Oblinger and Oblinger (2005) described the Net Generation or Net Gen, who\ud have never known life without the Internet. They note the incremental nature of\ud change: “One generation’s technology is taken for granted by the next” (p. 2.1).\ud In a world increasingly dominated by technology, the academic library has become\ud a place to learn that is constantly adapting and changing, reflecting “what\ud the student does” (Biggs, 2007). Pathfinder funding from the Higher Education\ud Academy has enabled Bournemouth University (BU) to explore the pedagogies of\ud learning in a hybrid environment and consider how Web 2.0 technologies within\ud a virtual learning environment contribute to the acquisition and development of\ud academic literacy skills. Good library design demonstrates agility and adaptability\ud in the use of space (Heppel et al., 2004). Virtual environments enable\ud integration of resources within the unit of study. Subject librarians, academics,\ud and learning technologists are developing new ways of working together to deliver\ud resources. The rate of change is exponential but is full of opportunity (“Libraries\ud Unleashed,” 2008). In 2009 Bournemouth University will open a new library\ud for postgraduate business students without any books, but with each student\ud equipped with an e-book reader. This article will discuss the academic skills and\ud learning spaces students will need to read for a degree in an environment that is\ud predominantly electronic
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