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2015 ANNUAL HIGHLIGHTS ISSUE COGNOTES • 7
Create Flexible Learning Spaces for the Future
By Michelle Kowalsky, Rowan University, NJ
If we move too much toward social learn-I ing environments, we lose the quiet I contemplative spaces,” said Mark Walters, category-product manager, Steelcase Education, in a session sponsored by ALA's Center for the Future of Libraries. Walters and his team observed and photographed thousands of library users in a variety of environments over a period of several years. Researchers noted university students’ thinking and working processes, in addition to their physical postures, and then performed contextual interviews to determine their unmet needs. Library furniture and interiors were then designed and rapidly prototyped to alleviate any disconnects between natural library user behaviors and available spaces for learning.
Walters suggested that librarians intentionally plan for zones with realistic adjacencies, so that quiet individual spaces are distinguished from “alone together” spaces, and also from places for animated group work. Purposeful design will ensure that spaces for opposite types of activities are not too close together. “Deep thinking requires blocking out distractions,” he explained, “which takes energy away from the task at hand. Instead, we want to help people be more effective by providing a variety of spaces which support specific thinking and learning behaviors.”
On the ALA Exhibit Floor, Steelcase introduced the Brody WorkLounge, a laptop pod seating unit that provides opaque privacy screens which extend above the head in order to help users focus. Students’ observed lounge postures also indicated the need for a footrest and multiple power outlets, which continue to provide challenges to designers. Nevertheless, various institutions have successfully implemented and assessed designs for flexible multi-purpose spaces, such as Grand Valley State University (GVSU) Libraries in Allendale, Michigan.
Tips for designing library learning spaces for the future also included providing tools in social spaces, such as whiteboard walls and markers, digital displays like monitors and projectors, and tables for teamwork. Librarians and administrations should also consider spaces that are flexible enough to be moved or repurposed in order to support multiple learning behaviors which may arise at different times of day. Over time, features of many modern library spaces will also start to mimic some of the dynamic environments which students may encounter when entering the corporate world.
White papers, case studies, and examples arising from Steelcase's extensive library observations, along with ongoing analyses of current facility design issues in their 360 Magazine, are available at http://www.steelcase.com/ under the Insights tab.
The Show Must Go On: Inviting Neurodiverse Students into Your Library
By Robert Manzo, Student to ALA
Although technically the program “Everyone's REALLY Welcome: Inviting Neurodiverse Students into Your Library” had been cancelled, public and school librarians that came to the session did what only librarians would...they decided to organize their own discussion group on the topic.
Attendees talked about their experiences with autistic, dyslexic, and ADHD children. A common difficulty encountered by all was not with the children, but rather with other adults’ and librarians’ reactions to these unique, neurodiverse patrons. The discussion became emotional, as several attendees were either parents or close relatives of autistic, dyslexic, or ADHD children.
Especially problematic are library co-workers who make insensitive comments to parents of neurodiverse children. School librarians in the audience recommended that public librarians partner with education specialists to plan staff training sessions on neurodiversity and mental health-friendly etiquette. Concerned parents may also be willing to talk to library staff about how to approach an ADHD or autistic child who is being disruptive. Librarians sometimes mistake disruptive actions as behavioral rather than, for example, the result of sensory processing difficulties that stress autistic children.
Other suggestions discussed included: cut a narrow slit in a piece of cardboard, then paste a piece of colored plastic over one side, and a dyslexic child can use it to focus on one line of text at a time as she reads; have a designated time or space in the library and make available Lego bricks or books catering to specific interests; have a focused, enjoyable task to do in a quiet and visually unbusy corner.
Although the planned session was cancelled, the resulting discussion group was honest, productive, and educational.
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