Session 5 Library Spaces Planning for the 21st

12th Annual Library Leadership Institute
Library Leadership in the Asia Pacific Century
Shanghai, 16-20 May 2014
Library Spaces
Planning for the 21st Century
Howard Amos
University Librarian
University of Otago
Space Planning
Aim: explore aspects and components
Outcome: increased understanding of planning
Approach: sharing knowledge & building examples
Session outline
 10:50 – 11:30 Presentation
 11:30 – 12:00 Group Activity
 12:00 – 12:20 Group presentations
 12:20 – 12:30 Summary
Space planning for….
Campus wide focus
University statement
Major influence on staff and students
Long term investment
Capital intensive
The evolution of the Library as place
Freeman (2005)
Who informs Library as place?
[What service benefits clients]
Bennett (2007)
[What service clients want]
[What mission services clients]
What informs Library as place?
Radcliffe (2008)
Re-design imperatives
Changes in how teachers teach and
students learn
Move from print dominated resources
to online, anytime from anywhere
New support services, re-purposed/new
Back office functions minimised,
services consolidated freeing up space
Economic accountability
Do more with less, demonstrate
effectiveness and value for investment
Technology embedded in spaces.
Support for multi-media project work
New tools and technologies
Growth in environmental responsibility Energy efficiency, reduced carbon foot
Re-design imperatives
Embedded librarianship
Untethered Library
Part of the learning environment –
library as teaching space
Student centric services & spaces plus
online services
Access anywhere anytime
24/7 facilities
Multiple learning modes
Combined social and learning spaces,
flexible modular designs
Build collaboration and partnerships
Library and student support services
Library and teacher/researcher support
Planning activities
Planning to make it happen
What, how, when
Planning to make it a success
End state
Critical success factors
Deliver the sausage
Planning with Scenarios
Environment Assessment
Where are we now?
Where do we want to go?
Develop Options
Future end state  Vision
Environment Assessment
Current state
Executive support
Future needs
The University
The Library
Trends & Imperatives: the University
Accountability & responsibility
Fit for purpose/Meet a need
Environmentally responsible
Vision Response
Maximum return – shared facility
Reputation improvement
Trends & Imperatives: Academics
Changing ways of teaching and research
Types of spaces and their flexibility
Vision Response
Flexibility/multiple use of space
Better student outcomes
Trends & Imperatives: Students
New tools and new ways of learning
Pervasive technology
The untethered library - BYOD
Vision Response
Student centric layout and design
Modular spaces embedded technology
Trends & Imperatives: The library
De-emphasis of the collection
More student/academic space
Library space becomes University space
Vision Response
Room for formal to informal study spaces
Building the Vision
Learning hub
Social place - a campus focal point
Active and energising
Student centric
Untethered Library
Ubiquitous technology
Framing decision making
Life- cycle stage
Conception and design
Implementation and operation
What is the motivation for the initiative?
What does success look like?
What types of learning and teaching are
we trying to foster? Why?
What types of learning and teaching are
observed to take place? What is the
Space /
What aspects of the design of the space
and provisioning of furniture and fittings
will foster these modes of learning (and
teaching)? How?
What aspects of the space design and
equipment worked and which did not? Why?
How will technology be deployed to
complement the space design in
fostering the desired learning and
teaching patterns?
What technologies were most effective at
enhancing learning and teaching? Why?
Radcliffe (2008)
Realising the vision
Fit out
From Concept to Design Brief
Articulates the vision
Provides a rationale
Makes an ambition statement
Instructions to designers
Gives direction and scope
Sets out purpose and goals
Information Services Building
University of Otago
“reflecting a new IT rich image”
Information Services Building
Part of campus master plan
university vision
Links to campus & town
Student centric
Multiple & flexible use
University of Otago
Information Services Building
Case study: Information Services Building
 A clear vision and short design brief
 Strong business continuity
 More than just a Library
 A space that collects, connects and disperses
Case study: Information Services Building
 IT sophisticated building
 More seats, greater energy savings,
happier clients
 Staff on every floor
 Design signature
TU Delft Library
Technology University of Delft
“centre of belonging”
TU Delft Library
Strong linkages
Decoupled from books
rare books on display
Activate space for students
Campus Landmark
Deft University of Technology
Case study: TU Delft Library
 Vision of library as link
 At the heart of the University
 Past linked to the present
 Architectural beacon
Case study: TU Delft Library
 Ecologically sophisticated building
 Variety of student spaces
 Staff on the perimeter
 Life without books
The Saltire Centre
Glasgow Caledonian University, 2006
“Futuristic people-friendly learning space"
The Saltire Centre
Cutting edge design
Testing the boundaries
Learning centre
student hub
Self regulating & highly flexible
The Saltire Centre
Glasgow Caledonian University, 2006
Case study: The Saltire Centre
 Building as a series of layers
 Flexible space allowing reconfiguration
 More than just a Library
 A space for interaction, conversation & learning
Case study: The Saltire Centre
 Embedding technology
 Changes to staffing structure
 But where is this the Library?
