Our library is a workable environment. It has undergone different changes to the learning space over the past 10 years. It was originally a K-12 library. However, with the growth of the school, other buildings (and libraries) have been built, and it now is ‘home’ to upper elementary and middle school students. There used to be a computer lab. Now the computers are gone as the school has embraced laptops, iPad and BYOD. Unfortunately when the lab went so did the walls, to ‘open up’ and create a sense of ‘space’. However, what this did was to remove the one space in the library that allowed for ‘quiet contained’ class sessions. Considering that there could be an upper elementary recreational lunchtime use at the same time as a middle school English class (and vice versa) this has been quite detrimental to learning due to noise levels (no soundproofing elements included in the original building).
It is this and the central area as you walk into the library that is not serving the purpose that it perhaps could. The central area appears to be a ‘waste’ of space – too much space that could be utilised in other ways perhaps rather than used simply as a thoroughfare.
Even at such early days, immersing myself in the course readings, what strikes me as important is taking the time to think on design in relation to the space. I mentioned in an earlier reflection about the need to have frameworks – to look at what is technically feasible and commercially viable (Brown, 2009). Budgetary constraints will ensure that any type of design focus will have to look at what is achievable at low cost, at least for the immediate future.
In addition to the above frameworks, a focus specifically on the needs of the different users is required. Kuratko states we need to design with the user in mind, and include the customer in the design process to allow for immediate feedback (2012, 110). This is echoed by Brown who remarks, ‘we need to return human beings to the centre of the story. We need to learn to put people first’ (Brown, 2009, 39). Furthermore, there needs to be collective ownership of ideas with sharing of responsibility (Brown, 2009, 27). One step we have already taken is to seek feedback from the middle school students particularly, either with post-it note ideas or sketches as to how we may look at a ‘redesign’ of this space. Teachers also need to be canvassed.
While my colleague and I have discussed possible scenarios, it will be interesting to see whether ‘client feedback’ corresponds with our ideas (see sketch). Within the constraints, we have considered moving shelves outwards to extend the learning space of the ‘classroom’, add high standing tables in this environment. This will reduce the thoroughfare, but extend the learning space. We also are considering adding more lounges and chairs near the magazine section. To begin.
So, this is the beginning of researching, seeking feedback, and documenting everything. As I mentioned, early days…
I do wonder about the role of design and the design process in the building and subsequent changes to the library environment. I think this is why designers are so important…was design thinking employed in the original and subsequent changes to the library space?
I also wonder if our library constitutes a wicked problem. That is, as Horst Rittel 1960s defined the term ”a class of social system problems which are ill-formulated, where the information is confusing, where there are many clients & decision makers with conflicting values & where the ramifications in the whole system are thoroughly confusing” (Buchanan,1992, 15).
References:
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. Harper Business. p.37.
Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 15.
Kuratko, D., Goldsworthy, M., & Hornsby, G. (2012). The design-thinking process in innovation acceleration: Transforming organizational thinking. (pp.103-123). Boston: Pearson.https://www.csu.edu.au/division/library/ereserve/pdf/kuratko-d1.pdf
Comments on Other Posts:
Wick’s Space: http://thinkspace.csu.edu.au/wicksspace/2015/07/24/blog-task-1/comment-page-1/#comment-2
http://thinkspace.csu.edu.au/riverflows/2015/07/24/52/comment-page-1/#comment-22
http://thinkspace.csu.edu.au/kylianns/2015/07/25/blog-task-1-room-for-improvement/
Reflections for a Digital Age 
It makes me sad that Libraries in the education sector are the spaces that become compromised. Books are still vital to the education of children, along with the variety of multimodal literacies available. I say stick with it. Gain as much advice and suggestions as you can to not lose this space and get the most out of this available space. It looks like it would be a wonderful shared space- standing stations, flexible moveable furniture, available technology and work/collaboration spaces- Tech lounges!! https://www.youtube.com/watch?v=POG9vhIZE-s
LikeLike
Hi Natalie
Yes, the space certainly gives us options. I enjoyed watching your link, thank you. I am wondering if ‘redesign’ has been one of the challenges over recent decades. Change for the sake of a ‘face lift’ without proper referencing to a design process?
LikeLike
Hello! I’m sure you are familiar with the challenges of working under the significant financial constraints of working with the school system. But as quoted in Kuratko et al. “without constraints, design cannot happen…” (2012, p. 110). And since hiring a designer to undertake this space is definitely out of the question, having you will be the next best thing!
Implementing the design process as you have begun to do will certainly help guide you in this project. I especially like your idea of canvassing the teachers in addition to the students. Maybe it will give them the spark to consider their own learning spaces. They may be able to give you advice on how to best implement crowd-control and group-space elements in your design.
LikeLike
Hi Taylor
thank you for your comments. Yes, I think it will be important to canvas the teachers. After reading some other blog posts this morning, I have realized that the table area is perhaps not as well utilized as it could be; and bringing teachers on board may help to change that. Not sure how best to canvas the teachers, but that I guess is part of the design process – at least heading in the right direction 🙂
LikeLike
Hi Yvonne,
I really think libraries are the spaces hit hardest by design reconfiguration in the current educational landscape. You succinctly pointed out the shift in focus and environment in your identification of your concerns for your space. I can certainly see the value in extending the learning space, however unfortunately you (and I) are limited by the nature of furniture designed for educational spaces. We can create viable learning environments in order to ensure effective learning if the issues of our costs and flexibility of usage, are addressed.
