Acceso usuarios
Purpose - In response to changing pedagogical theory and practice in higher education, library designers have created innovative library learning spaces that support informal learning outside the classroom. Libraries can be justly proud of their new collaborative learning spaces that support interaction and discussion; social spaces that foster engagement and learning; as well as quiet places for independent study. Less attention has been paid to the relationship between library spaces and frontline services and the way in which learning theory might inform the service experience. The purpose of this paper is to investigate the way in which a large academic library responded to this challenge. Design/methodology/approach - Using a case study approach informed by theoretical analysis, the paper outlines the decision-making process underlying the reformulation of frontline library service. The study explains why decisions were taken leading to the development of a distinctive and collaborative service model and how they were put into practice. The case study employs a narrative approach that is deliberately rich in description to assist readers in understanding the context of this complex process. Findings - Informed by the principles of social constructivist pedagogy and modern learning space design, the paper poses an alternative and more collaborative model for delivering frontline service that is more consistent with learning theory. Originality/value - Through the reformulation of a traditional frontline service model, this case study engages with a topic of interest to many academic libraries, contributing to the literature of library practice and encouraging re-conceptualisation of space, design and service.
