to get what is a very tightly restricted location – surrounded on 3 sides by other buildings and with restrictions on how high and how low we could build. The architects who won the contract won because of their approach to ventilating the building without any air conditioning at all. This allowed for the unusual shape of the building, including the fact that the curve at the back takes it much closer to a neighbouring building than we would otherwise have been allowed to be. We have given up no space at all to air conditioning plant, and there is no background noise of air con in the building. Instead the air flows through the front staircase, through the automatic windows, and through the lightwell, in a multitude of complicated ways depending on the weather.”

The whole story of SSEES is a fascinating case study in practical compromises necessary for institutional buildings to happen in the first place.  Lesley wrote about it here.  So this is an example of a big hole in a building that has a purpose, and it’s really really not the self-aggrandizement of either the architect or of the academic institution.

Lest by rant be entirely derailed by facts, do let us remember that seldom are big holes in your library as functional as the ones in SSEES or the LSE Libraries.

For the most part Atriums are like the one in my own library, huge open spaces where useful floors could be.

https://twitter.com/DonnaLanclos/status/499226008672010240

 

also for example (a response to the first draft of this blogpost):

 

Why, WHY are architects spending time designing buildings where space is deliberately not-used?  It’s not just a problem for London universities, or institutions in any city where real estate prices are crazy-high.  Any university building, once built, is going to be stretched to its limits in no time by increased student numbers, escalating demand for space.  There’s never enough square footage to go around.

Putting an atrium into a building isn’t just about light, or an airy feel to the place.  It’s about demonstrating just how much the institution thinks it doesn’t have to use that space.  It’s a middle finger of an architectural detail, in a context where university students and staff don’t have enough places to go and do what they need for their work, their degrees, their scholarship.

And if you ask me what architects should do instead, I will happily say, I don’t know, but maybe as they are fairly clever individuals, they could come up with some creative and effective alternatives all by themselves.  Rather than using atriums as shorthand for “important buildings” or “impressive spaces” or “designed by an architect,” they could stretch themselves a bit and figure out how to communicate the importance of the work that needs to be done in those spaces.  How can we encourage the creation of buildings that can facilitate the mess of academic work, inspire the creative connections that are possible when people come together in common locations, without atriums?

A final warning:

https://twitter.com/DonnaLanclos/status/643728737838743552

And if you haven’t had enough, this is a nice record of a conversation about library spaces, including atriums.

https://twitter.com/DonnaLanclos/status/476095677785968640

 

Now, let’s see what else we can do with our library spaces, shall we?

 

Places, Spaces, Teaching, Learning, Planning

 

No time

Faculty expressed anxiety about not having time to develop curriculum to “maximize effectiveness of the (active learning) room” because the tenure system doesn’t leave space for that, or reward it much if at all.

I had the pleasure of presenting at the National Forum for Active Learning Classrooms (NFALC) on Thursday August 7th, along with my UNC Charlotte colleagues Kurt Richter and Rich Preville (our slide deck is here).  We were talking about our experiences in designing, building, programming, and evaluating our Active Learning Classrooms at UNCC.  And in particular we were pointing to the importance of the Active Learning Academy, the community of practice model we have arrived at to make it more likely that these classrooms will be successful additions to the ways we approach teaching and learning spaces.

We are just starting to put together and think about the information we’ve been collecting this past academic year on the student and faculty practices that occurred in those classrooms.  I’ve been working, with the help of graduate research assistants, on directing observations in a variety of classes, interviewing faculty on their expectations and experiences, and trying to get a sense of how best to influence the development and configuration of learning spaces (not just classrooms) elsewhere on campus.

I have been witnessing, in the last several months a flurry of intensifying discussions around learning spaces, and in particular how to approach planning for them.  We who work in Atkins Library are discussing how to reconfigure our 1st and 2nd floors, and also revisiting our ground floor spaces to see what we can improve.  Jisc has launched a quick guide.  I have been asked to think about giving talks at 3 or 4 different venues by now around teaching and learning and spaces.

What I’d like to point out here is that, based on my experiences dealing with learning spaces in libraries and classrooms, buildings are the least interesting part of the space conversation.  Yes they are necessary prerequisites.  But before they are built, or reconfigured, I would like  people to ask:

  1. what is the activity you want to support?
  2. how does that activity fit into the larger work of the university?
  3. what are the current learning spaces at the university?  Do they relate to each other?  Can they accommodate some of what you want to happen?  Why or why not?
  4. What are the new spaces going to look like in relation to the spaces that are already there?

