Library Spaces

Library Spaces

            This was a fascinating group of articles, blogs and video. There were too many to talk about each one, but I will say, I learned an awful lot about creating a learning commons. There were some remarkable examples of creative, exciting and inviting library spaces in the videos. I loved the openness of so many of the libraries and the colorful pictures and words on the walls. One of my favorite libraries had a big dragon on one wall and a castle on another with open seating that made me want to just sit down and read a book or watch a puppet show.

            The big idea I came away with is that there is no one design that works for every library. Each school library was different and yet, striking and inviting in different ways. There were some good design principles laid out, like make your space flexible, put things on wheels, buy comfortable seating that can be easily moved, put in a lot of outlets all over the library, so the students can recharge their iPhones, laptops and other electronic devices. Figure out first what the different needs of the learners are, then plan the space. I loved the fact that so many of the libraries created social areas where students could hang out, talk and play video games, but they also had small-group work spaces, event spaces, computer labs and video labs.

            Each library took the time to find out what the students and staff needed to build a community of learners that is alive, excited and dynamic. I can’t wait to see what the future holds for libraries if these are the libraries of the future.

Citation:

“Library Spaces.” Elementary Library Routines. 27 May 2011. Web. <http://elementarylibraryroutines.wikispaces.com/Library+Spaces>

Lori Jane Perdew

LIS 5240

Theory into Practice—Rolf Erikson on Third Place Libraries

Theory into Practice—Rolf Erikson on Third Place Libraries by Rolf Erikson

            Rolf Erikson calls the library “the third place.” This means a place where students want to hang out and have conversations. He goes on to talk about the renovated library at Chelmsford High School in Massachusetts. He believes that the library is a success for two main reasons—the first is the sheer space of the place (12,000 square feet), and the second reason is that the staff involved in the re-design was eager to create a place that would draw students in.

            They created a comfortable place where students could hang out with their friends, drink coffee and discuss things that are important to them. Erikson believes that by creating these friendly, comfortable spaces, the academics will improve also. He says that a library doesn’t have to do things on the scale of Chelmsford, but with a few minor changes, any library can create that “third place” and hopefully create excitement amongst the students and staff. I thought he made sense. I want students to come to the library just to hang out and chat, play video games and read. The more students I can get to come into the library the better. For if they are comfortable in the library in social situations, then the more comfortable they will be when learning in the library.

            The one thing I hated about where I worked last year, is that whenever a group of students had detention or had to stay at school instead of going on a field trip—they always sent them to the library. I felt that it reinforced to the students that the library is where you go when you are bad. I’ve been trying to get them to put them into a classroom or some other space other than the library, but it hasn’t worked so far. I won’t keep trying to change that fact.

Citation:

“Theory into Practice - Rolf Erkison on Third Place Libraries.” The Blue Skunk Blog 18 Feb. 2009. Web. 28 May 2011.

 <http://doug-johnson.squarespace.com/blue-skunk-blog/2009/2/18/theory-into-practice-rolf-erkison-on-third-place-libraries.html>

Lori Jane Perdew

LIS 5240

Library Design—Flexibility and the Future by Doug Johnson

Library Design—Flexibility and the Future by Doug Johnson

Fact: Technology will change and resource formats will change. School libraries must plan for future changes. One way to do this is to try to design your library space so that it can change or be re-arranged as easily as your technology will. Make sure there are plenty of outlets and if you can arrange it, try to place classrooms next to your library, so if you need more space in the future, you might be able to incorporate the classrooms into your space. Or make sure the library is next to an outside wall, so you could eventually add on if needed.

Don’t try to plan for technology that isn’t here yet. Things change so rapidly, that the technology that you plan for, for the future, may never happen.  The important design lesson: Make your space flexible! I think everything on wheels is a good policy. I learned that from working at Borders. The corporate offices would plan a fixture move and nothing was on wheels, so it was a nightmare moving books and shelving units. Also, if you can have removable walls, it might make things easier in the long run.

Citation:

Johnson, Doug. “Library Design - Flexibility and the Future.” The Blue Skunk Blog 14 May 2008. Web. 28 May 2011.

 <http://doug-johnson.squarespace.com/blue-skunk-blog/2008/5/15/library-design-flexibility-and-the-future.html>.

 Lori Jane Perdew

LIS 5240

LibraryWorks: Helping Libraries Prosper

LibraryWorks: Helping Libraries Prosper, October 2009, Best Practices, School Library Design by WBDG Staff

            School libraries are different than other types of libraries because they are housed inside of another building and they usually house other things like classrooms and computer labs. They are usually smaller than other libraries and so planning the space for the present and the future needs is very important. A librarian must plan for different activities that go on in the library—students reading, working on projects, working on computers and meeting are just some the activities.

            There are so many things to consider from lighting needs, electrical needs, wall adjustments, acoustics and cable connections to just name a few. With computers, there is the need for servers, cable connections, outlet needs and surge protectors. There are the needs for distance learning and for students with disabilities. There are local, state and national codes and standards that must all be followed as well.

            It is imperative that any physical changes to a library needs to be planned out in great detail first and an architect and contractor should be included in the discussions.

