29 Libraries and information centres CI/SFb: 76 UDC: 727:8 Uniclass: F76
Brian Edwards with Ayub Khan Brian Edwards is a Research Professor in Architecture at Edinburgh College of Art, an accredited college of Edinburgh University. He is an architect with a PhD from Glasgow University and is an active researcher and consultant on the design of libraries. Ayub Khan BA (Hons) FCLIP is Head of Libraries – Strategy at Warwickshire County Council. His previous role was that of Principal Project Officer (Library of Birmingham) working on plans for a new City Centre library in Birmingham
KEY POINTS: The community role of public libraries is changing rapidly Information is delivered in all kinds of media, not just paper
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Contents 1 Introduction 2 Community role of libraries 3 Library design 4 Room layout, furniture and shelving 5 Space standards 6 Environmental considerations 7 Financing and resources 8 Bibliography
1.03 The reasons for the revival of interest in the library were threefold. First, new media technologies, particularly IT-based knowledge packages, led the government and universities to reassess the role of libraries in a digital age. Second, the resurgence of interest in other cultural building types – notably the museum and art gallery – encouraged clients and their architects to see libraries as buildings to visit in their own right rather than merely providing a desk from which to borrow a book 29.2. Third, the expansion of universities worldwide led to a radical reassessment of the role of the academic library in teaching and learning, and this in turn changed attitudes in the public library – Table II. So, there emerged a new generation of libraries such as the Idea Stores in East London and the Discovery Centres in Hampshire where the focus is on community wellbeing rather than the individual reader.
1 INTRODUCTION 1.01 The developing role of the library has created a set of new and complex challenges for those delivering library buildings and services. The libraries of the twenty-first century are no longer simply familiar repositories for books. They have changed and expanded, been rethought and redesigned. Libraries now provide an increasingly wider range of different services, using a multitude of media, and reach a more diverse audience than ever before; see Table I and image 29.1. 1.02 After years of relative neglect as a building type, the library enjoyed a renaissance towards the end of the twentieth century. Interesting new solutions to the architecture of the public library appeared at Peckham, London to designs by Will Alsop and in Vancouver to designs by Moshe Safdie. In parallel, national libraries underwent exciting transformation as in Paris to designs by Dominique Perrault. The libraries of colleges and universities were also transformed into dramatic enclosures for knowledge dissemination, research and learning such as at Thames Valley University designed by the Richard Rogers Partnership.
Table I Main types of library
Key features
National library
National collections of books, journals, maps, etc. Research focused Conservation element Specialist readership
Public library
Collections primarily for loan People’s Network of computers Wide range of material including local interest Community information base Often integrated with other ‘cultural’ buildings Wide range of customer base
Academic library
Study support for teaching and learning Research collections Large computer areas 24-h access
Professional and special libraries
Specialist collection of books and professional journals Often contains rare material Limited access facilities Conservation element Closed community of users
29.1 Ideal pattern of public library interrelationships (Brian Edwards) 29-1
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29.2 Typical mid-twentieth century library plan. Sheffield University Library, 1958. Gollins, Melvin, Ward & Partners (D Insall and Partners)
1.04 Changing nature of library architecture In a recent publication on library design (Cabe and Resource, 2003), the changing nature of library architecture was neatly summarised as follows: Traditional
Modern
Hierarchical design and circulation Imposing steps and entrance Domes & Rotunda Restricted access to books
Open plan design and circulation
Temple of knowledge Institutional furniture Stand alone building Librarians as knowledge custodians Child free Galleries and mezzanines Individual study carrels
Street level, retail entrance Atriums and top floor cafes Open access to books and other material The ‘Living room’ in the city Domestic or club furniture Shared space with other services Librarians as knowledge navigators Child friendly Escalators and lifts Seminar rooms and computer suites
By the early twenty-first century, libraries with exciting public spaces, interesting exterior forms and more ‘market place’ interior qualities had begun to appear. Typical examples in the UK were
Table II Main factors leading to change in design of library buildings
New information technology especially electronic data collections Greater community and educational role for libraries Expansion in higher education and growth in life-long learning Impact of popular culture on libraries
Brighton Public Library by Bennetts Associates and in Seattle by Rem Koolhaas. What these had in common was their attention to urban design as well as building design, the creation of reading rooms, which invited contemplation, reflection and information exchange across media types, and the abandonment of the sterile silent world of the typical library. As a result, different areas of the libraries took on the qualities of bookshops and cafes on the one hand, and computerised trading halls on the other.
1.05 New generation libraries In a generation, libraries have changed from being depositories of books, newspapers and journals to being local knowledge centres playing their full part in the modern digital age. Today, the typical library is an interactive network, which encompasses books, journals
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(many of which are electronic), CDs, videos, Internet sources and sometimes special collections. Increasingly, the network contains links to the home and study centres, thereby supporting life-long learning and reinforcing the role of schools and colleges in the community. This social role has been accompanied by a change in design values and a broadening of the brief of a typical library, see Table III.
