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[Purpose / Significance] The construction of university library learning space is helpful to promote the better adaption to non-traditional learning methods for a university library, which can realize the rediscovery of space value in the library. [Method / Process] This paper uses the related research literature of \"University Library Learning Space\" at home and abroad, studies the connotation and development process of learning space, analyzes the motivation of the construction of learning space, summarizes the construction strategy of learning space, and compares the similarities and differences of the research at home and abroad. [Results / Conclusions] This paper draws the enlightenment to the research on university learning space for China: the researchers should focus on the impacts of changes in learning concepts on the research of learning space, focus on the research of support services for learning, promote in-depth the research of learning space, and pay attention to new trends of the research of learning space.

Traditional libraries have recognition as a physical space, as a physical collection, and as a traditional scribe in the era of industrial society and before. At present, the paradigm shift due to the advent of computer technology, information technology (IT) and information communication technology (ICT) has changed the way of information seeking, reading habits, learning methods, and even social connectivity and interactions of the society. Furthermore, these changes can be seen in the reading habits, information search, learning and teaching methods of students and faculty members engaged in higher education and research works. These transformations in users laid academic libraries to adopt new collections, services, tools and techniques, and more skilled staffs. It has also forced academic libraries to redesign their existing services, resources, and physical spaces with the addition of digital services, digital resources, and virtual spaces. All these tend to transform service delivery models and to reshape the reading areas according to the learning and reading habits of the users, especially digital native and net generation users. The Learning Commons (LC) is one of the new services which came into existence due to these transformations. Library Learning Commons (LLCs) are collaborative learning spaces in libraries for both students and faculties which provide a convenient, comfortable, flexible and more productive environment for learning, reading and research work. The purpose of this article is to provide a perspective on informal library learning commons developed in BHU Library System and to find the feasibilities to acquire new techniques and services to cope with the continuous paradigm shift towards the digital environment.

On rediscovering surroundings when information goes everywhere. The world is filling with ever more kinds of media, in ever more contexts and formats. Glowing rectangles have become part of the scene; screens, large and small, appear everywhere. Physical locations are increasingly tagged and digitally augmented. Amid this flood, your attention practices matter more than ever. You might not be able to tune this world out. So it is worth remembering that underneath all these augmentations and data flows, fixed forms persist, and that to notice them can improve other sensibilities. In Ambient Commons , Malcolm McCullough explores the workings of attention through a rediscovery of surroundings. McCullough describes what he calls the Ambient: an increasing tendency to perceive information superabundance whole, where individual signals matter less and at least some mediation assumes inhabitable form. He explores how the fixed forms of architecture and the city play a cognitive role in the flow of ambient information. As a persistently inhabited world, can the Ambient be understood as a shared cultural resource, to be socially curated, voluntarily limited, and self-governed as if a commons? Ambient Commons invites you to look past current obsessions with smart phones to rethink attention itself, to care for more situated, often inescapable forms of information.

Researchers and practitioners have called for the use of high-impact practices to support student engagement and development in higher education institutions in the United States. Many studies have used quantitative methods to validate the importance of these practices in supporting broad academic and social outcomes, but fewer have used qualitative approaches to understand the range of outcomes that students perceive they are obtaining from these experiences. The development and evaluation of high-impact practices cannot be fully realized without leveraging student voices to understand the range of potential benefits that students acquire. Identifying practices that students perceive as valuable to their learning is essential for cultivating meaningful experiences that support student development and improve affective dispositions toward educational experiences. Second-year students are a particularly understudied population in higher education, facing unique challenges such as the “sophomore slump” that warrant increased access to high-impact practices. To complement existing literature on high-impact practices and second-year student development, this study applied a phenomenographic approach to analyze students’ experiences in a summer-bridge program that supported students (n = 133) through the second-year transition. Using weekly written reflections as a primary data source, student experiences and outcomes were examined across four dimensions of student development: academic, social, professional, and personal. Students reported a variety of positive outcomes from their consistent participation in these practices, with a range of benefits observed primarily in their academic, personal, and social enrichment experiences. Perceptions of professional development outcomes were notably less salient and less detailed compared to the other three dimensions, suggesting that the types of activities students chose in this category may have offered fewer immediate benefits. Implications for cultivating meaningful experiences in higher education that can support second-year students’ transition and development are discussed.

Research on various distributed online information systems—including blogging, crowdsourcing, media sharing, online communities, online reviews, open source software development, social media, wikis, peer-to-peer file sharing, and two-sided electronic markets—shows that the level of user engagement and overall activity in most systems eventually decline substantially. Here, we draw on Hardin’s theory of the tragedy of the commons and Ostrom’s theory of polycentric governance to introduce a unifying theory of polycentric information commons that explains these phenomena. Further, our theory illuminates how polycentric governance principles, as manifested in system rules and infrastructure features, counterbalance various sustainability threats arising from unrestricted participation. By integrating previous research findings and offering new insights into information and governance practices, the theory, practically applied, can enhance the likelihood of sustained participation across diverse, decentralized online information systems. We conclude by discussing how researchers can use the theory in empirical investigations and how they can engage in theoretical elaborations.

