A Study Exploring Learners' Informal Learning Space Behaviors, Attitudes, and Preferences

• Published in: The new review of academic librarianship Vol. 19; no. 1; pp. 58 - 77
• Main Authors: Harrop, Deborah, Turpin, Bea
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.01.2013; Routledge; Taylor Graham; Taylor & Francis Ltd
• Subjects: Academic Libraries; Architecture; Attitudes; behaviors; Cognitive Style; Concept Mapping; Educational Environment; Educational theory; Exact sciences and technology; Food; Foreign Countries; General aspects; Higher education; Informal Education; informal learning; Information and communication sciences; Information science. Documentation; Interaction; Interior Design; Interpersonal Communication; learners; Learning; learning environments; learning preferences; Learning Resources Centers; learning spaces; Learning Theories; learning theory; libraries; Longitudinal Studies; Observation; placemaking; Preferences; Privacy; Qualitative Research; Scheduling; Sciences and techniques of general use; Space; space design; Space Utilization; Statistical Analysis; Student Attitudes; Student Behavior; students; United Kingdom; University libraries; United Kingdom; Theory; attitudes; students; Research; Learning; Design; Need; informal learning; placemaking; Qualitative analysis; Topic; learning preferences; Quantitative analysis; Context; Space; learning environments; Architecture; Attitude; Use; behaviors; Higher education library; libraries; Discourse; Higher education; University; Preference; learners; space design; Typology; learning spaces; learning theory; User behavior
• ISSN: 1361-4533; 1740-7834
• DOI: 10.1080/13614533.2013.740961

What makes a successful informal learning space is a topic in need of further research. The body of discourse on informal space design is drawn from learning theory, placemaking, and architecture, with a need for understanding of the synergy between the three. Findings from a longitudinal, quantitative, and qualitative study at Sheffield Hallam University, explore learners' behaviors, attitudes, and preferences toward informal learning spaces in higher education, within and outside of the context of the academic library. The learning spaces study contributes to the discourse on informal learning spaces design by producing a typology of nine learning space preference attributes which address aspects of learning theory, placemaking, and architecture. The typology can be used to evaluate existing spaces and inform redevelopment of informal learning spaces in higher education institutions. Implementing the typology will be subject to localized conditions, but at Sheffield Hallam University the key conclusions have included developing a portfolio of discrete, interrelated learning environments, offering spaces with a clear identity and encouraging students to translate their learning preferences into space selection.