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their first language, for the poor seeking welfare support and for individuals who are newly arrived in an area, the library is often the first point of contact with a neighbourhood. Hence, the qualities and values expressed through architectural design leave a lasting impression. For these reasons, the library today is seen as a gateway to learning and a shop window of both knowledge and community services.
Table III Contemporary role of the public library Buildings which help cement together a community Buildings which are meeting places IT learning and support centre Complements art gallery and museum Access point to council services Life-long learning centre
Rather than leading to the obsolescence of the library, new technology has liberated the library from increasingly unpopular stereotypical forms, and altered the fundamental assumptions behind their design. One such is the requirement for silence in all but designated areas. The strategy today is to encourage the sharing of knowledge and to welcome the use of the spoken word either between individuals or in groups. Since the library is often used for teaching and learning within the community, silence is expected only in private study areas. Elsewhere, the pleasure of discovery and exchange is welcomed, as is the talking computer and the tapping of keyboards. Restricting silence to special areas allows the remainder to become a place for sharing ideas and jointly pursuing knowledge 29.3.
2 COMMUNITY ROLE OF LIBRARIES 2.01 Community engagement Emerging multi-ethnic populations in many communities and the increasingly urgent need for literacy and ICT skills are new trends requiring changes in the design of library buildings. Early consultation with communities is essential and community views should be reflected in the art collections and choice of architect for the building. Long-stay use of libraries for study purposes will require appropriate support facilities, e.g. cafe´, toilets and baby-changing facilities. In some cases, libraries may offer facilities akin to a ‘members’ club’. Libraries could become key communication centres for mobile populations, and their design will need to reflect the different ‘levels and layers of entry’ or different temporal zones: hot-desking, browsing, long-term study. The continued rise of the one-person household (from 18% of households in 1971 to a projected 36% in 2016) is encouraging public libraries to become meeting places for their communities. Involving the community in the design and running of libraries is a condition of the award of a number of Lottery grants for such buildings.
2.02 Young people and children Young people should be actively involved in the design of the service offered to them. Children’s services will grow in importance as the library becomes a secure, electronic safe haven in communities. Projects such as ‘Bookstart’ have demonstrated how important the library experience can be for very young children. The needs of children, young people and their families are constantly changing and these must be reflected in the design of libraries. Security and safety have become the key issues to be resolved in any library design for young people.
29.3 Key relationships in the library (Brian Edwards) 1.06 Lifelong learning Another change is the assumption that the book is dominant: although books remain vital to the library, the first point of contact is often the computer screen. The interaction between digital knowledge and the printed word is a dynamic one, which requires space characteristics different from the traditional library reading room. Many modern libraries place the computer screen at the front door thereby encouraging the reader to pass through a diversity of knowledge types as they navigate the library. The role of library staff is to aid navigation through modes of knowledge rather than exercise security or merely sit behind a desk stamping the books as they are borrowed. In directing readers to the material, there is a great deal of interaction both verbal and digital, which inevitably affects the interior layout. Another significant shift over the past two decades has been the increasing role of libraries in life-long learning, in providing community information, and in supporting the needs of the elderly. By 2020, 50% of Europeans will be over 50 years old, and here the library has particularly important services to provide. This has ramifications for the design and layout of library buildings, the level of lighting and provision of such things as toilets and disabled access. For people who do not possess English as
2.03 Serving conflicting community needs The design of areas of the library will depend on the philosophy of the service and the needs of the community to be served. Many needs may appear to conflict, for example: Study Privacy Procedures
versus versus versus
storytime Safety physical barriers
It is important to think creatively about reconciling apparently conflicting needs, most obviously through use of different zones or timing of events. Alternatives to traditional library issue or enquiry desks should always be considered, for example, ‘pod’ style desks, which avoid a barrier between customer and staff. The problem for the architect is how to bring the library and non-library functions into a coherent whole: Table IV. Table IV Typical services provided within a public or academic library Access to and loan of books Access to journals and newspapers Use of workstations Access to the Internet and e-publications Electronic access to research journals Guidance to sources of information Community and visitor support Cafe´ and refreshment area Group study activity areas or rooms Meeting and performance spaces
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The terms ‘relationships’ and ‘adjacencies’ are sometimes used to refer to the space-planning process in interior design. Careful planning of relationships within a library will ensure that a facility functions successfully both for users and staff. The relationships within a particular library are determined by studying the library’s philosophy of service, its use of materials and services, and its policies and procedures. It can be useful to draw an adjacency matrix for each area and function of the library, e.g. meeting rooms, children’s library, administration, stacks, computer area. These can be grouped as follows: adjacency – spaces are directly related • Positive Neutral adjacency share no common relationship • Negative adjacency– –spaces spaces should be separated. • This will help in the final design and layout of the library space.
