creating library spaces of the future
DESCRIPTION
Presentation given by LaTesha Velez from UNCG and Philip Cherry III from Onslow County Public Library.TRANSCRIPT
CREATING LIBRARY SPACES OF THE FUTURE
LaTesha Velez
Diversity Resident Librarian
PERCEPTIONS
The changing library The Deserted Library The rise of the social library
The library as place Does the building still matter?
Public sphere Communal model Social model
The new library Library as a source of “context diversity”
(Ibarra, 2001, 2005)
BACKGROUND
How do patrons use academic libraries spatially? Are there differences?
Racial/ethnic Gender Learning styles Generational Year in college Other
CHALLENGES
Defining spaces What types of spaces do exist in libraries What types of spaces should exist in libraries
Hidden variables Type of work being done Major Individual background Marital status
Creating spaces Monetary issues Space issues
THEORIES ON DIVERSITY
Multi contextuality Context diversity
Ibarra, Roberto (2005). A Place to Belong: The Library as Prototype for Context Diversity. ACRL Twelfth National Conference. LC (Low Context) HC (High Context)
Multicontext users Oblinger, Diana (2003). Boomers, Gen-Xers, &
Millenials: Understanding the New Students. EDUCAUSE Review, July/August: 37-47. Millennials
METHODS
Research questions Q1. learning styles and perception of library as
space
Q2. learning styles and use of library as space
Q3. learning styles and individual differences
Q4. relationship between individual differences and perception and use of library as space
METHODS
Study sample/site Undergraduate D.H. Hill Library, North Carolina State University
Learning commons Special Collections Reading Room
Survey sample size: 100
DH HILL LIBRARY LEARNING COMMONS
DH HILL LIBRARY SPECIAL COLLECTIONS READING ROOM
METHODS
Measures Perceptions of the library Use of a library Learning styles (High contextual vs. Low
contextual) Demographics (race, gender, age, etc.)
Data collection Sweeps (Observational Study) Survey
Administered on-site
PRELIMINARY FINDINGS
Sweeps Observed a lot of females in reading room
Texting Individual study over group Multi-tasking Fewer African American students in reading room
Only males
PRELIMINARY FINDINGS
Survey Spaces most often used during the semester
Quiet space, 37% Social space, 28% Both types, 35%
Spaces Most often Used During the Semester
Quiet SpaceSocial SpaceBoth
PRELIMINARY FINDINGS
Survey Favorite space
Quiet study space, 45% Social space, 44%
Favorite Space
QuietSocialDepends/No answer
PRELIMINARY FINDINGS
Survey Frequency of use
Number of times visited At least 3 to 5 times a week, 62% 1 or 2 times a week, 24% A few times a month, 11%
Frequency of use0
10
20
30
40
50
60
70
At least 3 to 5 times/wk1 or 2 times/ weekA few times a month
PRELIMINARY FINDINGS
Survey Hours spent in library during the previous two
weeks More than five hours a day, 33% 3-5 hours, 27% 1-2 hours, 24%
Hours spent0
5
10
15
20
25
30
35
More than 5/day3 to 5/day1-2/day
PRELIMINARY FINDINGS
Survey Days of the week
Weekday night, 85% Weekday day time, 50% Weekend, 16%
Days of the week0
10
20
30
40
50
60
70
80
90
Weekday nightWeekday dayWeekend
PRELIMINARY FINDINGS Survey
Activities Most Frequent
Doing assignments (6.0) Group study (5.29) Using computers/lab
(5.23)
Least Frequent Reading for pleasure
(2.06) Sleeping (2.23) Playing a game (2.41)
Least Frequent
Most Frequent
0 1 2 3 4 5 6 7
Doing as-signments
Group study
Using computer/lab
Playing a game
Sleeping
Reading for pleasure
PRELIMINARY FINDINGS Survey
Perceptions of the library design Adaptable spaces (6.34) Flexibility (6.16) Open but clearly defined
space (6.08)
Technology and tools (6.0) Types of resources academic
and leisure (5.96) Furniture (5.78)
Library Design
5.5 6 6.5
Adaptable spaces FlexibilityOpen but clearly de-fined
Technology and tools
Types of resources academic and leisure
Furniture
Michael Crumpton
Assistant Dean for Administrative Services
University of North Carolina at Greensboro
EXAMPLE AT UNCG
IDENTIFYING SPACE PROBLEM
Library consists of 3 story main building built in 1950 and a 9 story book tower
131,705 sq ft of space at capacity Seating for 849 reduced by 50% last 5 years Collection runs full, incoming acquisitions
outpacing withdrawals Student requests are for group study areas
with tools for collaborative work Quality of instruction effected by small
instructional space
PROPOSED FUTURERENOVATIONS
Create a larger instruction lab Expand collaboratories and group spaces Expand information commons Expand service areas to include newsroom, in-
house vending, expanded copy center Expand Archives space Reduce and relocate Government Documents Reduce size of Reference collection
PURPOSE OF ASSESSMENT ACTIVITY
Gain hard data to present to consultant for programming ideas related to renovations
Gain data on how students use the building Gain data to present to University
Administration for funding requests Determine students’ satisfaction with the
Libraries Consider changes to technology policies and
actions to library space Determine future needs
CHANGES IN FUNCTIONALITY
•SuperLab – needed for convenience•Wireless – highly used, but need space in
which to use•Instruction – class and individual, grown
significantly but needs more space•Food and Drink – keeps students in library
to work•Increase in student population – natural
facility on campus to feel the increase•Increase in higher degree level research
needs
IN-HOUSE SURVEY
November 2007 Jackson and Music Recruitment Set up table in Library Staffed with students Giveaways 600 responses!
