1

2 DESIGNING LIBRARIES FOR THE 21ST CENTURY

 C H A P T E R O N E

PERMEABLE
THINKING AND
DESIGN
Libraries and the Changing
Knowledge Ecosystem
TO M H IC K E R S ON

Permeable Thinking and Design 3

T
he roles and practices of libraries are symbiotically related to the nature of architectural design and
space use in libraries. Therefore, it is not surprising that for centuries the structure and appearance of
academic libraries reflected the primacy of the collection and the structure of the bookstacks housing
that collection. This continued through the 20th century with the construction of new buildings and
expansions largely driven by the growth in collections and their management. But the underlying fundamentals
of academic libraries have changed dramatically in the last 50 years and continue to change at a pace necessitating
permeable thinking and design.
During these last 50 years, beginning in the early 1970s, fundamental changes began with the introduction and
distribution of machine-readable cataloging that reduced the need for cataloging staff and led to the introduction
of computer terminals into spaces with few electrical outlets. This change soon enabled online public access cata-
logs and led to the widespread removal of card catalogs in the 1980s. The 1980s also saw the first introduction of
electronic databases and journals, a change that would later be transformative.
The early 1990s saw widespread digitization as a preservation means, and increasingly in teaching as these images
became available in digital form. The internet was beginning to be used, principally among scientists, when the
World Wide Web was invented in 1989, followed by the development of Mosaic in 1993, the first popularly used
graphical web browser. This development changed the information ecosystem and dramatically changed libraries.
With the web in place, library users could access library information from anywhere, and using powerful search
engines they could access information of all kinds. The internet also made possible the establishment in 1991 of arXiv.
org by Paul Ginsparg. Developed at the Los Alamos National Laboratory and later moving to Cornell University,
this important harbinger of the open access movement made physics preprints freely available worldwide.1
The arrival of the World Wide Web initiated a sense of crisis in libraries, raising the question “Why will we
need libraries?” a concern illustrated by the article “The Deserted Library,” appearing in the Chronicle of Higher
Education in November 2001.2 Both students and faculty began to leave the library. Students soon came back, but
faculty did not.
The return of students was stimulated by a new vision for student learning, best characterized by a study conducted
by Scott Bennett, Libraries Designed for Learning, published in 2003.3 This influential work stressed that user space
should be shaped by both the educational and the social needs of students, supporting knowledge creation as well
as access to information.
Realized through information and learning commons, including individual computer workstations and cafés,
this led to a need for a very different footprint within libraries, which challenged existing architecture and was
increasingly made possible by the transfer of significant portions of the book and journal collection to off-site storage.

Libraries in a Time of Institutional Change

With the arrival of the 21st century, a transformative vision driven by new learning space priorities began evolv-
ing. Research itself was also changing, driven by the need to address societal “Grand Challenges” through multi-
disciplinary, multi-institutional, and community-based collaboration. Research began to employ new media and
analytical tools in rich combinations. Geospatial analysis and visualization are increasingly applied in many fields,
from medicine to the humanities. Spaces for cutting-edge technologies and collaborative research endeavors have
become critical. Through these evolutions, library interiors have been further transformed.
The library footprint on campus was also changing. As universities began reducing and combining disci-
pline-based academic units, and with more resources accessible online and independent of physical space, the
number of branch libraries decreased.
Today, in an age of open access, open data, and open science, the physical housing of books and journals has
lost its previous relevance. Instead, library-based functional capacities are discipline-agnostic and are provided as a
constellation serving multiple fields and achieving economies of scale. The designing of library space in synergistic
combination with associated campus programs is also growing.

Permeable Thinking and Design 5

 Academic institutions are in a period of redefinition, and the pace of change in institutional mission and goals
necessitates capacity for realignment in all of the principal elements of the academy. Major developments include
• declining societal confidence in the effectiveness and cost-efficiency of higher education,
• perceptions of higher education as contributing to elitist divisions and inequality,
• expectations of an enlarged public role in addressing community and societal concerns,
• changes in public funding and in access to publicly funded research,
• expanded commercial, governmental, and community partnerships,
• increasing disciplinary realignment,
• increased interest and investment in STEM (science, technology, engineering, and mathematics) fields,
further augmented by the pandemic,
• changes in research methods, employing new models, new media, and new technologies,
• efforts to sustain the vitality of the humanities and the arts through enhanced relevance to current
cultural concerns, and
• an expanding role of universities as repositories of artistic and diverse cultural heritage.
In this environment, libraries must align both with the evolving needs of their students and scholars and with the
changing mission and goals of their institutions. Increasingly, they are focused on demonstrating their contributions
to the expanded public role of their universities and being viewed as critical partners for campus and community
collaborative initiatives.
Professionally, libraries embody a service ethos and a commitment to equity and inclusion. Supporting this, their
buildings are frequently large, technology-rich, and increasingly permeable, and they are accustomed to welcoming
a diverse range of users, often 24 hours a day. As universities and colleges seek to consolidate existing activities
while also expanding into new areas, libraries are outstanding institutional assets. In combination, these changes
are transforming the organizational and professional model and the spatial and architectural design of libraries.

