View
9
Download
0
Category
Preview:
Citation preview
Revitalizing the Dana Porter Library
Group 3: Anik Brazeau
Christie Ledgley Ramyaa Mahinthan Annaka Willemsen
December 9, 2016 Sebastian Siebel-‐Achenbach DEI 623 Project Management
1
Table of Contents
Introduction 3
Project Parameters 4
The Library Now 4
Stakeholder Analysis 5
Research 6 Previous Library Research 6 Primary Research 7 Pedagogy Research 8
Our Vision and Four Pillars 9
Recommendations 9 Space Allocation 9
FLEX Lab 10 Computer spaces 11
Setting 11 Colour 11 Lighting 12 Sound 14 Furniture 15
Technology 16
How Our Recommendations Meet the Needs of Students 16
Project Management Approach 18 Why “Agile”? 18 “Scrum” Agile Framework 18 Tools for Agile Project Management 19 Scrum Team Roles 19 A Roadmap for our Scrum Approach 20 Attempting Agile Project Management 21 Demonstrating Agility 22 Lessons Learned 23
Appendix I: Primary Research 25 Interview Questions for Students 25 Results: Student Feedback 25
Appendix II: Research Performed by the Library 27
2
Appendix III: Current Floor Plans 28 Third Floor 28 Fifth Floor 28
Appendix IV: Proposed Floor Plans with Recommendations 29 Third Floor 29 Fifth Floor 29
Appendix V: Colour Palette 30 Works Cited 31
3
Introduction
Library staff from the University of Waterloo were invited to the DEI 623 class to pitch four
different projects, and the Library Revitalization Project for the Dana Porter Library is what
appealed to us as a team. During the pitch, the Library presented its vision for this project:
“[t]he 21st Century Library provides a space where the campus community feels welcomed
and encouraged to satisfy intellectual curiosity, meet with peers to collaborate, and
contribute to scholarship and research excellence.”1 The principles to help guide the
revitalization were listed as: accessible, durable, ergonomic, flexible use, functional,
inclusive, personal safety, sustainable, and wellness.2
Based on this pitch, we brainstormed our own vision for the 21st century library. This vision
is to “reimagine the Library as an inclusive learning space in the digital age.” We were also
asked to consider the Library’s strategic directions, which include “advancing research and
scholarship, enabling student success, new skills for new times, [and] new spaces for new
times.”3 Of particular interest to us was addressing the need for “new spaces for new
times”. With the Library reaching capacity, it is in need of creative solutions to maximize the
utilization of the space.4 Along with consideration of the Library’s strategic directions, the
University of Waterloo’s strategic plan offered us guidance. The University intends “to be
recognized as one of the most innovative universities in the world”.5
1 Library Staff, LEARN slide deck. 2 Ibid. 3 https://uwaterloo.ca/library/about/what-‐we-‐stand/strategic-‐directions. Accessed 30 November 2016. 4 https://uwaterloo.ca/library/about/what-‐we-‐stand/strategic-‐directions#space. Accessed 30 November 2016. 5 https://uwaterloo.ca/strategic-‐plan/, Accessed 30 November 2016.
4
Project Parameters
Regarding the scope of the Dana Porter Library Revitalization Project, there was no budget
given. In fact, library staff told us to focus on design and user experience, and not on money
or overall cost. The only constraints that were given were that we could not change the
footprint of the Library and that we could not reduce any of the student or staff space. We
also learned that the collection space would be reduced.
Regarding time frame, we had the entire semester to work on the project; however, by the
time the pitches were complete, most teams did not start until week 5. Our approach to the
Library Revitalization project was to follow the agile methodology of project management.
Although at times we lapsed into traditional project management, or waterfall, we quickly
steered ourselves back into agile. More information regarding the two methodologies,
including our experience with agile, and how we broke down our sprints in terms of timing,
will be discussed later in the report.
The Library Now
The Dana Porter Library is located on University Avenue at the University of Waterloo main
campus. It was built in 1965 and is known for its tall architectural presence from kilometres
away. The Dana Porter Library carries a large collection of books that primarily focus on the
arts, humanities and social sciences. This library represents a “coming of age” to the
university, by portraying Waterloo’s commitment into deeper areas of research6. The Dana
Porter consists of 10 floors with a combination of silent study areas, computers and
6 https://uwaterloohistory.wordpress.com/dana-‐porter-‐library-‐dp/. Accessed 5 December 2016.
5
collaborative space. However, the Library lacks resources relevant to today’s millennia.
With excessive amounts of out dated books, technology and furniture, the Library does not
reflect what the University of Waterloo stands for, the forefront of innovation.
