Library as a place

LIBRARY AS A PLACE

LIBRARY AS A PLACE

THESIS REPORT ARCHITECTURE MUHAMMAD UMAIR 12014795-023

Mian Muhammad Umair

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UNIVERSITY OF GUJRAT DEPARTMENT OF ARCHITECTURE

“LIBRARY AS A PLACE”

“LIBRARY AS A PLACE”

PROJECT ADVISOR AR.SHOAIB SHABBIR AR.AYESHA ANWAR AR.SALMAN KHALID

BY MUHAMMAD UMAIR ROLL # 12014795-023

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DEDICATIONS This statement is devoted to the mercy and kindness of The Almighty, The Omnipotent, Allah, who gave me the strength, tolerance, vision and intelligence, to fulfill it in the way, I had desired for.

I just couldn't have done that exhausting undertaking without good, material and profound direction of my parents, both being supporters in their individual fields. It just won't have been the same, had I not got the suitable direction, supervision and administration from a cosmic system of my tutors.

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ACKNOWLEDGEMENTS All praise belongs to Allah, lord of all the worlds. It is definitely a manifestation of his infinite mercy and beneficence that he bestowed upon His weak and humble servant the honor of working on this project and blessed me in accomplishing the outcomes.

First and foremost I would like to express my special thanks of gratitude to my teacher “Sir Shoaib”, “Sir Salman” and “Ma’am. Ayesha” for their standard guidance, monitoring and constant encouragement throughout the course of this thesis. Both of you have been very supportive throughout my thesis.

Special thanks to my parents for their hardworking, prayers and suggestions has helped me a lot to accomplish my final report.

My friends have guided me through all these years. I would like to express my great thanks to all friends who have helped and taught me through all these years of university life.

Throughout this project many people have helped me and taught me immensely at University of Gujrat. Thanks to all faculties who have been supportive in every way.

In the end I would like to say my special thanks to my family. I have an amazing family unique in many ways. Their support has been unconditional all these years; they have given up many things for me to finish my thesis and graduation. They have beloved me with every great moment and supported me whenever I needed. Thanks for everything you have done for me.

Especially I want to thanks my friends Danish Ahsan, Usman Liaqat, Adnan Abid and all class fellows for encouraging me in my thesis work.

Thanks to all.

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Abstract Today’s library building in a crucial position as world is changing from the old to the modern.

The building of a library has its own importance as a physical place in the community. There is no place to store books, it is only library which could store books of different topics. Library has become a place of interaction for the community. It has also become place for public discourse and a place for continued education. As well as world is changing from old to modern library has its own importance as a place within the community for many years to come. Library has very important role for any community. Library is a “living room� for the community. Now a days libraries are playing very important role within the community. For Pakistan it is very necessary to functionalize library system. For this kind of work different methods will be used for data collection. Documentation of the process will be done through methods found to be useful. The basic objective of the thesis is to describe the importance of the library as a physical place within the community. Therefore thesis aim is to design such a library which provide information about history, creating a sense of place, identity and being a society roof space.

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Table of Contents Table of Contents ................................................................................................................. iv Chapter 01 ............................................................................................................................ 1 Introduction .......................................................................................................................... 1 Library as a place ................................................................................................................... 2 1.1Background: ............................................................................................................................ 2 1.2 Introduction: .......................................................................................................................... 3 1.3 Client brief ............................................................................................................................. 4 1.4 Client ...................................................................................................................................... 4 1.5 Users ...................................................................................................................................... 4 1.6 Aims: ...................................................................................................................................... 4 1.7 Objectives: ............................................................................................................................. 4 1.8 Scope of work: ....................................................................................................................... 4 1.9 Research aspects: .................................................................................................................. 4 1.10 Research methodology: ....................................................................................................... 5 1.11 Case studies: ........................................................................................................................ 5 1.12 Site: ...................................................................................................................................... 5 Chapter 02 ............................................................................................................................ 6 Literature review ................................................................................................................... 6 2 Literature review: ............................................................................................................... 7 2.1 Library: ................................................................................................................................... 7 2.2 Types of library: ..................................................................................................................... 7 2.3 Importance of library: ............................................................................................................ 9 2.6 Purpose of the library: ........................................................................................................... 9 2.4 Libraries, Old and New: ....................................................................................................... 10 2.5 Changing environmental strategies in the design of libraries:............................................ 11 2.7 Formal and informal learning: ............................................................................................. 11 2.8 Library roles: ........................................................................................................................ 12 2.8.1 The social role of the library: ............................................................................................ 12 2.9Library as an interactive place: ............................................................................................. 13 2.9.1 What is interaction? ......................................................................................................... 13 2.9.2 Types of interaction: ......................................................................................................... 14 2.9.3 Concepts of interaction in traditional societies: .............................................................. 15 2.10.1 Acoustic design: .............................................................................................................. 15 2.10.2 Use of space:................................................................................................................... 16 Reference room: ........................................................................................................................ 16 Reading room: ........................................................................................................................... 16 2.10.3 Lighting design: ............................................................................................................... 17 Chapter 03 .......................................................................................................................... 18 Research Aspects................................................................................................................. 18 Lighting for Libraries: ................................................................................................................. 19

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3.1 Study of light: ....................................................................................................................... 20 3.1.1 Day lighting in libraries: .................................................................................................... 20 3.1.2 Exterior lighting: ............................................................................................................... 20 3.1.3 Use of day lighting: ........................................................................................................... 20 3.1.4 Physical characteristics of day light: ................................................................................. 21 3.1.5 Daylighting Design in Libraries: ........................................................................................ 22 3.1.6 General Principles: ............................................................................................................ 22 A Light Quantity: ................................................................................................................... 22 B Light Distribution: .............................................................................................................. 23 3.1.7 Design for the Daylight Component: ................................................................................ 23 A. Sun control: ........................................................................................................................ 23 B. Glare control: ..................................................................................................................... 24 C. Variation control: ............................................................................................................... 24 3.2 Acoustics study: ................................................................................................................... 24 3.2.1 Sound & Noise: ................................................................................................................. 24 3.2.2 Room acoustics: ................................................................................................................ 25 3.2.3 Sound Absorption: ............................................................................................................ 26 3.2.4 Sound Insulation: .............................................................................................................. 30 3.2.5 Sound Insulation Construction: ........................................................................................ 30 I. Wall Construction: ............................................................................................................. 30 Floor Construction: .................................................................................................................... 30 3.3 Mechanical and Electrical Systems Noise Control:.............................................................. 31 3.4 Audio /Visual: ...................................................................................................................... 33 3.4.1 Auditoriums, Theatres and Large Meeting Rooms:.......................................................... 33 Chapter 04 .......................................................................................................................... 37 Case studies ........................................................................................................................ 37 4 Case studies:..................................................................................................................... 38 Case studies for library .............................................................................................................. 38 4.1 Quaid-e-Azam Library, Lahore ............................................................................................. 38 4.1.1Facility: ............................................................................................................................... 38 4.1.2 Staff................................................................................................................................... 39 4.1.3 Seating capacity ................................................................................................................ 39 4.1.4 Collection: ......................................................................................................................... 39 4.1.5 Special collection: ............................................................................................................. 39 4.1.6 Auditorium/Exhibition Hall ............................................................................................... 39 4.1.7 Sections of Quaid-e-Azam library ..................................................................................... 40 I. Audio-Visual Section .......................................................................................................... 40 II. Computer Section .............................................................................................................. 40 III. Ladies Section .................................................................................................................... 40 IV. Oriental Section ................................................................................................................. 40 V. Periodical Section............................................................................................................... 40 VI. Reference Section .............................................................................................................. 40 VII. Textbook Section ............................................................................................................ 41 Total number of visitors ............................................................................................................ 41

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4.1.8 Analysis ............................................................................................................................. 41 I. Merits ................................................................................................................................. 41 II. Demerits ............................................................................................................................. 41 4.1.9 CRITICAL ANALYSIS ........................................................................................................... 42 I - Entrances ......................................................................................................................... 42 II - Parking ............................................................................................................................. 42 III - Circulation ........................................................................................................................ 42 IV - Halls.................................................................................................................................. 42 V - Architectural style ............................................................................................................ 42 4.2 National Library of Pakistan, Islamabad .............................................................................. 49 4.3 Library and Learning Centre, University of Vienna, Austria ............................................. 57 Architect: ................................................................................................................................... 58 Location: .................................................................................................................................... 58 Area:........................................................................................................................................... 58 Project year:............................................................................................................................... 58 Total collection: ......................................................................................................................... 58 4.3.3 Appearance of building: ................................................................................................... 58 4.3.4 Concept:............................................................................................................................ 58 4.3.5 Plans:................................................................................................................................. 60 4.3.6 Critical analysis ................................................................................................................. 68 A -Function plan:........................................................................................................................ 69 B -Internal circulation: ............................................................................................................... 69 C -Facade: .................................................................................................................................. 69 D -Form of building: ................................................................................................................... 69 Chapter 05 .......................................................................................................................... 70 Architectural Program ......................................................................................................... 70 5 Architectural program....................................................................................................... 70 5.1 Minimum space requirement for books: ............................................................................ 71 1. Population served: under 2499 ......................................................................................... 71 2. Population served: 2500-4999........................................................................................... 71 3. Population served: 5000-9999........................................................................................... 71 4. Population served: 10000-24999....................................................................................... 71 5. Population served: 25000-49999....................................................................................... 72 5.2 Library sections: ................................................................................................................... 73 5.3 Requirements: ..................................................................................................................... 73 5.3.1 Administration: ................................................................................................................. 73 5.3.2 Public areas:...................................................................................................................... 73 5.4 Main categories of books .................................................................................................... 74 5.5 Administration areas calculations: ...................................................................................... 75 5.6 Users’ area calculation: ....................................................................................................... 76 5.6 Books storage and section area........................................................................................... 77 Chapter 06 .......................................................................................................................... 78 Site Analysis ........................................................................................................................ 78 6 Site analysis: ..................................................................................................................... 78

