Creating 21st century learning spaces: the case of selected academic libraries in Kenya

Abstract

Learning space including academic library space is an important foundation for learning in the 21 st century and plays a key role as universities look to address the issues of new pedagogies, changing technology and new generation of students. The purpose of this study was to assess the extent to which academic library spaces in Kenya are aligned to 21 st century learning and propose a framework for their redesigning. The objectives were to: assess the status of physical learning spaces in selected academic libraries; determine students’ library learning space behaviors and preferences; examine the learning support services provided in the spaces; and develop a framework to inform the designing of academic library spaces for the 21 st century. Henri Lefebvre’s production of space was used as the underpinning theoretical premise. Adopting an interpretivist philosophical stance, the study applied a qualitative multi-case study and collected data using interviews and direct observation. Sampling was purposive and proceeded to a point of theoretical saturation. Interviews were held with 74 students and 17 librarians drawn from four case libraries. The data collected was analyzed using thematic analysis and qualitative content analysis. The findings indicated that academic libraries in Kenya majorly provide spaces for quiet study with rules regulating space use behavior clearly spelt out and enforced. Spaces that enable collaborative learning and interaction among students are generally not provided. The library spaces are typically organized around collections with varying levels of comfort and ambience. Within the spaces, students engage in a number of academic and non-academic activities. They appreciate that there are no distractions and place a high premium on areas with a strong and stable Internet connection where they can charge their devices as they work. The services provided in the libraries are largely traditional. No formal partnerships or efforts to bring other student services into the library space were noted. Students desire a modern library that supports their changing learning needs. It was suggested that to design relevant and usable learning spaces, space planners need to cater for variety, embed technology, ensure ready access to food and drink, consider the range of student needs and expectations, factor in student and staff numbers, take care of ambience and comfort. The study concludes that academic libraries in Kenya provide spaces and space services that are basic and partly supportive of student learning needs. The spaces have outlived their originally intended purpose and as such need to be re-appropriated lest they become irrelevant. Apart from proposing a framework for the (re)designing of academic libraries, the study recommends that the libraries consider a change in collection development and management, develop a good understanding of their users’ needs, re-examine library rules, redevelop services, involve users, and commence redesigning on a minimal budget. This study could influence policy at regional, national, and institutional levels.