The two floors being revitalized within the Dana Porter Library include the third floor and
fifth floor, which are both without a specific designation in terms of how the space is to be
utilized. Students have access to various resources here. The third floor is comprised of staff
space, stacks of periodicals, the Geospatial Centre, the FLEX Lab, the Peter & Betty Sims
Reading Room, printers and scanners (See Appendix III). Currently, student space is mostly
for individual study with many carrels and only two group tables. The fifth floor, which is a
slightly smaller area, is comprised of stacks of government publications, computers with
geospatial software, numerous group tables, and some individual study carrels (See
Appendix III).
Stakeholder Analysis
The revitalization of the Dana Porter Library will benefit the University of Waterloo’s
undergraduate and graduate student community, as well as faculty and staff. Currently,
there are over 36,000 undergraduate and graduate students at the University of Waterloo.7
Our recommendations reflect the feedback we received from students and library staff
throughout the course of this project. Students use this library to work on individual and
group projects, conduct secondary research, as well as use the space to study for exams.
Students also use the library’s facilities, such as the photocopier, scanner, printer, micro
projector, calculators, Ethernet cables, memory sticks (USB), headphones and much more.
7 https://uwaterloo.ca/about/who-‐we-‐are/waterloo-‐facts. Accessed 6 December 2016.
6
While considering student needs, we also tried to propose realistic recommendations that
were feasible and will hopefully be adopted.
Research
Multiple modes of research were incorporated into this project, including primary research
done by Library staff, our own primary research, and secondary research around modern
library inspiration, colour and design theory, furniture, sound and technology and the
pedagogy of blended learning. We completed this research by our second sprint in order to
have time to refine and add to the research. Findings are outlined in the pages that follow,
some of which are integrated in our proposed recommendations.
Previous Library Research
The Library had completed its own research regarding the space earlier this year, and they
made the results available via LEARN. They collected data via comment cards that were
available in study areas at both the Dana Porter and Davis Centre Libraries. In total, 98
comment cards were returned regarding the Dana Porter Library. The student feedback
gathered asked for more areas like the sixth floor (which was renovated approximately five
years ago), more group study space, better outlet placement, longer hours, and a quieter
atmosphere.8 For both libraries, students also mentioned they wanted more natural
light/windows, larger desktops, more silent/quiet areas, and a more lively, modern
atmosphere (See Appendix II).9 Visual scans were also performed in Spring 2016 by the
Library Revitalization Advisory Committee members, gathering high level impressions and
8 Library Staff, Summary of Results from 2016 Feedback, LEARN slide deck 9 Ibid.
7
identifying the areas that were most uninspiring and de-‐energizing on these floors10. In
terms of student space, these areas were represented by group tables on the third and fifth
floors and by the stacks of printed artefacts (See Appendix II).
Primary Research
As a team, we also completed our own primary research. We took several trips to the Dana
Porter Library. First, we completed a walkthrough of the space and we recorded video
footage of the third and fifth floors. We spoke with two librarians and asked our product
owner, Agnes Zientarska-‐Kayko, questions as they arose. Our second trip was to interview
students. We spent three hours on both floors speaking to over 45 students. We asked them
what they liked about the third and fifth floors, and also what they would change about
each floor if they could. Our results were similar to the feedback the Library staff had
received when they conducted their research. Common themes that were mentioned
included: everything is out dated and needs to be modernized, the space needs to be
warmer (regarding aesthetic, not temperature), there are too many books that are never
used, there is a lack of outlets and outlets are placed too low on the wall underneath
radiators, chairs are uncomfortable and old, and there needs to be more individual study
carrels in addition to more group study space. Although we visited the Library on a Friday
afternoon, we were able to observe that every individual carrel and most group tables were
occupied, demonstrating the need for additional seating. Our guiding questions and findings
are included in Appendix 1. While these results were not statistically significant, themes
were consistent and confirmed the research performed by the Library.
10 Ibid.
8
Pedagogy Research
Education has changed dramatically over the last 50 years due to new research and to the
emergence of better technologies. The role of academic libraries has also shifted; now the
Library space is more about incorporating technologies and various collaborative spaces,
rather than areas dedicated to print volumes and furniture solely for individual study.11
Further, “collaboration has received considerable attention in higher education instruction,
and many libraries now offer learning spaces to support group work.”12 As priorities in
education have shifted, there is an increasing emphasis on the need for students to be able
to communicate effectively and professionally using various media.13 New language is also
being used to describe libraries; they are becoming “makerspaces” or a “learning
commons”.14 In fact, “some learning commons incorporate services run by other campus
units, such as a writing or tutoring center, academic advising, or a technology help desk.”15
Having all of this support and information in one place is incredibly convenient and helps
support overall student success. Further, students should be at the centre of the Library’s
mandate. The Library space should be inclusive, following the Accessibility for Ontarians
with Disabilities Act (AODA) Standards but also making all patrons feel comfortable and
welcomed.
