Blog Post #3

Design Brief for library learning space for Years 3 – 6 boys, 15th August 2014

In the construction of the Design Brief, I have considered both a ‘mental searchlight’ approach as well as ‘laser intelligence’ approach. (Gardner, 2014). This refers to the necessity of viewing the BIG picture – the role of the library learning space as well as the SMALL picture, focusing on finer details of problems that I have recently observed.

When using the ‘searchlight’ approach the overarching question ‘What should a library learning space for boys aged 8 – 12 years provide?’ is considered.  Following discussions with my interdisciplinary team of school leadership, teachers and students the school library should be a space that is both ‘inspiring’ and ‘neutral’. A space that will allow for:

  • Inspiration and encouragement to engage in learning
  • Flexibility in movement and noise
  • Opportunities to learn either in teams or individually
  • Elements of both a dynamic space as well as elements of predictability/stability
  • A communal shared learning space but also a sense of personal ownership

When using the ‘laser intelligence’ approach, the space was observed and the following problems highlighted:

  • Insufficient space for both incoming and outgoing traffic
  • Need for an uninterrupted quiet area for story reading
  • Difficult access to locked equipment trolleys
  • Difficult location of keys for unlocking of trolleys
  • Inconvenient location of urgently needed Reading Group books
  • Multi-tasking of Teacher Librarian


To deliver effective use of space, personnel and equipment for a range of  learning activities in the library space

Constraints and Considerations:

Using feedback from colleagues the following constraints have been considered:

  • How to prioritize and subsequently address all the tasks which need to dealt with simultaneously at 9.15 on Wednesday morning?
  • Location of a quiet area is problematic when the space is always occupied?
  • Only one staff member is available at this time?
  • Ongoing tension between security of expensive equipment and easier equitable access to the expensive equipment?
  • Entering and exiting are problematic as the TL is also accountable for all resources which need to check in and out?

Next Steps:

Step a. Discuss proposed changes with school community including leadership, classroom, IT staff and students.

Step b. Prepare necessary equipment and plan logistics of online booking system


  • Open both sides of glass door to allow wider exit and entrance
  • Introduce online booking system for trolleys so that I can check what has been booked and have equipment prepared to avoid interruptions
  • Equipment keys with fluro tag in prominent location, allowing students to sign in and out
  • Unlocking equipment trolleys and rolling out to more accessible location before school
  • Placement of a quiet area is problematic – possible moving of trolleys to another location


Brown, T., & Katz, B. (2011). Change by Design. Journal Of Product Innovation Management, 28(3), 381-383. doi:10.1111/j.1540-5885.2011.00806.x

Gardner, H. (2004). Audiences for the theory of multiple intelligences. Teachers College Record, 106, 212-220. Glasgow School of Art. Charles Rennie Mackintosh. Retrieved from:




Blog Post #2

 For this task I have taken a ‘snapshot’ of time – 9.15 Wednesday morning and observed the events occurring at the Library entrance.

The main events that are occurring simultaneously are:

  • Groups of students working with parents are just finishing their reading group time and are exiting the library through single glass door
  • A class of 25 students are entering the single glass door into the reading area ready for me to begin a story.
  • Another group of students arrived at the circulation desk through the single glass door requesting their new reading books (currently stored upstairs)
  • A further group of students have also arrived to request to roll out the 4 laptop trolleys to their classroom. The laptop trolleys are bolted to the floor at the back of the reading area. The key is located behind the circulation desk.
  • A third smaller group of students have also arrived to take 12 iPads to their classroom. The iPads are also located in a locked charging cabinet at the side of the reading area. They will need to be unlocked and the chargers released.

I hope that my sketch below will provide a graphic illustration of these events!

Library design

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