The focus of this article is to reflect on current and near future issues and trends concerning academic libraries. This includes an overview of the literature on embedded librarianship and a focus on the need for more participatory and collaborative approaches to library services.The core argument is that academic libraries need to continue to adapt their roles and develop stronger relationships across the university in order to maintain and promote their relevancy to all stakeholders. Embedded roles in research and teaching, and an embedded existence through collaboration and outreach will strengthen the academic library's presence within its parent institution.

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Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships

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Academic Library Impact: Improving Practice and Essential Areas to Research

This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher.

Different for women? The challenges of doctoral studies

Purpose – To acquire academic literacy students need library buildings that take account of “what the student does”, changing learning styles and preparation for employment in a digital world. Equally as academic staff develop innovative e‐learning activities, library spaces need to accommodate new learning opportunities. This paper aims to consider how the design of library buildings contributes to a complex and evolving range of academic literacies and emerging pedagogical frameworks. The paper also seeks to consider the contribution these literacies make to the experience of students reading for a degree in an increasingly digital environment.Design/methodology/approach – The paper draws on the experience at Bournemouth University, where a higher education academy‐funded project accelerated the introduction of new technologies into learning and teaching frameworks. A new library building, The Sir Michael Cobham Library, enabled the creation of learning spaces that are flexible and responsive to the cha...

Library design, learning spaces and academic literacy

Empirical studies have found that participation in international service increases learners’ intercultural competence, language skills, appreciation of cultural differences, and tolerance for ambiguity. While previous studies suggest that international service experience is potentially transformative in nature, the present study examined international service experience and explored the factors that encourage transformation. Based on transformative learning and social psychology, the theoretical framework of the present study included three perspectives: environment–person interaction, schema adjustment, and the Johari Window. Data were obtained from 10 international service participants by observation, semistructured interviews, and written documents. Analysis of the data identified three components that enhanced transformation through environment–person interaction in cross-cultural settings: exploring the unknown world, relearning from the basic levels, and the unknown self revealed.

Exploring the Unknown: International Service and Individual Transformation.

This article discusses the utility of evaluating technology-rich learning spaces, exploring approaches and tools from a practitioner perspective. It provides a brief introduction to the concept of 'technology-rich learning spaces' and explores approaches to evaluation, suggesting a framework with specific case studies to illustrate the varying approaches to evaluating innovative space design in higher education institutions. The role of learners in the evaluation methodology, and the importance of institutional context, will be explored to highlight whether impact can effectively be assessed. The authors conclude that rigorous evaluation studies must be underpinned by sound theoretical frameworks in order to understand the complexities of the student experience in blended learning environments.

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Spaces for learners and learning: evaluating the impact of technology-rich learning spaces

This review aims to capture projects, services and approaches that are being used to ensure student success and sustainability across the stages (or transitions) of the student experience of higher education where these extend the traditional role of the library, in the UK and internationally. The article examines why the student journey (and supporting it) has become a central part of the contemporary academic library's repertoire. Fundamentally, through a student lifecycle perspective, the author will attempt to show how academic libraries contribute to their university's bottom line. Finally, the article will reflect on strategic implications and areas for further investigation.

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Student Journey Work: A Review of Academic Library Contributions to Student Transition and Success

The paper will explore the relationship between the creation of a physical learning space and the changing conceptions of learning and teaching that are being instigated by a building, designed from the outset, with student learning in mind. The Learning Gateway has been created to support students and the development of a new curriculum as St Martin’s reshapes itself in the context of the emerging University for Cumbria. At one level, this use of the “estate” and the “ICT infrastructure” as a way to combine physical and online environments is becoming more common in the sector; the Learning Gateway at St Martin’s is indeed an example of such a new learning environment. However the above description conceals the complex change process that is at work and the new relationships that are emerging – some of which challenge the established cultures around pedagogy, learning and teaching support, and studentship. The College’s Change Academy project has interfaced with the Learning Gateway’s creation and is yielding new insights into changing conceptions and roles required to ensure that the Learning Gateway delivers its true potential. The implications for Library and Information professionals wishing to remain at the forefront of learning and teaching developments are explored.

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Exploring conceptions of learning and teaching through the creation of flexible learning spaces: the learning gateway — a case study

The student learning experience in modern higher education settings is changing rapidly. Students no longer have a linear approach to education and increasingly their expectations are that there will be flexibility and support embedded in their courses. Consequently institutions need to have a holistic approach to enhancing student learning. The significance of the total learning environment - academic, physical, virtual, support - to the student experience is emerging; however, there has been little study of the impact of the new learning environments on student learning behaviours, in particular on support for learners.

Transformative Learning Support Models in Higher Education: Educating the Whole Student

Arising from the influential report by Sir Martin Harris in 2005, the University of Cumbria was created on August 1, 2007. It was formed from an amalgamation of St Martin's College, Cumbria Institute of the Arts, and the Cumbrian campuses of the University of Central Lancashire. The vision and mission of the new university is to widen access to higher education in Cumbria where traditionally there is low aspiration, socioeconomic disadvantage, and lack of opportunity. This article reflects on the process of merger from the perspective of one service department, Learning and Information Services (LIS), and discusses in brief the various integration projects and the impact on staff during the many changes. It benchmarks lessons learned against a similar library case study (of which there are few in the literature) and poses questions about the role of culture in such processes. Finally, the article reflects on the institution-wide response required in bringing about successful management of change through its leaders and concludes that effective communication and development of staff are essential ingredients in shaping the future of the university.

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Margaret Weaver

Papers

Spaces for learners and learning: evaluating the impact of technology-rich learning spaces

Student Journey Work: A Review of Academic Library Contributions to Student Transition and Success

Exploring conceptions of learning and teaching through the creation of flexible learning spaces: the learning gateway — a case study

Transformative Learning Support Models in Higher Education: Educating the Whole Student

More Than the Sum of Its Parts–A University for Cumbria