I see the 3rd and 4th points getting lost in the shuffle a great deal, and it’s frustrating and unnecessarily limiting.  The learning spaces an institution plans will inevitably be in a network of other spaces.  Being not just aware of those connections, but actually leveraging that awareness, making the spaces explicitly connected to one another, raising the visibility of the spaces to teachers and learners alike, can have an impact.  If the activity they want to engage in (group work, for instance) is supported more effectively by a particular kind of space, institutions should not just provide that space but make sure that people are aware it exists.  So what does that look like?  Digital maps?  Tours?  Faculty telling students about where they can work?  Teaching happening in as many different spaces as possible, to demonstrate what is possible across the university?  What else?

Also:  People occupy spaces not just because they exist but because they have motivations to occupy.  There is no “build it and they will come.”  If the space is built and there’s no motivation to engage, they will never show up.  Kitted out classrooms that ignore motivation become just another kind of useless edtech

Another thing I am struck by, and the note we ended our NFALC presentation on last week, was that the least innovative thing about UNC Charlotte’s active learning classrooms are the active learning classrooms.  The SCALE-UP model has been around for 25 years, the research has been done about the efficacy of active learning techniques and environments.  The rooms themselves are not innovative.

BUT.  Innovation can come out of these rooms (and is!).  And that innovation does require a baseline physical setup (which costs money, and involves technology), but to really happen it requires money spent on professional development time for faculty, and in particular on providing time and space to rethink pedagogy.  That is, the building of these spaces can only be the beginning.  Institutions need to commit to providing institutional space (time, resources, money, prestige) to prioritize teaching and learning.  This is why we want to talk less about the technical specifics of the rooms (although we can, certainly, discuss that) and more about the Active Learning Academy, the faculty and staff who trade practices, teach each other, learn from their students, go further with what works, and discard what does not.  We see, in this Academy, experienced faculty stretching themselves because the presence of these rooms frees them from having to jerry-rig active learning practices into spaces such as traditional lecture halls.  Once they do not have to fight the physical space they are in, they can really start to play with what is possible.  

I’d like to emphasize:  you can’t have spaces that generate innovative practices without surrounding them with effective staffing and programming.  Building the spaces is the beginning (or should be) of an iterative process whereby the spaces are programmed, occupied, evaluated, and reprogrammed as necessary.

Who owns the thinking around holistic development of learning spaces at universities?  No consistent set of people.  And teaching staff don’t necessarily have the time or resources to lead that thinking.  There needs to be a dedicated well-compensated team whose work it is to think carefully about learning spaces all the time.

So when thinking about space planning for teaching and learning, there should also be people-planning.  Because these spaces without people, without programming, without communities of practice making them living breathing growing parts of the university’s mission, become accessories, mere performances of teaching, and learning opportunities lost.

 

 

Playing with Cognitive Mapping

I am messing around with cognitive mapping instruments, stolen with Andrew Asher’s blessing from the ERIAL toolkit (I know, I know, I don’t need anyone’s blessing because hey, that’s what toolkits are for!  Especially those posted on the web).  I am doing this in part because photo diaries, while useful and capable of yielding rich information, are really really time consuming and difficult to get students to do.    I am still very much hoping to get back to University College, London, to continue the work I started there in 2011, and when I am there I’d like to use cognitive maps as well as structured interviews and immersive observations to get a sense of how and why various learning spaces are being used by UCL students and faculty.

So, I’m doing some here at UNC Charlotte.  At the very least, such an exploratory exercise can give us a sense of what our undergraduate and graduate students’ spatial networks look like when they are written down.  The data I’m collecting can also begin to serve as a comparative set for the data that I hope to be able to collect in the UK.

I just want to put some of the maps here because I think they are really interesting.  I am of course far from the only one doing this–Lesley Gourlay at the IOE and her colleagues have done some mapping exercises, and of course there is the aformentioned ERIAL work, among other ethnographic projects in the US.  The students were given 6 minutes to complete each map, and were asked to map all of the places that they go to/inhabit in some way for their academic work.   I was specific in saying that the spaces could be on- or off-campus.    The maps posted here are undergraduate maps–I have maps from graduate students that we are still processing.  In general, undergraduate space maps indicate the need for them to be in places that make it easy for them to get to the other places they need to go to.  If they have class in a particular building, they are more likely to study in the Student Union than the library, because the former is closer.  If they live away from campus, they might be likely to have off-campus cafes, etc. on their maps as work spaces.  The choices they make about where to settle in to study are not made in a vacuum.  There is a similar diversity to the spaces they find themselves in, however, in part because undergraduate classes occur in a variety of buildings in different parts of campus, and are not necessarily taught in the building that house their major programs.  Graduate student maps (in process) have less diversity of spaces, because they are much more tied to the departmental labs and spaces of their degree programs.