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6.1 Site selection criteria: .......................................................................................................... 79 6.2 Macro level: ......................................................................................................................... 80 6.3 Context development: ......................................................................................................... 82 6.4 Site approaches: .................................................................................................................. 84 6.5 MAJOR DISTANCES .............................................................................................................. 85 6.6 Meteorological analysis: ................................................................................................ 87 6.6.1 Site climate analysis:......................................................................................................... 88 6.6.2 Temperature: .................................................................................................................... 88 6.6.3 Humidity: .......................................................................................................................... 89 6.6.4 Wind: ................................................................................................................................ 89 7 Design considerations: ...................................................................................................... 91 Bibliography ............................................................................................................................... 92

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List of figures Figure 1-Lahore Knowledge Park Layout Plan ................................................................................ 5 Figure 2-Interaction ...................................................................................................................... 13 Figure 3-interactive space ............................................................................................................. 13 Figure 4-Interactive Spaces ........................................................................................................... 13 Figure 5-use of light in libraries .................................................................................................... 19 Figure 6-day light effect ................................................................................................................ 20 Figure 7-lighting according building face ...................................................................................... 20 Figure 8-light for facilitation ......................................................................................................... 21 Figure 9-roof lighting .................................................................................................................... 21 Figure 10-reading & stack area lighting ........................................................................................ 21 Figure 11-Building orientation ...................................................................................................... 22 Figure 12-Wood Slat Ceiling .......................................................................................................... 27 Figure 13-Acoustical Perforated-Metal Desk ................................................................................ 27 Figure 14-Lay-in Acoustical Ceiling Tile ......................................................................................... 28 Figure 15-Suspended Acoustical Baffles ....................................................................................... 28 Figure 16-Open Cell Acoustical Foam ........................................................................................... 29 Figure 17-Quilted Sound Screen ................................................................................................... 29 Figure 18-Operable Wall Panels ................................................................................................... 30 Figure 19-Wood Frame Flooring ................................................................................................... 31 Figure 20-Noise Paths for Down Discharge Fan............................................................................ 31 Figure 21-Duct above Ceiling ........................................................................................................ 32 Figure 22-Duct Borne Noise .......................................................................................................... 32 Figure 23-End Stage Configuration ............................................................................................... 33 Figure 24-Corner Stage Configuration .......................................................................................... 34 Figure 25-Thrust Stage Configuration ........................................................................................... 34 Figure 26-Three Typical Projector Locations ................................................................................ 35 Figure 27-Seating Area & Projection Screen Configuration for good viewing ............................. 35 Figure 28-A Distributed Loudspeaker System .............................................................................. 36 Figure 29-A Central Cluster Loudspeaker System......................................................................... 36 Figure 30-Entrance of Quaid-e-Azam Library ............................................................................... 43 Figure 31-Reception of Library ..................................................................................................... 43 Figure 32-Journals section ............................................................................................................ 45 Figure 33-Digital Lab. .................................................................................................................... 45 Figure 34-Archives section ............................................................................................................ 46 Figure 35-Circulation Area ............................................................................................................ 46 Figure 36-Audio Visual Area.......................................................................................................... 47 Figure 37-Photocopy & Print area ................................................................................................ 47 Figure 38-Sir Syed Hall .................................................................................................................. 48 Figure 39-Maulvi Abdul Haq Hall .................................................................................................. 48 Figure 40-Layout Plan of Library ................................................................................................... 49 Figure 41-Library Entrance............................................................................................................ 53 Figure 42-Library Form.................................................................................................................. 53 Figure 43-D.I.D.room .................................................................................................................... 54

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Figure 44-Video lecture room ....................................................................................................... 54 Figure 45-Emergency Exit ............................................................................................................. 55 Figure 46-OPAC ............................................................................................................................. 55 Figure 47-Centralized Staircase .................................................................................................... 56 Figure 48-Catalogue ...................................................................................................................... 56 Figure 49-Utility area .................................................................................................................... 57 Figure 50-Stack Area ..................................................................................................................... 57 Figure 51-Library & Learning Centre, Vienna ............................................................................... 58 Figure 52-Basement Plan .............................................................................................................. 60 Figure 53-Ground Floor Plan ......................................................................................................... 61 Figure 54-First Floor Plan .............................................................................................................. 62 Figure 55-Second Floor Plan ......................................................................................................... 63 Figure 56-Third Floor Plan............................................................................................................. 64 Figure 57-Fourth Floor Plan .......................................................................................................... 65 Figure 58-Fifth Floor Plan.............................................................................................................. 66 Figure 59-South Side Elevation ..................................................................................................... 67 Figure 60-North Side Elevation ..................................................................................................... 67 Figure 61-East Side Elevation ........................................................................................................ 68 Figure 62-West Side Elevation ...................................................................................................... 68 Figure 63-Lahore plan ................................................................................................................... 80 Figure 64-Detail plan of Lahore .................................................................................................... 81 Figure 65-Site Context .................................................................................................................. 82 Figure 66-Contextual Development.............................................................................................. 83 Figure 67-Site Approaches ............................................................................................................ 84 Figure 68-Aproaches through city ................................................................................................ 85 Figure 69-Master Plan of L.K.P. ..................................................................................................... 86 Figure 70-Site Analysis .................................................................................................................. 87 Figure 71-Daily High & Low Temperature .................................................................................... 88 Figure 72-Relative Humidity ......................................................................................................... 89 Figure 73-Wind Speed................................................................................................................... 90

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Chapter 01

Introduction

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Library as a place 1.1Background: The basic roots of library can trace nearly back to the beginning of civilizations. Archives have been found in ancient Mesopotamia, with literature inscribed on clay tablets. Literature was reserved for only the most affluent members of society including the wealthy and the royal.

Religious establishments, such as temples, Masajid also kept archives of writing.

Initially the first library was created sometime around the 4th century BCE by the Greeks. The Greeks were very famous for especially exceptional library builders due to their ability to copy texts and distribute them throughout collections.

Library building of the 21st century remains a crucial place within the community as it provide access to resources that may be otherwise unavailable to the members of the public. Even as media moves into the digital realm. The library as a physical place remains an important aspect of the community. As well as it allows for interaction between community members and access to resources that may otherwise be unavailable. There are different types of library which are commonly used academic libraries, public libraries, school libraries and special libraries.

1762- Circulating library 1800- Mercantile library 1807- Athenaeum 1830- School public libraries 1890- Community center Pakistan is in terrible need of a functioning library system. Pakistan's literacy rate is one of the lowest in the world: 37 percent. In rural areas, it is 27 percent. In urban areas, 58 percent.

Literacy is defined by the government as the ability to write one's name in any one of Pakistan's languages or in English. In generally library history is short-lived in Pakistan. The current system needs much improvement for the development of library system in Pakistan.

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1.2 Introduction: This library is an institution with a long history and a widespread network, there are service points all over the world, and these units are connected by a common objective: to organize, spread and make available knowledge. This objective is executed through common tasks and services and also by extensive cooperation. The library’s role has been since the outset to be a place of learning, education, knowledge. And although the objective is the same, the society in which libraries operate is distinctly different so are the challenges.

The basic function of this library is collection of sources, resources, and services, and the structure in which it is housed; it is planned for use and maintained by a public body, an institution, or a private separate. In the more traditional sense, a library is a collection of books. It can mean the collection, the building or room that houses such a collection, or both. The term "library" has itself acquired a secondary meaning: "a collection of useful material for common use," and in this sense is used in fields such as computer science, mathematics, statistics, electronics and biology.

Open and official collections and services may be intended for use by people who choose not to — or cannot afford to — purchase a wide collection themselves, who need material no individual can reasonably be expected to have, or who require professional assistance with their research. In addition to providing materials, libraries also provide the services of librarians who are experts at finding and organizing information and at interpreting information desires.

However, with the sets and collection of media and of media other than books for storing information, many libraries are now also repositories and access points for maps, prints, or other documents and various storage media such as microform (microfilm/microfiche), audio tapes, CDs, cassettes, videotapes, DVDs and video games. These libraries may also provide public facilities to access subscription databases and the Internet.

