Lack of commonly used vocabulary for informal learning environments hinders precise communication concerning what is observed, assessed, and understood about the relationship between space and learning. This study empirically extends taxonomies of terms and phrases that describe such relationships through content analysis of descriptions of completed library projects, concluding that focus and collaboration are the most prevalent terms. It also highlights how space affords learning. Study results will help practitioners and researchers to specify designs for improving library spaces, advocate for the value the library environment offers educational experiences, evaluate return on investment in renovation and construction, and contribute research toward understanding the relationships between learning and space.