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This article is from a while back (2016), however it is very inspiring how the library collaborated with a couple others to totally transform the space of the library and increased its usage by 1000%. I found it interesting how they decided to move the books against the wall, but it makes sense. They provided many usable spaces that could be moved around and reimagined.

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How a School Library Increased Student Use by 1,000 Percent | Cult of Pedagogy

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Some school libraries are reinventing themselves as makerspaces, but this Ohio library took a slightly different approach and has seen incredible results.

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https://www.demcointeriors.com/blog/designing-library-spaces-for-children/While I've already made a few subtle changes to my school's library, I know that there is still a long way to go. By switching the circulation desk and Everybody section, it opened up the space to allow for a more free-flow for students. A few goals that I have over the next few years include updating the furniture. I'd like to have more seating options for students that fulfill various purposes. I'd also like to update the collaboration areas with other options besides the hexagon tables that I currently have. I also like the idea of having furniture on wheels to make it easy to move for various activities that may take place in the library.

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Interactives

Learning and education come in many shapes and sizes. At this age, hands-on activity is a large part of healthy development. Incorporating interactives throughout your library spaces and collection serves to develop much-needed skills and connect kids to library materials.

Include interactive elements throughout the area, such as magnetic poetry, whiteboard or LEGO® walls, art gallery space, board games, etc.

Incorporate the elements listed above on often-empty end panels.

Set up self-directed STEM stations with "I wonder ..." statements to get kids thinking critically as they work with the materials.

Include a creativity area where kids can invent, act out stories, sing, etc. This could be an open area that encourages general activity, a puppet theater or a place to work with manipulatives to build.

Incorporate technology, such as iPads®, listening devices, interactive whiteboards, online resources, software and more.

Provide access to digital creativity resources, including, but not limited to, audio and video production tools.

Approachable and Welcoming Service

Positive communication from all staff will encourage the nurturing of relationships that help children learn and grow.

Create a centrally located, friendly service point.

Include a self-check station for kids to check out their own materials.

Engage in good merchandising techniques, whether by creating a popular children's library near the main service point, incorporating child-friendly signage and/or incorporating face-out merchandising throughout the area.

Include digital signage to highlight programs and events for caregivers and older children that will bring them back for new library experiences.

Provide a safe atmosphere with nearby amenities such as seating, laptop access, power access, etc., so adults and caregivers can easily keep an eye on their children as they engage with your public library spaces.

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Library Spaces: A Checklist for Designing Engaging Spaces for Children

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School-age children need library spaces that boost learning and offer quiet respite. Use this checklist to create your own children's space.

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I watch the Youtube video below which I found posted in Follett's Collection on Designing Collaborative Spaces.  The facilitator is Shannon McClintock Miller.
She had two guests.  One represented the secondary level libraries, and the other presented the elementary libraries.  Both were informative and inspiring.  Having multiple types of spaces is important; the 'cave' space, the learning lab, the watering hole(common ground) and the community space.  While I feel we do have these spaces, I feel I need to become more clear as to how they can be marketed and what the full potential of our spaces can be.
I also struggle with making sure that at the end of the day, no matter how wonderful our spaces are, we do want students to be achieving academically.

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Eight Project-Based Learning Activities for Your School Library - Karen Crandall

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Eight Project-Based Learning Activities for Your School Library - Karen Crandall

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My library has been re-designed completely over the past couple of years. What I really want to focus on is incorporating more project-based learning into my library curriculum. This article explains all the benefits to students when the participate in such PBL experiences. It also gives ideas for 8 different PBL projects to use in the library for grades K-5.

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Eight Project-Based Learning Activities for Your School Library

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An elementary school librarian's suggestions for projects related to animal habitats, natural disasters, bridge building, recycled fashion, and more.

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I am currently working with my Administration about updating the library at my school. This article suggestion down sizing the clutter, adding color, flexible seating, collaborative spaces, and power. I really appreciated the authors additional resources.

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Over the past five years, we have redesigned our media center and transformed it into a more flexible, collaborative space. This is the story of how we got there, and how you can apply what we learned as you rethink your library space. Want to learn even more about transforming your library space? Check out my book, Reimagining Library Spaces: Transform Your Space on Any Budget Note: Post contains affiliate links. Actions taken may result in commissions for RenovatedLearning
Rethink Your Library Space

When I first arrived at Stewart in 2010, the library was in pretty dismal shape. It was dark, dingy, cluttered and pretty much the opposite of student friendly. Over the course of five years, I gradually changed things up and redesigned our learning space into one that is flexible, collaborative, and fun to be in. Here's six things we did to change up the space that you can apply in your own space as you rethink your library.