3 LIBRARY DESIGN 3.01 The design of library buildings should be addressed at the following levels: design • Urban • Access design • Building Interior design • Each has specific requirements, which involve dialogue with user and interest groups, and each level has its own exacting demands, which cannot be overlooked. Library design is more than an exercise in architectural form making in spite of the growing interest in typological reinvention. 3.02 Multifunctional libraries Different types of library have different spatial and environmental emphases, and it is only too easy for an architect to assume that the experience of designing one type of library can be used, with only small adjustment, in designing another. Fundamentally, a library is not a building but a service organisation. It also needs to be borne in mind that, in recent years, there has been a growth in multifunctional libraries, for example, combined university and public libraries, and the combining in Local Authorities of libraries with other council services as ‘one-stop shops’. This is the approach adopted in the Idea Stores concept. 3.03 Site selection Site selection is often part of a wider development, for example, in the expansion of a university or as part of urban regeneration. The head librarian is normally consulted on the choice of site and usually leads the development of the brief. Matters to consider are: – e.g. nearness to other civic, retail or institutional • Access amenities preferably on foot. – satisfactory and acceptable to the population being • Location served. flow (ingress and egress) and traffic controls – accessi• Traffic bility by public transport and car. availability – the site needs to be available for immediate • Site use/purchase. Consider environmental hazards, constraints on
• •
historic buildings and limits on maximum area or height of building. Topography – grading needs and other natural features that might affect the development. Solar and wind orientation – much of the energy demand in buildings is for light and climate control. The site should allow for maximum use of natural light and ventilation. The effect of the sun’s glare on the building will also need to be assessed especially in the context of PC screens.
– the site should be in a prominent position, i.e. with • Visibility natural views to and from the site. and staff safety – the site will need to be safe and secure at • User night and well-lit. Parking should be accessible nearby and child safety considered in terms of proximity to major roads.
synergy – it is crucial to check the proximity of other • Community community (institutional) amenities, perhaps as part of a cultural quarter or retail area. Consider current known footfall in the area.
for growth – ability to accommodate expanded library • Size facilities if required in the future, e.g. an extension to the building or further parking.
3.04 Standards Standards and specifications vary and do not exist for every type of library design. There are no absolute standards on the amount of public library space per capita. The international guidelines (IFLA, 2001) state that because needs vary so much ‘it is not possible to propose a universal standard on the space required for a public library’. Within the UK, the Department of Culture, Media and Sport (DCMS) has suggested a figure of 23 m2 of new library space per 1000 population as a potential public library standard. Archive and other specialist libraries have their own needs and are covered in BS5754.
3.05 Urban design The public library needs to be well connected to civic life and the academic library located at the centre of the college or university. Table V summarises considerations. Good access to pedestrian flows and public transport is essential, as is the ability to service libraries with their ever evolving collections and needs. Hence, there will normally be a public front and a service rear or undercroft. However, the public entrance is not normally the library door but a gathering space immediately outside it. This should be designed with the characteristics of a public square with attention to landscape design, public comfort (i.e. seats) and community or personal safety. The library ‘square’ is where users will meet, escape from the confines of the library to reflect on the material, take short breaks to eat sandwiches or visit local cafes or other cultural facilities, and engage in the ambiance of the public realm. Aristotle defined the city as ‘a collection of buildings where men live a common life for a noble end’ and nowhere is this more evident than in the public library, 29.4. The external library space should be free of cars although public modes of transport can (and often should) pass nearby. There also needs to be provision for disabled access and facilities for the storage of bicycles. The trend towards co-locating libraries with other commercial or cultural facilities means there are often common entrance and service areas. The growth in ‘wifi’ has an important impact on library site choice.
Table V Principal site planning considerations
Issues to consider
Civic presence
Relationship to other public buildings Visible presence
Public access
Access to public transport Disabled access Proximity to retail areas
Service access
Access to road system Delivery and storage areas
Urban design
External public gathering space Safe, secure and legible routes
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29.4 Conceptual diagram of the relationship of library to other civic functions (Brian Edwards)
3.06 Access There are many issues around access to library services, dominated by the legislation enshrined in the Disability Discrimination Act (DDA) of 1995 requiring adequate access for those with mobility and sensory impairments. Access is required not only to the physical building but also to the collections, including computer resources. New buildings need to be ‘DDA-compliant’. The following issues need to be addressed: the library and accessible routes • Accessing ´ cor and signs, including lighting, switches and controls and • De signage such as toilets, furniture and fittings, emergency • Facilities systems • Information access and assistive technology. Level access is preferable and ramps essential where changes of level are inevitable. The public space alongside the library entrance provides an opportunity to make a statement of the building and this in turn can help signal the significance of the library. It also provides the chance to incorporate sculpture or other forms of public art into the city – some of which may contain text references to the library collection. 3.07 Academic library siting With University libraries, the building needs to be centrally placed on the campus and located where 24 h surveillance is possible. There is often a plaza at the centre of campus where other academic institutions are located such as senate house, refectory, gymnasium and registry. This provides an opportunity for the formation of a student-centred academic mall, which ties together the key shared facilities with links to the separate faculty building further afield. Hence, one role of the academic library is to define the centre of the campus both spatially and in terms of building hierarchy. 3.08 External relationships The flows from the external pubic space to the main building entrance are more clearly defined if attention is paid to urban design at the briefing stage. The choice of site often dictates external relationships. Proximity to public transport and existing pedestrian or cycle flows is imperative. There are parallel flows too which need to be considered such as the delivery of books,
