School Library Facilities Plan

School Library Facilities PlanLisa Upper

Design OverviewDesign• Elementary school library (within a K-12 private school)• Built in 2007• Primarily designed by

– architect– facilities director– prior librarian

• Original plan allowed for 4,000 sq. ft.• Projected building cost $200 / sq. ft. for a total of

$800,000• After cutting the budget, plan allowed for 2,100 sq.

ft. (5,000 sq. ft. recommended – Morris, 2010)• Actual building cost $125 / sq. ft. for a total of

$262,500• Final dedicated student space total: 1,185 sq. ft.

Location within the School• Near office

Location within the School• Near instructional

classrooms

Location within the School

• Near teacher workroom

• Near restrooms

• Near outside entrance

• Near computer lab

• Near to noise-producing room, but well-insulated

Informed by North Carolina IMPACT p. 62

Design CritiqueWeaknesses Strengths

Former librarian lacked experience and degree

Experienced architect and facilities director

Limited program vision

Limited program vision Designed for existing program

Form could not follow function as there was no mission / goal

Form has some ability to change with function

Elements exist separately

Elements exist separately Elements are there

Elements exist separately Elements are thereNear noise-generating areas

Excellent noise dampening

Story area can accommodate only one class at a time

Story area free from distraction

Limited line of sight within room

Visibility within school

840 sq. ft. less than the 30 sq. ft. per student required for 15% of the school population IMPACT p. 83

Natural light and lighting zones

Facility Areas for Major Functions• Support areas• Large group instruction• Reference• Story sharing• Independent work area• Small group activity • Informal reading• Multimedia production• Periodical storage• Administration and planning• Circulation

– Accessible to all patrons

• Automated catalog• Professional area• Parent resource area• Workroom• Display and exhibit• Secure equipment area• Computer lab / tech areas

inside or near– Wireless access– Adequate workstations

• AASL, 2009, p. 34

Functional Regions OverviewUse of Space Approx. Square

Footage

Functional Regions OverviewUse of Space• Collection

Approx. Square Footage• 420 sq. ft.

Functional Regions OverviewUse of Space• Collection• Circulation

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.

Functional Regions OverviewUse of Space• Collection• Circulation• Story Time Area

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.

Functional Regions OverviewUse of Space• Collection• Circulation• Story Time Area• OPAC Access

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.• 35 sq. ft.

Functional Regions OverviewUse of Space• Collection• Circulation• Story Time Area• OPAC Access• Workroom

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.• 35 sq. ft.• 150 sq. ft.

Functional Regions OverviewUse of Space• Collection• Circulation• Story Time Area• OPAC Access• Workroom• IT System

Mainframe

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.• 35 sq. ft.• 150 sq. ft. • 135 sq. ft.

Mainframe• Computer Lab

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.• 35 sq. ft.• 150 sq. ft. • 135 sq. ft.• 630 sq. ft.

Mainframe• Computer Lab• Student Work and Instruction Area

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.• 35 sq. ft.• 150 sq. ft. • 135 sq. ft.• 630 sq. ft. • 350 sq. ft.

Mainframe• Computer Lab• Student Work and Instruction Area• TOTAL

Approx. Square Footage• 420 sq. ft. • 130 sq. ft.• 250 sq. ft.• 35 sq. ft.• 150 sq. ft. • 135 sq. ft.• 630 sq. ft. • 350 sq. ft.

• 2,100 sq. ft.

Functional RegionsCirculation130 sq. ft.

Approx. Total 2,100 sq. ft.

Functional Regions

Collection420 sq. ft.

Functional Regions

Story Time Area

250 sq. ft.Approx. Total 2,100 sq. ft.

Functional Regions

OPAC Access35 sq.

Functional Regions

Student Work and

Instructio

n Area350 sq.

Functional Regions

Computer Lab630 sq. ft.

Functional RegionsIT System Mainfram

e135 sq.

Functional RegionsWorkroom150 sq. ft.