Permeability: A New Model for Campus

Planning and Design
What is permeability? Most importantly, permeability reflects the way humans use a space, and it includes how they
perceive a space and how the space connects with them. It is not the way to design the perfect library. In many ways,
it is the opposite of perfection or permanence. It is likely that before construction of any new building is completed,
a need to make adjustments will be recognized. Permeability is based on an expectation of ongoing changes, some
of which were foreseen and some that were not yet imagined. And while some changes will be based on the user or
staff experience, others will be university-based or arise in the world beyond the campus. Permeable thinking gives
us the capacity to recognize such changes; permeable design enables us to make those changes.
As an architectural concept, permeability is not limited to libraries. It is applicable to all types of institutional
design. Permeable design approaches and construction and engineering techniques are being widely applied. They
are usually described as open and flexible approaches generating spatial flexibility.
Flexibility is certainly a critical aspect, but permeability also incorporates humanness. While there is broad
awareness of the nature of exponential technological change, we should remember that the first Apple iPhone was
developed in 2004–2006 and publicly announced in January 2007, barely a dozen years after the announcement
of Netscape Mosaic. Reviewing the changes in the following 12 years, and citing the work of Ray Kurzweil,4 Jim
Gibson suggests that in every dozen years we will see the combining of “eight or more different technologies that
have never been connected, let alone existed before.” He warns that we are entering a time in which the human
capacity to apprehend and make sense of this landscape is being challenged.5
In today’s environment, attention tends to focus on the “Innovation of Things,” but Gibson suggests that it is
imperative that we also address an “Innovation of Ways.”6 This is where we must focus in current planning and

6 DESIGNING LIBRARIES FOR THE 21ST CENTURY

design. Libraries are ideal places in which to create a balancing of the advances of technological development with
the fundamental needs of humanness, spaces that are consistently supportive of human nurturing and equality.

Catalyst for Connection, Creativity, and

Innovation
Permeability is particularly applicable for academic libraries and other university buildings. University campuses are
a complex of related buildings serving a common set of users. In the past, some campuses strove for architectural
uniformity obscuring the uniqueness of the programs within. Such buildings sometimes seemed unwelcoming.
Today, architectural design should seek to provide easily discernible understanding of the nature and purpose of a
facility and welcome those entering. Permeable spaces are
• open and transparent from within and from the outside in—intentionally creating connections between
their interior and their exterior,
• spaces in which those entering can exercise a sense of relationship and ownership enabling them to shape
the use of the space,
• creative spaces responsive to their users and where “the architecture” does not dictate practice, and
• enabled by cutting-edge technologies balanced by the humanness of their users.
Design features of permeable spaces include
• first floors that create a sense of openness and accessibility for the entirety of a building,
• cafés and other areas that catalyze informal socializing, that are not someone’s personal space and can be
used as one chooses (figure 1.1),

fig 1.1
Café in the Taylor Family
Digital Library, University
of Calgary.
(Credit: Photo by Dave
Brown/University of Calgary.)

• atria providing important visual connection between floors and spaces,

• open walls and staircases connecting people and helping them to “read” activities in the building (figure
1.2),

Permeable Thinking and Design 7

 fig 1.2
Energy, Environment,
and Experiential
Learning Building,
University of Calgary.
(Credit: Courtesy of the
University of Calgary.)

• versatile furnishings to address a diversity of purposes,

• accessible and supportive spaces for all users, supporting both collaboration and quiet study and
reflection,
• instructional spaces that can be enlarged or reduced in size as needed,
• transparent spaces enabling diverse use and putting interaction on display (figure 1.3),

fig 1.3
Taylor Institute for
Teaching and Learning,
University of Calgary.
(Credit: Photo by Dave
Brown/University of Calgary.)

