LEARNING THE SOCIAL WAY: ENHANCING LEARNING IN A TRADITIONAL SETTING

Abstract

This article explores the link between pedagogical approaches to learning and the redevelopment of existing spaces. It focuses upon trends in social learning and the need for libraries to respond to these in positive and proactive ways, placing the learner at the centre of developments. Not all universities and their libraries are in a position to extensively renovate or rebuild; the case study here provides an in-depth exploration of a ‘minor’ redevelopment that has had a major impact on learners. It concludes with considerations for the library and information profession in terms of their role in the development and management of learning spaces.

Notes

1. The term pedagogy can be defined as ‘the principles, practice or profession of teaching’.

2. Constructivist theory has been identified as having two main strands: cognitive constructivism, situating learning in the domain of individual cognition; and socio-cultural constructivism, situating learning in social action and interaction (see Levy 2005 for more debate on its relevance to Library and Information Service (LIS) practice).

3. See 〈http://www.edgehill.ac.uk/solstice〉.

Additional information

Notes on contributors

Susan Roberts

Sue Roberts, Dean of Learning Services and SOLSTICE Director, Edge Hill University, St Helen Road, Ormskirk, Lancashire, L39 4QP, UK