The students worked for 2 minutes in each pen color, beginning with blue, moving to red, and then ending with black.  Some students finished before the 6 minute mark, resulting in some maps in just 2 colors (such as #7 shown here).

This undergraduate lives on campus, and has drawn straight lines connecting all of the places he needs to go.  The library is one place in a larger network, of course.  Several of these building are classroom spaces.  This senior lives in an on-campus dorm.  There are no off-campus spaces shown here.
This sophomore lives in an off-campus apartment relatively far from campus, but her boyfriend’s apartment (the building in the upper left corner) is closer in.  She has mapped campus buildings such as the Student Union and various classroom buildings, but also included important spaces such as where her youth group meets, and the 24-hour cafe Amelie’s.  The library does not figure in her mental map of learning spaces.
This student lives close to the South Carolina border, nearly a half an hour from campus.  She has included several cafe or bookstore spaces, all of which have free wi-fi, but not all of which are open 24 hours.  “School” is the university campus, and she has not differentiated places within the campus, because she has so many other places she inhabits.  The library on this map is the public library closest to the university.
This junior has sketched only the places within the library he inhabits on the left hand side of the drawing.  He has put in study rooms, and indicated where the study rooms are in the building by their proximity to round tables with computers on them (these are on the 1st floor).  His other learning spaces are in his close-to-campus apartment, on the right hand side.  He has sketched his living room furniture (comfortable chairs as well as desks), and his bedroom.

Field Trip! NC State Hunt Library and Spaces to Think With.

On Wednesday I visited not just NC State for the first time ever, but I got to have a comprehensive tour of the new James B. Hunt Library.  They had an open house yesterday, and the place was full of people who work in libraries (visitors came from all over the region, including out of state) being led around the amazing spaces.

There are pictures of the Hunt library all over the internet–I reproduce mine here not because they are fantastic photos, but because I took pictures of things that help me think about library spaces, and about what is possible in our own spaces at Atkins (which I’ve been uncharacteristically (for my blog) chatty about  recently).  It is an objectively spectacular space, and the fact that not everyone has the resources to create such a space should not deter people from going into what NCSU has created, learning from it, and dreaming big.   I intend here (and everywhere) not just to think about spaces, but to think with spaces, not just fancy ones like there are at Hunt, but in the more mundane everyday spaces in which our students and faculty find themselves.

The small 3-D printer that NCSU students
can use for prototypes for classes, or just having fun.

I am going to blog here mostly about space, although the tech stuff possible in the Hunt library is just as cool, and just as worthy of anyone’s attention; for example, the fact that students and faculty now have 3-D printers at their disposal in the Hunt makerspaces. 


The Hunt library is, to my mind, the biggest branch library I have ever seen.  It is the library for the new Centennial Campus at State, which means its primary users are in Engineering, Textiles, and other science programs.  It is also envisioned as a “second main library” for the entire university, and I will be interested to see what other constituencies use the spaces in that building.  They are undeniably attractive.

Color has been used in simple but effective ways to mark places that students need to look for.

Yellow is for Stairs.

Blue is for Elevators.

                                                                                             Orange is for restrooms.

Red is for Asking for Help (as well as the Wolfpack).
 

All people going into and out of the library have to pass by the Ask Us station, which is not just an info point, but an all-services point, where students can go to for reference, technical, and circulation help.  In addition, workers can be deployed (via walkie talkie) to parts of the library where people need help (this is apparently very popular for IT type help).  Reference specialists can be called from other parts of the building if a question is particularly in-depth.  Books that are retrieved by the “Book Bot” are put in this space within five minutes of the request.

And hey, let’s talk about that Book Bot.

Entering on the 1st floor of the Hunt Library gives you a great view of the “back” of the automated vertical storage unit, which holds 1.5 million volumes.  Books, folios, microfilm, and DVDs (among other things) once requested, can be made available for patrons in 5 minutes (and retrieved from the Ask Us station), or delivered to faculty offices.  They are sorted by size, and bar-coded for identification (although they are also RFID-ing each thing that is circulated, with the hope that at least the most circulated things will be RFID-tagged eventually, if not the entire Hunt collection). 

This is the “front” of the system, showing one of the robots that retrieves the books, with one of the bins, showing how the books are sorted. 

So, yeah, the system is cool, and really makes me think about the future of stacks maintenance, but what I was struck by was what NCSU’s library IT has built to make it possible to browse closed shelving (it’s currently in Beta).

They call it Virtual Browse, and it’s a touch screen that is currently mounted on the 1st floor, before you enter the library proper, between the large windows that give you a view onto the back of the Book Bot. 

