Learning Space Design Proposal
Introduction
This proposal is addressed to the stakeholders of this learning space. They include, the school principal, the Head of Curriculum, the school’s business manager, teachers and parents who form the P&C committee. Decisions made about the school library need to include these stakeholders because the library is a “working space”. It is used for a variety of programs and teaching of the curriculum. It is also used by students and the wider school community, therefore, representatives from these different areas should be included in the planning process (Sullivan, 2013, p, 46).
As stated in the Visual Map of this portfolio, there are positive and negative design aspects of this site. There are two library spaces used by the students at play time and by the teacher librarian during lessons. Although the shelves separate the areas, on busy days students of any year level spread across the entire library. This creates a noisy and crowded atmosphere. The lack of comfortable furniture to encourage quiet reading is limited. While the shelves are moveable, the places to which they can be moved are limited.
The aim of the design solution in this proposal, is to create designated spaces for students to meet the needs of particular age groups, and in turn promote and encourage more students to use this space. To begin the planning stage of the design solution, a charrette was carried out with students at this school. The results of this brainstorming session were collected and the positives, negatives and suggestions for the future, were identified and collated. These were instrumental while considering solutions to the design issues. The proposed solutions are outlined with a possible timeline, in addition to research that supports and justifies why this proposal should be seriously considered.
As stated in the Visual Map of this portfolio, there are positive and negative design aspects of this site. There are two library spaces used by the students at play time and by the teacher librarian during lessons. Although the shelves separate the areas, on busy days students of any year level spread across the entire library. This creates a noisy and crowded atmosphere. The lack of comfortable furniture to encourage quiet reading is limited. While the shelves are moveable, the places to which they can be moved are limited.
The aim of the design solution in this proposal, is to create designated spaces for students to meet the needs of particular age groups, and in turn promote and encourage more students to use this space. To begin the planning stage of the design solution, a charrette was carried out with students at this school. The results of this brainstorming session were collected and the positives, negatives and suggestions for the future, were identified and collated. These were instrumental while considering solutions to the design issues. The proposed solutions are outlined with a possible timeline, in addition to research that supports and justifies why this proposal should be seriously considered.
Charrette Process and Outcomes
Before exploring particular design problems, a charrette of the learning space was conducted. An adapted VAST heuristic was used and the target stakeholders were Year 6 students. These students were a mix of male and female, with a variety of learning styles and needs. The charrette was guided and led by the teacher librarian, who explained its purpose. Small groups of students were organised with pencils and post it notes. The teacher librarian clarified the headings on the board and asked the students to brainstorm for ideas they felt were in the realm of possibility at their library. As they brainstormed, they added their post it notes to the board, under the appropriate headings. At the completion of the charrette (Appendix 1) the teacher librarian collated the information onto a VAST heuristic table, to identify what students believed would improve the space. (Appendix 2)
Through this process the students identified some common issues, such as noise, lack of space, lack of comfortable furniture and not enough books in the collection appropriate for their age. They would also prefer an area that is away from the younger students to enable them to comfortably mingle, relax, study and read.
The following table shows the collated results of the charrette.
Through this process the students identified some common issues, such as noise, lack of space, lack of comfortable furniture and not enough books in the collection appropriate for their age. They would also prefer an area that is away from the younger students to enable them to comfortably mingle, relax, study and read.
The following table shows the collated results of the charrette.
It has been recognised that for future designing, a charrette would need to be carried out with more stakeholders, such as school staff including teachers, students, cleaners, teacher aides and administration staff. Those from the wider community such as parents, would also be required to take part.
Design solution
To enable the library to evolve into an area created to accept all students, more space is required. Moving the current computer hub area to another room in the library would help solve space issues. A meeting room next door to the library could house the computers and be redesigned as the computer hub. Furthermore, there are two access points to this room, one of which is separate to the main library area. This new area would encourage teachers to use this space more often and without fear of interfering with the teacher librarian’s lessons.
With the relocation of the computer area the movement of shelves is possible. This would allow more space to provide different areas for students. As a result, the following reorganisation of spaces and adjustments to the collection could be made.
With the relocation of the computer area the movement of shelves is possible. This would allow more space to provide different areas for students. As a result, the following reorganisation of spaces and adjustments to the collection could be made.
- Create a junior non-fiction collection near the junior fiction area.
- Create a fiction and non-fiction section for older students.
- A designated games area for younger students
- Quiet reading nooks and spaces for older students
- Area for older students to work in small groups
- Boxes for series of books in both junior and older fiction
- Furniture appropriate for different ages that allows easy access, areas are easily identifiable, easy to use.
- Shelving system – making it easier for students to find what they are looking for.
Suggested timeline
This design solution requires strategic planning and budgeting (ASLA, 2004). It is proposed that changes that can be made in the near future be attended to first and those requiring further planning be considered over time.