WHAT THEY DO
Used a computer in the library
(other than the Superlab)
Studied or worked on a
project by myself
Used a quiet space to study
Just walked through
Met a group to study or work on
a project
328
275
227
178
143
Top 5 Activities
HOW OFTEN THEY COME
Once per week 2-3 times per week 4 or more times per week
No answer
89
213
269
25
Visits per week
WHEN THEY’RE HERE
Mon
. 8am
Mon
. 10a
m
Mon
. 2pm
Mon
. 5pm
Mon
. 9pm
Tues. 8
am
Tues. 1
0am
Tues. 2
pm
Tues. 5
pm
Tues. 9
pm
Wed
. 8am
Wed
. 10a
m
Wed
. 2pm
Wed
. 5pm
Wed
. 9pm
Thurs
. 8am
Thurs
. 10a
m
Thurs
. 2pm
Thurs
. 5pm
Sun. 3
pm
Sun. 7
pm
2
12
19
23 22
1113
23
32
19
3
17
29
1316
8
1215
28 28
15
Reading Room Totals
Reading Room Totals
Days and times of week
ALONE VS. GROUPS
Group floor
32%
46%
23%
Working aloneWorking in small groupsWorking in large groups
Quiet Floor
79%
21%
Working aloneWorking in small groupsWorking in large groups
COMPUTER USAGE
Information Commons
76%
24%
Library computers vs. laptops
Using library computerUsing laptop
Reference Room
36%
31%
33%
Computer Usage
Using login computerUsing open computerUsing laptop
USING MATERIALS
Reference Room
24%
60%
16%
Using reference bookUsing own materialsUsing reference and own materials
Reading Room
12%
71%
17%
Using magazines or newspapersUsing own materialsUsing library and own materials
ROLE OF LIBRARY SPACE A Learning
Environment Transformational
character of intentional learning
Knowledge transformation
Library as facilitator: Environment design –
comfort and aesthetics Nurturing relationships –
staff and/or peers Foster self-directed
learning Creations of “new”
knowledge Safe and non-
threatening
Bringing together readers and books Collection building Space for reflecting and
contemplation Third place use of space
Information Consulting Access to information “Gateway “ for locating
information Retrieval and communications Social and technological
networks “archive” or preserve
resources
WHAT’S HAPPENING TO OUR SPACE?