Removing obstacles and clutter

When I first got to Stewart in 2010, the collection hadn't been weeded in decades. My supervisor had come in and gutted the worst of it before I got there, but even then, I was finding books on the shelves that hadn't been checked out since 1971! Not only were the shelves cluttered, but they also took up all the space. About 50% of the floor space was taken up with massive floor shelving. Every inch of available wall space had shelving too. There was no room to breathe. The small instruction area had ten 60 x 36 heavy wooden tables and about fifty heavy wooden chairs that couldn't stack. There were odd extra desks and tables taking up a ton of space too. Students were constantly bumping into furniture and each other.

I began massively weeding the collection, paring it down to the books that students were actually reading. To break up the monotony of the shelves, I created displays within them. I rearranged the books and removed wall shelving to open up some space. To get rid of the excess furniture we weren't using, I had the district come out and remove it. I got permission to remove the often broken alarm system to open up more room and make the library feel more welcoming. All of this didn't cost our school any money, but it made a huge difference in the functionality of the space. Sometimes, less is more.

Adding Color

When we received a $5,000 grant from Lowe's Toolbox for Education in 2014, it included money to get paint and painting supplies to add color to our library. We have no windows, which is a problem that I haven't been able to fix yet. With the dull beige walls, it felt kind of like a cave in there. So we brightened things up by adding blue and green to our walls. It's made a huge difference in our space - it's helped our library to become a more vibrant and active space. Even if we hadn't been able to get the grant, the cost of paint and supplies was only a couple of hundred dollars, which many schools could get donated from local businesses or PTSA.

Movement and Flexibility

The heavy wooden tables and chairs our library had were not flexible enough for our space. The table legs were frequently breaking from the tables being dragged across the floor and rearranged. Whenever we needed more floor space (ie. bookfairs, special events) we had to stack the wooden chairs one on top of the other in an awkward way in front of the bookshelves, preventing students from checking out books and potentially causing safety hazards.

The majority of our Lowe's Toolbox grant was spent on purchasing six 60 x 30 Bretford Flip & Nest tables and four quarter round whiteboard top tables. (Note: Bretford no longer manufactures furniture, but you can find similar tables with many other companies) We also purchased forty blue stacking chairs. This dramatically increased the flexibility of our space by allowing us to quickly rearranged tables and chairs to suit our needs. The chairs are lightweight and comfortable and can stack six high and are easy to store in the backroom if we need more space.

We also funded a DonorsChoose project to add six Hokki stools to our library. These have been fantastic for our kinetic students who find sitting still to be torture. You'll often see students pulling one up to a table to work on a project with fellow students.

Variety of seating

One thing I learned from the book Make Space is the importance of having a variety of seating options. High. Low. Hard. Soft. So I've been proactive about ensuring that there are plenty of options for my students. There are comfortable soft chairs in our brainstorming lounge, perfect for dreaming up their next project. We have high cafe tables and stools, perfect for sharing a game of chess or chatting while waiting on other students to finish checking out. We have "rocking" chairs and Hokki stools to allow for movement. And we have standard chairs to make sure we have enough seating for everyone.

Interactive Spaces

Libraries should not be static places. If you look at the offices of innovative companies (Google, Facebook, etc) you will find plenty of interactive spaces for employees to relax, collaborate and have fun. Drawing from this inspiration, I've been intentional about adding more interactive elements to our library space. The most obvious is our Makerspace, where students are invited to sit and tinker with LEGOs and K'nex. Within this space is the centerpiece of our library, our Epic LEGO wall, where students can build amazing vertical LEGO creations.

We also have our whiteboard wall, where students can doodle, collaborate and brainstorm. There are lots of whiteboard tables throughout our library too, which students often take advantage of to jots notes for their homework, work out an algebra problem or keep score during chess. We also have an interactive short throw projector in our instructional space. Inspired by Laura Fleming 's concept of digital breadcrumbs, we often put up interactive educational games for the students to try their hand at.

More Power!

We are a BYOD library, and one thing that I noticed was how students (and teachers) were always struggling to find outlets. They're all hidden underneath our bookshelves, which make them difficult and awkward to get to. As we've removed some wall shelving to make more room, we've opened up access to more outlets. We've also added several charging stations where students and teachers are invited to charge up their devices. These areas have become the new water cooler, as students gather around to charge their devices.

(Edited to add: Our original charging station later broke. We replaced it with a KwikBoost Charging Station from Demco and our students love it! It charges devices very quickly and is super durable. It was a bit pricey, but well worth the investment. At my new school, I now use the Vogek hubs, which are super affordable and work great)
Want to learn more about how I transformed my library space, read about other schools' transformations and get practical tips for changing up your own space?
In this practical guide, I go into detail about planning a library space transformation, from brainstorming to ideation to surveying your students. I include tips for dreaming big as well as simple, budget-friendly changes you can implement right away. Each chapter includes action steps and connections to the ISTE standards.

