Deakin University has undertaken a significant number of library redevelopment and refurbishment across its different campuses including Burwood and Waurn pond campuses. Deakin University Library is facing a challenge to evaluate the quality, efficiency and impacts of these new library spaces, in particular social spaces for students. There have been efforts to collect data on space utilisation, for example, the Burwood campus has been collecting quantitative date throughout 2010, recording the number of people using seating, desks and computers throughout the newly refurbished spaces on Level 2. Nevertheless, it was realised that there is a need for an evaluation framework which can guide systematic evaluation at different stages of library development and refurbishment and after occupancy and facilitate useful analysis of this data. It was within this context that Deakin University Library commissioned a project to be carried out in the School of Architecture and Building, Deakin University, Geelong Waterfront Campus.
TEALS aims to establish the setting for evaluation of academic library spaces, whether new or refurbished libraries. First task to be considered in any evaluation of libraries is to "Identify the Purpose" of the evaluation. what are the purposes, sub-purposes and objectives of your evaluation? Why do you need to do the evaluation? An example of objectives may be to "Understand Users' Preferences and Patterns of Space and Service Utilisation“.The purpose of TEALSis to determine if library space function as they were expected and designed for, if the users' needs are met, if the users and library staff are satisfied with the library spaces, if the spaces are not working well and do not accommodate the demand of the users and staff what are the issues and where the problem lay and etc. In other words, we have a key Purpose along with some sub-purposes and then some objectives. The key purposes of the TEALS are:1. To determine if a library is working effectively and is able to meet the needs of the library users. Two sub-purposes for this could be assessing "users' satisfaction with space, service and collection“ and "significant use of certain spaces or services“.2. To identify the area of weakness along with the area of strength and outline strategies for improvements. One way that this could be achieved is through analysis of users' needs, preferences, aspiration and etc. if users are dissatisfied with the library, what are the source of dissatisfaction?and finally 3. to outline improvement strategies.
The significance of developing a tool such as TEALS has to do with the importance of evaluation studies anda major gap in appropriate evaluation tools/methods for academic libraries. An increasing investment in social spaces in academic libraries esp. in Deakin University Libraries brings to the fore the need to evaluate the impacts of social spaces on students’ learning experiences and outcomes. In addition, there is a clear need for an evaluation tool which can provide support for long-term decision-making re academic libraries.
The library buildings under study benefit significantly from evaluation studies. Among the important benefits of evaluation studies are ‘Understanding an existing library building and determining the quality & effectiveness of spaces’, ‘Identifying problems to mitigate or reduce’, ‘Fine tuning completed buildings’ (Watson 2003) and ‘Identifying redundant or unnecessary building features’ (Watson 2003).Participation of users in the process of evaluation also empower them to negotiate building issues (Watson 2003).Participation of staff in evaluation of spaces has benefits for them too including:1. Recognising strength and weakness i.e. those shortcomings which may have to do with daily practice, management practices and etc.2. Developing a better understanding of the potential of spaces to support users and their practice3. Becoming more committed to the solutions which have been developed out of a process of negotiation and discussionIn addition, there are major benefits in relation to the library management, maintenance and operating costs.Finally, the significance of evaluation of design and how effective spaces work and are used has to do with improving "the Quality of Future Design“. Mistakes will not be repeated and the significance of features of design strength are recognised and addressed. This gives the ability to invest/capitalise on successful design features.
There is also a clear need for developing a tool like TEALS.Currently, there are some tools for evaluation of the design quality and building performances. The majority of these tools have been developed for the use by a wide range of building types. There are few self-assessment methods developed for libraries . Nevertheless, these methods or framework only briefly address a number of factors related to physical spaces of libraries and overlook many important issues in this regard. There is a need for a tool which has been specifically developed for academic libraries taking into consideration a great deal of relevant influential trends, qualities and impacts. Among the features that should distinguish this tool from the tools currently available are being user-friendly and easy-to-use as well as acting as a reflective and empowering tool. TEALS takes into consideration the four elementssuggested by the Building Future report as a guide:1. People2. Places3. Programmes4. PartnershipIt specifically focus on students and their input. In addition to these four themes, TEALS addresses "processes" too. In another words, we should not only consider the factors or issues directly related to "design" but also all the issues or factors that affect the development of a good library.TEALS is expected to be used at different stages of a library’s life. In other words, the evaluation tool is framed in a way to act as a “reflective” tool assisting libraries to perform ongoing evaluation and reflect upon implementation of changes and their impacts, review the effectiveness of the programs run and compare utilisation of library spaces across years.The TEALS is also aimed to be user-friendly, give relatively quick results and be easy to use and does not place unnecessary burdens on library authorities and librarian who might be using it.
