Introduction
This critical commentary takes place in the educational context of a State primary school in Brisbane with approximately 550 students. The learning space being addressed is a computer laboratory within the school’s library, known as the ‘Learning Technology Centre’ (LTC).
The power of the ambience and functionality of a physical space, cannot be underestimated. Each space conveys messages about the value of its occupants and its activities (Parnell, Day & White, 2007). In the school’s recent history, several new and innovative buildings have been constructed on the campus, including a resource centre and multi-purpose building. Significant renovations to existing buildings and classrooms have also been undertaken in order to enhance their aesthetic appeal, and to better accommodate contemporary teaching practice.
The library and adjoining LTC is one of the few spaces that has not been renovated or adjusted to reflect this push by the school’s administration and staff. Although learners and learning are undoubtedly valued here, the inflexibility of the space means that the school’s goal of contemporary teaching practice, is not being met.
This commentary will examine the IFLA School Library guidelines (International Federation of Library Associations, 2015) and how it addresses the library learning environment. Secondly, the educational trend of ‘21st Century education,’ will be discussed. The relevance of these guidelines and this trend will then be explored in relation to the LTC as a learning space. The aim of the commentary is the formulation of a vision for the future development of the space.
Wider Education Context
Education Policy
The IFLA School Library Guidelines (IFLA, 2015) is a comprehensive document that can be used to help guide the practice of school library professionals and educational decision-makers. It endorses (and includes) the IFLA/UNESCO School Library Manifesto (1999).
Its overarching principal of ‘teaching and learning for all’ is summed up in a statement from the Manifesto.
The school library provides information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens.
(UNESCO, 1999, para. 1)
It is organised into six chapters that cover the breadth of the role of a school library, including: 1. Mission and purpose, 2. Legal and financial framework, 3. Human resources, 4. Physical and digital resources, 5. Programs and activities and 6. Evaluation and public relations.
Chapter 4 is of particular relevance to learning space design. It includes detail about facilities, including: location and space, organisation of space and physical and digital access. The document is thorough in its approach and undoubtedly acknowledges the impact that learning spaces can have on the functions of a school library. It is an informative framework that includes the goal of reflecting on the priorities and needs of the learning community in each education context (IFLA, 2015).
The guidelines provide recommendations which highlight the importance of considering the needs of students and teachers. It states that library facilities must create “flexibility to allow multiplicity of activities and future changes in the curriculum and technology” (IFLA, 2015, p. 32). This is congruous with the goals of contemporary teaching pedagogy (La Marca, 2010; Thomas, 2010).
Education Trend
A major trend in the sphere of education is the proliferation of the concept of ‘21st century skills.’ This term has become pervasive in all areas of education, sometimes being described as the, “21st century learning paradigm” (O’Connell and Groom, 2010, p. 12). The teaching of 21st century skills is vital in preparing students “to compete in the global economy on knowledge and innovation” (MCEETYA, 2008, p.4).
There is strong consensus across academic research and policy documents, that these skills include: creativity and innovation, critical thinking, communication and collaboration. Digital literacy, is often identified in this skillset; however, when it is not, it is acknowledged that the effective use of Information and Communication Technologies (ICTs) is fundamental to acquiring these skills ( ACARA, 2016; ATC21S, 2012; Keane, T., Keane W.F. & Blicbau, 2014; MCEETYA, 2008; OECD, 2016).
Research indicates that the most effective learning takes place when learning is active and involves collaboration with others (Education.au, 2009; McWilliam, 2011). Further, O’Connell and Groom (2010, p.16) explain that “ideal 21st century classrooms can be recognised by their pedagogy of participation,” where students take ownership of their learning and work collaboratively. In this model, the learning process and environment have a far greater impact than that of the digital tools that are available. It is therefore unsurprising that a current trend amongst librarians, is the goal of creating 21st century learning communities. This is achieved through the development of ‘collaborative hubs’ or ‘learning commons,’ owned and contributed to by all (Thomas, 2010).