newspapers, furniture and access for staff. The service entrance needs to have good road access and delivery and parking space. Increasingly, information is electronically delivered using wire or wireless technology and this eases the demand upon physical service areas. However, delivery and storage of the library material is a major consideration at the site planning level. 3.09 Building design The external square or set back public space leads the library visitor immediately to the entrance doors. These need to be inviting, wide and transparent, and arranged so that the interior can be viewed immediately upon arrival. It should also be possible to view the major library spaces from the outside, thereby providing links to the life of the city. Too frequently, the demands for security interrupt the physical and visible flows between the inside and outside worlds. Once inside the library, the user should be able to comprehend the key spaces and principal routes. Hence, the library desk should not form an impervious wall but provide an inviting permeable barrier through which visitors pass. The control desk where books are checked in and out should remain part of the entrance experience, not the sole or dominant element for the visitor. The trend towards self-issue and return systems (using RFID technology) makes the control element less evident and releases library staff to aid the reader rather than exercise security. In large libraries, it is often possible to form an inner foyer before the user reaches the library desk. Here, there may be lockers, information boards relating to community activities, a cafe´ and sandwich bar, exhibition area and meeting rooms, 29.5 and 29.6. This transition space between the inner and outer worlds requires particular attention in order to avoid disruption to the library. However, it is often the point where non-traditional users engage in the community facilities which libraries are increasingly providing. 3.10 The library desk and control barrier provides an essential element in the working of many traditional libraries. The library information desk is the main point of contact between users and library staff. The spoken word is essential to aid navigation through the collection, augmented by the catalogue and various subject specific guides. Increasingly, the next point of contact is with the computerised catalogue or the IT support area, which is
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29.5 Relationship between the functional and social zones in the library (Brian Edwards)
29.6 Diagrammatic layout of a national library (Brian Edwards)
usually nearby. To counter the dominance of digital information systems in some libraries (which can deter the elderly), there is often a magazine or newspaper area nearby.
3.11 Academic library book collection layouts In academic libraries, there are two main strategies for arranging the book collection. The first is to stack the books near the centre of the library arranging reading tables around the edge where there is good access to natural light and external views. The second is to place the books around the perimeter with a large multipurpose space often lit from above in the centre. The latter provides the opportunity to create an interior volume where readers can interact and move freely between paper and electronic media. The integration of modes of knowledge and types of media, however, is often difficult in practice because of the specific requirements of computers and the nature of some paper-based collections such as old newspapers or photographs.
So, in spite of the ideal of integration, there are often special study areas dedicated to types of media or study material.
3.12 Design characteristics and flexibility Since the storage and use of knowledge is changing rapidly, libraries need to retain a high level of flexibility. The ability of the building to change over time without compromising the key attributes of what constitutes architecturally a ‘library’ is an important consideration at the design stage, Table VI. Libraries are the Table VI Key design characteristics of libraries Visible, recognisable and legible as a type Adaptable to new information technology and physically extendable Adaptable to new user needs Comfortable and disabled friendly Inviting, safe and secure for users Protection and security of the collection
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recognisable buildings where spaces like the reading room help to define the type. To provide flexibility at the price of character is to remove the civic dimension which increasingly is required of clients and users. However, libraries need to be able to adapt to changing information technologies and their evolving cultural or social role if they are to achieve their full relevance in the twentyfirst century.
3.13 Interior zoning Although in an ideal world, paper and electronic sources are physically integrated on the reader’s desk, in reality the technical demands and characteristics of different types of media result in separate zones being allocated for each. There is usually a zone or room for computer users, a separate area for those referring to journal or newspapers, the library book stacks and collections of reading desks and perhaps special study carrels. In public libraries, areas are often zoned, for example, children’s area, activity space, teen area, local studies collection, reference, tourist information, 29.7 and 29.8. The separate zones may be distinctive functional areas but they are generally linked perceptually. It is an arrangement which allows one area to adopt a different policy on noise or
29.7 Diagrammatic layout of a central library (Brian Edwards)
29.8 Diagrammatic layout of a branch library (Brian Edwards)
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security than another, it permits internal change without disruption to the whole, and it allows different users to employ the library resources in different ways. 3.14 Collaborative learning However, it is important for library designers to be aware of a move in academic circles towards collaborative learning. Groups need space for five to ten people to work together in order to discuss a project often referring directly to the study material in the library. Space for one-to-one training in the use of ICT may also need to be provided. It is also important to provide informal spaces where people can meet and talk, whether a public, school, or academic library. Computers, too, can be used collaboratively, so should be included in the planning of group spaces 29.9. Another development has been the gradual disappearance of the lines separating different media. Libraries no longer require separate, specialised areas for users to listen to audiotapes or watch videos. Media equipment tends to be multifunctional, so service points should also be multifunctional and service desks combined to enable response to a range of enquiries and customer needs. In Europe, libraries are now being renamed ‘mediatheques’ to reflect this change in usage.
