Scholarly Learning Commons

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Author(s): Jin Chen (Shanghai Jiao Tong University, China), Xiaoyuan Lan (Shanghai Jiao Tong University, China), Qinling Huang (Shanghai Jiao Tong University, China), Jue Dong (Shanghai Jiao Tong University, China)and Chen Chen (Shanghai Jiao Tong University, China)
Copyright: 2017
Pages: 20
Source title: Academic Library Development and Administration in China
Source Author(s)/Editor(s): Lian Ruan (Illinois Fire Service Institute at the University of Illinois at Urbana-Champaign, USA), Qiang Zhu (Peking University, China)and Ying Ye (Nanjing University, China)
DOI: 10.4018/978-1-5225-0550-1.ch006

Keywords: Information Science Reference / Library & Information Science / Library Administration / Library Science

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Abstract

First, this chapter analyzes the theoretical research on the effects of Scholarly Learning Commons (SLC) in China from the perspectives of concept, instance analysis, and ideas for construction. The results can be summarized in the following three stages of SLC development in China: preliminarily integrated stage, double fusion stage, and highly integrated stage. With this structure and the concept of being “user-centered,” this chapter concludes that Chinese academic libraries mainly adopt two methods of building an SLC: independent construction by libraries, and joint construction with other units of the university. Finally, this chapter demonstrates construction strategies, elements, and service in SLCs, and it shows five typical cases of SLC construction in Chinese academic libraries.

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