COLLEGE OF COMPUTING, INFORMATICS AND MATHEMATICS

BACHELOR OF INFORMATION SCIENCE (HONS)

LIBRARY MANAGEMENT (IM244)

PLANNING AND DESIGN OF LIBRARIES AND INFORMATION CENTERS

(IML656)

ASSIGNMENT 1 - CRITICAL REVIEW

PREPARED FOR:

ENCIK MOHD RIDZUAN BIN IBRAHIM

PREPARED BY:

NUR EZZAD HAQIM BIN ALI

MATRIC NO:

2021871146

CLASS:

IM2446A
 ACKNOWLEDGEMENT

I'd like to convey my sincere thanks to Sir Mohd. Ridzuan Bin Ibrahim for his advice,
encouragement, and insightful input during the course of this assignment. His expertise and
guidance have been valuable in expanding my understanding of the subject and boosting the
quality of my work. I'm also grateful to my classmates for their ideas, which enhanced the
learning experience and motivated me to strive for perfection.

Lastly, I want to thank my parents too because they have given moral support for me to finish
this assignment even during Hari Raya Aidilfitri. Thank you.
 Table of Contents
1.0 INTRODUCTION..............................................................................................................1
1.1 Article Titles.....................................................................................................................1
1.2 Authors Background.........................................................................................................1
1.3 Abstract.............................................................................................................................2
1.4 Citation.............................................................................................................................2
1.5 Purpose of the Articles.....................................................................................................3
1.6 Target Audience...............................................................................................................3
1.7 Analysis Tool....................................................................................................................4
1.8 Timelines..........................................................................................................................4
1.9 Research Methodology.....................................................................................................4
2.0 ANALYSIS..........................................................................................................................5
2.1 Content.............................................................................................................................5
2.2 Strength.............................................................................................................................6
2.3 Weaknesses.......................................................................................................................6
3.0 CONCLUSION...................................................................................................................7
1.0 INTRODUCTION
Planning and designing information systems for libraries and information centers is
essential for effective resource management, better user services, simplified information
retrieval, data analysis, seamless interaction with external platforms, accessibility, and
security. These technologies enable librarians to effectively manage resources, improve user
services, facilitate quick access to material, analyse usage data, integrate with other systems,
assure inclusivity, and protect sensitive information.

1.1 Article Titles

In these assignment, two articles will be reviewed based on few aspects and discussed
further by the end of the reviewing process. The first article is titled “Planning and Designing
Academic Library Learning Spaces: Expert Perspectives of Architects, Librarians, and
Library Consultants” by Alison J. Head, Ph.D. The second one is entitled “From Commons to
Classroom: The Evolution of Learning Spaces in Academic Libraries” by Victoria Karasic.

1.2 Authors Background

Alison J. Head, Ph.D. is an information scientist and social science researcher. She is
the founder and executive director of Project Information Literacy (PIL), a research institute
that investigates what it means to be a student in the digital age. Since 2008, around 22,000
students have engaged in PIL studies. Alison served as a Fellow and Faculty Associate at
Harvard University's Berkman Klein Center for Internet and Society from 2011 to 2015. In
her 2016 Inside Higher Education post, Barbara Fister described PIL as "hands-down the
most important long-term, multi-institutional research project ever launched on how students
use information for school and beyond." Alison holds a Ph.D. in library and information
science from the University of California, Berkeley, where she also earned a BA. She is a
Senior Researcher at Harvard's metaLAB and a Visiting Research Scholar at the University
of Pittsburgh. In 2017, Harvard Library awarded her the inaugural S. T. Lectureship in
Library Leadership and Innovation. Her research on today's students and their information
practices began with a humble study at Saint Mary's College of California, where she taught
new media as the Roy O. Disney Visiting Professor in New Media for ten years.

Next, Victoria Karasic is a scholar and educator who has been involved in various
academic projects. Victoria Karasic, along with Melanie Peron, contributed to a research
project titled “Stitching the Fragmented: 360° Videos for Language and Culture Learning.” In
this project, emerging technologies were used to help students bridge the gap of space and

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time. Specifically, they created student-generated 360° videos to explore historical events,
such as the Shoah (Holocaust), by virtually visiting physical places in modern-day Paris.
Victoria Karasic’s contributions span areas such as language learning, digital humanities, and
educational spaces. Her work reflects a commitment to innovative approaches in education
and research.

1.3 Abstract
The first article explores the planning and design of contemporary academic library
learning spaces through qualitative data gathered from 49 interviews with academic
librarians, architects, and library consultants involved in 22 recent library projects in the US
and Canada from 2011 to 2016. The study identifies common approaches, challenges, and
best practices in creating these spaces, emphasizing the importance of collaboration between
architects and librarians to meet user needs. Challenges include translating design goals into
practical solutions, effective communication with planning teams and stakeholders, and
establishing evaluation metrics to link learning outcomes with project goals. Overall,
successful library learning space projects rely on a shared understanding of evolving learning,
pedagogical, and research trends within the academic community, with librarians and
architects working together to adapt to the specific needs of their institution.

