Planning and Equipping Libraries - Dominican University

Dominican UniversityGraduate School of Library & Information ScienceLIS 779-01 Planning and Equipping LibrariesFall 2012Thursdays, 4:00 PM-6:00 PMSyllabusChristopher Stewart, Ed.D.Assistant ProfessorCrown 342(708) 524-6944cstewart@dom.eduOffice Hours:Tuesday: 3:30 PM-5:45 PMThursday: 3:30 PM-5:45 PMOr by appointmentLearning Objectives• Articulate a general understanding of the history of the library building,including the relationship of the library building to parent to the developmentof parent institutions, technology, and social history;• Articulate an understanding of the traditional as well as emerging the role ofthe library as place;• Articulate an understanding of the factors involved in library closures andconsolidation and their impact on library space planning in the current era;• Develop frameworks for defining and creating learning space in the librarybuilding;• Define and link key trends in print collection management, particularly printcollection management, across a range of library environments in the comingyears;• Articulate key planning factors that impact and inform library space design inthe current era;• Demonstrate, through case studies, site analysis, and other activities,thorough knowledge of frameworks for library planning, including but notlimited to the building program;• Assess existing library facilities using tools for critical analysis of libraryspace.

Relevant MLIS Program Objectives• Understand the essential nature of information and its relevance to society• Assess community information needs and interests• Develop appropriate responses to information needs• Synthesize theory and practice within a dynamic and evolving informationenvironment• Articulate theories and concepts in relation to professional practice• Demonstrate application of theory to practiceRequired MaterialsThere are no required texts for this course. The readings will be drawn from a widerange of print and digital/web-based resources on library planning anddesign. Resources will be made available to you via the library course site, books onreserve at Crown Library, and, in some cases, materials distributed in class.Course ApproachTeaching strategies will include assigned readings, lectures, group discussion and caseanalysis, and papers and presentations. Theoretical concepts and practicalapplications typically will be presented through class lecture, assigned readings, andsite visits. Students will demonstrate their understanding through class discussions,written work, evaluating current literature, and working in teams. It is therefore expectedthat students will not only read the assignments, cases, and other material, but alsothoughtfully evaluate the material.Grading CriteriaThe following grades and their grade point equivalents for the Dominican UniversityGraduate Schools are:AlphaGradeNumericalEquivalentPointSpanA 4.0 100 - 95A- 3.67 94 - 90B+ 3.33 89 - 85B 3.0 84 - 80B- 2.67 79 - 75C+ 2.33 74 - 70C 2.0 69 - 65C- 1.67 64 andbelowThe faculty of the Graduate School of Library and Information Science use the followingguidelines in their grading:

Outstanding achievement (A/4.0). Student performance demonstrates full commandof the course materials and evinces a high level of originality and/or creativity thatfar surpasses course expectations; nearly flawless work.Excellent achievement (A-/3.67). Student performance demonstratesthorough knowledge of the course materials and exceeds course expectationsby completing all requirements in a superior manner.Good solid work (B+/3.33). Student performance demonstrates strong comprehensionof the course materials and exceed course expectations on all tasks as defined in thecourse syllabus.Satisfactory acceptable work (B/3.0). Student performance meets designated courseexpectations, demonstrates understanding of the course materials and performs atan acceptable level.Marginal work (B-/2.67). Student performance demonstrates incomplete,substandard understanding of course materials, or absence of required work;indicates danger of falling below acceptable grading standard.Unsatisfactory work (C+/2.33). Student performance demonstratesunsatisfactory understanding of course materials and inability to meet courserequirements.Unacceptable work (C/2.0). Student performance demonstrates incompleteand inadequate understanding of course materials.Poor work (C-1.67).Failing grade (F).Academic Integrity(http://www.dom.edu/library/help/academic-integrity)Students of the university must conduct themselves in accordance with the higheststandards of academic honesty and integrity. Failure to maintain academic integrity willnot be tolerated. The following definitions are provided for understanding and clarity.Definitions of Plagiarism, Cheating and Academic DishonestyStudent plagiarism is the deliberate presentation of the writing or thinking of another asthe student’s own. In written or oral work a student may make fair use of quotations,ideas, images, etc., that appear in others’ work only if the student gives appropriatecredit to the original authors, thinkers, owners or creators of that work. This includesmaterial found on the Internet and in electronic databases. Cheating entails the use ofunauthorized or prohibited aids in accomplishing assigned academic tasks. Obtainingunauthorized help on examinations, using prohibited notes on closed-noteexaminations, and depending on others for the writing of essays or the creation of otherassigned work are all forms of cheating.Academic dishonesty may also include other acts intended to misrepresent theauthorship of academic work or to undermine the integrity of the classroom or of gradesassigned for academic work. Deliberate acts threatening the integrity of library materialsor the smooth operation of laboratories are among possible acts of academic

