Hands-on workbook discusses how to prioritize new services that need space, make plans and identify an appropriate location, present the case to funding authorities, conduct a “gap analysis,” find resources to reallocate and see what new items are needed, and identify building professionals to assist with alterations. It’s supplemented with 23 workforms to support the information and collection process. Three toolkits provide technical assistance on calculating square footage, assessing the message, and complying with the Americans with Disabilities Act (ADA) requirements. With examples ranging from small to large small public libraries, the process is equally valuable for school, special, and academic librarians who are faced with similar space repurposing challenges.

The 21st Century Library Media Center initative in New York City includes 5 campuses, 25 schools, and 12,715 students using a collaborative design process to rethink the potential of libraries on large campuses as hubs for learning and community. Phase II will seek expand similar redesign to 18 more schools at 4 campuses. The design process is illustrated here in photographs, layouts, sketches, and renderings. 18p.

Offers step-by-step advice on how to remodel or build a new school library. The book includes a collection of case studies providing guidance from practitioners on common facilities issues, ready-to-use sample tools, and floor plans. Also covered are school facility essentials such as flexibility, planning, expendability, and security. The guide offers technological and practical information to make a functional, enduring, and accommodating library for the future, with checklists, forms, and timelines. 134p.

Offers guidance on building school library media centers by outlining conceptual plans from actual school libraries and explaining how to address specific planning and operational issues. The book addresses current and future technological needs of the student population, unique needs of the community library that combines school and public library services, sustainability issues, accessibility, cost control, and ways to minimize mistakes using bidding and evaluation methods. Also included are 30 illustrations, floor plans, and a glossary of technical terms. 130p.

This delineates ideal adjacencies, layout, communication networks, television distribution, data network, electrical design, acoustics, ADA guidelines, size recommendations, and shelving calculations. 3p.

Advises on pre-planning, planning, designing, and redesigning a school media center. Architectural styles and terminology, sample floor plans, planning documents, contracts, bid requests, organizational worksheets, and lists of references and resources are included. Factors that distinguish elementary, middle, and secondary media centers are also considered. 266p.

This identifies considerations and steps in designing a library media facility that is conducive to learning. 6p.

The use of natural light in libraries, or daylighting, has traditionally been a desirable building feature and a hallmark of good library design. This discusses daylight basics, as well as general principles of daylighting design in libraries, such as recommended light levels, light distribution, and daylight apertures on roofs and walls. Includes a glossary of daylighting terminology, and further sources of information.

This discusses the library furniture program, procurement methods, furniture selection, materials selection, furniture types, and furniture installation. Includes a glossary of furniture terminology and further sources of information.

In many countries all over the world, access for patrons with disabilities to use libraries is not yet available or even expected. In order to provide equal opportunities for all library users, it is necessary to look with the eyes of these patron groups at the physical condition of library buildings, as well as library services and programs. This checklist--developed by the IFLA (International Federation of Library Associations and Institutions) Standing Committee of Libraries Serving Disadvantaged Persons (LSDP)--is designed as a practical tool for all types of libraries (public, academic, school, special) to (1) assess existing levels of accessibility to buildings, services, materials and programs and to (2) enhance accessibility where needed. Accessibility needs of library staff are beyond the scope of this document. A list of related resources and useful web sites in English is also included. 18p.

This discusses the most important issues in lighting design for modern libraries, including light sources, lighting for bookstacks, lighting in general reading and staff areas, daylighting, exterior lighting, lighting controls, accessibility issues, and good architectural design. Includes further information.

The goal of a library security system should be to provide a safe and secure facility for employees, resources, and patrons. At the same time, the system must perform these functions as seamlessly as possible, without interfering with the library's objective of easily and simply providing patron services. This discusses risk assessment; non-electronic physical security; electronic security includeing burglary protection, collection security, access control, and video surveillance; and security policies, procedures, and plans.

Drawn from more than 50 sources, this report presents descriptive data about U.S. public school libraries over a 47-year span. Data from sample surveys are presented at the national, regional, and school levels, and by state. Along with characteristics of school libraries, the report presents national and regional standards, and federal legislation affecting school library media centers. 188p.

