Thornburg’s- Campfire/watering hole/ cave/ life
Task:
Select one of the learning space archetypes mentioned at the beginning of Module 2.2 (either Thornburg’s or McIntosh’s).
- Describe this archetype in your own words.
- Select three of La Marca and Manning’s practical elements of library design [of any of the elements that are mentioned within this module] that you believe are connected with the chosen archetype. Explain how each of these practical elements could be used to create or enhance the chosen library space archetype within your school library.
Blog Post:
Thornburg’s- Campfire/watering hole/ cave/ life
To me Thornburg’s archetype is about being. It is about thinking and finding information (cave), sharing information (watering hole) and learning about new things from those we respect (campfire).
3 practical elements and their connected archetype:
Flexibility and Responsiveness- Having flexibility in the space is crucial for being able to facilitate the different modes of working. The whole group is brought together (campfire), while furniture can be moved quickly and independent workspaces can be created (cave).
Lighting- different lighting can be used to facilitate different means of working. A festive display lit up may bring students together (watering hole), overhead lighting in a large space might be great for bringing a group together (campfire) while individual spotlights on work areas may support independent reflection and research (cave).
Furniture- having different furniture can signal different uses to the library user. Singular soft bean bags (cave), large sofas(watering hole), standing tables (watering hole), study booths (cave). Where the furniture is sitiated in the library space and in relation to each other can signal to others “I am over here so I can be alone”(cave), and other spaces such as a communal table can signal “come and sit here”(watering hole).
Each of these elements and how they all interact together with each other will enhance the use of space to allow the natural archetype to exist.
Penny Waring
Hi Melissa,
Thornberg’s (2005) four archetypal learning spaces resonated with me also. I found myself strongly agreeing with the point that we need to provide opportunities for all three in learning in order to provide a “balanced meal for the mind” (Thornburg, 2005, p. 6). I know even in this Masters degree, I gain a lot from the ‘campfire’ (online modules) and ‘watering hole’ (discussion boards), but it is when I am in my ‘cave’, mulling over the new content I’m absorbing while doing menial tasks like cleaning, that I have those “ah-ha!” moments when everything starts to make sense.
As for the physical library, I like how you identified how different types of furniture placed in a particular way can silently signal an intended use to library patrons. You also mentioned different types of lighting, and how this can also invite different approaches to learning. These physical aspects reinforce for me how nuanced and important library design is in creating a space where our students can access a “balanced meal for the mind” all in one spot.
References:
Thornburg, D. (2005). Campfires in cyberspace: primordial metaphors for learning in the 21st century. Association for talent development https://www.td.org/newsletters/atdlinks/campfires-in-cyberspace-primordial-metaphors-for-learning-in-the-21st-century