| dc.description.abstract |
Libraries form an integral part of the university physical learning landscape. Advances in technology, the emergence of student-centred pedagogy and the changing campus demography have caused academic libraries across the world to reconsider the design of their spaces. This study undertook a qualitative assessment of physical library learning spaces in selected Kenyan universities with regard to their suitability for twenty-first century learning. Data collected through interviews with librarians and student library users, indicates that the spaces provided are basic and barely support student learning needs and expectations. The spaces are modelled around collections with the traditional view of libraries as information repositories taking centre stage. The study recommends a repurposing of Kenyan academic library spaces to enable support for a wider spectrum of learning needs and preferences. Specifically, academic libraries should consider managing their collections differently with a view to expand learner spaces, they should develop a good understanding of students and their needs, and work towards infusing variety in the learning spaces for increased inclusivity and sustained relevance. |
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