TEALS are being developed in three phases. We are now toward the end of Exploratory Research Phase and hope to start the pilot phase soon. In what follows, I will provide a summary of the first phase of development of TEALS and refer to some of our major findings.
In the "Research Phase", the conceptual framework (methodology), data-gathering tool (data collection methods) and weighting mechanisms (data analysis methods) have been developed.We mapped ‘How we are going to do this research?’ and ‘What are the stages to develop an evaluation tool?’ in this stage. We, anticipated that we will need to define two important things; first, a list of space types in an academic library, and second, A set of criteria of quality for good library spaces. We believe that identifying the criteria of quality for academic library spaces have been the critical task of this phase of developing TEALS which I will further elaborate as I continue to the next slide. In the research phase of TEALS, we also determinedthe methods of collecting data. We anticipate that we will have observational studies, Student Experience Surveys and Staff focus group discussions. We also gave some thoughts to our data analysis strategies i.e. How we are going to analyse data collected from interviews, surveys and observational studies.
Four key elements of the methodological framework in developing TEALS include:1. Establish and clearly define criteria of quality"financial criteria – may include soft costs, first costs, life-cycle costsbusiness process criteria – may include district satisfaction, timeliness, cost-effectiveness, minimization of errors, achievement of stated goalshuman resources criteria – may include user satisfaction, comfort, health, productivitystakeholder criteria – may include public perception, sustainability". (Turpin-Brooks & Viccars 2006)2. Determine Measures/Quality Indicators: CoQ are more about big important issues and concepts. We need to be able to measure library spaces against them. Given this, we need to determine a set of quality indicators corresponding to CoQ. 3. Evaluate library spaces against the criteria using surveys, focus group discussions and observational studies.4. Interpret results as a tool for future improvement, and define specific goals and means for project decision-makers.
Basically, the criteria of quality are the criteria for measuring if spaces are working well and accommodating users' needs. These are the functional requirements of the spaces and users' needs initially agreed upon in the stage of developing brief and through the process of design consultation and occupancy. For the purpose of developing this Evaluation Tool we then need to come up with a set of general criteria which more or less can be applied to many academic libraries in different contexts.TEALS’“Criteria of Quality” are evidenced-based criteria developed from the review of existing literature on 21st century libraries, policy documents, reports and post-occupancy studies as well as an examination of 10 case studies of academic libraries in Australia.
Major studies and reports on qualities of effective and responsive libraries were reviewed. For every work, a summary of the key factors and qualities suggested was prepared. This allowed us to develop important insights into the qualities which have high degree of importance and were appeared in many studies.
A total numberof ten site visits were carried out from the academic libraries listed here. One site visit was also conducted from a newly built student learning space in Deakin University Burwood Campus, given the variety of social and informal learning spaces in this student centre. None of the libraries visited were completely free from issues and weaknesses. None could completely exemplify perfect library planning and design. Nevertheless, each library has responded to a certain context and a set of requirements in a unique way and hence could well demonstrate some of the criteria of quality in practice. The objective from these site visits was to examine the different design features and responses and identify some common planning and design principles.
The literature review and site visits helped in identifying ten key categories of criteria of quality for effective and responsive academic library spaces. A number of Quality Indicators were also linked to every Criterion of Quality to assist in measuring that CoQ. The sum of the scores for QIs determines if the CoQ is met or not.