Diana Rendina, MLIS, is the media specialist at Tampa Preparatory School, an independent 6-12 in Tampa, FL. Previously, she was the media specialist at Stewart Middle Magnet School for seven years, where she founded their library makerspace. She is the creator of the blog RenovatedLearning.com & is also a monthly contributor to AASL Knowledge Quest. Diana is the winner of the 2016 ISTE Outstanding Young Educator Award, the 2015 ISTE Librarians Network Secondary Award, the 2015 AASL Frances Henne Award & the 2015 SLJ Build Something Bold Award. She is an international speaker on the Maker Movement and has presented at conferences including AASL, FETC & ISTE. Diana co-authored Challenge-Based Learning in the School Library Makerspace with Colleen and Aaron Graves and is also the author Reimagining Library Spaces: Transform Your Space on Any Budget.

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6 Ways to Rethink Your Library Space and Make it Amazing

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Over the past five years, we have redesigned our media center and transformed it into a more flexible, collaborative space. This is the story of how we got there, and how you can apply what we learned as you rethink your library space. Want to learn even more about transforming your library space?

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Function over Form - DEMCO blog

the blog talked about an elementary school library and their journey from their dated 1970s space and furniture to try to bring it into the 21st century. The blog included a few things the librarian has implemented such as a green screen and moving furniture around to many things that are on her wish list such as self service kiosks and collaboration hot spots. I feel like many of the elementary libraries in Parkway are on a similar journey to slowly update into the 21st century.

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One thing that I've noticed over the years is the need for various spaces throughout the library. This article reaffirms my vision that a library needs to address the varying needs of students, parents, and teachers.  The articles discusses the need for large and small group spaces, as well as quiet and makerspace areas. In order for a library to be successful, I believe that we need to address these different spaces.

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Active Learning Spaces

In the book Get Active: Reimagining Learning Spaces for Student Success, the authors identify six types of active learning spaces that are essential for creating an engaging learning environment for students. While this research (and this book) are not specifically focused on school libraries, we are the ideal place in our schools to encompass all six types of learning spaces in one location. We are the learning hubs of our schools after all. :) You might find that many of these spaces will overlap in your library, or that their purpose might shift depending on the day. That's totally normal considering how flexible our spaces have to be. Aim for having all six areas available as much as possible.

Small group areas

In your library, make sure that you have areas available where small groups of students can meet, talk and brainstorm. For some schools, this might be a row of diner booths on one wall. For another it might be whiteboard tables set up for small group brainstorming sessions. Other schools might have teaming tables with a monitor where students can share their device screens. It's all about what works best for your space and your students. If possible, try to make it possible for small groups to have a bit of privacy, so that they don't feel like their conversations are being overheard by the entire library.

Large group areas

By default, most school libraries already have a large group area. This will usually be the learning space where you hold classes. Advocate for flexible furnishings in this area if you are still stuck with the heavy traditional library tables. Having furniture that can be reconfigured in your large group area will make it easier to transition the space for different styles of teaching and learning. Make sure that you have an easy-to-use presentation setup too-ideally this space should always have a projector, laptop and screen setup and ready to go. If you have the space, have multiple large group areas so that you can accommodate multiple classes and learning styles.

Community Area

Often, the community area will be one and the same with the large group area. Some libraries might be lucky enough to have an audiotorium or multipurpose room attached. If you don't, more than likely your large group area will also be where you host special events like author visits, bookfairs, parent meetings, etc. This is why flexible furniture is crucial for making your learning space truly active.

Technology rich area

Your library should have a space where students can utilize technology. Many of us have computer labs or computer stations in our libraries already, but try to think beyond just the basic computer lab. Could you include tablets that students can check out to use? Could you purchase a high-powered computer setup for photoediting? Could you create a small music studio in an old storage room where students could record podcasts, music and spoken word poetry? With more and more of our students already equipped with their own devices, we need to rethink how we can provide technology experiences that they don't already have access to.

Quiet, solitary areas

Once upon a time, all of our libraries were pristinely quiet, intended solely for students to come in and read a book quietly. However, that paradigm has shifted, and many of our libraries are quite loud now. We still need to find a way to serve those students who just want to find a place to lose themselves in a book. If you have the space, try to designate a quiet room or quiet zone in your library, where students will know to keep the volume down. Look into creating "cave" spaces by rearranging furniture or providing screens or dividers to help students feel a little more solitary. My library has a very open layout, so we decided to rearrange our floor shelving units to create mini-caves in our fiction section. It's not perfectly quiet, but it does provide a good solitary space for our students who need it.

