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:




2 thoughts on “Blog Post #3

  1. We have an online booking system for our library and it makes a huge difference to how the work flow each day goes, knowing who is going to borrow what, at what time of the day and what you need to be prepared for. It makes things a lot less stressful!

  2. The booking system is a logical step to help streamline the addressing of needs of the variety of people needing access to you and the resources you administer.
    You may have to be quite stringent with regard to the booking system until people adjust to the new requirements. It will be beneficial for all in the long run.

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