The first criteria of quality which we came up with had to do with the image and identity set by an academic library. We identified a number of principles and strategies which can be applied to foster a positive image and identity projected by libraries. The first principle is establishing the library as the intellectual hub of a campus. Establishment of the library as the heart of a university has to do with factors such as adjacencies, proximity to student centres and a natural open areas. It is also important to invest in the external skin of a library building. In this respect, “transparency” can be considered as a factor contributing to a positive and inclusive image of a library. Students and other library users are given the opportunity to have a glimpse of what is going on inside the library. Fostering an airy and open environment, this can reduce from the institutional and formal feel of a library.
Giving considerations to aesthetic aspects of outdoor spaces i.e. landscaping, vegetation, pathways and seating provision can also support the role of the library as the intellectual heart of a campus and foster a positive friendly image. Finally, elements borrowed from the context of a library i.e. social, cultural, natural and historical contexts can contribute to its unique identity and image. There are a range of creative design responses in relation to this principle, depending on the special contexts of a library, its values, missions and goals. In the case of refurbishment projects, elements from the old library may be kept as representations of the library history and its unique past.
The way that an academic library presents itself to students and faculty and the first impression that it offers them is among the important qualities that academic libraries should address. This quality has to do with the strategies applied to foster in users the feeling of being welcomed, attract the users and encourage them to use library facilities. Akey consideration in this regard is creating an “intermediary space” which links outside and inside and functions as a space for waiting and informal meetin. The intermediary/entry space may also incorporate a cafe and a gallery or exhibition spaces.
Recent redevelopment and refurbishment of academic libraries have witnessed a trend toward the provision of a cafe in close proximity to a library entrance and even as a part of the formal library. A number of key factors can be suggested which determine the success of the library intermediary/entry space:It is important that a proper size and layout is considered for the entry/intermediary space if it is to accommodate multiple functions e.g. waiting and walking in and out. Comfortable and lounge type furniture with attractive design and vibrant colours may also be provided in the entry spaces.Maintaining visual connections using glass walls is another factor which can contribute to the welcoming nature of the intermediary space. Newcomer students and visitors get to have a glimpse of the buzz of activities, interaction and learning inside a library.The intermediary space may also include food and drink vending machines.
Library spacesshould support the delivery of services and programs, accommodate the collection efficiently and meet users’ needs. Our review of research and practices identified a number of factors determining the functionality and effectiveness of library spaces.The “size” of library spaces should accommodate the functions assigned to them. There are currently somestandards which can be used as a guide to work out the required size and area when planning and design library spaces. Nevertheless, considerations need to be given to the specific contexts within which a university exists. It is also necessary that adjacencies and relationships of spaces work well and support the multiple functions of academic libraries. The materials used should last and be easy and economical to maintain.An efficient and sufficient combination of natural and artificial lighting should be provided which supports different functions of libraries and addresses students’ needs and preferences. ‘Control’ is an important issue in this regard. Students should be able to control the artificial lighting to some degree as different individuals may have different preferences for the amount of lighting required to study or perform a task.
Acoustics is another important consideration in relation to the quality of functionality and efficiency of academic library spaces. Different strategies can be applied to control the noise in library spaces. Zoning or defining zones and the use of sound absorbing materials are among the strategies which can be applied to regulate the noise issue. Furniture used should also suit the activities, be endurable and ergonomic.The provision of appropriate storage is particularly an important consideration in relation to library staff workspace. In some libraries, students are also provided with lockers to keep their personal belonging, usually on a temporary basis for the duration of the day when they are in the library. It is important to provide whiteboards, smart boards,data projection and screens and etc. where necessary. In addition, the design should incorporate elements and systemswhich facilitate library staff’s work. Examples of these supportive elements and systems are 'automatic doors' and 'Automated Sorting Technologies systems'. Finally, it is necessary that proper amenities are provided for students and library staff, if the library us to function well.
Changing collection, different needs of students cohort and faculty’s pedagogical approaches and practices, emerging trends and development of new programs along with advances in technologies all require academic library spaces to be flexible, accommodating short-term reconfigurations, and adaptable, leaving room for long-terms changes. Our review suggested that there are a number of factors and issues to be considered if library spaces are to be flexible and adaptable. Adequate number of power and data connections should be provided in appropriate locations within library spaces if flexibility in the arrangement of spaces is to be maximised andmultiple activities tobe accommodated in the same space.Considerations also need to be given to the building structure in terms of the location of columns and load-bearing walls so that they do not create serious barriers in the way of repurposing library spaces. Furniture should be designed in a way to facilitate a range of activities and arrangements. Factors such as the size and shape of furniture along with features like moveability and modularity are important considerations in this regard. Creative design of furniture can also allow adding or removing parts and get different forms and functions.