This discusses the library finishes selection process, floor finishes, ceiling finishes, wall finishes, window treatments, new versatile resins, and color. Includes a glossary of terms and references and other sources of information.

The acoustical design issues for libraries involve the following principal issues discussed in this document: 1) site noise considerations; 2) establishing noise standards for each use space, including limitation of excessive ventilation noise; 3)room acoustics considerations; 4)sound isolation between various use spaces; 5)vibration control for mechanical equipment; and 6)audio/visual system considerations.

Examines the state of public and private school library media centers. Section one presents data illustrating the inclusion of a library media center within the school facilities by state, school type, and urban or rural setting. 119p.

For use in planning and designing new or remodeled school libraries, this publication provides information on establishing a planning committee, design considerations, technical requirements, security , accessibility and space planning.

Examines the state of public and private school library media centers in the United States in 1999-2000. Data came from the 1999-2000 Schools and Staffing Survey (SASS). Composed of tables providing an overview of school library media center data. Currently, the library media center is defined as an organized collection of printed and/or audiovisual and/or computer resources that is administered as a unit, is located in a designated place or places, and makes resources and services available to students, teachers, and administrators 135p.

This is a selected list of articles, books, and web sites covering the subject of combined and joint-use libraries. It covers the two most common types of combined libraries: public libraries combined with school library media centers and public libraries combined with academic libraries.

This paper suggests that by 2004, the traditional public libraries will have ceased to exist and new, attractive future libraries will have taken their place. The Libraries 2040 project of the Netherlands is initiating seven different libraries of the future. The Brabant library is the "ultimate library of the future" for the Dutch province of Noord-Brabant, and the impetus behind it is that the current public library system is no longer able to cope with the enormous production of books. Hotel Alphabet views the library as a dynamic building that takes the shape of a complete biotope of a large hotel open at all times, pleasantly anonymous and welcoming. The hormone library is designed as an "emotional interface" enabling young people to use the library in ways that respond to their rapidly changing moods. The survival library comprises almost 30 publications by writers from Noord-Brabant, hidden in the town of Oisterwijk and the surrounding countryside. The main aim of the virtual library of the future is to create an environment in which the terms "structure," "chaos," and "collectivity" are given new meaning. Not the books themselves but the experience of reading is the primary focus of the "Bibliotheque d'amis." In the partisan library, hidden in the scenery around Moerdijk, children became the librarians of their own library and only children were told of its whereabouts. 8p.

This fact sheet provides references to tools, resources, and advice to manage a library building project, whether large or small. 10p.

Detailed analysis of criteria for building or re-designing a school library facility, including a discussion of welcoming entrances, learning areas, flexible spaces, traffic flow,sight lines, and integrated technology. 5p.

These guidelines include an introduction and definitions, and sections covering the following topics: 1. Duty to Protect; 2.Foreseeability of Loss; 3. Adequacy of Protection; 4.Fire and Emergency Protection; 5.Physical Barrier and Lock and Key Security; 6. Security Duties and Security Staff; 7. Personal Access and Parcel Control; and 8. Security Alarms and Electronics.

Provides detailed formulas to help calculate the square footage required for every conceivable element of a library building. Includes specifications for computer workstations, and visual representations of complex configurations.

This book, in French and English, addresses how the school library of the future will be designed and what role it will play as a school facility within the educational system and in society as a whole. The following papers are included: (1) "Issues" (John Mayfield); (2) "Designing Schools for the Information Society: Libraries and Resource Centres"; (3) "Information and Communications Technologies (ICT) and the Quality of Learning: An International OECD/CERI Study" (Edwyn O. James); (4) "Documentation and Information Centres (CDI) and New Technologies in France" (Guy Pouzard); (5) "Regional Policy for the Development of Information and Communications Technologies in Upper Secondary Education in Ile-de-France" (Jacques Foucher); (6) "The School Library--An Endangered Species or the Heart of the Community?" (Tim Sandercock); (7) "The Learning, Information and Communication Centre in Austrian Secondary Schools" (Manfred Hinum and Johanna Hladej); (8) "The Alford Information and Technology Centre at Aberdeenshire in Scotland" (Clive Marsden); (9) "The Multimedia Centre in the Institut Notre-Dame des Champs, Brussels" (Jean-Marie Moonen); (10) "Resource Centres in the Tuscany Region" (Paolo Benesperi); and (11) "Five Examples of School Resource Centres in Portugal: The School 2001 Project in Pendao, Portugal" (Isabel Mendinhos). (Contains 401 references.) 204p.

