O slideshow foi denunciado.
Seu SlideShare está sendo baixado. ×

Updated Library Design Counterproposal Buffy Hamilton February 2016

Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Anúncio
Carregando em…3
×

Confira estes a seguir

1 de 59 Anúncio
Anúncio

Mais Conteúdo rRelacionado

Quem viu também gostou (20)

Semelhante a Updated Library Design Counterproposal Buffy Hamilton February 2016 (20)

Anúncio

Mais de Buffy Hamilton (20)

Mais recentes (20)

Anúncio

Updated Library Design Counterproposal Buffy Hamilton February 2016

  1. 1. RESPONSE TO PROPOSED CHATTAHOOCHEE HIGH SCHOOL MEDIA CENTER REDESIGN FEBRUARY 2016 1
  2. 2. COMPONENT 1: TECHNOLOGY BAR CONCERNS 2 1
  3. 3. COMPONENT 1: TECHNOLOGY BAR CONCERNS • Jane Tidwell came out in December for a two hour site visit. We discussed this area being a space for lounge seating. • The rectangular shape of the space and proximity to the front door lends itself to students who want to just drop in and have a comfortable place to sit; we also want to provide an upright charging station in this area for students. Concerns 3 1
  4. 4. COMPONENT 1: TECHNOLOGY BAR SOLUTIONS • We recommend the genius bar be relocated to the area in front of the existing study/group collaboration rooms; this area is currently marked as the location of the circ desk, which we do not prefer. • We would like for the existing shelving to be removed in this area. • The genius bar could be aligned horizontally with seating on either side. Recommendations 4
  5. 5. COMPONENT 1: ANOTHER ALTERNATIVETECHNOLOGY BAR PLACEMENT • If the wall with the existing display case is removed and the room that is currently an IRR office is opened up (but the back wall is not removed to expand into the tech specialist’s office), we are open to placing the tech bar in this location. • This might be an optimal location since it would be in close proximity to our tech specialist and would be located immediately inside our front entrance of the media center. Suggestion 5
  6. 6. OUR PROPOSED DESIGN SOLUTIONS FOR THE ENTRY AREA AND CIRC DESK AREA 6
  7. 7. ENTRY AREA ADJACENT TOTHE EXISTING LAB Bretford Plus Long Bench/Ottoman Model SPO926 59" x 19" x 17“ Seats up to three students http://bretford.com/products/plu s-benches/ This proposal is contingent on the basic structure of the “cube” or lab area remaining the same. If this area is reconfigured as group study rooms, seating will not be needed since new doors will need to be cut. 7
  8. 8. CIRC DESK AREA: PROPOSED SEATING SOLUTIONS FOR A NEW SOFT SEATING AREA This area is marked to be the location for the genius/technology bar, but we feel it would serve better as an entry soft seating area. • The shelving behind the circ desk will need to be removed. • The pole with drops/power should also be removed as it is not aesthetically pleasing. • The painted trim that is currently black should be repainted to be something vibrant and to work with the new color/fabric scheme. 8
  9. 9. CIRC DESK AREA: PROPOSED SEATING SOLUTIONS FOR A NEW SOFT SEATING AREA Turnstone Campfire Big Lounge Turnstone Campfire Ottoman Turnstone Jenny Club Chairs with Casters Turnstone Alight Bench Ottoman Turnstone Campfire Paper Table 9
  10. 10. COMPONENT 2: LEARNING COMMONS CONCERNS AND OUR INTERPRETATION OFTHE CONCEPT 10 2
  11. 11. COMPONENT 2: LEARNING COMMONS CONCERNS • The area marked as the “learning commons” may possibly become a group study area/collaborative room. • While this could easily become an informal learning area if we do not put a collaborative room here, I do not see it as a formal “learning commons.” It is too close to the circulation desk, is too small for a large high school, and instruction or a class activity would be disrupted by other activities happening around this area. • I would prefer the learning commons actually be a flexible learning space similar to the instructional rooms in the Entrepreneur Lab at Discovery High School in Gwinnett County (this will be outlined later in this document). Concerns 11 2
  12. 12. POSSIBLE SOLUTIONS TO THE PROPOSED LEARNING COMMONS AREA 12 Option 1:Add a collaborative work room that would extend off the ones created from the existing computer lab. Option 2: Make this a flexible space that could be used for soft seating or a type of flexible learning pod. The translucent privacy screen would help define this area. Option 3: Café style seating that could also have a monitor mounted on the wall where students could plug in devices.
