1. Designing Media Service Facilities

2. Objectives: After the presentation, you should have some general ideas about the following items or concepts:  Role and responsibilities of media manager.  Design considerations of User Media Facilities.  Design considerations of Resource Facilities.  Technical concerns in media facility design: lighting, carpeting, ventilation, color, acoustics, etc.  Guidelines of the National Information Infrastructure (NII).  Media Facility Space Standards.  Assessment phase of planning a facility.  Pre-design phase of a facility design.  Design phase of a facility design.

3. Role and Responsibilities of Media Manager  An important member of facility design team and building committee.  A professional expert, who by education end experience: Knows what is needed within a media facility. Knows what is needed within a media facility. Can interpret and translate teachings, learning, communication, and production needs into functional facility requirements. Can interpret and translate teachings, learning, communication, and production needs into functional facility requirements. Able to work with architects and building planners. Able to work with architects and building planners. Be constantly alert for instructional applications of technological innovations. Be constantly alert for instructional applications of technological innovations.

4. Using Consultants  Even the most knowledgeable media manager cannot be an expert in all areas of educational technology. Thus, an outside consultants is usually needed.  Opinions of outside consultants are often given more credence than local institutional individuals.  Opinions of outside consultants may reinforce the recommendations of the media managers and staff.  Outside consultants may also interject new applications of education technology that may have been overlooked by the media manager and staff.

5. Media Space Considerations Two general Categories of Media Spaces: User Facilities: facilities that are used by the service customers such as teachers, trainers, students, salesperson, etc. This includes classrooms, laboratories, carrel areas, and auditoriums. User Facilities: facilities that are used by the service customers such as teachers, trainers, students, salesperson, etc. This includes classrooms, laboratories, carrel areas, and auditoriums. Resource Facilities: spaces that are necessary to provide media resources, including media collection, circulation, development, and maintenance facilities. Resource Facilities: spaces that are necessary to provide media resources, including media collection, circulation, development, and maintenance facilities.

6. User Facilities  Teaching Auditoriums Teaching Auditoriums Teaching Auditoriums  Classrooms Classrooms  Video Delivery Systems  Independent Study Areas Independent Study Areas Independent Study Areas  Conference Rooms  Computer Laboratories  Special Purpose Laboratories.  Graphics, Photo, Television, and Multimedia Production Laboratories  Television Facilities

7. Auditorium Back to user Facility Slide

8. Classroom

9. Independent Study Back to user Facility Slide

10. Resource Facilities  Collections Facilities. Three types of media collections: 1) Prints such as books, newspaper, magazines 2) Non-print or audiovisual 3) Equipment storage areas  Equipment Repair/Maintenance Areas  Media Development Facilities: photo, graphic, video, and multimedia. These facilities may be shared with the patrons as user facilities also.

11. Technical Concerns Lighting Lighting Heating/ventilating/Cooling Heating/ventilating/Cooling Electricity Electricity Acoustics Acoustics Acoustics Carpeting Carpeting Communications Communications Color Color Color

12. Acoustics  Noise generated by workstations and equipment must be considered and controlled.  Walls can be set at irregular angles and surfaces decorated with finishes to reduce sound reflection.  Acoustical materials for carpet and ceilings can effectively reduce noise.  Traffic patterns should be purposely designed to avoid creating crowded traffic routes.  Noisy areas should be separated from the quiet areas by hallways and offices. Back to Technical Concerns Back to Technical Concerns

13.  Social areas: arousing hues (red, orange, or yellow).  Small, crowed areas: lighter tones to create a feeling of spaciousness.  Dining areas: peach, pink, turquoise, etc.  Gym or play areas: cool or neutral tones.  Auditoriums: green, aqua, peach, etc.  Health services: green or neutral.  Signs and displays will be highly visible with some of these color combinations: yellow on black, white on blue, black on orange, black on yellow, white on red, green on white, etc. Behavioral research demonstrates that color influences attitudes, behaviors, and learning. Below are some typical coloring schemes for media facilities: Back to Technical Concerns Back to Technical Concerns

14. National Information Infrastructure (NII) Nineteen national guidelines for a media center: Ensure that all Americans have affordable access to the National Information Infrastructure (NII). Ensure that all Americans have affordable access to the National Information Infrastructure (NII). Ensure that NII is accessible in a variety of learning environment. Ensure that NII is accessible in a variety of learning environment. Develop a variety of sustained public and private partnerships and funding mechanisms to support education and training uses of the NII. Develop a variety of sustained public and private partnerships and funding mechanisms to support education and training uses of the NII. Make public and private information resources available to schools, institutions of higher education, training institutions, libraries, and arts and cultural institutions. Make public and private information resources available to schools, institutions of higher education, training institutions, libraries, and arts and cultural institutions. Coordinate NII-related education and training activities conducted by federal departments and agencies. Coordinate NII-related education and training activities conducted by federal departments and agencies. Develop and disseminate NII guidelines for education and training applications. Develop and disseminate NII guidelines for education and training applications.