This checklist is designed to provide librarians, architects, and other members of a building design team with a list of 1,500 questions to ask during the design phase of a new or remodeled library building project. The book's detailed checklists cover nearly every aspect of library facility space and functions, from site selection and security to shelving and groundbreaking ceremonies. The completely revised and updated fourth edition addresses design and architectural changes brought about by computer workstations and networks and includes a section on Americans with Disabilities Act (ADA) requirements. The "Checklist" is an essential tool for use during the various design process stages, including needs assessment and funding agency presentation preparations. 184p.

This handbook provides guidance to school library specialists and architects for planning new or renovated library facilities that will meet the changing resource and technology needs of students and the community. An overview is provided of the essential library areas, including layout, structural, and climate control needs; the internal communication networks of the library facility; and considerations involving the Americans with Disabilities Act. The handbook also presents data tables comparing library areas for different school population sizes. It also offers detailed descriptions of essential areas, highlights expert advice from the facility planning and design field, and lists new and retrofitted school library facilities in Maine that are recommended for visits. 35p.

A section of this guide features K-12 planning information on media centers including square foot guidelines, ceiling heights, plan arrangement guidelines, equipment, hvac requirements, and lighting. p.22-24

This document provides the set of standards for K-12 library media coordinators and instructional technology facilitators in North Carolina, including tenets on programs, personnel, budgets, resources, and facilities to guide the building of a technology-rich learning environment. Guidelines are provided in the following areas: (1) teaching and learning, including collaboration for instruction, information access, staff development, and public relations; (2) information access and delivery, including making resources accessible, planning and designing facilities for learning, developing educational specifications, educational specifications for school and media/technology spaces, educational specifications for the school library media center, educational specifications for furniture and shelving, and general technology infrastructure for instruction; (3) program administration, including planning the program, being the change agent, advisory committee membership and responsibilities, staffing the program, budgeting for the program, creating and implementing policies and procedures, building support for vision and programs, and issues and myths; (4) system-level guidelines, including system-level leadership, teaching and learning, information access and delivery, and program administration; and (5) research and evaluation, including how to evaluate programs, using output measures for evaluation, a reference chart of measures and what they support, and program evaluation rubrics. Includes a glossary. (Contains 214 references.) 234p.

Discusses the development of an information technology plan for a school library media center and how to effectively manage technology to achieve goals of the school. Emphasizing applications in the areas of management, services, and curriculum, this discusses issues in planning, selection of hardware and applications, budget, staffing and facilities, user education, publicity/promotion, and possible developments in the future. 290p.

The author explains how to collaborate with an architect and covers site selection, remodeling, interior design, and accessiblity improvements. Includes recent changes in standards and procedures in the building professions, and checklists to keep projects on target. 124p.

Suggestions for planning the location and design of a library media center in a school building. 2p

Offers step-by-step planning advice for school library media centers. The document begins with an overview of planning, and then proceed with sections for connecting with the school's mission and community, forming a vision statement, needs assessment, mission statement, multi-year goals and objectives, action plans, approval processes, and annual updates. Workforms are provided to facilitate each step, and appendices provide regional competency documents and 17 references. 84p.

Increased student enrollment, collection growth, the need for multimedia workspace, and other technology changes are all reasons for embarking on a facilities project in a library media center. This book describes the keys to success for library media centers of the future, and addresses the need for developing support for the facilities plan. Guidelines are provided for building a facilities project team, including advice on team selection and leadership. This step-by-step guide includes numerous checklists of critical strategies, questions and planning components, key forms for planning and analysis, and a suggested timeline to keep the facility design plans on track. Library media center layout samples provide a base; elementary, middle school and high school designs can be modified for any type of school. In addition to the bibliography, a list of library facilities related Web sites is included. 100p.