  13. 13. REPURPOSING PROPOSED LEARNING COMMONS AREA AND “LOW TOP” SEATING AREAS 13 The proposed solutions on the previous page/slide could also be used along the length of the long wall currently labeled as “low top” seating. We could also purchase additional Recordex or Elmo devices for to create impromptu “media-scape” like centers. Students could move Steelcase mobile tables, Artcobell mobile tables, Buoy seating, and/or Campfire PaperTables over as needed. Additional freestanding glass Claus dry-erase boards or Steelcase Verb mobile dry-erase boards could also be used by students as needed in this area.
  14. 14. RE-ENVISIONING THE LEARNING COMMONS CONCEPT AREA 14 We anticipate increased collaboration between the media center staff and faculty for a variety of instructional activities. We envision a separate yet flexible learning commons area that is modeled after the instructional rooms in the Entrepreneur Lab at Discovery High School. By knocking down part of the existing wall that separates the media center from an area that is currently a large classroom for Drama, we can create one large room that can be separated into 2-3 multiple instructional areas (to accommodate multiple sections of classes) or serve as individual instructional areas where classes can work and not worry about disruption from students on the main floor. • These rooms could be separated by a garage door or some other contemporary room divider that is easy to raise or lower. • These rooms will feature dry erase surfaces (wall, mobile boards). • A mounted EPSON projector and high quality retractable screen OR a Recordex device can serve as the tools for sharing and projection. • These would be modeled after the Steelcase Active Learning classroom concept featuring theVerb line of furniture, including tables, Node seating, whiteboards, and easels for storing whiteboards. • Sliding glass doors would open up to each room/the area for ease of access and transparency in instructional activities without disruption to students in the Learning Commons instructional rooms or on the main floor.
  15. 15. RE-ENVISIONING THE LEARNING COMMONS CONCEPT AREA 15 Recommendation1 • Do not place group study rooms here—this will eat up precious main floor space that we need for tables and chairs for drop-in visitors or for informal instruction/activities. Recommendation 2 • Knock out the wall and shelving to create a flexible series of instructional rooms for the media center and staff (see following slides). This classroom becomes transformed into the media center’s new interpretation of a learning commons by using the model of instructional rooms in the Entrepreneur Lab at Discovery High School.
  16. 16. RE-ENVISIONING THE LEARNING COMMONS CONCEPT AREA 16 From This… To This… Remove the wall and shelves to open up a new learning commons space
  17. 17. 17
  18. 18. 18 • Steelcase Node Chairs • Media WhiteboardVerb Display Easel and Whiteboards by Steelcase • SteelcaseVerb Chevron Tables • Some version of a Mediascape with Turnstone Buoys • Clarus Glass Mobile Dry Erase Boards Instructional Tools/Furniture
  19. 19. 19
  20. 20. 20
  21. 21. CURRENT MEDIA CENTER INSTRUCTIONAL PRACTICES THAT WOULD BE ENHANCED BY OURVERSION OF THE LEARNING COMMONS  Direct instruction/mini-lessons for information literacy skills or hands-on inquiry activities  Active learning activities (individual>small group>large group)  Large group learning activities (example: Socratic circles)  Presentations  CollaborativeWork (quiet and noisy)  Written conversation strategies  Media center as a learning studio where teachers can use the spaces to co-pilot new techniques and strategies with the METI and/or do large group learning activities with other class sections.  Guest speakers  Library and librarian as “pedagogical partner” and aligning practices with school strategic goals with data driven strategies and assessment practices 21
  22. 22. 22 When not in use for instruction by teacher and the METI, this space/spaces can be used for meetings during the school day or after school. The media center is currently a hot spot for group and community meetings, and this new interpretation of a learning commons can help meet those needs during the school day and/or after hours. We can also use it for special events hosted by the media center.
  23. 23. COMPONENT 3: PROPOSED SANDBOX AREA CONCERNS AND OUR SOLUTIONS 23 3
  24. 24. COMPONENT 3: SANDBOX CONCERNS • The current plan calls for a “Sandbox” to be house in the “curve” of the media center. It calls for the majority of the stacks to also be housed in the same area, which is problematic when students are trying to browse for books in an instructional space. • If this area is to retain shelving, the existing shelving needs to go—it is dark, lacks any effective means to hold the books (no shelf dividers), and does not allow for effective signage to easily identify sections of the collection. • More light is needed in this area---sitting windows would be welcomed. Concerns 24 3