Makerspaces

Makerspaces come in all shapes and sizes, from a bin of LEGOs on a table in the corner to a full-blown fab lab with 3D printers and laser cutters. How exactly it comes together in your space depends on you and your students and what works best. Try to find a way to give students access to hands-on materials where they can explore new ideas and have creative play experiences. This might be a LEGO wall, a whiteboard wall, an arts & crafts supply cart. Whatever it is, make sure you have a place for creativity in your library.
How do the six active learning spaces manifest themselves in your library? Is there a space that's missing that you need to work on?

Categories: Blog Topics, Makerspaces/Learning Commons

Tags: learning commons, learning space design, learning spaces, library, makerspace

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6 Active Learning Spaces Your Library Should Have | Knowledge Quest

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Active Learning Spaces In the book Get Active: Reimagining Learning Spaces for Student Success, the authors identify six types of active learning spaces that are essential for creating an engaging learning environment for students. While this research (and this book)... Read More ›

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After listening to the webinar about Designing Collaborative Spaces, I saw so many new ideas I would love to implement into my library.  First of all, I thought the tables, shelves, etc. on wheels was perfect for using the library space for different venues. Our library is used for everything from guest speakers, whole school events, staff meetings, book fairs, etc. and the ability to move tables, chairs and shelves easily would be a huge advantage. This motivated me to talk to PTO about some new furniture for our library!

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I think the North High library does a great job of offering space for different types of activities--spaces for quiet, solitary reading, spaces for small-group collaboration, instructional spaces, etc. Although we design makerspace lessons with different teachers, we do not have a space designated for makerpsace activities with makerspace supplies. As a result, I think a lot of our students miss out on makrespace opportunities simply because they don't have the teachers who assign makerspace lessons. The article below gave some great tips on how to emphasize makerspace activities in the library by including kids in on the decision-making and planning process for makerspace activities though a teen advisory board.

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American Association of School Librarians (AASL)

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-american association of school librarians

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Knowledge Quest Volume 42, No. 4 - Library Spaces

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Download the issue PDF. This issue focuses on how school librarians can make the most of all the spaces available to them-both physical and virtual. It features articles on makerspaces, learning commons, joint-use spaces, embedded librarianship, and virtual librarianship. The issue was guest edited by Pam Harland.

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Parker, John. "Re-Imagined Learning Spaces for Media Centers." Personalize Learning. N.p., 01 Jan. 1970. Web. 12 Feb. 2017.

There are a lot of questions posed in this post to help think about what it is you want to do with the library space. An example is, what types of activity will define this flexible space?

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Shifting Roles for Media Coordinators and New Functions for Media Centers in Buncombe County Schools, Asheville, NC

Guest Post by John Parker, Digital Learning Specialist for Buncombe County Schools by day

John has served as a teacher and school library media coordinator at the elementary, middle, and high school levels. A seasoned staff developer and presenter, John prefers the role of facilitation and working with groups. When not dreaming about possibilities and plans John can be found exploring technology and Tweeting as The School Library and Media Guy, @TheSlamGuy

Buncombe County Schools has embarked on a journey that is designed to transform our school library media centers into flexible learning spaces that are earmarked by designs that encourage choice and voice for our students. At the core of this endeavor is a focus on access and the ability to create, make, and produce items that reflect students' interests.

After a year of observing, talking and listening to administrators, media coordinators and teachers across the district, we began seeding some Raspberry Pi and Arduino microcomputers into a few schools that were already redefining their programs. These programmable devices were provided without detailed instruction or professional development-media centers were encouraged to make them available for use. Some jumped at the opportunity, others did not.

Those on the leading edge took off quickly, but the others asked many questions that helped to develop a focus and a strategy that could be employed K-12. Three assumptions emerged from our learning that have become guiding principles:

Our traditional model of school libraries does not adequately support the North Carolina Standards and the way our staff and learners want to work.

The curriculum is filled with broadly defined learning goals

Learners need more access to information at a time convenient to them

Everyone wants to work and learn in new ways

The standards measuring media coordinator (school librarian) performance now promote activities that reflect an emphasis on a new role.

Demonstrate leadership.

Build a learning environment that meets the instructional needs of a diverse population of students.

Implement a comprehensive 21st Century library media program

Demonstrate knowledge of learners and learning and promote effective instructional practices.

Reflect on our practice.

Student achievement demands that we connect our activity to student outcomes.

We must abandon isolated tasks not connected to the curriculum

We aspire to create a culture of inquiry that doesn't end with the school day

We operationalized these statements with a succinct goal statement: We want to create a Four-C-Able Space for the Foreseeable Future. It is based on the four Cs of 21 st Century learning.

