Social Learning Spaces in the Li Ka Shing Library

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryTable 1: Seating and Activities in Asia Pacific LibrariesSeating Available in Asia-PacificLibrariesHow Librarians Perceive their Libraries are being UsedType of SeatingAsia-Pacific(n=71)ActivitiesGroup Tables87%Study81%Individual Carrels83%Top: UsuallyUse library computers80%Soft Seating79%Borrow a book55%OpenAreaCollaborative73%Ask questions or consultwith librarian75%Reading RoomLibrary Classroom68%Use own computersSometimes68%Attend training ororientation66%64%CourseAreaReserve66%Meet withstudy group60%InformationCommonsProject Rooms56%Bottom:Visit the Café55%Not often/Never/NA Attend a function orexhibition39 %34%Libraries in the Asia Pacific are at thestage where they provide soft seating, opencollaborative areas, information commons,classrooms and project rooms, beyond justgroup tables, individual carrels and coursereserve areas. The librarians also recognizethat their users come to do a varietyof activities. Perhaps more research couldbe done to confirm what our users areactually doing in the library.Space Design for CollaborativeStudy AreaThe Library staff moved into our newbuilding in 2005. We took time to settleinto the building and made changes to theoriginal layout as we observed how ourstudents were using the spaces.Singapore Journal of Library & Information Management • Volume 37 • 2008 51

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryBennett asked the question “How mightthis space be designed to encourage studentsto spend more time studying?” butfor SMU which had already identified itslearning pedagogy, we asked a differentquestion. We asked instead, “How couldwe design a study area for students thatreflected the way they learned in the classroom?”The area on Level 2 originally hadshelving for current journals with the usualtables and chairs. The area was clearedto host the opening ceremonies for thecampus. It was an opportunity to reconfigurethe space to align it with studentlearning outside the classroom. The Libraryasked for and was successful in gettingextra funding to convert the area into acollaborative space. We came up with thefollowing design principles and mappedthem to the qualities of good library spaceas identified by McDonald (2006).A professional design firm, Philips Design,was used. We worked with Philips Designto come up with some prototypesbased on our design principles. For consistencywith other areas in the Library,the SMU corporate colour scheme wasused.The next question Bennett asked was:“What position on the spectrum from isolatedstudy to collaborative study shouldthis space be designed?” However in ourcontext, the Library already had 33 enclosedproject rooms which can be bookedby students, open tables, carrel seating forprivate study and casual seating (See Table2).We wanted this space to be for collaborativestudy and to be a lively discussionarea as envisioned by Freeman.Table 2: Design Principles & Qualities of Library SpaceDesignPrinciplesQualitie sThe space encourages interaction and participation.The space should be people-oriented. The studentsshould be able to configure the project spaces totheir needs. Hence the furniture would need to beflexible and movable.The space should be accessible and must be easyto monitor when the library was open extendedhours. Hence the area would need to be open andyet give a sense of intimacy for the group usingeach pod.The space should be technology-enabled. Hencepower and network connections should be available.FunctionalAdaptableInteractiveConduciveVariedAcessibleSafe and secureEfficientEnvironmental suitableSuitable for information technology5 2 Singapore Journal of Library & Information Management • Volume 37 • 2008

Yeo & Rindra • Social Learning Spaces in Li Ka Shing Library“Libraries must provide numerous technology-infusedgroup study rooms andproject-development spaces. As “laboratoriesthat learn”, these spaces aredesigned to be easily reconfigured inresponse to new technologies andpedagogies. In this interactive learningenvironment, it is important to accommodatethe sound of learning – livelygroup discussions or intense conversationsover coffee.”(Freeman, 2005, p. 5)We asked instead “How can we use furnitureto create the feel of a collaborativeproject area in this open space?” Weplanned to develop a people-oriented andcontemporary layout that would appeal tostudents and meet their needs. We involvedthe Dean of Students and the students atSMU in the design of the CSA. We hadstudents of all sizes and nationalities tryout different furniture configurations proposedby Philips Design. We involved ourhandicapped students as well. In trying todecide between two chair models, the studentsasked for and got both. The raised“lazy susan” proposed for the centre ofthe table to swivel a laptop was changedto be flush with the rest of the table as thestudents felt it was not practical and thatthe laptop wiring would just get entangled.We planned publicity for the CSA. We hademail blasts about the CSA and held agrand opening by the SMU President, ProfHoward Hunter on 9 November 2006. Ouruniversity newsletter, SMU Hub, publishedan article on the CSA in January 2007.Table 3: Layout of LKS LibraryLevel 2Entrance & Exit of LibraryCollaborative Study Area> Project spaces> Tables & seatsCustomer Services CentreCafeCourse Reserves> Tables & seatshttp://library.smu.edu.sg/images/L2.gifLevel 3Information Services CentreLibrary ComputersLibrary OfficeReading area> Tables & seats> SofasProject RoomsReference & Periodicals Collectionhttp://library.smu.edu.sg/images/L3.gifLevel 4Library ComputersReading areas> Tables & seats> CarrelsProject RoomsLending Collectionhttp://library.smu.edu.sg/images/L4.gifLevel 5Training RoomReading Room> Tables & seatsProject Roomshttp://library.smu.edu.sg/images/L5.gifSingapore Journal of Library & Information Management • Volume 37 • 2008 53

