Reinventing classroom space to re-energise information literacy instruction

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Suzanne Julian


Librarians in academic settings spend a significant amount of time teaching students information literacy skills. Teachers adapt their teaching activities to the constraints of the physical setting of the classroom. Brigham Young University’s Harold B. Lee Library modified a classroom from a traditional lecture room to a room where the seating was mobile. The teachers and students were observed and surveyed to see if the change in physical environment impacted the teaching style or learning activities used.  The findings indicate that teachers use familiar routines and lessons in both a traditional lecture-style classroom and a newly-designed flexible learning space as they present information literacy instruction. Teachers who recognised that students benefited from learning activities where they were active participants were more likely to incorporate small changes to their lesson plans. The classroom design can re-energise instruction if the teacher adapts their teaching style to the more flexible learning environment.


This article is based on a paper presented at LILAC 2012.

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How to Cite
JULIAN, Suzanne. Reinventing classroom space to re-energise information literacy instruction. Journal of Information Literacy, [S.l.], v. 7, n. 1, p. 69-82, may 2013. ISSN 1750-5968. Available at: <>. Date accessed: 01 july 2022. doi:
library instruction; information literacy; flexible learning space; computer classroom design; classroom environment; collaborative learning; active learning; teaching techniques; Apple iPad
Peer reviewed articles from LILAC