• collision spaces where people can come together to brainstorm, collaborate, and disrupt, breaking down
silos to foster interdisciplinary thinking and action,
• multifaceted labs that support research partnerships, student projects, and public engagement, purpose-
fully collaborative and community-building (figure 1.4),

8 DESIGNING LIBRARIES FOR THE 21ST CENTURY

 fig 1.4
“Student-owned”
collaborative space,
Taylor Family Digital
Library, University of
Calgary.
(Credit: Photo by Dave
Brown/University of Calgary.)

• environmental architecture, materials, and engineering that address climate sustainability and human
health, and
• technological infrastructure that enables diverse capabilities throughout and offers expandable capacity
(figure 1.5).

fig 1.5
Visualization Studio,
Taylor Family Digital
Library, University of
Calgary.
(Credit: Photo by John Brosz/
University of Calgary.)

“Fostering flow, creating connectivity, promoting creative solutions”: this is the way in which Jeanne L. Narum,
principal of the Learning Spaces Collaboratory, and her colleagues characterize permeable design and its applicability
in a diverse array of campus construction. Such buildings reflect the concept of permeability in strikingly different
ways, making the case for a new language, new approaches, and new visions. Narum and colleagues identify three
examples as being illustrative of the diverse ways in which permeability is being realized: the Watt Family Innovation
Center at Clemson University, the Leach Teaching Gardens at Texas A&M University, and the Taylor Family Digital
Library at the University of Calgary.7

Permeable Thinking and Design 9

 W A T T FAMI LY I NNO V A TI O N C E N TE R
The mission of the Watt Family Innovation Center (figure 1.6) is to create an environment in which collaboration among
students, faculty, and leaders from industry and government generates ideas and solves complex problems. Architec-
turally, external and internal glass walls provide abundant natural light and transparency to the outside and between
rooms. Demountable walls, raised flooring, power-over-Ethernet, and connected lighting enable efficient and economical
changes to room sizes and space configurations. All furniture is on wheels, permitting easy spatial reconfigurations.

fig 1.6
Watt Family Innovation
Center, Clemson
University.
(Credit: Clemson University—
University Relations.)

Audiovisual and information technology systems also advance permeability. A 209-foot-by-24-foot Media Lights
display outside the building advertises events being held there. Within the building, more than 200 touch screens
support presentations and distance communication. All screens are centrally controlled, allowing content to be
selectively distributed throughout the building and to external locations.
Architecturally, the Watt Center is a model of permeability aligning effectively with its organizational mandate
to serve and integrate all disciplines and to foster diverse corporate connections. In addition to its other roles, it is
the administrative home of Clemson’s Creative Inquiry program connecting undergraduates to industry-supported
research preparing them for life beyond the campus.8

LE A C H T EACHING GA R D E N S O F THE C O LLE G E O F

A G RICU LT URE AND LI FE SC I E N C E S
The Leach Teaching Gardens (figure 1.7) are a prime example of Texas A&M University’s Campus Master Plan,
updated in 2017. The update sought to reimagine the campus physical environment and sense of place, aligning with
academic priorities while enhancing intellectual, emotional, and physical wellness for the university community
and for the community at large. Guiding principles include
• an open space network as a basis for enriched campus experiences,
• the campus as an incrementally holistic and integrated whole versus a series of isolated hubs,
• campus forums that provide exposure to a wide range of perspectives and generate encounters and inter-
actions that lead to new insights and discovery,
• mobility planning that prioritizes pedestrian connections over vehicular access, and
• a campus identity of fluid engagement.

10 DESIGNING LIBRARIES FOR THE 21ST CENTURY

 fig 1.7
Leach Teaching Gardens,
Texas A&M University.
(Credit: Ed Rhodes, Texas
A&M AgriLife.)