dishonesty.Sanctions for Violations of Academic IntegrityStudents caught plagiarizing, cheating, or committing other acts of academic dishonestywill receive an automatic failure for the assignment, exam or paper. When a sanctionhas been imposed, the instructor will inform the student in writing.When a sanction is imposed, the instructor will send written notification to the dean ofthe Graduate School of Library and Information Science. The dean will note whether astudent has a pattern of committing violations of the academic integrity policy over time,and in such cases the dean may impose further sanctions, including suspension orexpulsion from the universityThe instructor must also inform the student that she/he has the right to appeal thissanction, and refer the student to the academic appeals process described below.Graduate Student Academic Grievance ProcessDecisions concerning graduate education issues at Dominican University are based onpolicies approved by the Dominican University Graduate Committee (“GC”). Studentswho consider that they have been treated unfairly in the situations specificallymentioned above may consider the following course of action in order:1. Confer, first, with the faculty member responsible for the decision.2. If the grievance remains unresolved after step 1 above, confer with the Dean of theGraduate School of Library and Information Science. Present a written narrativeexplanation of the grievance.3. If unresolved, the Dean will appoint an ad-hoc committee to hear the case.Students wishing to file an appeal must do so no later than the end of the subsequentsemesters add/drop date.

Course Calendar on Next Page

Course CalendarAugust 30First half: Course and student introductions. Discussion of student expectations for theclass. Overview of projects.Second half: Group assignment/discussion: Do we still need library buildings? Why?September 6Site and Sanctuary: a Brief History of the Library BuildingReadings:Carnegie: Libraries’ Master Builder. (1996).Library Journal, 60.Edwards, B., & Fisher, B. (2002). Libraries and Learning Resource Centers. Oxford:Architectural Press. Ch. 1LIBRARIES. (2000). In Encyclopedia of the United States in the Nineteenth Century.Retrieved from http://www.credoreference.com.ezproxy.dom.edu/entry/galeus/librariesKhan, A. (2009). Better by Design: an Introduction to Planning and Designing a NewLibrary Building. London: Facet Publishing. Ch. 2Rizzo, J. C. (1996). Carneigie Legacy: Preserving the Past While Looking into theFuture. American Libraries, 27, 58–60.Second half: Learning about Library Building Projects: Research Tools for ExploringMulti-type Data on Contemporary Library Construction and Renovation ActivityReadings (familiarize yourself with all of these resources):Landgraf, G. (2012). New & Now. American Libraries, 43(3/4), 28–35Library Journal; Fall2011 Library By Design Supplemt, (read all project summaries andconstruction activity report)Designing Libraries - A database and image gallery of library buildings.http://www.designinglibraries.org.uk/index.asp?PageID=15 (NOTE: primarily UKlibraries)Campus Architecture Database. http://chronicle.com/blogs/buildings/campusarchitecture-database-alan-b-miller-hall/26130

School Designs Home Page. (n.d.). Retrieved August 21, 2012, fromhttp://schooldesigns.comSeptember 13The Library as Place and Other Themes for the 21 st Century Library BuildingReadings:Fialkoff, F. (2010). Third Place or Thinking Space. Library Journal. Retrieved fromhttp://www.libraryjournal.com/article/CA6716262.htmlFreeman, G. (2005). The library as place: Changes in learning pattern, collections,technology, and use. Library as place: Rethinking roles, rethinking space (pp. 1–10).Washington, D.C: Council on Library and Information Resources. Retrieved fromhttp://www.clir.org/pubs/reports/pub129/pub129.pdfJohnson, D. (2011). School Libraries as a “Third Place.” Library Media Connection,29(1), 106.F. Kent, & Myrick, P. (n.d.). How to become a great public space. American Libraries,34(4), 72–76.Mattern, S. (n.d.). Little Libraries and Tactical Urbanism: Places: Design Observer.Retrieved from http://places.designobserver.com/feature/little-libraries-and-tacticalurbanism/33968/Oldenburg, R. (1999).The Great Good Place: Cafes, Coffee Shops, Bookstores, Bars, Hair Salons, and OtherHangouts at the Heart of a Community (3 rd ed.). Marlowe & Company. (Ch. 2)Scott, M. (n.d.). How Libraries and Bookstores Became the New Community Centers |Newgeography.com. Retrieved from http://www.newgeography.com/content/002629-how-libraries-and-bookstores-became-new-community-centersStudent presentations/case studies highlighting recent library construction andrenovation projectsSeptember 20The Long Good-bye? Investigating Impact of Library Closures and Consolidations onUsage and Design on Space in the Current Era.