15. NII Guidelines (Continued) Identify and disseminate effective education and training application of the NII. Identify and disseminate effective education and training application of the NII. Integrate applications of NII and related technologies into education reform plans. Integrate applications of NII and related technologies into education reform plans. Develop quality education and training for the NII. Develop quality education and training for the NII. Conduct research on the education and training applications of current and emerging technologies. Conduct research on the education and training applications of current and emerging technologies. Promote training, professional development, and technical assistance for educators as an integral part of the development of the NII. Promote training, professional development, and technical assistance for educators as an integral part of the development of the NII. Support ongoing evaluation of the effectiveness and impact of the NII to inform policymakers and educators. Support ongoing evaluation of the effectiveness and impact of the NII to inform policymakers and educators.

16. NII Guidelines (Continued) Emphasize interactive, broadband transmission of voice, video, and data for education and training. Emphasize interactive, broadband transmission of voice, video, and data for education and training. Provide seamless interconnection among all relevant information networks and services. Provide seamless interconnection among all relevant information networks and services. Guide the development of voluntary standards that promote interoperability. Guide the development of voluntary standards that promote interoperability. Ensure that the NII is easy to use. Ensure that the NII is easy to use. Develop comprehensive directories of information resources and “navigation” systems for locating these resources. Develop comprehensive directories of information resources and “navigation” systems for locating these resources. Support user collaboration. Support user collaboration. Create adequate measures to protect the security resources on the networks. Create adequate measures to protect the security resources on the networks.

17. Planning The Facility Three important steps: Need Assessment Phase Pre-design Phase Design Phase

18. Need Assessment Phase Six Steps for Need Assessment Program: Determine the institution’s missions and goals. Determine the institution’s missions and goals. Determine the media center’s missions and goals. Determine the media center’s missions and goals. Determine the media center’s program needs and objectives base on the mission and goals. Determine the media center’s program needs and objectives base on the mission and goals. Identify the media center’s patrons. Identify the media center’s patrons. Determine the project’s effect on the operational budget. Determine the project’s effect on the operational budget. Determine the political implications. Determine the political implications. From the above six steps, a document called program statement or an academic prospectus can be created to be reviewed by an institution’s administration. Click here to view Need Assessment Diagram Click here to view Need Assessment Diagram

19. Need Assessment Diagram Identify Institution’s Mission and Goals Develop Media Center Service Programs Based Upon Mission and Goals Identify Media Center’s Patrons Describe Program’s effect on Operational Budget Determine Political Implication Develop Program Statement (from previous 6 steps) Develop Media Center’s Mission and Goal Statements

20. Pre-design Phase Four steps in pre-design phase: 1. Determine specific space requirements for each service component. 2. Develop functional specifications, which describe what each space is for. functional specificationsfunctional specifications 3. Develop space detailed specifications. space detailed specificationsspace detailed specifications 4. Develop analysis of costs and initial diagrams/drawings. From these 4 steps, architects can develop a preliminary design for review.

21. Functional Specifications Below are some a few example of Functional Specifications: Audio: Space to process and duplicate audio materials with soundproofed recording area and tape listening area. Space needed: 360 sq. ft. Video/multimedia Production: Space for shooting, editing, assembly, and sound recording of video and multimedia productions. Should be located near the still photography laboratory for photographer convenience. Space needed: 1,200 sq. ft. Still Photography: Space to process black-and-white and color film, to house slide duplicating equipment and various copy camera setups, and space for finishing, sorting, and viewing of photographic materials. Must be adjacent to graphics room. Space needed: 1,283 sq. ft. Back to Pre-design Slide Back to Pre-design Slide

22. Space Detailed Specifications (See the handout for details) Back to Pre-design Slide Back to Pre-design Slide

23. Design Phase Major steps in designing phase of a media facility: 1. Determine specific needs for each service unit: work spaces; patron spaces; equipment, furniture, storage, and traffic patterns. 2. Finalize a functional specification for each space. 3. Finalize detailed specification for each space. 4. Determine the size of each component. 5. Make scale cutouts of all components. 6. Lay out several options. 7. Pick the best option. 8. Locate specific power, plumbing, and communication needs. 9. Give suggested layout to architects.

24. Maxims of Facility Design · Plan, plan, and plan some more. · Plan, plan, and plan some more. · Learn from others; visit other media centers; do library and Internet searches. · Learn from others; visit other media centers; do library and Internet searches. · Form must follow function. · Form must follow function. · Programs determine design. · Programs determine design. · Plan for flexibility and change. · Plan for flexibility and change. · Function supersedes aesthetics. · Function supersedes aesthetics. · The best economy is quality. · The best economy is quality. · Involve clients and staff in planning. · Involve clients and staff in planning. · Plan for convenience. · Plan for convenience. · Accessibility invites use. · Accessibility invites use. · Plan for maximum control with minimum supervision. · Plan for maximum control with minimum supervision. · Function outranks windows. · Function outranks windows. · Get everything in writing. · Get everything in writing. · Expect everything to take twice as long as originally planned. · Expect everything to take twice as long as originally planned. · Change orders mean money to the contractor and additional costs to you. · Change orders mean money to the contractor and additional costs to you.

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