21 Examples of 21st Century Libraries

Speakers: Kim Bolan Cullin, Library Consultant; Rob Cullin, Founder, Evanced Solutions. Bolan and Cullin are authors of Technology Made Simple.
I left another session to catch some of this (why do these conflicts always happen - you want to be in two three sessions at the same time, must be that our MLA planners did a good job choosing topics), and I did not see anyone blogging, so I'll try to blog a little, and post a link the presenter (Kimberly Bolan) promissed.

1st topic: spaces. Kimberly spoke about how library spaces have changed or need to change as our libraries change.
2nd topic: green library.

Concepts: browsable library, good signage and way finding; flexible library - lightweight yet durable chairs, tables, stacks on casters); small meeting, study, quiet rooms; separate teen libraries, with their own activity space; "Zoned" children's spaces (by developmental stages) - different size furniture, etc.

9: Signage: needs to be planned in advance, but can leave some signage for a few month later when you see the use patterns. Flexible signage: make it easy to change, e.g. painted detail signs would be easier to change; digital signage.

10: Happiness Cycle: put the customer first, and you'll be happy too.

Be more business minded: balance community needs with library mission. Suggested that libraries can charge for some things (Rob Cullin).

11: New staff models: hire for attitude. Libraries hire people people: you need to love people more than you like books to be a good library staff member.

12: Food, phones and fun: do not ban cell phones, ask to put them on silent, have a cell phone booth. Healthy snacks in vending machines. Regarding noise: think about zoning - create a quiet zone, a community talking spot where youput a sign " by entering this area you agree that people can talk to you".

13: Multi-age Governance: teens on library boards; adult advisory boards.
14: More "Liberal" Meeting Space Policies. Open the meeting spaces for private and for profit groups and charge a modest fee, especially if your meeting space is underutilized.
Services:
15: Demise of the big service desk.
16: Customer convenience: one stop shopping - a vending machine for office supplies - pencils, pens etc; drive through holds pick-up or ATM style pick-up, locker systems. An audience member suggested mail (regional centers used to). Drive - through coffee draws people into the library.
17: Collaboration, Outreach and Partnership. Bring library service to schools, Wii to a senior center, etc.
Technology:
18: Supported Self Service. Self check helped by staff.
19: Virtual Spaces. Web.2 is dynamic. Reviews in the catalog (if your ILS is not offering it, try Chili Fresh).
20: Rethinking Tradition. How you lay out computers (collaborative computers), think about circulating laptops at your library, put a flat panel screens for information, sound domes instead of headphones.
21: Advanced Communication. Need faster communication method among staff, especially in a bigger building. Reach out using a Face book page, Twitter.

Ramsey County Library (MN), Maplewood branch implemented most of those changes, and their use increased very substantially.

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Libraries and Learning: A History of Paradigm Change

9:30-10:45 May 7, 2009 Libraries and Learning: A History of Paradigm Change

Scott Bennett is Yale University Librarian Emeritus. Check out more information at: www.libraryspaceplanning.com


Mr.Bennett began discussing three revolutions in communications technology that have created paradigms in library space. All three dictate paradigms of library design: (1) reader-centered design/paradigm, (2) book centered design/paradigm, and (3)learning-centered paradigm (end of book-centered design).

The reader-centered paradigm can be seen in many traditional libraries that were designed to affirm the unity of readers and books. Books were in close proximity to the reader, and spaces were open and conducive to study and reading. The spaces were not dominated by shelving. see Yale University Library

The book-centered paradigm showcases a library overrun with book stacks, as books were central to the idea of a library building. An example of this is the main library, University of Illinois. Check these out on flickr: Uillinois

Scott talks about the end of the book-centered paradigm (learning-centered paradigm) as informing new library spaces and perhaps a flexible model for design in libraries. The tipping point came in the early 1990s through the early 2000s with the design and introduction of Journal Storage with the likes of JSTOR. With electronic resources came a shift in spatial relationships between students and the library. New study spaces are required and this clearly signaled the end of the book-centered paradigm. This paradigm clearly points to the information commons model. The Vogel Library, Wartburg College employs an information commons, but the planning process asked: what do we want to happen in this building? The answer: "We want to make learning happen." With this answer, the Vogel Library incorporates space on the third floor of the library with no print material, moving away from the model of book-centered design. The idea, as reported by Mr. Bennett, is that studying equates to learning. Learning is controlled, described as a transformative moment in which students WANT to learn. Scott uses the term "metacognition", or the ability to orchestrate ones learning. It is also referred to as "intentional learning." It employs an end rather than a means.

These are certainly lofty goals for a library--designing for intentional learning, as Scott relates. New design has the intention of fostering intentional learning. Autonomous learning has rarely been a goal in designing a new library space. Group study spaces, cafes, learning spaces do not comprise intentional learning spaces. The element of participation and community are required for contributing to the space and the intention of learning.

We need to think like educators rather than like service providers. the book-centered design is geared toward information. We no longer "support" students, but instead actively participate in the education process by making education intentional.

Make the library as a cheap place on campus for students to take control of their learning. Take advantage of the revolutionary moment employing a learning-centered paradigm in which education and learning are intentional, not peripheral. The librarian must not act as supporting architects in assisting the student, but as primary architects in designing the students.

A systematic understanding of learning informs our ideas of design for a library. It is clear that traditional methods of design of space will produce poor returns on investment in physical library space.

To borrow Scott's words from a statement on his website: "I believe that, properly done, library space design situates information in the social context of learning. This synergistic situating of information and learning is the core function of a bricks and mortar library, and it aligns both the library and its building with the basic educational mission of the college or university."

Essentially we are talking about a future of flexibility in library design. It seems that the new model of library design is like technology: it is everywhere and nowhere. In any case, it changes our notions of the way things "should be".