Thus, modern libraries are increasingly being redefined as places to get unrestricted access to information in many formats and from many sources. They are understood as extending beyond the physical walls of a building, by including material accessible by electronic means, and by providing the assistance of librarians in navigating and analyzing tremendous amounts of knowledge with a variety of digital tools.

Building of a library should offer a system of spaces adaptable to the needs in time; the spaces and their consequent form as a building should originate from broad interpretations of use rather than the satisfaction of a program for a specific system of operation. A library designed around the incipient influences of a standardized book storage and reading devices could lead to a form with two distinct space characteristics -- one for people, one for books. Books and the reader do not relate in a static mode.

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1.3 Client brief There is a need to design a central library in Lahore Knowledge Park. This will provide facilities for the students of different universities. This library will be able to facilitate students, scholars and researchers from different universities.

1.4 Client Lahore Knowledge Park Company, Higher Education Department (HED), Government of the Punjab are the adherent of the venture and in charge of making an empowering domain for training, learning and related administrations for understudies, and in addition personnel and non-showing staff, serving in the general population part establishments in the territory of the Punjab.

1.5 Users Students, scholars and researchers from different universities in Lahore Knowledge Park.

1.6 Aims: Basic aim of the project is to facilitate the users through better way of interaction.

Design a user friendly environment which will help the user.

Design a building to create a connection between indoor and outdoor spaces.

1.7 Objectives: Provide a library creating a site responsive design which will provide comfortable environment for users.

1.8 Scope of work: o Design a master plan of library o Detail design of reading rooms, display areas, auditorium, administration, children section, adult area, researcher area, rare books/ archives storage, research center. o Restaurant, gift shop, gallery spaces.

1.9 Research aspects: o Study of light o Acoustics study o Way finding

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1.10 Research methodology: o Literature review o Case studies o Discussions & interviews

1.11 Case studies: o Quaid-e-Azam library Lahore o Library and Learning centre, Vienna, Austria

1.12 Site: Lahore Knowledge Park Lahore.

Figure 1-Lahore Knowledge Park Layout Plan

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Chapter 02

Literature review

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2 Literature review: 2.1 Library: Library will have the capacity to give gathering of sources, assets, and administrations, and the structure in which it is housed; it is composed for utilize and kept up by an open body, a foundation, or a private person. In the more conventional sense, a library is an accumulation of books. It can mean the gathering, the building or room that houses such an accumulation, or both. The expression "library" has itself procured an optional signifying: "a gathering of valuable material for regular utilize," and in this sense is utilized as a part of fields, for example, software engineering, science, measurements, hardware and science.

Open and institutional accumulations and administrations might be proposed for use by individuals who pick not to — or can't stand to — buy a broad gathering themselves, who require material no individual can sensibly be relied upon to have, or who require proficient help with their examination. Notwithstanding giving materials, libraries additionally give the administrations of curators who are specialists at finding and sorting out data and at deciphering data wishes.

However, with the sets and gathering of media and of media other than books for putting away data, numerous libraries are currently likewise archives and get to focuses for maps, prints, or different

records

and

different

stockpiling

media,

for

example,

microform

(microfilm/microfiche), sound tapes, CDs, tapes, tapes, DVDs and computer games. Libraries may likewise give open offices to get to membership databases and the Internet.

2.2 Types of library: 1.

2.

3.

4.

5.

6.

College library Public library School library Special library University library National library

1. School library:

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At some point it is hard to see the contrast between a college library and a school library. Both of these secured extensive variety of subjects however as a rule, the school library has the littler stack, and conceals subject to a less dynamic equivalent.

2. Open library: These libraries are controlled by neighborhood specialists or chambers, monetary out of the uncommon and accessible complimentary to all residents, they are less best in class than national libraries.

3. School library: School library impressively as there are many sorts of schools. The fundamental reason for school libraries is to additionally teach however generally provide food also for recreational needs.

4. Special library: This gathering is substantial and differed one. It might be partitioned into four, as the expression, "uncommon libraries" covers those libraries managing extraordinary subjects • • • • •

Libraries of modern firms Libraries of government division Libraries for debilitated people Libraries of research affiliation Libraries of social orders

5. College library: The principle capacity of the college library is to store bibliographical and varying media materials and to make them accessible quickly to understudies, workforce and research laborers. A couple of years back most colleges would have evaluated their fundamental part as administration to look into, yet today it is by and large acknowledged that the library is a dynamic member in the educating and learning program at all levels.

6. National library: National libraries supposed in light of the fact that they are financed by the administration of a nation and exist to serve the country in general. They are normally expansive libraries most likely having a large number of books, and they all developing at an enormous rate. Their fundamental design is to gather and safeguard the books and other composed matter created by prominent people of the nation. They are given the benefit of legitimate store that implies it is set around the law of the nation that a duplicate of each book distributed in the nation must be without sent of charge to them. 'Duplicate right law'.

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2.3 Importance of library: The library building is enjoying a new era of prestige across the world, with considerable architectural innovation during the past twenty years. Today, however, libraries are as much about creating places where people meet, read discuss and explore ideas, as they are about collection and administration of book in an ordered form. The idea of the modern library as a “living room in the society� is becoming a vital feature of modern urban culture, architects are having to respond to this change of role. (worpole, 2013)

2.6 Purpose of the library: The main role of the library is to give assets and administrations in an assortment of media to address the issues of people and gatherings for training, data and self-improvement including entertainment and relaxation. They have a critical part in the advancement and support of a majority rule society by giving the individual access to a wide and changed scope of information, thoughts and sentiments.

The requirement for an office accessible to all which gives access to learning in printed and different organizations, for example, sight and sound and web sources, to bolster formal and casual training, has been the explanation behind the establishment and upkeep of most libraries and remains a center reason for the library. For the duration of their lives individuals require training either at formal organizations, for instance, school, universities and colleges or in a less formal setting identified with their business and day by day life. Learning does not end with the fulfillment of formal training but rather is, for a great many people, a deep rooted action. In an inexorably complex society individuals should gain new aptitudes at different phases of their life. The library has a vital part in helping this procedure. (worpole, 2013)

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2.4 Libraries, Old and New: Traditional Library

Modern Library

Architecture

Architecture

Neo-Classical pattern-book

Modern free-style

Imposing steps and entrance halls

Street-level, retail entrances

Needs of disabled people unmet

Good disability access

Domes and rotunda

Atria & ground floor cafes

Galleries and mezzanines

Escalators and lifts

Clerestory light

Atrium light

Restricted access to books

Open access to books & other materials

Bookshelves requiring ladders

Bookshelves at human scale

Temple of knowledge

The ‘living room in the city’

Institutional furniture

Domestic or club furniture

Standalone service

Shared space with other services

Hierarchical design & circulation

Open-plan design & circulation

Canonical stock-holding

Contemporary cultural market-place

Individual study carrels

Seminar rooms and computer suites

Defensive space

Networked space

Librarians as knowledge custodians

Librarians as knowledge navigators

The rule of silence

A culture of mutual respect

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2.5 Changing environmental strategies in the design of libraries: Time period

Day light

18th century

Natural ventilation, Natural light, shallow plan

19th century

20th century

Ventilation

perimeter windows Natural ventilation,

perimeter & roof cross Natural light, roof-lit deep ventil plan Artificial light, deep plan Air conditioning, mechanical ventilation

21st century

Natural light, roof-lit, light

natural ventilation, mixed

shelves

mode, solar chimneys

2.7 Formal and informal learning: The library should give material in the proper media to support formal and casual learning forms. It ought to likewise help the client to make utilization of these learning assets adequately and in addition giving offices that empower individuals to plan. The capacity to get to data and make powerful utilization of it is imperative to fruitful instruction and where conceivable libraries ought to coordinate with other instructive associations in educating the utilization of data assets. Where sufficient library offices exist to bolster formal instruction the library should supplement these.

The library should likewise effectively support ability and data education struggles and preparing, as education is the way to training and learning and to the utilization of libraries and data administrations. Recently educated individuals require simple access to proper data materials and administrations to keep up and build up their abilities.

In a few nations the requirement for instructive advancement is appear to be central and the concentration of the libraries is to bolster the formal training. There are however an assortment of routes in which libraries can bolster both formal and casual instruction. How this is accomplished will rely on upon the nearby setting and the level of accessible assets.

It is a fundamental human appropriate to have the capacity to have access to and a comprehension of data, and there is more data accessible than any other time in recent memory on the planet's history. As an open administration open to all the library has a key part

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in gathering, sorting out and misusing data, and giving access to an extensive variety of data sources. The library has a specific duty to gather neighborhood data and make promptly accessible. It additionally go about as a memory of the past by gathering, saving and giving access to material identifying with the historical backdrop of the group and of people. In giving an extensive variety of data the library helps the group in educated open deliberation and basic leadership on key issues. In gathering and giving data the library ought to, wherever feasible collaborate with different offices to make the best utilization of accessible assets.

