Creating a Learning Environment

1. Creating a Learning Environment Management Challenges Conference May 2005 Dr Susan La Marca

2. VELS The Design of Library Spaces

3. Building the future ‘…propose that students need to develop a set of knowledge, skills and behaviours which will prepare them for success in a world which is complex, rapidly changing, rich in information and communications technology, demanding high-order knowledge and understanding and increasingly global in its outlook and influences.’ (VELS Overview, p. 4)

4. ‘Students need to develop the capacities to: • Manage themselves as individuals and in relation to others • Understand the world in which they live and • Act effectively in that world’ (VELS Overview, p. 4)

5. Underpinning VELS is a ‘clear set of educational principles which reflect the community’s expectations for schooling’. These are: • Learning for all • Pursuit of excellence • Engagement and effort • Respect for evidence • Openness of mind (VELS Overview, p. 4 - 5)

6. Strand - Interdisciplinary Learning • Communication • Design, Creativity and Technology • Information and Communications Technology • Thinking (VELS Overview, p. 7)

7. Wider implications • The library mission statement • All policy documents • All submissions • Any future design or refurbishment project briefs

8. Implications for design • Planning informed by policy • Flexible, responsive spaces • Access • Ambience • The role of the student and the school community

9. Planning informed by policy

10. Planning informed by policy ‘We don’t have that nice little lounge room bit – we can’t put it in and the bit we have is disappearing as we put in more computers.’ (Teacher-Librarian) (La Marca, 2003)

11. Flexible, responsive spaces

12. Flexible, responsive spaces ‘flexibility puts control in the hands of the educator’ (Davidson, 2001)

13. Flexible, responsive spaces ‘Radiant streams of sunlight...Window seats, balconies, triple story atriums, curved passageways, upholstered furniture, multifunction meeting rooms, huge closets and rooftop gardens.’ (Davidson, 2001)

14. Flexible, responsive spaces • Design principle 7 – consider home a template for school • Design principle 12 - allow for different size learning groups • Design principle 23 – weave together virtual and physical learning spaces (Lackney, 2003)

15. Flexible, responsive spaces ‘A library needs architectural authority to sell the idea that learning is culture’s hot zone. It has to offer retreats for solitary study and forums for active engagement.’ (Hackett, 2004)

16. Access

17. Access Space as a social and political construct.

18. Access ‘Learning for all.’ (VELS Overview, p.4)

19. Access • Equal access to facilities • Equal access to information

20. Ambience

21. Ambience ‘….it’s got to be an environment that’s exciting, interesting and challenging…So if she can break down the barriers, which she has done, I think it then opens up so many more avenues for the students.’ (Vice Principal)’ (La Marca, 2003)

22. Ambience ‘The need to be noticed.’ (Hackett, 2004)

23. Ambience ‘Color is not decoration; it is a teaching tool, an alphabet of light.’ (Myerberg, 2002)

24. Ambience • Task orientated lighting • Natural lighting

25. Ambience ‘Comfortable seating, carpets, quiet corners and private niches are hallmarks of rooms where students get down to work.’ (Davidson, 2001)

26. The role of students and the wider school community ‘Students appreciate a library media center where professionals and staff welcome them and allow them 'ownership' privileges.’ (Doll, 1992, p 227)

27. The role of students and the wider school community • Involve community support based on sound educational principles. .

28. VELS Implications for design • Planning informed by policy • Flexible, responsive spaces • Access • Ambience • The role of students and the school community