These guidelines are designated to help Maryland school system personnel and architects develop educational specifications and designs for new building construction or major renovation projects that include a library media center. The task force, which developed the standards, began this effort by gathering information on the State's school library media programs, by studying the role of these programs in implementing school improvement strategies, by visiting exemplary programs, and by reviewing state and national standards for school library media programs with national and local experts. As a result, it was recommended that schools provide every student access to a functional, well-equipped information center that supports the goals outlined in the State's school improvement program. The guide provides an overview of school library media programs and looks at the school facilities planning process. Special attention is devoted to library media center spaces and design considerations for school library media centers. 59p

When building or renovating a media center, certain questions should be asked. To aid this process, a list of potential queries to be asked is offered. It opens with some general rules for planning, such as using a steering committee composed of stakeholders. Other guidelines dictate that the architect be involved as soon as is possible, that the area not be designed for future technology, that older technologies are rarely replaced by new technologies, and that those involved know how to read blueprints. Some of the questions for the planning committee include asking how the new facility will be used, near what areas of the school the media center should be located, how the center will be staffed, and whether the computers lab should have a lecture or lab type design. When dealing with the architect, he or she must be asked if the media center allows for different kinds of student use, if the design eliminates any areas which cannot be seen from a single location, whether new technologies are being accommodated, if the lighting is adequate, if security will be in place, if all areas and resources are accessible by the physically challenged, if the furniture is of high quality, and what manner of atmosphere he or she is trying to create. Some lessons learned the hard way are also provided. 5p.

This helps communities and school districts determine whether a combined school and public library will provide the most efficient library service for all community residents. Topics covered are: planning issues; mission statements; the legal framework for combined school-public libraries in the state of Wisconsin; and a list of key issues to be considered when examining the feasibility of establishing such a library. A feasibility checklist is also included and covers planning, governance, administration and funding, access to information and materials, the physical facility, technology, and attitudinal factors. Also included are: descriptions of existing combined school and public libraries in Wisconsin; examples of alternative methods for improving library services; a selected bibliography; statutory references; and sample master agreement. 38p.

This collection of materials covers many issues and trends related to planning for school library media centers of the future. Topics covered include technology, facilities, information literacy, resource-based learning, the changing role of library media specialists, and the role of administrators. The material includes articles from professional journals, summaries of research studies, and related literature addressing issues of concern to K-12 schools.

The book contains research and evaluation techniques and studies that have been conducted in school library media centers. Many study results are presented in chart format, with spaces available for data entry for comparison. Each chapter containing lists of references, recent dissertations, and web sites. Chapter 4, "Facilities" discusses results from research, suggestions from experienced professionals, state guidelines, measuring tools, and combined school-public libraries. 262p.

Taking a research-oriented approach to the role of the library in the education of children, this book focuses on making public libraries developmentally appropriate learning environments for infants, toddlers, preschoolers, and their families. The first section covers the theories and practices for librarians to provide social and physical environments in which they, parents, administrators, and the community work together with young children. The second section describes the methodologies, strategies, and tools for an "Early Childhood Quality Review" (ECQR), a self-evaluation process. The third section gives replicable questionnaires, observation guides, and other documentation aids necessary to evaluate spaces, programs, and resources. 214p.

This slide presentation and script shows jury-selected exemplary architectural designs for school libraries, media centers, and performing arts auditoriums found in selected K-12 public schools across the country. Each entry is accompanied by a photograph, the architect's statement,design features, and construction costs. An index of the architectural firms by state is also provided. 79p.

Schools that are planning to renovate, redesign, or construct a media center face many challenges. To help in these efforts, this booklet offers suggestions for planning and executing a media center project. It includes tools and resources that school personnel will need before mounting such a major project. Guidelines provided by the Library Media Program Advisory Committee are provided, featuring suggestions for basic tenets of design, location, functional considerations, library media center spaces, design considerations, communication systems, distance learning classrooms, and computer laboratories. Because technology now comprises a large part of school media resources, ideas on how to approach this concern are also presented, including numerous tips on automating a library system. Further information on various aspects of design can be obtained from a listing of web sites, Internet discussion groups, reading materials, and visitation sites, several of which are listed here. Staff support is critical in this kind of project, therefore tips on marketing the media center are given. Diagrams of 25 media center floor plans are offered and indexed according to various features, such as their audio-visual storage, classroom space, computer workstations, offices, and other designated areas. 54p.

