Planning, Purpose, and Position Library Facilities
Slide 2
Use of Space What/how much do we know of how our space is used?
What do we want/need to know about use of space? What
metrics/measures do we rely on for studying our space? Do the ways
in which patrons use the library vary by location within the
facility (e.g., are the people using traditional library resources
and the people using the library for other reasons using the same
areas of the library or different areas)?
Slide 3
Studying the Use of Space Unobtrusive observation Sweeping
studies GIS mapping Surveys
Slide 4
GIS Mapping
Slide 5
Conceptualizations of Library View One Patron transaction is
central Library focus on information goods & control Role is
gatekeeper Success measured in investments and inputs View Two
Patron is customer Library focus service and connection Role is
assistant and guide Success measured in activities and outputs
Slide 6
Conceptualizations of Library View Three Patron is guest, focus
on experience Library goals is collaboration Role is partner
Success measured by impacts or outcomes- what happens as a result
of interaction with library? the user experience grounded in the
library as place suggests the need to examine the value-added
proposition of the role of the library in the life of the
intellectual community that is the basis for the modern residential
campus - Charles Forrest
Slide 7
Spatial Definitions Group learning spaces- spaces where
students take control and responsibility for their own learning.
Spaces not designed for delivery of library services or teaching.
Information commons- designed for the delivery of services and
instruction, but with the intent to foster active participation and
independent learning.
Slide 8
Space Planning Questions What is it about the Learning that
will Happen in this Space that Compels us to Build a Bricks and
Mortar Learning Space, rather than Rely on a Virtual One? How Might
this Space be Designed to Encourage Students to Spend More Time
Studying and Studying More Productively? For What Position on the
Spectrum from Isolated Study to Collaborative Study Should this
Learning Space be Designed?
Slide 9
Space Planning Questions How Will Claims to Authority Over
Knowledge be Managed by the Design of this Space? What will this
Space Affirm About the Nature of Knowledge (i.e. transfer or
construction of knowledge)? Should this Space be Designed to
Encourage Student/Teacher Exchanges Outside of the Classroom? How
Might this Space Enrich Educational Experiences?
Slide 10
Importance of Collaborative Space
Slide 11
Enriching Education
Slide 12
Characteristics of Preferred Study Spaces Convenience:
availability of materials and resources, necessary space to work,
parking Comfort: physical comfort, food & drink, being able to
listen to music, ability to take breaks Quiet: freedom from
distraction, silence, stillness
Slide 13
Redesigning Academic Libraries Today Plan/arrange the stacks to
make more room for the technology roles, such as multimedia
production once reserved for media services area Collections could
be found in: Browsable stacks Compact shelving Automated retrieval
system in inaccessible stacks (use the OPAC to browse ) Remote
storage
Slide 14
Redesigning Academic Libraries Today Want electrical power
everywhere: walls, seats, etc. Computer labs Network jacks
throughout; wireless access where wire is not feasible Let students
use technology from any seat in the library Library instruction
areas Faculty technology training areas
Slide 15
Secondary Questions Operations and processes- layout and
arrangement of workspace Human factors engineering Way-finding
Slide 16
Design Approaches Creating Space
Slide 17
Information Commons New type of physical facility specifically
designed to organize workspace and service delivery around the
integrated digital environment Coordinated and extended set of
study and workspaces offering an array of options from traditional
individual study to collaborative conference areas New importance
of a general information and referral desk, which functions as
first point of contact and general help center
Slide 18
Information/Learning Commons Sees technology changes as a
service and pedagogical issue Offers students and faculty
facilities and instructional support for mastering new technologies
Relies on a new degree of collaboration between libraries
(instruction/information literacy) and IT (user support) and Media
(production) May also student tutoring and/or faculty development-
Yields a collaborative learning environment in a learning
organization
Slide 19
Information/Learning Commons
Slide 20
Often involve some restructuring: Cross-training- evidence
suggests librarians need more substantive training in technology,
while IT requires training in service Reporting structure- changes
reported in about 30% of cases, with only 4 institutions reporting
a merging of library and IT. Substantial to high level of
collaboration necessary for success
Slide 21
Information/Learning Commons A flexible work space that
responds to rapidly-changing needs of a highly demanding user
community An array of technological options for the identification,
retrieval, processing (productivity), and presentation of
information in a variety of formats According to Bennett, a service
innovation that builds on traditional library roles of service,
access, and instruction
Slide 22
Marketing Design Seeks to understand and respond to patron
needs and preferences- regards information users as consumers
Design plans often start with staff needs Instead, learn more about
what students want, how they learn, how faculty teach, etc.
Slide 23
Marketing Design
Slide 24
In general Only 1/3 of students use the library with any
frequency and Most frequent use of the library is for quiet study
or use of computers- are not intrinsic to the library Students
preference is for early morning and late night hours, comfortable
seating, and food.
Slide 25
Marketing Design
Slide 26
With above knowledge, must decide who to respond to in
designing space: The 1/3 that already use the library? Or
should/can we plan design that moves us closer to the other 2/3? Is
this either/or?
Slide 27
Mission-based Approach May insist on students as learners above
all else (i.e. rather than information consumers) Design should be
primarily concerned not with services but with learning Focus not
on professional intentions of staff or preferences/behaviors of
patrons but rather on institutional mission of bringing together
students, faculty, and staff together.
Slide 28
Mission-based Approach Document learning behaviors in order to
decide if they support mission Develop spaces to support these
learning behaviors
Slide 29
Dealing with Loss of Space Library represents prime real estate
Loss of space may result in Forced weeding More focused collection
development Converting to electronic subscriptions Off-site storage
(policy/service considerations)
Slide 30
Dealing with Loss of Space Negative outcomesPositive Outcomes
Resistance to change/ impact on morale Loss of functional area
(i.e. group rooms, shelves, office space) Repurposed space may=
more traffic/centrality of library Renovations may result in new
equipment, updated facilities, more professional look. Chance to
revisit mission and outcomes
Slide 31
Green Libraries Immediate changes: Electronic subscriptions/
collections Digital record keeping Energy efficient electronics
Reusing and recycling Renovations might include Solar/ geothermal
heating and cooling Water conservation devices Eco-friendly
engineering
Slide 32
References Geographic Information Systems: Tools for Displaying
In-Library Use Data.By: Mandel, Lauren H.. Information Technology
& Libraries, Mar2010, Vol. 29 Issue 1, p47-52, 6p, 1 Diagram, 2
Maps; (AN 48049879) Geographic Information Systems: Tools for
Displaying In-Library Use Data. Academic Libraries as Learning
Spaces: Library Effectiveness and the User Experience Forrest,
Charles Georgia Library Quarterly, vol. 46, no. 3, pp. 7-10, Summer
2009 Academic Libraries as Learning Spaces: Library Effectiveness
and the User Experience Forrest, Charles Bennett, S. First
Questions for Designing Higher Education Learning Spaces. The
Journal of Academic Librarianship v. 33 no. 1 (January 2007) p.
14-26
Slide 33
References Bennett, S. Designing for Uncertainty: Three
Approaches. The Journal of Academic Librarianship v. 33 no. 2
(March 2007) p. 165-79