2.8 Library roles: Society’s growing complexity the library service has been continuously evolved in terms of service provision and content. On a contextual level the nature of its operation can be divided into categories of operation. Anderson & Skot-Hansen (1994) have identified the four main domains on which libraries operate within, resulting in four intertwining profiles: The culture centre: Where the library offers a framework for cultural experience and activities.

The knowledge centre: Where the library offers a framework for knowledge and learning.

Both as a facilitator and an active disseminator The information centre: Where the library offers a framework of information provision to citizens, through reference services, public information, and tourist information to name a few.

The social centre: Where the library provides a framework for everyday social life as a place to be, as an outreach service, a community meeting place.

2.8.1 The social role of the library: o o o o

Access for information Agency for change Local needs Local culture

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2.9Library as an interactive place: Interaction can be quite helpful to information seekers in four ways. o o o o

One may need to know what to know Seeking informal information Specific interests and needs Socializing functions (place to co-learn)

2.9.1 What is interaction?

Interaction is a kind of action that occurs when two or more people have an effect upon one another. The idea of a two way effect is essential in the concept of interaction as opposed to a two way casual effect.

Figure 2-Interaction

The architecture that encompasses us characterizes an essential piece of our regular day to day existences.

It shapes and characterizes the edges for our lives, the rooms in which we live, work, mingle, do our shopping, and invest our recreation energy.

Figure 3-interactive space

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2.9.2 Types of interaction: Tangible Intangible Tangible People

Things

Social communication happens with people. The give and take of information directly from another source of live information. This type of information imparts a lot of experience as well with people gaining a lot of knowledge in a very short period of time.

Material communication is with material objects or things.

Intangible

Books

Paintings

Intangible is a thing that cannot be perceived by touch, it does not have to be physical. Such a communication is not direct. It is imaginative. As if seeing things while reading or listening to a story.

Intangible interaction is achieved by reading books or paintings. This is a very versatile way of interaction. This can either impart a wide range of information through a symbol or specific information in greater depth.

Chinese philosophers trust there are two basic elements that co-exist in this world. One is positive, another is negative. They are mutually balanced and influence each other. In the real world, the positive can be understood as tangible objects while the negative be regarded as intangible things.

Usually the tangible objects can be understood by people through appearance. But under certain circumstances they can only be comprehended in intangible ways.

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2.9.3 Concepts of interaction in traditional societies: People where very close to each other due to walkability and the interaction was very intimate.

The traditional neighborhood made societies more intractable due to the pedestrian movements and walkability. And the square streets and courtyards with the help of house designs always helped interaction, domestic or foreign.

Spaces bringing about interaction: Spaces causing tangible interaction: Public parks, squares, streets.

Spaces causing intangible interaction: Libraries, museums, cinemas, theatres.

2.10 Design parameters: o o o o

Acoustic design Use of space Lighting design Way finding

2.10.1 Acoustic design: While outlining effective library spaces that permit distinctive exercises and administrations to occur in the library, a very much arranged acoustic plan is basic. The move from the only print based library accumulation to one of blended media, required some adjustment in library building, for example, the significance of the quiet in libraries now reassuring gathering work and learning, and the idea of extensive open space for benefactor's cooperation instead of the idea of partitioned study room. At the end of the day, combined with the outline of various territories there is an expanding propensity to make library structures that support synergistic learning, rather than the customary quiet library building. Customarily, old library structures are described by high roofs, hard floor surfaces, generally of marble or wood, and substantial purge spaces, regularly with manufactured book stacks. In these developments, perusing rooms are ranges that deliver echoes of long span. Consequently, in old library structures the best single stride forward has been the establishment of floor coverings that with the sound-retaining nature of books in amount have added, as it were, to minimize echoes. Perusing rooms out in the open libraries are dependably puts where a situation of profound quiet is practically

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unimaginable. As a place where individuals read and study, the sound of individuals shutting books, turning pages, moving seats and strolling along the passageways are unavoidable. For a long time, when planning work spots, for example, a perusing room. Planners translated and characterized security in physical terms. That is, whether individuals could hear and see each other, and additionally discover a place with a specific protection. It has already been specified that libraries are right now selecting to make huge expanses, where hush is not a fundamental component, and carrels are the vast majority of the circumstances inexistent. However, this move may influence individuals' capacity to think and core interest. In addition, open huge spaces can be especially hard to accomplish agreeable and utilitarian acoustics inside, because of the conceivable production of echoes that permit the most reduced clamor levels to travel and resonate all through the library. In as of late fabricated or renovated libraries soundengrossing materials are now part of the inside plan. A few alluring and viable alternatives and arrangements are accessible to give sound retention on dividers and roofs. Typically, absorptive materials are secured with texture, punctured metal or divided wood braces surfaces that permit the sound vitality to go through and be consumed by the material situated behind.

Covering dividers and floor surfaces with absorptive completing materials, for example cover, textures and draperies, is a powerful arrangement.

New York Public Library Amsterdam Central Library Columbus Metropolitan Library

2.10.2 Use of space: From the starting library was a place of silence and study, where children were not allowed. In the United States of America, during the late eighteen century the famous library buildings financed by Andrew Camegie were considered a successful model and included: a repository for the books, reference room, reading room.

Reference room: The reference room housed the reference books, especially the large sets of books, but provided limited seating for the readers.

Reading room: The reading room was the place in the library where the patrons could sit and read the materials retrieved from the stacks, reference materials in the room and their own book, or other reading materials.

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Inspired by grand staircases of palaces, cathedrals and other buildings, some libraries had imposing entrances.

However during the nineteen-thirties most of the libraries with this sort of entrances were remodeled to give response to the increasing traffic flow and circulation. As libraries were committed to be accessible and open institutions it also became clear that the library building would have to more functional and include other services and spaces.

2.10.3 Lighting design: Lighting design has always been a major aspect when planning a library building. The International Association of Light Designers (IALD) define lighting quality as an “Optimum balance among human needs, architectural considerations, and energy efficiency�

The library as a place where people read, study and need to concentrate should be able to provide the light conditions and environment, this includes a comfortable lighting.

The total light visible of a light source is measured in lumens, whereas the spread of light over a surface is measured in lux, or foot-candles, the American unit (Malman 2). One lux equals one lumen incident per square meter, and one foot-candle equals one lumen incident per square foot. Lighting design is a complex and difficult field; even in one of the most easily definable aspect of lighting, the intensity, standards may differ widely. Thus, intensity of light is one of the most obvious elements to be considered, but is not the most important one.

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Chapter 03

Research Aspects

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Lighting for Libraries:

Figure 5-use of light in libraries

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3.1 Study of light: 3.1.1 Day lighting in libraries: Compelling utilization of day lighting can reduce vitality utilization and make the library feel more human and less institutional. Be that as it may, uncontrolled day lighting can be a wellspring of glare and can harm delicate materials. North-bound windows or clerestories concede sunshine while barring direct daylight. South-bound coating with satisfactory shades can likewise be viable. Where coordinate sun is permitted to enter perusing territories, customizable window covers must to be given.

Figure 6-day light effect

3.1.2 Exterior lighting: Parking areas, steps, ramps, paths, plazas, doorways, and potential hiding places should be adequately lit for safety and security. Specific light level criteria should be selected to suit each particular situation. Consideration should be given to exactly what needs to be lit: for example, steps or ramps require light on the walking surface, but pathways, plazas, and parking lots may require light on people's faces to promote recognition, identification, or a sense of security. If a library is located in a residential neighborhood, exterior lighting should limit light trespass onto adjacent residential properties.

Figure 7-lighting according building face

3.1.3 Use of day lighting: The use of natural light, or day lighting, has traditionally been a desirable building feature and a hallmark of good design. When skillfully introduced, daylight creates an ambience of quiet contemplation and visual comfort, and links the modern library user psychologically with the pre-technological past. Memorable library spaces for centuries have been characterized by volumes and surfaces illuminated with natural light, providing glare-free light in reading spaces.

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Day lighting design has recently taken on a new importance, beyond these esthetic and psychological aspects, with the advent of energy shortages and sustainability concerns. The alternative to day lighting, the use of electric power for library lighting, contributes to the strain on California’s electric generation capacity as well as the inefficient use of non-renewable energy resources. Furthermore, the cost of lighting a library has become a major burden to communities and will continue to increase in the future. Daylight, which is free, provides the opportunity to greatly reduce these negative impacts created by the over-dependence on electric lighting sources.

Figure 8-light for facilitation

Effective use of daylight in library design is both an art and a science. The intent of this article is to present the technical principles of day lighting design as a guide to library clients involved in a building design project, with some illustrations that suggest the esthetic possibilities within that framework.

Figure 10-reading & stack area lighting

Figure 9-roof lighting

3.1.4 Physical characteristics of day light: Day lighting design begins with an understanding of the physical characteristics of daylight.