1. Creativity

2. Collaboration

3. Communication

4. Critical Thinking

As a first step, we began with ideas and used them to define the space. Searching questions such as "What types of activity will define this flexible space?" were used to escape the constraints of the physical space and get beyond our own set of normal limitations. To further refine the process, more specific questions were used and generated by the media coordinators. Careful attention was paid to the alignment of these questions with our guiding principles. Some questions that emerged were

What features should be incorporated to improve the ability to use resources?

What features need to be added to support project-based activity?

What types of specialized software or hardware should be available? What is available?

What new types of furniture might you need to add or replace?

What space(s) are you underusing?

What other questions do we need to ask?

What can you do tomorrow?

Afterwards, the activities were used to create an activity map for each media center that later identified components of those spaces and finally located them within the larger space. The media coordinators then conducted a school-based focus group and revised the plan according to stakeholder input. After negotiated outcomes and revisions, a road map for implementation was created that included measurable goals and even a budget timeline in some instances.
The process yielded plans, but it also enabled people to view their roles differently in light of best practices and their learners. To be sure, the change has not been easy, and some have limited participation, but there is excitement in being part of something that has the capacity to change teaching and learning in every school, child, and home in our county. We believe that those long standing library principles of choice and voice have received an appropriate makeover.

Thank you John and all the media coordinators in Buncombe County for sharing your journey to create flexible learning spaces that encourage learners to discover, explore, play, and personalize their learning their way!

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Re-Imagined Learning Spaces for Media Centers

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Shifting Roles for Media Coordinators and New Functions for Media Centers in Buncombe County Schools, Asheville, NC Guest Post by John Parker, Digital Learning Specialist for Buncombe County Schools by day John has served as a teacher and school library media coordinator at the elementary, middle, and high school levels.

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The area in which I need to focus and grow is in creativity.  While reading this article it dawned on me that creative doesn't have to equal a mess of art supplies.  This article stressed giving purpose to the spaces in your library. I have a lot of space, so giving those spaces purpose is my next step. Always saying YES as well to your space being used in any way they want!

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The following is a guest post co-written by Joan Ackroyd and Mae Craddock, library media specialists at Monticello High School in Albemarle County Public Schools in Charlottesville, Virginia.

How do your make your high school library the creative hub of the school that it was always meant to be? It takes a unique perspective and a can-do attitude.

Our philosophy about library programming has always been one of open access and flexibility. As library specialists at Monticello High School in the Albemarle County Public Schools district in Albemarle, Virginia, we have seen the library evolve from a traditional, research- and reading-centered space that few students utilized to one where students and teachers flock to use the latest technology, collaborate on projects, and create content.

Our library at Monticello has not always been the "MakerSpace" that it is now, though. Picture a traditional setting with few students and a very quiet atmosphere. Those were very long weeks! However, as students learned that they were welcome at any time and could talk and eat while they worked, they began to visit in increasingly greater numbers.

One of the first steps Monticello took to improve its library was to focus on music. That sounds strange for a library, right? One of Monticello's librarians at that time had been a musician, and music was still his first love. He spearheaded a library transformation that went through several stages. For a while, the library space resembled an equipment storage room. Then it slowly started to become a technology exploration space. Finally, it quickly became a music creation lab - with the help of a few resurrected computers.

The space instantly became a magnet for students, especially those who had rarely visited the library before. In fact, many students have stated that the chance to spend time making "beats" was the only thing that motivated them to come to school at all!

A traditional space doesn't turn into a vibrant, community space without a few growing pains. The noise level was high, especially since the library had been designed acoustically to amplify any sound detrimental to a research atmosphere, as many libraries are. Even though students weren't purposely trying to be loud, even quiet conversation was a distraction for teachers and librarians trying to deliver instruction. The noise became a "lemon" that we needed to turn into lemonade.

Each June out library is packed up (books, shelves and furniture!) so the facility can be used by a local company. In the current economy, this endeavor brings much needed revenue to our school district. This provided a unique opportunity to remodel the library, dividing the space into smaller collaborative learning areas instead of one large "research" room. Our Superintendent, Dr. Pam Moran, was able to secure some of the revenue from the rental fee to finance the renovation. Now we had spaces that were conducive to creativity and collaboration and students that knew we trusted and indeed "loved" them. We turned those lemons into lemonade.

The rest of the formula came together quickly. Add a supportive Administration, a very supportive Superintendent and our "lemons turned into lemonade" attitude, we couldn't fail. Students were beginning to take ownership of "their" library. What we needed next were activities that would infuse our teachers with the same spirit.

The word had definitely gotten around to kids that the library was the happening place to be, but our instructional time - teacher visits - were still low. Today, we average 12 classes per day in the library. What changed? How did we get from low instructional time to where we are now? Some of the things we did were purposeful and some were just a matter of philosophy.

