This project reconsiders the role of children within the British Library as participants in, rather than observers of, knowledge production. Responding to the absence of permanent spaces for children, it challenges conventional models of learning centred on stillness and…
This project reconsiders the role of children within the British Library as participants in, rather than observers of, knowledge production. Responding to the absence of permanent spaces for children, it challenges conventional models of learning centred on stillness and desk-based study. Instead, the project explores adaptive memory as a form of knowledge acquisition, where movement, exploration, and spatial experience become tools for learning. A system of dihedral folding modules generates adaptable learning landscapes and transitional grey zones that mediate between adult and child modes of occupation, creating new possibilities for shared engagement with knowledge.