This allows for browsing the Hunt collection in a way that is simply not physically possible anymore, given that the books are all in the automated storage system, and that it was never possible to look at the physical collection and browse the electronic resources at the same time.  The Virtual Browse includes electronic resources as well as physical.  This exercise in stacks virtualization, I think, is not just useful for libraries with closed/automated/off-site collections, but for all of us.  In my experience, many of our patrons experience our stacks as “closed” even if they are technically open, because they don’t know how to navigate or read the stacks.  This tool allows them to navigate the stacks and find things even if they don’t understand the call number system, even if they aren’t exactly sure where in the building those books are.   I think I’m more excited about the virtual browser than I am about the book-finding robot.

The collaborative work spaces in open parts of the Hunt library (spread across 3 floors) are colorful and configured in a variety of ways (with very attractive and fancy furniture). 

                                                                                                                                                                         Some booths.  This one has a view beyond to the Graduate Reading Room.

Some tables with task chairs, rolling whiteboards, stools.

Some bar-type computer banks.

 (the computers were Coming Soon).


And so on.

There are also spaces that evoke the design trope of the reading room, also spread across at least 3 floors of the Hunt Library.

 
I especially appreciated the simple trick of integrating physical books into spaces for effect.  The silent study reading room at one end of the main floor is lined on at least two sides with book shelving.


The rain garden reading room just before that integrates some of the reference collection, faculty book collection, and new books into the furniture arrangements.

 

What books do here is set expectations, they read “library” to people, and they say, without any signs of any kind , volumes (ha) about where people are once they walk into those spaces.  When we start downsizing our physical collections, I think we who work in libraries would do well to think about the other properties of books– to think carefully about all the different ways that books speak to our communities, beyond the delivery of content.

And here’s the thing:  we don’t have to have all the resources in the world to engage in the kind of thinking that NCSU put into its Hunt Library spaces.  I think (to be utterly immodest) that we are trying to do that kind of thing in Atkins at UNCC, right now.  Every library should aspire to be:  clear about what is where, beautiful in its execution of design, deliberate in providing a variety of spaces, and thoughtful about how and where to deploy appropriate technology, and dedicated to the staffing levels that create seamless access to services and resources.  We need to think with the spaces we already have, pay attention to what is trying to be done in those spaces, and imagine beyond what is there now to what could be.

Guest Blog: Mitchell L. McGregor on groupwork, observing spaces, and the Prequel to our new spaces

Last time I blogged on some of the work my current architecture student, Allison Schaefer, is doing in the new ground floor spaces of Atkins Library.  This time you are going to hear from Mitch McGregor, whom I advised last year during his MA (architecture) thesis research.  Mitch did his work in our ground floor before it was reconstructed, and the work he did helped inform decisions we made about furniture and technology in our new student spaces.  All of Mitch’s work was covered by the Atkins Library Ethnography IRB Protocol.

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I wanted to find a way to design a space based on research of what inhabitants really expected from the space. I chose the Atkins Library due to the amount of people that use its spaces,  and the variety of activities done there. My intent was to observe the activities that were taking place, and to try to understand why certain group spaces that had been tried in the library were not being very successful. What was causing these spaces that were equipped with new useful technology to be overlooked?
After observations and a few low technology experiments in different parts of the library, I decided to find a specific space that would be more conducive for group dynamics.  I chose the corridor on the Atkins ground floor connecting the main stair and the coffee shop as the area of study.

Part of the ground floor in Atkins Library, Spring 2012.
This space had areas that allowed both private and group work mainly due to the type of furniture and arrangement of it. I observed that people wanting to be alone would come and sit at the long tables between each “bay” with a whiteboard, couch, coffee table, and soft chairs.  This “living room” arrangement of furniture facing white boards promoted group use of the space. The space was adjacent to a busy travel corridor, and people working there seemed comfortable communicating aloud to group members. During my observations, I sketched diagrams to analyze the types of activities that were happening in this space.  Here are some examples of the cleaned-up drawings (created in Adobe Illustrator): 
The long table that tended to attract students studying alone is on the left.  The “living room” arrangement is in the center, comprised of a couch, chairs, and coffee and end-tables.  In this sketch, 2 students are working at the whiteboard, and using the coffee table to hold the laptop and textbook they are consulting for their studies.

Here one student is taking notes on the couch, referring to material on the laptop, while the other sketches out thoughts on the whiteboard.