A suggested timeline is:
A suggested timeline is:
1-3 months
policies, collection, furniture
policies, collection, furniture
Writing a mission statement and collection policy is paramount and should be addressed first. Once a draft has been written, a committee needs to be formed to discuss the policies further, before their completion. The rearrangement of the collection can begin with the existing shelving. The shelving will be moved to create more defined areas between the junior fiction and the fiction sections of the library. In addition, a new junior non-fiction section will be created. Existing cushions, as well as purchasing a colourful mat and bean bags, will be placed in the junior fiction/non-fiction section.
6-12 months
computer lab relocated, create section for older students in the school, rearrange shelving and purchase new furniture
computer lab relocated, create section for older students in the school, rearrange shelving and purchase new furniture
The computer hub will be moved to the adjoining meeting room, apart from four computers in the far back corner of the library. The existing tables along the walls of the current lab will be removed and used in the new computer area. The existing shelving can be moved as necessary, to create more space for the junior fiction area and to enhance the fiction area. Existing furniture such as tables and chairs can be used to create study areas in the fiction area which will be enhanced by the computers in the far corner. Comfortable seating and beanbags can be purchased and placed in appropriate positions for individual, quiet reading. Four individual couches that are easy to move can be arranged facing each other around a low table, to provide a place for relaxed discussion. As more room will be created in the junior fiction area, the trollies holding the collections can be moved. Small tables and chairs can be purchased for activities such as puzzles and colouring.
Justification
This proposal and the suggested design solutions are based on The Standards of Professional Excellence for Teacher Librarians. There are twelve standards under the umbrellas of Professional Knowledge, Professional Practice and Professional Commitment. The main purpose of these standards is to ensure that there is continuing improvement with the professional practice of teacher librarians (ASLA, 2004). The standards state that teacher librarians are to “implement the vision of their school communities through advocating and building effective library and information services” (ASLA, 2004).
First and foremost, when addressing any design issues, the library’s mission statement needs to be at the forefront of designers minds when making decisions. When mission statements are created and are founded on the school’s mission (ASLA, 2004) the school library can then evolve into a learning environment that supports the “educational model” of our school and our students (Sullivan, 2004, p. 1). Creating a mission statement at this site is valuable and it is imperative that others become engaged in the planning process (Sullivan, 2013, p. 3). Using the process of a charrette that involves stakeholders provides evidence that is then used to “inform programs and services” (ASLA, 2004) and assists with identifying the issues that need addressing and how the existing library space will or will not support activities or programs. It is then that changes in the design of the library can be considered (Despenza-Green cited by Rudd, Gifford, Morrison & Facer, 2006, p. 3).
Long term, moving the computer hub to one of the library’s adjoining meeting rooms would further allow for design solutions to be enacted. More space to move shelving and create separate areas for students could occur. The arrangement of the furniture is important because it can hinder or disrupt the flow of the architectural space in the library (Edward, 2009, p. 55). Currently, the library has furniture that is easy to move and relocate, allowing this space to change according to needs at any given time. To encourage the use of the library for older students in the school, cost effective changes are possible in the near future. The types of activities that interest the older students would be enabled through the rearrangement of the collection and moving the current shelves to act as subdivisions within the library space (Edward, 2009, p. 60). Arranging comfortable furniture, such as bean bags and arm chairs that do not face each other allow students to read alone with privacy, whereas the arrangement of tables and armchairs facing each other, encourage contact and discussions amongst the students (Edward, 2009, p. 55). This in turn “fosters an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment” (ASLA, 2004). The purchasing of different styles of shelving, such as outward facing displays that can be attached to the walls or at the ends of current shelving will attract more attention and borrowing from students rather than the usual vertical shelving (La Marca, 2012, 29).
These changes provide students with ownership of this space and allows for the types of activities that are important to them. Thus far, the students have been somewhat disregarded in the decision making process and as they are one of the most important clients of a school library, their views need to be considered (Nair cited by Rudd, Gifford, Morrison & Facer, 2006, p. 12).
First and foremost, when addressing any design issues, the library’s mission statement needs to be at the forefront of designers minds when making decisions. When mission statements are created and are founded on the school’s mission (ASLA, 2004) the school library can then evolve into a learning environment that supports the “educational model” of our school and our students (Sullivan, 2004, p. 1). Creating a mission statement at this site is valuable and it is imperative that others become engaged in the planning process (Sullivan, 2013, p. 3). Using the process of a charrette that involves stakeholders provides evidence that is then used to “inform programs and services” (ASLA, 2004) and assists with identifying the issues that need addressing and how the existing library space will or will not support activities or programs. It is then that changes in the design of the library can be considered (Despenza-Green cited by Rudd, Gifford, Morrison & Facer, 2006, p. 3).
Long term, moving the computer hub to one of the library’s adjoining meeting rooms would further allow for design solutions to be enacted. More space to move shelving and create separate areas for students could occur. The arrangement of the furniture is important because it can hinder or disrupt the flow of the architectural space in the library (Edward, 2009, p. 55). Currently, the library has furniture that is easy to move and relocate, allowing this space to change according to needs at any given time. To encourage the use of the library for older students in the school, cost effective changes are possible in the near future. The types of activities that interest the older students would be enabled through the rearrangement of the collection and moving the current shelves to act as subdivisions within the library space (Edward, 2009, p. 60). Arranging comfortable furniture, such as bean bags and arm chairs that do not face each other allow students to read alone with privacy, whereas the arrangement of tables and armchairs facing each other, encourage contact and discussions amongst the students (Edward, 2009, p. 55). This in turn “fosters an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment” (ASLA, 2004). The purchasing of different styles of shelving, such as outward facing displays that can be attached to the walls or at the ends of current shelving will attract more attention and borrowing from students rather than the usual vertical shelving (La Marca, 2012, 29).
