Critical Commentary
Introduction
The site in question and the focus for this critical commentary, is a library in an Education Queensland state school. The school caters for students from Prep to Year 6 and has approximately 950 students. The library was newly built in 2010, funded by the ‘Building the Education Revolution’ commonwealth funding. It is positioned on the outskirts of the other school buildings, next to two of the ovals.
This commentary will explore how the designing process of libraries relates to the wider education context, and then more specifically, how it relates to the learning space in question. The evaluation of the VAST Heuristic from the Tour page highlights the many positives of the library, however it also raises some concerns. These lie with the physical design of the library building. Due to its open plan style, the placement of the computer lab and lack of furniture, it is difficult to have different areas to suit different needs of the students, teachers and wider school community. It is difficult for staff and students to ‘find their own space’ without being inhibited by others. Using the findings from the VAST Heuristic, The Standards of Professional Excellence for Teacher Librarians and drawing on the work done by Susan La Marca (2014) and others, this commentary will explore how policies alone cannot guide decisions about designing school libraries. Rather, it is the activities and the users of these spaces, that need to be considered before the designing process takes place.
This commentary will explore how the designing process of libraries relates to the wider education context, and then more specifically, how it relates to the learning space in question. The evaluation of the VAST Heuristic from the Tour page highlights the many positives of the library, however it also raises some concerns. These lie with the physical design of the library building. Due to its open plan style, the placement of the computer lab and lack of furniture, it is difficult to have different areas to suit different needs of the students, teachers and wider school community. It is difficult for staff and students to ‘find their own space’ without being inhibited by others. Using the findings from the VAST Heuristic, The Standards of Professional Excellence for Teacher Librarians and drawing on the work done by Susan La Marca (2014) and others, this commentary will explore how policies alone cannot guide decisions about designing school libraries. Rather, it is the activities and the users of these spaces, that need to be considered before the designing process takes place.
Wider Community
To help guide teacher librarians and members of the school community in making decisions on the design of library spaces, there are a variety of policies to act as a guide. The Standards of Professional Excellence for Teacher Librarians has 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). The particular standard which applies to this site and is most relevant to the design problem is standard 2.1, the Learning Environment.
Excellent teacher librarians:
- create and nurture an information-rich learning environment which supports the needs of the school community
- provide access to information resources through efficient, effective and professionally-managed system
- foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment
- appreciate the dynamic nature of ICTs and their role in education
Whilst these standards tell what needs to be created, provided, fostered and appreciated, they do not address how the designing process of libraries should occur. Additionally, while these policies are created to guide decisions in designing, it is vital to remember that “a number of social, political, technological and cultural influences shape our perceptions of what a library is, should be, or could be” (Boyce cited by La Marca, 2003). Completing the VAST Heuristic highlights who and what is and is not valued in this particular learning space. La Marca (2014) highlights the importance of the teaching and learning that goes on in a library building, goes hand in hand with the actual building itself. Learning environments are “not just social and pedagogical: it is also physical” (p. v). These standards do not address the importance of space and how to use it. Goddard states this is a key factor in any design process (Goddard, 2009, p. 30)..
Implications On My Learning Space
In the particular instance of this site, such standards are considered important, however it is difficult to ascertain if these were considered or even in the forefront of the designers minds in the designing process. Through discussions with the teacher librarian at that time, the main design came from the BER. The only decision making done by the teacher librarian was the choice of furniture and the colour scheme.
Additionally, there were no and remains to be so, mission or value statements, on which to base the design. Here lies a problem. La Marca (2010) states that “all design decisions must be informed by mission statements or policy documentation… policy informs all aspects of the operations of a library and it must inform any design process” (p.8). Whilst the teacher librarian and principal visited other schools for their ideas, no policies for this site were referred to. Teachers were not approached and ideas were not discussed with staff. In his interviews, Goddard (2009) discussed his concerns of the BER and how they encourage “standardised” approaches to the design of new buildings rather than focus on the individual needs to schools, their educators and students. “If these spaces are going to work, we need to know what sort of educational interactions and practices we want to take place in them, and to build from that vision to design the spaces, resources and environments to support them" (Goddard, 2009, p. 30). For these reasons, we need what Torin Monahan calls the ‘built pedagogy’, the educational vision to underpin the design principles for the learning environment (cited by Rudd, Gifford, Morrison & Facer, 2006, p. 3).
Additionally, there were no and remains to be so, mission or value statements, on which to base the design. Here lies a problem. La Marca (2010) states that “all design decisions must be informed by mission statements or policy documentation… policy informs all aspects of the operations of a library and it must inform any design process” (p.8). Whilst the teacher librarian and principal visited other schools for their ideas, no policies for this site were referred to. Teachers were not approached and ideas were not discussed with staff. In his interviews, Goddard (2009) discussed his concerns of the BER and how they encourage “standardised” approaches to the design of new buildings rather than focus on the individual needs to schools, their educators and students. “If these spaces are going to work, we need to know what sort of educational interactions and practices we want to take place in them, and to build from that vision to design the spaces, resources and environments to support them" (Goddard, 2009, p. 30). For these reasons, we need what Torin Monahan calls the ‘built pedagogy’, the educational vision to underpin the design principles for the learning environment (cited by Rudd, Gifford, Morrison & Facer, 2006, p. 3).
Conclusion
In conclusion, before any design problems can be addressed, the lack of policies regarding mission and vision statements needs to be a focus. Additionally, a clear view and idea of the types of activities that are important to support the students, teachers and wider school community need to be assessed and considered. As Nair points out, “Schools’ most important purpose – learning – and their most important clients – children and the local community – are largely disregarded in the process of their creation" (cited by Rudd, Gifford, Morrison & Facer, 2006, p. 12).
These will help identify the issues that need addressing and how the existing library space will or will not support the 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).
These will help identify the issues that need addressing and how the existing library space will or will not support the 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).
References
ASLA. (2004). Standards of Professional Excellence for Teacher Librarians. Retrieved from:
http://www.asla.org.au/policy/standards.aspx
Goddard, T. (2009). Linking Pedagogy and Architecture. In Newton, Cl. & Fisher, K. (Eds). Take 8 Learning Spaces: The transformation of educational spaces for the 21st century. ACT: Australian Institute of Architects.
La Marca, L. (2003). Effective Learning Spaces: Inspiration for School Library Design. Victoria: School Library Association of Victoria Inc.
La Marca, S. (2010). Designing the Learning Environment: Learning in a changing world. Victoria: ACER Press.
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
http://www.asla.org.au/policy/standards.aspx
Goddard, T. (2009). Linking Pedagogy and Architecture. In Newton, Cl. & Fisher, K. (Eds). Take 8 Learning Spaces: The transformation of educational spaces for the 21st century. ACT: Australian Institute of Architects.
La Marca, L. (2003). Effective Learning Spaces: Inspiration for School Library Design. Victoria: School Library Association of Victoria Inc.
La Marca, S. (2010). Designing the Learning Environment: Learning in a changing world. Victoria: ACER Press.
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