Implications
The IFLA School Library Guidelines (2015) is a useful starting point in the development of a design solution of the LTC. Its function as a computer laboratory goes some way in ensuring that the goals covered in Chapter 5, in relation to technology integration, can be fulfilled. However, Chapter 4 highlights important areas for consideration with regard to the physical space of the LTC. Relevant factors that need to be addressed, include: accessibility, noise factors, lighting, room temperature, appropriate design for users with special needs, and flexibility.
Accessibility is a problem in the LTC, as there are steps leading up to the entry, with no other means of access. The layout of the tables and clutter of chairs means that those with physical impairments would find it very difficult to move around the space. This sends the message to those with special needs that their contributions in the LTC are not valued, which is contrary to the vision of inclusivity at the site. The power cords and network cabling of the laptop computers impinge on desk space and create trip hazards.
Noise factors are an important consideration, as the brick walls and glass provides poor acoustics and amplify the sound of voices and movement in the space. The lighting is sufficient, but has potential for improvement, with access to several large windows. The room temperature is manageable, but not ideal, with an air conditioning unit that functions, but is unable to be adjusted in any way. All of these factors must be addressed in the re-envisaging of the LTC. The last factor mentioned in Chapter 4, flexibility, is most relevant to the current educational context of the space.
The current configuration of fixed furniture and fittings in the LTC severely limits its potential uses and represents the core problem in its design and functionality. This rigidity is caused by the heavy, impractical furniture, that was built with traditional teaching pedagogy in mind and must be changed to reflect the current educational climate. Digital literacy, or ICT capabilities (ACARA, 2016) are 21st century skills that are an obvious goal of the learning space. Research has highlighted the importance of providing technological tools and infrastructure, as well as explicit teaching of ICT within a library context (INFA, 2015). The effectiveness of collaboration to reach these digital literacy goals is well documented (MCEETYA, 2008; McWilliam, 2011; Thomas, 2010;). The lack of flexibility in the LTCs current design is to the detriment of collaboration as an approach to teaching and learning.
Research of the adoption of participative and social learning approaches has revealed that its use can increase student engagement and attainment, as well as improve students’ conceptual grasp and application of skills (Agostini, Di Biase & Loregian, 2010, p.274; Education.au, 2008, para. 4; Thomas, 2010, p. 508). The development of a flexible learning space that allows for and encourages these approaches, is a significant educational vision for the teaching and learning in this context.
Conclusion
The needs of the students must be at the forefront of any changes made to the learning space in question. The process of re-design must begin with questioning the purpose and vision of the space. This reflective evaluation has revealed that the current layout of the LTC hinders the teaching of vital 21st century skills. The inflexibility of the current furniture and fittings limit the ability to provide for collaborative group work and other flexible working arrangements. This must be addressed as a matter of priority.
As La Marca (2010, p. 5) explains, “Flexibility is the key to a learner-driven, human-centred environment.” Adopting her further suggestion to create an uncluttered, versatile and aesthetically pleasing space where furniture and fittings are easily movable, would ensure that the LTC could become a space that is flexible and adaptable; responsive to teaching and learning, both now and into the future.
References
Agostini, A., Di Biase, E., & Loregian, M. (2010). Stimulating cooperative and participative learning to match digital natives’ needs. Pervasive Computing and Communications Workshops (PERCOM Workshops), 2010 8th IEEE International Conference on pp. 274-279.
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Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Learning spaces framework: learning in an online world. Retrieved from http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Archive%20Publications/ICT/LOW-LearningSpacesFWork.pdf
O’Connell, J., & Groom, D. (2010). Connect, communicate, collaborate: Learning in a changing world. Camberwell, Vic: ACER Press.
OECD (2016). Trends Shaping Education 2016. OECD Publishing. Retrieved from http://dx.doi.org/10.1787/trends_edu-2016-en
Parnell, R., Day, C., White, R. (2007). Consensus Design: Socially Inclusive Process. Retrieved from http://www.qut.eblib.com.ezp01.library.qut.edu.au/
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United Nations Educational, Scientific and Cultural Organization (UNESCO) (1999). IFLA/UNESCO School Library Manifesto. Retrieved from http://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999
