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Libraries are exploring the meaning of the “information commons” and have responded to the technological needs of the diversity of digital access trends. The purpose of this conceptual article is to explore the possibilities of the next step of developing dynamic “learning commons” using examples of projects and ideas presented by librarians in the field.

The “learning commons” model has the potential to be a laboratory for students, librarians and faculty. It is a collaboration space and requires partnerships and cooperation across disciplines. Ideas about user behavior and types of projects to be explored are included.

Funding for learning commons is linked to measured outcomes. The role of the librarian changes to include advocacy and project planning.

This paper demonstrates that the change in library service via the learning commons concept requires planning, interdisciplinary collaboration and a certain amount of risk taking.

This paper is useful for librarians who are designing and/or implementing “learning commons” spaces and concepts into their libraries and library services.

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 paper seeks to document and provide detailed information about physical space, technology resources and the service model for the NCSU Libraries' Learning Commons (LC). The LC was scheduled to open on March 12, 2007 and will be a state‐of‐the‐art facility. The objective is to share information and best practices with academic libraries developing their own Commons.

The article includes a brief overview of the East Wing Renovations Project at the D.H. Hill Library as well as a profile of and interview with Joe Williams, Director of the Learning Commons at the NCSU Libraries.

Creative design of space, technology resources and services makes academic libraries central to the learning and research process.

The piece is representative of one library only.

The article will encourage academic libraries to rethink their role in the learning process. The piece also provides practical information about technology trends in academic libraries and will be of particular use to libraries that are planning renovations projects.

The piece documents the creation of an innovative Learning Commons by a leading academic research library.

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.

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 paper aims to provide details of a collaborative campus effort that created a Media Commons at an undergraduate library at a major research university to provide students and faculty opportunities to experiment with emerging technologies, with expanded opportunities to learn of best practices in educational technology.

This is a case study that used a web survey, focus groups, usage statistics, and interviews to determine the needs and best practices for creating and maintaining the Media Commons.

Preliminary results indicate that this program provides value to students and faculty seeking to learn about and use multimedia for coursework and projects. It confirms the gap on campus for places students can go for loanable technology and consultation services in the production and editing of multimedia.

Because the Media Commons just launched there has not had a programmatic evaluation yet to assess the impact of this program. However, based on initial feedback, suggestions for improvements in the program are included.

The rationale, process and efforts described in this paper can be replicated by other institutions that are interested in creating a Media Commons.

Although there are many articles written about Learning Commons and Information Commons, there is not much available that documents the efforts of creating a Media Commons at a library and the rationale for centralizing and freely making available campus multimedia expertise and equipment.

Using the HKUST Learning Commons as a case study, this paper seeks to reveal a number of insights on how to effectively engage different user groups within the university.

The case study focuses on the user‐group engagement process, highlighting the promotion plan and factors that enhance the user‐group engagement.

Two positive outcomes of the engagement were identified: the diversity of learning activities in the Learning Commons, and the elevated image of the library and librarians.

The experience at HKUST reported in this paper highlights the need for libraries moving to the new “commons” service model to actively promote the facilities by engaging different user groups. The process itself is a necessary component to the success of the new service and facilities.

The case study uses the user engagement framework to steer the promotion effort. The outcomes of the process have long‐term implications for the image and identity of libraries, and subsequently enhance the library's potential in fund raising and resource allocation.

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 case study is to describe the space transformation of the Hong Kong University of Science and Technology Library (HKUST Library) into a learning commons and how learning activities have been substantially multiplied by engaging academic and supporting units. This experience is used to posit a number of anticipated directions for library space planning.

This paper focuses on the design elements of the learning commons and how these elements have created an effective platform for a variety of learning activities. It outlines an assessment study on how students liked the transformed space and viewed its added values.

In the digital era, academic libraries can be transformed for new, effective and collaborative use. By integrating technology and flexible design, the new space excites existing scholars and attracts a broad range of new users. Students, faculty and administrators react positively to the new space, as it offers effective learning ambience. By engaging and co-creating with university partners, the new space functions as an active facilitator of learning – a hub that supports interaction and an effective platform to support pedagogy towards team projects, multimedia work and whole-person development. Future library spaces need to exhibit characteristics tailored to various user groups and their specific usage needs.

The experience of the HKUST library will have broader implications for other academic libraries embracing their mission-critical nature and assets. It shows that libraries can embrace challenges in the digital and virtual world by creative and innovative use of their physical space.

This paper aims to examine how interviews of learning commons partners were used to improve communication and collaboration between the library and its partners.

Interviews were conducted with representatives from each of the eight partners that have service desks in the library. The interviews’ transcripts were studied to search for ways communication and collaboration between the library and its partners could be improved.

The passing of time, addition of new library partners and the hiring of new employees since the opening of the learning commons at Draughon Library have created some gaps in communication between the library and its partners. Interviews with representatives from the library’s partners revealed ways communication needed to be improved and provided insight as to how the library and its partners might collaborate in the future.

Much of the literature on library partnerships focuses on the creation of collaborations, but does not elaborate on ways to keep lines of communication open and encourage continued collaborative work once partnerships are already in place. Information gleaned from the interviews highlights concerns that may occur at other libraries with learning commons, as new partnerships develop and time passes since the initial creation of the commons.