While the current library space is a vibrant, much loved area, it does not effectively use all the floor space. The Charrette highlighted two areas that placed a higher value on the needs of the teachers and support staff than the well-being and learning of students. In addition, the current space lacks relevance as it does not adequately provide students with the ability to practise the proficiencies required for a 21st century workforce. Most researchers agree relevance of schools depends on the inclusion of skills such as collaboration, communication, critical thinking and creativity (Hall, 2018; Shussman, 2017).
The purpose of this proposal is to present design solutions for two under-utilised spaces, an outdoor area and an inside alcove that will better accommodate the needs of the learners both now and in the future. It is addressed to the Senior Leadership Team which includes the Principal and two Deputy Principals, for consideration and review. However, it is noted that the final decision of implementation belongs solely to the Principal.
This proposal will outline the process of redesign including stakeholder consultation, a design solution with justifications, a proposed timeline and recommendations moving forward. The key design problem to be addressed is an inefficient use of space that does not align with the identified current and future needs of 21st century learners. The design proposal aims to address these issues through the reuse of current spaces.
Charrette Process
The Charrette is a workshop where the function and use of a space is analysed in order for a redevelopment to better cater for its users. This process encourages all library stakeholders to share their needs and wants of the future design (Howard & Somerville, 2014). By implementing a participatory design process, it is hoped the users will feel a sense of ownership, thus encouraging greater use (Hughes, 2017).
An invitation to participate in the charette process was given to all identified stakeholders including students, administration, school officers, teachers, cleaners, architects and parents. Unfortunately, not all stakeholders agreed to be involved. However, the charette was undertaken with representatives from the student body in multiple year levels, teachers from both the upper and lower primary years, administration and parents. Throughout the process the participants were asked to evaluate the library space to identify those areas they enjoy and use regularly before discussing how the functionality of the space could be improved. Once these areas were identified the participants created a visual representation of their preferred solutions for one space. It was interesting to note that during the redesign drawing the students preferred to work in pairs or small groups while the adults wanted to create an individual design.
Most participants identified the following issues with the current library space:
- Inability to contain noise
- Some spaces crowded with items seeming untidy
- Lack of activities in outdoor space
- Outdoor area feels small
- Lack of technology
- Disconnect with classroom curriculum
Design Proposal
The current library space is often a hive of activity with students playing games, building with Lego, creating stories with puppets and reading. However, upon closer observation these activities are conducted in the large open library space while the two additional areas are rarely used. During the Charrette process it became clear that the students did not find these spaces inviting. The reasons offered for this was the lack of activities provided within the spaces themselves and the claustrophobic feel with the storage of excess furniture and teacher resources. The design proposal highlights five key design features which aim to alleviate these issues, along with others identified during the Charrette as previously stated, in order to create usable spaces for all stakeholders both now and in the future. The proposed redesign also gives consideration to The Principals of Universal Design (National Disability Authority, 2015) ensuring equitable access for all.
- Increase access – The removal of the top of the back wall and the inclusion of doors in the outdoor area will provide an alternate entry to the library providing a direct link to the lower primary classrooms. This will also allow the space to feel larger when in use. The new desks in the alcove will have embedded whiteboard tops and storage trays on wheels which allow students with movement issues to more easily participate and complete activities.
- Expansion of available activities – The inclusion of a sensory wall, vegetable garden, book shelf and comfortable seating in the outdoor space will provide guidance for students wanting to use the area during lunchtimes. The lack of specific activities in this area was an observation of multiple stakeholders. These activities also provide an opportunity to incorporate inquiry-based learning practices. The development of a makerspace in the alcove area will expand and give greater purpose to the creative activities already undertaken by many students during free time. This space can provide opportunities for the library to be increasingly connected to the curriculum, and thus more frequently used by the teachers.
- Adjustable furniture – All new furniture, including chairs, tables and storage caddies, will be height adjustable as well as moveable. This ensures all students are able to use the space equitably. The new television in the alcove will enable wi-fi technologies to allow device connection from all desk spaces. It will be wall-mounted on an arm allowing movement. The seating in the outdoor area will provide various amounts of back support.
- Access to technology – The provision of iPad devices within the library space increase the access to resources for students. They are an inclusive tool for reading, researching and creating. This will also require the addition of multiple power outlets. These will be located in the floors under the tables to limit tripping hazards, as well as around the room. There will also be charging docks. The devices are able to be used outside of this alcove space.
- Noise barrier – All stakeholders undertaking the Charrette process highlighted noise as an obstacle to further use. The alcove area will have the option of separation from the main library space and the conference room with the addition of bi-fold glass doors on each side. The outdoor space has sliding glass doors which can be closed to create separation from the main library space.
