Reshaping the future

A 5.3 million pounds sterling refurbishment and new build library project was undertaken by Bournemouth University. First inception to latest adaptation spans 2000–2008. The project gave equal weight to the refurbishment and new build and the building was opened in 2003. The philosophy was one of seeking a design that would allow adaptation and change. Winning the SCONUL building award 2007 is testament to the success of designing and implementing space and service delivery in a way that is sympathetic to developing pedagogy, student expectations and the University’s plans

eRes: Innovative E-learning with E-resources

There has been an explosion in the use of electronic resources by students; this existing high usage of e-resources will be intensified as virtual learning environments (VLEs) become the primary means of interaction between students and universities. The challenge facing academic libraries is to provide appropriate resources in electronic form and through interfaces meeting the expectations of the Digital Natives. This paper examines the marketplace for e-books and reports on Bournemouth University’s innovative response to this challenge: leading a national tender not only for general collections of e-books, but also for bespoke subject collections; integrating existing resources into the VLE and creating new resources; exploiting the VLE and federated search technology. It also reports on Bournemouth’s current Higher Education Academy-funded pathfinder project, Innovative E-Learning with E-Resources (eRes), to develop innovative pedagogic frameworks and an e-reading strategy

Redesigning Information Resources for Digital Natives

The influx of Digital Natives into higher education, combined with the introduction of virtual learning environments as the primary means of interaction between students and universities, will have a transformational effect on learning and on library services. This paper examines the e-book market-place and the main UK responses to it (the Southern Universities Purchasing Consortium’s tender and the JISC E-Books Observatory project). Within this context the innovative measures already taken by Bournemouth University are discussed, as are plans to develop innovative pedagogic frameworks and an e-reading strategy through a Higher Education Academy-funded pathfinder project, Innovative E-Learning with E-Resources (eRes)

Small Changes - Big Difference: Bournemouth University Library and its learning community

The design of The Sir Michael Cobham Library at Bournemouth University (BU) represents an holistic approach to meeting student expectations. This paper will consider how the latest innovations in Library design are shaped by technology and learning. Parallels will be drawn with the libraries of the ancient world, printing revolution of the fifteenth century and their impact on learning. Best practice was used in the design of BU Library and continues to inform enhancements to the learning space. The big differences made by small changes are discussed; especially the changes in the boundary between group social and silent study space to ensure that library buildings are still seen as relevant in an increasingly digital world. The student experience at BU is enhanced by innovative pedagogical frameworks that bring together learning activities and academically- led quality e-resources within the unit of study. In this environment the JISC (2007) description of ICT “fading into the foreground” becomes a reality as students embrace new technologies and own the library space in which they are available

‘Writing Beyond the Prison’ for Survive and Thrive: A Note by co-editor David Beard

The tradition of valuing writing (and the teaching of writing) among the incarcerated is long within Survive and Thrive. Our founder, the late Rex Veeder, was always immensely proud of the work he did in teaching in prisons. One of Veeder’s students, Jimmy Baca, wrote in honor of Veeder as his teacher while incarcerated, in “What Is Broken Is What God Blesses” and in “What’s Real and What’s Not” in earlier issues of this journal. Avesa Rockwell, in turn, wrote about her experiences with Veeder and Baca in “A Tributary, to Poetry and its Teachers.” Prison writing has a place in rehabilitation, in restorative justice, in reflection, and in Survive and Thrive. The writings in this special issue, then, are selections from the “Writing Beyond the Prison” project. They have been written by incarcerated people, and as such, they have not been subject to the double-anonymous peer review process typical of Survive and Thrive. As a result, these writings represent the perspective of the incarcerated on their own experience. Readers may want to read carefully, understanding that there are many complex and triggering topics discussed in these poems and essays. Thanks to Robert Chase, Zebulon Miletsky, and Susan Scheckel for the content in this special issue of Survive and Thrive. Thanks to Laura Thro, who suggested this theme for this issue, and to co-editor Julia Brown for connecting S&T to the SUNY projects. If you would like to propose a special issue of Survive and Thrive, reach out to the editors

Introduction to Health, Illness and Injury in Professional Wrestling: A Special Issue of Survive and Thrive

Introduction to considerations of medical humanities in the context of professional wrestling, followed by an overview of the contents of the issue

Coda: An interview with Terrance Griep (Tommy “Spider-Baby” Saturday)

An interview with Terrance Grie

13 Ways of Looking at the Body

This work was generated as part of Rex Veeder\u27s Survive and Thrive Writing Workshop

Editor’s Introduction to “Finding Wholeness as Scholars, Teachers, and Healers through Narrative Medicine and the Medical Humanities,” a Special Issue of Survive and Thrive, A Journal for Medical Humanities and Narrative as Medicine

Editor’s Introduction to “Finding Wholeness as Scholars, Teachers, and Healers through Narrative Medicine and the Medical Humanities,” a Special Issue of Survive and Thrive, A Journal for Medical Humanities and Narrative as Medicin