11 http://er.educause.edu/articles/2014/10/libraries-‐as-‐enablers-‐of-‐pedagogical-‐and-‐curricular-‐change. Accessed 29 November 2016. 12 www.slj.com/2008/11/technology/flip-‐this-‐library-‐school-‐libraries-‐need-‐a-‐revolution/?q=flip%20this%20library#_. Accessed 30 October 2016. 13 Ibid. 14 http://knowledgequest.aasl.org/learning-‐commons-‐theory-‐practice/. Accessed 29 October 2016. 15 http://er.educause.edu/articles/2014/10/libraries-‐as-‐enablers-‐of-‐pedagogical-‐and-‐curricular-‐change. Accessed 29 November 2016.
9
Our Vision and Four Pillars
Having performed primary research among Library users, secondary research regarding the
innovative practices of modern libraries, and pedagogy research, we established our own
vision for the project that grounded our decisions. We set out to “reimagine the library as
an inclusive learning space in the digital age”, and made our design decisions accordingly.
We envisioned the Library as a space with the following priorities for students, and these
four pillars represent the revitalized library of the future:
● Digital literacy ● Knowledge building ● Enhanced research ● Collaboration
Recommendations
Our recommendations, outlined below, focus on space allocation, setting and technology.
Space Allocation
The first aesthetic impression of a space should speak directly to the value statement and
overarching principles of an organization. To achieve our vision in accordance with the four
pillars, described above, we began with a redesign of the Dana Porter Library floor plans
(See Appendix IV).
Through the digitization and physical archiving of books that were in poor shape, or rarely
used, we were able to eliminate 50% of the shelving space (as per the Library’s directive).
This accommodates a greater number of students and opens up sightlines and more natural
light, all outcomes of our user-‐centric research. In addition, our proposed floor plan
10
adheres to the Accessibility for Ontarians with Disabilities Act (AODA), which the Library is
not in compliance with currently.
Further reallocation of the space was accomplished through modern furniture solutions and
by reconfiguring bookshelves to serve dual purposes as privacy walls and stand-‐up desks.
The stand-‐up study space is accomplished by refinishing the half stacks (short shelves) with
new surfaces, offering the students a space to spread out their study materials. This
alternative to sitting for long periods of time also supports wellness, one of the Library’s
priority areas.
New glass walled project rooms around the perimeter still allow natural light to flow into
the central area, while giving the students a quiet location to share ideas, practice
presentations and facilitate creative collaboration. These spaces would seat between 6–8
students and an online booking system would increase access and convenience.
FLEX Lab
Currently the FLEX Lab on the third floor serves only as an instructional space. To maximize
areas for collaboration, the lab should be open to general student use outside of class
instruction. This would be designed to support advanced research skills, peer assisted study,
and digital literacy. We recommend that the lab be equipped with digital displays,
whiteboards and interactive presentation technology. To improve digital literacy and
enhance research, we are also proposing additional technology training workshops offered
in the FLEX Lab.
11
Computer spaces
The desktop computer area on the fifth floor is home to geospatial software, a service that
is regularly used by students. In their current location, the desks with computers are in the
direct line of traffic of those coming off the elevator. It’s an awkward space that involves
many interruptions for those making use of the software. With the intent of improving
traffic flow and student concentration, we propose moving the desks forward by five feet to
be incorporated within the designated study areas.
Setting
Beyond the allocation and use of space, a number of other factors play an important role in
affecting the learning environment, including colour, lighting, sound and furniture.
Colour
Colour is an emotional and personalized experience for the viewer. From an interior design
perspective, the purpose of colour is to act as a guideline or cue as to how one should
behave and interact in a space. From a commercial or organizational standpoint, this means
the colour selection should clearly signify the values and intentions of a product or service.
According to the principles of colour theory, strategic use of colour can draw attention away
from the unappealing, toward an area of preference or attraction. It helps divide a space,
enhance a mood and even increase creativity and motivation.
With the intent of creating a cohesive look and feel, we selected a colour palette of three
shades and broke them down according to the 60-‐30-‐10 rule. Such a rule states that 60
12
percent of a colour palette should be the dominant colour, one that is slightly muted or
perhaps even neutral. 30 percent should be a colour that is slightly bolder, but not
overbearing, and 10 percent should be an accent colour. The accent colour is generally more
vibrant and is slightly less ‘timeless’ than the two foundation colours.
Our colour recommendations include a 60 percent use of white, a clean fresh palette for
inspiration; 30 percent cyan, a shade that is said to invoke concentration; and 10 percent
lime green, known to spark innovation and energy (See Appendix V).
Lighting
There is general agreement that the amount of illumination in a space can affect the
educational environment16. A variety of lighting that includes natural light, direct artificial
light and indirect artificial light is generally preferred 17. The challenge that arises is when
natural light is unavailable or unreliable, or too prominent, and when displays or projections
are near windows and require light to be controlled to eliminate glare that may become a
distraction18. Glare is the amount of light that reflects into the eye19.
