Garrett Park Elementary SchoolLibrary Media Center Facility Design Plan

Julia Bell, Renee Janssen & Ben Metcalfe

Garrett Park ElementaryMontgomery County Public Schools

The Garrett Park Elementary School Community will provide a safe, positive, and challenging learning environment in which we respect each other and work together to become life-long learners.

The Garrett Park Elementary School Community will work towards helping students become valuable world citizens.

Mis

sion Vision

• Redesign Objectives: – To accommodate multiple

arrangements and functions– Update of acoustics– Update of furniture and shelving

• Programs:

Mis

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& V

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Whole class instruction with technology Individual activities Small group activities Research Listening/viewing Utilization of

library materials Book check-out Planning, designing, creating instruction & instructional

materials Informal reading Book talks Story time Organizing & storing collection Processing materials Facilitating staff

collaboration Repairing materials & equipment Encouraging student involvement, literacy &

reading Catering to all learning styles & needs Creation of media production Fundraising

Mission & Vision

• Needs Assessment:– Ratio: 49.3% Female, 50.7% Male– Socioeconomic Status: Middle-Class to

Affluent

– Race/Ethnicity:

– Future Enrollment Projections:

– SPED: 7.6%, ESOL: 21.1%, FARMS: 17.7%

African Am. Am. Indian Asian Hispanic White8.5% 0% 20.6% 20.9% 50.0%

Current Future 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

456 548 460 460 478 490 509 520

Sample Programs

• We examined various program samples

• Included several newly constructed Montgomery County elementary school media centers

• Found out what worked & what needed improvement

Second Floor Plan

First Floor Plan

• Media Center Placement– Centrally Located– Upstairs from Administration– Away from Noise– Easily Accessible and Still Securable– Access to Teacher Work Area, Computer

Work Stations and Lab

Floor Plan

• Space Requirement– School Capacity: 662 Students– Total Square Footage: 4,150–Main Resource Area: 1,800

Floor Plan

Educational Specifications: Overview

• Main Resource Area– Informal Reading Area, Window Seating,

Instructional Area, Group Project Area, Administrative Area

• Materials Preparation/Office Area• Stacks• Media and Textbook Storage• Computer Lab

Main Resource Area

Main Resource Area: Informal Reading

• Behind stacks in center of library• Visual access to teaching wall

Main Resource Area: Window Seating

• Under windows- natural light• Comfortable environment to invite

students to utilize library materials

Sample Program

Main Resource Area: Instructional

• Visual access to teaching wall• Back of SLMC to reduce noise• Small & large group, whole class

instruction

Main Resource Area: Group Project

• Space for individuals, teams, groups to meet and work

Main Resource Area: Administrative

• Location near entrance allows for superb supervision, book returns & distribution, and immediate access to reference desk

Materials Preparation/Office Area

Materials Preparation/Office Area

• Provides space for:– Prep of various materials– Collaborative planning– Processing & repairing

materials

• Large interior windows for media center supervision

• Staff can access the area from hall

Stacks

• Placed to control traffic flow and noise

Interior Design Elements

• Furniture– General Specifications

• Ergonomic • Flexible & Moveable• “Green,” made from sustainable or reusable

materials• Yellow accents and oak wood used throughout• Appropriate Size/Height • Durable• Easy to maintain & clean• Lead-free finish won’t yellow• Fire Retardant• Creates an inviting and attractive learning

environment

Interior Design Elements

• Furniture– Informal Reading Area

• Rug Space for 30 Students– Includes:

• Solid Oak Rocking Chair• Globe• Tub Truck• Puppet Stand

Interior Design Elements

• Furniture– Instructional Area

• Six Tables for 36 Students• Ergonomic Chairs

– Teaching Wall • Promethean Board, Mounted Projector, Technology

Bundle

Interior Design Elements

• Book Storage– Shelves on Swivel Casters– Adjustable height and dividers– Forest Stewardship Council certified wood

construction = Environmentally Friendly – Water-based, non-VOC wood finish

• VOCs are indoor pollutants

– Magazine display can be used as a movable room divider

Interior Design Elements• Wall Paint– Duron paint meets LEED requirements– Semi-Gloss Finish for easy cleaning– Teal for teaching wall to focus students

• Has restful and calming effect (Erickson & Maurkson, 2007)

– Warm, color on rest of walls and trim• Yellow tones (vs. white) helps avoid glare, eye-strain,

and emotionally sterile environment• “Blue and yellow introduce a pleasant feeling that

tends to deepen and lengthen people’s concentration” (Erickson & Maurkson, 2007, p. 59)

– Simple color scheme so colors don’t compete

neutral

Interior Design Elements

• Carpet– Teal color complements paint – Durable

• Won’t show stains• Wears well and withstands high volume traffic• Solution dyed- color won’t fade from cleaning