The Leach Teaching Gardens, completed in 2018, are an exemplary application of these guidelines and a model
of permeability. These public gardens include 21 themed gardens, an outdoor classroom, an event lawn, a demon-
stration area, and a pavilion. The gardens experientially connect students and the public to the world of horticulture
and food production. They also serve as a peaceful sanctuary where everyone can relax, enjoy, and learn.9

Realizing Permeability in Library Design:

The Taylor Family Digital Library
Initial planning had been underway for several years, and extensive interviews with library staff regarding space
needs had been conducted by an outside consultant when, in the summer of 2006, design planning for a new central
library at the University of Calgary began in earnest. The province of Alberta had allocated initial funding in the
spring of 2006, and a substantial private gift was received later in the year. In addition to the new library, the $205
million (CAD) project included an off-campus storage facility and the redesign of the adjacent central quadrangle.
The Taylor Family Digital Library (TFDL) would formally open in September 2011.
A new university provost and project executive (Alan Harrison) and a new university librarian and programmatic
design lead (Tom Hickerson) had both arrived in the summer of 2006, almost simultaneously. Their immediate
challenge was to develop a guiding vision for the project. They shared a common commitment to creating a build-
ing focusing on student learning, emerging technologies, and knowledge creation. It was agreed that the physical
collection would be largely housed elsewhere and that the building would include the university museum and the
university press. This broad cultural mission was formally enunciated through the naming of Hickerson as vice
provost for libraries and cultural resources (LCR) and university librarian in the fall of 2006.
The name Taylor Family Digital Library was formally enunciated by the president of the University of Calgary
(Harvey Weingarten) in agreement with the principal donors (Don and Ruth Taylor). For some, the phrase digital
library suggested a narrower concept that libraries had seized on a decade earlier as a means of indicating that they
were adapting to the impact of the internet. But through the process of elaborating the vision for the new building,
the realization became clear that every aspect of the creation, dissemination, and preservation of information in
21st-century libraries rests upon digital technologies. Libraries must fully embrace this reality as a way of under-
standing, organizing, and designing their future.

Permeable Thinking and Design 11

 As the vision evolved, it came to include the following principal elements:
• Libraries are now in a state of continuous transformation, and the design and construction should enable
and advance ongoing spatial and programmatic change.
• Access to information is now ubiquitous; design instead for knowledge creation by both students and
scholars.
• Focus on social spaces designed for student learning, spaces “owned by students.”
• Today’s research is enabled by the combination of digital media and analytical tools; focus on the research
experience, not on research resources.
• Libraries, archives, and museums reflect a convergence of knowledge and culture, and these cultural
assets are increasingly important in teaching, scholarship, and community engagement.
• Environmental sustainability and user accessibility are vital elements in all campus construction.
The provost and the vice provost were supported by a diverse array of planning professionals led by the associate
vice president for facilities development (Stephen Dantzer) and by numerous library staff, led by the project director
(Jackie Bell, and later Claudette Cloutier) and the technology lead (Shawna Sadler). The architectural team from
Kasian Architecture and Design, was led by architect Bill Chomik and interior designer Lois Wellwood, and the
construction manager and principal contractor was CANA Construction. The Schematic Design document was
accepted and signed by the university in February 2008, and the project was underway.

Designing for Change

In 2011, principal architect Bill Chomik would describe the TFDL as having been “designed and built to not only
reflect the digital revolution in education and the resulting new ways of learning of recent years, but also with
the flexibility to accommodate the twists and turns of future educational requirements—and new technologies.”10
Fundamental to realizing this vision was comprehensive installation of raised flooring throughout the six-floor,
265,000-square-foot building. Raised flooring significantly increased construction costs but insured ubiquitous elec-
trical and network connectivity and energy-efficient and healthy heating and cooling. In combination with extensive
use of demountable walls (non-load-bearing), raised flooring has fostered effective, ongoing repurposing of space
throughout the building and easy adaptation to evolving accessibility and universal design imperatives (figure 1.8).

fig 1.8
Installing raised flooring
and underfloor HVAC
and electrical and
network connections,
Taylor Family Digital
Library, University of
Calgary.
(Credit: Photo by Dave
Brown/University of Calgary.)

12 DESIGNING LIBRARIES FOR THE 21ST CENTURY

 Underfloor heating and cooling, in combination with the construction of a small pond in the redesigned quad-
rangle enabling recirculation of water from the building, contributed to LEED Gold certification. The University
of Calgary is a leader in LEED certified construction. This reflects the critical value of a holistic approach in all
aspects of campus design.