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29.9 Traditional library structure (left) and computer and discussion space (right) are combined effectively in the Learning Resource Centre at Thames Valley University (Richard Rogers Partnership)
3.15 Interior design culture A varied interior culture is preferable to one where there is a corporate standardisation across the whole estate. Such variety can be engineered or left to grow as the nature of users and the collection changes. At Peckham Library, there are three pods within the main book areas designed specifically to house the special collections, 29.10 and 29.11. Zoning the interior of the library into distinctive areas rather than separate rooms is the policy generally adopted in all but national libraries. Here, the nature of the collection or its conservation requires much more attention to security and environmental stability. Elsewhere, integration is the norm within the constraints imposed by noise, computer screen conditions and general comfort. It is important that the interior layout provides space for reflection on the library material employed rather than its use in strictly functional terms, Table VII. Hence, the nature of the spaces, particularly how they are lit and furnished, and the interior views available, all deserve attention. Even if the information sources cannot be gathered into one place, the reader should be encouraged to use imagination to join them together. This is the basis for the traditional domed reading rooms of public libraries.
29.10 Section of a study pod
Table VII Key factors to consider in interior design Technical Are the floor loadings adequate for the collection? Is the wiring layout suitable for future IT needs? Are the environmental conditions acceptable for the planned use? Is the collection secure from fire or theft? Aesthetic Is the building welcoming as well as functional? Are the routes and major spaces legible to the user? Is there space for reflection? Do readers have good access to daylight?
3.16 The library is a building type where users often spend a great deal of time in private study. For many students, the bulk of their study time is spent in libraries and for the general public the library is often a place where many hours are devoted to intellectual pursuit. There is, therefore, growing demand to provide facilities of a non-library nature within the building. This normally consists of a cafe´ and sandwich bar but can also include gallery space for showing local art works or displaying community projects.
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29.11 Peckham Public Library section showing the distinctive study pods (Alsop and Sto¨rmer)
As libraries broaden their social role to become ‘Idea Stores’ there is pressure to increase the extent of non-library accommodation within their walls, 29.12.
4 ROOM LAYOUT, FURNITURE AND SHELVING 4.01 Most libraries are sub-divided by book stacks, which provide the basis for zoning areas into functional parts, Table VIII. The stacks provide also acoustic protection, 29.13 and 29.14, have important environmental qualities (they provide thermal mass) and help define routes through the library. The position and type of shelving is essential to the smooth operation of a library and needs to be located carefully in relation to the fixed parts such as columns, lifts, stairs, walls and doors. The book stacks also dictate the layout of seating, tables and the position of workstations. Bookstacks are best grouped together in order to provide space for study and group learning. 4.02 Table layout Table layout is an important consideration since the distribution of reader spaces can influence the configuration of columns and interior walls. The layout of tables and shelves is largely dependent upon the type of library in question. Libraries with large book collections increasingly store less frequently used material in basement areas or in other locations. Here, modern rolling book stacks can be employed, thereby saving on space and cost. Basement storage is useful because the high loadings can be more readily accommodated than on upper floors and the reader is not kept waiting too long for the material to be accessed. Reader tables, rather than individual study desks are the norm, and these are usually placed near the perimeter of the library or in special reader
rooms. Tables usually have the facility to use a laptop and often there is a desk lamp and small storage area provided per reader space on a shared table of perhaps eight seating positions. Much depends upon the type of library and the proximity to specialist IT areas. An area needs to be set aside also for special library use such as employing large atlases or maps, broadsheet newspapers and archival material. There may be security issues to consider as well as furniture needs such as large tables. Often there is the need to make copies and this can pose a noise and environmental problem. In public libraries, there is often a sharing of tables for a variety of purposes but in academic and professional libraries, study areas are set aside for specific purposes. Table IX summarises key issues. 4.03 Reading and literacy skills The development of reading and literacy skills are now central services offered by libraries to their communities. Power displays and face-on shelving are important in highlighting stock. Stack area should have overhead line-of-sight subject signs in the aisles so that users can navigate through the library. The design brief for a new library should explore the means to achieve maximum capacity while displaying stock in an attractive manner. Libraries should take note of ways in which the retail sector displays its signs and products, and provides customer access. 4.04 IT provision and electronic media Growth in IT provision is sometimes at the cost of areas for book storage. As a result, shelving is often closely spaced and increasingly the bulk of the book collection is stored elsewhere. Growing use of libraries is sometimes at the expense of space standards, both in seating areas and library shelving. Designers need to
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29.12 Norwich Public Library (Michael Hopkins and Partners)
Table VIII Considerations for layout of book stacks
Secondary issues
Position book stacks to define routes through library Use book stacks as acoustic barriers
Ensure safety exits are visible
Compress stacks to create reader areas at perimeter of building Provide light sensors in deep stack areas Ensure floor loadings are adequate for dense book stacks