The acquisition of library furniture and shelving includes the following steps: look at the existing library space to determine which furnishings work effectively and which ones do not; study specific service and collection plans and consider how they relate to the library interior; determine the purpose of the new furnishings; consider what furnishings can fulfill the requirements already determined; and make responsible selections and purchase the furnishings. This second edition of "Selecting Library Furniture: A Guide for Librarians, Designers, and Architects," has been completely reorganized and rewritten and includes changes that have occurred in libraries such as compliance with the Americans with Disabilities Act and new technologies that require special equipment. The book contains the following 11 chapters: (1) Library Planning and the Furniture Selection Process; (2) Quality Construction and Issues in Furniture Selection; (3) Shelving; (4) Service Desks; (5) Chairs; (6) Tables, Carrels, and Computer Workstations; (7) Planning and Selecting Furnishings for Children's Areas; (8) Furniture for Work Areas; (9) Sign Systems and Display; (10) The Bid Process; and (11) The Library Furniture Market. 176p.

Now that fewer libraries are being built, it is particularly important to maximize space in the buildings available, and to ensure that library plans are determined by the needs of users. This book introduces the concept of space as a resource available to the library manager, along with stock, staff, and finance, which need managing in the same way as other resources. The book enables school and children's librarians to develop a critical and evaluative attitude to the utilization, layout, appearance, and environment of their libraries. The book covers the following topics: space as a resource;types of school and public library space provision; stages in the creation of the library space resource; planning the space resource; committees and teams; standards and guidelines; location of the library; the range of accommodation; policy and practical issues; spatial relationships and the library layout; furniture and equipment; and case studies of recently completed libraries in schools and for children and young people in the United Kingdom. Illustrated with library plans and photographs. Appendices include a list of information sources, and a list of major furniture and equipment suppliers from the United Kingdom, Europe, North America and Australia. (Contains 205 references.) 227p.

The author of this book, former school librarian and past president of the American Association of School Librarians, draws on her experience to write this book containing information on a variety of issues related to school library design and renovation.

Written for librarians and school library media specialists, this book is designed to foster awareness and encourage confidence in serving the needs of children with disabilities. It provides practical guidelines for recognizing and understanding many disabilities, including vision, hearing, and speech impairments; emotional, behavioral, and learning disorders; and disabilities affecting mobility and dexterity. Insights and solutions that will help librarians create mainstreamed environments for library users are offered. These include guidelines for selecting and adapting library materials and facilities and minimizing the effects of physical, societal, and environmental barriers in libraries. Separate discussions focus on planning, implementing and evaluating services and assistive technologies. Sources of materials, equipment, technology and other sources of information and assistance are provided, along with contact information.

The Americans with Disabilities Act (ADA) directs public and private libraries--academic, public, school, and special--to provide services to people with disabilities that are equal to services provided to citizens without disabilities. Six chapters in this book provide information to help library administrators and staff to fully understand the applications of the law and its regulations as they relate to their respective library situations. 168p.

This manual presents recommendations for incorporating present and future technological changes into workable, efficient, pleasant school library media facilities in two major sections: Planning the Facility and Activity Areas. The first section addresses the planning process (appointing the building committee, evaluating the library media program, writing the building/facility program, and working with the architect), as well as general considerations in planning (acoustics, carpeting, lighting, windows, climate control, handicapped access, location, remodeling, signs, and wiring). The second section highlights the process of determining space needs, addresses public areas (entrance/circulation/card catalog, reading/listening/viewing, conference/classroom, and computer laboratory), and library media center management areas (office, workroom, storage, and media. 102p.