Experiencing the TFDL

Welcoming users into the building is a broad passageway from the Taylor Quadrangle (figure 1.9). This passage, equipped
with minimal security constraints, proceeds directly through the building, providing effective transit for over 10,000 indi-
viduals daily. A guiding principle was ease of access and interflow between indoor and outdoor space, including addressing
user mobility challenges. As described by Loraine Fowlow, professor of architecture at the University of Calgary:

The TFDL provides seamless integration of building entrance with its homogeneously surfaced exte-
rior hardscaping. Variations in surrounding topography are handled through gentle sloping of the
ground plane, so as to link between neighbouring buildings without the need for stairs. The main
plaza flows directly into the west entrance of the building, which has a low-profile door threshold that
provides completely barrier-free access. The east entrance is accessed via a ramp from a pedestrian and
service vehicle mall, a sequence that is entirely curb-free. The ground plane surrounding the TFDL is
one continuous uninterrupted surface that does away entirely with the need for providing alternative
barrier-free access routes: through the simple means of not including barriers in the first place.11

fig 1.9
West view of the
Taylor Family Digital
Library from the Taylor
Quadrangle, University
of Calgary.
(Credit: Photo by Dave
Brown/University of Calgary.)

Upon entering, one is able to discern a broad spectrum of spatial and programmatic attributes, including a café,
dual-monitor workstations, collaborative workrooms, an information desk, a stairway to the second-floor learning
commons, elevators, automated checkout machines, and the lower gallery of the university art museum. Adjacent to
the museum is Gallery Hall, a large space for library town halls, scholarly presentations, small conferences, student
and community activities, exhibition openings, and celebratory receptions. Walls of the passageway include paintings
on one side and a large media wall promoting library programs and collections on the other. This multifaceted view
immediately provides both users and those passing through with a clear sense of both the scope and the specifics
of the TFDL experience.

Permeable Thinking and Design 13

 The building also offers well-lit space, vistas, and adjacency to green space, long recognized as benefits in
human-centered architectural design.12 The curtain-wall construction exterior of the building consists largely of
glass panels. Most panels are clear glass, allowing a great deal of natural light into the building, but some panels
are fritted or opaque, based on space use within. Most student learning spaces allow easy exterior views, and most
such spaces are on the west side of the building, offering views of the open quadrangle. From the upper floors, one
can gaze beyond the campus toward the western prairies and see the snow-capped peaks of the Canadian Rockies.
On the lower two floors, the two-floor glass expanse is shielded by a stainless-steel, transparent grid diminishing heat
and the glare on computer screens from the incoming sunlight. The combination of internal openness and exterior land-
scapes affords users a comfortable awareness of space and place, and the interior walls on all floors feature distinctive
paintings from the museum’s collections. At night, the lighted floors provide a lively beacon in the heart of the campus.
Instructional spaces on the third flour include computer lab type settings, as well as spaces for small group inter-
action. All walls include multiple media displays that can be controlled independently. Most importantly, the large
space seating 152 can be quickly divided into two spaces or four by lowering soundproof curtains from the ceiling.
When not being employed for instruction, these spaces and technologies can be used by students for individual
study or collaboratively.
Cutting-edge technologies are incorporated into all aspects of the building, and multi-surface computing was
introduced into the planning early on after project team visits led by the provost to IBM and HP research centers
in New York and California. The Visualization Studio includes a high-resolution visualization wall (35 million
pixels). The selection of the visualization technology was conducted by a multidisciplinary faculty team. Ensuring
ongoing computing power into the future, two 10G fiber backbone risers provide almost twice the capacity required
at opening.
In order to ensure technological ubiquity, the project technology lead, Shawna Sadler, worked closely with
the interior designer in the choice of diverse furnishings allowing the incorporation of electrical and network
connections directly into student seating, tables, and carrels. “Smart building” sustainability features include sensors
controlling interior lighting and exterior blinds. Elevator information displays change with each floor, and media
displays identify unoccupied workstations on multiple floors.
Success in the vital partnership with students throughout the construction and after the opening of the TFDL
is indicated by Library and Cultural Resources being honored twice as the recipient of the University of Calgary
Students’ Union Presidential Distinctive Service to Students Award.

Continuing Transformation
Critically important is the ability to continually redesign interior spaces in response to programmatic changes or
campus partnerships. Initial partnerships included the Cuthbertson Student Success Centre, a program of the Office
of the Vice Provost for the Student Experience, the Canadian Music Centre, and an office and meeting room for
the Alumni Association. Repurposing of space has included the creation of a graduate student research commons
and allocation of space enabling the move into the TFDL of the Prairie Regional Research Data Centre, a part of
the national Research Data Centre Network that provides researchers access to a wide array of Statistics Canada
confidential microdata files in a secure computer facility, including social, economic, and health surveys, along
with census and administrative files. This relocation from a nearby building to a space immediately adjacent to LCR
Spatial and Numeric Data Services enables new research synergies.
Significant spatial redesign has been conducted to establish Lab NEXT and the Glenbow Western History
Research Centre. Lab NEXT is a spatial hub for a constellation of library services, infrastructure, and expertise
critical to today’s academic research enterprise. This digital scholarship center, including a makerspace, was created
in response to research conducted at the University of Calgary beginning in 2015. This research, supported by The
Andrew W. Mellon Foundation, identified principal researcher needs, and Lab NEXT serves as a point of connection
and collaboration for scholars and students and community partners.13

