With the rapid development of the learning centre concept in UK universities, this timely and essential book looks at how the theory has worked out in practice within four institutions. The learning centre approach is distinct from traditional academic libraries in its holistic approach so that it moves from beyond being a resource‐based information centre, and even beyond a service‐based facility to providing activity‐based support.
The foundation of the learning centre approach is not on information provision or technological convergence (although these are obviously part of the equation) but on the institutional teaching and learning strategy.
The four universities of the case studies are Sheffield Hallam University, Leeds Metropolitan University, Aberdeen University and Lincoln University. The extent to which each of these institutions has adopted a learning centre approach varies according to the nature of the parent university. The mix of services that constitute the learning centre will vary from institution to institution, as will the interaction between the learning centre staff and students.
The aim of this book is to look at the case studies in order to capture innovative practice and to stimulate thinking about new approaches to supporting student learning needs.
The opening chapter, appropriately enough, is an overview of the changing picture of higher education in which learning centres have developed. Claire Abson reviews the national and international developments that have shaped higher education over the last 20 or so years and the impact on academic libraries, including the learning environment. Abson clearly points out the strains of a rapidly increasing student population without a commensurate increase in staff numbers. A significant proportion of the new students come from employment rather than secondary education which presents issues about their learning skills. Academic libraries can to some extent adapt, but it is essential that alliances and partnerships with other academic stakeholders are forged. The learning centre concept may be one way to achieve this and a route for academic library services to develop their role as a major contributor to learning and teaching strategy.
Edward Oyston, with contributors from the four case studies, looks at the level of organisational convergence of academic services needed, or indeed desirable, for the learning centre. The benefits of bringing library, computing and media facilities together for students are weighed against the reorganisation of existing staff and services.
Moving on neatly from the organisational framework considerations is a consideration of the changing staff experience in each of the four universities. Staff roles and skill specifications have been transformed. These changes have obviously affected the working culture, motivation and professionalism. Each institution considered four key areas affecting personnel: staff roles, developing staff skills, culture and the change process, and recruitment and selection.
The following chapter is logically about the student experience. Academic libraries have always played a central role in the student experience and this chapter examines the student learning experience and its impact on library services. Learning centres have sought ways to respond to the circumstances of students at a time of great change in higher education. Support for the new learning patterns is essential.
Perhaps the most important change for learning centres has been in building partnerships to meet the needs of students and the learning process. This includes relationships with academic departments and staff, information literacy, changes in teaching and learning, the impact of ICT, quality issues and client expectations. Wider relationships are also essential, from schools to industry, in order to provide relevant and effective service provision.
A further central element of the learning centre has been in the actual building and physical space for learning. This ranges from the expensive consideration of an actual building to ergonomic and aesthetic considerations such as lighting and furnishings.
Moving on from the physical space considerations, the book then looks at the environment for learning. This is an area of key changes and innovations as learning centres respond to the new ways of teaching and learning that are rapidly evolving.
Finally, Graham Bulpitt, Director of the Learning Centre at Sheffield Hallam University, attempts to crystal gaze and look at the future for information and learning services within the higher education institutions. He emphasises the importance of professional networking and partnerships, with an upbeat message that the strong tradition of libraries makes them suited to working with people to find solutions to problems.
The Appendices section contains job descriptions, employee specifications and other related material from the four institutions.
This is an excellent work for any information professional working in the higher education sector. The case studies provide valuable practical illustrations of how the challenges of new learning and teaching strategies can be effectively met. The contributors are candid about the problems they face and justifiably proud of the advances they have made. The book is also of use to other sectors of information provision, notably in secondary schools, as the lessons can be adapted readily.
