Changes in the Spatial Configuration of Academic Libraries in the Digital Transformation Era - Case Studies of University Libraries in Korea -

다국어 초록 (Multilingual Abstract)

(Background and Purpose) In a rapidly evolving digital transformation era, academic libraries are undergoing a paradigm shift from simply providing information into constructing dynamic, multifunctional spaces that support complex educational and research ecosystems. Accelerated by unprecedented advancements in digital media and emerging technologies, these transformative changes demand a systematic and strategic approach to spatial reconfiguration. However, the existing research poses significant limitations in holistically analyzing and understanding profound institutional metamorphoses. To address this concern, this study aims to critically analyze types of spatial configuration and characteristics of academic libraries and derive innovative strategies for spatial configuration that effectively respond to the challenges of digital transformation. (Method) The study conducted a systematic literature review and comprehensive case analysis. By meticulously examining the existing literature, it systematically analyzed the spatial configuration types and characteristics of academic libraries. Based on the result, it developed a sophisticated framework consisting of five critical spatial types: individual study environment (ISE), collaborative research space (CRS), digital innovation laboratory (DIL), academic community center (ACC), and social integration area (SIA). Using this framework, we conducted an in-depth analysis of three academic libraries in Korea by evaluating spatial adaptability, connectivity, interactivity, and digital integration capabilities. (Results) The results revealed a significant evolutionary trajectory for all libraries, illustrating a profound transition from traditional, individual-centered, analog environments to collaborative, digitally integrated learning ecosystems. Case_A emphasized traditional learning models with the highest proportion of individual study spaces (ISE: 36%), Case_B strategically focused on collaboration and community engagement (CRS: 36%, ACC: 31%), while Case_C focused on advanced research and technological innovation (CRS: 43%, DIL: 19%). Despite these progressive developments, the study observed a critical and systemic shortage of faculty-centered spaces for all cases (space allocation ratios: A: 53%, B: 57%, C: 39%), particularly within collaborative research domains. This structural imbalance significantly constrained opportunities for meaningful faculty-student research collaboration. Furthermore, the DILs of each case predominantly emphasized production and experiential learning but demonstrated illustrating deficiencies in comprehensive support for digital literacy education. (Conclusions) Academic libraries are progressively evolving into sophisticated platforms for knowledge creation and dissemination and collaborative engagement. However, significant gaps persist in providing adequate spaces for faculty and robust digital literacy education. Future academic libraries must strategically prioritize the (1) development of flexible, research-supportive environments tailored to faculty needs, (2) substantial reinforcement of digital literacy programs within DILs, and (3) design of adaptable, balanced spatial configurations that holistically accommodate diverse user requirements. By systematically enhancing these critical functions, academic libraries can lead and transform educational and research innovation in the digital age.