The student at the long table is referring to a textbook and laptop while the other uses the whiteboard to think through the reference materials.
My goal was to understand what people were already coming to this space to do. Rather than recreate the space with a new type of activity in mind, I wanted to think about redesigning the space to enhance the current use. I observed the space for about 12 hours, and found that I groups were coming to this space for a few main reasons. One was that groups would come to the space to work on problems or brainstorm, often using the whiteboard while referring to a book or laptop.  This often became difficult because there was no place to put books or laptops that was adjacent to the white board. Other groups used the space to work on group presentations, by sitting in the couch area and working from one or multiple laptops, discussing a group project.  I then derived scenarios for additional activities that could happen in this space if certain amenities were added.  I thought the space could benefit from a large screen adjacent to the whiteboard that students could hook up their laptops to. To allow for multiple uses, I decided the screen should be able to be connected to while near the whiteboard, as well from sitting in the sitting area facing the screen. I chose this arrangement:
  
 In one week I spent about 56 hours observing this space, varying my time of observations from early morning to after midnight. I observed the screen station was used for every thing from a cell phone charging station , to practicing power point presentations, to solving physics equations.  The first few days proved to be difficult, because some things that I as the designer took for granted were not obvious to new users. For example, I thought it would be obvious how to plug into the screen, but ended up having to make the cords far more obvious than “sleek” designs would allow for.  
As I worked through these issues and tried to make the installation more user friendly, I also conducted several interviews. I asked users of different varieties what they liked and disliked about the space and what could be improved. Most students said they really liked how they could move things around in the space, such as the furniture or where they connected to the screen. The space met their basic needs, yet was manipulable to specific groups’ needs.  The more flexible spaces can be the more apt people are to use them. 


This process showed that with research into what a space is currently used for, and how those current uses can be enhanced proves much more efficient than just creating a space and intending for specific activities to take place there. Students wanted a semi-private space that they could adapt to various types of group work. The possibility of multiple types of media showing information at the same time, in this case, whiteboard and media screen, allows the group to function even more efficiently. Students also want this technology to be easy to use; if the technology in this space takes too much of a learning curve it is possible that students will avoid it. Overall, a research-based process allows designers and educators to greatly increase the success and efficiency of a space.
Looking at the new spaces now, a year since the original research started, it is great to see how the new spaces have implemented some of the discoveries of the research. The new spaces that have both white boards and media screens where students can connect allow for the group collaboration and efficiency.  The type of furniture and dividers being used also give the students power over the space they are working in. 
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I would add to what Mitch has written here that while his research was just part of the information we compiled and responded to in thinking about and designing the new ground floor, it was a crucial part.  Because it was grounded in the actual behavior of our students, we could use this work to think through ahead of time the details that demanded our attention.

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McGregor, Mitchell L.  Principles of Space and Interaction (unpublished M.A. thesis) Department of Architecture, University of North Carolina, Charlotte, NC.

New Learning Spaces and the role of Ongoing Research

This is going to be one in a series of posts, because I’ve got fun maps to share, and if I share them all at once, the post will be entirely tl;dr (if it isn’t already…)

Atkins Library recently renovated our “basement,” that is, we took space that had been inhabited by staff doing the work of the library, gutted it (having found new places for our staff to work in), and turned it into  an array of spaces in which students can do collaborative work.  Here is what it looked like before there were people in it (photos by Cheryl Lansford, Interior Designer for UNC Charlotte):

 

We have created configurable furniture arrangements in some areas, and more fixed arrangements in others.  This picture shows the T1 touch screen tables (which also have screens at the head of the table, so students can plug in and share from their laptops. 
This is a view into one of our new group study rooms, with tables that are wheeled as well as wheeled task chairs.  Surfaces near the digital screens allow students to share from their laptops, and there is also a dedicated computer for them to work from if they do not have their own device with them.  Whiteboards and the glass walls are meant to be written on (and are).
The space just outside of the library cafe has been set up to be more cafe-type seating, but with larger low tables, to accommodate the need to spread out with laptops, books, notebooks, and even more than one person’s “stuff” that they are working with.  There are outlets in the wood-paneled pillars, to allow for student to plug in wherever they want to work.
The most configurable part of the open space (that is, the space not contained in the study rooms), has more of the wheeled tables and task chairs, as well as some soft seating (relatively lightweight, so it can be moved around), rolling whiteboards, and movable privacy screens.  

I think it’s all pretty cool.  Our students seem pretty happy with it so far.  We had a fancy grand opening for the space, and are grateful to all of the work that went into the design and building of it.  Some of the work was done by me, and students under my supervision, in the form of studying the kinds of behaviors that go into collaborative work, and thinking experimentally about how to reveal the best configuration of space and technology to facilitate effective student learning.

In many learning space design scenarios, the opening is the ending.  Universities continue to build new spaces, open them, and then walk away without thinking about what comes next.  What did they get right about the new spaces?  What did we get wrong?  How can we improve it?  When can we make changes?

