Transforming Space in the Curriculum Materials Center

Authors

  • Linda Teel East Carolina University

DOI:

https://doi.org/10.26443/el.v36i1.321

Abstract

Transforming space to facilitate and compliment learning has become an integral component in the redesign and renovation of academic libraries. This article offers a framework of discussion based on the redesign and renovation of the existing curriculum materials center at East Carolina University Joyner Library. The curriculum materials center, better known as the Teaching Resources Center (TRC), is housed on the second floor of the four-story academic library. The TRC utilizes more than 17,800 square footage of the academic library. Planning, budgeting, implementation, promotion and assessment are discussed highlighting specific details of value in consideration when redesigning and renovating space in a curriculum materials center.

References

Barclay, D, & Scott, E. D. (2011). The library renovation, maintenance and construction handbook. New York: Neal-Schuman Publishers, Inc. Beard, J., & Dale, P. (2008). “Redesigning services for the net-gen and beyond: A holistic review of pedagogy, resource, and learning space.” New Review of Academic Librarianship, 14(1/2), 99-114. doi:10.1080/13614530802518941 Black, C., & Susan, R. (2006). “Learning the social way: Enhancing learning in a traditional setting.” New Review of Academic Librarianship, 12(2), 83-93. Branin, J. J. (2007). “Shaping our space: Envisioning the new research library.” Journal of Library Administration, 46(2), 27-53. doi:10.1300/J111v46n02-04 Cohen, A. (2009). “Learning spaces in public libraries”. Public Library Quarterly, 28(3), 227-233. doi:10.1080/01616840903106964

Dale, P., Holland, M., & Matthew, M., Eds. (2006). Subject librarians: Engaging with the learning and teaching environment. Burlington, VT: Ashgate.

Dewey, B. I. (2008). “Social, intellectual, and cultural spaces: Creating compelling library environments for the digital age.” Journal of Library Administration, 48(1), 85-94. Duke, L. M., & Asher, A. D. (2012). College libraries and student culture: What we now know. Chicago:

Education Libraries, Volume 36, Number 1, Summer 2013

American Library Association.

Milne, A. J. (2006). “Designing blended learning spaces to the student experience.” In D. G. Oblinger (Ed.), Learning Spaces. Retrieved from http://net.educause.edu/ir/library/pdf/PUB7102k.pdf Mirtz, R. (2010). “From information to learning: Pedagogies of space and the notion of the commons.” College & Undergraduate Libraries, 17(2/3), 248-259. doi:10.1080/10691316.2010.487446 Nitecki, D. A. (2011). “Space assessment as a venue for defining the academic library.” Library Quarterly, 81(1), 27-59.

Oblinger, D. and J. Oblinger (2006). Educating the NetGeneration. Boulder, CO: Educause. http://www.educause.edu/educatingthenetgen Roberts, S., & Weaver, M. (2006). “Spaces for learners and learning: Evaluating the impact of technology-rich learning spaces.” New Review of Academic Librarianship, 12(2), 95-107. Sannwald, W. W. (2009). Checklist of library building design considerations. Chicago: American Library Association. Sullivan, R. M. (2010). “Common knowledge: Learning spaces in academic libraries.” College & Undergraduate Libraries, 17(2/3), 130-148. doi:10.1080/10691316.2010.481608 Twiss-Brooks, A. (2009). Learning spaces and learning places. Paper presented at 237th American Chemical Society. Retrieved from http://acscinf.org/docs/meetings/237nm/presentations

US Journal of Academics. (2012, April). Featured campus profiles: East Carolina University. Retrieved from http://www.usjournal.com/en/students/campuses/ecu.html

Williams, D. E. (2008). “The Library as place in the new millennium: Domesticating space and adapting learning spaces.” In J. R. Kennedy, L. Vardaman, and G. B. McCabe (Eds.), Our new public, a changing clientele: Bewildering issues or new challenges for managing libraries? (pp. 3-12).

Wolff, B. (2006). “Laptop use in university.” Educause Quarterly, 29(1), 74-76. Retrieved from http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/LaptopUseinUniversityCommonSpa/157384

Published

2017-09-19

Issue

Vol. 36 No. 1 (2013)

Section

Articles

License

Everything we publish is freely available. In the spirit of encouraging free open access journals, Education Libraries applies the Creative Commons Attribution License (CCAL) to all works we publish (read the summary or the full license legal code ). • Authors retain copyright and grant Education Libraries right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Under the CCAL, authors retain ownership of the copyright for their article, but authors allow anyone to read, download, reuse, reprint, modify, distribute, and/or copy articles in Education Libraries, so long as the original authors and source are cited. No permission is required from the authors or the publishers. In most cases, appropriate attribution can be provided by citing the original article in Education Libraries. For any reuse or distribution of a work, you must also make clear the license terms under which the work was published. This broad license was developed to facilitate open access to, and free use of, original works of all types. Applying this standard license ensures your right to make your work freely and openly available. By submitting a manuscript for review, author(s) acknowledge first publication rights are granted to Education Libraries. Submission of a manuscript implies that the work described has not been published; that it is not under consideration for publication elsewhere; and that its publication has been approved by all coauthors and the responsible authorities at the institute where the work was conducted. As publisher, we are providing a process for your intellectual property to be reviewed by and distributed to your peers. It is the author’s responsibility to obtain all necessary permissions for the inclusion of copyrighted materials, such as figures and tables from other publications, and to pay any and all necessary fees. Appropriate credit should be shown in the body of the work. Previously published work will not be considered for publication; we do not accept any simultaneous submissions. Education Libraries will, however, accept manuscripts based on presentations made at conferences sponsored by the Special Library Association, at the discretion of the co-editors.