12th Annual Library Leadership Institute
Library Leadership in the Asia Pacific Century
Shanghai, 16-20 May 2014
st
Howard Amos
University Librarian
University of Otago

Aim: explore aspects and components
Outcome: increased understanding of planning strategies
Approach: sharing knowledge & building examples

 10:50 – 11:30 Presentation
 11:30 – 12:00 Group Activity
 12:00 – 12:20 Group presentations
 12:20 – 12:30 Summary

Campus wide focus
University statement
Major influence on staff and students
Long term investment
Capital intensive

Collection Client Experience Connection
Freeman (2005)

Librarians
[What service benefits clients]
Clients
[What service clients want]
Institution
[What mission services clients]
Bennett (2007)

Pedagogy
Space Technology
Radcliffe (2008)

Imperatives/Trends
Changes in how teachers teach and students learn
Move from print dominated resources to online, anytime from anywhere
Implications
New support services, re-purposed/new spaces.
Back office functions minimised, services consolidated freeing up space
Economic accountability
New tools and technologies
Do more with less, demonstrate effectiveness and value for investment
Technology embedded in spaces.
Support for multi-media project work
Growth in environmental responsibility Energy efficiency, reduced carbon foot print

Imperatives/Trends
Embedded librarianship
Untethered Library
Implications
Part of the learning environment – library as teaching space
Student centric services & spaces plus online services
24/7 facilities Access anywhere anytime
Multiple learning modes Combined social and learning spaces, flexible modular designs
Build collaboration and partnerships Library and student support services
Library and teacher/researcher support

Planning to make it happen
What, how, when
Opportunity?
Planning to make it a success
End state
Critical success factors
Deliver the sausage

Environment Assessment
Where are we now?
Trends/Imperatives
Where do we want to go?
Develop Options
Future end state  Vision

Current state
Executive support
Future needs
The University
Academics
Students
The Library

Accountability & responsibility
Impact
Fit for purpose/Meet a need
Environmentally responsible
Vision Response
Maximum return – shared facility
Reputation improvement

Changing ways of teaching and research
Impact
Types of spaces and their flexibility
Vision Response
Flexibility/multiple use of space
Better student outcomes

New tools and new ways of learning
Impact
Pervasive technology
The untethered library - BYOD
Vision Response
Student centric layout and design
Modular spaces embedded technology

De-emphasis of the collection
Impact
More student/academic space
Library space becomes University space
Vision Response
Room for formal to informal study spaces

Learning hub
Social place - a campus focal point
Active and energising
Student centric
Untethered Library
Ubiquitous technology
Collaboration

Life- cycle stage
Conception and design Focus
Overall
Pedagogy
Implementation and operation
What is the motivation for the initiative?
What does success look like?
What types of learning and teaching are we trying to foster? Why?
What types of learning and teaching are observed to take place? What is the evidence?
Space /
Environs
What aspects of the design of the space and provisioning of furniture and fittings will foster these modes of learning (and teaching)? How?
What aspects of the space design and equipment worked and which did not? Why?
Technology How will technology be deployed to complement the space design in fostering the desired learning and teaching patterns?
What technologies were most effective at enhancing learning and teaching? Why?
Radcliffe (2008)

From Concept to Design Brief
Concept
Articulates the vision
Provides a rationale
Makes an ambition statement
Brief
Instructions to designers
Gives direction and scope
Sets out purpose and goals

Information Services Building
University of Otago
“reflecting a new IT rich image”

Information Services Building
Part of campus master plan university vision
Links to campus & town
Student centric
Multiple & flexible use

University of Otago
Information Services Building

Information Services Building
 A clear vision and short design brief
 Strong business continuity
 More than just a Library
 A space that collects, connects and disperses

Information Services Building
 IT sophisticated building
 More seats, greater energy savings, happier clients
 Staff on every floor
 Design signature

TU Delft Library
Technology University of Delft
“centre of belonging”

TU Delft Library
Strong linkages
Decoupled from books rare books on display
Activate space for students
Campus Landmark

Deft University of Technology

TU Delft Library
 Vision of library as link
 At the heart of the University
 Past linked to the present
 Architectural beacon

TU Delft Library
 Ecologically sophisticated building
 Variety of student spaces
 Staff on the perimeter
 Life without books

The Saltire Centre
Glasgow Caledonian University, 2006
“Futuristic people-friendly learning space"

