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In the information commons (IC) space of library, it is very important to recognize the emotional state of users for better playing the role of IC. In view of this point, this paper aims to discuss the human expression of user emotion.

An emotional state recognition method based on body posture change under video monitoring is proposed. In this method, two parameters are proposed to represent the emotional state of users. Finally, the distribution of users’ overall emotional state is recognized.

It is found that the change of human posture reflects the emotional state of users to a certain extent. The spatial frequency of the user’s average body position change and per capita body position change can reflect the spatial distribution of individual and body position change, respectively.

The method in this paper can effectively overcome the inaccuracy of manual identification of video monitoring images, especially in the case of a large number of users and effectively help the construction of university library IC space and provide a basis for the setting of environmental parameters.

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.

Libraries and library professionals face multiple challenges in meeting user needs in the second decade of the new millennium. This is particularly true in academic libraries where students and faculty demand and expect fast, easy, and seamless access to information as well as flexible, comfortable places to work alone as well as collaboratively with colleagues, friends, classmates, and instructors. These same patrons often require the assistance of information specialists to navigate a library’s increasingly large array of online resources. The paper aims to discuss these issues.

This paper provides historical context and reviews recent trends in the area in the area of learning and study spaces in academic libraries. It also cites the successful information commons at the author’s home institution, Loyola University Chicago, examining its first six years of operation and projecting changes in its next half decade.

The past 15 plus years have seen a major shift in philosophy in the USA and in other parts of the globe in terms of the importance of “library as space” in enhancing the role of the college and university library. As a result, academic institutions, at the urging of librarians, have created spaces known as information commons, learning commons, research commons, etc. in response to user needs for access to technology, group work, social interaction, and knowledge creation.

The information commons in all its forms has not been static, indeed it has matured, adapting over time to changing technologies, patron needs, and pedagogies.

This paper describes the services offered in an information commons that primarily serves undergraduate students at a large research university. This paper provides background information on the implementation of a learning or information commons and describes the effect of the commons environment on reference services and environment and highlights the importance of a strong relationship between libraries and information technology providers in developing successful public services in an information commons.

This article describes the transformation of an Undergraduate Library into the Information Commons and describes the implications for library services in a public services partnership.

The information commons environment is one part of a library system that is evolving in response to and in anticipation of user needs.

This paper documents a successful partnership in creating an information commons that primarily serves undergraduate students at a large research university.

The partnering approach in developing an information commons can result in a cohesive suite of services that support students. The implications for reference services provide insight for other libraries that are planning information or learning commons.

The purpose of this paper is to present the experience of piloting an information commons at a major academic library in Hong Kong.

At the pilot phase, assessment is crucial. The article reports how the HKUST Library monitors usage and conducted satisfaction surveys to identify users' needs, expose strengths and weaknesses of the service, and set direction for future development.

The assessment data reveal users' needs and behaviors. Such information helps the Library to refine the existing service, and compose a sound proposal for expansion. The experience cumulated through the pilot also forms the basis of future planning.

The experience that HKUST tested the concept of commons using a pilot phase, guided by its assessment program, may have reference value to other commons projects.

Based on the information commons service model, the aim of this article is to propose a new model for knowledge commons. It seeks to define the conceptual model and constructing framework of knowledge commons, which aim for a collaborative knowledge‐sharing environment to support innovative community activities of university library.

By analyzing the innovation activities of communities, infusing theories of knowledge management, collaboration and Library 2.0, the knowledge commons conceptual model is brought forward to improve communication, collaboration, sharing and conversation.

Since the innovative community is interdisciplinary and cross‐campus, the scattered research team and study group requires a library to extend the services to a logical system, while the virtual layer is to make this spatial decentralized and logically centralized system a reality. The core elements, namely information technology, organization and management, culture and spirit, make up the supporting layer, of which, trust and collaboration culture for innovation is important.

Research work and practice of information commons and library 2.0 have aroused a new round of the library service movement, while the knowledge commons conceptual model would provide steering for a knowledge sharing environment.

In this paper, the new model is based on information commons and assimilating the theories of knowledge management, collaboration and Library 2.0, intended to integrate digital library, physical resource, virtual resource and human resource into a whole. It is of great importance for the library to serve education and scientific research well.

The purpose of this paper is to contribute to the evolving concept of “Information Commons” through the documentation of one library's renovation and the comparison of that library's experience with the earlier theoretical and case study literature.

The paper cites gate counts, a user‐satisfaction survey, and examples of emerging collaboration between library and information technology staff as evidence of substantial changes in how the library is used by both staff and students following its transformation into an information commons.