Electronic vs. print Organization shifting
Reporting structure, traffic
User needs changing Remote use, group
activities Politics
Other space demands Technology
New equipment
PURPOSEFUL ASSESSMENT OF SPACE
Space as a factor to organization’s mission Gathering Services provided Partner in learning
Things to consider Consideration of assessment’s purpose Types of questions to be used Data-gathering methodologies Reporting strategies for results
BASIC ELEMENTS
Statement of purpose with context – addresses unique concerns and significance
Literature review – multiple issues being addressed out there so a review of relevant activities is good
Determining assessment objectives – through development of research questions to be answered
Establishing methodologies and procedures for implementation of assessment activity
Present facts based finding of date w/o bias Discussion or interpretation of findings Conclusions and next steps
PROBLEM STATEMENT
Needs to represent the point of view of stakeholders
Needs to identify the scope and focus of planning an assessment activity
Should contribute history and background information as well as flags for concerns
Should put in context what the limitations are or could be
Must be conveyed in an open transparent point of view that isn’t seen as defensive
SPACE DESIGN
Programming – what space will be used for
Initial layouts – DD Detailed review of
infrastructure – CD Protocols Professional
standards Codes, local and
multiple
Planners Architects Interior designers Stakeholders Donors Administration
SPACE OPTIONS OR NEEDS
Group teaching/learning Simulated/special learning environments Immersive environments Peer-to-peer and social learning Learning cluster Individual spaces External spaces
DOING YOUR RESEARCH
Primary(data gathered firsthand)
• Experimental• Pilot projects• Surveys• Interviews• Focus groups• Direct observation• Testing
Secondary(data gathered by
others)• Secondhand reports• Historical data• Purchased data• Professional
publications• Benchmarking• Best-practices
reports
FOCUS GROUPS
Recruitment emails to student groups, posters, flyers incentives
Good mix of undergraduates, graduate students and subject areas, ages, off-campus and on-campus
Took notes and transcribed Used LIS practicum student again Part of discussion was showing space
consultant’s first concept drawing
ASSESSMENT METHODS - QUESTIONNAIRE
Disadvantages Literacy and/or
language issues Clarification or
explanation issues (lack of detail)
Responses limited to context of question
Perfunctory answers Can be consider
impersonal or cold
Advantages Most cost effective for
quantity of feedback Anonymous Can be compared Can be statistically
analyzed Less time consuming Can be done
simultaneously and in multiple locations
ASSESSMENT METHODS – INTERVIEWS (IND)
Least time-efficient and usually most costly
Interviewer should be practiced and skilled
Interviewee selection must be broad to represent all points of view
Should consider sampling models
Provides personal communication opportunities: More details More free association
Problems or issues can be explored in depth
Allows for examples, anecdotes, stories, illustration of issues
ASSESSMENT METHODS – FOCUS GROUPS
Requires prep and skilled facilitator
Be aware of peer pressure responses
Recognize broader stakeholder definition to get all viewpoints
Use data from other methods to support proposals
Keep it realistic
Teaching tool Group interaction can
procreate broader issues
Non-verbal clues can be useful
More time-efficient for interacting with more people
Achieve better overall understanding
OTHER METHODS Sandboxing – test
concepts prior to large scale commitment
Design charettes – stakeholders allowed to actually create design
Outside experts – seek input from specialized expertise
Close-ended vs. open-ended questions
OBSERVATIONAL STUDIES (SWEEPS)
Checklist of observable behaviors Various times of day and evening Multiple observers involved Eliminates emotional or subjective data
DELPHI STUDY
Technique premise is that experts have the best idea of future pathways
Validity of study is based on expertise of participants
Questions/responses are adjusted until participants reach consensus or determined it can’t be
Not a precise analytical technique Is helpful with problems or issues that aren’t
data driven
DELPHI CON’T
William J. Mitchell (paraphrased)
Spaces that work well (long term) are built around human needs, comfort, natural light, social ambience, connection to outdoors
Must remain sensitive to how technology and culture come together
Change statements Why or why not Impact and desire
Agreeing on consensus Results ranked
Causes of non-consensus Economics and
technology can be changing factors
DATA DRIVEN METHODOLOGY
Removes politics Reduces emotional
investment Makes adversarial
moves more rational Takes problem out of
personal context and allows for subjective analysis
FACTORS TO CONSIDER
Design Factors Space Factors
What question are you asking and why
What goals and objectives are already determined
Who is the audience What other information
is available or needed What is best method
Types of stakeholders Infrastructure issues Location and
adjacencies Functionality Flexibility Non-public needs Efficiency of design Funding ability
QUESTIONS ASKED
How often they come and when? Entrance they use? What do they do? What’s good, what needs improvement? Role of the Library? Concept drawing
Indentify major changes for feedback Esthetics of specific areas, i.e. circ desk, basement,
SuperLab
CONCEPT DRAWINGS
STUDENT FEEDBACK
Library is an important place to study Both group space and quiet space important Most students use their own materials Don’t want to carry their laptops around A variety of furniture and spaces are needed Not getting instruction at freshman level Online resources particularly important to grad
student
SUMMARIZED RESPONSES
Circ Desk not easily assessable
Basement creepy and dark
Food and drink important for using library
Love collaboratories… Need more!