– Unitary back resists pulls and runs– Budget Friendly – Lower maintenance, safer, and more

comfortable than wood or tile– Mold Resistant

Signage & Displays

• Signs– Ceiling/Hanging• light yellow with teal font• matte finish to avoid glare• double-sided for visibility to identify

collection areas

– Goal Post- Dewey Decimal Classification Signs, Visual Representations, Flexible

– On Shelf- Contrasting Colors, Range Finders, Secure

Signage & Displays

• Displays– End Caps- Student Work, Book Lists,

Spotlight– Bulletin Boards- Events & Programs–Wood Display Crates- New Arrivals,

Seasonal, Curricular Connections, Thematic

– Posters- Promote Reading– Fundraising Patron Recognition Trees-

Prominent, Encourage stakeholder Participation

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• Lighting– Natural Light

• Windows provide a view!• Provides natural illumination• Conserves energy• Research supports positive affect of natural

light on student achievement (Erickson & Markuson, 2007)

– Indirect Light• Warm florescent lights provides overall

illumination• Lights in instructional area controlled

separately for dimming without affecting surrounding areas

• Motion sensors

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• Thermal Environment– Independently Controlled Heat, AC,

Ventilation• Maintains temperature and humidity for

proper storage and protection of sensitive material

• Permits use during non-school hours– Air vents located in areas where they

won’t blow directly on patrons or papers and won’t create noise

– Can open windows

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• Electrical– Appropriate wall, ceiling, and floor

mounted outlets for tech. bundle– Data, telephone, and electrical outlets

and strips for computers and office area

– Ample surge protectors– Additional outlets throughout for a

technology rich future• Acoustics– Ceiling Tiles and carpet absorb and

reduce sound– Everybody book shelves and

magazine/periodical screen act as sound buffer

• General– In Accordance with the Americans with

Disabilities Act and the Maryland Accessibility Code

• Floor Space– Furniture 48” deep x 30” wide”– Turning Radius of 36”x36” – Isles 3 Feet Wide

• Material Accessibility– Materials stored under 5’ and

above 20”– Step Stools Available

Accommodations

• Doors– At least 32” Wide– Automatic

• Furniture– Proper Height and Dimensions

• Light Switches– No Higher than 48”

Accommodations

Relocation & Moving

• Initial Planning– Designate Duties– Survey– Flexible, but Organized

• Intensive Planning– Create a Plan, Collaborate– Label– Organize Unloading Procedures– Weed– Inventory– Keep Everyone Informed

Relocation & Moving

• During the Move– Boxing Materials- Label, Proper

Weight, Appropriate Boxes– Effectively Communicate– After School– Utilize Contractors

• After the Move– Systematically Unload– Take Your Time– Dedication Ceremony

Outcomes & Responsibilities

• Provides Collaborative Leadership Experience

• Include All Stakeholders• SLMS is the Catalyst in Order to

Provide a Technological Savvy, Collaborative and Engaging Facility

• Life-Long Learning

Works Cited

• Baule, S. M. (1999). Facilities planning for school library media and technology centers. Ohio: Linworth Publishing.

• Dimenstein, C. (2004). Executing a library move; a planned approach to moving your library. Information Outlook. Retrieved April 9, 2009 from, http://findarticles.com/p/articles/mi_m0FWE/is_1_8/ai_n6108112/pg_6/?tag=content;col1

• Erikson, R., Markuson, C. (2007). Designing a school library media center for the future (2nd ed.). Chicago: American Library Association.

• Gaylord Brothers Inc. (2009). Gaylord: Library supplies, furniture, and archival products. New York: Gaylord

Brothers Inc.

Works Cited

• Lewis, S., & Cotter, L. (August, 2003). Relocating you library. Paper presented at 10th Asia Pacific Special Health and Law Librarians Conference, Adelaide, Australia. Retrieve April 9, 2009, from http://conferences.alia.org.au/shllc2003/papers/040.pdf

• Maryland State Department of Education. (1998). Facilities guidelines for library media programs. Retrieved March 1, 2009, fromhttp://www.marylandpublicschools.org/NR/rdonlyres/EC67FB12-FE6B-464A-A2AD D0C6307773E3/10028/MSDEFacilitiesGuidelinesforLibraryMediaPrograms199.pdf

• Montgomery County Public Schools. (2008). Garrett park elementary media center and school statistics. Retrieved March 1, 2009, from http://www.montgomeryschoolsmd.org/schools/garrettparkes/

Works Cited

• Morris, B. J. (2004). Administering the school library media center (4th ed.). Connecticut: Libraries Unlimited.

• O’connell, J. (2009, Spring). Go green for good health. Blue Cross and Blue Shield of Rhode Island: Choices, 10- 13.

• Salter, C.M. (2002). Acoustics for Libraries. U.S. Institute of Museum and Library Services. Retrieved April 9, 2009, from http://www.librisdesign.org/docs/AcousticsLibraries.pdf

• Sands, J. (2004). Sustainable library design. U.S. Institute of Museum and Library Services. Retrieved April 9, 2009, from http://www.librisdesign.org/docs/SustainableLibDesign.pdf