creating library spaces of the future

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


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


Survey Favorite space

Quiet study space, 45% Social space, 44%

Favorite Space

QuietSocialDepends/No answer


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


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


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.


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.


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!


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.


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


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.


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!)


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.


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


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


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.

creating library spaces of the future

Education