Since the structure of the Dana Porter Library building is to remain unchanged, the narrow
windows must remain as they are. As such, we are recommending the application of
16 Steven M. Baule, Facilities Planning for School Library and Technology Centers, p.60 https://books.google.ca/books?id=v1iQ5xpM78EC&pg=PA61&lpg=PA61&dq=noise+reducing+technology+libraries&source=bl&ots=soEaD2XMvq&sig=aasKSnF88J2Px9GbJsh31wYDh6o&hl=en&sa=X&ved=0ahUKEwjk_u31xYrQAhWJxYMKHYTpCvoQ6AEIOTAF#v=onepage&q=noise%20reducing%20technology%20libraries&f=true. Accessed 30 October 2016. 17 Ibid. 18 Ibid. 19 Ibid, 61.
13
reflective anti-‐glare window film that is easy to install on smaller windows, and that will also
help reduce heat from the sun in the summer.20 This will eliminate the need for window
treatments, allowing more light into the Library. By removing these window treatments and
reconfiguring the space, more natural light will be able to enter the Library space. The
addition of the glass project rooms will also allow more light through to the middle of the
space.
Being able to control lighting in a given area is also important.21 Having multiple sets of
lights, for example on individual carrels for students to decide, is good practice.22 Our
secondary research on lighting supports the feedback received from patrons who are
searching for a bright and lively space to spend time. By implementing these changes,
patrons will experience greater visual comfort23, and may be encouraged to remain in the
space longer and be more productive.
Sound
Sound can be a major source of distraction. Because the Library is becoming a multi-‐purpose
space intended for individual study, as well as a place for collaboration and community,
sound must be controlled for the comfort of patrons: too quiet and the space discourages
collaboration and teamwork, too loud and it prevents individuals from focusing. Hard
reflective surfaces contribute to propagating sound in the space, which can be disruptive. 24
20https://info.engage.3m.com/Solar?WT.mc_id=CA_ODM_Redirect&WT.mc_id=promo.3m.com/rc/3MCAN/tenant. Accessed 30 November 2016. 21 Baule, 60. 22 Ibid, 61. 23 Ibid. 24 http://www.primacoustic.com/applications/library/. Accessed 5 December 2016.
14
A solution is needed that allows multiple activities to occur in the space simultaneously, in
order for this space to meet the changing needs of students, as education evolves.25
Further, the type of flooring can have a significant influence on acoustics. In a study by the
American Society of Interior Designers, carpet was found to absorb sound 10 times more
efficiently than flooring, which amplifies and projects sound.26 Carpet also has other
benefits: it warms up the space by providing insulation, and it eliminates another glaring
surface that can be distracting.27
To make the space as productive as possible we are recommending enclosing group
meetings in project rooms and blocking sound with other physical barriers, such as
bookshelves. Absorptive acoustic ceiling panels, which can be customized for any space, also
represent another solution to help control the noise level.28 Providing silent and quiet areas
must be a priority, since it aligns with the feedback received from students in primary
research.
25 http://www.primacoustic.com/applications/library/. Accessed 5 December 2016. 26 Cheryl Ann Cmiel BAN, RN, Dana Marie Karr BSN, RN, et al., “Noise Control: A Nursing Team’s Approach to Sleep Promotion,” 2004. American Society of Interior Designers,“Sound Solutions,” 2005. http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf. . Accessed 1 December 2016. 27 P. Madeleine, Voigt, M., and Arendt-‐Nielsen, L., Subjective, Physiological and Biomechanical Responses to Prolonged Manual Work Performed Standing on Hard and Soft Surfaces, Eur. J. Appl. Physiol. 77, 1–9 (1998). http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf. Accessed 1 December 2016. 28 http://www.primacoustic.com/applications/lecture-‐hall/. Accessed 30 October 2016.
15
Furniture
Furniture plays an important role in modern academic libraries. The library space should be
as flexible as possible to accommodate different functions and groupings.29 Ideally, furniture
will be lightweight so it can be moved on a whim. In our redesigned library space, we
focused primarily on movable, modular furniture. We incorporated curved lines in both the
shelving and the furniture to give the appearance of a larger, wider space. We varied the
size and shape of the tables as well: rectangular tables in the project rooms, and circular and
triangular tables in the main area of the third and fifth floor. As previously mentioned, we
repurposed the tops of the short stack shelves to include more stand up desk space.
In keeping with the Library’s priority of wellness, we introduced treadmill desks.
Treadmill desks are becoming increasingly popular, as physical and mental wellness move to
the forefront of conversation in the workplace and in educational institutions. These desks
have been shown to increase productivity, improve sleep and reduce stress levels.30 Our
new floor plans include the use of two such desks that will provide alternative study spaces,
to be offered on a first come, first serve basis.