Readings:Bell, S. (n.d.). It Was Nice Knowin’ Ya, Special Branch Library | From the Bell Tower.http://www.libraryjournal.com/article/CA6703290.htmlCarlson, S. (n.d.). The Deserted Library. Chronicle of Higher Education, 48(12), A35.Byrnes, B. (2009, May 13). Libraries lost to budget cuts | The Daily. Retrieved fromhttp://dailyuw.com/news/2009/may/13/libraries-lost-to-budget-cuts/Goldberg, L. (2011, February 25). Evanston Says Farewell To South Branch Library -Evanston, IL Patch. Retrieved from http://evanston.patch.com/articles/evanston-saysfarewell-to-south-branch-libraryKoontz, C. M., Jue, D. K., & Bishop, B. W. (2009). Public library facility closure: Aninvestigation of reasons for closure and effects on geographic market areas. Library &Information Science Research (07408188), 31(2), 84–91.Weinstock, S. Y., & Worland, J. C. (n.d.). The Sun Sets on the Traditional Library. TheHarvard Crimson. Retrieved from http://www.thecrimson.com/article/2012/5/24/librariesdigitize-centralize-staff/September 27Partial Print? Post-Print? No Print? The Future of Print and Implications for LibrarySpace DesignReadings:A Library Designed for the Post-Print Era | Co.Design: business + innovation + design.(n.d.). Retrieved from http://www.fastcodesign.com/1662561/a-library-designed-for-thepost-print-eraLatimer, K. (2011). Collections to Connections: Changing Spaces and New Challengesin Academic Library Buidlings. Library Trends, 60(1), 112–133.Lewis, D. (n.d.). From Stacks to the Web: the Transformation of Academic LibraryCollecting. College & Research Libraries, 74(1). Retrieved fromhttp://crl.acrl.org/content/early/2012/01/09/crl-309.shortMason, C. (2011, August 25). New schools are shelving the old library. Seattle DailyJournal of Commerce. Retrieved fromhttp://www.djc.com/news/co/12032455.html Report of the Collection DevelopmentExecutive Committee Task Force on Print Collection Usage Cornell University Library.(2010).

Redefining the Academic Library: Managing the Migration to Digital InformationServices. (2011, November). Washington, D.C. Retrieved fromhttp://www.slideshare.net/libraryviews/redefining-the-academic-libraryStewart, C. (2011). The Next Chapter: Measuring the Pace of Change for PrintMonograph Collections. Journal of Academic Librarianship, 37(4), 355–357.Stewart, C. (2010). The academic library building in the digital age : A study ofconstruction, planning, and design of new library space. Chicago: Association ofCollege and Research Libraries. pps. 49-54October 4Defining Library Space: Frameworks for Describing Different Types of Library SpaceAcademic Library | Whole Building Design Guide. (n.d.). Retrieved August 21, 2012,from http://www.wbdg.org/design/academic_library.phpPublic Library | Whole Building Design Guide. (n.d.). Retrieved fromhttp://www.wbdg.org/design/public_library.phpSchool Library | Whole Building Design Guide. (n.d.). Retrieved August 21, 2012, fromhttp://www.wbdg.org/design/school_library.phpKhan, A. (2009). Better by Design: an Introduction to Planning and Designing a NewLibrary Building. London: Facet Publishing. ch.10Sannwald, W. W. (2009). Checklist of Library Building Design Considerations (5 th ed.).American Library Association. pps. 50-88Guest Lecturer:Melissa Butler BennettAIA Butler Bennett ArchitectsLibrary Programming and PlanningIssue paper on the impact of digitization on library space planning due.October 11Learning Space

