Embed Size (px)
Citation preview
Design Minds Innovation in Libraries
15 February 2017
Asia Pacific Design LibraryState Library of Queensland
designonline.org.au#designmindsfacebook.com/slqapdltwitter.com/slqapdlinstagram.com/slqapdl
Why Design Thinking?
Streamlined internal practices?
Productive spaces?
Better communication?
Tailored programming?
Community outreach?
Visitor Ownership?Educational offering?
Future Proofing?
The list goes on...
Diversify offering?
Where design thinking can really help librarians make adifference is in creating better library user experiences.—Steven J. Bell
“Design has the power to enrich our lives by engaging our emotions... The intrinsically human-centred nature of design thinking points to the next step: we can use our empathy and understanding of people to design experiences that create opportunities for active engagement and participation.”
Tim BrownChange by Design
Design Thinking has become a globally recognised term to the design process traditionally used by designers of various disciplines.
OVERVIEW
Graphics–Design ProcessCont.
https://www.wired.com/2008/09/briton-invented/
What is Design Thinking?
At its core, the design process focuses on exploring a problem or a challenge that a particular user or user group. It is based on cycles of courageous action, insight and incremental improvement. Therefore, although design can tend to focus on a tangible product outcome, the design process is never really complete; there are always opportunities to and incrementally improve.
In establishing the simple Design Minds design process of Inquire, Ideate and Implement, we evaluated some of the most recognised global design thinking methodologies including the Cooper Hewitt’s ‘Ready, Set, Design’ (Smithsonian, Cooper Hewitt Design Museum 2011), Stanford D School’s ‘Stanford Design Program’ (Plattner 2010) and IDEO’s ‘Design Thinking for Educators’ (IDEO 2011).
Methodology Design Stages
Cooper Hewitt Identify InvestigateFrame/
ReframeGenerate Develop Evaluate
Re-evaluate
iDesign Thinking Intending Exploring Suggesting Innovating Goal-getting Knowing
D School Empathise Ideate Prototype Test
IDEO Discovery Interpretation Ideation Experimentation Evolution
Design Minds Inquire Reflect Ideate Reflect Implement Reflect
Figure 1. How the Design Minds phases developed as a synthesis of leading design methodologies.
We sought to synthesise from these global examples a design process, that as Einstein would say, is “as simple as possible but no simpler”.
What emerged were the three design phases Inquire, Ideate and Implement, punctuated at each
INQUIRE
IMPLEMENT IDEATE
Warm Up Exercise!50 uses for a brick
3 minutes to develop as many alternative uses for a brick as possible
INQUIRE
InquireHow might we...?
INQUIRE
IMPLEMENT IDEATE
INQUIRE
IMPLEMENT IDEATE
How might we encourage more playfulness in our library spaces?
© 2014 State of Queensland (State Library of Queensland)Version 1-30 January 2014
Ideate: exercises related to brainstorming, generating ideas and solutions to a problem/opportunity, experimentation, risk-taking and play.
Implement: exercises related to testing developed ideas, prototyping and communicating an end result.
During each of these phases there are also moments of structured Reflection to gather insights and allow changes and improvements to be made before proceeding to the next phase. This structured
is the most integral component to classroom learning as John Dewey has argued: “We do not learn from experience. We learn from on experience.”
InquireUser Brainstorm
60 seconds to identify as many libraryaudiences as possible
INQUIRE
IMPLEMENT IDEATE
InquireDive (Slightly) Deeper
What do you know aboutyour audience’s needs at present?
INQUIRE
IMPLEMENT IDEATE
Inquirere-write your own how might we....
using what you have identified about your users so far
INQUIRE
IMPLEMENT IDEATE
IDEATE
IdeateIdea Generation
INQUIRE
IMPLEMENT IDEATE
Pragmatic Radical
Easy
Impossible
IMPLEMENT
ImplementRapid Prototyping
INQUIRE
IMPLEMENT IDEATE
ImplementCommunicating your idea
INQUIRE
IMPLEMENT IDEATE
Reflect
WHO?
WHERE?
WHAT?
WHEN?HOW?
Who do you want
to engage?
Who are the
stakeholders?
Identify internal
skills & assets of
staff & volunteers.
Where is your
target group now?
Where will the
program be?
Where will you
engage with them?
What will your
program look like?
What resources do
you need?
What are the
possible barriers,
obstacles &
challenges?
When will the
program take
place?
Frequency
Is it ongoing?
Single event?
When will you start/
end & review the
program?
How will you
engage them?
(think marketing)
How will you get
feedback &
measure results?
How will you share
results with
Stakeholders?
THE WELCOME TOOLKIT
State Library of Queensland Library Leadership Program 2015
WHEN?THE
W E L C O M E to your library
O
V
E
O
M
M
U
N
I
U
T
R
E
A
T
C
H
Y
O
D
E
N
G
AG
M
E
N
T
L
of
the
State Library of Queensland Library Leadership Program 2015
http://designthinkingforlibraries.com/
Bell, S.J. (2014) ‘Staying true to the core: Designing the future academic library experience’, portal: Libraries and the Academy, 14(3), pp. 369–382. doi: 10.1353/pla.2014.0021.
Bell, Steven J. ‘Design Thinking’. American Libraries 39 (1 & 2): 44-49, January-February 2008
Bell, S.J. and Shank, J.D. (2008) Academic librarianship by design: A blended librarian’s guide to the tools and techniques. Chicago: American Library Association.
IDEO (2014) From libraries to learning labs. Available at: https://www.ideo.com/case-study/from-librar-ies-to-learning-labs (Accessed: 14 February 2017).
IDEO (2015) Design thinking for libraries. Available at: http://designthinkingforlibraries.com/ (Accessed: 14 February 2017).
References