Technology
Aligning with our vision to “reimagine the library as an inclusive learning space in the digital
age”, and with the trends in pedagogy, we paid particularly close attention to technological
solutions that could be integrated in our design to enhance student learning experiences.
29www.slj.com/2008/11/technology/flip-‐this-‐library-‐school-‐libraries-‐need-‐a-‐revolution/?q=flip%20this%20library#_. Accessed 30 October 2016. 30 http://www.forbes.com/sites/susanadams/2014/03/11/new-‐study-‐treadmill-‐desks-‐boost-‐productivity/#3ce96cb64c8a. Accessed 6 December 2016.
16
To help students succeed in their projects, we propose considering the following
technological tools that promote creativity, research, and collaboration: a ‘tech bar’ with
media equipment loans31, updated computers with ultra-‐wide monitors32, large displays for
collaboration in group project rooms, such as TVs equipped with HDMI or screen mirroring
technologies33, enhanced printing and copying services that also include binding and 3D
printing34, and interactive presentation technology.35
How Our Recommendations Meet the Needs of Students
To recap, our primary and secondary research indicated that students want improvement in
the following key areas:
● More study and collaboration space ● More natural light ● A modern and updated atmosphere ● An overall sense of inspiration and wellbeing
Through our recommendation to reallocate the space, and include dual-‐purpose and
modular furniture, we have addressed the need for increased student study and
collaboration space in the following ways:
Third floor:
● 42 more group seating ● 12 more individual seating ● 36 more stand up seating
31 http://www.kpl.org/tech-‐bar. Accessed 5 December 2016. 32 http://lifehacker.com/ultrawide-‐vs-‐dual-‐monitors-‐which-‐are-‐better-‐for-‐produc-‐1695967682. Accessed 6 December 2016. 33 www.computerworld.com/article/2824189/computer-‐hardware/10-‐mirroring-‐devices-‐let-‐you-‐present-‐without-‐wires.html#slide4 . Accessed 5 December 2016. 34 www.torontopubliclibrary.ca/using-‐the-‐library/computer-‐services/innovation-‐spaces/3D-‐design-‐print.jsp. Accessed 25 November 2016. 35 www.advancestuff.com/interactive-‐presentation-‐technology/. Accessed 25 November 2016.
17
Fifth floor:
● 24 more group seating ● 18 more individual seating ● 36 more stand up seating
The need for more natural light was addressed by removing window coverings and through
the arrangement of shelving for better sightlines. In addition to the addition of glass-‐walled
project rooms, solutions for an optimal balance of direct and indirect artificial lighting were
explored.
The request for a modern and updated atmosphere has been met with the exploration of
modular furniture that is both comfortable and durable in nature. The suggested use of new
technologies promotes the notion of enhanced digital literacy and the renewed colour
palette aims to promote a sense of inspiration.
Lastly, the point of wellness was met through the recommended use of stand-‐up study
spaces, and the implementation of treadmill desks. Compliance with AODA also supports
the accessibility initiative, one of the principle components of the revitalization project.
Project Management Approach
To complete this project ahead of the imposed deadline of November 30, we intended to
follow the “agile” project management practices, which were introduced to us early in this
course.
18
Why “Agile”?
“Agile” methodology provides ample opportunity to assess the direction of the project
through its development thanks to sprints or iterations, which require the team to present
part of a product.36 By abbreviating work into iterative cycles, more feedback can be
obtained, and the product is continually revisited and improved.37
“Scrum” Agile Framework
We attempted agile and the “scrum” methodology, more specifically, a framework often
employed in complex projects.38 In “scrum”, a product backlog is created; essentially this is a
list of prioritized tasks. The project is split into sprints, and a portion of these tasks are
expected to be completed and then should be ready to show a stakeholder. The process
continues, with multiple cycles or sprints until a final product is delivered to customer
satisfaction.39
Tools for Agile Project Management
We created an agile product backlog early in the process. This backlog was created on the
collaborative online platform Trello. Having a virtual scrum board on Trello facilitated the
process of prioritizing tasks and afforded visibility to items in progress during our process.
We inputted all items that we needed to accomplish and revisited the board weekly. This
living document was fluid and changed week-‐to-‐week. As we learned more about the
project and adjusted our approach, we would move completed tasks. As well, we
communicated regularly on Slack, a messaging app for teams, and localized all
36 http://agilemethodology.org. Accessed 4 December 2016. 37 http://agilemethodology.org. Accessed 4 December 2016. 38 https://www.scrumalliance.org/why-‐scrum. Accessed 4 December 2016. 39 https://www.scrumalliance.org/why-‐scrum. Accessed 4 December 2016.
19
documentation on the project in Google Drive. These collaborative technologies were
incredibly valuable to our success.
Scrum Team Roles
We assigned roles to our scrum team. We decided to have several scrum masters at the
start of the project, alternating every week in order to each gain experience in this realm.
