Best Ideas:
Cluster Sessions

Planning Technology-rich Spaces for Learning
PKAL/NITLE/DePauw University Workshop
DePauw University
October 24 - 26, 2003

1. People
  • there has to be a champion for the project at the highest level because librarians are often pigeon-holed conceptually, it might be important, in the planning process to redefine (make unclear) who or what is a "librarian"
  • use different terms, such as "research assistance" instead of "reference desk" as a mean of re-branding the services from the student perspective (prototype names on web site)
  • it is the role of the senior staff to push team to scale-back and the role of the project team to justify plan and to explain the consequences of proposed cuts
2. Classrooms
  • spaces should allow for varied learning styles within a single class, giving attention to how individual students learn a particular subject
  • classrooms need to be "de-privatized," in that they should not belong to any particular person or department or program
  • the delicate task for us is to join the long-term comprehensive plan for developing classrooms to the urgent need of classrooms that require immediate attention
  • involve architects in audit of campus spaces, including classrooms
3. Furniture / Lighting
  • visit furniture manufacturers' office showrooms for creative space ideas
  • use carpet for softness
  • using the right furniture can facilitate creating informal and collaborative spaces
  • lighting can/should be one of the most important planning activities. Lights can create spaces as well as walls can; they are the cheapest way of getting impact
4. Systems  
5. Technologies / Pedagogies  
6. Planning
  • we have rushed too far into our planning without completing an inventory, determining our goals, or getting the right people involved; we need to step back
  • use the library project as a catalyst for bringing campus-wide attention to how pedagogies such as collaborative learning are changing the environment
  • we have not thought big enough, need to revise
  • need to stay connected with colleagues who are here with similar needs and goals
  • set up a time-line for developing the teaching/learning center
  • summer workshops may be the best way to get our faculty better prepared to use the teaching/learning center and to explore emerging technologies
7. Spaces
  • think about visualizing spatial ways to create the desired environment
8. Students  
9. Future
  • we were forced to think about what the future would be, particularly about how the classrooms will serve this community into the future
  • focus on stewardship, in thinking about serving the future
10. Vision
  • clarify the vision for the project before starting on exploring solutions; do not focus on problems
  • begin by throwing out budget constraints (budget-driven planning) and get the big picture first
  • project needs a mission statement as a key factor in making both the internal and external "sales" job needed for intellectual and financial support
  • help our scientists achieve their grander (former) vision of their new facility by having them explore shared common spaces that benefit them, as well as enhances the new library spaces
  • understand the changing role of the library within the larger campus culture and learning environment
  • focus, focus, focus. Keep asking the tough questions we will face in regard to justifying our project
  • keep your vision as simple as practicable
11. Other
  • check out the Wallenberg Center at Stanford University
  • look for models of effective bridging of IT and library services
  • how can we address social needs and deal with cyberinfrastructure needs in the same project; this is a clearer articulation of our problem
  • the excitement generated by the project is key to its success