This manual examines the planning process for building or renovating new library media facilities. It is concerned with building programs, local building and fire codes, design, working with architects, reading blueprints,engineering and mechanical plans, budgets, bids, and change orders. It offers help with such sensitive issues as the politics of planning, the assessment of needs and options, and working with the many committees and groups who must be involved; and covers all aspects, from getting administrative commitment to completing the job. Four case studies are presented which exemplify different kinds of situations, one of which is the renovation for an audiovisual (AV) complex. The book is divided into six chapters: (1) "The Politics of Planning"; (2) "The Needs and the Options: Preplanning"; (3) "Developing the Planning Process"; (4) "From Commitment to Design"; (5) "From Design to Construction"; and (6) "From Construction to the Move." An index and the following appendixes conclude the book: (1) typical library media specialist questions and answers; (2)library media center space facilities guidelines; and (3) descriptions of the automation selection process and the online searching process. (19 selected readings) 266p.

Bibliography on the planning, design and implementation of a new library facility or the renovation of an existing one, consisting of 800 annotated entries covering 1970-88. This bibliography is arranged by type of library and by particular facility topics. 259p.

This booklet provides guidelines and suggestions for planning school library media facilities. The importance of helping the architect understand the school media center's unique mission and relevant educational specifications is discussed, and checklists for educational specifications and monitoring progress are provided. A detailed discussion addresses the functions and relationships of major areas within the media center, e.g., circulation, reading areas, and computer laboratories; describes New Hampshire's minimum space requirements; and presents recommended space allocations in tabular form. General aspects of design that encourage easy access to information and services are outlined. Specific design considerations are offered for acoustics, color and signage, environmental control, handicapped access, lighting, safety, security, traffic flow, technology and communications, visibility, weight, and windows. Specific types of furniture and furniture arrangements are suggested, and tips for moving a library media collection from an old facility to a new one are provided. 54p.

Offers the contributions of several authors on school media center design. In successive parts, the book cover theoretical considerations, the student's perspective, the planning process, guidelines and standards, components, politics and public information, patterns of organizations, usage, and remodeling. Includes 39 references. 127p.

Presents furniture designs aimed at providing physical solutions to the problems and needs generated by the use of paperbacks in education. First, they are directed toward accessibility of the books in the library, bookstores, classrooms, lounges, commons, corridors, and wherever else students may move or assemble in the school. Secondly, they are calculated to attract youngsters to reach for the books on impulse. The designs are adaptable in traditional buildings with fixed interior partitions and in buildings with increasing degrees of openness for team-teaching and non graded programs. 27p.

Reports on the results of a symposium of communications and information technologists, librarians and architects held at the EFL offices in June, 1967. They explored four principal areas of relevance: 1) computer technology; 2)microform technology; 3) communications technology; and 4) the relationship of human beings to the possible changes ahead. Library planners should expect these technologies to modify, but not radically change, the library as the institution we now know it to be. 23p.

Case study of the funding and design of a new library space in Public School 42 in Queens, New York. The Robin Hood Foundation's Library Initiative, launched in partnership with the New York City Department of Education in 2001, reverses "patterns of low literacy skills and underachievement by working with community school districts and public elementary schools to design, build, equip, and staff new elementary school libraries."

Details elements of essential flexible library furnishings that accommodate evolving study and meeting habits, types of media that need to be stored, and desktop and laptop use.

Reviews the evolution of educational media from print, through computers, to open access, including the impact of this evolution on media center design.

Details and photographs of the library at the Academy of Information and Technology & Engineering in New York, designed by Fuller and D'Angelo, PC Architects and Planners. The room has been designed to allow the structural, mechanical, electrical and information technology components to be openly exposed and easy to view. The open amphitheater, atrium (with its 3-level steel stairway), and functional, light-infused library (with its two-story cylindrical shape and 60' translucent dome), provide the space with much-needed efficiency and flexibility. Books and functional items have been located on the exterior perimeter wall, with reading and study functions in the center to provide flexibility for group instruction and after-hour activities. Wireless electronic equipment on movable carts is also provided for the center study area.

Profiles the North Valley Regional Library, located at Boulder Creek High School in Anthem, Arizona. This joint-use facility was created through a three-way partnership of the school district, regional library system, and the developer of the surrounding housing. Financial, architectural, programs, and amenities of the facility are described. The successful venture has served as a model for subsequent endeavors within the library district.