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryTable 4: Rating of Library Building as a Place for Studying and ResearchPoorAverageGoodExcellentGood &ExcellentResponseTotal20072 .3%11.4%53.5%31.5%85.0%94520061 .5%12.2%47.9%37.5%85.4%706Evaluation of Library Space &Collaborative Study AreaBennett recommended asking this question“How might this space enrich educationalexperiences?” when designing alearning space. He proposed that by “providingcongenial, productive, and meritconferringlearning spaces” to accommodateindependent study, capstone experiences,and learning communities”, and notforgetting having serious conversationswith other students, it would make thesebehaviors more attractive to students toengage in (Bennett, 2007b, p. 22).We wanted to evaluate how successful theLi Ka Shing Library was in being a research,social and event space for theSMU.The Library had done annual surveys in2006 and 2007. One of the questions askedwas: Rate the library building as a placefor studying and research. We have maintainedthe good and excellent rating at85%. (See Table 4).However, there were no specific questionsabout individual areas in the Library. Asmaller survey was conducted in Marchto April 2008 to evaluate the CSA specifically.The total number of respondents was289 with undergraduates making up 94%of the respondents. (See Table 5).The user satisfaction with the ambience,furniture and layout of CSA averaged 75%.The satisfaction with the Smartboard andwhiteboards was lower as users were notsure how to use the Smartboard and usersalso wanted consumables like paper, markersand erasers to be provided.Table 5: Rating of Collaborative Study AreaPoorAverageGoodExcellentGood &ExcellentResponseTotalA mbience 11.1%15.6%58.8%14.5%73.4%289F urniture11.4%12.5%51.9%24.2%76.1%289L ayout7 .3%16.7%62.9%13.2%76.0%288S martboard 8 .3%35.1%40.9%15.6%56.6%288W hiteboards 6 .6%31.3%44.6%17.4%62.0%2875 4 Singapore Journal of Library & Information Management • Volume 37 • 2008

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryWe asked our users how they were usingthe CSA. From the responses in Table 6,we can see that the social interaction aspectwas strong (52%) when we combinegroup discussion, group study and socialise.The use of the CSA for self study was44% as reported by our users.Table 6: Collaborative Study Area UseA nswer OptionsResponse %GroupDiscussion24. 3GroupStudy23. 0SelfStudy43. 9Socialise4. 8Others3. 9Totalrespondents285We also asked the students what improvementsthey would like to see at CSA. Therewere 180 comments, of which 51% wason furniture, 16% noise levels, 13% overcrowding,11% usage of the space, 8%equipment and facilities.Out of the 92 comments on furniture, 74%were positive in asking for more of suchareas, more of such tables and seating.Some students suggested implementingbooking of the open project spaces, controlof usage, not allowing reservation, andmany students reported difficulty in findingan available space in CSA. These commentsthough negative from the userperspective, meant that the space washeavily utilized by our users.“Sweeping” the LibraryAn interesting survey of two public librariesin Canada was done using a “seatingsweeps method” where users were observedand data collected on the type ofuser, their activities and location where theactivities were carried out. They used the“seating sweeps method” to verify userresponses in previous surveys. They foundthat their users were reading (51%–64%),writing (18%–24%), talking (12%–20%),and using the computer (13%-15%).(Given & Leckie, 2003, p. 381)Table 7: Activities by Level in Li Ka Shing LibraryNumberLocationL2L3L4L5PercentTotal L2L3L4L5Tota lNoof users 232220522840833804728.8625.5035.2910.35Reading1016567958326286743.7627.6333.7339.1435.63Writing339438704167164814.6021.3524.7920.0520.48Talking183179235476447.888.728.275.648.00Grpdiscussion 336455467220147814.4722.1716.4426.4118.37Usecomputer 41423852968124917.8311.6018.638.1615.52Others927656132373.963.701.971.562.95Singapore Journal of Library & Information Management • Volume 37 • 2008 55

