Exemplary library-space programming is attuned to student learning cycles, timed to deliver skills and assistance when students most need them, and continually informed by student and faculty feedback. The library’s information literacy and fluency agendas should be tied to faculty expectations for student learning outcomes, and to complementary skills like research methodologies, information synthesis, and multimedia production. The trend to embed information literacy into foundation courses and across curricula will increase, in turn creating new opportunities for libraries to contribute to curriculum development, support research methodologies, and promote library resources and services. Faculty and graduate students are becoming more outspoken in their expectations that libraries should address their research and contemplative needs via physical space solutions. There is no consensus on what these responses should be. New forms of support and accommodation are being offered to graduate and professional students in branch and subject libraries. Subject-based digital centers offer a supporting cast of experts to assist faculty and graduate students with new forms of research and scholarship in appealing settings. And contemplative spaces with attractive amenities are being designed for scholars who require a quiet setting, sometimes with print and digital materials close at hand. These constituents also have a need for technology exposure and training, practice with new pedagogies, and the opportunity to mix and socialize with peers from across campus. Experiments in providing space for faculty and graduate students typically bring in campus partners to embellish and complete their offerings. Some lingering or unresolved questions are: • How might more libraries benefit from user-centered assessment applied to the design and programming phases of new learning spaces? • How will critical student learning outcomes be identified and realized in these learning spaces? • What new staff roles provided by both the library and campus partners are required to support and deliver the agenda of these spaces? • How will libraries create and improve learning spaces to address the specific needs of local constituents without falling into the trap of simply emulating RLI 264 17 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 Exemplary library-space programming is attuned to student learning cycles, timed to deliver skills and assistance when students most need them, and continually informed by student and faculty feedback.