MEDT 6461_Sum 16

Media Floorplan

Tasia Carroll

Original Floorplan
* 1 of 2*
1 Circulation
2- Media Offices/Storage
3 Technology Room
4- Catalog Computers
5- Computer Station
6- Reference

7- Nonfiction
8 Easy Fiction
9 Beginning Readers
10 General Fiction
11 - Projector Screen
12 Projector control station
13- Eagle TV Room
3
2

12

11

9
10

13

10

1
4
7

6
5

* 2 of 2 *

Front

5
7

7
8

13

10
10
9

12

11

Back

MEDT 6461_Sum 16

Media Floorplan

Tasia Carroll

Renovated Floor Plan

1 Circulation
2- Media Offices/Storage
3 Technology Room
4- Catalog Computers
5- Computer Station
6- Reference

7- Nonfiction
8 Easy Fiction
9 Beginning Readers
10 General Fiction
11 - Projector Screen
12 Projector control
station
13- Eagle TV Room

NEW!
14 Upper Grade reading
corner
15 Lower Grade Reading
corner
16 Activity/Supply Tables
17 Storage: Activity/Supply
Table
18 Periodicals, Feature items

Side View

10

17

7
6

16
Back

10

10
14

18

10

11
4

Front
8

16

15
17
7

2
9

12
3

13
3

(See next picture for 9)

MEDT 6461_Sum 16

Media Floorplan

Tasia Carroll

Front

Back

MEDT 6461_Sum 16

Media Floorplan

Tasia Carroll

Side

Back

Original Plan
The media center in review is the elementary PK-5 library of Inman Elementary. From looking at the original
plan and layout, after reviewing the layout of the media center and having noted the different shelving
allocations and layout as a staff member of 6 years, I initially felt there was not much to change. The position of
the circulation desk and media office maintain a clear sightline to most of the library, save a few shelves in the
back students could kneel down from view. Computer station activity can be maintained on most computers
and within close proximity to the circulation desk. Areas in the back are monitored as well, and it is easy to see
students entering and exiting the media center. There is also a main section in the back, where faculty
meetings occur, and where reading to students occurs. A side section of the media center is available for small
group interactions and table reading.
A report from Quantitative Resources, LLC (2003) notes that aside from demographic factors, school library
media services improve student achievement. According to ALAs guidelines for media programs (2009), one
of the goals for the media center should include maximum use by students and staff. Woolls, Weeks and
Coatney (2014) advocate for immediate changes by school librarian, as soon as possible, to change teacher
perception, primarily when teachers are not aware of the resources the media center offers. They note further

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Media Floorplan

Tasia Carroll

that redesigning the facility is one way in creating a new image for the current library. Relocating furniture and
shelving can go a long way in creating a new perception of an existing library. Our school library is moderately
used with most unscheduled visits being students returning and checking out more general and easy fiction
books. With the inclusion of Common Core standards and more recently STEM/STEAM inclusion, however,
the media center of the past has to adapt to the needs of todays 21st century learner. And in considering the
changing needs of our current population as well as the curricular demands for application and production, it
became more apparent that there are some changes that could improve the great space we already have at
Inman and modify teachers perspectives. Changes include a variety of learning spaces, for a variety of needs,
which can be utilized at the same time, as well as inviting spaces for leisure reading. Additions of inviting
spaces may help support these de-escalation efforts. I adapted the floorplan in the following ways:
Identical/Similar to original plan:
The location of the computer station (5), circulation desk (1) and media specialist control center (12) remain the
same due to wired network restrictions. However, the media control center maintains and appropriate location
as it is in close proximity to the projector. Also, if there is computer/mechanical error, access to the technology
room or a temporary unit (e.g. Chromebook/laptop, etc.) is a few steps away. The projector (11), which is
stationary and not subject to being moved, provides a central location for teachers and students to view.
However, the table collection renders a few table spots non-functional as forward view is limited with about 3
tables that are close to the projector. The circulation desk, I believe, is located in the perfect place. As noted
before, it provides a great sightline to all areas of the library, save a few corners where students can kneel out
of view. It provides easy student access to drop off books and a means to easily note patrons entering and
exiting the library. The Eagle TV room has wiring and dedicated equipment to remain in the location it currently
occupies. Its location also offers hallway access for highlighted students coming in and out during Eagle TV
time.
Modifications/Additions:
Inman elementary seems to have been equipped with a set number and location of static shelving, and tables,
when built and originally stocked. In review, there are many tables in the library and no personal, comfortable
seating areas. These tables are specific to the media center and cannot be allocated for other spaces in the
school, at this time. Therefore, as many tables as possible are maintained in the modified design. Based on his
collection of research data, Andy Spinks (2009) recommends that libraries create a warm, inviting atmosphere
where students and staff are motivated to use the library more readily. Re-arranging the media center for a
warm climate and optimal use also supports the Media Keys Effective System standard 7 of a positive learning
environment. In the original layout, students can pick a spot on the floor to browse a book, if a table is not
desired, however lack of personal seating detracts from the media centers inviting atmosphere. With this in
mind, cozy corner reading spots were added and are for use by all patrons to the media center. Although
ALAs guidelines (2009) suggest that teachers are not to be allowed to send misbehaving students to the
library, teachers oftentimes send students to the library to find a book, read for a minute as a means of deescalation, fidgeting in class, or after classroom work completion. The reading nooks (14,15) will help with
accommodating the schools student-self management needs as well.
The lower grade reading corner (15), has easy fiction (8) and beginning readers (9) located directly around this
reading corner. This offers the younger patrons a place to peruse through books more easily than in the
previous section in the back of the library. The upper grade reading corner (14) offers a nook for patrons to
enjoy while maintaining a great sightline into the area. Additional space is provided behind this table nook for
access to more general fiction (10), including popular series, and graphic novels, etc. General fiction,
particularly items the librarian is highlighting, as well as the newly incoming periodicals, are sparsely spread on
these shelves (10,18). Additional students may choose to collect in this area as adequate floor sitting is
available (It might be a popular area at its introduction).

