Creative learning space at the University of Jos:an indicative evaluation

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Student thesis: Master's ThesisMaster of Arts

Original languageEnglish
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Award date2016
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Abstract

The purpose of this research was to carry out a utilisation-focused study of the creative learning space at the University of Jos Library, commissioned in April 2015. The space was designed and implemented without the involvement of stakeholders including the direct users: students and lecturers, and the opportunity came to evaluate the service. The aim of the research was to conduct an indicative evaluation of the newly implemented learning space. The objectives are: to engage stakeholders of the library in implementing an acceptable learning space; discover the uses of space by library patrons; and to find out the best strategy of introducing change in the provision of library services. The methodology adopted after a review of the literature was social survey. It was a qualitative study that employed triangulation as a data-gathering technique. This involved focus group meetings, unstructured interview, formal observation, usage statistics, and photo interview. The
method of analysis was also qualitative: critical narration with supportive quotes, tables and figures where necessary. Results of the research show that the learning space is used for a variety of purposes including access to electronic resources, serious reading, relaxation, group study and discussion, charging of
mobile devices, which all contribute to learning. Social interaction was a major need that was met; and areas of improvements in the space were identified.
This research achieved its objectives because stakeholders were engaged as participants in the study and they expressed themselves freely; uses of the learning space were also observed and documented and the met and unmet need of patrons in the space identified. Necessary improvements are suggested. A key recommendation of the study is that stakeholders should be involved in the design and implementation of learning spaces.