Our review also suggested screening elements and openness of spaces as other factors which can influence the degree of flexibility of a space. Strategies can be applied to maximise openness and reduce the number of solid and fixed walls. The design can explore various ways to define spaces using less fixed elements including furniture, shelves, lighting, vertical elements and changing the floor or ceiling heights.Finally, we realised that maximising flexible and adaptable qualities of academic library spaces is not always determined by design-related strategies and spatial features. Promoting flexibility and adaptability has also to do with the processes and policies which are in place within academic libraries along with technologies integrated. For example, developing wireless networks and implementing laptop loan policies are two examples contributing to multiple uses of certain library spaces e.g. individual carrels or silent study spaces. This means that the need to provide fixed desktop computers may be reduced and carrels may well be used for reading books or studying as well as using ICTs and working with laptop computers.
The focus, the starting point of thinking about what library spaces to provide and how they should look like, must be "students" and "how they work, learn, interact and use spaces". The variety of library spaces provided should give students the "CHOICE" to decide "where" and "when" and "how" to work and learn. Reviewing the research and practice, we considered key categories of spaces in most of academic libraries and closely examined their requirements along with issues which may be context-specific. These include ‘individual study spaces’, ‘group study spaces’accommodating unstructured and casual group study,‘formal collaborative space’ accommodating the formal group work which requires certain equipment and technologies and a higher degree of acoustic privacy,'research support spaces‘ and ‘Teaching & Presentation Spaces’. In addition to the main categories referred earlier, academic libraries should provide a range of other spaces many of which are common among them regardless of their contexts and some are context-dependent. Among these spaces are ‘spaces to enrich social and personal experiences of students’ and ‘spaces to promote inclusiveness and access of individuals with special needs’.
We identified a number of means which can be applied to create and define a space and provide library users with some clues on the expected behaviours and tasks in that space as well as its potential.Built-in furniture can be used to provide a degree of visual and acoustic privacy. Different types and styles of furniture also communicate certain messages to library users about appropriate and accepted uses and activities in specific library spaces. In designing a variety of library spaces, it is important to consider the impacts of colours on individuals’ moods, behaviours, motivation and nature of uses and activities and make an informed decision about the suitable colour in every library space or zone which is responsive to the function and nature of activities happening in that space or zone. Appropriate lighting, the use of diving walls and screening elements along with the type of technologies integrated are other means to create a variety of spaces in academic libraries.
Effective and responsive academic libraries place significant value on people and their interpersonal interactions. Information and Communication Technologies is making much of the information that students, scholars and faculty need accessible form anywhere anytime. This suggests that individuals no longer come to libraries merely to access information and study. Instead, academic libraries are increasingly becoming places for people to meet colleagues, come together for discussion, planning and preparation of collaborative works and simply relax or spend some quiet time during class session breaks. Our review identified A number of design-related considerations which represent the value placed on “people” by libraries, and higher education institutions in a broader sense. Firstly,it is important that the design leaves room for people to not only find but also make their own 'place‘, if academic libraries are to contribute to students’ emotional experience, engagement with and enjoyment of learning. In addition, small pockets of social spaces are created throughout the library. In this quality, we should also consider the interactions between students and library staff too. This means that "service desk" and issues around it is relevant here.Another dimension of a people-centred approach to designing libraries has to do with staff’ workspaces.
A people-centred library also provide spaces accommodating large group gatherings and the library’s major social events. In one of our case studies, we observed an example of these spaces which well catered for the whole campus’s social events. The 'community gathering spaces' can be designed as purpose-built spaces. Such spaces may also be incorporated into circulation spaces e.g. entrance lobbies and stairs. Moreover, apeople-centred library is the one developed out of collaborative planning and design processes. Considerations should be given to the choice of furniture, implementation of appropriate lighting and provision of some level of acoustic and visual privacy in a library social spaces. Finally, a people-centred library is the library developed out of collaborative processes.
