Not (Yet) Knowing; Social Learning Space Reprised

Returning once more...

The term 'social learning space' covers a number of possibilities, then. For example, a social learning space may accommodate student-centred learning, in which the student takes responsibility for the path and the progression of the learning, and to some extent the scope, although the scope is likely to be defined in terms of discipline, topic or assignment. The student takes responsibility, but this is not necessarily independent learning, self-motivated learning or self-directed learning. It is more likely to be a variety of assigned learning, part of a pedagogic principle that displaces the teacher from the centre but does dispense with the teacher. Self-motivated or self-directed learning is, of course, different from individual learning or isolated learning, a term which seems to contradict the social dimension of learning. This may be a matter of framing, however, the isolated, individual learning being, in fact, set within a strong institutional setting.

Student-centred learning may be interpreted as resource-based learning. In this case, the social learning space would make available the learning resources on which the learning depends. In some circumstances, resource-based learning might be taken as synonymous with library-based learning. Here, the social learning space is simply the library in as far as it houses the learning resources.

What about the phrase 'social learning', minus the 'space'. A number of inflections are possible: towards group-based learning, in which case the social learning space would have to make available the facilities and resources for small group study; towards collaborative learning, requiring facilities and resources for collaborative work, a specific kind of joint work; and informal learning, requiring space for casual interaction and serendipitous acquaintance.

The library has always provided an alternative to teacher-centred learning or what we might call pedagogy. It leans heavily towards resource-based learning and informal learning, and is of course the very centre of library-based learning, but holds no special remit for collaborative learning or group-based learning. These elements, along with those introduced by digital technologies, such as virtual learning, require a special effort to accommodate them within an understanding of what is meant by 'the library'.

'Social space' by itself has no necessary implication for learning, except insofar as all socialising may imply the potential for informal learning.

We go round and round...