Elise Doney 2013 It was my first Seattle spring. The day was still dark at noon.

I hadnt worn the right shoes, and was suffering from Damp Ankle Syndrome, a Seattle specialty, though at the time I just called it cold. I was visiting the University of Washington campus for the first time having just been admitted to the Masters of Library and Information Science program. While very enthusiastic about the program, I was less so about my damp ankles. We toured the campus for a long gray hour, ending with a grand finale tour of the Suzzallo and Allen libraries. And when we entered the newly re-designed Research Commons, with its distinct primary colors, open comfortable space, and warm engaging energy, I finally relaxed. I was drawn to work at the Research Commons from an enduring love of library space. Not necessarily for its funky furniture, whiteboard walls, or plasma screens, but for the atmosphere that these design decisions fostered. Space communicates a vision, a purpose, and an energy. I pursued a position as the Research Commons graduate assistant for the chance to explore space as a means of re-imagining and re-defining libraries. How does space matter? While studying to work in youth and young adult services, I am fascinated by the way that library spaces can facilitate learning. In my academic work, I ask: Can we meet the needs of youth via physical space solutions? How can we design our libraries based on learning principles to provide intentional support for safe access to knowledge and intellectual exploration? How do our decisions about space enhance our services to create integrated learning environments? How can we re-envision the purpose of libraries and library space to cultivate discovery, innovation, and learning, and not simply contain them? These are very large, very complex questions to be explored over the course of my program and future library career. Tasked with programming and assessment support at the Research Commons, I have been in the fortunate position to glimpse, first hand, the strategies, successes, and challenges of working to answer these questions. In particular, I value the opportunity to conduct responsive qualitative assessment projects, which have informed my academic work by allowing me to speak directly with students about their perceptions and use of this flexible evolving library space. From an understanding of mundane way-finding, to the on-going work of partnershipbuilding, to the exciting collaborative potential sparked by lightning talk events, to the seemingly

insurmountable task of assessing student needs and learning outcomes, working with Lauren Ray has provided invaluable insight into the daily hands-on management of the balance between library spaces and services in support of collaborative learning.