I guess that brings us back to what we need to happen in a learning and development space such as yours. When I think about learning and libraries I think about the learning in terms of the relationships and links students make in developing their self-knowledge of their passions and interests. “Relationships arise for students as part of the writing they do, the disciplinary practices they observe, and the research they perform. Developing insight from these relationships should be a focal point … to critically examine social contexts, to advance an awareness of the intertextual nature of discourse, to emphasize the importance of community for enabling and restricting the creation of new ideas.” (Ed Nagelhout, 1999, p288)
The design process has to allow for these factors, and your utilisation of a needfinding approach to your space I am sure will reap benefits for you.
Now we just need awesomely flexible, funky, affordable furnishings for our library learning spaces.
Cheers
Michelle
LikeLike
Hi Michelle
I think you are spot on that libraries are hardest hit with design reconfiguration. Libraries are such multi- purpose spaces that before you know it, the ‘powers-that-be’ have allocated the space to other short term or long term purposes whether a counsellor needs a room, or exams need a space (and therefore no other clients may use this space for the duration).
I also think, as you commented, that relationships are a focal point. The school library is the one place in the school where all school community clients – teachers, students and parents are welcome and come together as a nexus. Social contexts are thus essential within the library space. Also, students themselves use the library for multiple purposes – for individual and collaborative learning, for set ‘class sessions’ and the myriad recreational uses of reading, gaming, socialising, making (maker spaces) etc.
Your reference of Nagelhout, 1999, is very pertinent. Could you forward on the links to this particular article?
LikeLike
I hear your problem on how to create quiet spaces in what has become a very communal space. On the one hand I do think that libraries need to have that creative “centre of it all” buzz and be welcoming and non-shushing spaces. On the other hand there are so few spaces in a modern school where students individually or in small groups or even as a class can be for quiet contemplation or very concentrated un-interrupted work. I think some furniture designers are working on acoustic furniture (http://strongproject.com/acoustic-office-furniture-sound-absorbing) but it comes with some pretty steep pricing, which I’m not sure is within the realm of most school libraries!
LikeLike
Nadine
You are spot on. Libraries are communal spaces but yes they also need to be able to meet the needs of different users. It is interesting that in a student survey I undertook at a previous school, one of the major issues for the senior students was the ‘noise’ element. This led me to initiate an area as a “Quiet Zone” but then students and the librarians then had to be proactive in maintaining this as a designated ‘quiet’ space. I love the idea of acoustic furnishings. I hadn’t realized that design had moved forward this far. What a shame about the pricing! I wonder if components of ideas could be adapted? Just came across this Singapore company too: http://www.ambientlounge.sg/collections/acoustic-sofa-bean-bags-indoor
LikeLike
The technical and economically feasible constraints are some of the biggest hurdles to overcome when trying to make big changes. The evolving nature of the space over the past decade would probably not have been envisioned when it was built. That is an area that I find fascinating, how do designers/architects/planners determine long-term space designs
LikeLike
Hi Jacques
I too, see this as a fascinating area. I think this consideration for ‘long term’ and flexibility in space design is something that will be even more at the forefront of design than it has for decades. We have seen such fast (technological) change in society and schools, that I think the only constant, as the saying goes, is change. The research is there with learning and space. The schools are running to catch up or slow to do so. I understand the need and commitment for long term strategy plans in big organisations. But I wonder, that other innovative ideas may be pushed aside by the narrow tunnel vision until those five year plans have completed their cycle (and hopefully been achieved) rather than be adopted within other connecting plans such as Innovation Strategies (McIntosh, E. How to come up with great ideas, 2014).. Then perhaps the chance has passed or the school is again in a struggle to catch up….vicious cycle.
LikeLike
Hi Yvonne. I always enjoy reading your posts on the discussion forums and visiting your blog. This post is no different!
I love the fact that you are seeking feedback from the users of the space about how it could be better utilised. I look forward to reading about how that pans out. I do think that you are addressing one of those wicked problems that Buchanan (1992) mentions, and that you mention in your post, and that by seeking feedback from stakeholders, you are cutting through the confusion.
I was reading Nadine’s post above and started to think about how, at my school, the library was the first place to start pushing the design boundaries. Now it seems everyone wants a classrooms with different learning zones and inviting interiors. It now seems that the library has come full circle and needs to assist our students to find those quiet places. I hope this is the outcome in this case!
Buchanan, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5–21. http://www.jstor.org/stable/1511637
LikeLike
Hi Yvonne,
I understand what you mean about taking your time to think on design and I appreciate your understanding of budgetary constraints. Imagine what we could do with enough funding! As Kuratko & Hornsby (2012, p.111) state, we need to “accept constraints as part of the process” (funds, time, support), and accept the tension between “desirability, feasability and viability”. In other words, we need to aim for what we would like to achieve within the realities of our individual organisations. As you mention, the changes will need to be at low cost for the time being.
It doesn’t sound like a lot of design thinking went into the situation you currently find yourself in.
I understand that it would be difficult to teach in an open space without sound barriers. We have two ethics classes in the library at the same time (one at either end) and that is distracting enough and it is only half an hour. The ethics teacher decided to overcome some of these barriers by positioning a large portable whiteboard which blocks his students’ view from the other class. He was making a small design change with what he had available.
It is great that you are involving the community. In particular, the middle school students who will be using the space. I like your idea of post it notes for the purpose.
I look forward to following your progress and sharing ideas.
There is one problem I foresee with involving the community and that is managing conflicting and maybe opposing ideas. It will be interesting to see how this pans out for anyone trying to make changes.
All the best with your project.
Kylie
LikeLike
Hi Kathleen and Kylie
Thanks for your comments. I will be interested with the feedback too. My colleague is promoting the request to her English classes, but I think I may have to send out a message across all subject areas. Part of this first step is the promotion of the activity. I am not sure how to canvass the staff. I have already sent out a survey last term on digital citizenship which was an optional activity. With the pressure that teachers are under – it is difficult to seek informal feedback when it is not part of the ‘top down’ strategy plan.
LikeLike