Superlab is needed but as convenience,
would go further to use
Librarians helpful but group instruction
suffers from lack of space
OTHER USEFUL INFO
Lack of awareness of some services Software on Library computers Printing options Copy center type services Carrels and lockers IM assistance
Materials not as important to undergrads Two entrances create traffic flow and
communication opportunity Students expect us to be there
EFFECT ON SPACE PLANNING
Feedback and ideas carried into second concept drawing and final report
Evidence of library more important for space rather than materials
Comforts and conveniences important for ownership of space
Library can be host to other service points with expectations of compliance
Library is important to total educational experience and should be presented as such
IMMEDIATE ACTIONS TAKEN
Expand collaboratories concept Increase popular furniture options Will offer laptop checkout in Fall 2008 Offering carrels to all students Adding vending options Expanding 24/5 available space Will target marketing of IM, collaboratories and
other services Implement NewsRoom in the Fall Add Messaging Board for traffic
SPACE ASSESSMENT REPORT
Reposition Circulation Desk Expanded Information Commons area including
computers and collaboratories Moved Superlab to 2nd floor – destination Develop Cyber-café concept Create Government Information and Data
Center Basement remodel to include “people friendly”
spaces Developed “Main Street” of services concept
SUMMARY OF PROCESS
Space needs and problems identified Space consultant hired Survey of student space needs conducted Observation studies of behavioral related
traits conducted Focus group activity conducted with space
consultant’s first concept drawing Space consultant’s revised second drawing
compared to assessment data
SUMMARY OF PROCESS “CONTINUED”
Staff feedback gathered from each concept presentation including assessment data
Space consultant issued final report and recommendations
Changes identified that were affordable outside of remodel executed summer ’08
Proposal presented to Dean’s Council with request for funding assistance for major work and changes
Assessment data summarized for staff
PUBLIC LIBRARY FACILITIES DESIGN CONSIDERATIONS
Offered By Philip CherryOnslow County Public Library Director
PARADIGM SHIFT IN SPACE PLANNING
Old methods of calculating space or square footage are mostly no longer applicable.
Ideals such as “one branch every five miles or every fifteen minutes” may now be unsustainable.
Old measurements of the library’s information “fire power” have also gone by the wayside.
PARADIGM SHIFT IN SPACE PLANNING
Sq. ft. per capita ratios no longer provide accurate internal guidance or desired political pressure. Example of old calculation:
Ratio: 1 sq. ft. per capitaPopulation: 250,000Library Space: 250,000 sq. ft.
This type of measurement as a rationale for construction has lost its power with political leaders because of economics.
PARADIGM SHIFT IN SPACE PLANNING
Similarly space allocations that emphasize total holding capacity of physical items no longer deserve to be the central concern of interior space planning.
There is now more information delivery power in a well designed, Internet enabled 50,000 volume facility of today than there was in a 1 million volume facility of circa 1990!
PARADIGM SHIFT IN SPACE PLANNING
Newer “sexy” ratios that emerged in the last decade or so created noble end goals for many communities; but ultimately proved to be sustainable in only the best economic/budgetary conditions.
An example of this is the “five mile-fifteen minute” relationship between library facilities within a community.
PARADIGM SHIFT IN SPACE PLANNING
Many Library Systems that expanded aggressively using variations of distance/drive time considerations were forced to significantly scale back operations when funding was substantially reduced.
Indianapolis-Marion County Public LibraryCharlotte Public LibraryDC Public Library System
PARADIGM SHIFT IN SPACE PLANNING
Collection size ratios and the gross measures they are based on may still inform some through annual statistical report instruments; but really do not hold the place they once held in facilities designed discussions.
PARADIGM SHIFT IN SPACE PLANNING
The approaches and discussions I find still useful/relevant to public facility design discussions center on user behaviors; desired programming features (still based on user behaviors); building code requirements and sustainability.
USER BEHAVIORS
Unlike school, academic and special libraries, public libraries accommodate extremely open populations.
These diverse populations bring behaviors and expectations that must be taken into account during the public library design process.
Failure to account for these behaviors and expectations can haunt a project for the rest of its existence.
USER BEHAVIORS
Children & family focused activities such as storytime and family film Fridays.
Computer workstation/Internet access is a universal public library patron expectation.
Library as center of community life and activity will manifest itself in features such as multiple meeting rooms and service as for example polling place, town square, business center, homework center and safe house.
USER BEHAVIORS
Undesirable user behaviors include things such as:
Attempted drug dealing Prostitution Child predation Vagrancy Loitering Theft Panhandling
USER BEHAVIORS
As is the case for many academic and community college library patrons, more public library patrons expect the entire property to function as “the library” rather than just the physical building.
