12th Annual Library Leadership Institute Library Leadership in the Asia Pacific Century Shanghai, 16-20 May 2014

Library Spaces Planning for the 21

st

Century 二十一世紀圖書館空間的規劃

Howard Amos University Librarian University of Otago

Space Planning

Aim:

explore aspects and components

Outcome:

increased understanding of planning strategies

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

Collection Client Experience Connection

Freeman (2005)

Who informs Library as place?

Librarians

[What service benefits clients]

Clients

[What service clients want]

Institution

[What mission services clients] Bennett (2007)

What informs Library as place?

Pedagogy Space Technology

Radcliffe (2008)

Re-design imperatives

Imperatives/Trends

Changes in how teachers teach and students learn Move from print dominated resources to online, anytime from anywhere

Implications

New support services, re-purposed/new spaces.

Back office functions minimised, services consolidated freeing up space Economic accountability New tools and technologies Do more with less, demonstrate effectiveness and value for investment Technology embedded in spaces. Support for multi-media project work Growth in environmental responsibility Energy efficiency, reduced carbon foot print

Re-design imperatives

Imperatives/Trends

Embedded librarianship Untethered Library Access anywhere anytime Multiple learning modes Build collaboration and partnerships

Implications

Part of the learning environment – library as teaching space Student centric services & spaces plus online services 24/7 facilities Combined social and learning spaces, flexible modular designs Library and student support services Library and teacher/researcher support

Planning activities

Planning to make it happen What, how, when Opportunity?

Planning to make it a success End state Critical success factors Deliver the sausage

Planning with Scenarios

Environment Assessment Where are we now?

Trends/Imperatives Where do we want to go?

Develop Options Future end state  Vision

Environment Assessment

Current state Executive support Future needs The University Academics Students The Library

Trends & Imperatives: the University

Accountability & responsibility Impact 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 Impact 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 Impact 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 Impact 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 Collaboration

Framing decision making

Life- cycle stage Conception and design Focus Overall Pedagogy 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 evidence?

Space / Environs

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?

Technology

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 Concept Brief Design Engineer/Build Fit out Activate Evaluate

From Concept to Design Brief

Concept Articulates the vision Provides a rationale Makes an ambition statement Brief 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 Empirical Observational Ethnographical?

How to assess

Observation & feedback Immediate structured/unstructured Ethnographical Complex method Longitudinal Mixed method

What to assess

MEASURE Extensiveness EXAMPLE

How many courses, students, faculty are using the facility?

What is the cost of support for each hour of service or course?

Efficiency

Does the use or pedagogy incorporate innovations enable by technology?

Effectiveness

Can clients receive assistance they need with use of the facility?

Service quality Usefulness

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 library   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

Summary

     Assess changes and drivers Scenarios to keep the brief real Consider other builds Demonstrate return on investment Sustainability

Summary

     Keep the final outcomes in mind Explore partnership possibilities Re-envisioned end state Keep technology in its place Plan to evaluate

Acknowledgements

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-space technology nexus.

The University of Queensland.

Schaper, L. (2012) New landmark libraries.

IFLA Newsletter 2012

(1), 3-22.

Images

www.images.otago.ac.nz

inhabitat.com

www.flickriver.com/photos/jiscinfonet www.maratarchitect.com

eunivercitiesnetwork.com

inhabitat.com

www.mecanoo.nl/ www.bdp.com

www.glasgowarchitecture.co.uk

www.wikipedia.com

www.worcester.ac.uk

www.smye-holland.com

www.dezeen.com

centralnc.twcnews.com

stackoverflow.com

www.architravel.com

www.ise.ncsu.edu

tapthatunsw.wordpress.com

www.larznimmo.com

www.unsw.edu.au