I wonder sometimes if there is a fear of looking bad, somehow, if one goes in and makes changes to brand new spaces.  As if the planning wasn’t good enough, and that’s why we need to change things so soon after the opening.  I hope that is not the case, because we are already looking at the new spaces and thinking about things we need to change, to better respond to how people are actually using the space, rather than assuming that they are using the space as we imagined they would.

Sometimes, people just do their own thing.

To that end, I am enlisting the help of my graduate assistants this semester, Allison Schaefer (an MA student in Architecture), and Carrie Vass (an MA student in Communications), to systematically observe what is going on in our new spaces, and report back.  At this early point in the semester (the spaces have only been officially open since January 23rd), we already have several days’ worth of observations, and some nice visualizations of that observation data.  We are interested not just in how people are using the spaces and the furniture

Allison created maps of our ground floor using Revit, and then added color for movement or activity using Adobe Photoshop and Illustrator.  She mapped the kinds of activities people were doing, and also where people walked when they moved through the space, over the course of her observations.  First up:  the activity maps.

This shows where people were eating in the course of her observations (about 8 hours altogether).  The heavily blue areas are adjacent to the library cafe.  But eating is clearly happening near the nice windows overlooking the Student Activity center (on the right, in this diagram), and in the central parts of the spaces.

This is where studying is happening in the new space.  All over.

This is where talking in happening in the space.  Also, all over.

When we overlap the maps for eating and studying, we see that they are not mutually exclusive areas.  These maps were created from afternoon observations–if they included evening hours, we know that there would be even more overlap.  Atkins library has allowed food and drink in its spaces (except in Special Collections) for several years, now, and this shows that we are right to not treat these activities (eating and studying) as mutually exclusive.

Can you study and talk at the same time?  Our students can and do.  While some areas clearly show one thing or the other happening, the overlap is significant.

Just because students have a laptop open does not mean they are studying.  Likewise, just because they don’t have a laptop, doesn’t mean they are not studying.

These maps are beautiful and informative, and of course are only part of the picture.  Next post, I will talk about the maps Allison created that show how the density of occupation varies, as well as length of stay, and the maps that show circulation patterns through the space.  I will also have pictures of what the spaces look like when they are occupied!

Space Hacking and Student Engagement

Outside learning spaces at UNC Charlotte.

So I went to THATCamp Piedmont in Davidson, NC in early May, and attended  Mark Sample’s Spacehacking panel.  The panel was full of faculty whose concerns were largely classroom based, and whose desires seemed to centered around how to shake things up physically in classrooms, so students are engaged, while at the same time meeting expectations that materials are presented by professor to students.  We brainstormed about furniture, digital tools, sitting and standing, taking the professor out of the front of the room (and the pedagogical challenges therein), expressed concerns about accessibility, and speculated about non-classroom-based work environments (like, the great outdoors!).

Calling something like a classroom a “learning space” implies that they are also “teaching spaces”–the direction of that teaching has traditionally been from professor to student, but increasingly we are asking students to teach each other, and occasionally to teach us about the materials we wish them to be engaged with.  Classrooms in university environments are frequently locked into particular configurations, especially the auditorium-style rooms with bolted-down chairs, immovable tables, and a very fixed focal point at the front of the room.  The room we were in during the panel (in the Center for Teaching and Learning in the E.H. Little Library at Davidson College) was very configurable, with desk-height tables on wheels, comfortable task chairs, and whiteboards along the entire perimeter of the room.  It still had a smart podium at one end of the room, requiring whoever was needing to present materials to treat that side of the room as the “front” (there was also a smartboard there).  It was also, apparently, not a terribly typical learning space at Davidson (though it was a very in-demand space!).

During the panel and after I was thinking about Atkins library spaces, and the changes we’ve already made that have resulted in big differences in student engagement in learning spaces.  For example, my colleague Heather McCullough, the head of our Digital Scholarship Lab, came across a group of students studying in our ground floor collaborative spaces during finals week.  There was one student at a whiteboard, outlining principles of Economics, being listened to by a group of his classmates.  The student’s classmates asked him,”how do you know this stuff??” He told them, “I did the practice problems in the back of the textbook.” And his classmates said, “Can you tell us how to do that?”  And so he did.  They were not doing this in a classroom, they were doing this in the library, sitting on couches and comfortable chairs, facing a whiteboard, feet up on the glass coffee table they were circled around.
Students teaching each other during finals week 2012

Now, faculty can choose to despair at the image of students at the end of the semester just figuring out the utility of the practice problems in the back of the textbook.  Or, they can choose (as I do) to be struck by the tableau of students teaching students not just the course material, but techniques for success in class, techniques that they can then take out of the current class they are enrolled in and apply to future situations.  Student engagement is happening in the library–they are engaged with their course materials, they are engaged with each other (and not just in a social way), they are engaged with the stuff of intellectual work, one of the most important reasons for them to come to university.

