Abstract

This paper will consider how the design of library buildings contributes to a complex and evolving range of academic literacies and emerging pedagogical frameworks. The paper will also consider the contribution these literacies make to the experience of students reading for a degree in an increasingly digital environment. To acquire academic literacy students need library buildings that take account of “what the student does” (Biggs 2007) and changing learning styles. Equally as academic staff develop innovative e-learning activities, library spaces need to accommodate new learning opportunities.

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