Computer Lab

• Connected to library, but not a functioning part of the library

Computer Lab

• Connected to library, but not a functioning part of the library

• Dedicated computer specialist

Computer Lab

• Can accommodate one class at a time

Computer Lab

• Can accommodate one class at a time

• No allowance for independent work before, during, or after school

Mobile Lab• Intended use

at time of acquisition – 6th-12th grades

• Requires sign up

• Requires two IT specialists to move

Mobile Lab• Cart

– Earthwalk – $4,000

• Printer – Brother Wireless

Laser – $250

• Laptops – Dell Vostro – Paragon Micro – $900 x 25 =

$22,500

IT Office / Mainframe

• Mainframe and storage

IT Office / Mainframe

• Mainframe and storage

• IT department located in adjacent building

Workroom

• Basic cabinetry and countertop

Workroom

• Additional custom-made shelving unit

Workroom

• Book processing in workroom not realistic

Workroom

• No computer in workroom

Workroom

• No computer in workroom• Back wall could become production / green screen

backdrop

Circulation Desk

• Inviting entrance

Circulation Desk

• Inviting entrance• Book drop as part of circulation desk

Circulation Desk

• Inviting entrance• Book drop as part of circulation desk• Reference area in desk

Circulation Desk

• Inviting entrance• Book drop as part of circulation desk• Reference area in desk• Perhaps 3-4 feet of wasted space

Circulation Desk

• Inviting entrance• Book drop as part of circulation

desk• Perhaps 3-4 feet of wasted space• Moving desk towards entrance

would widen passageway between wall and side of desk

Circulation Desk

• Limited space behind desk

Circulation Desk

• Limited space behind desk• Only one person fits

comfortably at a time

Circulation Desk

• Space at chair height is cramped at 45”w x 16 ½” deep

Circulation Desk

• Space at chair height is cramped at 45”w x 16 ½” deep

• Desk has become the work area for all daily tasks

Circulation Desk

• Although there are windows, line of sight / range of hearing is limited

Circulation Desk

• Cannot monitor OPAC computers

Circulation Desk

• Cannot monitor OPAC computers

• Netbook, scanner, A/V cart provided for remote circulation within student area

Story Area

• Original design called for sunken story area

Story Area

• Original design called for sunken story area

• Not ADA – friendly, so design was changed

Story Area

• Story area can accommodate only one class comfortably

Story Area

• Additional risers would necessitate central handrails

Story Area

• High side wall blocks corner student view

Story Area

• High side wall blocks corner student view

• Inflexible concrete wall

Story Area

• Entrance to story area 29” – width of wheelchair 26”

Story Area

• Space behind midline of circle unusable for instruction• Lack of visibility• Lack of proximity

Story Area

• Space behind midline of circle unusable for instruction• Lack of visibility• Lack of proximity

• Created storage space by flipping former puppet theater to design ‘fireplace’ for

housing reading pillows

Story Area

• Pull down screen

Story Area

• Pull down screen• High side wall of sitting area

blocks corner student view of screen

Story Area

• Projector connected to A/V input housed in IT workroom on opposite side of library

Story Area

• Remote control range from story area to IT workroom insufficient

Story Area

• No instructional presentations requiring

computer input

Story Area

• No instructional presentations requiring

computer input • Half wall too high for

seated screen viewing outside of story area

Story Area

• Direct connection with A/V adaptor and cord installed

Story Area

• Cord to be secured against ceiling and behind clock

Story Area

• Cord to be secured against ceiling and behind clock

• Laptop for instruction available

Removed tall OPAC carrels from center of the library

Carrels placed against workroom wall, under windows

Carrels cut down to seated height of 27” (ADA-approved)

Instruction/Independent Work

Original table placement too congested

• Tables spread out• ADA-approved distance

between tables, chairs, and bookcases

Collection

• Bookcases created a limited line of sight• Space between cases smaller than the 5’ ADA recommendation

Collection

• Block of bookcases removed

Collection

• Bookcases moved to the perimeter of the library

Collection

• Door opening between library and computer lab still within fire code requirement of 36”