These students stacked tables to make the furniture work better for them

 If such engagement is not happening regularly in the classroom, or, if the kinds of engagement that faculty are experiencing in classrooms are not satisfying (either to faculty or to students), then how can we bring the engagement we see happening in the library into other parts of campus?  Could one part of the solution be a reconfiguration of space?

I’ve been trying to think about space in the library here at UNCC in terms of a concepts I’ve borrowed from my colleagues:   in environmental psychology, “behavior settings”, from architecture, “affordances,” and from my own field, anthropology, the idea of “places” as cultural constructs.  “Behavior settings” refer to the cluster of assumptions that particular environments suggest to people upon entering the space (think of those velvet ropes that lead up to service desks–we know we’re being set up to wait in line).   “Affordance” is a related concept (also used by people in Human-Computer Interaction), describing the range of possible activities/functions suggested by a particular space/piece of furniture/object.  For example, a chair suggests a limited range of options (sitting), where a staircase wide enough to accommodate seating as well as walking (as in this example at the Sanford School of Public Policy at Duke) can suggest a larger set of possibilities (sitting, walking, meeting, talking, etc).   Anthropologists approach “place” as the set of cultural meanings that are imposed by people onto physical spaces.  I think it’s useful to keep all three of these concepts in mind when contemplating creating spaces that meet the needs of both students and their instructors, at universities and elsewhere.

With our reconfiguration of our ground floor spaces (and I swear, we’re going to start reconfiguring other spaces as soon as we have the resources to do so!), we have been consistently paying attention to what students were trying to do, both on the ground floor as well as in other parts of the library.  We saw them trying to work in pairs or threes at traditional library carrels, we saw how overbooked our group study rooms were, we saw the syllabi requiring that students work in groups as a part of their coursework.  Those observations helped inform the decisions we made to dedicate most of the ground floor to collaborative work spaces.

In the same vein, paying attention to what faculty are trying to do when they are teaching should inform classroom design.  Faculty are already (as evidenced by the roomful of concerned professionals at THATCamp Piedmont) thinking about novel ways to reach their students in the classroom.  They should be partners with classroom support and facilities departments on campuses in planning classroom spaces, and experimenting with operationalizing those ideas with the help of different furniture, digital tools, and open minds.  I know that some faculty (I’m thinking of @georgeonline here) are already doing this at their respective institutions.

What’s happening on your campus to transform learning and teaching spaces?  What works and what doesn’t?

Plus ça change, plus c’est la même chose

Thanks to the generosity (via Twitter) of my colleague Andrew Asher (@aasher), I was alerted to the existence of Pierre Bourdieu’s 1965 ethnography of French undergraduate university student behavior, Academic Discourses, including an essay entitled, “The Users of Lille University Library” (co-authored with Monique de Saint Martin).  In 1964, over 800 questionnaires were distributed to and filled out by students “from the sociology group in the Faculty of Arts at Lilles (p.132),” and the answers were then tallied and analyzed by Bordieu and his co-author.

What is most amazing to me (after the discovery that library ethnography has its roots not just in design ethnography, but also in the work of such a practitioner as Bourdieu!) is that the concerns expressed about undergraduate academic behavior appear to have changed not at all, not after over 40 years have passed, not in the transition from French academia to that of the US.  Bourdieu and his colleague asked questions about where the students lived, whether or not they were employed, where they prefer to study, what their favorite part of the library is–all of these questions are familiar to those of us doing library ethnography today.  He worries about their lack of attention to librarians:  “Students reject working through a librarian, rarely asking for assistance. ‘It is very difficult,’ a librarian says; ‘there is a door to go through, they don’t know, they dare not.’ (p.132)”

 He says that students don’t work in the library, because it does not suit their needs:  “Students in their great majority do nothing at the Library which they cannot do as well or better at home because, by unanimous consent, the Library is an unfavourable site for scholarly reflection (p.123)”  He goes on to say that “…most users of the Library only appear to be working rather than actually getting anything done (p.123).”  He does acknowledge that “students …seem to want something from the Library which they cannot find at home, whether this is the real or imaginary encouragement to study induced by the ‘atmosphere’ of the Library or the psychological gratifications of contact with their peers, known or unknown, or a vague expectation of making these contacts (p.123).”

Bourdieu points out (with not a little dismay, I think) that “students misrecognize the particular function of the Library and more often treat it as a meeting-place or at best a study area. (p.123).”

He says that like it’s a bad thing.

