Abstract
Gen-Z students' learning styles have recently changed significantly due to inquiry-based learning and rapid information technology development. Physical libraries have to surrender bookshelves to learning commons to attract student visits. This study analyses the effectiveness of the learning commons at the Hong Kong University of Science and Technology (HKUSTLC) as a case of the library as a third space based on the third space theory of Oldenburg through using the 5Es usability model (effective, efficient, engaging, error tolerant, easy to learn) based on its publication, website information, and email inquiries with its manager. These finding indicate that HKUSTLC has been well-received, effective, efficient, and attractive. Yet, based on the limitations and shortcomings, the authors suggest solutions regarding activity delivery, space re-engineering, regular feedback collection, and environmental improvements. This study also provides insights for constructing learning commons in physical libraries as a third space for Gen Z students, which scant studies have covered, especially in Asia.
TopIntroduction
In the digital age, easy access to information has led to fewer people visiting physical libraries, with users accessing a wide range of information online through mobile devices (Chan et al., 2022; Cheung et al., 2022; Chiu & Ho, 2022a, 2022b; Ding et al., 2021; Sung & Chiu, 2022; H.Y. Yu et al., 2022; Zhang et al., 2020, 2021). As more library resources and services have been offered online (Cheung et al., 2021; Fan et al., 2020; Wu et al., 2023; Xue et al., 2023), physical libraries should be transformed to attract the visit of tech-savvy Gen Z (Li, Wong, & Chiu, 2023; Lo et al., 2018, 2020; Tse et al., 2022; K.C. Wong & Chiu, 2023). Currently, educators emphasize collaboration rather than individual work, and students have a stronger need for self-learning and collaborative learning (Deng et al., 2019; Liu et al., 2022; Yip et al., 2019). As a result, student needs for services and spaces differ from those of traditional libraries, and learning commons have emerged to replace bookshelves and serve as a third space to attract their visits (Leung et al., 2022; Zhou et al., 2022).
Despite a general trend toward establishing learning commons, scant studies have explored this topic, especially from the library’s perspective as a third space. Very few researchers have applied the theory of third space suggested by Oldenburg (1999, as cited in Lin et al., 2015) to explore the opportunities of the learning commons as a third space. Most studies focus on user perceptions through semi-structured interviews or questionnaires rather than the possibilities for developing and replicating this pattern in a holistic analysis of the services and corresponding interior design from the lens of the library as a third space. More importantly, scarce studies have employed a usability model to study the effectiveness of the learning commons from the lens of the library as a third space. Thus, this study aimed to analyze its overall effectiveness as a third space and its potential application to the broader library sector using the 5Es usability model (Quesenbery, 2001) from both the perspectives of users and service providers. The learning commons (HKUSTLC) in the Hong Kong University of Science and Technology (HKUST) Library, being a representative and successful practice, was selected as the case of the study because of its research deficiency, especially after COVID-19, a pandemic forcedly changing numerous library’s operations. Data were vastly collected from previous studies, information from the library’s website, and an email interview with current librarians for the case analysis of the effectiveness using the 5Es usability model. After that, based on the identified strengths and weaknesses of its learning commons services, this study suggests possible solutions to improve the learning commons to enhance user experiences as a third space.
Key Terms in this Chapter
Third Space (Place): The social environment that is separate and different from the usual social environments that people usually stay in, i.e., home (first place and the workplace (second place), for instance, bookstores, libraries, and clubs.
5Es Usability Model: A model of analyzing the usability of products and services through five dimensions, comprising effectiveness, efficiency, engaging, error tolerance, and easy to learn, offering valuable recommendations to improve the products and services.
Collaborative Learning: A type of learning situation allowing two or more people to learn together and create content through mutual information inquiries, idea or experience sharing, idea evaluation, and work monitoring, which can be conducted in face-to-face or visual environments.
Academic Libraries: A kind of library associated with higher education institutions, thereby supporting the academic activities of the institutions’ communities, including teaching, learning, and research.
Gen-Z: Abbreviation of Generation Z, also called Digital Natives or Internet Generation. They were born in the era of rapid development of advanced technologies, and get used to various digital technologies, thus spending much time on these technologies.
Learning Commons: Are learning spaces to share space for a wide variety of academic activities, such as teaching, self-studying, collaborative learning, meetings, socialization, and relaxing from studies, in the context of academic libraries with learning support of diverse information technology like cutting-edge technologies in maker spaces.
HKUSTLC: Abbreviation of the Hong Kong University of Science and Technology Learning Commons, which comprises various learning support services and facilities, including group study rooms, open study areas, refreshment zones, e-Learning classrooms, tutorial spaces, and creative media zone, to offer a third space with various technological learning support for students to study and learn.