Information Behaviour in Academic Spaces of Creativity: a Building Science Pseudo-Makerspace

Abstract

In the past decade, the maker or Do-It-Yourself (DIY) movement has been booming worldwide as the latest re-imagination of creative spaces, especially for STEAM education (science, technology, engineering, arts and mathematics) and libraries. Limited literature is available on information behaviour and creative spaces such as makerspaces. This study reports on the information behaviour of a group of architecture students in using various physical spaces, which were approached as a pseudo-makerspace in this study, to produce creative design projects. An exploratory research study exploring third-year architecture students’ information behaviour, attitudes and interactions when using a makerspace for tasks of creativity in an academic institution was conducted. The main research question was: Which information activities and information interactions feature in the information behaviour of architecture students during the design stages of a project? A selection of documents based on makerspaces and architecture in relation to information behaviour and creativity were analysed for the literature review. The empirical component of the study focused on the architecture students’ information activities and interactions during a third-year design project, how the students drew on their personal experiences and resources during their projects, how their curriculum influenced their information behaviour, on resources to inspire creativity, on physical spaces (i.e. the space of creativity) for finding solutions and to be creative, and the role of libraries too in supporting the students during the design stages of their projects in spaces of creativity. Data was collected in September and October 2016. Maniotes’ (2005) third space in guided inquiry model served as a theoretical framework for the research. A mixed methods research approach was used. Quantitative data were collected through a self-administered online (web-based) profile questionnaire, and qualitative data through individual self-administered semi-structured interviews with the acting head of department, a lecturer and nineteen third-year architecture students. Quantitative data were analysed using Google Forms and Excel, and the qualitative data through thematic analysis. A purposive sampling method was used for the selection of three participating groups from a leading South African university and department of architecture, namely: (1) acting head of department, (2) lecturer and (3) third-year architecture students. Findings from the exploratory study revealed: creativity was noted as being extremely important during the completion of architecture projects, as was the importance of information resources in stimulating creativity. The students’ preference for working individually during their design projects was prominent, but on the other hand collaboration for idea and solution generation and sharing with peers and lecturers was also highly advocated. Lastly, it was found that a range of theoretical, technical, artistic and practical skills and knowledge must be integrated to produce creative outcomes. Recommendations for theory, practice and further research included assessing how components and elements from information behaviour models such as Kuhlthau’s (1991) information search process (ISP) model can be incorporated in the third space and guided inquiry model (Maniotes 2005). Creativity models such as Webster’s (2002) model of creative thinking or Velikovsky’s (2012) creative practice theory model can also be integrated. Furthermore, incorporating context-sensitive support or guidance during the various design stages in spaces of creativity, and the skills and competencies of library and information science professionals should be more prominently highlighted and advertised in spaces of creativity. Lastly, information literacy training programmes should be integrated in creative spaces, including visual, media and digital literacy training.