Abstract:
Taking a critical realist constructionist perspective and using Norman
Fairclough's critical discourse analysis as a methodology, the aims of this study were to:
1) identify and describe interpretative repertoires activated in a corpus of selected texts
from the LIS literature on academic libraries planning and design; 2) describe and
interpret the order of discourse constituted in those texts; 3) critically analyze the effects
of the discursive construction of the academic library as space and place for learning; and
4) provide a perspective on what is involved in planning and designing academic libraries
as meaningful places in the life of the users. Eight texts were purposively selected to
constitute a corpus for discourse analysis (Beagle, 1999,2004,2009; Bennett 2003, 2006,
2008; Halbert, 1999; and Tramdack, 1999). The intensive analysis of these texts led to
the description of three essential interpretative repertoires: 1) Libraries as Information
Commons (IC); 2) Libraries as Learning Commons (LC); and 3) Libraries Designed for
Learning (LDL). Further examination of discursive activity and of the context around
discourse construction showed that the activation of these interpretative repertoires
contributes to the constitution of a higher order of discourse, that of the Academic
Library as Learning Place (ALLP). Critical analysis focused on the examination of the
effects this discourse may have on professional practices and the planning and design of
academic libraries; three types of effects were found to be relevant to practitioners: 1) the
production by the LIS community of discourse on academic libraries of a sizable body of
literature on the information commons and on the learning commons; 2) the construction
of new types of libraries on the commons model proposed by Beagle; and 3) the
metaphorization of the library as business. Finally, it was found that from the perspective
of architectural planning and design, the texts failed to discuss architectural space and
place in a meaningful way. In conclusion, it is suggested that future discussions need to
address the desirable physical, emotional, and environmental qualities of library spaces
designed so that learning can happen.
