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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.

Academic freedom impacts researchers, teaching, and research practices, as limits and prohibitions can be dictated from governing bodies and funding agencies. The science discipline is particularly impacted as several areas of science have faced scrutiny which impacts learning opportunities for undergraduate students as well as potential research areas which may be prohibited by university professors or graduate students. This chapter explores the impact on the science disciplines as increasingly restricted regulations and political pressures have limited academic freedom. Several specific examples are examined which shed light on the current and future impact that these limitations have on advancements of science literacy and scientific research.