From Library to Commons; A Central Learning Environment Integrating Interdisciplinary Collaboration for Design Students

Many employers have addressed concern in regards to the building environment design students and their preparation for the real world, due to the lack of interdisciplinary exposure throughout their education (Kim & Ju & Lee, 2015; Crook & Mitchell, 2012; Kaygan & Aydınoğlu, 2018). The purpose of this research is to examine the methodological and technological aspects of interdisciplinarity and how a physical interior space may enhance the collaboration between design disciplines. In this sense, a tertiary educational institution is examined, such as the library (Crook & Mitchell, 2012). Over the last couple of decades, digital technology has become very prominent, and has impacted the way we communicate and learn This has been very detrimental to the life and purpose of libraries, as it’s no longer just about the physical book (Crump & Carrico & Freund, 2012). This paper will take you through the historic importance of the library, and how it’s changed over time, to accommodate the digital advancements we see today. Ultimately, the library has transitioned to a whole new form which can be referred to as the information commons and/or learning commons, that will help enhance interdisciplinary collaboration (Turner & Welch & Reynolds, 2013). Interdisciplinarity is not only enhanced through the physical environment, but also in the way it is facilitated and accomplished. There are certain steps highlighted that students need to take, in order to achieve successful interdisciplinary collaborative learning outcomes.