  25. 25. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/ INDIVIDUAL SEATING 25 3 Add floor to ceiling windows for light; vertical mobile shelving and soft seating could be added. Buoy seating could be integrated at the end of the curved stacks (see next photo). Some curved shelving on casters could be added into the center of the area to house stacks.
  26. 26. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/ INDIVIDUAL SEATING 26 3
  27. 27. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/ INDIVIDUAL SEATING 27 3
  28. 28. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/ INDIVIDUAL SEATING 28 3
  29. 29. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/ INDIVIDUAL SEATING 29 3
  30. 30. COMPONENTS 4 AND 9: PROPOSED GROUP STUDY ROOMS AND MAKERSPACE-PROJECT ROOMS + OUR SOLUTIONS 30 4/9
  31. 31. COMPONENTS 4 AND 9: GROUP STUDY ROOMS/ PROJECT ROOM-MAKERSPACE 31 4/9 The proposed plan from the architect/district calls for the existing office/small group study rooms to be demolished and to become a bank of collaborative small group instructional rooms. Please see section 2 of this document for our recommendations---we would prefer to keep this floor space open and remove the existing shelving and wall to open up new physical space for our own interpretation of a dedicated learning commons area.
  32. 32. COMPONENTS 4 AND 9: GROUP STUDY ROOMS/ PROJECT ROOM-MAKERSPACE 32 4/9 Originally the architect planned to convert the media center computer lab into a bank of group study/collaborative rooms. This would be our preference if they can be configured at a reasonable cost. However, the current plan calls for this to become a project room or makerspace. We are open to possibly having a tinkering area (Legos, crafts, tech kits), but we feel this space would be best served as a conversion to collaborative work areas.
  33. 33. COMPONENTS 4 AND 9: ALTERNATIVE MAKERSPACE LOCATION 33 4/9 Another alternative location for the makerspace is to knock out the wall dividing the two existing huddle rooms/conference rooms and make a mini- makerspace in this area for tinkering and creating.
  34. 34. COMPONENTS 4 AND 9: GROUP STUDY ROOMS/ PROJECT ROOM-MAKERSPACE 34 4/9 Monitors and Mobile Tables with Comfortable Seating Dry Erase Surfaces Visible glass that can also be a writable surface
  35. 35. COMPONENT 5: CIRC DESK AREA CONCERNS OUR SOLUTIONS 35 5
  36. 36. COMPONENT 5: CIRCULATION DESK 36 5 During the December 2015 meeting, there was extensive discussion about the placement of the circulation desk. We would prefer it be more centered and slightly closer to the front so that staff can easily greet students and not in the way of the mobile seating we envision on the main floor of the media center.
  37. 37. COMPONENT 5: CIRCULATION DESK 37 5 We especially like the DemcoTechnolink Modular Service Desk. The double- sided feature of this desk, the round shape, the compact shape, and the sleek contemporary look of metal and natural wood are both functional and aesthetically pleasing. http://www.demcointeriors.com/products/circul ation-desks/technolink-modular-service- desk/?webSyncID=43b3760c-5022-6107-7e25- 09588da10c6b&sessionGUID=37d300e6-6098- 3877-ce8a-57d84556b288
  38. 38. COMPONENT 6: SOFT SEATING 38 6
  39. 39. COMPONENT 6: SOFT LOUNGE SEATING 39 6 Earlier sections have highlighted the soft seating options we prefer, including: • Turnstone Jenny chairs • Turnstone Buoys • Turnstone Alight benches • Turnstone Campfire Big Lounge • Turnstone Campfire PaperTable • Turnstone Campfire Big Ottoman • Bretford Plus Ottoman
  40. 40. COMPONENT 6: SOFT LOUNGE SEATING 40 6 Other choices: • Steelcase BrodyWork Lounge • Steelcase Regard • Steelcase • Turnstone Big Lamp • Turnstone Campfire Half Lounge
  41. 41. COMPONENT 6: SOFT LOUNGE SEATING 41 6
  42. 42. COMPONENT 7: LOW-TOP/LOW-PROFILE SEATING 42 7
  43. 43. COMPONENT 7: LOW TOP AREA 43 7 We envision the “low-top” furniture being used throughout the main floor areas, particularly the open spaces in the areas pictured to the right.
  44. 44. COMPONENT 7: LOW TOP AREA 44 7 The following is a wish list of Steelcase products I have previously used with high school students---these can double as workspace tables and seating; they can also be used and configured quickly for small or large group instruction/learning activities.
  45. 45. COMPONENT 7: LOW TOP AREA 45 7 • Steelcase Media Instructional Area Tables Rectangular 30 x 72 x 28 with casters; brushed silver table tops and legs • Steelcase Media Round Study Tables/Steelcase 48” with casters • Media Table Shape Tables: Artcobell Space Collection with and without writable surfaces (casters includes): Expanse and Nebula • Hon Student SmartLink Swivel Chairs • Steelcase Node Chairs
  46. 46. COMPONENT 7: LOW TOP AREA 46 7
