Cabot Science Library has transformed from a traditional collections-based science library into an innovative hub for collaborative learning support. This chapter examines how a well-designed space and technology promotes effective learning and documents how Cabot functions as a smart learning environment. The interplay between a physical and digital environment at Cabot Science Library emphasizes learner mobility and engagement, collaboration, and discovery, enabling knowledge creation and sharing.
TopOverview
Although there is considerable debate surrounding the definition of the term SLE (Singh and Hassan, 2017, p. 9), researchers focus on adaptability to learner needs, and flexibility to promote effective learning. The Cabot Science Library provides learning spaces and technology infrastructure that redefine expectations of libraries. As Bennett (2011) argues, informal learning spaces complement the learning impact of classrooms and labs. These open spaces invite creativity, allow for exploration and play, and increase student autonomy.
The smart learning framework articulated by Zhu, Yu, and Riezebos (2016) identifies several elements of a space that make it an SLE. For example, students can “learn flexibly and working collaboratively in smart learning environments, and thus could foster the development of personal and collective intelligence of learners” (Zhu et al., p. 15) as a result of the customization of learning support and services. Gros (2016) reminds us that physical location and built-in capabilities play an increasingly important role in educational settings. As educators implement blended learning practices that combine virtual and in-person interaction, distinctions between the two modes increasingly blur. Students use phones to connect synchronously in class. Students stand next to peers while interacting with others who are geographically distant. Conversations in-person and online can overlap in real-time and can be represented on physical displays in creative ways. Library spaces that recognize evolving communication patterns support pedagogical experimentation by faculty.
Singh and Hassan (2017) describe how instructors use technologies familiar to many university faculty and students--for example, learning management systems--to help students develop metacognition. Self-graded quizzes with explanations help instructors embed subject knowledge within the constraints of a learning management system. For in-person collaboration, a trivia contest can function similarly.
The Cabot Science Library renovation reflects trends in library design to shift away from print collection storage towards collaborative learning support. This chapter examines how a well-designed and technologically enhanced space promotes effective learning. After describing the campus context, the space, and pedagogical background, we detail four use cases and describe changes in user experiences post-renovation.