Citation:

“Best Practices - School Library Design.” LibraryWorks Oct. 2009. Web. 27 May 2011. <http://www.libraryworks.com/LibraryWorks_Supplements/1009/BP_School_Library_Design.htm>

Lori Jane Perdew

LIS 5240

Five Design Feature Must Haves for My Library Learning Commons

 Five Design Feature Must Haves for My Library Learning Commons

Lori Jane Perdew, LIS 5240

            I envision at least seven distinct areas of the library:

1)      As you walk in the door, the first area would be the social networking area. It will have comfortable and colorful seating, arranged in little groups or clusters with small tables. All the furniture will be easy to move on the carpet. There will be some individual computers on casual tables so multiple students can congregate to play video games or do other things. I would love to have a designated space within this space for a Wii system. I still don’t think that I would allow food and drink in this space. I would also provide a few cushy chairs with built in mini tabletops for students to use individually for laptop or reading use.

2)      The second area would be the group work stations. Again, this would still be casual. I think I would have a few booths with tables (all on wheels) and some sled type chairs and tables. This area is where small groups of students can gather and work on projects with or without their teachers. There will be a lot of outlets and floor boxes to hold cables and provide outlets to all students and their laptops or to the computers provided in the library. The furniture here would be more grouped together to create areas where at 4 or more students (up to about twelve or so) would be able to work together on projects.

3)      I would definitely want an area where things like special events, lectures, and presentations can be held and larger classes can come to work and collaborate. This area would have removable walls so it can be made as large or as small as is needed. I would have comfortable sled chairs and some foldable tables, so if there is a need for laptops or other computers, then the tables can be arranged. I would definitely not have just rows of desks and chairs. I would like to have at least one wall as a white board wall, where students can work on problems and leave there for someone else to continue.

4)      I would also have a multimedia lab where students and teachers can film and/or edit film and also learn how to use the equipment. This would be a separate area with removable walls or glassed in so I could see if the students needed help with anything. I would definitely want some type of walls.

5)      I would have a computer lab with computers/laptops so teachers could bring groups down to work on projects. Like the multimedia lab, it would have some type of walls. I think I would probably have glass walls and a door to the corridor so the teacher could bring the students directly into the computer lab without having to go through the library.

6)      I would also have a small area designated as the study area where there would be small alcoves with the chairs mentioned above that have the tables attached. This would be a place for students who need to come to the library to work and study individually and who prefer a quiet environment.

7)      I would still like to have a service desk and a workroom/storage area. The service desk would have a computer and chair, but I wouldn’t want it too big, as I would hope that I or my aide would be able to take turns roaming around and checking to make sure no one needs help. I would like an area where we could repair books and store expensive equipment. I would like to have both wire and wireless internet access throughout the library learning commons.

So, the five significant design features must be: casual, comfortable furniture that can be moved or folded; removable walls; tons of outlets and floor boxes to hold cables; lots of color (not necessarily a lot of different colors, but not a lot of white, beige or institutional green); and low and high technology—white boards, e readers, lots of computers/laptops, mobile devises, whatever is needed to inspire creativity and collaboration.

            I would still have books in my library (mostly fiction), but I would have the shelving units on wheels and not really tall (unless against the wall). I think the biggest thing is to provide a welcoming, comfortable working and socializing environment that is very flexible and fluid. Then, I think, the library learning commons can and will be “the place to be.”

Works Cited:

“Habits and Habitats: Introducing the IDEA.” Online Posting. YouTube, 4 Feb 2011. Web. 24 Jun 2011.

http://www.youtube.com/watch?v=j0iKZZGSRqw

 “JISC-Libraries of the Future.” Online Posting. YouTube, 29 Jun 2009. Web. 24 Jun 2011.

http://www.youtube.com/watch?v=UjoJd_uN-7M

 McMullen, Susan. “U.S. Academic Libraries: Today’s Learning Commons Model.” PEB Exchange (2008).        

http://www.oecd.org/dataoecd/24/56/40051347.pdf

 “The Collaborative Learning Commons Video.” Online Posting. SchoolTube, 5 Jun 2011. Web. 24 Jun 2011.

http://www.schooltube.com/video/2a138405ea18f0630b05/The-Collaborative-Learning-Commons

3 of the 5 Blogs (Sorry, haven't finished the others yet)

An Inspired and Inspiring Sharing by David Warlick

            David Warlick went to an event for the Ohio eTech ARRA Grant recipients. There he listened to former grant recipient-teachers, tech facilitators and administrators talk about some of the pros and cons of a “tech-rich” classroom. They discussed what surprised them—parent resistance was an issue at first but after a very thorough discussion with parents, they mostly came around to the new technology. The teachers also talked about how surprised they were with the quality of the work the students performed. Apparently the students who didn’t seem too interested in working on their assignments before, were a lot more interested in the work now.  If that isn’t a reason to use more 21^st-century technology, I don’t know what is. They mentioned how easy it turned out to be for the teachers to learn and use the new technology.