Cuando impartes clases de flamenco a tus alumnos, ¿cómo explicas la ropa (la falda) y los demás accesorios que se usan como parte del baile, especialmente los accesorios que usan las mujeres? ¿Hay diferencias en algunos movimientos que hacen las mujeres y otros que hacen los hombres? ¿Cómo explicas los guiños que tiene el flamenco a tus alumnos? 5. ¿Siguen los roles de género muy marcados en flamenco, o crees que se está relajando un poco en nuestra sociedad4? Hay alumnos (hombres) que quieren aprender la técnica que se usa al mover la bata de cola. ¿Cómo explicas este elemento del baile flamenco que forma parte del baile de la bailaora? Como bailarina profesional del flamenco, ¿crees que el flamenco debe evolucionar y adaptarse a épocas más contemporáneas donde los géneros son menos marcados, o crees más en el baile flamenco tradicional donde los roles y géneros están más marcados y estereotipados por la ropa y movimientos que cada género debe ejecutar? Además de agradecer una vez más a Sara Martín el tiempo dedicado a la entrevista, quiero expresar un agradecimiento especial a H. Andrew Tincknell, MS. Coordinador de Learning Commons, Forsyth Library & Learning Commons, Fort Hays State University, Hays, KS por editar el video de esta entrevista. 2Fotografías de Ofjsv.fotografia 3En el siguiente enlace puede visitarse su página web: https://escuelaflamenco.online/.

In this article, we seek to explore the different normative claims made around commons organizing and how the advent of the digital commons introduces new ethical questions. We do so by unpacking and categorizing the specific ethical dimensions that differentiate the commons from other forms of organizing and by discussing them in the light of debates around the governance of participative organizations, the cornerstone of commons organizing (Ostrom in Governing the commons: the evolution of institutions for collective action. Cambridge University Press, Cambridge, 1990). Rather than contesting commons organizing or endorsing it blindly, our goal is to critically reflect on its deontological and instrumental assumptions, and analyze the arguments upholding that it possesses ethical qualities that render it fairer, more equitable and sustainable than other centralized or hierarchical models—as well as any forms of privatization. We conclude by assessing the definitional dislocation of the digital commons where, unlike traditional commons, extractability can be endless and generate unintended consequences such as commodification or alienation. Taking stock of recent debates around the digital commons, we open the debate for future possible research avenues on normative claims, particularly under rapidly changing technological conditions.

Good governance practices through electronic government (eGov) platforms can be suitable instruments for strengthening the outcomes of smart city policies. While eGov is the application of information and communication technologies to public services, good governance defines how well public authorities manage public and social resources. Contemporary public management views, such as ‘new public service’, include citizen participation as a critical factor to sustainable government in smart cities. Public services, in the age of digital technology, need to not only be delivered through eGov platforms, but also need to be coproduced with the engagement of social players, e.g., citizens. In this sense, eGov platforms act as digital commons, and conceived as digital spaces, where citizens and public agents interact and collaborate. In this paper, we presented the Municipal eGov Platform Assessment Model (MEPA), which is a model specifically developed to evaluate eGov platforms regarding their potential to promote commons in smart cities. The study applied MEPA to 903 municipal websites across Brazil. The results revealed that the majority of investigated Brazilian eGov platforms have only a low level of digital commons maturity. This finding discloses less citizenship coproduction, and fewer opportunities for city smartness. As the MEPA model offers public authorities an instrument to depict weaknesses and strengths of municipal eGov platforms, its adoption provides an opportunity for authorities to plan and manage their platforms to act as promoters of digital commons and citizen coproduction.

In recent years, critical scholarship has drawn attention to increasing power differentials between corporations that use data and people whose data is used. A growing number of scholars see digital data and information commons as a way to counteract this asymmetry. In this paper I raise two concerns with this argument: First, because digital data and information can be in more than one place at once, governance models for physical common-pool resources cannot be easily transposed to digital commons. Second, not all data and information commons are suitable to address power differentials. In order to create digital commons that effectively address power asymmetries we must pay more systematic attention to the issue of exclusion from digital data and information commons. Why and how digital data and information commons exclude, and what the consequences of such exclusion are, decide whether commons can change power asymmetries or whether they are more likely to perpetuate them.

PurposeAs current university students may access information for their study anytime, anywhere with ubiquitous mobile technologies, this research re-examines the roles of study space in students' learning and campus life.Design/methodology/approachA survey was conducted to collect students' opinions and habits regarding the usage of different study spaces. Results in three different academic majors (science and engineering, arts and business) of a comprehensive international university were compared.FindingsThe authors’ findings showed a more diversified space usage among students, with the library café increasingly important in students' learning and life while learning commons remain important. However, there were only minor differences among these three study majors towards the learning and entertaining spaces, as these students generally apply inquiry-based learning.Originality/valueWhile some researches have investigated students' usage of university and library learning spaces, few studies have focused on the study space issue in Hong Kong or other metropolises in the East under the current mobile learning environment. This study's insights could help libraries and universities improve the management of their physical spaces to meet student needs.