In addition to contributing to students' learning experiences and supporting their learning needs, libraries should be inspiring places where students' engagement with learning and a sense of community are encouraged. This quality has to do with aesthetics of spaces and its affective influences on library users. Our review suggests that there are factors which can contribute to fostering a sense of place and creating an inspirational environment. The design of library spaces should make the most of any pleasant views to outside or inside. The lighting and architectural forms can promote a sense of place. The choice of colour schemes and furniture design can also be selected to inspire students and visitors.
Maintaining "visual connection" is another important factor which can contribute to fostering a sense of community and place-identity. In a floor level, the visual connection can be achieved through maximising transparency i.e. open layout and glass screens. Designing voids can also maintain visual connection across different levels of the library building. Nevertheless, this should be treated with careful examination as it may bring to the fore the noise issue. For example, in one of our case studies the voidproved to have led to the flow of noise across levels and created some issues.
This quality has to do with indoor temperature and air quality. Thermal comfort should be provided in the library spaces during the winter and summer. The library spaces should not be too humid or too dry and fresh air needs to circulate in them. In addition, the amount and quality of natural light provided in learning spaces should be adequate with little need to supplement it with artificial light. This brings to the fore attention to strategies which minimises any possible glare or excessive heat associated with the natural light i.e. the provision of shades and shutters to control the natural light. It is important to note that TEALS uses qualitative data to measure quality indicators related to lighting, heating and ventilation, mainly based on observation and staff's and users' comments. An in-depth scientific study of lighting, heating and ventilation is recommended to be carried out by the relevant experts.
Our review suggested that the issue of sustainability is an important area which have come to attention recently. A great deal of discussion has evolved on this topic using terms such as green libraries or greening libraries. Cases in point are IFLA’s Environmental Sustainability and Libraries Special Interest Group along with examples of online survey developed to assess sustainability of academic libraries. Nevertheless, there is a need to further explore these concepts in practice and assess the impacts on library users and staff as well management and operation costs and longer term influences. It is important that the implementation of sustainable design features reduce the need touse air-conditioning and heating in the library spaces i.e. Passive ventilation and solar panels. Applying the principles of sustainability in library spaces has also to do with taking into consideration the environmental impact of the building materials.
Our review suggested a number of key factors to be considered in relation to this quality. Facilitating wayfinding and encouraging readability of spaces or creating a building which reads for itself is the first essential issue to be considered in academic libraries. Strategies should be applied to assiststudents and visitors in finding their way around the library spaces with less difficulty.Among these strategies are placing signage in appropriately visible spots and maintaining clear sightlines across the library spaces. In addition, library spaces need to be safely and quickly evacuated in an emergency situation. The library spaces should also be accessed easily by all different library users with different abilities.
Visual link is another factor which can support accessibility and readability of spaces and contribute to safety issues. Visual links need to be maintained across library spaces and among bookshelves. In order to ensure students' safety and security, a degree of visual link and visibility should be maintained throughout the library spaces. Finally, some libraries have started providing lockers for students which can be a good approach to consider. Lockers may be provided for students' valuable personal belonging and charge laptops. These lockers can be provided for students on a short-term and daily basis or assigned to them during a semester or a year.
The last quality of responsive academic library spaces has to do with the integration of technologies. Our review suggested this as a potential area for further examination. A general principle in relation to integration of technologies into library spaces is maximising the flexibility and adaptability. Technologies change in a much faster pace and spaces are to keep up with these technological changes. In addition, there are some factors to be considered if technologies are to be incorporated into spaces and not just approached as adding computers. Provision of appropriate spaces for access to technologies is one issue to be considered. This should include spaces for quick access to information as well as spaces for collaborative learning and teaching involving the use of and training about technologies. It is also important that the number and location of power points support students’ needs to use or charge their electronic devices.
Finally, furniture design is another factor which has impacts on students' flexible use of technologies. The size and form of the desks for computers should accommodate students' needs and support collaboration i.e. two or more students working together using a computer. Power points can be provided on desks allowing students to use/charge their electronic devices.