Justification
While the library Standards of Professional Excellence for Teacher-Librarians (ASLA, n.d.), doesn’t explicitly discuss library design, the inclusion of the redesigned areas enables the teacher-librarians to better fulfil the required standards. In particular, the inclusion of a makerspace alcove will ‘engage and challenge learners’(2.1), both within the structure of the curriculum and during free research. This will lead to greater ‘collaboration with teachers’ (2.2) where the teacher-librarian will be able to demonstrate their ‘comprehensive knowledge of curriculum’ (1.3). The space will support the learners by being ‘responsive to their needs’ (2.4) as shown through the charrette, ‘providing equitable access to resources’ (2.2) and learning experiences and allow the development of ‘independence in their learning’ (2.2). The space allows for the development of an inquiry-based curriculum as it provides a variety of spaces in which to complete the various stages of an inquiry. Additionally, it provides the resources required for such learning to be undertaken such as manipulatives and communication devices.
The delivery of an inquiry-based curriculum provides opportunities for students to gain a toolkit of 21st century skills. This includes information literacy strategies that can be used to identify, gather, analyse and apply information to gain deeper understandings of chosen topics (Murdoch, 2015). The authentic nature of inquiry-based tasks provides a purpose for learning increasing student engagement (Bell, Smentana & Binns, 2005), thus encouraging students to use the library space more frequently.
The redesign aims to enhance the library space to increase its functionality for all users. This is not just in providing equal access to the spaces but also ensuring equitable access to the learning experiences (Spina, 2017). The Universal Design Principles (UDP) developed by the Centre for Universal Design (1997), were used to guide the construction of the new spaces. There are several elements which increase the inclusivity of the design.
The incorporation of new areas with differing purposes, provides multiple safe spaces to account for diverse learner preferences (Spina, 2017). The outside area aims to provide a calm environment with a connection to nature. The furniture and wall colours are inspired by the natural surroundings to further promote the peacefulness of the area. As such, the visual characteristics will not be overwhelming or create visual confusion for students with perception difficulties (UDP 4: Perceptive information) (Atkinsen et al., n.d.). The alcove area will house a makerspace. As this is space is between two high use areas it is necessary to provide acoustic barriers (UDP 4: Perceptive information). The glass doors provide such a barrier while still allowing a visual connection (UDP 5). These doors can remain open providing flexibility in use (UDP 2).
All new desks and chairs are height adjustable (UDP 1 & 6). This provides users with the option of working in a sitting or standing position (Atkinsen et al., n.d.). Additionally, all the furniture will be on wheels allowing reconfiguration which maximises the accessibility and flexibility of the space (UDP 2 & 7) (University of Washington, 2019). Whiteboard desks and moveable storage trays are also provided to limit the mobility required while working (UDP 1, 2, & 6). This allows them to be accessed from a seated position (University of Washington, 2019). The seating options in both spaces will provide varying levels of physical support for the diverse needs of the learners (Atkinsen at al., n.d.). This will include beanbags, stools both with and without armrests, slouch chairs and pillows (UDP 1, 2 & 6).
The addition of new technology devices provides many built-in inclusive capabilities (Spina, 2017). These include speech recognition, audio readers and large text. They can also connect to the television allowing for student to share information and access experts while limiting movement (UDP 1, 2, 5, & 6). Power sources for these devices will be located throughout the room including the floor limiting tripping hazards (UDP 5).
The design elements discussed aim to provide spaces that allow equal functionality and access without isolating users.
It is not good enough for a learning space to reflect only the current educational philosophies and learners, but also be ready to respond to future changes. In this respect the redesign was supported by David Thornburg’s 4 aspects approach to learning spaces (Oddone, n.d.). Thornburg organises spaces into four functions, which he believes have been found in learning structures throughout history:
- Campfire: a whole group instructional space
- Waterhole: a space for small group dialogue
- Cave: a space for individual cognition and reflection
- Life: a space to apply learning to real world contexts
This model supports the mission of the school which intends for all students to “realise their full potential by educating them to be successful, creative, confident and empowered to enrich our world” (school website, 2019). The redesigned areas promote not only learning for now but also learning for living (Wood, 2019). The current library space has two main teaching areas which provide only ‘campfire’ opportunities. With the redesign, both the makerspace alcove and the outside area can be used as a ‘waterhole’ and a ‘cave’. They provide space for students to work together to share and guide each other but can also be a space for individuals to personally or cognitively reflect. The connection of the areas to each other allows students to freely move from one learning space to another. This is necessary when students are moving through the stages of inquiry learning.
The redesigned spaces will support the students to become active participants in their learning through inquiry. They provide opportunities to enhance the curriculum and create innovative learning experiences accessible to all, with the aim of providing a truly 21st century education. In order for the redesigned spaces to remain relevant a post occupancy evaluation must be conducted (Nastrom-Smith & Hughes, 2019). This evaluation would also consider the design process to enhance future developments.
The Oasis 