The scrum master would be responsible for understanding the agile process, run short
weekly face-‐to-‐face meetings, remove roadblocks for the team, and also communicate with
our product owner, Agnes Zientarska-‐Kayko, at the Library, at least once per “sprint”.
In a typical agile project, the product owner is responsible for what is being built; they
represent the customer and accept or reject the backlog. This project differed somewhat, in
that the product owner provided less guidance, and did not offer us of feedback regarding
our backlog.
A Roadmap for our Scrum Approach
We broke down our project into “sprints” that each lasted approximately one week. Here is
a look at our sprint backlog:
● “Sprint 1” (October 5-‐October 19): Tour from librarians, notes and video
documentation of the Dana Porter Library’s third and fifth floors, creation of product
backlog, creation of scrum master schedule and task assignments for “Sprint 2”
● “Sprint 2” (October 20-‐October 26): In-‐depth secondary research on innovative
libraries, interior design, technology, colours, fabrics, library stacks, and furniture,
obtaining previously collected survey data and more details to narrow the scope
20
● “Sprint 3” (October 27-‐November 4): With a better understanding of the project and
its parameters we established a vision, decided on a direction and started working
on the final deliverable solution. Additional secondary research was done to fill in
any gaps identified in “Sprint 2”. We also asked the Library for the original AutoCAD
files.
● “Sprint 4” (November 5-‐November 11): A first floor plan redesign was sent to the
product owner and feedback was received. Primary research was done at the
Library, we collected our own qualitative data by talking to students who use the
Dana Porter Library space.
● “Sprint 5” (November 12-‐November 18): The floor plan was updated based on
feedback from product owner and students, presented and a second-‐round of
feedback from the product owner was received. Additional details regarding
accessibility standards were obtained, and we learned that compactable stacks were
not possible.
● “Sprint 6” (November 19-‐November 25): A new floor plan was presented and more
feedback received ahead of the final presentation. The number of seats in the
Library was broken down in terms of individual and collaborative spaces.
Note: Only sprints 4, 5, and 6 truly follow the definition of agile. These represent actual
shippable iterations presented to the product owner. Interestingly, but not surprisingly, our
sprints became shorter as we approached the deadline.
Attempting Agile Project Management
The application of agile theory was more challenging than we anticipated because this
project did not follow the typical format we had learned, which was more tailored for
21
software development. Nonetheless, it was valuable especially for certain parts of this
project. Our backlog provided us with a comprehensive list of priorities to do, it visually
confirmed what was in progress and what was complete, and who was responsible for what
task. We were also flexible in our approach, and tried to create as many iterations as
possible. We realized a couple of weeks into the project that we were actually inadvertently
following more of a traditional project management approach in this assignment. We had
developed a project plan (in the form of a list) and were following it closely. Not every
“sprint” produced a low-‐fidelity iteration of our final product; rather we had focused on a
sequence of tasks to get the project done. This approach on our part made more sense for
the tasks we had to accomplish at the beginning of the project. Research was necessary
before producing an “iteration” in the form of a “sprint”. Nonetheless, this was quickly
corrected, and, with only a few weeks to complete the project, we readjusted and embraced
the “agile” way. Once we received the AutoCAD files from the Library, we completed a
series of iterations quickly and sought feedback sooner. In reality, it was difficult to produce
multiple iterations with only a month or so dedicated to the project. Realistically, iterations
would have taken a couple of weeks and research had to be performed ahead of time.
Therefore, this project may not have been the most suitable for agile all the way through.
Demonstrating Agility
We were not hesitant to change our approach as we went along, in response to the external
factors that influenced our project, and we evolved with ambiguity.
An example of our agility and flexibility in our project plan was when we were at the Library
performing primary research. Our goal was originally to complete a series of in-‐depth video
22
interviews on camera. This was more challenging than we anticipated, and few students
were willing to be recorded. We modified our strategy on the fly, deciding instead to talk to
as many students informally, and offering incentive in the form of candy for just a few
recommendations written on a post-‐it note. This was a less intimidating setting for
‘research’, which the students embraced, and it happened because we did not stick to our
rigid plan. This allowed us to gather feedback from 45 unique individuals rather than just a
select few, adding to the credibility of our recommended solution.
We also pivoted from our original plan to create a physical mood board that would show
our recommendations to the Library in a visually compelling way. Our intention was to
obtain samples of materials such as furniture fabrics and carpet; however, upon contacting
the companies that supplied these materials, many of which were in the United States, we
found we were unable to receive items within such a short time frame and without setting
up a purchasing contract. We were able to change our approach because of our flexibility.
We were confident that our alternative, presenting the digital prototype, would work just as
well, because it did not sacrifice the overall quality of the final product.
As requirements changed and as we learned more about the project, we were able to pivot
and adapt to the changing needs of the Library. Near the end of the project, it was revealed
to us that the Library would be parting with 50 percent of the printed materials on both
floors, and so we adjusted our floor plans accordingly. We also learned partway through the
project that compact shelving solutions were not feasible and had to adjust accordingly.
