Flexible, familiar, and free: exploring informal learning and emotional engagement in a library open space
Dipali More, Komal ChopraPurpose
This study aims to investigate how a semi-outdoor open area within the library of the Symbiosis Institute of Management Studies, Pune, India has evolved into a flexible, user-driven space supporting informal learning, social interaction and emotional well-being. It aims to understand the kind of activities conducted in the space and how its environmental and spatial qualities contribute to user engagement.
Design/methodology/approach
The study uses a qualitative methodology based on longitudinal observations, informal interviews and thematic analysis of user experiences collected over multiple academic years from 2006 to 2024. A total of 48 student responses and 5 faculty responses were used for the research that are found relevant to the research topic. Data were analyzed to identify recurring patterns, user preferences and the evolving use of the space by students and faculty.
Findings
The findings reveal that the open area supports a range of academic and nonacademic engagements – from mentoring sessions and group projects to solitary study and emotional refreshment. Key themes include flexible furniture use, peer influence, social learning and the emotional resonance of the natural environment. Users valued the space for its informality, openness and adaptability, often describing it as a more inclusive and welcoming alternative to traditional library settings.
Practical implications
The results offer insights for academic libraries seeking to create low-cost, high-impact informal learning spaces. Designing flexible, student-responsive environments can enhance user engagement, foster a sense of ownership and support diverse learning styles without requiring major infrastructural changes.
Originality/value
Unlike many studies focused on formal learning commons, this research centers on an organically developed low-cost micro-space shaped by user behavior rather than architectural intent. Originally an unused backyard behind the library, the space evolved gradually in response to students’ habits, seasonal conditions and emotional needs rather than any formal design blueprint. Over time, simple interventions – like enclosing the space, introducing weather-appropriate furniture and building around the existing fig tree – transformed it into a beloved corner of the campus. It contributes to the discourse on student-centered library design by highlighting how emotionally resonant and adaptable spaces support holistic learning experiences in academic settings. It demonstrates how a humble, evolving environment can support reflection, collaboration and connection, enriching the academic experience beyond formal study areas.