Well, these qualities and their quality indicators identified from our review of the research and practice of planning and design of academic libraries are what constitute the structure of TEALS. TEALS at this stage of development includes a main framework along with three main data collection tools. The data obtained from the data collection tools will be put into the framework. The mean score for each quality indicator and the sum of scores for quality indicators related to every criterion of quality are assessed. A part of TEALS’ framework can be seen in this slide.
Our three data collection tools also include an ‘Online Survey of Students’ Library Experiences’, an ‘Observational Study List’ and a list of questions for ‘Staff Focus Group Discussion’. A part of our online survey is included in this slide. We hope to trial TEALS in two case studies of libraries in Deakin Universities at two campuses and obtain insights into the issues which may come up. TEALS’ final version will be launched weeks after the pilot phase in March 2012.
Teals presentation for srhe conference in newport-uk-dec2011
Development of a Tool for Evaluation of Academic Library Space (TEALS) Dr Neda Abbasi Prof Hisham Elkadi Ms Anne Horn School of Architecture and Building, Deakin University Geelong Waterfront Campus December 2011
Context Significant investment in Deakin University libraries Elementary research carried out on information seeking behaviours, Studies carried out on web usability to improve the library website, search and discovery tools Need for criteria and methodologies for undertaking Post Occupancy Evaluation of new or refurbished library spacesTool for Evaluation of Academic Library Spaces (TEALS)-SRHE Annual Conference-Dec 2011 2
Aims & Purposes Development of a tool to evaluate quality and utilisation of spaces in academic libraries The key purposes of the evaluation: 1. Determine if library spaces are effective and responsive • Assess “Users satisfaction with space, service and collection“ • Measure "significant use of certain spaces or services“ 2. Identify the area of weakness and strength 3. Outline improvements strategiesTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 3
Significance• The Importance of evaluation studies• A gap in appropriate evaluation tools/methods for academic librariesTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 4
Significance: The importance of evaluationWhy are POE studies and evaluation of spaces in general are importance? • Benefits for the library building under study • Benefits for users and staff • Benefits in relation to management and expenses • Benefits for future design Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 5
Significance: A gap in appropriate evaluation toolsThe need to develop a COMPREHENSIVE evaluation tool specifically for academic libraries Empowering & Reflective Take into account the four elements in Building Future (2004) A focus on STUDENT Address “processes” User-friendly Building Futures 2004, P. 7Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 6
Phases of the Project PHASES PROPORTION 1. Exploratory Research Phase 50% 2. Pilot Phase 30% 3. Final Modification& Launch of TEALS 20%Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 7
Phase 1: Research Phase• The conceptual framework (methodology)• A set of CoQ and QIs tailored to suit Deakin University Context• Data Collection Method• Data Analysis StrategiesTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 8
Phase 1: Research Phase; Methodology CoQ 1 CoQ 2 CoQ 3 QIs QIs QIs QIs QIs QIs QIs QIs QIs 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 Evaluate spaces in the library under study against CoQ and QIs CRITERIA NOT Interpret results as tools for future improvement & define specific MET improvement goals and strategies CRITERIA MET Disseminate results widely & implement conclusions in future practices CoQ: Criteria of Quality QIs: Measures/Quality Indicators (QIs)Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 9
Phase 1: Research Phase; Methodology; Criteria of Quality (CoQ) FUNCTIONALITY & EFFICIENCY FLEXIBLITY & ADAPTABLITYA VARIETY OF SPACEIDENTITY & IMAGE INVITING & WELCOMING ENTRY ENVIRONMENTAL COMFORT & SUSTAINABILITY A SENSE OF PLCAE & INSPIRATION Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 10
Phase 1: Research Phase; Methodology; Criteria of Quality (CoQ) Qualities / Factors in 21st Century Libraries Organised in Relevant CategoriesMajor Studies &Reports OnQualities Of GoodLibrariesSummary Of TheDescriptions OfQualities / FactorsTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 11