Controlling it and tailoring it for use in a library requires some knowledge of this energy

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media that is entering the building. The fact that sunlight is so intense (at least at California latitudes) means that the sheer amount of daylight must be carefully limited and manipulated to avoid glare or heat gain problems. Design issues and methods pertaining to this daylight issue are discussed in Section 3 below.

As noted above, the requirement for library lighting is to provide enough light to accomplish a visual task such as reading. For daylight, this means tuning the aperture designs to minimize solar heat gain while achieving the footcandle levels required for visual acuity. (Dean, 2002)

Figure 11-Building orientation

3.1.5 Daylighting Design in Libraries: Daylighting design is part of the overall lighting design of a library. The professional lighting designer must work closely with the building architect and heating/cooling engineer to ensure an integrated approach to all considerations surrounding the lighting design—controlled to maximize daylight use and visual comfort for the library users. Lighting design in libraries is treated more thoroughly elsewhere.

3.1.6 General Principles: The integrated building lighting system composed of both daylighting and electric sources must provide adequate levels of light that are distributed in a manner that is glare-free and comfortable.

A Light Quantity: The Illuminating Engineering Society (IES) is an independent organization of professionals that sets light level guidelines which serve as the recognized standards for light in building spaces.

The following table provides the illumination levels recommended for library spaces.

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Book stacks must be lit evenly across the stack face so that titles and call numbers can be easily found and read. The lighting level should be a minimum of 6 footcandle measured vertically on the face of the book spine at a height of 12 inches above the floor, and a maximum of 35 footcandle at any height, so that no more than a 6:1 ratio results across the entire vertical face of the book stack. Daylight should be introduced above and behind the patron so that book titles are illuminated without glare.

Spaces

Minimum FC Level

Average FC Level

See footnote

See footnote

Inactive Book Stacks

5

7.5

Book Repair & Binding

20

30

Cataloging

20

30

Circulation Desk & Reference Desk

20

30

Computer Areas

20

30

Audiovisual Areas

20

30

Audio Listening Areas

20

30

Reading (newsprint, magazines, keyboard)

20

30

Reading (fine detail items, small print)

50

75

Active (occupied) Book Stacks

B Light Distribution: For good daylighting design low glare lighting is a principal objective in libraries. Ideal ratios of brightness levels within the field of view are often described at 10:3:1, for brightness of visual task to brightness of immediate surround to brightness of the general surround. A library space that largely achieves these ratios can be considered to have a god level of visual comfort and no glare conditions.

3.1.7 Design for the Daylight Component: Three fundamental design issues in daylight design are A. Sun control: To mitigate any increase in the cooling load and to control direct glare.

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B. Glare control: To create and maintain comfortable brightness distribution including no direct views of the bright sky in the normal direction of view.

C. Variation control: To avoid any user perception of insufficient local light levels. (guzowksi, 1999)

3.2 Acoustics study: The acoustical design issues for libraries involve the following principal issues: Site noise considerations, including the control of noise transfer to a project’s neighbors, particularly if they are residential.

Establishing noise standards for each use space, including limitation of excessive ventilation noise.

Room acoustics considerations.

Sound isolation between various use spaces.

Vibration control for mechanical equipment.

Audio/visual system consideration.

3.2.1 Sound & Noise: Sound waves in air result from a physical disturbance of air molecules, such as when a truck drives by a building or when guitar strings are plucked. Sound waves combine and reach a listener via numerous direct and indirect pathways. The listener’s inner ear contains organs that vibrate in response to these molecular disturbances, converting the vibrations into changing electrical potentials that are sensed by the brain, allowing hearing to occur.

Acoustical analysis involves not only the sound source but also the listener and everything in between on the path of the sound. The perception of the receiver can be influenced by the treatment of either the path or the source. Some source sound is desirable, for example a lecturer’s voice, and some source sound is undesirable, such as the sound output from an idling truck outside a window. Undesirable sound is usually called noise.

When designing new library buildings or correcting deficiencies of existing library spaces, materials and constructions are selected to control noise and other unwanted sound. The human ear does not perceive all frequencies of sound to the same degree, however, being less sensitive to lower frequency sound pressures than to middle or higher frequency sound

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pressures. People tend subjectively to measure their perception of the loudness of sounds based more on the SPL of these middle and higher frequency sounds. Design criteria and sound measurement devices are therefore weighted toward these upper frequencies in order to reflect the subjective perception of people in the space.

Space Type Open Public Areas (Circulation, Reference) Computer Work Areas

NC Rating 35-40 40

Private Offices

30-35

Open Staff Work Areas

35-40

Copy Rooms Teleconference Rooms

40 Max. 25

Reading Rooms

25-30

Classrooms

25-30

Training Rooms

25-30

3.2.2 Room acoustics: Room acoustics pertains to the physical characteristics of a space for the hearing of direct and reflected sound. In libraries, the principal issue for room acoustics is speech intelligibility and control of background noise levels. Rooms with a high level of reflected sound may have poor room acoustics depending on the use of the room since the persistence of the sound creates unwanted background noise and interferes with the ability to understand speech. Such rooms are said to have a high reverberation time, the time required for the sound to be absorbed gradually and reduced below hearing levels.

Therefore, design principles for room acoustics in library spaces typically focus on the locations and extent of sound absorbing material, to reduce reverberation and the interference with speech, as well as the shape of rooms to achieve acceptable acoustic characteristics in meeting and presentation rooms.

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Multi-purpose rooms require special room acoustics design since these spaces often must accommodate speech and musical activities at different times. For speech activities, the reverberation time should be low enough to allow syllables of parts of speech to be readily understood. Longer reverberation time is preferred for musical functions, since the musical sounds need to reverberate properly. A room having reverberation time of more than 1.5 seconds may be acceptable for music listening but would probably create interference with speech intelligibility. A room having a reverberation time of less than 1 second would probably be judged acceptable for speech intelligibility but musicians may complain about the room being too “dead”.

3.2.3 Sound Absorption: All materials have some sound-absorbing properties. Sound energy that is not absorbed must be reflected or transmitted. A material’s sound-absorbing property is typically described as a sound absorption coefficient at a particular frequency range. Sound absorbing materials used in buildings are rated using the Noise Reduction Coefficient (NRC), which is basically a type of average of sound absorption coefficients from 250 Hz to 2 kHz, the primary speech frequency range. The NRC theoretically can range from perfectly absorptive (NRC = 1.0) to perfectly reflective (NRC = 0.0).

Adding sound-absorbing materials to a space usually becomes an interior design issue in the library. Many options are possible to provide sound absorption on walls and ceilings, which are attractive and maintainable. Absorptive materials are often covered with acoustically transparent surfaces such as fabric, perforated metal and spaced wood slats. These surfaces allow the sound energy to pass through and be absorbed by the material located behind. Figure 5 shows the example of a wood slat panel treatment that effectively screens the acoustic blanket and creates a handsome ceiling in a public area.

Perforated metal panels, as shown in Figure 6, are commonly used to create a certain finish appearance. For best results, the material should be as thin as possible, with the smallest hole diameter and the greatest open area (the greatest number of holes).

Some absorptive materials are attractively designed to be exposed to view, such as normal suspended ceiling tiles. Generally, thicker porous materials provide better sound absorption.

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5/8-inch thick ceiling tiles have an NRC of 0.50 when mounted in a lay-in grid ceiling. A 1-inch thick glass fiber ceiling tile can have an NRC rating of 0.80 or greater.

Figure 7 illustrates the appearance of a suspended acoustical tile ceiling.

Figure 12-Wood Slat Ceiling

Figure 13-Acoustical Perforated-Metal Desk

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Figure 14-Lay-in Acoustical Ceiling Tile

Figure 15-Suspended Acoustical Baffles 28

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Figure 16-Open Cell Acoustical Foam

Figure 17-Quilted Sound Screen 29

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3.2.4 Sound Insulation: Everyone has experienced unwanted sound intrusion – a television in the next room, a loud neighbor walking on the floor above, or a jet flying over. Measures are often required to reduce intrusive noise. One of the most essential techniques in acoustics is reducing the transmission of sound through solid barriers in buildings. This form of sound reduction is referred to as Sound Insulation.

3.2.5 Sound Insulation Construction: In the U.S., the standard way of describing sound isolation of constructions is a metric called STC, or Sound Transmission Class. The STC rating of a wall, floor or ceiling is determined by the components of the construction and how they are assembled.

I. Wall Construction: A standard partition used to separate rooms in a building is typically a single stud wall and one layer of gypsum board on each side, and it has an STC rating of 35. The acoustic performance of the standard wall can be improved by using light gauge (25 gauge) metal studs instead of wood studs. There are some conditions in a library where more sound isolation will be required, which can be accomplished by adding insulation within the wall cavity, providing a second layer of gypsum board on each side of the partition, or possibly using staggered stud construction.

These program areas include conference rooms and offices requiring confidential speech privacy, where STC ratings in the range of STC 45-50 are recommended. To control noise transfer from rooms having amplified sound systems such as meeting rooms into other library spaces, the surrounding walls should have a minimum rating of STC 55-60.