Readings:Barber, M. (n.d.). Eckerd College: Peter H. Armacost Library. Learning Spaces.Educause. Retrieved from http://www.educause.edu/research-andpublications/books/learning-spaces/chapter-18-eckerd-college-peter-h-armacostlibraryCunningham, H., & Tabor, S. (2012). Learning space attributes: reflections on academiclibrary design and its use. Journal of Learning Spaces, 1(2). Retrieved fromhttp://libjournal.uncg.edu/ojs/index.php/jls/article/view/392/283Lippincott, J. (2006). Linking the Information Commons to Learning. Learning Spaces.Educause. Retrieved from http://www.educause.edu/research-andpublications/books/learning-spaces/chapter-7-linking-information-commons-learningLong, P. (2006). Trends in Learning Space Design. Learning Spaces. Educause.Retrieved from http://www.educause.edu/research-and-publications/books/learningspaces/chapter-9-trends-learning-space-designFrom Library To LearningCommons.Ny.Slideshare. (n.d.). Retrieved fromhttp://www.slideshare.net/valeriediggs/from-library-to-learning-commonsnyslideshareLearning Commons - Elizabeth Rummel School - YouTube. (n.d.). Retrieved fromhttp://www.youtube.com/watch?v=EpwhQYafNp4Stoffel, M. (n.d.). Don’t call it a library: Stevenson debuts new information center —Buffalo Grove news, photos and events — TribLocal.com. Retrieved fromhttp://triblocal.com/buffalo-grove/2011/08/16/dont-call-it-a-library-stevenson-debutsnew-information-center/Second half: Some Things Never Go Out of Style: “Sacred Space,” Traditional Space,and the Enduring Value of Contemplative SpaceJackson, H. L., & Hahn, T. B. (2011). Serving Higher Education’s Highest Goals:Assessment of the Academic Library as Place. College & Research Libraries, 72(5),528–422.Mannisto, J. L. (2012). Restoring Contemplation How Disconnecting Bolsters theKnowledge Economy. Washington, D.C.: American Library Association Office forInformation Technology Policy. Retrieved fromhttp://www.ala.org/offices/oitp/publications/oitpperspectivesGuest speaker (via Skype):Jessie Mannisto, former ALA Google Policy Fellow and author of “RestoringContemplation How Disconnecting Bolsters the Knowledge Economy.”

October 18Building the Plan: An Overview of the Planning Process; Leading Planning Factors; andthe Building ProgramReadings: see 10/25 for readings for both weeksSite visit: Evanston Public Library Libraries. NOTE: we will meet at EPL at 5:45 PM.Details will be provided in class.October 25Building the Plan, cont.Readings:Library Leadership & Mansgement Association, American Library Association. (2011).Building Blocks for Planning Functional Library Space (3 rd ed.). Lanham, Md: AmericanLibrary Association and Scarecrow Press, Inc. pp. 3-20Khan, A. (2009). Better by Design: an Introduction to Planning and Designing a NewLibrary Building. London: Facet Publishing. Chs. 2Edwards, B., & Fisher, B. (2002). Libraries and Learning Resource Centers. Oxford:Architectural Press. Ch. 2Moorman, John A. (n.d.). Library Buildings: Planning and Programming. Library Trends,60(1), 215–2 26.Stewart, C. (2010). The academic library building in the digital age : A study ofconstruction, planning, and design of new library space. Chicago: Association ofCollege and Research Libraries. pps. 45-49Foster, N. F., & Gibbons, S. (Eds.). (2007). Studying Students: The UndergraduateResearch Project at the University of Rochester. Chicago: Association of College andResearch Libraries. chs. 4-5DesignShare: Imagining the Future of the School Library. (n.d.). Retrieved fromhttp://www.designshare.com/index.php/articles/school-library-future

Lewellen, R., & Fretwell, G. (2006). Combining Quantitative and Qualitative Assessmentof an Information Commons. University of Massachusetts. Retrieved fromhttp://www.library.umass.edu/assets/aboutus/assessment/attachments/laconfshow.ppsGroup Exercise: Analyses of the M. N. Spear Memorial Library Building Programhttp://mnspear.org/pdf/ShutesburyBuildingProgram.pdfEvanston Public Library site analysis dueNovember 1Design Criteria: Standards, Frameworks, and Best Practices(NOTE: We will discuss design as part of planning on 11/8, 11/15, and 11/29)Readings:2011 AIA / ALA Library Building Awards. (n.d.). Retrieved fromhttp://www.aia.org/practicing/awards/2011/library-awards/index.htmKey Issues in Building Design | IFLA. (2009). Retrieved fromhttp://www.ifla.org/publications/key-issues-in-building-design Gee, L. (n.d.).Human-Centered Design Guidelines. Learning Spaces. Educause. Retrieved fromhttp://www.educause.edu/research-and-publications/books/learning-spaces/chapter-10-human-centered-design-guidelinesKhan, A. (2009). Better by Design: an Introduction to Planning and Designing a NewLibrary Building. London: Facet Publishing. Ch. 9Schlipf, F. (2011). The Dark Side of Library Architecture: The Persistence ofDysfunctional Designs. Library Trends, 60(1), 227–255.Site visit: Regenstein and Joe and Rika Mansueto Libraries, University of ChicagoNOTE: We will meet at the Regenstein Library at 5:45. Further details will be provide inclass. In preparation for visit, see the following:http://mansueto.lib.uchicago.edu/http://www.youtube.com/watch?v=ESCxYchCaWI