Profiles 12 K-12 and higher education libraries honored in American School and University Magazine's Educational Interiors Showcase. The projects were selected for their high performance principles, innovation, functionality, contextual relationship, humanism, and building quality. Photographs and building statistics accompany a brief description of each project.

Uses England's Castle Rock school library in Coalville, Leicestershire, and Jo Richardson Community School Library, Dagenham as an examples of inspirational school libraries that are beautiful, easily supervised, accommodate community use, host current technology, and are popular common areas for the secondary school pupils.

Describes projects chosen for the 2007 AIA/ALA Library Building Awards, including Killman Library for Lafayette College, the Fleet Library for the Rhode Island School of Design, Santa Monica College Library, and a public elementary school in Harlem, New York City. The Robin Hood Foundation commissioned Gluckman Mayner Architects to design the renovation as part of a philanthropic Initiative targeting schools in high-poverty neighborhoods.

The 2007 American Institute of Architects/American Library Association Awards recognized nine exceptionally planned and design projects, including a philanthropic elementary school library renovation and three higher education libraries.

The first key in any building project is to ensure the library media center is included in the plan. Even if the library media center is acknowledged by all as being in need of renovation or replacement, that alone does not ensure the library media center will be included in the final scope of work. In this article, the author discusses some considerations on facilities planning.

Presents concepts for development of interactive environments called "ThinkeringSpaces." These environments are proposed for content-rich sites, such as libraries, to help bridge the gap between physical and virtual learning experiences. Features of these installations are described, including "smart spaces," mutimodal technologies, sensorial objects, and activity nodes. Includes ten references.

Discusses the potential of a well-designed commons for "constructivist learning," and includes major points of commons design, including modular clusters of organically shaped and movable furniture, and appropriate equipment. Basic principles of openness, freedom, comfort, inspiration, and practicality are also explored.

During the last 10 years, many libraries have transformed their young adult areas into more efficient, innovative, and inspirational spaces. Many teens have suddenly found the library warm and inviting--a place that encouraged independence, learning, socialization, and creativity. As more people learn about the positive impact of dynamic teen spaces, librarians want to know how they can make that happen in their own workplaces. This article provides a list of guidelines in making teen spaces in libraries more teen-friendly.

Presents thirteen K-12 and higher education library/media centers selected for the American School & University 2006 Educational Interiors Showcase. The projects were chosen for their creative renovations and use of existing conditions, engaging and delightful spaces, use of natural light and sustainable materials, technology integration, functionality, and flexibility. Building statistics, a list of project participants, and photographs are included.

"Third places" or public and informal gathering places have declined over the years. Third places, which are "neutral ground" where people gather to discuss, interact, and enjoy the company of those they know, are important for the health of communities. It's a known fact that teens have a strong need to socialize, and their third-space options have become increasingly limited. As a result, teens are filling the void by joining various online social networking sites, such as MySpace and Friendster. In the light of this trend, librarians need to contribute to the health of their communities by providing teens with quality third-space options. This article presents ideas on how librarians may create third places inside libraries.

Reviews two Orlando high school library/media centers, describing their amenities and the input of the library staff in their design.

The BELIEVE In Our Schools program, a Baltimore initiative, provides free library designs to Baltimore City Public Schools. Thirteen local architecture firms have teamed up with engineers and other consultants to produce innovative designs for school libraries. The firms are working on a wide variety of school types, from a 200-square-foot library for an elementary school to a 6,000-square-foot high school. Some of the schools need only aesthetic updates, whereas others involve HVAC and mechanical work. Their work is saving the city hundreds of thousands of dollars while simultaneously providing children with the best and most creative designs for their libraries.

Describes El Cerrito's Prospect Sierra Middle School library addition that created a calming and welcoming gateway to the school, which sits on a steep and difficult site.