Figure 18-Operable Wall Panels 30

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Floor Construction: Floor and ceiling assemblies perform two acoustical functions. Like walls, they provide acoustical separation between adjacent spaces (airborne sound insulation), but they also reduce the sound of footfalls and other impact sounds from an upper floor (impact insulation).

Impact insulation and airborne insulation can be upgraded by decoupling ceilings from the structure and by altering floor finishes.

Figure 19-Wood Frame Flooring

3.3 Mechanical and Electrical Systems Noise Control: When designing a building, it is important to control the noise and vibration of its mechanical and electrical equipment. Without adequate consideration during design, the very equipment that provides thermal comfort and electrical power can generate annoying noise and vibration.

Proven techniques are available for mitigating noise and vibration from this equipment. The recommended acoustical design sequence for a building project is: 

Select noise criteria for each space in the building.



Organize spaces to avoid adverse adjacencies of noisy equipment with quiet spaces.



Provide adequate noise and vibration control for equipment.

Figure 20-Noise Paths for Down Discharge Fan 31

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Figure 22-Duct Borne Noise

Figure 21-Duct above Ceiling 32

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3.4 Audio /Visual: In libraries, audio-visual design is important for meeting rooms, auditoriums, teleconference facilities, children’s theaters, and for multimedia and electronic classroom spaces. There are images, both recorded and “real-time”, which are viewed by groups of people along with associated sound systems. Audio-visual design is concerned with the conditions and requirements for comfortable viewing, listening, and communicating.

3.4.1 Auditoriums, Theatres and Large Meeting Rooms: Auditoriums, theaters and large meeting rooms in libraries typically have flat floors and movable seats to allow flexibility of use. In children’s theaters, where multiple types of uses often occur, this type of flexibility is an important feature. Occasionally, however, an auditorium may have fixed seating and a sloped floor for good viewing.

Figure 23-End Stage Configuration

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Figure 24-Corner Stage Configuration

Figure 25-Thrust Stage Configuration 34

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Figure 27-Seating Area & Projection Screen Configuration for good viewing

Figure 26-Three Typical Projector Locations 35

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Figure 29-A Central Cluster Loudspeaker System

Figure 28-A Distributed Loudspeaker System

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Chapter 04

Case studies

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4 Case studies: To understand the nature of selected projects case study is an ideal methodology. Case studies can be used for different investigation during project durations. Case studies are used to enhance the participant’s viewpoint using multiple sources and different ways of investigation.

Case studies for library I have selected case studies of existing libraries to explore requirements for a modern library.

These libraries will be helpful for my further studies. o Quaid-e-Azam Library, Lahore o National Library of Pakistan, Islamabad o Library and Learning centre, Vienna, Austria

4.1 Quaid-e-Azam Library, Lahore Quaid-e-Azam library was inaugurated by General Zia-ul-Haq in 1984. Newly constructed Library named as “Quaid-e-Azam Library”, named after “Quaid-e-Azam Muhammad Ali Jinnah”. The library is located in most famous gardens of Lahore, which was named as “Lawrence Gardens” by the Britishers. After independence of Pakistan, it was named as Baghe-Jinnah (Jinnah’s Garden), that’s why this library is also named after The Jinnah.

The library is divided into 4 halls

Sir Syed Hall (used for English language collection) Maulvi Abdul Haq Hall (used for oriental languages) Lawrence Hall (used as auditorium) Montgomery Hall

4.1.1Facility: Covered area-72200 sq.ft.

Reading Halls Maulvi Abdul Haq Hall (80’x210’) Sir Syed Hall (80’x210’) Reception Auditorium Journals reading area Periodical area

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Gallery reading area Computer lab C.S.S. section

4.1.2 Staff Quaid-e-Azam library has a total number of 112 workers which included Chief librarian Senior librarian Librarians Assistants Technicians

4.1.3 Seating capacity 350 to 370 Persons

4.1.4 Collection: This library has a gathering of more than 120,000 volumes. These volumes are both in English and Oriental dialects (Urdu, Arabic and Persian). There are distinctive classes of books in which books are partitioned into writing, science, history, reference works, periodicals, writing for women and kids have been procured. The Quaid-e-Azam library is isolated into different areas managing English, Islamiyat, Urdu, Arabic uncommon books. There are some most recent field of work for which books are have been consistently gained. It is likewise detectable that extraordinary consideration is being paid to the obtaining of thorough writing on Islam and the Muslim world.

4.1.5 Special collection: There are likewise a portion of the exceptional accumulations of the diverse prestigious identities like Mian Bashir Ahmed, Khan Manzoor, Atta Ullah Kaleem, Safdar Mir and Dr. Naseer Ahmed Nasir and so on. These are the uncommon accumulations segment for expositions of the specialists. These extraordinary accumulations helps analysts to discover their gathering and research. Into these accumulations some of exceptionally profitable memoirs and compositions.

4.1.6 Auditorium/Exhibition Hall The Quaid-e-Azam library has a phenomenal assembly hall/show lobby, which is as a rule oftentimes utilized for sorting out presentations, shows and holding workshops on the advancement of the library science and research strategies. Gathering, workshops, symposia

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and addresses are routinely masterminded to enhance proficient information and aptitude, and trade of thoughts.

4.1.7 Sections of Quaid-e-Azam library I.

Audio-Visual Section

This library has a decent accumulation of varying media materials. The accumulation incorporates tapes, slides, movies, audiotapes, microfiches, sound and video tapes, microfiche peruse, microfilm peruse/printer, TV, VCR, slide projector and so forth the greater part of things hung on microfilms comprise of back issues of periodicals and daily papers, for example, Civil and Military Gazette, "Inqilab", "Companion".

II.

Computer Section

A separate computer section comprising 50 P-IV computers has been established for use of library members. These systems are used for online digital system access.

III.

Ladies Section

The women area has been looked after independently. It contains books on Health Care, Nutrition, Cookery Education, Hoe Economics and Islamiyat. There has been a woman custodian to encourage the women.

IV.

Oriental Section

In this library oriental segment is situated on the top exhibition of the Jinnah Hall. It contains books on Islamiyat, Tafseer, Ahadith, Books on Seerat, Urdu, Arabic, Persian, Punjabi, Pushto, and Sindhi are likewise situated in the exhibition. The corner rooms in the display are saved for researchers.

V.

Periodical Section

In this library oriental portion is arranged on the top display of the Jinnah Hall. It contains books on Islamiyat, Tafseer, Ahadith, Books on Seerat, Urdu, Arabic, Persian, Punjabi, Pushto, and Sindhi are in like manner arranged in the show. The corner rooms in the show are put something aside for scientists.

VI.

Reference Section

The reference area is situated in the eastern side of the Jinnah Hall. It gives reference administration to research researchers, understudies and the overall population. It contains

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reference material like reference book, chronicles, catalogs, year-books, hand books, map books, gazetteers, records, citation books, maps, lists of sources, bibliographical sources.

VII.

Textbook Section

Text books according to the needs of the students have been procured. Photocopying service is available inside the library and members can get photocopies of requisite pages.

Total number of visitors There are almost 500 to 600 students, scholars, researchers and other persons which are included in daily study basis visit. This library entertains them in various form of knowledge.

4.1.8 Analysis I.

Merits

Sun/ Natural light Sound proof Highly roof Silence Grandness Unique style of architecture Atmospheric control Environmental control Landscape Good seating facility for students Online data base system

II.

Demerits

Link between departments Entrance Function follow form Building structure is not exactly for library No proper security system No fire exit area Book setting is not according to subject/department Ventilation No proper storage area for computer lab

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4.1.9 CRITICAL ANALYSIS It provides facilities to its visitors, all at one place i.e. reading, reference, and research areas to facilitate the users.

I

- Entrances

It has only one entrance which is accessible for students, staff, researchers and tourists. Main access is only through this entrance.

II - Parking Library does not have its own parking it is situated in Jinnah Garden. Library visitors use parking of Jinnah Garden.

III - Circulation The main circulation in this library is very crucial due to lack of space. Circulation through one section to another is very hard to find out other sections. When going from one section to other users should cross through different rooms and sections.

There are several points for vertical circulation other than the main lobby thus avoiding over population to any particular area, moreover it facilitates the visitors in their flow.

IV - Halls This library has four different halls to tackle with the needs of users. There are separate spaces for oriental and English language books. These books could be used as reference books.

V - Architectural style This building was constructed to pay tribute to the bravery of viceroy sir John Lawrence. The main cultural aspect of the building is its representing British architectural style. It is also called as “White House� in Pakistan.

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‘

Figure 30-Entrance of Quaid-e-Azam Library

Figure 31-Reception of Library

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Figure 5-Montgomery Hall

Figure 6-Acquisition Section

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Figure 32-Journals section

Figure 33-Digital Lab.

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Figure 34-Archives section

Figure 35-Circulation Area

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Figure 36-Audio Visual Area

Figure 37-Photocopy & Print area

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Figure 38-Sir Syed Hall

Figure 39-Maulvi Abdul Haq Hall

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Figure 40-Layout Plan of Library

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4.2 National Library of Pakistan, Islamabad 4.2.1 Facilities: Covered area: 168,844 sq.ft.