Collection

• Bookcases moved to the perimeter of the story area wall

Collection

• Replaced bookcases with flexible shelving for picture books • Wooden browsing carts

• Wooden Furnishings• $1,500 (factory seconds, $750)

Functional Regions CritiqueWeaknesses Strengths

Functional Regions CritiqueWeaknesses StrengthsComputer lab separate from library

Full-time computer specialist

Workroom doesn’t lend itself to working

Adequate storage; could be used for production projects

Circulation desk became a too-small multi-use desk

Has drop slot and spring-loaded book bin

Story area limited to 25

Story area limited to 25 Secluded

Story area limited to 25 SecludedStationary bookcases limit visibility and flexibility

Adequate shelving

Instruction area too crowded

Adequate shelving

Instruction area too crowded Enough seating for one full class

Adequate shelving

Limited staffing

Adequate shelving

Limited staffing Volunteerism

Adequate shelving

Limited staffing VolunteerismLimited visibility from circulation desk

Functional Regions CritiqueWeaknesses StrengthsProjector and screen limited to story area; multimedia instruction unwieldy

Functional Regions CritiqueWeaknesses StrengthsProjector and screen limited to story area; multimedia instruction unwieldy Physical space is lacking multiple, flexible spaces that accommodate a variety of learning tasks AASL, 2009, p. 34

Administrator not yet open to resource-based instruction and learning, flexible scheduling, and the need to simultaneously accommodate both small and large groups at the same time

ACTION POINTSFacility Design and Functional Regions

Action Points - CompletedActionable items Action taken

Limited program vision;Form could not follow function as there was no mission / goal

Program mission statement, philosophy, policies, and procedures written and published to school website and orientation materialsCost: $0

Movable furniture for flexibility in large group space acquiredCost: $750 for book browsers

Netbook and scanner used for mobility during checkoutCost: $250

Projector and screen limited to story area; multimedia instruction unwieldy

Mobile projector, screen, and laptop availableCost: $0

Physical space is lacking multiple, flexible spaces that accommodate a variety of learning tasks

Floor space reworkedCost: $0Mobile book browsers acquiredCost: $750 (half price for company “seconds”)

Story area projector and screen limited to input from IT workroom, making instruction through use of computer applications unrealistic

Adaptor cord connected to projector; wiring secured to ceiling and wall; laptop availableCost: $10

Action Points - PendingActionable items Action needed

Elements exist separately

Elements exist separately Coordination / collaboration Cost: $0

840 sq. ft. less than the 30 sq. ft. per student required for 15% of the school population to be accommodated at any one time

Consultation with media specialist during future building and remodelingCost: $0

Limited staffing

Limited staffing Part-time assistantCost: $7.50/hr x 10 hrs/wk x 40wks/yr = $3,000

Stationary bookcases limit visibility and flexibility

Bookcase bases reworked to accommodate wheelsCost: $150 ($25 x 6)

Action Points - PendingActionable items Action neededComputer lab separate from library

Second mobile labCost: $27,000

Circulation desk area cramped

Desk movedReplace seated area with longer desk moduleCost: $400

IMMEDIATE COST $ 550 Furniture

IMMEDIATE COST $ 550 FurnitureLONG-TERM COST $27,000 Computers

IMMEDIATE COST $ 550 FurnitureLONG-TERM COST $27,000 ComputersONGOING COST $ 3,000/year Employee

• AASL. (2009). Empowering learners. Chicago: ALA.• Erikson, R. & Markuson, C. (2009). Designing a school

library media center for the future. 2nd ed. Chicago: ALA. • Morris, B. J. (2010). Administering the school library media

center. 5th ed. Santa Barbara, CA: Libraries Unlimited.• NC DPI, ITD. (2008). IMPACT: Guidelines for North

Carolina Media and Technology Programs. Raleigh, NC.• Woolls, B. (2008). The school library media manager. 4th

ed. Westport, CT: Libraries Unlimited.

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