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The purpose of this paper is to review a selection of articles and books that highlight aspects of spatial theory and literacy from various disciplinary perspectives, along with a review of library space studies.

This study reviews library literature that uses spatial literacy and its related tools. The authors searched in two databases: Library, Information Science & Technology Abstracts, and SCOPUS. The paper records were analyzed to find primary research studies, published between 2010 and 2017, which study patron use of library space using various single and hybrid methodologies.

The findings of the literature reveal that of the 26 studies reviewed, 23 have a descriptive research question and three have a relational research question. Based on the analysis of the research methodologies used, there is more that can be done in support of a librarian’s research efforts as well as the arenas in which research is conducted.

These findings highlight ways in which library and information science researchers and those who educate them can broaden knowledge within the profession regarding spatial theory, literacy and applicable research methodologies for studying library space.

Current and best practices for designing library space studies that use spatial literacy to collect and analyze data are identified along with a discussion of future directions for researchers to better assess space and communicate the value of physical space in libraries.

The aims of this research include (1) to identify the scores of reading literacy in 34 provinces and (2) to determine the impact of ICT literacy with other variables on reading literacy in Indonesia.

Thematic maps and Spatial Autoregressive Regression were applied to 2019 AKSI Survey data.

The results showed that only D.I. Yogyakarta, DKI Jakarta and Kepulauan Riau have a high percentage of reading literacy scores in the excellent category. The ICT literacy and teachers' competency scores significantly affect the percentage of reading literacy. Meanwhile, the percentage of lack of learning materials and GRDP per capita has no significant effect.

Previously, the national exam has been used to determine the quality of education in Indonesia, but it is ineffective because it only measures cognitive aspects. In 2015, the Ministry of Education initiated the AKSI survey, which measures cognitive (reading, math and science literacy) and non-cognitive aspects, as an effort to improve the quality of education in Indonesia. Some literature states that reading literacy is the most basic indicator for determining the quality of education, but in Indonesia, it is the lowest achievement. To improve reading literacy scores, the government has to utilize technological advances through School Digitization. However, this should be supported by the ICT literacy of students. Presently, there is no study to evaluate the impact of ICT literacy on reading literacy, which is also affected by regional value differences.

Building on the growing interest in school-based “making” and “makerspaces,” this paper aims to map the emergence of a literacy-oriented makerspace in a non-selective urban public high school. It examines how competing conceptions of literacy came to be negotiated as students and teachers shaped this new space for literacy practice, and it traces how the layered uses of the space, in turn, reworked understandings of literacy in the larger school community.

Part of a longitudinal design-research partnership with an urban public high school, the paper draws on two years of ethnographic data collection to follow the creation, development and uses of a school-based literacy-oriented makerspace.

Using notions of “re-territorialization,” the paper examines how the processes of designing, mapping and building a literacy lab offered space for layered and contested purposes that instantiated more expansive views of literacy in the school – even as it created new frictions. In presenting two analytic mappings, the paper illustrates how mapping can offers resources for people to make and remake the spaces they inhabit, a form of worldmaking that can open possibilities for reshaping the built world in more just and equitable ways.

The study offers insights into how mapping can serve as a research and pedagogical resource for making legible the emergent dimensions of literacy practice across time and spaces and the multiple perspectives that inform the design and use of educational spaces. Further, it contributes to a growing literature on “making” and literacy by examining how informal making practices are folded into formal school structures and considering how this reconfigures literacy learning.

This study aimed to examine organizational digitalization of farmers' associations (FAs) by conducting internal and external analyses of the contextual and geo-spatial attributes of the organizations, and further explored the role such associations play as key change agents in activating agricultural innovations and development in Taiwan.

Unlike previous digitalization studies, which employed user data such as attitudes and behaviors as the major determinants, the present study focused on the spatial and organizational characteristics of FAs. An exploratory spatial analysis was conducted using a geographic information system to discover whether the organizational characteristics, local agriculture development, and neighboring FAs affect the organizational decision and adaption on information services. Research data from three national surveys were analyzed with a spatial regression model.

Results showed that geographical neighborhood, in association with organizational characteristics, significantly affects the decision and level of organizational digitalization, while the development and characteristics of regional agriculture exert no significant influence.

In the development of information and communication technology (ICT) diffusion policies for promoting organizational digitalization, it is important to highlight regional initiatives and complementary public efforts to guarantee an equitable access to ICT in areas with variances in economic development. In neighborhood FAs, greater development of economic and labor scales and ICT human capital also contribute to higher levels of organizational digitalization.

Based on the study results, suggestions are provided for future research considering spatial forces in agricultural information studies and practical applications.

The purpose of this paper is to report findings from an investigation into the conceptions and characteristics of geo/spatial information (GI) to demonstrate how exploring academics and students' conceptions of GI facilitated illumination of information literacy (IL) in the Geographic Information Science/Systems (GIS) discipline.

Adopting an embedded exploratory case study, the data were gathered from semi‐structured interviews, an open‐ended questionnaire and students' reflection in an online distance learning (ODL) GIS programme. The data were analysed in light of the Grounded Theory approach. Drawing on the conceptions of GI which emerged from the study, this paper highlights several characteristics of GI and discusses their implications for IL. In particular, it compares the emergent IL competencies in the GIS discipline with those in the SCONUL model.

GI was identified as geo/spatial, temporal, geo/spatially contextualised, and geo/spatially technology‐mediated. According to these conceptions, GI is a constructive concept; it has multiple components which need various operations and user inputs to become geo/spatially meaningful and usable. These characteristics uncovered new aspects of IL in the GIS discipline which influence the depth and breadth of the SCONUL model.

Unlike exploratory studies of IL which focus on the IL and IL competencies to explore this phenomenon, the methodological approach taken in this study provides IL researchers with a new approach whose primary focus is on the concept of information as a key contextual element of IL. This helps one to gain a deeper insight into IL in disciplinary areas.

The emergent aspects to the SCONUL model can be taken into consideration when designing and delivering IL programmes in the GIS discipline. Likewise, the emergent picture of IL in this study can be used by GIS educators to develop information‐literate GIS learners.

This study is original in terms of both its methodological approach and its outcomes. These can be of value to IL researchers, educators and practitioners.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communication and organizational skills. Teachers will become more aware of and hopefully skilled at managing space both environmentally and pedagogically. Architects will have the unusual opportunity of experiencing and analyzing their designs through the eyes of users. While this ambitious research is in its infancy, the interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology. The research is timely.4 Following in the footsteps of the United Kingdom, Australian state and federal governments have committed to reinvigorate our aging school stock. This research led by an interdisciplinary team, was developed in partnership with Department of Education and Early Childhood Development, the Victorian Government Architect's Office, and seven design firms with expertise in learning environments. The research has been funded by the Australian Research Council

The purpose of this case study is to discuss and analyze the process of developing and sustaining a multi-institutional digital humanities projects across several institutions.

This case study will provide an overview of a multi-institutional digital humanities project from the planning phase to implementation. In particular, this case study will discuss identifying institutional partners, collaborating with a design, designing for curricular integration and best practices for sustaining a project of this size and scope.

Sustainable collaboration develops slowly over time. Communication and consensus-building are key components to completing and sustaining a multi-institutional digital project. Scalable design is a crucial step in planning for project expansion.

Though many journal articles articulate “best practices” for collaboration among geographically dispersed institutions, very few case studies discuss “best practices” within the context of project development, from initial idea to completion.