Location: Shah Rah-e-Jamhoriat, Islamabad Centralized air conditioning and heating Total Floors: Four floors Seating capacity: 500 readers

4.2.2 Spaces: Basement: Serial division Delivery of newspapers and books branch Telephone exchange Air conditioning plant Electrical plant

Ground floor: Entrance Reception Digital information division Public canteen Computer section Record creation section Acquisition section Planning and research section ISBN agency Preservation and conservation section Lending division Accounts Model children library

First floor: Online public access catalogue 04 reading halls Manuscript Rare book section Establishment Seminar room Class room Meeting room

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Offices

Second floor: General stack area 14 research rooms

Auditorium: 400 persons seating capacity

4.2.3 Analysis: I.

Merits

Sun/ Natural light Sound proof Site oriented design Interconnected departments Linkage through corridors Contemporary style Centralized air conditioning Landscape 04 halls for separate readers Online public access catalogue Emergency exits

II.

Demerits

Situated in highly secured area Entrance is located very above from ground level No proper security Electrical plant is in basement which is harmful for building No proper space for OPAC Division of reading hall is also cause of confusion for readers Cafeteria is situated in between offices which is not suitable

CRITICAL ANALYSIS It provides facilities to its visitors, all at one place i.e. reading, reference, and research areas to facilitate the users. This library has its own building form to facilitate the users.

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I

- Entrances

It has only one entrance which is accessible for students, staff, researchers and tourists. Main access is only through this entrance.

II - Parking Library has its own parking but this is below the ground level which is difficult to access height for users.

III - Circulation The main administrative area is situated at ground floor in which they have a small cafeteria for workers and readers. For this purpose of circulation lifts, staircases are used into the building.

IV - Halls Library has four different reading halls to facilitate the readers and researchers of the region.

But this thing is also cause of confusion for the readers.

V - Architectural style Simple but contemporary style in region of its era. The building depicts its simplicity through form.

VI - Connection of spaces: All the spaces are interconnected with each other but administrative area is situated at ground floor. For administrative area this space is not suitable in these kind of buildings, because access to book is first priority in library.

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Figure 41-Library Entrance

Figure 42-Library Form

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Figure 43-D.I.D.room

Figure 44-Video lecture room

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Figure 45-Emergency Exit

Figure 46-OPAC

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Figure 47-Centralized Staircase

Figure 48-Catalogue

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Figure 49-Utility area

Figure 50-Stack Area

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4.3 Library and Learning Centre, University of Vienna, Austria New Library and Learning Center ascents as a polygonal piece from the heart of the new University grounds. The inside of the LLC is learned from the outside course of the all-inclusive strategy which maps out the diverse levels of the building. The straight lines of the building's outside particular as they move internally, getting to be distinctly curvilinear and liquid to create a free-framed inside ravine that fills in as the key open square of the middle, and additionally producing hallways and scaffolds guaranteeing smooth moves between various levels.

Architect: Zaha Hadid Architect

Location: Vienna, Austria

Area: 28000 sq.m.

Project year: 2013

Total collection: 350000 collection

4.3.3 Appearance of building:

Figure 51-Library & Learning Centre, Vienna

The outer appearance of the LLC is described by two components of differentiating hues isolated by a glass joint: shell and shadow. These distinctive hues encourage the introduction and comprehension of the two essential territories of the working all things measured.

4.3.4 Concept: New Library and Learning Centre rises as a polygonal block from the heart of the new University campus. The interior of the LLC is learned by the outside circulation of the master plan which maps out the different levels of the building. The straight lines of the building’s exterior separate as they move inward, becoming curved and fluid to generate a free-formed interior

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gap that serves as the principal public plaza of the centre, as well as generating corridors and bridges ensuring smooth changes between different planes.

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4.3.5 Plans:

Figure 52-Basement Plan

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Figure 53-Ground Floor Plan

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Figure 54-First Floor Plan

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Figure 55-Second Floor Plan

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Figure 56-Third Floor Plan

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Figure 57-Fourth Floor Plan

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Figure 58-Fifth Floor Plan

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Figure 60-North Side Elevation

Figure 59-South Side Elevation

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Figure 61-East Side Elevation

Figure 62-West Side Elevation

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4.3.6 Critical analysis A-Function plan: The required inspiration behind the useful plan is to obviously characterize the various zones of the building. The arrangement is converted into a three dimensional protest, which plots the space around the vocal, chamber, the passageways and the gulches. A focal piece of the building houses the Service Area, the Learning Center and the Economics Library, with Student Services and Library Management situated in the small square.

The inside edges of the site consolidate in a streaming freestyle, the outside edges of the building are quite strongly and their arrangement appears differently in relation to the site edges, determined on the ground breaking strategy and by the position of the adjoining structures.

B-Internal circulation: From the primary passageway of the LLC, guests can walk specifically to the focal assembly room which likewise works as a vast chamber overflowed by normal light. An arrangement of slopes leads from the amphitheater to the library entrance and the focal administrations on the principal floor. The security and locker zones are situated on the mezzanine beneath.

Specialists can get to the library and the understudy administration workplaces by means of slopes and stairways spiraling upwards starting from the earliest stage. The distinctive ranges on the upper levels are associated by means of stages, scaffolds, patios and displays.

C-Facade: The outer appearance of the LLC is described by two components of differentiating hues isolated by a glass joint: shell and shadow. These distinctive hues encourage the introduction and comprehension of the two essential areas of the working all things considered.

D-Form of building: The outer form of the building represents the flow in form. Building form is also characterized by master plan. There are some flow of lines which is also could be shown inside of the building form. There is a central atrium inside of the building. Central atrium is depict the modern library planning.

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Chapter 05 Architectural Program

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5 Architectural program 5.1 Minimum space requirement for books: 1. Population served: under 2499 Size of book collection volumes: 10000 Linear feet of shelving: 1300 Amount of floor space: 1000 sq. ft.

Reader space: minimum 400/13 seats/30 sq. ft.

Staff work space: 300 sq. ft.

Estimated additional space needed: 300 sq. ft.

Total floor space: 2000 sq. ft.

2. Population served: 2500-4999 Size of book collection volumes: 10000+3/ capita for population over 3500 Linear feet of shelving: 1300 add 1 ft. of shelving for every 8 volumes over 10000 Amount of floor space: 1000 sq. ft. add 1 sq. ft. for every 10 volumes over 10000 Reader space: minimum 500/16 seats. Add 5 seats/1000 over 3500 population served at 30 sq. ft. / reader space Staff work space: 300 sq. ft.

Estimated additional space needed: 700 sq. ft.

Total floor space: 2500 sq. ft. or 0.7 sq. ft. / capita whichever is greater

3. Population served: 5000-9999 Size of book collection volumes: 15000+2/ capita for population over 5000 Linear feet of shelving: 1875 add 1 ft. of shelving for every 8 volumes over 15000 Amount of floor space: 1500 sq. ft. add 1 sq. ft. for every 10 volumes over 15000 Reader space: minimum 700/23 seats. Add 4 seats/1000 over 5000 population served at 30 sq. ft. / reader space Staff work space: 500 sq. ft. add 150 sq. ft. for each full time staff member/3 Estimated additional space needed: 1000 sq. ft.

Total floor space: 3500 sq. ft. or 0.7 sq. ft. / capita whichever is greater

4. Population served: 10000-24999 Size of book collection volumes: 20000+2/ capita for population over 10000 Linear feet of shelving: 2500 add 1 ft. of shelving for every 8 volumes over 20000 Amount of floor space: 2000 sq. ft. add 1 sq. ft. for every 10 volumes over 20000

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Reader space: minimum 1200/40 seats. Add 4 seats/1000 over 10000 population served at 30 sq. ft. / reader space Staff work space: 500 sq. ft. add 150 sq. ft. for each full time staff member/7 Estimated additional space needed: 1800 sq. ft.

Total floor space: 7000 sq. ft. or 0.7 sq. ft. / capita whichever is greater

5. Population served: 25000-49999 Size of book collection volumes: 50000+2/ capita for population over 25000 Linear feet of shelving: 6300 add 1 ft. of shelving for every 8 volumes over 50000 Amount of floor space: 5000 sq. ft. add 1 sq. ft. for every 10 volumes over 50000 Reader space: minimum 2250/75 seats. Add 5 seats/1000 over 25000 population served at 30 sq. ft. / reader space Staff work space: 1500 sq. ft. add 150 sq. ft. for each full time staff member/13 Estimated additional space needed: 5250 sq. ft.