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryTable 8: Activities by Area in Li Ka Shing LibraryLocationCSAR OLC SA%ROL%RatioCSA/RO LNoof users4127635100100Reading113275427.4336.070.76Writing3016187.2821.190.34Talking256196.078.110.75Groupdiscussion183129544.4216.962.62Uselaptop/ computer48134411.6517.600.66CSA = Collaborative Study Area project space & ROL = Rest of LibraryWe decided to use the method to see andverify the activities our users were engagingin the library, with a special focus onthe CSA. We conducted 2 “sweeps” a dayover 6 days in the first two weeks of April2008. Observations were staggered between11:30am to 7:00pm over the 6 days.We defined talking as a conversation betweentwo people and group discussion asa conversation between more than twopeople. Use of laptop and library computerwas counted when the user was observedto be using it.Looking at the data for the whole Libraryfor each activity, we had similar resultswith Given & Leckie (2003). We foundthat our users were reading (36%), writing(20%), group discussion (18%), talking(8%), using the computer (16%). Therewere some differences in the activitiespattern for the different levels. There wasless talking on Level 5 which is our quietestarea with more reading on Level 2 insideCourse Reserves, on Level 5 and onLevel 4 where we have carrels. There wasmore group discussion on Level 3, Level 4and Level 5 where we have project rooms.When we looked at the data for the CSAproject space and the data for the rest ofthe library (ROL), we got a different picture.The major activity at CSA was groupdiscussion (44%) which was 2.6 timesmore than the rest of the library as shownin Table 8.We compared the “sweep” results in theCSA with the responses in the survey.There was a good match for group discussionand others, with over-reporting forself study and under-reporting by users forsocializing or talking as see in Table 9.Table 9: Use of CSA in Survey andSweepSurveyAnswerGroupdiscussion& GroupstudySelfstudyResponse%47.343.9SweepActivitiesGroupstudyReading& writingObserved%44.034.7Socialise4.8 Talking 6. 15 6 Singapore Journal of Library & Information Management • Volume 37 • 2008

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryLKS Library as Event Space &Training SpaceIn line with our strategic plan, the Libraryplaces an emphasis on having events onits premises and conducting trainingclasses. The number of events held andthe number of training classes are amongthe key performance indicators of the Library.Over the period August 2005 to April 2008,91 events have been held at the Librarywith an average of 30 events a year. Thetypes of events held were academic (40%),social (40%) and cultural (20%) in nature.Examples of each category were the InternationalResearch Conference andOpen Space Technology Class for academicevents, blood donation drive and studentclub annual dinner for social events,and photograph exhibition and book fairfor cultural events.The Library started a series of cultural talksin February 2008 with the inaugural talkby Catherine Lim who spoke on “ThatDreaded F(reedom) Word” followed byT. Sasitharan who spoke on “Media Killedthe Theatre Star” in March 2008.The Library has a purpose-built trainingroom that utilizes the SMU teaching technologyof two project screens which canbe “frozen” independently. The room is inhigh demand as a training space duringsemester by the Library, the Centre forTeaching and Learning, the Centre of AcademicComputing and the Centre for InformationTechnology. In 2006 and 2007,the Training Room was booked by SMUstaff for 587 hours and 540 hours respectively.Table 10: Use of Reading Room andTraining RoomHours Booked for Events & TrainingFacility20072006% changeReadingArea 458.0 392.5 116. 7TrainingRoom 540.5 587.5 92. 0998.5980.0 101. 9Areas for ImprovementBased on the comments from our surveyat Li Ka Shing Library, where 16% commentedon the noise levels, we realize thatwe need to better designate the noisyzones in the Library with the furnitureavailable and that we need to avoid havingquiet areas right next to the noisy areas.There is mix of individual seats andgroup seating in the CSA. This has lead todifferent expectations of noise levels bythe users. The students at the individualtables want to do self study and were nothappy with the noise made by the studentshaving discussions at the open projectspaces.There were comments on over-crowdingand difficulty in finding a space in CSA atpeak periods (13%). We intend to rearrangeour existing furniture during the vacation,to bring the casual group seatingdown to CSA and to move the individualseating to other levels. This would allowus to increase the project spaces in theCSA and meet the demand for more opengroup spaces.With these proposed changes, our userscould choose the area that best suits theirSingapore Journal of Library & Information Management • Volume 37 • 2008 57