  47. 47. COMPONENT 7: LOW TOP AREA 47 7
  48. 48. COMPONENT 8: MOBILE STACKS 48 8
  49. 49. COMPONENT 8: MOBILE STACKS 49 8 We like the model of the mobile stacks. Taller shelves are fine for anything that might go along a wall, but we would want a lower- profile version for those on the main floor. We want to further discuss the proposed placement of the mobile stacks on the main floor as it feels a bit crowded in the sketch.
  50. 50. COMPONENT 8: MOBILE STACKS 50 8
  51. 51. COMPONENT 10: WORKROOM 51 10
  52. 52. COMPONENT 10: WORKROOM 52 10 The proposed plan calls for the workroom to have the rear wall removed and opened up to what would be another workroom for us that houses die cuts, butcher paper, a lamination machine, and filing cabinets. We would prefer to not have the rear wall removed because: 1. The METI and Media Assistant use the workroom as a shared office space. We need this for times where work requires concentration or meetings with teachers to plan instruction. 2. We need storage and would like a refresh of the cabinetry and countertop. 3. We frequently use the sink as handwashing is a necessary part of our workday handling many kinds of materials. 4. The removal of the rear wall serves no purpose to enhance teaching and learning. View from Exterior/Doorway
  53. 53. COMPONENT 10: WORKROOM 53 10 The workroom is also in need of some minor design and aesthetic changes to be more functional and inviting. Paint, flooring, better storage/cabinetry, and lighting would all be welcome enhancements. We also would like a glass dry-erase board to use for project management . View from Interior
  54. 54. COMPONENT 11: OTHER AREAS OF QUESTION/ISSUES 54 11
  55. 55. OTHER AREAS OF QUESTION 55 11 We are open to the conference room at the entrance of the media center being reconfigured in some other way; we’re not sure opening it up to the space that houses our tech specialist is the best choice unless the genius bar area were to become integrated into the design in some way to facilitate the tech support/help. The distance learning room currently houses the technology specialist. In the December meeting I stated that the space, while desirable as a classroom or project room, might present some challenges in terms of supervision/management/traffic flow in the hallway that goes to faculty/staff only areas in the same wing. One sign-in station is not sufficient for the crowds we have in the media center, especially at lunch. We would need at least three possible carts as points of sign-in/sign-out as well as additional laptops and scanners to use with our software.
  56. 56. OTHER AREAS OF QUESTION 56 11 We would like to keep the existing huddle rooms and upgrade them into more functional spaces where students can work in small groups or individually as needed. We feel many of the Steelcase products identified in this document will help fill that need as will glass dry erase boards, new carpet, and fresh vibrant paint.
  57. 57. OTHER AREAS OF QUESTION 57 11 The area we call the “reading nook” is the one that seems a bit neglected on the proposed plan. We would like to maintain this area as a space for reading or quiet study. We would probably put the curved shelfing in a slightly different location to better differentiate that space. We have included options elsewhere in this presentation for soft seating. The existing bookcase needs to be removed. In its place, we might consider: *a slatwall for book and magazine display to showcase new arrivals *a taller bank of the mobile shelving *putting another large window in this area for more natural light Per the other discussions elsewhere in this document, the proposed bookcases and seating and study rooms would not be placed here, but these spaces would be kept open for low-profile seating that could be reconfigured quickly and easily as needed.
  58. 58. OTHER AREAS OF QUESTION 58 11 We did not feel the “bump” bench would be a good choice for our space---it was very uncomfortable and unattractive. We did not see any Node chairs on the furniture options, and the options presented were somewhat limited. We have presented our choices and arguments for them in this document. Issues of paint, lighting, and other structural nature are still unresolved. We would like input on the color and fabric choices; we would prefer they not be color coordinated to school colors but rather selected with input from students and staff. Will warranties be provided as part of the furniture purchase?
  59. 59. OTHER AREAS OF QUESTION 59 11 Will charging stations be provided, and will we have input on what we get? Will wireless printers be provided as part of the upgrade? Will new workstations at the circ desk be provided? What about high-profile seating/project style workspaces/tables?

×