Consider acoustic and thermal properties of book stacks together Provide adequate space for safe use in dense stack areas In large libraries, lighting is the major energy user Changing internal layout can be constrained by structural limitations
consider both the needs of readers and staff who have the task of servicing the collection. Although books are generally decreasing in size, art books are getting larger, and whereas PCs are also shrinking with growing use of laptops, the number of readers who arrive armed with the latest digital technology is increasing rapidly. Hence, layouts, service points and wifi provision need to reflect these changes. Academic libraries provide much more computer space than public libraries. In some university libraries, the areas given over to IT-based learning resource centres can exceed that of book and journal storage. The use and loan of CDs, the development of a learning rather than teaching culture, has led also to the academic library being extensively employed in group teaching. Rooms are set aside for seminars within the library itself, and often the Internet provides the main resources on which students draw. As a result, the nature of the interior spaces change into a hybrid between the traditional library reading room and something more akin to a
stock market trading floor. The use of the library for seminar type teaching also puts pressure on the lifts, stairs and corridors at the end of timetabled teaching and this can disrupt private study areas. Dedicated areas for the use of electronic media are increasingly provided in libraries of all types. Although the integration of digital- and paper-based systems is the ideal, often the constraints of security, noise and readership needs leads to the zoning of an area for the prime use of CDRoms and other forms of electronic media. In many academic libraries, a dedicated learning resources centre is provided catering specifically for computer use often with associated mixed media, printing and teaching spaces. These areas require provision not unlike that of the most advanced international call centres. Hence, the design breaks the mould of the traditional library in the type of lighting, wiring layout and acoustic provision. As a result, there is often a library and IT learning centre side by side either as two joined buildings under the same envelope (Thames Valley University) or two separate but adjacent buildings (University of Sunderland). In public libraries where the level of IT provision is lower, the two activities are normally integrated. Whatever the layout, it is imperative that users can move smoothly between paper and the various ICT modes now available.
5 SPACE STANDARDS 5.01 Space types There are no international standards for space in relation to public libraries, as the range of groups served is deemed to be too variable (IFLA, 2001). Schools and academic libraries do have some recommended space allowances related to the numbers of students, Table X. For all types of library, there are several guides available on the Internet to help work out the space required for a new or
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29.13 Noise zoning in a typical academic library (Brian Edwards)
29.14 Noise planning in a typical academic library (Brian Edwards) Table X Space Standards
Table IX Considerations for layout and design of library furniture
Secondary issues
Provide visible staff desks on each floor to guide readers Provide reader tables in areas well served by natural light Divide large reader tables into personal study areas Ensure mix of table sizes and layouts to suit nature of collection Ensure tables are connected to IT systems
Library staff should be visible to aid readers Place tables at edge of library or in internal atria spaces Provide separate power points along length of table Atlases and newspapers require different table designs Encourage mixture of media usage at study tables Avoid the area becoming a refuge for the homeless
Provide soft seating areas by magazine and journal stacks
refurbished building. In the context of the whole space required, various sources agree on the following seven types of space to be considered in a new library building:
Public Libraries 30 m2 for every 1000 population 5 reader spaces per 1000 population Storage of 110 volumes/m2 Circulation areas around 20% of total floorspace 1 staff member per 2000 population Library provision for Colleges 1 m2 for every 10 students 1 study space per 10 students Library floor area approximately 10% of total college floorspace Library floor area approximately 20% of total teaching area 2.5 m2 study space per student Library provision for Universities 1 m2 for every 6 students 1 study space per 6 students Library floor area approximately 12–15% of total university floorspace 4 m2 study space per student
workstation space – for staff use, public use in the • Electronic main areas as well as any need in meeting room areas. A public
space – to take account of books (open access and • • Collection closed), periodicals (display and back issues) and non-print resources. Digital resources may need some space allocation.
access catalogue used from a seated position requires 4 m2. User seating space – at tables or alone. Plan for 5 seats per 1000 users. Table seating requires 2.5 m2 per reader, a study carrel 3, and lounge chairs 3–4 m2. A useful average is 3 m2 per seated reader.
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work space – including areas in the public part of the • Staff library and separate work room facilities. Fifteen square meters
•
• •
per staff work area (e.g. issue counter, help desk) is a good planning guide. Meeting space – including conference space, a lecture theatre or a room for children’s activities. When calculating seat space, the square footage for lecture-style chairs would be the total number of chairs multiplied by 10. For conference-style seating, the figure would be multiplied by 25. Seating for children’s activities would require 1.5 m2 per child. Space would also need to be allocated to other functions like cafes with storage space for equipment. Special use space – e.g. a local history room, job centre, tourist information centre or special collection with appropriate facilities for users to access the material. Generally, suppliers of equipment should include this detail in their catalogues. Non-assignable space – including toilets, stairs, lifts, corridors and space required for heating or other systems on which the library depends. In general, non-assignable space accounts for between 20 and 25% of the gross floor area of a typical library.