23
Each of these examples demonstrates our team’s ability to respond to unpredictability.
Using this project management approach facilitated changes because these were value-‐
driven rather than plan-‐driven. Our ultimate objective was to deliver the product of utmost
quality to the Library; this value remained unchanged.
Lessons Learned
In conclusion, strong project management skills and flexibility within our team and our
processes allowed us to deliver a strong set of recommendations to meet stakeholder
needs. We were also able to collaborate on a continual basis with our product owner. We
increased our knowledge of both types of project management and the benefits they can
provide depending on the project. As well, after overcoming a learning curve with agile, we
realized that we achieved more in less time using this methodology, one designed to bring
problems to the forefront sooner.
In retrospect, alternating our roles as scrum master was probably not as effective, nor as
seamless for the product owner as it could have been, but it allowed us to deliver a product
through multiple iterations and rounds of feedback that aligned with our vision, which
remained stable. This also allowed each of us to gain experience championing the agile
process in a relatively low-‐risk environment.
24
Appendix I: Primary Research
Interview Questions for Students
1. What do you like about the Dana Porter Library? 2. If there is one thing you can change about the Library, what would it be? 3. How the space could be changed, improved, modernized? 4. Do you need more collaborative space, individual space, or both? 5. Would you use presentation practice space? 6. How do you find the noise level -‐ silent/quiet/other? 7. What do you use the Library for -‐ cramming, casual work, collaboration,
relaxation, other? 8. What is missing in the Library space?
Results: Student Feedback
Positive Feedback:
● I like the view (5th floor) (3rd year ERS) ● Reading rooms ● Computer access ● I use it to access books -‐ closer to where I live than University of Guelph where I
attend (Guelph, Master’s Landscape Architecture, 2nd year) ● 6th floor with green ● It’s quiet, that it has group study + individual carrols ● Like: cubicles, silent, privacy ● Silent room, computers (Alumni, Economics) ● Tables are nice (Sci Business 4A) ● I like the 6th floor design ● 3rd, 5th, 6th are my favourite floors to study (Sci Bus 4A) ● Like 3rd floor chairs (cubicles) (4th math/econ) ● 3rd floor -‐ like that it’s quiet (4th year Geography) ● Like it the way it is (4th Math/Economics) ● I like the quietness of the Geospatial Centre and how it’s never busy (3B
environment business) ● 3rd floor is my favourite because it is quiet ● Good mix of quiet group space (4th year geography) ● 5th floor: 2 people first time here : 1 person likes group study (1st chem eng) ● 5th floor likes computers, sees a lot of people/feels comfortable (4th arts and
business)
25
Suggested Improvements:
● Why is the library only open until 11, while DC is open until 12? (3rd year Biomed) ● Dirty tables / Tables that 3-‐4 people can sit at ● It’s hard to grab a table at peak hours, also hard to find individual space on the 3rd
floor, the 5th floor is too loud (it’s collaborative which is good but can get noisy, not sure if there’s a way to control sound) (Science and Business 4A)
● It needs to be warmer, it could have more computers, larger monitors, multiple monitors, need to rearrange computers so people are not going by, there is a lot of traffic on the 5th floor (Guelph, Master’s Landscape Architecture, 2nd year)
● 3rd floor: More couches, big screens for reading on computer (4th year Earth Sciences)
● More water filter station for water bottles ● Better outlets on 5th floor, nicer tables/chairs, update library to this millennia ● Need microwave (3rd year ERS) ● 5th floor: more group oriented, couches, more community based/collaborative,
more comfortable (4th year arts and business) ● Private areas (walls) for group projects (ERS 3rd year) ● Too many books on the 3rd that are out dated and I never use them! ● Seats -‐ more like the sixth floor (3rd year, ERS ● Couches, whiteboards ● Nicer washroom, better chairs, desks are wobbly, more convenience with outlets ● More comfy chairs everywhere, and living room like spaces ● Making it brighter potentially opening it up ● Better chairs (like the 6th floor), wants more comfortable (4th Arts and Business) ● Computer cubicles (3rd) ● Newer computers! ● Clean monitors! ● I don’t like how out dated everything is on the floors themselves like the stacks,
desks, aesthetics and furniture. (3B environment, business) ● During busy days, not enough cubicles ● 5th floor: water bottle filling station ● 3rd and 5th floor: better furniture, charging ports on desks ● More lounge area :) ● Extended hours (open later) (4th Math/Economics) ● Better water bottle, fill up (ERS, 3rd year) ● More interesting books (alumni, Economics) ● 5th floor: more open, bigger windows (1st year chem students) ● 5th floor: more big desks to work with other people and to have more space during
peak hours, better signage, water fountain doesn’t work -‐-‐ wants one like the 3rd floor (3B, 4A)
26
● 5th floor outlets on floor is gross (have to crawl on floor) (SciBus 4A) ● Outlets are not convenient, falling apart ● A lot more collaborative space: no space to study with groups ● No one uses the books ● Lack of outlets / convenience ● More group tables (3rd year biomed) ● Outlet space, too many books, more lounge areas ● More group rooms, TVs, flat screens ● 3rd floor: too many books that aren’t being used (4th year geography) ● More group tables (1st chem eng)
27
Appendix II: Librarian Research
28
Appendix III: Current Floor Plans
Third Floor
Fifth Floor
29
Appendix IV: Proposed Floor Plans with Recommendations
Third Floor
Fifth Floor
30
Appendix V: Colour Palette
31
Works Cited
Baule, Steven M. Facilities Planning for School Library and Technology Centers, p.60 https://books.google.ca/books?id=v1iQ5xpM78EC&pg=PA61&lpg=PA61&dq=noise+reducing+technology+libraries&source=bl&ots=soEaD2XMvq&sig=aasKSnF88J2Px9GbJsh31wYDh6o&hl=en&sa=X&ved=0ahUKEwjk_u31xYrQAhWJxYMKHYTpCvoQ6AEIOTAF#v=onepage&q=noise%20reducing%20technology%20libraries&f=true. Accessed 30 October 2016.
