1. Planning, Purpose, and Position Library Facilities

2. Use of Space What/how much do we know of how our space is used? What do we want/need to know about use of space? What metrics/measures do we rely on for studying our space? Do the ways in which patrons use the library vary by location within the facility (e.g., are the people using traditional library resources and the people using the library for other reasons using the same areas of the library or different areas)?

3. Studying the Use of Space Unobtrusive observation Sweeping studies GIS mapping Surveys

4. GIS Mapping

5. Conceptualizations of Library View One Patron transaction is central Library focus on information goods & control Role is gatekeeper Success measured in investments and inputs View Two Patron is customer Library focus service and connection Role is assistant and guide Success measured in activities and outputs

6. Conceptualizations of Library View Three Patron is guest, focus on experience Library goals is collaboration Role is partner Success measured by impacts or outcomes- what happens as a result of interaction with library? the user experience grounded in the library as place suggests the need to examine the value-added proposition of the role of the library in the life of the intellectual community that is the basis for the modern residential campus - Charles Forrest

7. Spatial Definitions Group learning spaces- spaces where students take control and responsibility for their own learning. Spaces not designed for delivery of library services or teaching. Information commons- designed for the delivery of services and instruction, but with the intent to foster active participation and independent learning.

8. Space Planning Questions What is it about the Learning that will Happen in this Space that Compels us to Build a Bricks and Mortar Learning Space, rather than Rely on a Virtual One? How Might this Space be Designed to Encourage Students to Spend More Time Studying and Studying More Productively? For What Position on the Spectrum from Isolated Study to Collaborative Study Should this Learning Space be Designed?

9. Space Planning Questions How Will Claims to Authority Over Knowledge be Managed by the Design of this Space? What will this Space Affirm About the Nature of Knowledge (i.e. transfer or construction of knowledge)? Should this Space be Designed to Encourage Student/Teacher Exchanges Outside of the Classroom? How Might this Space Enrich Educational Experiences?

10. Importance of Collaborative Space

11. Enriching Education

12. Characteristics of Preferred Study Spaces Convenience: availability of materials and resources, necessary space to work, parking Comfort: physical comfort, food & drink, being able to listen to music, ability to take breaks Quiet: freedom from distraction, silence, stillness

13. Redesigning Academic Libraries Today Plan/arrange the stacks to make more room for the technology roles, such as multimedia production once reserved for media services area Collections could be found in: Browsable stacks Compact shelving Automated retrieval system in inaccessible stacks (use the OPAC to browse …) Remote storage

14. Redesigning Academic Libraries Today Want electrical power everywhere: walls, seats, etc. Computer labs Network jacks throughout; wireless access where wire is not feasible Let students use technology from any seat in the library Library instruction areas Faculty technology training areas

15. Secondary Questions Operations and processes- layout and arrangement of workspace Human factors engineering Way-finding

16. Design Approaches Creating Space

17. Information Commons New type of physical facility specifically designed to organize workspace and service delivery around the integrated digital environment Coordinated and extended set of study and workspaces offering an array of options from traditional individual study to collaborative conference areas New importance of a general information and referral desk, which functions as first point of contact and general help center

18. Information/Learning Commons Sees technology changes as a service and pedagogical issue Offers students and faculty facilities and instructional support for mastering new technologies Relies on a new degree of collaboration between libraries (instruction/information literacy) and IT (user support) and Media (production) May also student tutoring and/or faculty development- Yields a collaborative learning environment in a learning organization

19. Information/Learning Commons

20. Often involve some restructuring: Cross-training- evidence suggests librarians need more substantive training in technology, while IT requires training in service Reporting structure- changes reported in about 30% of cases, with only 4 institutions reporting a merging of library and IT. “Substantial” to high level of collaboration necessary for success

21. Information/Learning Commons A flexible work space that responds to rapidly-changing needs of a highly demanding user community An array of technological options for the identification, retrieval, processing (productivity), and presentation of information in a variety of formats According to Bennett, a “service innovation” that builds on traditional library roles of service, access, and instruction

22. Marketing Design Seeks to understand and respond to patron needs and preferences- regards information users as consumers Design plans often start with staff needs Instead, learn more about what students want, how they learn, how faculty teach, etc.

23. Marketing Design

24. In general… Only 1/3 of students use the library with any frequency and Most frequent use of the library is for quiet study or use of computers- are not intrinsic to the library Students’ preference is for early morning and late night hours, comfortable seating, and food.

25. Marketing Design

26. With above knowledge, must decide who to respond to in designing space: The 1/3 that already use the library? Or should/can we plan design that moves us closer to the other 2/3? Is this either/or?

27. Mission-based Approach May insist on students as learners above all else (i.e. rather than information consumers) Design should be primarily concerned not with services but with learning Focus not on professional intentions of staff or preferences/behaviors of patrons but rather on institutional mission of bringing together students, faculty, and staff together.

28. Mission-based Approach Document learning behaviors in order to decide if they support mission Develop spaces to support these learning behaviors

29. Dealing with Loss of Space Library represents “prime real estate” Loss of space may result in Forced weeding More focused collection development Converting to electronic subscriptions Off-site storage (policy/service considerations)

30. Dealing with Loss of Space Negative outcomesPositive Outcomes Resistance to change/ impact on morale Loss of functional area (i.e. group rooms, shelves, office space) Repurposed space may= more traffic/centrality of library Renovations may result in new equipment, updated facilities, more professional “look.” Chance to revisit mission and outcomes

31. Green Libraries Immediate changes: Electronic subscriptions/ collections Digital record keeping Energy efficient electronics Reusing and recycling Renovations might include Solar/ geothermal heating and cooling Water conservation devices Eco-friendly engineering

32. References Geographic Information Systems: Tools for Displaying In-Library Use Data.By: Mandel, Lauren H.. Information Technology & Libraries, Mar2010, Vol. 29 Issue 1, p47-52, 6p, 1 Diagram, 2 Maps; (AN 48049879) Geographic Information Systems: Tools for Displaying In-Library Use Data. Academic Libraries as Learning Spaces: Library Effectiveness and the User Experience Forrest, Charles Georgia Library Quarterly, vol. 46, no. 3, pp. 7-10, Summer 2009 Academic Libraries as Learning Spaces: Library Effectiveness and the User Experience Forrest, Charles Bennett, S. First Questions for Designing Higher Education Learning Spaces. The Journal of Academic Librarianship v. 33 no. 1 (January 2007) p. 14-26

33. References Bennett, S. Designing for Uncertainty: Three Approaches. The Journal of Academic Librarianship v. 33 no. 2 (March 2007) p. 165-79