Disparate user behaviors can create instant conflict between patrons (children/older readers/Internet adults)
BEHAVIORS INTO FACILITY FEATURES
Large community room capable of being divided into smaller spaces using partition system. Ideal minimum capacity 100 seats.
Kitchens or kitchenettes support meeting room.
Small group (under 15 people) conference rooms in addition to large community room.
Children’s & Youth areas intentionally placed away from main reading room & Adult stacks areas. (Do Not Place Storytime Room Next to Local History & Genealogy Room Unless War is a Desired Outcome!)
BEHAVIORS INTO FACILITY FEATURES
Design that takes advantage of and or creates beautiful exterior views (includes plenty of window space.
Wi-Fi technology that washes over the library property-not just the interior space.
Meeting space designed as its own clustering allowing it to be used independently of the rest of the library.
BEHAVIORS INTO FACILITY FEATURES
Well placed and secured power outlets for public use.
Hard-wired as well as Wi-Fi Network Attractive carpet tiles whose patterns
effectively hide dirt (and age of the carpet) Avoidance of high end/high art furniture that
may look great but functions horribly under heavy use.
BEHAVIORS INTO FACILITY FEATURES (SECURITY)
Choice of exterior plantings that provide very open area in and around entrances and exits
Avoidance of designs that create blind hallways, nooks and crannies where unacceptable behavior can occur
Serpentine or dual entrance bathroom foyers rather than traditional men/women doors
BEHAVIORS INTO FACILITY FEATURES (SECURITY)
Full alarm systems that feature door contacts, glass-breaks, and zoned motion detection. Smoke/fire alarms/sprinkler requirements often driven by building codes.
Single point general entry entrance/egress into children’s room
Controlled single point exit from youth room to exterior reading/seating garden
BEHAVIORS INTO FACILITY FEATURES (SECURITY)
Parking lot design that calms speeding Front door entrance/exit that does not give
the patron an opportunity to step directly into traffic flow
Elimination of architectural features that may make the architect proud but which create immediate safety risk such as two story foyers with low upper story railings.
BEHAVIORS INTO FACILITY FEATURES (SUSTAINABILITY)
Use of sustainability concepts such as those contained in the LEED program
Avoidance of architectural details that will be expensive to replace/maintain or difficult to access for service
Design which will allow function of facility with a less-than-ideal staff compliment
BEHAVIORS INTO FACILITY FEATURES (SPECIAL USES)
Joint use facilities (public library/school library or public library/community college library)
Co-located facilities (library/museum, library/science center, library/environmental education center
Special functions contained within a library program (exceptional learning center/ job center, etc.)
BEHAVIORS INTO FACILITY FEATURES (SPECIAL USES)
Library as emergency operations center (EOC) site
Library facility as emergency shelter
Library as community recovery center
WHAT TO READ?
Planning for Health Science Library Facilities, Weise & Tooey, Administration and Management in Health Science Libraries, vol. 8, 2000
Space Assessment as a Venue for Defining the Academic Library, Nitecki, The Library Quarterly, Vol. 81, no. 1, Jan 2011
Library as Place: results of a Delphi Study, Ludwig, & Starr, J Med Libr Assoc 93(3) July 2005
The Third Place: The Library as Collaborative and Community Space in a Time of Fiscal Restraint, Montgomery & Miller, College & Undergraduate Libraries, 18:228-238, 2011
WHAT TO READ?
Foster, N., & Gibbons, S., Ed. (2007). Studying Students: The Undergraduate Research Project at the University of Rochester. Chicago, IL: Association of College and Research Libraries.
Gayton, J.T. (2008). Academic libraries: “Social” or “Communal?” The nature and future of academic libraries. The Journal of Academic Librarianship, 34 (1), 60-66.
Given, Lisa M. & Leckie, Gloria J. (2003). ‘‘Sweeping’’ the Library: Mapping the social activity space of the public library. Library & Information Science Research, 25, 365–385
WHAT TO READ? Ibarra, Roberto (2005). A Place to Belong: The
Library as Prototype for Context Diversity. ACRL Twelfth National Conference.
Oblinger, Diana (2003). Boomers, Gen-Xers, & Millenials: Understanding the New Students. EDUCAUSE Review, July/August: 37-47.
Shill, H., & Tonner, S. (2003). Creating a Better Place: Physical Improvements in Academic Libraries, 1995-2002. College & Research Libraries, 64(6), pp. 431-466.
Shill, H., & Tonner, S. (2004). Does the Building Still Matter? Usage Patterns in New, Expanded, and Renovated Libraries, 1995-2002. College & Research Libraries, 65(2), pp. 123-150.