The second one discusses the evolution of academic library spaces over the last
twenty years to adapt to changing teaching and learning needs. It highlights two key types of
spaces: the Information Commons, blending physical and virtual elements for informal
learning, and the Active Learning Classroom, offering a formal environment for
collaboration. With the shift towards digital and interactive scholarship, these spaces
facilitate experimentation with technology and cater to the learning behaviours of millennials.
Moreover, the library's central location and neutral academic environment make it conducive
to hosting classrooms and fostering interdisciplinary scholarship that transcends traditional
departmental boundaries.

1.4 Citation
Head, A. J. (2016). Planning and Designing academic library learning spaces: expert

perspectives of architects, librarians, and library consultants. Social Science Research

Network. https://doi.org/10.2139/ssrn.2885471

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Karasic, V. M. (2016, October 27). From Commons to Classroom: The evolution of learning

Spaces in Academic Libraries. Karasic | Journal of Learning Spaces.

https://libjournal.uncg.edu/jls/article/view/825

1.5 Purpose of the Articles

In Planning and Designing Academic Library Learning Spaces: Expert Perspectives
of Architects, Librarians, and Library Consultants, the article discusses the challenges and
best practices in creating spaces that support modern learning activities and adapt to
technological advancements. It also focuses on the types of learning activities these spaces
are intended to support, based on a sample of recent library projects. Additionally, it
examines the consideration and best practices in designing these spaces, ensuring they meet
the evolving needs of students and faculty.

The second article discusses the transformation of academic library spaces to

accommodate the evolving needs of teaching and learning. It emphasizes the integration of
digital technologies and collaborative learning methods in library spaces. Hence, it highlights
the role of libraries as central, academically neutral spaces that encourage interdisciplinary
work and learning. It also reveals the need for libraries to balance innovative learning spaces
with traditional study areas to remain relevant to a diverse scholarly community.

1.6 Target Audience

The target audience of the first article includes academic librarians, architects, and
library consultants who are involved in planning and designing academic library learning
spaces. The article presents expert perspectives and research findings to assist these
professionals in creating effective and adaptable learning environments within academic
libraries. It aims to share knowledge and best practices for addressing the evolving needs of
students and faculty in higher education institutions.

In From Commons to Classroom: The Evolution of Learning Spaces in Academic

Libraries, the target audience are the academic librarians that interested in the development
and management of learning spaces within libraries, individuals involved in teaching and
looking to integrate library resources and spaces into their curriculum. It encourages
researchers and scholars from various fields interested in the collaborative and technological
advancements in library spaces.

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1.7 Analysis Tool
The research conducted in the first article utilized qualitative interviews as the
primary analysis tool. This method involved conducting in-depth telephone interviews with
stakeholders involved in academic library learning space projects. The interviews allowed the
researchers to gather detailed information and insights into the planning and design decisions
for these spaces. Furthermore, the researchers employed manifest coding methods for
systematic interpretation of the interview data, ensuring a rigorous analysis of the findings.

The second article does not specify a particular analysis tool used in the research. It
focuses on the evolution of learning spaces in academic libraries, particularly the transition
from traditional Information Commons to Active Learning Classrooms, and how these spaces
meet the changing needs of students and faculty. The research discussed seems to be based on
observations, literature review, and case studies of various academic institutions rather than
on data analysis using specific tools.

1.8 Timelines
The article that was made by Alison J. Head, Ph.D. covers library learning space
projects that took place between 2011 and 2016 on college and university campuses in the US
and Canada. The research for this paper was conducted as part of the Project Information
Literacy (PIL) Practitioner Series.

The second article which was made by Victoria Karasic took place 1990-2010 on
introduction of the Information Commons (IC) to bridge the gap between physical and virtual
library spaces until the development of Active Learning Classrooms (ALCs) in libraries, with
the University of Iowa’s TILE Classroom and Virginia Tech’s SCALE-up classroom as
examples. These timelines reflect the evolution of academic library spaces in response to
digital technologies and changing learning behaviors. The article also mentions the opening
of the Collaborative Classroom in Van Pelt-Dietrich Library Center in January 2014.

1.9 Research Methodology

In the article “Planning and Designing Academic Library Learning Spaces: Expert
Perspectives of Architects, Librarians, and Library Consultants”, the research methodology
used was qualitative interviews. For example, the research is conducted with 49 stakeholders
involved in 22 academic library learning space projects between 2011 and 2016. The
researcher utilized manifest coding methods for systematic interpretation of interview logs,
ensuring intercoder reliability with Krisppendorff’s alpha. More than that, they deployed a

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scripted interview with open-ended questions to explore planning and design decisions for
library learning spaces.

The next article, on the other hand, does not specify a particular research method but
it provides a comprehensive overview and analysis of the development of various learning
environments such as Information Commons, Learning Commons, and Active Learning
Classrooms. The author, Victoria Karasic, traces these changes through literature review and
case studies, particularly focusing on the University of Pennsylvania Libraries. The article is
more of a descriptive and analytical piece rather than one based on a specific empirical
research method.