5.02 Usage data Current library data should be taken into account in the specification for a new library relating to: hours (all or part of the library including out-of-hours) • Opening usage times • Peak broken down by hours • Usage Days of library open • Times ofthetheweek year (particularly for university/college libraries) • Number of users (preferably separate figures for each part of the • library) activities, e.g. meeting rooms, exhibition area(s) • Associated e.g. toilets, vending area, cafe´ • Facilities, services to users – how many staff will be on duty/service • Staff points, security points facilities, e.g. workroom, offices, post room, services, • Staff storage.
5.03 Public libraries There are no absolute standards on the amount of public library space per capita. The 2001 International Federation of Library Associations guidelines state (p. 43) that: ‘The amount of floor space required by a public library depends on such factors as the unique needs of the individual community, the functions of the library, the level of resources available, the size of the collection, the space available and the proximity of other libraries’ and they go on to say that because these elements vary so much, ‘it is not possible to propose a universal standard on the space required for a public library’. The publication ‘The Public Library Service: IFLA/UNESCO Guidelines for Development’ includes (in Appendix 4) a set of guidelines produced for Ontario Public libraries in 1997, which states that, for a community under 100 000, the appropriate amount of floor space for public libraries is 56 m2 (600 ft2) per 1000 capita. This set of guidelines goes on to prescribe:
standard. No standard along these lines was, however, introduced. Analysis shows that figures currently in use for planning purposes are in the 28–32 m2 per 1000 population range. There has been a tendency for the figure to rise through time, not least because libraries are acquiring more functions, often at the behest of central government. Thirty square meters per 1000 population is a good rule of thumb.
5.04 Secondary school libraries On the subject of library space, secondary school guidelines from the Chartered Institute of Library and Information have a chapter devoted to facilities management, which includes a section on space requirements. This chapter refers to DfES recommendations for space in schools, which have now been superseded. The current guideline documents for secondary schools can be downloaded from the teachernet website at Building Bulletin 98: Briefing Framework for Primary School Projects. At the time CILIP’s secondary school guidelines were being written, the DfES guidelines were being revised and CILIP issued guideline figures. These differ slightly from the new DfES recommendations. CILIP’s guidelines are given in Table XI.
Table XI Guidance for secondary school libraries Students
800 900 1000 1100 1200 1300 1400 1500
Min Library accommodation, m2
Max Library accommodation, m2
340 370 400 440 470 500 535 570
370 400 440 475 510 550 580 620
The second column (Min.) is intended for 11-16 schools, whilst the third (Max.) is intended to reflect the additional space required when the population includes post-16 students.
5.05 Primary schools CILIP’s primary school library guidelines discuss (p. 3) the issues to consider when designing the location of primary school library accommodation, and the amount of space required, though they do not provide guideline figures. This section also refers to DfES recommendations for space in schools, which have now been superseded and replaced by the DfES Building Bulletin 99: Briefing Framework for Primary School Projects.
5.06 Academic and college libraries CILIP’s Guidelines for colleges recommend the following:
2
per 10 full-time students in further education • 11 seat per 6 full-time students in higher education • – seat 2.5 m per student workspace in resource-based learning
In 2001, the DCMS consulted on a net figure of 23 m2 of new library space per 1000 population as a potential public library
rooms or learning resource centres – between 2.5 m2 and 4 m2 per student workspace in higher education – reader modules minimum 900 mm 600 mm – ICT/ILT spaces minimum 1200 mm 800 mm – circulation space (gangways) of 1200 mm minimum (1800 mm preferred); access to desk or workstation requires 1000 mm minimum; private space for user 600 mm outward from desk.
space: 110 volumes/m (10.8 ft ) • Collection User space: per 1000 capita, user space ¼ 2.8 m • Staff space:five16.3userm spaces ft ) per member of staff (assuming • 1 member of staff per(175 2000 population) Multipurpose rooms: depends on community service and pro• gramme objectives space (staircases, toilets, etc.): 20% of net space • Non-assignable (¼ space taken by first four categories) 2
2
2
2
2
Libraries and information centres
6 ENVIRONMENTAL CONSIDERATIONS 6.01 Natural light and ventilation Natural light and ventilation are preferable, especially in the reader areas, but security and plan depth can make this difficult to achieve. As a result, most libraries employ a mixed-mode ventilation system, which incorporates a mixture of natural and mechanical systems, often employing atria spaces and sometimes wind turbines, 29.15–29.17. Since libraries use a great deal of artificial lighting, solar heat gain can be a problem especially where large areas of glazing are provided on south facing elevations. It is better to avoid a southern orientation but where unavoidable solar screening or special glass may be required. However, the use of solid facades to exclude adverse external conditions is not advisable if the library is to assume a level of social engagement.
