摘要：Lack of commonly used vocabulary about informal learning environments hinders precise communication about what is observed, assessed, and understood about the relation of space to learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of completed library projects, concluding that focus and collaboration are most prevalent terms and highlight how space affords learning. Study results will benefit practitioners and researchers to specify designs to improve library spaces, advocate for the value the library environment offers educational experiences, evaluate return on investments in renovation and construction, and contribute research toward understanding the relationships between learning and space.
其他摘要：Lack of commonly used vocabulary about informal learning environments hinders precise communication about what is observed, assessed, and understood about the relation of space to learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of completed library projects, concluding that focus and collaboration are most prevalent terms and highlight how space affords learning. Study results will benefit practitioners and researchers to specify designs to improve library spaces, advocate for the value the library environment offers educational experiences, evaluate return on investments in renovation and construction, and contribute research toward understanding the relationships between learning and space.
