The digital age has fostered the rapid dissemination of Future Learning Spaces within the educational sector. Empirical studies examining learning processes relevant for the digital age within FLSs are needed, as scholarship has heretofore been overly reliant on anecdotal evidence or has struggled to keep up with innovative pedagogies. In an effort to advance this goal, we examined a knowledge building community that took place in a future learning space. Using responsibility-taking as an underlying concept, our findings are twofold. First, we applied a grounded methodology to elucidate the way students take responsibility over the online space (The Knowledge Forum), a vital structure that supports collective knowledge building. This resulted in a spatial responsibility-taking framework that includes 16 action-tool combinations. The second finding resulted from applying this framework alongside a knowledge building analysis of a group of students. We present the results from our micro-analysis, shedding light on different ways that spatial infrastructures and knowledge building can co-mediate one another.