6.02 Artificial lighting As matter of course, low-energy light fittings and sensors should be fitted in all areas. The use of task lighting can result in lowering general light levels but with a growing elderly population reducing overall light levels can result in accidents and poor user satisfaction. Light reflection on computer screens is also a consideration and generally results in PCs being in more central areas. In order to maximise natural light and ventilation, the plan depth should not exceed 15 m. However, this is difficult to achieve in all but the smallest of libraries, and hence artificial conditions are provided in most areas. Since most libraries are constructed in urban centres, the main environmental factors are normally external air and noise pollution. Hence, a great deal of attention should be directed to site choice and layout, the design of external facades and the internal zoning of the building. For example, by placing book stacks against noisy external walls a more satisfactory level of comfort is provided internally. As general rule readers like to work in natural light. This normally results in the perimeter placing of reader tables. Some
29-13
seating areas can also be provided in inner sunlit spaces, particularly where magazines and newspaper are read. The creation of relaxation areas in atria spaces, as distinct from study areas, should take into account the different environmental conditions 29.18. See Table XII.
7 FINANCING AND RESOURCES 7.01 Amid the enthusiasm that accompanies the planning of a new library, it is hard to remember that libraries can also experience difficult times. When there may have been staffing cuts, cuts in book fund or the need to cancel journal subscriptions, a building project induces an artificial atmosphere of plenty amid harsh financial constraints. 7.02 Operating budgets The problem in many new library projects is that the construction budget (for a larger building) is not always reflected in the library’s operating budget. When the new library opens its doors, the public will flock in to enjoy its many attractions, but if there is no budget to support new or expanded services, this can lead to difficulties. In a recent example, a new central library was planned with staffing based on a projected 5000 visitors a day. However, the day after opening, the number jumped to 9000. Moving the existing collection also required many additional staff hours, as did setting up and configuring the large amount of state-of-the-art equipment. Long queues became common at the checkout desk, and for a period of time it took more than a month for checked-in books to be returned to the shelves. 7.03 Efficient staffing When considering for hard times, it is critical to plan for efficient staffing. Library staff numbers are reducing, while new electronic resources take an ever larger proportion of the budget. It is important to design a library that can be staffed safely and efficiently by
29.15 Ideal template for design of academic library (Brian Edwards)
29-14
Libraries and information centres
29.16 Ideal template for design of public library (Brian Edwards)
29.17 Ideal template for design of national library (Brian Edwards)
Libraries and information centres
29-15
29.18 Brighton Public Library is designed with both access and environmental concerns in mind (Bennetts Associates)
Table XII Environmental considerations Restrict plan depth to 15 m for maximum daylight penetration Create internal atria in large depth libraries Provide solar shading and internal blinds on large south facing glazing areas Use external light shelves to increase daylight penetration Place reader tables in well lit areas Avoid air conditioning except in ‘hot spots’ Employ mixed-mode ventilation systems Maximise natural ventilation in public areas
the smallest possible number of people. For example, stacks and work areas need to be arranged so that staff can use their time more efficiently, and light panels, security monitors, and other equipment need to be centralised so that the building can be adequately operated. However, it is worth noting that a well designed library of today is able to achieve lower staffing levels than a poorly designed library from the 1970s or 1980s.
8 BIBLIOGRAPHY Texts CABE and Resource (2003) Building better libraries. Charlton, Leonore (1992) Designing and planning a secondary school library resource centre. School Library Association. School Library Guidelines CILIP (2002) The primary school library: guidelines (revised ed) Connecticut State Library (2002) Library space planning guide Eynon, Andrew (ed.) (2005) Guidelines for colleges: recommendations for learning resources, Colleges of Further & Higher Education Group of CILIP. Facet Publishing. IFLA (2001) The public library service: IFLA/UNESCO guidelines for development. Prepared by a working group chaired by Philip Gill on behalf of the Section of Public Libraries
K.G. Saur (2001) IFLA publications 97. [IFLA Publications Editor: C Henry] The Public Library Service: IFLA/UNESCO Guidelines for Development. Munich: K.G. Saur 2001 Ontario Public Library guidelines: a development tool for small, medium and country libraries, Ontario Library Service North, 1997
Websites CILIP Chartered Institute of Library and Information Professionals (CILIP) www.cilip.org.uk Designing Libraries Database http://www.designinglibraries.org.uk/ Ontario Libraries clearinghouse of professional information Selection of links to a variety of sources to help libraries in planning and assessing facilities. www.library.on.ca/links/clearinghouse/facilities/index.htm Planning and Building Libraries This site has been created for librarians, architects, design consultants, and students interested in all aspects of planning and building libraries http://www.slais.ubc.ca/resources/architecture/ index.htm SCONUL – Sconul Library building projects database, and their Library Design Awards and building visits web pages are a good source of information on recent projects in the academic sector. All these resources can be accessed via the Library Buildings section of their website. Available at: http://www.sconul.ac.uk/lib_build/ Whole Building Design Guide (WBDG) – A site containing detailed information on design of a range of public buildings. Includes sections on public, school and academic libraries. www.wbdg.org