We gave purpose to many of our spaces. We transformed our markerspace library from a blank canvas to a veritable craft room with art supplies and tools. This makes it a perfect space for all those messy things that teachers want to do in their classrooms but can't because they're, well, messy. An area of the library that we dubbed "the hacker space" for its innovative technology usage got a green screen, a gaming system, and glass boards to make it perfect for filming and for group projects.

In this way, we have managed to give each spot a reason for teachers to use it. The library has become a desirable instructional space. As Kevin Costner so aptly put it, "If you build it, they will come." And wow - have they ever. On any given Monday, our library is so packed that, as librarians, we often instruct students in the teacher's classroom because so many other educators are using our spaces. We're so packed that we have to take our expertise on the road.

The other, less purposeful shift was to simply say, "yes." Yes to almost everything.

"Can we come to do research in the library?" Yes.

"Can we use your markers?" Yes.

"Can we write on the tables?" Yes! (The students made chalkboard tables!)

"Can I put this computer over here?" Yes! (The students made a gaming area.)

"Can you help my class make videos?" Yes.

"Can you bring free reading books to my room?" Yes (And now we offer a program called "bookmobile" to encourage more students and teachers to use library materials.)

"Can you help my class make digital portfolios?" Yes (The first time we were asked, we didn't know how, but we figured it out!)

That attitude of yes - of positivity - of welcoming students and teachers - has made all the difference. While it's often stressful, to have already said "yes" to something you have no idea how to pull off - it's also the best kind of professional challenge.

There is no hard and fast "how to" for transforming libraries from places where information goes to die to places where information takes on new life. But, ultimately, it's about having a welcoming and helpful library run for and by the students.
This guest blog post was co-written by Joan Ackroyd and Mae Craddock, library media specialists at Monticello High School in Albemarle County Public Schools in Albemarle, Virginia.
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Uncategorized

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Transforming Monticello High's Library Into the Creative Hub of the School

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The following is a guest post co-written by Joan Ackroyd and Mae Craddock, library media specialists at Monticello High School in Albemarle County Public Schools in Charlottesville, Virginia. How do your make your high school library the creative hub of the school that it was always meant to be?

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Divine Design: How to create the 21st-century school library of your dreams

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Divine Design: How to create the 21st-century school library of your dreams

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This article has me thinking about indoor flexible space - particularly our tables. It also mentions highlighting print books with lighting, displays, and more. This is something I need to emphasize. The point that got me the most excited was the idea of taking advantage of outdoor space. We have a great patio here that is not used at all. Now to get money . . .

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Things are changing. For starters, ebooks, apps, and the web are now a part of your students' daily lives. So how do you determine the best way to turn your library space into a learning center that's right for today's rapidly changing digital world? Take it from me, a longtime designer of school libraries, it's not easy.

I've discovered that the things I used to labor over just five year ago don't seem as important anymore. For instance, I really don't worry about how many books you currently have, your space's measurements, what wood finish to use, how many students are in each class, or even where the circulation desk should go. They've been replaced by more urgent questions. Questions such as, what are the tools and resources your students will need, what are your school's learning goals, and how can they be woven into your library?

I'd love to say that I know how to create the perfect school library, one that'll serve you and your students for years to come. But the truth is, no one-size-fits-all model exists. The bottom line is that you'll have to assess your curriculum and your district resources to discover what will work best for your students. But there are things I can suggest to move you closer to creating the best space for your students. Here are five design considerations that you shouldn't overlook when planning your dream school library.

Many librarians-even those in brand-new media centers-are forced into using stagnant teaching methods because their libraries don't have flexible instructional spaces. Don't let that happen to your library.

Students need to learn how to formulate meaningful questions, appreciate multiple viewpoints, and use a wide variety of resources in their research. Plus, 21st-century learners need to demonstrate their understandings in new ways, such as producing their own videos or multimedia presentations. That's why every school library needs a flexible learning space that supports multiple learning and teaching styles-not one that only accommodates lectures. Not one that assumes you'll never switch to smaller, wireless technology. Not one that's furnished with heavy, immovable tables and chairs or, worse yet, built-in workstations.

Learning models are changing, and school libraries need to take the lead. In many schools, collaborative and project-based learning are popular, as well as peer-to-peer tutoring and one-on-one learning. Classrooms are moving away from a "front of the room" mentality and adapting to students' learning styles. Libraries need to embrace the same logic and change to reflect the way students prefer to learn. Flexibility is vital; traditional library furniture can be cumbersome and make multiple seating configurations impossible.

Interactive whiteboards, such as the SMART Board 600i, ActivBoard 500 Pro, and eBeam Engage, are just some of the exciting new learning tools librarians are incorporating into their lessons. These new devices let users share information on their laptop screens with teachers and other students, and they're perfect for student presentations, seminars, distance learning, exploring websites, performances, and, yes, even reviewing lectures. Educators can use interactive whiteboards to make content available to students to review who need additional time or were absent.

