Options
Spatial changes and reading behaviours : a Singapore secondary school case-study
Author
Wan, Zhong Hao
Supervisor
Loh, Chin Ee
Lim, Fei Victor
Abstract
This study examines students’ reading behaviours within the space of a Singaporean secondary school library and the changes to the students’ reading behaviours when spatial elements are changed within the school library.
The data comprised timelapse sequences and documentary photograph collected at the case-study school between 2017 and 2019 under the Building a Reading Culture project which I served as a research assistant. The study adopts a novel methodology of a visual case study as a means to process and understand the reading behaviours displayed by students within the secondary school library. Reading behaviour was coded in three distinct categories: (1) reading type, (2) duration and (3) social. These behaviours were tracked alongside spatial changes in the secondary school library. Key findings revealed unique traits for each of the reading types and their respective interactions across space, duration and social dimensions and that space has an influence on reading behaviour. Students spend the most amount of time on work-related reading in school libraries and demonstrate a preference for hard surfaces and social interactions when engaged in this type of reading. Students preferred lounge-like spaces to engage in leisure reading and are more likely to read for a sustained period of time in these spaces. Library displays that are well-curated and organised are also likely to increase student interest in browsing for reading materials.
The findings of this study add onto the field of built pedagogy and furthers Loh (2018)’s framework for 21st Century School Libraries by providing evidence-based spatial recommendations. The novel methodology also provides a new means for researchers looking to gain new perspectives on the interaction between library users and library space.
The data comprised timelapse sequences and documentary photograph collected at the case-study school between 2017 and 2019 under the Building a Reading Culture project which I served as a research assistant. The study adopts a novel methodology of a visual case study as a means to process and understand the reading behaviours displayed by students within the secondary school library. Reading behaviour was coded in three distinct categories: (1) reading type, (2) duration and (3) social. These behaviours were tracked alongside spatial changes in the secondary school library. Key findings revealed unique traits for each of the reading types and their respective interactions across space, duration and social dimensions and that space has an influence on reading behaviour. Students spend the most amount of time on work-related reading in school libraries and demonstrate a preference for hard surfaces and social interactions when engaged in this type of reading. Students preferred lounge-like spaces to engage in leisure reading and are more likely to read for a sustained period of time in these spaces. Library displays that are well-curated and organised are also likely to increase student interest in browsing for reading materials.
The findings of this study add onto the field of built pedagogy and furthers Loh (2018)’s framework for 21st Century School Libraries by providing evidence-based spatial recommendations. The novel methodology also provides a new means for researchers looking to gain new perspectives on the interaction between library users and library space.
Date Issued
2021
Call Number
LB1632 Wan
Date Submitted
2021