Creating a

Learning Environment

Management
Challenges Conference
May 2005

Dr Susan La Marca

VELS
The Design of
Library Spaces

Building the future

propose that students need to develop a
set of knowledge, skills and behaviours
which will prepare them for success in a
world which is complex, rapidly changing,
rich in information and communications
technology, demanding high-order
knowledge and understanding and
increasingly global in its outlook and
influences.
(VELS Overview, p. 4)

Students need to develop the

capacities to:
Manage themselves as individuals and
in relation to others
Understand the world in which they
live and
Act effectively in that world

(VELS Overview, p. 4)

Underpinning VELS is a clear set of

educational principles which reflect
the communitys expectations for
schooling. These are:
Learning for all
Pursuit of excellence
Engagement and effort
Respect for evidence
Openness of mind

(VELS Overview, p. 4 - 5)

Strand - Interdisciplinary Learning

Communication
Design, Creativity and Technology
Information and Communications
Technology
Thinking

(VELS Overview, p. 7)

Wider implications
The library mission statement
All policy documents
All submissions
Any future design or refurbishment
project briefs

Implications for design

Planning informed by policy
Flexible, responsive spaces
Access
Ambience
The role of the student and the school
community

Planning informed by policy

Planning informed by policy

We dont have that nice little lounge room bit
we cant put it in and the bit we have is
disappearing as we put in more computers.
(Teacher-Librarian)
(La Marca, 2003)

Flexible, responsive spaces

Flexible, responsive spaces

flexibility puts control in the hands of the
educator
(Davidson, 2001)

Flexible, responsive spaces

Radiant streams of sunlight...Window seats,
balconies, triple story atriums, curved
passageways, upholstered furniture,
multifunction meeting rooms, huge closets
and rooftop gardens.
(Davidson, 2001)

Flexible, responsive spaces

Design principle 7 consider home a

template for school

Design principle 12 - allow for different size

learning groups
Design principle 23 weave together virtual
and physical learning spaces
(Lackney, 2003)

Flexible, responsive spaces

A library needs architectural authority to sell
the idea that learning is cultures hot zone.
It has to offer retreats for solitary study and
forums for active engagement.
(Hackett, 2004)

Access

Access
Space as a social and political construct.

Access
Learning for all.
(VELS Overview, p.4)

Access

Equal access to facilities

Equal access to information

Ambience

Ambience
.its got to be an environment thats
exciting, interesting and challengingSo if
she can break down the barriers, which she
has done, I think it then opens up so many
more avenues for the students.
(Vice Principal)
(La Marca, 2003)

Ambience

The need to be noticed.

(Hackett, 2004)

Ambience

Color is not decoration; it is a teaching tool,

an alphabet of light.
(Myerberg, 2002)

Ambience

Task orientated lighting

Natural lighting

Ambience

Comfortable seating, carpets, quiet corners

and private niches are hallmarks of rooms
where students get down to work.
(Davidson, 2001)

The role of students and the wider

school community
Students appreciate a library media center
where professionals and staff welcome them
and allow them 'ownership' privileges.
(Doll, 1992, p 227)

The role of students and the wider

school community

Involve community support based on sound

educational principles.

VELS
Implications for design
Planning informed by policy
Flexible, responsive spaces
Access
Ambience
The role of students and the school
community