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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.

This bibliography aims to give citations and annotations for a core selection of sources on the information and learning commons trend in academic libraries.

Articles, books, and web sites relevant to this topic were found in the Library, Information Science & Technology Abstracts database; Library Literature Index; WorldCat; and on the internet. Sources were chosen that contribute to an overview of the concepts or cover practical considerations in implementation.

Libraries are developing best practices as they experiment with learner‐centered service models, but they apply these best practices differently according to their unique needs. Early implementations focus on technology and access, while later implementations focus on more collaborations surrounding learner‐centered pedagogies.

This bibliography selects from English language books, web sites, and peer reviewed journals about US, British, Canadian, and Oceania academic libraries, large and small.

This survey of the literature will help librarians and administrators understand the theoretical trends and collaboration that influence how libraries can change service, space, and technology to meet emerging needs.

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.

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.

The purpose of this paper is to share a compelling example of a library’s willingness to develop and design itself as an open-ended process.

The case study provides a historical review of the library’s founding design, and an overview of the process and approach to redesign. The study contextualizes the library within current academic library research and literature.

This paper explores the research, engagement and planning process behind the library’s exploration of new models and service configurations. The project was an engaged, inclusive, transparent, library-led process. The commons reestablishes the library as the “nerve center” of the campus.

The paper offers an update to a 1969 report, and later book by Robert Taylor on the Harold F. Johnson Library at Hampshire College, designed as a prototype of an academic library. This paper will be of value to academic librarians, administrators, and historians.

The purpose of this paper is to present an exploratory survey as part of a presentation for the Bridging Worlds 2008 conference. It seeks to understand how library institutions in the South East Asia (SEA) region have implemented Web 2.0 technologies – blogs, RSS feeds, wikis, or the use of services like Flickr, YouTube, de.lici.ous.

Libraries surveyed were in: Hong Kong, India, Indonesia, Japan, Malaysia, People's Republic of China, Philippines, Singapore and Taiwan. The survey relied on references in published papers, internet searches and personal contacts.

The survey found that more academic libraries than public libraries were using Web 2.0. technologies. Blogs and RSS feeds were the most common. Blogs were used mainly as web publishing tools rather than as a means to engage library users.

The survey is not comprehensive. The search relied mainly on English publications and keywords, while the native language of most countries surveyed was non‐English. Future research could comprehensively cover each country, by the type of library or language.

The paper contends that Web 2.0 does not rely on technology, but more on practice and participation. The emphasis should be on relationships rather than transactions. Suggestions are offered on how libraries can adopt a Library 2.0 mindset without focusing on technology. A call is made to establish an East Asian Librarians 2.0 directory.

The paper offers a non‐technological perspective to institutions and practising professionals who are reviewing their Web 2.0 implementation.

City identity is a distinct form of collective identity based on the perceived uniqueness and meanings of place, rather than group category and membership. A city’s identity is constructed over time through architecture, which involves three sign systems – material, visual, and rhetorical – and multiple institutional actors to communicate the city’s distinctiveness and identity. We compare Barcelona and Boston to examine the identity and meaning created and communicated by different groups of professionals, such as architects, city planners, international guide book writers, and local cultural critics, who perform the semiotic work of ­constructing city identity.

The purpose of this paper is to investigate whether virtual space can be used to alleviate physical space constraints for group collaboration in an urban academic library environment. Specifically, this paper looks to uncover whether library users will turn to library‐provided virtual space when there is a scarcity of physical space.

This project discusses the design of the physical and virtual environment, and then measures the use of this environment quantitatively over a 47‐month period (2005‐2009).

Results indicate that physical spaces for group collaboration are in very high demand, whereas virtual ones are not. A scarcity of physical collaboration spaces does not lead users to library‐provided virtual space, but rather to work around the scarcity in the physical world.

The paper highlights the value of the library as a gathering place and the ways in which virtual collaboration space cannot easily take the place of physical collaboration space.

This paper aims to explore the changing role of the reference collection in learning commons at Association of Research Libraries (ARL) member libraries.

A 15-question survey was sent to managers at academic research libraries with membership in the ARL. Respondents were asked about their learning commons and reference collections. To increase the sample size, the researchers conducted phone interviews with a random sample of individuals from the same target population, utilizing the same questions and generated additional results.

Most respondents had or were planning learning commons for their libraries. The role of reference collections varied. Of those who had retained a print reference collection, the majority believed them to be little-used. The researchers believe this may signal an end to a formerly cherished idea: the primacy of the reference collection within a library learning space.

This study involved a random sample of public service managers at North American ARL academic libraries. While the sample is believed to be representative of the broader population, findings may not be generalizable to all ARL libraries or to other academic libraries.

Many papers have been written about information or learning commons spaces and their distinctive elements. Others have discussed the changing role of reference collections. This paper is unique in examining the changing role of the reference collection within learning commons spaces.

The purpose of this study was to present a pilot electronic portfolio (e-portfolio)-integrated learning environment by integrating library resources into an e-portfolio system for its application, and to explore reader’s satisfaction of the integrated system.

This study develops a research model by modifying the information success model to explore reader satisfaction to the understanding of the adoption of integrated system. The sample consisted of 289 graduate and undergraduate students. In total, 189 were considered useful and used for analysis. A regression analysis was then conducted to identify key causal relationships.

The findings show that reader-perceived benefits, information quality and system quality are critical factors for the reader’s satisfaction. Overall, the model explained 84 per cent of the variance in reader satisfaction. Thus, the results show that the proposed model does satisfactorily explain the reader’s satisfaction of the integrated system.

There is scant research available in the literature on user satisfaction of pilot e-portfolio-integrated learning environment from a reader perspective. The findings of this research provide some useful insights into a reader’s satisfaction toward adoption of the integrated system. In addition, it will be valuable for better understanding of factors affecting the determinants of reader’s satisfaction, which improve the reader’s satisfaction of the integrated system and thereby boost realization of collaborative learning environment.