            Everyone was excited about the fact that some students started taking on different responsibilities in the classroom and on team projects. Teachers started seeing some skills in their students that they hadn’t noticed before. And teachers started teaching differently, incorporating new technology in some of their things like reading assignments and that created more interactive learning.
            I loved that one principal said that he used to worry when he saw a group of students all congregated together and he didn’t see a teacher. He naturally assumed that would mean trouble, but now he thinks, “What are they learning right now?” (Warlick) What a change of thought and, probably attitude on both the students and the principal. Not everyone liked the change in teaching style. Apparently there were some students who received good grades (notice I didn’t say learned a lot through the old style) who suddenly weren’t doing as well. They wanted someone to tell them what to do and what to think. They didn’t want to actually have to think, just memorize.

Citation:

Warlick, David. “An Inspired and Inspiring Sharing.” 2 Cents Worth 24 Jun 2011. Web. 24 Jun 2011.

Building the Future of Libraries Now with Enchantment and Participatory Learning by The Unquiet Librarian

The Unquiet Librarian shares her vision of the future of libraries in this video presentation.  In this video presentation, she asks

·         How can we change people’s perceptions of the library—the mission and the purpose of libraries?

·         Create meaningful, learning experiences?

·         Building a learning community?

·         Allow children more ownership of their learning and their questions?

·         Build partnerships and keep them growing?

·         Take the library to the learning community?

·         Explore new types of learning?

·         Help students find what they are passionate about?

·         Create wonder and delight in our students?

She says it can be done through two very powerful concepts: Enchantment and Participatory Learning. She then gives you a lot of “e” words: embed, empower, engage and enchant. If you click on the Enchantment link, it sends you to Guy Kawasaki’s blog and you can find out what he thinks about enchantment.

This video is just a “teaser” she created to let you know what she’ll be talking about at ISTE next Tuesday. She’ll be talking about the future of libraries and learning. Even though there were not a lot of words in this blog, I thought the video was powerful and asked a lot of important questions that all librarians need to ask.

http://www.google.com/reader/view/?hl=en&tab=wy#stream/feed%2Fhttp%3A%2F%2Ftheunquietlibrarian.wordpress.com%2Ffeed%2F

Citation:

Hamilton, Buffy. “Building the Future of Libraries Now with Enchantment and Participatory Learning.”  The Unquiet Librarian 20 Jun 2011. Web. 24 Jun 2011.

New Webinar: Delivering Innovative Mobile Services through Your Library by Meredith Farkas

Five years ago, Meredith Farkas didn’t find many libraries that accommodated mobile devises or seemed to think it was necessary. Now libraries across the country are all scrambling to provide access and service for smart phones, including apps for their digital collections. She is offering part one of a two-part webinar, entitled, “Delivering Innovative Mobile Services through Your Library” on July 21, 2011 at 2:30 pm EST. The second part will be on July 28^th at 2:30 pm EST. Part one will cover trends in mobile technologies of interest to librarians and the second part will cover specific apps and she will have lots of examples. She is excited about the webinar and showing getting librarians excited about the wonderful things going on with smart phone technology.

http://meredith.wolfwater.com/wordpress/2011/06/22/new-webinar-delivering-innovative-mobile-services-through-your-library/

Citation: Farkas, Meredith. “New Webinar: Delivering Innovative Mobile Services through Your Library.” Information Wants to Be Free 22 Jun 2011. Web. 24 Jun 2011.

New Study Says Freedom & Autonomy More Important Than Money (& Classroom Incentives?) by Larry Ferlazzo

New Study Says Freedom & Autonomy More Important Than Money (& Classroom Incentives?) by Larry Ferlazzo

            The American Psychological Association published a report including data from 63 countries that basically concluded that having freedom and autonomy are even more important to most people than material wealth. Researchers at Victoria University in Wellington, New Zealand studied this question of which brings more happiness, freedom and autonomy or money? They used three different psychological tests—a general health questionnaire, an anxiety inventory test and a burnout inventory test—to determine the answer to this question. They studied data from 420,599 people from 63 different countries over a 40 year span. They determined that, “money leads to autonomy, but it does not add to well-being or happiness.” (APA)

If this data is true, then maybe students would learn better if they had more say in how they are taught and in what they are taught and are motivated to learn from a place of well-being, rather than rewarded or punished for their learning behavior.

He links to the study and another article he has written on motivating students. He only had one response to this blog. “Caitlin” basically asks how we can give something they don’t have when teachers themselves have less and less autonomy and that hampers creativity and innovation. And I agree with her. It’s hard for teachers to accomplish much more than just getting through what they are required to teach for the standardized tests. If children were allowed to have more say in how they learn; they might actually learn accountability and become excited about what they are learning. With no say about much of anything, some students can become frustrated and give up because they learn a different way than other students or they learn more slowly.

            We need to allow them the freedom to explore their world and take charge of their learning experience, then we might have a chance to develop motivated students eager to learn more.

Citation: Ferlazzo, Larry. “New Study Says Freedom & Autonomy More Important Than Money (& Classroom Incentives?)” Larry Ferlazzo’s Websites of the Day . . .16 Jun 2011. Web. 17 Jun 2011.

http://larryferlazzo.edublogs.org/2011/06/16/new-study-says-freedom-autonomy-more-important-than-money-classroom-incentives/