Yeo & Rindra • Social Learning Spaces in Li Ka Shing Libraryneeds, whether solitary or social. “Communalactivity in academic libraries is asolitary activity: it is studious, contemplative,and quiet. Social activity is a groupactivity: it is sometimes studious, not alwayscontemplative, and certainly notquiet” (Gayton, 2008, p. 60). Segregatingthe two types of spaces would allow bothtypes of activities to coexist in our Libraryand accommodate different user needs.ConclusionWe saw that our students are using theLibrary for self study (56%) and groupdiscussion (18%). This is a positive signthat independent study, serious conversationswith other students, and participatingin learning communities are the learningbehaviors that our students engage in atour Library. We saw that our students havemore group discussions and have moreface-to-face interactions in the CollaborativeStudy Area.This indicates that the furniture in the CSAis conducive to promoting group work andhuman interaction. We are meeting theneeds of our students as their course workrequires them to interact with one anotherand to work collaboratively. We are providinga congenial, inviting space in theLibrary that promotes social learning.We saw that our Reading Room and TrainingRoom were well-used for events andfor instruction. This indicated that the Librarybrings in both academic and nonacademicactivities into our space and integratesus into the SMU community.Salomon & Perkins (1998) argued thatlearning not only takes place in individualminds but as part of social process todeepen individual learning and collectivelearning. The library can serve as a placewhere such learning can happen. “A studentcan go to this place called the “library”and see it as a logical extension of the classroom.It is a place to access and explorewith fellow students information in a varietyof formats, analyze the information ina group discussion, and produce a publicationor a presentation for the next day’sseminar” (Freeman, 2005, p. 4). In a conversationbetween the University Librarianand the Dean of Students, AssociateProfessor Low Aik Meng in August 2007,he commented that “Knowledge is transferredin different ways and this needs tobe reflected in different spaces for the students.I find that the New Library (CSA)is a link between the classroom and theworkplace.” The Li Ka Shing Library canserve as an extension of the classroom andalso a link to the workplace, where ourstudents would need to work independentlyand also in a team in open plan offices.We see that we are well on our way ofbeing a “social” academic library “bringingin non-traditional functions like classrooms,event programming, and cafes intothe library” (Gayton, 2008, p. 62) and beinga social learning space. As defined byWenger (1998), learning as experience,learning as doing, learning as belonging andlearning as becoming can take place in ourlibrary.5 8 Singapore Journal of Library & Information Management • Volume 37 • 2008

Yeo & Rindra • Social Learning Spaces in Li Ka Shing LibraryReferencesBennett, S. (2007a). Designing for uncertainty:Three approaches. Journal ofAcademic Librarianship, 33(2), 165-179.Bennett, S. (2007b). First questions fordesigning higher education learningspaces. Journal of Academic Librarianship,33(1), 14-26.Bruffee, K. (1981). Collaborative learning.College English, 43(7), 745-747.Cataldo, T. T., Freund, L., Ochoa, M. N.,& Salcedo, M. (2006). The info commonsconcept: Assessing user needs.Public Services Quarterly, 2(4), 23-46.Freeman, G. T. (2005). The library asplace: Changes in learning patters, collections,technology, and use. In Libraryas place: Rethinking roles, rethinkingspace (pp. 1-9). Washington, DC:Council on Library and InformationResources.Gayton, J. T. (2008). Academic libraries:“Social” Or “Communal?” The natureand future of academic libraries. Journalof Academic Librarianship, 34(1),60-66.Given, L. M., & Leckie, G. J. (2003).“Sweeping” The library: Mapping thesocial activity space of the public library.Library & Information Science Research,25(4), 365.McDonald, A. (2006). The ten commandmentsrevisited: The qualities of goodlibrary space. Liber Quarterly: TheJournal of European Research Libraries,16(1-4), 104-119.Pagell, R. A. (2007). Icons for thefuture: National and academic librariesfrom around the globe [ElectronicVersion]. Access. Retrieved April 23,2008 from http://www.aardvarknet.info/access/number63/monthnews.cfm?monthnews=05.Salomon, G., & Perkins, D. N. (1998). Individualand social aspects of learning.Review of Research in Education, 23,1-24.Singapore Management University.(2008). Vision and mission. RetrievedApril 23, 2008, from http://www.smu.edu.sg/about_smu/vision.aspSingapore Management University. Li KaShing Library. (2008). Strategic plan.Retrieved April 23, 2008, from http://library.smu.edu.sg/aboutus/LKSLStratPlanShort62007_updfeb2008.pdfWenger, E. (1998). Communities of practice:Learning, meaning, and identity.Cambridge: Cambridge UniversityPress.Yan, L., & Kember, D. (2004). Engagerand avoider behaviour in types of activitiesperformed by out-of-class learninggroups. Higher Education, 48(4),419-438.Singapore Journal of Library & Information Management • Volume 37 • 2008 59

About the AuthorsYeo Pin Pin, Research Librarian, supportingthe School of Economics and theSchool of Social Sciences. She also managesthe Information Services Centre inthe Library. She has an Honours degreein Economics from NUS and a post graduatedegree in Information Management andLibrarianship from UNSW.Email: ppyeo@smu.edu.sgRindra Mokhtar bin Ramli, Librarian withthe Information Services Centre and alsothe Library webmaster. He also conductslibrary training sessions for students andfaculty members. He has a Bachelor degreein Information Technology (InformationManagement) from QUT, Australiaand a Masters degree in Information Studiesfrom NTU. Email: rindra@smu.edu.sg6 0 Singapore Journal of Library & Information Management • Volume 37 • 2008