November 8The Great Indoors: Furnishings, Lighting, Shelving, Way Finding, and Other KeyConsiderations for Effective Library InteriorsReadings: Libris Design Planning Documentation. (n.d.). Retrieved fromhttp://www.librisdesign.org/docs/index.html For 11/8 and 11/15, we will discuss thefollowing sections the Libris planning guide (above):• Acoustics for Libraries• Collection Preservation in Library Building Design• Daylighting Design in Libraries• Furniture and Shelving: Specification and Bidding• Furniture for Libraries• Library Collection Storage• Library Interior Finish Materials• Library Stacks and Shelving• Lighting for Libraries• Wayfinding and Signage in Library DesignGuest Lecturer: Thomas Brock Assistant Professor, College of Architecture, IllinoisInstitute of Technology Principal, Thomas Brock ArchitectUniversity of Chicago site analysis dueNovember 15The Great Indoors, cont.; Building Systems; AccessibilityReadings:Sannwald, W. W. (2009). Checklist of Library Building Design Considerations (5 th ed.).American Library Association. Ch. 10Dean, E. (n.d.). Libris Design Planning Documentation: Universal Access in Libraries.Retrieved from http://www.librisdesign.org/docs/index.htmlBuilding program analysis due

November 29Sustainability, Joint-use, and Other New Normals for Library DesignReadings:McLauchlan, D. J., & Lavan, D. (n.d.). The Richard J. Klarchek Information CommonsBuilding. High Performing Buildings, (Spring 2010). Retrieved fromhttp://www.nxtbook.com/nxtbooks/ashrae/hpb_2010spring/index.php#/8Miller, R. (2011). Building Tour: A Green Beacon. Library Journal, 20–21.New library goes green : The Collegian Online. (n.d.). Retrieved February 27, 2010,from http://collegian.csufresno.edu/2009/03/04/new-library-goes-greenOne Library. Three Partners. 75,000 Items. | UCF Today. (n.d.).UCF Today. Retrievedfrom http://today.ucf.edu/blog/2009/09/10/one-library-three-partners-75000-items/Sands, J. (n.d.). Libris Design Planning Documentation: Sustainable Building Deisgn.Retrieved from http://www.librisdesign.org/docs/index.htmlSannwald, W. W. (2009). Checklist of Library Building Design Considerations (5 th ed.).American Library Association. Ch. 3Temple, E. (n.d.). Flavorwire » 10 Wonderful Libraries Repurposed from UnusedStructures. Retrieved from http://www.flavorwire.com/309136/10-wonderful-librariesrepurposed-from-unused-structures?all=1December 6Protecting the Investment: Measuring Use, Disaster Planning, and Other ImperativesReadings:Kahn, M. (2012). Disater Response and Planning (3 rd ed.).Chicago: American Library Association. pp. 29-40 McComb, M. (n.d.). Libris DesignPlanning Documentation: Library Security. Retrieved fromhttp://www.librisdesign.org/docs/index.html

December 13Course Wrap-up and PresentationsChanges to the SyllabusThe instructor reserves the right to alter the course requirements and/or assignmentsbased on new materials, class discussions, or other legitimate pedagogicalobjectives.Assignment Information on Next Page

Assignments (due dates and additional information on course site)• Assignment 1: Researching Library Construction and RenovationProjects (10%)• Assignment 2: Analysis on the Impact of Digitization in Library SpacePlanning or Learning Space Analysis (15%)• Assignment 3: Evanston Public Library Site Analysis (10%)• Assignment 4: University of Chicago Manseuto Library Site Analysis(10%) We will discuss this assignment in class on 10/25• Assignment 5: Building Program Analysis (20%)• Final Project (25%)• Class Participation (10%)