Creating a Learning Environment Management Management Challenges Conference May 2005 Dr Susan La Marca.

Creating a Creating a Learning EnvironmentLearning Environment

Management Management

Challenges ConferenceChallenges Conference

May 2005May 2005

Dr Susan La MarcaDr Susan La Marca

VELSVELS

The Design of The Design of Library SpacesLibrary Spaces

Building the futureBuilding the future

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

(VELS Overview, p. 4)(VELS Overview, p. 4)

‘‘Students need to develop the Students need to develop the capacities to:capacities to:

Manage themselves as individuals and Manage themselves as individuals and in relation to othersin relation to others

Understand the world in which they Understand the world in which they live andlive and

Act effectively in that world’Act effectively in that world’

(VELS Overview, p. 4)(VELS Overview, p. 4)

Underpinning VELS is a ‘clear set of Underpinning VELS is a ‘clear set of educational principles which reflect educational principles which reflect the community’s expectations for the community’s expectations for schooling’. These are:schooling’. These are:

Learning for allLearning for allPursuit of excellencePursuit of excellenceEngagement and effortEngagement and effortRespect for evidenceRespect for evidenceOpenness of mindOpenness of mind

(VELS Overview, p. 4 - 5)(VELS Overview, p. 4 - 5)

Strand - Interdisciplinary LearningStrand - Interdisciplinary Learning

Communication Communication Design, Creativity and Technology Design, Creativity and Technology Information and Communications Information and Communications

Technology Technology ThinkingThinking

(VELS Overview, p. 7)(VELS Overview, p. 7)

Wider implicationsWider implications

The library mission statementThe library mission statementAll policy documentsAll policy documentsAll submissionsAll submissionsAny future design or refurbishment Any future design or refurbishment

project briefsproject briefs

Implications for designImplications for design

Planning informed by policyPlanning informed by policyFlexible, responsive spacesFlexible, responsive spacesAccessAccessAmbienceAmbienceThe role of the student and the school The role of the student and the school

communitycommunity

Planning informed by policyPlanning informed by policy

Planning informed by policy Planning informed by policy

‘‘We don’t have that nice little lounge room bit We don’t have that nice little lounge room bit – we can’t put it in and the bit we have is – we can’t put it in and the bit we have is disappearing as we put in more computers.’ disappearing as we put in more computers.’ (Teacher-Librarian)(Teacher-Librarian)

(La Marca, 2003)(La Marca, 2003)

Flexible, responsive spacesFlexible, responsive spaces

Flexible, responsive spacesFlexible, responsive spaces

‘‘flexibility puts control in the hands of the flexibility puts control in the hands of the educator’educator’

(Davidson, 2001)(Davidson, 2001)

Flexible, responsive spacesFlexible, responsive spaces

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

(Davidson, 2001)(Davidson, 2001)

Flexible, responsive spacesFlexible, responsive spaces

Design principle 7 – consider home a Design principle 7 – consider home a template for school template for school

Design principle 12 - allow for different size Design principle 12 - allow for different size learning groups learning groups

Design principle 23 – weave together virtual Design principle 23 – weave together virtual and physical learning spacesand physical learning spaces

(Lackney, 2003)(Lackney, 2003)

Flexible, responsive spaces Flexible, responsive spaces

‘‘A library needs architectural authority to sell A library needs architectural authority to sell the idea that learning is culture’s hot zone. It the idea that learning is culture’s hot zone. It has to offer retreats for solitary study and has to offer retreats for solitary study and forums for active engagement.’forums for active engagement.’

(Hackett, 2004)(Hackett, 2004)

AccessAccess

Access Access

Space as a social and political construct.Space as a social and political construct.

Access Access

‘‘Learning for all.’Learning for all.’

(VELS Overview, p.4)(VELS Overview, p.4)

Access Access

Equal access to facilitiesEqual access to facilities

Equal access to informationEqual access to information

AmbienceAmbience

AmbienceAmbience

‘…‘….it’s got to be an environment that’s .it’s got to be an environment that’s exciting, interesting and challenging…So if exciting, interesting and challenging…So if she can break down the barriers, which she she can break down the barriers, which she has done, I think it then opens up so many has done, I think it then opens up so many more avenues for the students.’ more avenues for the students.’

(Vice Principal)’(Vice Principal)’(La Marca, 2003)(La Marca, 2003)

AmbienceAmbience

‘‘The need to be noticed.’ The need to be noticed.’

(Hackett, 2004)(Hackett, 2004)

AmbienceAmbience

‘‘Color is not decoration; it is a teaching tool, Color is not decoration; it is a teaching tool, an alphabet of light.’ an alphabet of light.’

(Myerberg, 2002)(Myerberg, 2002)

AmbienceAmbience

Task orientated lightingTask orientated lighting

Natural lightingNatural lighting

AmbienceAmbience

‘‘Comfortable seating, carpets, quiet corners Comfortable seating, carpets, quiet corners and private niches are hallmarks of rooms and private niches are hallmarks of rooms where students get down to work.’ where students get down to work.’

(Davidson, 2001)(Davidson, 2001)

The role of students and the wider The role of students and the wider school communityschool community

‘‘Students appreciate a library media center Students appreciate a library media center where professionals and staff welcome them where professionals and staff welcome them and allow them 'ownership' privileges.and allow them 'ownership' privileges.’’

(Doll, 1992, p 227)(Doll, 1992, p 227)

The role of students and the wider The role of students and the wider school communityschool community

Involve community support based on sound Involve community support based on sound educational principles.educational principles.

..

Implications for designImplications for design

Planning informed by policyPlanning informed by policy Flexible, responsive spacesFlexible, responsive spaces

AccessAccess AmbienceAmbience

The role of students and the school The role of students and the school communitycommunity

VELSVELS