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Media Floorplan

Tasia Carroll

Nonfiction (7), originally found in the middle side section of the media center (where general fiction now lives),
is centralized in the back of the library, and provides two separate sections for active work. These resources
are conveniently located to the projector, which may be used for a curriculum related presentation or video,
etc. Student non-fiction resources are conveniently located to this area as well as references (6) so students
have an ample space dedicated to research and information knowledge. This space lends itself to expansion of
use, should the school chooses to house one of the garden towers here or is fortunate to gain access to new
technologies (e.g. 3-D printer, STEM kits).
Two catalog and light research (4) computers are located in the back compared to the original plan that located
all four catalog computers to the front of the center. Only two remain at the entrance of the media center. This
convenience adds quick access to the OPAC system and browsing as well as some teacher-supported content
that students can access to enhance their learning experience (e.g. a how-to video, scientific model, different
presentations on Native Americans, etc.). These catalog computers do offer some drawback as they are in the
vicinity of a presenters walking space, however during faculty meetings, tables are often rearranged, and
these can easily be moved backward, underneath the projector (11) to accommodate the speakers fluidity, as
well as provide more floor/carpet space for larger groups (e.g. two classes) and storytelling, when needed.
Also noted in the back are two larger table areas (16) that serve as demonstration and activity/supply tables,
where more students can see STEM/STEAM presentations, investigate artifacts, as well as collect materials to
be used for an activity the media specialist/librarian may have planned to their respective group tables. These
tables can be combined to one corner, as needed, to accommodate larger groups or when several materials
are needed (and for teacher buffets!!), and support the growth of the library as a learning commons area.
Lastly, the addition of storage shelving (17) on both each sides of the learning space in the back allows
temporary storage for upcoming and ongoing supportive instruction. These can be organized by grade level
and-or collaborative activities planned with select classroom teachers. Table space is dispersed throughout the
center and is flexible in accommodating students accessing all areas of the media center. Tables are spread
out to accommodate staff, complete classrooms, sub-groups and a small collection of students. All tables
consist of four chairs each (not shown due to image restrictions).
With added comfortable seating and designated spaces with relevant and adjacent books and resources, the
renovated plan offers the potential of meeting the needs of young browsers, readers, investigators,
researchers, audiences, and individual patrons at multiple times during the school day.

References:
American Association of School Librarians. (2009). Empowering learners: Guidelines for school library media
programs. Chicago, IL: American Library Association.
Quantitative Resources, LLC (2003). Show me connection: How school library media center services affect
student achievement. Missouri Department of Elementary and Secondary Education. Retrieved July 22, 2016
from: https://dese.mo.gov/sites/default/files/libraryresearch.pdf
Spinks, A. (2009). Library media programs and student achievement: Research and research-based practices
for library media specialists and education leaders. Cobb County, GA: Cobb County School District.
Woolls, B., Weeks, A. C., & Coatney, S. (2014). The School library manager. (5th ed.). Westport, CT: Libraries
Unlimited.