Cmiel, Cheryl Ann, BAN, RN, Dana Marie Karr BSN, RN, et al., “Noise Control: A Nursing
Team’s Approach to Sleep Promotion,” 2004. American Society of Interior Designers,“Sound Solution.” 2005. http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf. Accessed 1 December 2016.
Madeleine, P., Voigt, M., and Arendt-‐Nielsen, L., Subjective, Physiological and Biomechanical
Responses to Prolonged Manual Work Performed Standing on Hard and Soft Surfaces, Eur. J. Appl. Physiol. 77, 1–9 (1998). http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf. Accessed 1 December 2016.
Library Staff, LEARN slide deck. Continual Access. https://uwaterloo.ca/library/about/what-‐we-‐stand/strategic-‐directions. Accessed 30
November 2016. https://uwaterloo.ca/library/about/what-‐we-‐stand/strategic-‐directions#space. Accessed 30
November 2016. https://uwaterloo.ca/strategic-‐plan/. Accessed 30 November 2016. https://uwaterloohistory.wordpress.com/dana-‐porter-‐library-‐dp/. Accessed 5 December
2016. http://er.educause.edu/articles/2014/10/libraries-‐as-‐enablers-‐of-‐pedagogical-‐and-‐
curricular-‐change. Accessed 30 October. http://schools.natlib.govt.nz/school-‐libraries/effective-‐practice/pedagogy-‐library. Accessed
30 October. www.slj.com/2008/11/technology/flip-‐this-‐library-‐school-‐libraries-‐need-‐a-‐
revolution/?q=flip%20this%20library#_. Accessed 30 October 2016. http://knowledgequest.aasl.org/learning-‐commons-‐theory-‐practice/. Accessed 29 October
2016.
32
https://info.engage.3m.com/Solar?WT.mc_id=CA_ODM_Redirect&WT.mc_id=promo.3m.com/rc/3MCAN/tenant. Accessed 30 November 2016.
http://www.primacoustic.com/applications/library/. Accessed 5 December 2016. http://www.primacoustic.com/applications/lecture-‐hall/. Accessed 30 October 2016. http://www.forbes.com/sites/susanadams/2014/03/11/new-‐study-‐treadmill-‐desks-‐boost-‐
productivity/#3ce96cb64c8a. Accessed 6 December 2016. http://www.kpl.org/tech-‐bar. Accessed 5 December 2016. http://lifehacker.com/ultrawide-‐vs-‐dual-‐monitors-‐which-‐are-‐better-‐for-‐produc-‐
1695967682. Accessed 6 December 2016. www.computerworld.com/article/2824189/computer-‐hardware/10-‐mirroring-‐devices-‐let-‐
you-‐present-‐without-‐wires.html#slide4 . Accessed 5 December 2016. www.torontopubliclibrary.ca/using-‐the-‐library/computer-‐services/innovation-‐spaces/3D-‐
design-‐print.jsp. Accessed 25 November 2016. www.advancestuff.com/interactive-‐presentation-‐technology/. Accessed 25 November 2016.
http://agilemethodology.org. Accessed 4 December 2016.
www.ontario.ca/laws/regulation/r11191. Accessed 15 November 2016.
www.collab.net/services/training/agile_e-‐learning. Accessed 20 November 2016. http://agilemethodology.org. Accessed 4 December 2016. www.scrumalliance.org/why-‐scrum. Accessed 4 December 2016. www.scrumalliance.org/why-‐scrum. Accessed 4 December 2016.
Recommended