This may be the author’s version of a work that was submitted/accepted for publication in the following source: Hughes, Hilary (2017) Charrette: case study of participatory library space designing in a post- graduate course. Information Research, 22(4), Article number: 16021-12. This file was downloaded from: https://eprints.qut.edu.au/115507/ c Consult author(s) regarding copyright matters This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the docu- ment is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recog- nise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to [email protected] Notice: Please note that this document may not be the Version of Record (i.e. published version) of the work. Author manuscript versions (as Sub- mitted for peer review or as Accepted for publication after peer review) can be identified by an absence of publisher branding and/or typeset appear- ance. If there is any doubt, please refer to the published source. http:// www.informationr.net/ ir/ 22-4/ rails/ rails1602.html Charrette: Case study of participatory library space designing in a postgraduate course Hilary Hughes Queensland University of Technology, Brisbane, Australia [email protected] Hughes, H. (2017). Charrette: Case study of participatory library space designing in a postgraduate course. In Proceedings of RAILS - Research Applications, Information and Library Studies, 2016, School of Information Management, Victoria University of Wellington, New Zealand, 6-8 December, 2016. Information Research, 22(4), n.p. Retrieved from http://www.informationr.net/ir/22-4/rails/rails1602.html Abstract Introduction: This qualitative case study explores the potential of the charrette as participatory designing process and learning approach for libraries and other educational contexts. It focuses on postgraduate students’ experience of learning space design through charrettes in a library-related unit of study. Method. Qualitative case study methodology was used to examine the charrette process from the perspective of 25 postgraduate student participants at an Australian university. All 25 participants’ reflections about their charrette experience were accessed online; follow-up semi-structured interviews were conducted with 8 participants. Analysis. Reflection and interview data were combined and analysed thematically through qualitative coding and categorisation. Results. Firsthand insights of postgraduate students’ experience of the charrette process demonstrate how a charrette is beneficial in enabling multiple stakeholders to participate in transformative learning and designing. Conclusions. A charrette offers a participatory process and context for the design of fit-for- contemporary-purpose learning spaces in library and other education and community sites. It also supports informed learning, critical thinking and creativity for real world outcomes. The findings are of potential interest to library mangers, practitioners, educators and researchers concerned with innovative learning and/or participatory designing approaches. Introduction A charrette presents both a process and context for participatory designing across community and educational contexts, including libraries. A key benefit of a charrette is that it involves a wide range of stakeholders, for example architects, library staff and diverse patron groups. On a practical level, a charrette can enable the creation of fit-for-contemporary-purpose learning spaces that respond to the needs of the intended users. From a conceptual perspective, a charrette recognises relationships between spaces and learning (Blackmore et al., 2011; Ellis & Goodyear, 2016) and library user experience (McArthur and Graham, 2015). A charrette can also be a powerful educational tool for developing a range of professional capabilities such as creativity, critical thinking and teamwork. As this qualitative case study shows, innovative learning approaches and learning space design share similar aims with regard to accommodating a range of individual user preferences and needs. This paper first introduces key concepts and the charrette process in 1 the Background/Literature section and then outlines qualitative case study methodology. It next outlines the case study context and participants before presenting findings about postgraduate students’ experience of charrettes in a library-related Masters unit. The final section discusses the potential of charrettes to support the practice, learning and research of participatory designing in library and other community and education contexts. Background/Literature review This case study draws upon several inter-connected concepts from the design, education librarianship and fields, as outlined in this section. Learning environment and learning spaces The terms learning environment and learning spaces are often used interchangeably. In this paper, learning environment is understood as a ‘holistic eco-system’ that integrates educators, learning processes, content and resources’ (OECD, 2013, p. 23). The latter include physical resources such as buildings, and technical infrastructure such as lighting and climate control. Learning spaces are areas within the wider environment and may be indoors, outdoors, digital, built and natural (Oblinger, 2006). In addition, a learning space has a social dimension sustained through relationships between the learners and teachers who inhabit a particular space and the ways they use it (Blackmore et al., 2011; Lefebvre, 1991). Learning environment is sometimes considered to be a third teacher that adds aesthetic and sensory stimuli to the learning process (Strong-Wilson and Ellis, 2007). Learning spaces are often claimed to influence learning outcomes, although there is no evidence of a direct link between them (Blackmore et al., 2011). However as Blackmore et al. (2011) indicate, spaces can shape relationships and create the conditions for physical and mental wellbeing that are conducive to learning. Library learning spaces Libraries offer a variety of learning spaces across the school (say in the outcome Burns, 2016; Whisken, 2012), public (Cohen, 2009) and academic (Beard and Dale, 2010; Bryant, Matthews and Walton , 2009; Head, 2016) library sectors. Academic libraries in particular are increasingly compelled to transform their identity and service models in line with rapidly evolving pedagogies and technologies (Head, 2016; Weed, Willman, Whitmire, Prentice and Minars, 2015). Simultaneously, they are responding to users’ expectations for renovation of the library’s physical spaces: institutional leaders are starting to reflect on how the design of library spaces can better facilitate the face-to-face interactions that most commonly take place there. …Many libraries are making room for active learning classrooms, media production studios, makerspaces, and other areas conducive to collaborative and hands-on work. These changes reflect a deeper pedagogical shift in higher education to foster learning experiences that lead to the development of real-world skills and concrete applications for students (Adams Becker et al., 2017, p. 9). Across all sectors, versatility in the design of library spaces is necessary to ensure adaptability for a range of learning purposes that include informal discussion, group work and individual study. However, in the (re)designing process libraries face significant challenges related to the social, cultural and educational diversity of learners and library users; and the need to ensure that new or refurbished spaces are not only cost-effective but also fit for multiple purposes. Therefore, designing library spaces calls for shared local knowledge and 2 understanding among all stakeholders, in particular between librarians and architects, about particular learning, teaching, information and research strategies (Head, 2016). Designing spaces for learning Designing spaces for learning is a complex process due to the many potential stakeholders involved. These include the people who commission, fund, plan, build and use the resultant spaces. Thus for example, stakeholders in library learning spaces include professionals such as architects and project managers, as well as end-users such as library leaders, staff and clients. The contemporary emphasis on learner-centred social learning, would suggest a key role for learners in learning space design. However, it is often those with a transient connection - architects and builders - who have most influence on the design of learning spaces, whilst those for whom it is intended – learners, educators and librarians - have little or no say in the outcome (Elliott Burns, 2016). While architects and builders are vital to construction of a learning space their professional purview seldom encompasses the processes of learning. For example, children’s imaginings about the school library they would like are often different to what adults, including architects, anticipate (Bland, Hughes & Willis, 2013; Elliott Burns, 2011). Moreover, there is no one-fits-all learning space design solution. Sometimes designs that are functional in one place are unsuitable