The Transitiong Of Academic Libraries From Traditional Libraries To Learning Commons

Abstract

As indicated in the background, academic libraries have transformed themselves into learning commons as they now provide fewer physical resources, flexible learning environment, rooms for knowledge sharing among groups, technology that aids learning, wireless connectivity and outlet access, integrated academic support services, and food, drink and relaxation provision to improve the quality of their service provision. (Sinclair, 2007). However, it has been observed that the

4 | P a g e university of Zambia library does not provide most of the above stated features and still operates in a traditional library set up. This implies that the services provided by UNZA library do not meet the trends of a learning common. Furthermore, the failure of a library to transform into a learning common affects both the library and its patrons, the library is affected in such a way that it loses its relevance to the community it serves as time goes by, which in turn affects the patron’s opportunity for long-term understanding and need for the information provided in the library. It is imperative therefore that this research is conducted to investigate the plans, if any that UNZA library management has put in place for its transformation into a learning common.