Members of the University of Bedfordshire's library team share the highlights and how these will transform learning environments, user experiences and create the conditions for closer cross institutional collaboration.
Over the summer, the University of Bedfordshire’s library underwent an extreme makeover; in this blog, members of the library team share the highlights and how these will transform learning environments, user experiences and create the conditions for closer cross-institutional collaboration.
The University of Bedfordshire has established a new Learning, Teaching and Libraries (LTL) directorate. This brings together staff from across the library, pre-16 outreach and Academy for Learning and Teaching Excellence. Whilst these teams have always worked closely, forming a new directorate has provided a catalyst for us to reimagine physical learning spaces, simplify and streamline information and process. Further, wider institutional changes have required us to revisit collaboration with colleagues in Estates and Facilities and ICT.
In this context, we embarked on a library makeover during the summer of this year. Whilst the corresponding initiatives in isolation are not particularly unique, for us, the number of parallel projects and speed of change has been unprecedented, thus we describe it as ‘extreme’. Here we summarise what changed and share our reflections and learning.
Transformed learning spaces at our Luton Library
- Student Computer Hub – The Luton Library opened in 2016 and received fantastic feedback from students and staff. The library was originally designed with dispersed PCs across 6 floors to support social learning. However, like other institutions following the pandemic we have seen a shift in student behaviours, with less time spent on campus and our dispersed PCs have become underutilised. Further, this has created issues in terms of capacity to host examinations on campus, as our previous library had a dedicated IT suite. As such, we have reorganised library floors to reaccommodate an IT suite. This will then double up as an exam and teaching space.
- Group study rooms– The library originally included four ‘group study’ rooms which were all configured as small group rooms with PCs. These have been refitted to provide learning spaces more reflective of meeting-style rooms to emulate a real-work environment.
- Calm room– In the past we had open social spaces where students can engage in mindful activities like colouring and completing puzzles. As we have seen an increased number of students who need a more private space to engage in mindfulness activities, we have introduced a dedicated calm room. This is purposefully located on a quieter floor and offers a wider range of mindful activities than we were able to provide in the past.
Streamlined and simplified information
- Searching the collection– A library Discovery tool is more powerful than a traditional library catalogue as it allows users to simultaneously search across multiple library resources, including individual articles in journal databases. Like many institutions, we have historically had a library Discovery tool provided alongside our library catalogue. The rationale for retaining both was the reduced search breadth of the catalogue would make it easier to find specific books. However, we have received feedback that offering both routes can be confusing. Accordingly, we have simplified our approach and hidden our library catalogue to focus exclusively on promoting our Discovery tool, supplemented with enhanced guidance around how to use search filters.
- Academic skills support– Previously several teams supported academic skills development. Namely, Learning Development (writing, maths, study skills and computer skills), Academic Liaison Librarians (information literacy and referencing) and digital learning (digital learning platforms such as the online writing support). These teams are now all co-located in the LTL directorate. Accordingly, we have rationalised information regarding academic skills development opportunities via a new ‘skills for success’ website. Going forward, this will be expanded to also include skills guidance from our Centre for English as a Foreign Language.
- Library website–The library website homepage and corresponding sub-pages have been re-designed to reflect the forementioned changes. During 25/26 the rest of the site will be reviewed and updated.
New systems introduced
- Self-bookable appointments– We introduced a self-bookable appointment system for students to arrange a time to meet with an Academic Liaison Librarian or Learning Development Tutor. This is intended to dramatically reduce the need for multiple emails between students and team administrators to find a suitable time to book an appointment
- Room booking– Historically, the library managed its own room bookings. We have streamlined room booking to align with the central timetabling team processes. This means that library training rooms usage will be maximised in terms of scheduling teaching sessions. It also allows students and staff to book rooms across campuses through one portal and giving increased visibility to the library offer
- ICT support– The library previously had a dedicated small technical team who managed IT provision. This has now been integrated into the University’s ICT department. As such, it has been necessary to work with ICT counterparts to redefine process for managing laptop loans and triaging student IT related enquiries that are presented at library customer service desks
- Enquiry handling – The University’s student enquiry handling system was changed in June 2025, as such the library has transitioned to our new system.
Collaboration facilitated
- Office moves– Multiple teams moved offices within the library to optimise opportunities for future collaboration. For instance, Learning Development Tutors moved into the same office as our Academic Liaison Librarians.
Our reflections
Attempting so much change over a short period was challenging however, we feel that is has been well worthwhile. Should anyone else undertake their own ‘extreme makeover’ we would recommend:
- Share the vision- at the outset we held a directorate briefing to explain what we sought to change and achieve
- Seek feedback- we held walking focus groups around the library to discuss what we were planning and to provide opportunities to hear feedback and ideas
- Cross institutional plan– our colleagues in ICT and Estates and Facilities have been essential to delivering the makeover. We have used this as an opportunity to revisit historic ways of working and foster closer collaboration
- Overcommunicate- at points daily email updates were shared with colleagues detailing progress and upcoming actions. Routinely weekly email updates were communicated with colleagues detailing progress, upcoming actions and challenges. Transparency about issues was promoted throughout
- Cross directorate ownership– we actively encouraged volunteers from across the LTL Directorate (including those who had not previously been part of the library team) to support the move. Moving book stock turned out to be a great team building exercise!
- Time bound– We knew that the scale of change would be challenging, we found limiting the programme to a six-week period of intense involvement helped colleagues to embrace the challenge, knowing that it was relatively short-term.
If any readers would like to visit our libraries, please do get in touch.
Dr Steve Briggs is Director for Learning, Teaching and Libraries at the University of Bedfordshire. Steve is a former Co-Chair of the Association for Learning Development in Higher Education and currently a member of the Committee for the Association of National Teaching Fellows. He is a Chartered Psychologist, National Teaching Fellow (2020) and PFHEA.
Carly Ramirez-Herelle is Head of Library and Academy Services at the University of Bedfordshire. Carly held the Vice Chair role within the Race Equality Network and is currently leading a Parent Carer group – an offshoot from the Disability Network. Carly is a member of the Customer Services Group UK (CSGUK) and is passionate about leading her library team to deliver a transformative experience for all, specifically underrepresented groups in HE
Dr Ralitsa Kantcheva is the Senior Learning Development Tutor at the University of Bedfordshire. Ralitsa is the Co-chair of the Research Community of Practice of the Association for Learning Development in Higher Education.
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