what others have done, thus missing an opportunity for the library to engage
the larger learning and research agendas of the institution?
• How will the information mission of the library be complemented and
informed by these learning spaces?
We can expect to see libraries sustain the transformation of spaces afforded
by shrinking on-site collections. The learning and research agendas of students
and faculty may become more influential in these spaces. Pioneering libraries
will continue to suggest the most promising responses.
Note: This article was written prior to Crit Stuart’s spring 2009 retirement as Director
of the ARL Research, Teaching & Learning Program. He may continue to be reached at
Crit Stuart, “Virtual Resources and Instructional Initiatives: Snapshots of Library Experiments,” ARL: A
Bimonthly Report, no. 261 (December 2008): 5–8, http://www.arl.org/bm~doc/arl-br-261-vrii.pdf.
See Nancy Fried Foster and Susan Gibbons, eds., Studying Students: The Undergraduate Research Project at the
University of Rochester (Chicago: Association of College and Research Libraries, 2007),
http://docushare.lib.rochester.edu/docushare/dsweb/View/Collection-4436; and University of Minnesota
Libraries, “A Multi-Dimensional Framework for Academic Support: A Final Report,” June 2006,
To cite this article: Crit Stuart. “Learning and Research Spaces in ARL Libraries:
Snapshots of Installations and Experiments.” Research Library Issues: A Bimonthly
Report from ARL, CNI, and SPARC, no. 264 (June 2009): 7–18.
Learning and Research Spaces in ARL Libraries: Snapshots of Installations and Experiments
C O N T I N U E D
JUNE 2009 RESEARCH LIBRARY ISSUES: A BIMONTHLY REPORT FROM ARL, CNI, AND SPARC
Comprehensive Survey Results
In early 2008, all ARL libraries were invited to describe innovative and noteworthy experiments in physical
space programming and design. Responses are summarized in the accompanying article and, in order to
encourage wide sharing of experiences, all survey responses are available on the ARL Web site. See