2.0 ANALYSIS
In this part, I will review the content, strength and weakness of the articles and give
suggestions or opinions regarding the problems.

2.1 Content
The content of the first article is sorted well. The paper discusses the collective efforts
of librarians, architects, and consultants in planning library learning spaces based on
qualitative data from 49 interviews. It highlights common challenges such as noise
mitigation, shared space allocations, and providing enough electrical power for IT devices.
The research report also identifies best practices for planning and designing learning-centered
libraries, emphasizing the need for user input and systematic evaluation metrics. The paper
provides insights into the evolving role of academic libraries as learning hubs and the
importance of adapting to technological changes and future research. In order to understand
this article, the reader might need to read it carefully because the content was crafted nicely
within paragraphs.

The next article content does not use any research methods but more to a discussion
regarding the evolution of academic libraries. It discusses the transformation of academic
library spaces over the past two decades to accommodate changing teaching and learning
needs, focusing on the shift from traditional libraries to Information Commons and Active
Learning Classrooms. It includes the role of digital technologies in shaping the library’s
functions, services, and relevance, asserting that libraries have adapted and thrived because of
these technologies. The author mainly stressed on academic libraries potential in support
teaching by fostering student engagement through flexible spaces and collaborative spaces

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within libraries. Thus, the article is easy to understand because it uses simple terms along
with the explanation.

2.2 Strength
There are few strengths that can be found from the article “Planning and Designing
Academic Library Learning Spaces”. One of them is expert perspectives since it provides
insight from interviews with 49 academic librarians, architects, and library consultants
involved in 22 library learning space projects. The report covers various aspects of library
space planning, including challenges, best practices, and the impact of technological
advancements. Hence, it offers actionable conclusions and a summary of best and worst
practices for library learning space projects. More than just research, the paper outlines plan
for further studies to explore how students utilize academic libraries and other learning
spaces.

There are also several strengths in the article “From Commons to Classroom: The
Evolution of Learning Spaces in Academic Libraries” which makes it worth to read. For
starters, it emphasizes the role of academic libraries as interdisciplinary hubs that adapt to
digital technologies and changing learning behaviours. The article discusses the evolution of
library spaces like Information Commons and Active Learning Classrooms, showcasing their
impact on teaching and learning. It provides concrete examples from the University of
Pennsylvania Libraries, illustrating successful integration of collaborative learning
environments. The author ended the article by addresses the ongoing relevance of libraries in
the digital age and the balance between traditional study spaces and collaborative learning
areas which can help in future outcome of the academic libraries.

2.3 Weaknesses
It is undeniable that no article is perfect since it depends on the writer’s knowledge
and understanding regarding a subject. As for the first article, the research stated is based on
interviews with 49 stakeholders from 22 library projects, which may not be representative of
all academic library learning space projects. The study relies on qualitative data, which can
be subjective and may not capture the full range of experiences and outcomes associated with
library learning spaces. The article mentions the absence of systematic post-occupancy
evaluations and a priori evaluation metrics, which could limit the ability to assess the impact
of new library spaces on learning outcomes. Lastly, the study’s findings are exploratory and

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may be influenced by the perspectives and experiences of the specific architects, librarians,
and consultants interviewed.

The article made by Victoria Karasic also have some flaws. The article scope is
limited because it primarily focusses on the evolution of learning spaces within academic
libraries, which may not address broader educational trends or alternative learning
environments outside of libraries. The article heavily references the University of
Pennsylvania’s experience, which might limit the generalizability of the findings to other
institutions with different resources or cultural contexts. There is a strong emphasis on the
role of digital technologies in shaping learning spaces, potentially overlooking the importance
of non-technological factors in learning. At the end of the article, the author reflects on past
and current trends to make predictions about the future of learning spaces, which inherently
carries uncertainty and may not account for unforeseen changes in technology or education.

3.0 CONCLUSION
Planning and designing in academic libraries are complex but crucial process. It
involves considering various factors to ensure the library serves as an effective learning and
research hub. Without this process, the academic libraries might not be effective as it should
be since it is not meeting the standards and fulfils the needs of students in learning or doing
research.

In my opinion, the research conducted by Alison J. Head, Ph.D. focuses on the

planning and designing of academic library learning spaces, highlighting the importance of
flexibility, user-centered design, and the need for collaboration between librarians and
architects. It suggests that successful library spaces should adapt to the evolving needs of
users and technology and emphasizes the value of stakeholder input throughout the planning
and design process. The future of such research may continue to explore how these spaces
can best support the dynamic landscape of learning and technology in academic settings.

Lastly, the article by Victoria Karasic explains that libraries are evolving to meet the
needs of students and educators in the digital age, shifting towards collaborative spaces and
digital resources. They're expanding services beyond books to support digital scholarship and
modern learning methods. However, they face challenges in balancing new collaborative
areas with traditional study spaces. Overall, libraries are adapting to technological
advancements and diverse academic needs to remain relevant.