Recently, the author participated in a conversation with several teacher-librarians about a school library remodeling project in which they were involved. The targeted libraries were in quite bad physical shape and needed extensive work; indeed, they were probably not safe. In these particular instances, not only were the libraries being physically remodeled, but the library programs were also being revamped, which is the ideal situation. Several years ago, the Library Power Program, sponsored by the Dewitt Wallace Foundation, also involved itself in that kind of sweeping change. It was very successful and deserving of duplication, but that kind of ideal situation is not the norm. When given the yearly opportunity to formally evaluate the library and its program, the evaluation was always about the collection and the instructional program, and comments about special events or specific actions by the library or its staff. Therefore, it is not the room that makes the library program or it is the library program that makes the room, but it is the people who makes the program.

Describes the work of the Robin Hood Foundation in redesigning 46 New York City school libraries during the years 2002-2005. The foundation engaged local architectural firms, who redesigned existing libraries and alternative spaces into whimsical and attractive settings. The creative flourishes of their work are emphasized in text and photographs.

Describes the work of the Robin Hood Foundation in redesigning 46 New York City school libraries during the years 2002-2005. The foundation engaged local architectural firms, who in turn reevaluated library function and redesigned the existing library spaces into attractive settings for collaborative learning and media access. Examples of their work are illustrated with text and photographs.

Presents twelve library and media centers selected for the American School & University 2005 Educational Interiors Showcase. The projects were selcted for functionality, sustainability, craftsmanship, cost-effectiveness, and community connection. Building statistics, designer information, and photographs are included.

This describes a community-based, public/private partnership effort to renovate libraries at eight District of Columbia schools. The goal is to turn school libraries into first-class libraries with beautiful, inviting spaces that welcome children and provide community space after school hours. The Capitol Hill Community Foundation is working with the Washington Architectural Foundation and the architects who have been assigned to each school to develop designs.

This features 203 public library projects and 36 academic library projects. Statistics include costs, square footage, volume and seat capacity, funding sources and amounts, and the name of the architects. The 36 academic projects include joint-use facilities, plus a number of specialized schools of law, music, science, and hotel management.

With support from the New York City Mayor, corporate donors, and a team of volunteer architects, the Robin Hood Foundation and New York City Department of Education are developing a blueprint to turn elementary school libraries into vibrant centers of teaching and learning that will serve as both a resource and catalyst to improve instruction. Each library is equipped with the latest technology, a carefully selected and extensive collection of books, and flexible space to accommodate multi-purposes. To date the Robin Hood organization has built 31 libraries. This is a conversation with architects Tod Williams and Billie Tsien, and Joe Daniels and Ankur Shah of Robin Hood about the initiative.

It is not surprising that major bookstores are always crowded. They offer big comfy chairs, warm lighting, and all kinds of coffees and treats. Staff tried to create a similar environment in the library at Cedar Valley Middle School, and even started selling mocha and hot chocolate. But the most significant part of the marketing campaign was to carve out a fiction section. This article describes the process of genrefying the fiction collection at the Cedar Valley Middle School library.

Presents twelve K-12 and higher education library projects selected for the American School & University 2004 Educational Interiors Showcase. The awards were based on the jury's estimation of the projects' adaptability, innovation, humanism, appropriateness to site, sustainability, and timelessness. Building statistics, designers, and photographs are included.

Describes a variety of flexible furnishings available for the ever-evolving library/media center/resource room spaces in schools.

The School Library Media Center at Delsea Regional High School was not meeting the needs of the students, staff and community of the 21st century and hence a re-design of the library space was needed. The re-design project included planning objectives, providing a scale drawing and involving key players as stakeholders.

Reports on the development and psychometric validation of a perceived restorative components scale for children. Children aged 8 to 11 years completed an initial pool of 23 items addressing the components of a restorative environment to assess two familiar, everyday environments- their school playground and their school library. Factor analysis indicated a five-factor model (Being Away Physical, Being Away- Psychological, Fascination, Compatibility and Extent) of 15 items best fit the data. Satisfactory internal consistency was found for four of the five factors. School playgrounds had significantly higher restoration potential than school libraries, when compared with school classrooms, indicating divergent validity of the measure. Results were examined by sex and age and differences reported as a broad indicator of the measures ability to differentiate between groups of peoples reports of perceived restorativeness and possible developmental differences.

Discussion of libraries of the future that will be both physical buildings and virtual spaces. Includes a list of key issues to consider when designing a library of the future.