Page 36 - spaces4learning, Spring 2023

spaces4learning CAMPUS DESIGN
of autonomy during the school day. Opportunities for choice also supporteachstudent’suniqueworkstyleandsensorypreferences.
We found the best approach was to find a happy balance between physical and digital media. Subtle upgrades to increase the flexibility of a space, such as more wall, column, and floor outlets to offer more “plug-and-play” options, modernize a space’s technological capacity without overshadowing the library’s traditional functions. The space’s regular users— librarians, teachers, and students—and their first-person experiences were the
best guides to finding the right mix.
The Result
Today, Clayton High School’s library is always buzzing. Study spaces are constant- ly occupied by teams working on group projects. Chairs and stools keep migrat- ing across the library to the new fireplace gathering area. Students intuitively pick up on the cues from furniture selections and layouts to find the right zone for them.
Within a day of being opened to students after construction, the library went from being underutilized to being a thriving hub of activity. Librarians are delighted by how energized the new space is.
Our Advice
Are you feeling inspired to redesign your school’s library now? Our advice is to get input early and often from your most im- portant stakeholders: your library’s users. Each school is a spe- cial case, with its own unique student population, faculty, and surrounding community. By taking the time to gauge the needs and desires of your students and faculty, you’ll receive input that is valuable, often insightful, and always surprising.
Susan Pruchnicki, FAIA, LEED AP ID+C, is Principal- in-Charge at Bond Architects, a firm which has provided architectural, interior design, and planning services for education and library clients across the greater St. Louis region for over 30 years.
Clayton High School students commented that one reason they didn’t visit the library was because they were overwhelmed by noise and activity, especially during busy hours. Instead of one buzzing mass of noise and energy, students desired options for different levels of active and quiet spaces within the library.
Bond Architects divided the
library into distinct “zones,” defined
by furniture and lighting. There were
“active” zones near high-traffic areas
such as the service desk, “gather” areas
for club meetings and friend groups, and
“quiet” areas for peaceful retreat. These
zones gave students options for different
environments within the library.
Students now have control over the levels
of sensory stimulation and socialization they will experience when they use the library.
Lesson 4: It’s (Still) About Books!
One of the most surprising insights from our discussions with Clayton High School students was how much they valued a “traditional” library experience. The assumption had been that today’s teenagers would only be interested in digital media. On the contrary, the students told us that because they spent all day using screens, they found the tactile experience of printed books to be a refreshing break from the intangible digital world. Students were also very enthusiastic about the opportunity for serendipitous discovery by browsing bookshelves or exploring a themed display put together by one of the school’s librarians. Even the visual experience of being surrounded by tall book- shelves stuffed with books felt pleasantly cozy to them.
The students weren’t Luddites; they used technology for studying, school projects, hobbies, and socializing all the time.
36 SPRING 2023 | spaces4learning.com
OUR ADVICE IS TO GET INPUT EARLY AND OFTEN FROM YOUR MOST IMPORTANT STAKEHOLDERS: YOUR LIBRARY’S USERS. EACH SCHOOL IS A SPECIAL CASE, WITH ITS OWN UNIQUE STUDENT POPULATION, FACULTY, AND SURROUNDING COMMUNITY.