Total floor space: 15000 sq. ft. or 0.7 sq. ft. / capita whichever is greater. (Callender, 1983)

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5.2 Library sections: o o o o o o o o o o o

Public service section Acquisition section Technical section Reference section Periodical section Audio/visual section Computer section Dissertations section Reports section Accounts section Binding section

5.3 Requirements: 5.3.1 Administration: o o o o o o o o o o o o o o o o o

Inter library loan International book exchange Union catalogue Bibliography section Lounge Binding and repair section Director room Clerical rooms Deputy Director Room Accounts section Conference room Librarian room Deputy librarian room Audio/visual section Books storage Loading deck Mechanical

5.3.2 Public areas: o Entrance

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o o o o o o o o o o o o o o o o o o

General reading Newspapers and periodicals Research section Rare books & manuscripts Circulation desk Lobby Atrium Books shop Information check Multi-purpose room Blind reading CafĂŠ Book storage Administration area Exhibition hall Auditorium Galleries Computer lab

o

Research center

5.4 Main categories of books 000 Computer science 100 Philosophy & psychology 200 Religion 300 Social sciences 400 Language 500 Science 600 Technology 700 Arts & recreation 800 Literature 900 History & geography

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5.5 Administration areas calculations: Sr.#

Description

Area required

No. of persons

Sq.ft.

1

Inter library loan

550

2

2

international book exchange

620

2

3

Union catalogue

1240

4

4

Bibliography section

1840

5

5

Fumigation section

870

3

6

Lounge

980

30

7

Binding and repair

2250

10

8

Director room

400

1

9

Dpty. Director room

350

1

10

Librarian room

350

1

11

Assistant librarian

300

1

12

Assistants

250

2

13

Technicians

250

2

14

Accounts section

1760

6

15

Conference room

2540

80

16

Clerk’s room

2000

8

17

Electrical plant

3500

_

18

Photocopy & printing

300

3

19

Books storage

6000

3

20

Loading/unloading

300

_

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5.6 Users’ area calculation: Sr. #

Description

Area required Sq.ft.

1

Entrance hall

2500

2

General reading

8000

3

Newspapers

2500

4

Periodicals

2500

5

Research area

2500

7

Rare books

2000

8

Maps, documents

500

9

OPAC

3500

10

Research section

1250

11

Journals area

500

12

Audio/visual

1200

13

Circulation desk

600

14

Exhibition area

4500

15

Auditorium

15000

16

Cafeteria

4500

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5.6 Books storage and section area Area of section Sr. # Description

Volume in

No. of

section

persons

Sq.ft.

1

Computer science

12000

80

3200

2

Philosophy & psychology

12000

80

3200

3

Religion

12000

80

3200

4

Social sciences

12000

80

3200

5

Languages

12000

80

3200

6

Science

12000

80

3200

7

Technology

12000

80

3200

8

Arts & recreation

12000

80

3200

9

Literature

12000

80

3200

10

History & geography

12000

80

3200

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Chapter 06 Site Analysis

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6 Site analysis: 6.1 Site selection criteria: These following are the factors which were considered in my selection of the site. These will make the site feasible for usage. 

Site Accessibility



Central Location



Site Capacity



Demographic Patterns



Site Visibility



Site Image



Neighborhood Compatibility



Infrastructure



Room for expansion in future



Users Access



Potential for Interaction

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6.2 Macro level:

Figure 63-Lahore plan

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Figure 64-Detail plan of Lahore

Site is located in the province of Punjab city Lahore.

Site is located in an area of Lahore which is in the direction of growth.

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SITE

Figure 65-Site Context

The only that come towards the site comes from Ghazi chowk to Hadiara. It takes 30-45 minutes to reaches the Chak Chahl stop. After that 15 minutes walking distance from Bedian road.

Second access is from DHA phase VI and vii.

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6.3 Context development:

Figure 66-Contextual Development

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6.4 Site approaches:

Figure 67-Site Approaches

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UNIVERSITY OF ENGINEERING & TECHNOLOGY LAHORE QUAID-E-AZAM LIBRARY LAHORE BEACHONHOUSE NATIONAL UNIVERSITY LAHORE

UNIVERSITY OF SOUTH ASIA LAHORE ALLAMA IQBAL INTERNATIONAL AIRPORT

GADDAFI STADIUM LAHORE

HAJWERI UNIVERSITY LAHORE

LAHORE SCHOOL OF ECONOMICS

Figure 68-Aproaches through city

6.5 MAJOR DISTANCES 1-AIRPORT -------------------------------------- 9.5 KM 2-COMSATS ------------------------------------- 18.9 KM 3-NCA -------------------------------------------- 22.5 KM 4-PUCAD ---------------------------------------- 22.5 KM 5-UET --------------------------------------------- 30 KM 6-USA CITY CAMPUS ----------------------- 16 KM 7-BNU --------------------------------------------- 40.5KM 8-RAILWAY STATION ----------------------- 19.6 KM 9-DAEWOO STATION ----------------------- 22.5 KM 10-NIAZI STATION ---------------------------- 28.7 KM 11-NEW KHAN STATION -------------------- 30.8 KM 12-ANARKALI ---------------------------------- 22.5 KM 13-MAIN MARKET ---------------------------- 16 KM 14-BARKAT MARKET ------------------------ 19 KM 15-CITY CENTRE ------------------------------ 16 KM

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Figure 69-Master Plan of L.K.P.

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RESOURCE DEVELOPMENT CENTRE

BUSINESS PARK 800’

EDUCATIONAL COMPLEX EDUCATIONAL COMPLEX

SITE

390’

EDUCATIONAL COMPLEX EDUCATIONAL COMPLEX

Figure 70-Site Analysis

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6.6 Meteorological analysis: 6.6.1 Site climate analysis: Climatology clarifies the general condition about the climate components with the goal that society can arrange its exercises, outline its structures and foundation and envision the impacts of unfavorable conditions. Atmosphere speaks to the composite of day‐to‐day climate over a more extended timeframe. Environmental change can possibly build chances in numerous zones of existing human settlement. These include the assembled environment, for example, living arrangements, parks and foundation, and numerous common regions, for example, shorelines. Then again, climate is the state of the environment over a concise timeframe. There is no particular meteorological station in the venture region. In this manner, Lahore airplane terminal station was utilized.

Notwithstanding, the venture falls in the edges of Lahore. The temperature of LKP is very direct if contrasted and center city of Lahore. Accordingly the region is similarly cooler in summer and coldest in winter when contrasted with the center city of Lahore.

6.6.2 Temperature: Through the span of a year, the temperature commonly differs from 6°C to 40°C and is once in a while underneath 2°Cor over 44°C. The day by day normal low (blue) and high (red) temperature with percentile groups (internal band from 25th to 75th percentile, external band from tenth to 90th percentile). The warm season endures from April 19 to July 12 with a normal day by day high temperature over 35°C. The most sweltering day of the year may fall in May or June, with a normal high of 40°C and low of 26°C. The frosty season keeps going from December 11 to February 14 with a normal day by day high temperature underneath 22°C. The coldest day of the year may fall in January, with a normal low of 6°C and high of 18°C.

Figure 71-Daily High & Low Temperature 88

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6.6.3 Humidity: The relative stickiness normally goes from 21% (dry) to 96% (exceptionally moist) through the span of the year, once in a while dropping underneath 10% (extremely dry) and coming to as high as 100% (extremely humid).The air is driest around May 6, at which time the relative dampness drops beneath 25% (dry) three days out of four; it is most sticky around January 9, surpassing 93% (extremely muggy) three days out of four. The normal day by day high (blue) and low (cocoa) relative moistness with percentile groups (inward groups from 25th to 75th percentile, external groups from tenth to 90th percentile).

Figure 72-Relative Humidity

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6.6.4 Wind: Through the span of the year common wind speeds change from 0 m/s to 6 m/s (quiet to direct breeze), once in a while surpassing 11 m/s (solid breeze). The most astounding normal twist speed of 3 m/s (light breeze) happens in June, at which time the normal day by day greatest wind speed is 6 m/s (direct breeze).The least normal twist speed of 1 m/s (light air) happens in November, at which time the normal day by day most extreme wind speed is 3 m/s (light breeze).The normal day by day least (red), most extreme (green), and normal (dark) twist speed with percentile groups (internal band from 25th to 75th percentile, external band from tenth to 90th percentile). The wind bearing is very factor and is not prevalently from any single heading. The wind is slightest regularly out of the south (4% of the time) and south west (5% of the time).

Figure 73-Wind Speed

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7 Design considerations: o Design spaces to promote maximum interaction o Manipulate and maintain the green around the site while merging it with the building to give an enhancing effect o Keep interiors centralized to maintain a sense of connectivity and closeness o Maximum use of natural light o Avoid to create air pockets in building for better wind flow o Prevailing wind direction, design wind corridor according to the site o Centralized space which could be used as interactive space

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Bibliography callender, j. d. (1983). Timesaver standards for building types (2nd ed.). singapore: mcgraw-hill international. worpole, k. (2013). Contemporary library architecture (1st edition ed.). 2 park square, milton park, abingdon: routledge. guzowksi, M. (1999). Daylighting for Sustainable Design. New York: McGraw Hill Professional Book Group.

Dean, E. (2002). Energy Management Strategies in Public Libraries. Los Angeles: California State Library.

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