ABSTRACT
This chapter aims to contextualise the concepts and debates about informal learning spaces on campus within a broader theoretical view of learning and space as correlating concepts. There are more examples of successful collaboration between scholars and practitioners in surveying and even conceptual-ising informal learning space which provide strong arguments that these approaches can be a fundamental part of wider debate. The chapter considers learning space as defined by activity, it is less important if any kind of formal instruction takes place in it or not. Libraries have played a major role since informal learning spaces came into the focus of campus planning. Two examples from larger German universities highlight the differences between design and management of informal learning spaces in traditional way and a process informed by new approaches. Scholars and experts agree that space has a huge impact on learning and that design and management of informal learning spaces are of crucial importance for learning outcome of students.