When planning a school library, be sure to communicate often and passionately about the librarian's role as a collaborative educator. Those conversations, coupled with an awareness of learning styles and new technology tools, are bound to spark innovative ideas for interactive learning spaces.

It's time to stop warehousing books and start merchandising them. Take a tip from Barnes & Noble. Make your books and magazines more attractive (and more visible!) to students by taking advantage of displays, mobile fixtures, signage, and lighting.

Instead of focusing on how many shelves you need, think about how the print collection can enhance your digital resources. Printed books are still an essential tool, especially for beginning readers. And traditional books are a valuable resource that can enrich any student's learning experience, particularly in subjects like language arts, social studies, art, and history. In fact, print materials remain a fundamental library resource, especially in schools that don't have a computer for every student.

And while you're breathing new life into your print collection, don't shy away from ebooks and digital reading devices. After all, which reading format do you think most digital natives crave? A print book that's stored in an 84-inch-high stack (classified according to Melvil Dewey's 1876 system) and requires a step stool to reach? Or an ebook that can be downloaded onto a Kindle, Nook, or Sony Reader in less time than it takes to find a step stool? By the way, there's now another ereader alternative- Ectaco's jetBook, designed especially for K-12 schools.

Don't cut corners by underpowering your library. A few wall sockets scattered around the room just won't cut it anymore. Media centers should be tech central, and users need power to support their ever-growing arsenal of electronic devices. Remember to plan ahead, because there's no turning back. Once the cement floor is poured, your electrical plan is set in, well, concrete.

Limited outlets will also control how a space is used in the future. I've visited numerous new libraries where students can only conveniently use computers in one small area of the room. Laptops and handheld devices, visual and audio tools, printers, interactive whiteboards, and multimedia equipment are evolving at an incredibly quick pace-but sooner or later, most of them will need to be recharged. So give your students and staff a break and buy some eight-outlet power sources (like the Smith System I-O Post) that can sit, within arm's reach, in the center of a configuration of tables or among lounge chairs.

It's also unwise to scrimp on window treatments. New school libraries are awash in natural sunlight, which is a wonderful way to reduce the need for artificial lighting. Natural light truly adds beauty to the immediate environment, enhances learning, and creates an exquisite space for studying. Unfortunately, direct sunlight can also be blinding, wash out computer monitors and screens, and put a strain on your school's heating and air-conditioning systems. To manage sunlight throughout the day, you might want to consider using Hunter Douglas's Sun Louvers, which are a dramatic way to filter light, or consider using traditional shades and blinds.

You'll also want to get in touch with your IT department and school administrators as soon as possible, to explore the best way to incorporate a secure, wireless network or even better a private cloud network into your new space. Take time to listen to their concerns and to establish appropriate-use guidelines but don't hesitate to push for technology that will expand student access and learning.

A final word of caution: your new library space will fight you every workday if you don't actively take part in planning its infrastructure. Although that may not sound glamorous, trust me-the rewards are well worth the effort.

You know those drop-dead gorgeous spaces that grace the pages of interior design and architectural magazines? Well, that's not necessarily the look you should be aiming for. A school library isn't just an aesthetic statement; it has to be hardworking as well. Guests may walk in and gasp, "Wow, this is beautiful!" But you have to ensure that it's also an energetic, inviting space packed with students who are busy gathering information and exchanging ideas.

And am I the only person who has a problem with high school " Starbucks " libraries-the ones with a coffee bar, café tables, and scores of lounge chairs? Students hang out there with their friends-before and after classes and during lunch break-to check email, tweet, flip through magazines, play cards, and drink coffee. Granted, it's very cool and very social, but how exactly does it prepare students to succeed in college?

These plush, cool environments are often the result of an interior designer who doesn't understand the educational role of a school library or confuses your space with a public library's. Some credit can also go to librarians who can't resist these pristine spaces. After spending years in an overcrowded room with uncomfortable seating, old, beat-up end panels, tables with cracked laminate, and a circulation desk that's turned into a storage ledge for everything from printers to book displays, some librarians have simply gone too far the other way.

As attractive as these new spaces can be, they will be undervalued over time. Even at home, a pristine living room isn't used for studying; it's a nice spot to sit in and entertain guests. When people want to study or create something or chat, they head for the kitchen. People use the kitchen table to spread out their work, to be close to others, to watch TV, or to see what their siblings are doing. In the kitchen, you can drink a beverage without fear of spilling it on a thousand-dollar chair. The same applies to a school library. It's a working environment; it should have a lot of "appliances" and space to do research, make stuff, and consume a "big information meal." Now, that's not to say your library can't be one of the most attractive spaces in the school. I've been in a lot of wonderful "kitchens" that are both hard-working and beautiful.