 Re-branding the physical and virtual space
The Hive Worcester
University Worcester/Worcester City Council
“Shared vision – single community”
The Hive
University & Council partnership
Fully integrated
Well defined core values
Carbon neutral design
The Hive
Joint University/Public Library
Case study: The Hive
 Established strategic directions
 Strength in collaboration
 Strong vision of connections
 Learning as social activity
Case study: The Hive
 Shared services priorities
 Continuity of shares values
welcoming & inclusive
 Innovation challenges
 Different study zones
James B Hunt Jr Library
North Carolina State University
“a place not of the past but of the future”
James B Hunt Jr Library
University signature building
the future is NCSU
Communities of knowledge
Environmentally responsible
Flexible spaces
North Carolina State University
James B Hunt Jr Library
Case study: James B Hunt Jr Library
 Cope with technology change
 New ways to see & use information
 Technology focussed labs
 Traditional spaces
Case study: James B Hunt Jr Library
 Shared areas
Students and staff
 Wide consultation
Improve student facilities
 Design adaptions
Case study : University of NSW
“Never stand still”
UNSW Library
Not a green site
Long term architect
Campus wide initiative
Repurpose renovate redesign
UNSW Library
Case study: UNSW Library
 Consultation process
 Strong collaboration
 Structured landscape
 Multiple student zones
Case study: UNSW Library
 Library as third place
 Prime real estate reclaimed
 1800 new seats
 Study place & social place
Common themes
 Clear vision
 More than just a Library
 Iconic landmark
 Technology as catalyst
 Connecting learners
 Flexibility for change
 Interactions
 Space people
 Teachers students
Emerging trends
 Partnerships
 Shared space
 Competition
 Enabling technology
 Service delivery
 Integrated services
 Accountability
 Sustainability
Schaper (2012)
Why Evaluate
Validate reality
Assess impact
Articulate issues
Consider opportunities
Document the benefits
How to assess
Engagement with users
How to assess
Observation & feedback
Complex method
Mixed method
What to assess
How many courses, students, faculty are using the facility?
What is the cost of support for each hour of service or course?
Does the use or pedagogy incorporate innovations enable by technology?
Service quality
Can clients receive assistance they need with use of the facility?
Are students undertaking new types of assignments that enhance deeper
learning as a result of the availability of the facility?
Lippincott (2006)
Group activity: Prepare for business case
 Prepare for developing a business case for a new
 What are some of the things it must deliver on?
 How will you incorporate these into a design brief?
Group activity: Prepare for business case
 Work in groups for 30 minutes
 Note down points
 High level don’t get too detailed
 Presentation time is 5 minutes per group
 Assess changes and drivers
 Scenarios to keep the brief real
 Consider other builds
 Demonstrate return on investment
 Sustainability
 Keep the final outcomes in mind
 Explore partnership possibilities
 Re-envisioned end state
 Keep technology in its place
 Plan to evaluate
Bailin, K. (2011) Changes in academic library space: A case study at the University of New South Wales.
Australian Academic & Research Libraries December 2011 342-358
Bennett, S. (2007) Designing for uncertainty. Journal of Academic Librarianship, 33 (2), 165-179.
Fletcher, J. (2011) Breaking Down the Barriers – the No-Desk Academic Library. The effect of new
technologies on library design: building the 21st century library. IFLA 10 – 11 August 2011
Freeman, G. T. (2005) The Library as place: Changes in learning, patterns, collections, technology and use.
In Library as place: rethinking roles, rethinking space. Washington, CLIR.
Johnson, C. & Lomas, C. (2005) Design of the learning space. EDUCAUSE Review July / August, 16-28.
Lippincott, J. K. (2006) Assessing Learning spaces. Proceedings of the Library Assessment Conference.
Charlottesville, VA, September 25-27, 251-257.
Radcliffe D. (2008) Designing next generation places of learning: Collaboration at the pedagogy-spacetechnology nexus. The University of Queensland.
Schaper, L. (2012) New landmark libraries. IFLA Newsletter 2012 (1), 3-22.

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