This paper finds that the library's transformation into an information commons has resulted in dramatically high gate counts, indications of user satisfaction, and anecdotal evidence that demand for reference service is increasing. The author also finds that, perhaps equally as important, the blending of information technology and library staffs as the information commons was implemented has led to a number of collaborative partnerships developing among them.

Shows that the Westminster College's experience has transformed its library to an information commons, and demonstrates how one library chose to remain a vital and effective resource for its students.

The paper shows that although a growing number of libraries are moving towards various forms of an information commons, few case studies describing how these changes have affected library services one year or more after the changes have been made have appeared.

Purpose – The integration of librarians and technologists to deliver information services represents a new and costly organizational challenge for many library administrators. To understand how to control the costs of integration, this study uses structural contingency theory to study the coordination of librarians and technologists within the information commons.

Design/methodology/approach – This study tests the structural contingency theory expectation that an organization will achieve higher levels of performance when there is a positive relationship between the degree of workflow interdependence and the complexity of coordinative structures necessary to integrate these workflows. This expectation was tested by (a) identifying and collecting a sample of information common; (b) developing and validating survey instruments to test the proposition; and (c) quantitatively analyzing the data to test the proposed contingency theory relationship.

Findings – The contingency theory expectations were confirmed by finding both a positive relationship between coordination and interdependence and a positive relationship between perceptions of performance and degree of congruency between interdependence and coordination.

Limitations – The findings of this study are limited to both the context of an information common and the structures tested. Future research should seek to both broaden the context in which these findings are applicable, and test additional structural relationships as proposed by contingency theory

Practical implications – This study contributes to the library profession in a number of ways. First, it suggests that managers can improve IC performance by matching coordination structures to the degree of interdependence. For instance, when librarians and technologists are strictly co-located, managers should coordinate workflows using less resource-intensive policies rather than meetings. Second, the instruments developed in this study will improve the library manager's ability to measure and report unit interdependence and coordination in a valid and reliable manner. Lastly, it also contributes to the study of structural contingency theory by presenting one of the first empirical confirmations of a positive relationship between interdependence and coordination.

Originality/value – This study represents one of the first empirical confirmations of the structural contingency theory expectations of both a positive relationship between workflow interdependence and coordination, and a positive relationship between performance and coordination's fit to workflow interdependence. These findings are of value to both organizational theorists and to administrators of information commons.

Information commons were introduced into libraries in the early 1990s. Now universities are building library learning commons and campus learning spaces. This paper sets out to present a participatory library (re)design approach for collaborative planning “for and with” faculty teachers, student learners, and campus stakeholders.

Collaborative design (co‐design) employs user‐centric investigations to produce products, applications, and environments aimed at advancing learning, sustaining communication, and building relationships. Examples from California Polytechnic State University and San José State University in California, USA, suggest the efficacy of this inclusive, learner‐centered (re)design approach for library facilities, services, and systems.

Inviting and enabling user input from the start offers a fruitful planning approach in which campus librarians, stakeholders, and beneficiaries “learn their way” to appropriate library (re)design decisions. Also, user involvement in information gathering and interpretation activities initiates the interactive relationships necessary for continuous improvement.

Collaborative design (co‐design) yields sustained interaction with user beneficiaries and campus stakeholders. It changes how library staff members think and what they think about, concurrent with enhancing libraries' appeal and value.

In development since 2002, the highly participatory design approach reflects theoretical and applied insights from researchers in Europe, Australia, and North America who have worked with US library practitioners to develop user‐centric processes for advancing organizational learning and enhancing user efficacy. Its practical application to planning for library learning commons and learning spaces contributes to the small but important literature on user‐centered library (re)design.

Technology has transformed teaching and learning environments in tertiary education, introducing new collaborative library spaces and developing the roles and skills of library staff. Academic libraries need continually to re‐examine their services to ensure they meet student needs. The current survey aimed to discover how students perceived staff in the Information Commons (IC) and whether their perceptions of staff attitudes and skills influenced their use of library resources.

A questionnaire containing closed and open questions was distributed electronically to undergraduate and postgraduate students at the University of Sheffield, obtaining 250 responses (around 1 per cent of the student population).

The results showed that most students were unable to distinguish different groups of staff, were unaware of their departmental librarian and did not recognise the academic role of librarians. However, those who had sought assistance in the IC or attended classes delivered by librarians had positive views of their experiences.

The timing and fixed duration of the study limited the size and nature of the sample, the generalisability of the findings and depth of the investigation, but sufficient data were collected to establish patterns of behaviour and identify important factors.

Low awareness among students of the expertise of librarians and their capacity to provide academic support indicates a need for more promotion to ensure library resources are properly utilised.

The study is thought to be the first of its kind conducted in the UK and the only such survey carried out in an IC setting.