I'm also not implying that school libraries shouldn't have comfortable lounge seating. A library should have appropriate seating to support students in all of their learning endeavors. If your library has space for lounge chairs, then include tablet arms on them so your students can use them to multitask.

Start planning your library by listing and prioritizing important activities and desired student outcomes, and be able to clearly articulate the culture you want people to see when they walk into your library. Whatever you do, don't let the furniture become the main topic of conversation or dictate the space's culture.

With almost every waking minute immersed in technology, it's even more important to consider how to stimulate students' other senses. Whether or not you agree with child-advocate Richard Louv's (Algonquin, 2005), which argues that contemporary children are increasingly cut off from nature, it's obvious that today's young people don't spend as much time outdoors as previous generations. That's one good reason to create an outdoor reading patio for your school library.

Space in libraries is a limited commodity. Creating a secure environment outdoors for students to gather, read, perform, or just relax in expands your space significantly. And no, this outdoor space won't be available every day, but the days it can be used will be extremely special. People develop fond memories of class periods spent outdoors in the sunshine, so why not library periods as well? It's an easy way to relieve eyestrain by looking up and around at nature. Include this possibility when planning your school library both for practical and aesthetic reasons.

Natural sunlight already pours into new libraries with good window treatments, and a wall of windows can frame trees, green plants, and blue sky. Whether you create a reading patio or not, encourage your architects to attractively landscape the area adjacent to your wall of windows, and then reserve the floor space directly in front of the windows for students-not shelving. They'll enjoy the sunlight, the view, and watching the change of seasons; the experience will enrich their learning.

Color and texture are another way to add sensory excitement to your library. The walls, floor, and ceiling all offer surfaces for bright colors, murals, and artwork. Besides adding some pizzazz, these elements can visually unite different areas in your library or highlight a particular area. Beige, white, and nondescript carpeting have had a monopoly in school libraries for far too long.

End panels with built-in shadow boxes can add more visual interest to the space, or they can become a canvas for creative images. And finally, bold signage, graphic icons, and unique fixtures, props, and lighting can all contribute to making your library a place that students will want to explore with their minds and their senses.

If all of these recommendations are a little overwhelming, I can empathize. Change can be scary-but embrace it. It's crucial to recognize where changes can be made to improve students' learning experiences. Don't wait too long to consider your library's future-or your students will leave you behind.

Seven resources to inspire you

Bauerlien, Mark. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30). Tarcher, 2008.
After reflecting on numerous research studies and humorous anecdotes, Emory University Professor Mark Bauerlien arrives at an uncomical conclusion: we've produced a generation of students who are extremely ill-prepared for college.

Johnson, Spencer. Who Moved My Cheese? An Amazing Way to Deal with Change in Your Work and in Your Life. G. P. Putnam's Sons, 1998.
A quick read, this simple fabfle provides thought-provoking insight into how people deal (or don't deal) with change. It's one of my go-to books.

Louv, Richard. Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder . Algonquin, 2005.
Journalist Louv uses a broad range of studies to show that kids need to spend more time in the great outdoors-and the importance of nature in children's physical and emotional development.

Nair, Prakash, Randall Fielding, and Jeffery Lackney. The Language of School Design: Design Patterns for 21st Century Schools. Designshare, second edition 2005.
If you're planning a new school, get this excellent reference book that combines learning research with innovative design to create some great spaces for kids.

Palfrey, John and Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives. Basic Books, 2008.
The erudite authors offer an insightful sociological portrait of a younger generation that's sophisticated in the use of media while, at the same time, often innocent and reckless. This is a fascinating look at the generation that will shape the future.

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books, 2010.
The former United States assistant secretary of education provides bold commentary on educational reform, its failure to improve education, and what should be done.

Siddiqi, Anooradha Iyer. The L!BRARY Book: Design Collaborations in the Public Schools. Princeton Architectural Press, 2010.
With terrific text and stunning images, the author documents a joint effort of the Robin Hood Foundation and the New York City Board of Education to re-imagine the school library and combat poverty through leading-edge design and top-notch instruction.

Margaret Sullivan (margarets@smith system.com) is Smith System's library marketing and sales manager.

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Divine Design: How to create the 21st-century school library of your dreams

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Things are changing. For starters, ebooks, apps, and the web are now a part of your students' daily lives. So how do you determine the best way to turn your library space into a learning center that's right for today's rapidly changing digital world?

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Try the Designing Collaborative Spaces in Destiny.

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Collections by Follett is a new, collaborative way for educators to collect and share resources from anywhere, at any time, and with anyone.

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1.  How does your library space promote inquiry?
2.  How does your library space promote collaboration?
3.  What is available in your library space to encourage creativity?
4. Is your space accessible for the school community?