The work of academia that Bourdieu clearly hoped to see in the Library (reading, thinking) was actually, according to students, being done in spaces such as cafes, bedrooms, even on walks, “in circumstances where other, non-studious activities can be fit in (124).”

There are some interesting gendered observations he makes at the end–young women at the university saw the Library as a “beehive,” whose activity both fostered and also got in the way of their getting work done, while men saw it as more of a “monastary,” quiet and occasionally oppressively quiet.  Those differing views of the library are no longer easily assigned to particular gender identities, but do represent different poles of perspective on problematic spaces in the library.

In short, Bourdieu was confronted with students who were uncomfortable working in the library, who preferred to do their academic work where they were comfortable.  The students went to the library if their professors insisted (frequently to check out or refer to a book).  Their presence in the library had as much social as it did academic purpose.  Some students who did go to the library got things done, but also struggled to achieve balance between academic work and leisure time.

We have worked hard at UNC Charlotte to make the library a welcoming space that meets a wide variety of student needs, but there is still much work to be done.  Anxieties about whether or not students are getting to all of the resources they need to be successful also persist.

On the face of it, we are still grappling with much the same issues that Bourdieu and his colleagues described in the mid-1960s.

Bourdieu, P. (1994[1964]). Academic discourse: Linguistic misunderstanding and professorial power. Stanford, Calif: Stanford Univ. Press.

The ephemera of academic work.

Last week I went to hear Mary Flanagan speak about play, creativity, games, and how to think about social change in the context of game design and production.   And this weekend, I’ll be attending another THATCamp, this one THATCamp Piedmont, at Davidson College just up the road.  The prospect of going to another unconference, the content of Flanagan’s talk, plus the recent experience of opening our new north entrance spaces at Atkins library, have been making me think a great deal (even if I haven’t been blogging that amount) about the material nature of our thought processes–or, frequently, the lack thereof.

What I mean is, there are times when students walk into the library with nothing in their hands but ideas in their heads, with a need to share those ideas (and get inspired by new ones) with colleagues.  The physical environment they need for idea sharing is one that we’ve provided in the library:  furniture near whiteboards.

They can sit on couches, chairs, or at tables, and either use the whiteboards we’ve provided that can be moved around, or settle in spaces where you can write on the walls.  Sometimes (many times) they bring laptops in with them, sometimes they bring books and notes with them.  They work in groups, or they work alone.  

Sometimes, what they write on the whiteboards needs to go with them when they leave–if they are sketching out a work plan for a group project, if they are outlining a rough draft for a paper, if they are taking a problem set and solutions home.  They often take pictures of the whiteboard (and the information they intend to curate) with their smartphones.  This (on the right) is a good example of an elaborate study guide, using not just a whiteboard but also post-its.  This diagram of the heart stayed on this whiteboard for several days during final exams last semester.  We are actually thinking hard about what it would look like to have smart whiteboards, that could allow for the saving and sending of the stuff that students write down.

Sometimes, what they write on the whiteboards is not the important product of the study session.  When they need whiteboards to help them think, when the product is greater understanding that they can take with them in immaterial ways, there is no need to save the ephemera of their academic work.  What they write down will not be transformed immediately into another thing, does not need to be curated in the same way that a rough draft or a presentation outline would be.  We don’t need to always assume that they need to take it with them

The hard part is that we in the library don’t know which kind of work a student is engaging in at any given time–that’s why it is terribly important to build flexible spaces, that allow for patrons to have real choices about the work they need to do.

It is in thinking about the ephemera of academic work that I was confronted by a design flaw in our new T1 Vision tables, in our north entrance study spaces.  These tables (shows upper left) have a touch-screen embedded in the table that can be divided into four, as well as a large sharing screen on the adjacent partition.  The large screen for sharing is only activated when a device is plugged in (or, in only a few cases in the touch-table applications).  So, in this photo, the student has plugged in her laptop, and what is on the laptop is shown large on the screen for her study partners to see.  If one of her study partners found something while browsing the web on the touch-table that she wanted to share, that’s currently not possible. And that does not fit with the way students work–they need to be able to share and think about things that come up during the session, not just what they have with them when they arrive at the library.  The T1 tables dole out sharing capability as if the stuff that is savable/curatable is more worth sharing than the ephemera, and that is not true.

Sometimes, academic work does not produce a material artifact.  Sometimes, play does not take place in a score-keeping game, sometimes, play is open-ended, sometimes there are no winners or losers.  But thinking is important, creativity is important, and it’s crucial for the library to produce and equip spaces that don’t just allow our students to write papers and pass exams, but also for them to think, to share ideas, to brainstorm, to bounce ridiculous notions off of each other that may go nowhere.

That’s a “knowledge cloud,” according to the student who drew that.  Thanks, Daniel W.