The Saltire Centre
Cutting edge design
Testing the boundaries
Learning centre student hub
Self regulating & highly flexible

The Saltire Centre
Glasgow Caledonian University, 2006

The Saltire Centre
 Building as a series of layers
 Flexible space allowing reconfiguration
 More than just a Library
 A space for interaction, conversation & learning

The Saltire Centre





The Hive Worcester
University Worcester/Worcester City Council
“Shared vision – single community”

The Hive
University & Council partnership
Fully integrated
Well defined core values
Carbon neutral design

The Hive
Joint University/Public Library

The Hive
 Established strategic directions
 Strength in collaboration
 Strong vision of connections
 Learning as social activity

The Hive
 Shared services priorities
 Continuity of shares values welcoming & inclusive
 Innovation challenges
 Different study zones

James B Hunt Jr Library
North Carolina State University
“a place not of the past but of the future”

James B Hunt Jr Library
University signature building the future is NCSU
Communities of knowledge
Environmentally responsible
Flexible spaces

North Carolina State University
James B Hunt Jr Library

James B Hunt Jr Library
 Cope with technology change
 New ways to see & use information
 Technology focussed labs
 Traditional spaces

James B Hunt Jr Library
 Shared areas
Students and staff
 Wide consultation
Improve student facilities
 Design adaptions

University of NSW
“Never stand still”

UNSW Library
Not a green site
Long term architect
Campus wide initiative
Repurpose renovate redesign

UNSW Library

UNSW Library
 Consultation process
 Strong collaboration
 Structured landscape
 Multiple student zones

UNSW Library
 Library as third place
 Prime real estate reclaimed
 1800 new seats
 Study place & social place

 Clear vision
 More than just a Library
 Iconic landmark
 Technology as catalyst
 Connecting learners
 Flexibility for change
 Interactions
 Space people
 Teachers students

 Partnerships
 Shared space
 Competition


 Integrated services
 Accountability
 Sustainability
Schaper (2012)

Why Evaluate
Validate reality
Assess impact
Articulate issues
Consider opportunities
Document the benefits

Engagement with users
Empirical
Observational
Ethnographical?

Observation & feedback
Immediate structured/unstructured
Ethnographical
Complex method
Longitudinal
Mixed method

MEASURE
Extensiveness
EXAMPLE
How many courses, students, faculty are using the facility?
What is the cost of support for each hour of service or course?
Efficiency
Does the use or pedagogy incorporate innovations enable by technology?
Effectiveness
Can clients receive assistance they need with use of the facility?
Service quality
Usefulness Are students undertaking new types of assignments that enhance deeper learning as a result of the availability of the facility?
Lippincott (2006)

 Prepare for developing a business case for a new library
 What are some of the things it must deliver on?
 How will you incorporate these into a design brief?

 Work in groups for 30 minutes
 Note down points
 High level don’t get too detailed
 Presentation time is 5 minutes per group

 Assess changes and drivers
 Scenarios to keep the brief real
 Consider other builds
 Demonstrate return on investment
 Sustainability

 Keep the final outcomes in mind
 Explore partnership possibilities
 Re-envisioned end state
 Keep technology in its place
 Plan to evaluate

Bailin, K. (2011) Changes in academic library space: A case study at the University of New South Wales.
Australian Academic & Research Libraries December 2011 342-358
Bennett, S. (2007) Designing for uncertainty. Journal of Academic Librarianship, 33 (2), 165-179.
Fletcher , J. (2011) Breaking Down the Barriers – the No-Desk Academic Library. The effect of new technologies on library design: building the 21st century library. IFLA 10 – 11 August 2011
Freeman, G. T. (2005) The Library as place: Changes in learning, patterns, collections, technology and use.
In Library as place: rethinking roles, rethinking space. Washington, CLIR.
Johnson, C. & Lomas, C. (2005) Design of the learning space. EDUCAUSE Review July / August , 16-28.
Lippincott, J. K. (2006) Assessing Learning spaces. Proceedings of the Library Assessment Conference .
Charlottesville, VA, September 25-27 , 251-257.
Radcliffe D. (2008) Designing next generation places of learning: Collaboration at the pedagogy-spacetechnology nexus. The University of Queensland.
Schaper, L. (2012) New landmark libraries. IFLA Newsletter 2012 (1), 3-22.

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centralnc.twcnews.com
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tapthatunsw.wordpress.com
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