These changes provide students with ownership of this space and allows for the types of activities that are important to them. Thus far, the students have been somewhat disregarded in the decision making process and as they are one of the most important clients of a school library, their views need to be considered (Nair cited by Rudd, Gifford, Morrison & Facer, 2006, p. 12).
Universal Design Principles
La Marca (2010) states that “access is the primary function of any library” (p, 12). The design of this learning space needs to allow physical access for all users of the library, including those with physical disabilities. Additionally, a library’s resources need to be readily accessible (La Marca, 2010, p. 12). At present, the current shelving is too high for some students, therefore when purchasing new shelves, this needs to be a consideration. Additionally, the purchasing of outward facing shelves and utilising the ends of current shelving is a must. The purchase of boxes that are clearly labelled for series of books and placed at eye level for both the junior fiction and fiction areas will also allow students to find books easily. The use of coloured mats and the arrangement of furniture will provide visual clues as to the different spaces and how they are to be used, such as, areas for quiet reading compared to those available for activities.
Future focused learning space
When considering this proposal and thinking ahead into the future of this learning space, it is imperative we engage in discussion with our stakeholders, the students. Jilesk (2012) states that “changing learning spaces is much more than just putting a couch in a room or painting an accent wall. To create meaningful change, involves a variety of voices to bring richness and flavour to the design” (Jilesk, 2012). Furthermore, we need to continually evaluate the gap between where our students are today and where we want them to be as “21st century learners”. If continually rethinking and redesigning the library as a learning space “narrows this gap”, Sullivan states “it should be moved up the scale of importance” (Sullivan 2013, p. 46).
Conclusion
In conclusion, this proposal clearly outlines steps that need to be taken to attack the design problems at this learning space. Focussing first on the library’s mission statement, will provide a clear path on which the suggested solutions can be based. It is clear that using a charrette with stakeholders has provided valuable insight as to what design issues are apparent and prompted thought as to how they can be addressed now and further into the future. The suggested timelines provide clear options and knowing these are based on current trends and policy documents provides peace of mind that the focus for the redesign is for the intended users of this space. Finally, while addressing universal design principles and thinking of our students as 21st century learners, Johnson states that “the future is unpredictable, and alternatives need to be on hand so that plans can be modified as needed. Planning is the process of allocation and reallocating resources in response to change in the environment within the context of the library’s evolving mission and priorities.” (Johnson, 2014, p. 92)
References
ASLA. (2004). Standards of Professional Excellence for Teacher Librarians. Retrieved from:
http://www.asla.org.au/policy/standards.aspx
Edward, B. (2009). Libraries and Learning Resource Centres. 2nd Ed. Architectural Press: Italy.
Jilesk, T. (2012). A Variety of Voices: Innovative Learning Spaces Transform the Hartland-Lakeside School District. Design Share. Retrieved from: http://www.designshare.com/index.php/a-variety-of-voices-innovative-learning-spaces-transform-the-hartland-lakeside-school-district/
Johnson, P. (2014). Fundamentals of collection development and management. 3rd Ed. Facet Publishing: London.
La Marca, S. (2010). Designing the learning environment: Learning in a changing world. ACER Press: Victoria.
Rudd, T., Gifford, C., Morrison, J. & Facer, K. (2006) Futurelab: What if...? Re-imagining
learning spaces. Retrieved from: https://hal.archives-ouvertes.fr/hal-00190334/document
Sullivan, M. (2013). Library Spaces for 21st Century Learners. American Association of School Librarians: Illinois.
http://www.asla.org.au/policy/standards.aspx
Edward, B. (2009). Libraries and Learning Resource Centres. 2nd Ed. Architectural Press: Italy.
Jilesk, T. (2012). A Variety of Voices: Innovative Learning Spaces Transform the Hartland-Lakeside School District. Design Share. Retrieved from: http://www.designshare.com/index.php/a-variety-of-voices-innovative-learning-spaces-transform-the-hartland-lakeside-school-district/
Johnson, P. (2014). Fundamentals of collection development and management. 3rd Ed. Facet Publishing: London.
La Marca, S. (2010). Designing the learning environment: Learning in a changing world. ACER Press: Victoria.
Rudd, T., Gifford, C., Morrison, J. & Facer, K. (2006) Futurelab: What if...? Re-imagining
learning spaces. Retrieved from: https://hal.archives-ouvertes.fr/hal-00190334/document
Sullivan, M. (2013). Library Spaces for 21st Century Learners. American Association of School Librarians: Illinois.
Appendices
Appendix 1
Appendix 2
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