Reflection 1: First thought about my ‘swamp’
A library is the hub of many schools, and this is certainly true of the analysed location. It is a meeting place for professional development, a learning space for both whole year level groups and focused small group activities and a place of fun at lunchtimes. It is the first stop on parent tours as an example of the modern and engaging learning spaces available to students. In comparison to the rest of the school environment, the library is an oasis. It is filled with light, has relatively new furniture which can be easily moved for flexible learning, space to move around, is always a comfortable temperature and has ever-changing displays and activities. The students enjoy visiting the library, both for their lessons and at lunchtimes.
However, rather than an oasis in an otherwise dull concrete desert, the library is more of a mirage. While it seems like a vibrant space with multiple opportunities for flexible learning, time has shown it to be not dissimilar to a standard classroom. The design lends itself to talk and chalk methods of teaching, there are no noise barriers for simultaneous use and there are small alcoves which are not currently organised to maximise student use. It is necessary to address these issues in order for this mirage to become the oasis it was intended to be.
Reflection 2: biography of place
To stimulate reflection and design thinking I visited a new primary school library. The Biography of Place developed by Christopher Day provided the framework for identifying ‘who and what’ is valued in the space. The two key learnings identified through this process are below.
- The reflection of the natural environment in the furniture and colours.
- The organisation of furniture to create hubs for variance in learning activities and preferences.
Reflection of Natural Environment
The library design space is on the second floor of a building with a wall of louvres along one side. As you enter, the outlook through these is a wall of established, native trees. Both the shape, colour and texture of these trees have been reflected in the design of the library space. The shape of the leaves is reflected in the book shelves, as well as providing decoration to the roof and walls. Much of the furniture and building highlights have utilised wood. This adds an extra textural element to the library. The colours used on the walls, furniture and carpet reflects the natural colours seen outside the library. I believe these elements bring the calming quality of the natural environment into the learning space. The sense of peace with the rustle of the trees encourages students to slow down and discourages unnecessary loud noises. I also feel that the use of the natural environment provides a timeless design element to the library.
Creation of Learning Hubs
While the library is small it organises the moveable furniture to create small hubs for learning. There is a semi-circular table with soft stools that could be used for some guided small group learning as well as longer benches where students can lay, lean or sit. Additionally, there is a lower table where students can sit on the floor next to some armchairs. These were also near a wall-mounted television. Along the wall was a bench where I observed students laying and sitting in various ways which provided individual quiet space. Further along the bench were some office chairs to also provide for individual work. These hubs were separated by shelves, however they could all be easily moved to allow for whole group learning. I found it surprising that classes could comfortably work in these spaces within the open plan library without distracting each other.
These observations certainly provided food for thought when reflecting on ideas for the learning space redesign.
The Oasis 