14 DESIGNING LIBRARIES FOR THE 21ST CENTURY

 The establishment of the Glenbow Western History Research Centre followed the transfer of stewardship of the
substantive archival holdings of the Glenbow Museum in downtown Calgary to the University of Calgary.14 In order
to give prominence to this major enhancement of the university’s historical collections, an entirely new public space
was created on the second floor of the TFDL, and LCR’s Archives and Special Collections reading room and research
services were also moved to this new location from their previous location on the fifth floor.
These significant spatial and programmatic alterations provide dramatic evidence of the effectiveness of perme-
able design and construction.

Changes Yet to Come

This is a challenging and inspiring time when new thinking about the mission of higher education is evolving in
response to societal needs and expectations. New roles are developing, and new means of realizing educational
and research goals are being created. In this environment, the academy will be expected to realign internally and
reposition publicly, and at an increasingly rapid pace. It is a time to reenvision through a new prism.
The future profile of the library will be transformed both by changes in library mission and practice and by new
alliances and partnerships on campus and beyond. Adaptability must be a forethought. In renovating or building
libraries, permeable thinking will be essential.
This is an exciting time when library professionals will have the opportunity and responsibility to decide what
they will be next. In this new ecosystem, we must design for the library that we have not yet imagined.

Notes
1. Paul Ginsparg, “ArXiv at 20,” Nature 476 (August 2011): 145–47, https://doi.org/10.1038/476145a.
2. Scott Carlson, “The Deserted Library,” Chronicle of Higher Education 48 (November 16, 2001), https://www.
chronicle.com/article/the-deserted-library/.
3. Scott Bennett, Libraries Designed for Learning (Washington, DC: Council on Library and Information
Resources, November 2003).
4. Ray Kurzweil is an award-winning technologist, inventor, writer, and futurist. His best-selling books include
The Age of Spiritual Machines (1999) and The Singularity Is Near: When Humans Transcend Biology (2005).
5. Jim A. Gibson, Tip of the Spear: Our Species and Technology at a Crossroads (Calgary, AB, Canada: self-pub-
lished, 2018): 4–5, 24–25.
6. Gibson, Tip of the Spear, 153–57.
7. Jeanne L. Narum, Thomas Hickerson, Barbara J. Speziale, and Jorge A. Vanegas, “Permeability by Design:
Fostering Flow, Creating Connectivity, Promoting Creative Solutions,” Learning by Design, Spring 2019:
12–16, https://pubs.royle.com/publication/?i=575655#.
8. Narum et al., “Permeability by Design.”
9. Narum et al., “Permeability by Design.”
10. Award, (February 11, 2011), http://kasian.com/news/taylor-family-digital-library-preparing-for-a-digi-
tal-future/ (page discontinued).
11. Loraine Fowlow, “Inaccessible Access: A Paradox of Design,” Canadian Architect, June 1, 2015, https://www.
canadianarchitect.com/inaccessible-access-a-paradox-of-design/.
12. Adriana Voegeli, “Human-Centered Architectural Design: What Is It and How It Makes
a Difference,” Dormakaba (blog), September 24, 2020, https://blog.dormakaba.com/
human-centered-architecture-what-is-it-and-how-it-makes-a-difference/.
13. Christie Hurrell, “Aligning the Stars: Understanding Digital Scholarship Needs to Support the Evolving
Nature of Academic Research,” Partnership: The Canadian Journal of Library and Information Practice and
Research 14, no. 2 (2019), https://doi.org/10.21083/partnership.v14i2.4623.
14. Laura Beauline-Stuebing, “U of Calgary Offers a New State-of-the-Art Home for a Massive Collection of West-
ern Canadian History,” University Affairs, University of Calgary, October 26, 2020, https://www.universityaffairs.
ca/news/news-article/u-of-calgary-offers-a-new-state-of-the-art-home-for-a-massive-collection-of-western-ca-
nadian-history.

Permeable Thinking and Design 15