First and foremost, school libraries should align with the learning objectives and vision statement of the school community that they serve (Loh et al., 2017). Identifying the needs of the 21st century learner is crucial to mapping the spatial and social arrangements of a future-focused school library. A major consideration for the teacher librarian is to provide an inviting physical space that will promote and enrich 21st century skills, namely information literacy, critical thinking, collaboration, communication and creativity. To this end, the input of both students and teachers should be harnessed through surveys, interviews and focus groups in order to design a library that is to meet the diverse needs of its patrons, and foster innovative learning practices across the whole school.
The digital revolution and the use of personal computer devices has greatly impacted the way students find and retrieve information (Bailin, 2011). The library has had to adapt to this rapidly evolving environment, and provide state-of-the-art technological access to information, in addition to the traditional reading support services. This indicates that the spatial design of 21st century libraries has had to be reconfigured in response to the ubiquity of digital information in school settings, the promotion of skill-based pedagogies, and the different learning styles of students. Libraries have undergone dramatic transformations in order to reflect the connectivity of our society, the need for collaboration and the flexibility of user requirements (Leousis & Sproull, 2016). For instance, some 21st century libraries contain movable furniture and writable tables and windows, which allow students to engage in 21st century learning experiences, such as group discussions, inquiry-based tasks, problem-solving and critical thinking activities (Concord Infiniti, 2015; Leousis & Sproull, 2016).
A well-designed 21st century library space brings students together to a warm and welcoming centre that is flexible, and conceived as both an individual and a collaborative study space. The space needs to enable the provision of services that support the learning activities that take place and thrive in the school library. Teacher librarians need to pay attention to the different student-centred pedagogies and current technological trends, and be ready to renovate the library layout on a regular basis to reflect these changes (Concord Infiniti, 2015). They need to consider the introduction of new learning experiences that promote student collaboration and acquisition of ICT skills in the library through, for example, the creation of a maker-space area or virtual reality corner. Above all, 21st century libraries need to highlight the acquisition of information and digital literacy skills, as well as cultivate a lifelong love of reading in students.
References
Bailin, K. (2011). Changes in Academic Library Space: A Case Study at The University of New South Wales. Australian Academic & Research Libraries, 42:4, 342-359.
https://doi.org/10.1080/00048623.2011.10722245
Concord Infiniti. (2015, November 4). Infiniti special event: Driving innovation within your library [Video file].
https://vimeo.com/144676276
Loh, C., Ellis, M., Alcantara Paculdar, A., & Z. H. Wan. (2017). Building a successful reading culture through the school library: A case study of a Singapore secondary school. International Federation of Library Associations and Institutions, Vol. 43(4) 335–347.
Leousis, K., & Sproull, R. (2016). Building Community: Partnering with Students and Faculty to Design a Library Exhibition Space. Journal of Library Administration, 56:3, 222-234.
https://doi.org/10.1080/01930826.2015.1105061