Academic Libraries as Learning Spaces in Japan: Toward the Development of Learning Commons / Saori Donkai, Atsushi Toshimori and Chieko Mizoue
Since the beginning of the 1990s, new types of learning spaces at academic libraries have emerged mainly in North America. They are called -nformation commons" or -elaming commons." They provide various kinds of services, facilities, and materials in one location to support students'...
| Main Authors: | , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2011
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| Subjects: | |
| Online Access: | http://ir.uitm.edu.my/id/eprint/3120/ http://ir.uitm.edu.my/id/eprint/3120/1/PRO_SAORI%20DONKAI%20A-LIEP%2011.pdf |
| Summary: | Since the beginning of the 1990s, new types of learning spaces at academic libraries have emerged
mainly in North America. They are called -nformation commons" or -elaming commons." They provide
various kinds of services, facilities, and materials in one location to support students' learning. The idea of
learning commons has been introduced to colleges and universities in Japan as well. The purpose of this
study is to examine the present condition of learning spaces in university libraries in Japan. A
questionnaire was sent to 755 main or central libraries at colleges and universities. The response rate was
69.4%. The results of the survey are as follows: (a) simple collaborative learning spaces with desk/desks
and chairs have become modestly widespread, while advanced spaces with equipment for information and
communication technology, such as computers or projectors, are not common; (b) many libraries provide
computer clusters; and (c) cafes and/or beverage vending machines in libraries are still few in number. The
survey also reveals that learning commons in Japan is in the early stage of development. Various types of
learning spaces are recognized as learning commons. They range from a group learning room with Wi-Fi
access to an entire learning commons, where several kinds of facilities, services, and information
resources to support students' learning in one location are provided. This diversification may be based on
the confusion caused by the rapid introduction of learning commons in Japan. Many learning spaces may
rebuild their own services in the near future because of their students' needs. |
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