Phase 1: Research Phase; Methodology; Criteria of Quality (CoQ) SITE VISITS • Bailieu Library Ground Level Refurbishment, University of Melbourne • Barry Street Library, University of Melbourne • Brownless Biomedical Library, University of Melbourne • Burwood Campus Library, Deakin University • Eastern Resource Centre (ERC), University of Melbourne • Ipswich Campus Library, University of Queensland • Macquarie University Library, Sydney • Melbourne Campus Library, La Trobe University • Mt Helen Campus Library, University of Ballarat • Student Learning Space, Burwood Campus, Deakin University • Waurn Ponds Campus Library, Deakin UniversityTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 12
Phase 1: Research Phase; Methodology Criteria of Quality (CoQ) 1. Foster Positive Image & Identity 2. Create Inviting and Welcoming Entry 3. Are Functional and Effective 4. Are Flexible and Adaptable 5. Are Varied Supporting Different Users & Uses 6. Are Social & People-Centred 7. Foster a Sense of Place and Inspiration 8. Provide Environmental Comfort and Sustainability 9. Are Accessible, Safe and Secure 10. Integrate TechnologiesTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 13
CoQ 1. Positive Image & Identity The library as the “intellectual heart” and “focal point” of a university campus Impressive external skin of a library building/facade architecture Melbourne Campus Library, La Trobe UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 14
CoQ 1. Positive Image & IdentityCreative design of outdoorspacesWaurn Ponds Campus Library, DUUsing elements borrowedfrom the library context Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 15
CoQ 2. Inviting and Welcoming Entry An “intermediary space” which links outside and inside A cafe A gallery or exhibition spaces and display surfaces ERC, Melbourne UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 16
CoQ 2. Inviting and Welcoming Entry Ipswich Campus -Size and Form Library, UQ - Furniture - Transparency - Food & Drink Consumption FacilitiesTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 17
CoQ 3. Functionality and Efficiency -Size/Area - Adjacencies/Relationships of Spaces -Materials - Efficient Lighting Barry Street Library, Melbourne UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 18
CoQ 3. Functionality and Efficiency - Acoustics - Furniture & Storage -Provision of necessary elements, equipment and technologies - Provision of appropriate amenities Melbourne Campus Library, La Trobe UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 19
CoQ 4. Flexibility and Adaptability -Provision of power and data connections - Building structure - FurnitureMacquarie University LibraryTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 20
CoQ 4. Flexibility and Adaptability - Screening and dividing elements - Openness / Open plan layoutBurwood Campus Library, Deakin UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 21
CoQ 5. A Variety of Spaces- Individual Study Spaces- Group Study Spaces- Formal Collaborative Spaces- Research Support Spaces- Teaching Spaces Barry Street Library, Melbourne Uni Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 22
CoQ 5. A Variety of Spaces- Furniture- Colour- Lighting- Dividing and Screening elements- Type of technologies integrated Burwood Campus Student Learning Space, Deakin UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 23
CoQ 6. Being Social and People-centred- Opportunities to find and make places- Proper social spaces- Interactive library service/help desk- High quality & efficient workspaceBurwood Campus Library, Deakin Uni Waurn Ponds Campus Library, Deakin UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 24
CoQ 6. Being Social and People-centred- Community gathering spaces- Collaborative planning & designprocessesIpswich Campus Library, UQ Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 25
CoQ 7. A Sense of Place and Inspiration- Views- Innovative and Inspirational design features i.e.Forms, shapes, furniture and colour schemesMacquarie University Library Tool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 26
CoQ 7. A Sense of Place and Inspiration- Exhibition spaces and display surface- Visual Connection Baillieu Library, Melbourne UniBurwood Campus Library, Deakin UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 27
CoQ 8. Environmental Comfort & Sustainability - Natural light - Thermal Comfort - Indoor air quality and ventilation Mt Helen Campus Library, Ballarat UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 28
CoQ 9. Accessibility, Safety and Security - Wayfinding - Emergency Evacuation - Accessibility for all individuals with different needs and abilitiesBurwood Campus Library, Deakin UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 30
CoQ 9. Accessibility, Safety and Security - Visual connection - LockersMelbourne Campus Library, La Trobe Uni Macquarie University LibraryTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 31
CoQ 10. Integration of Technologies - Space for access to technologies - Power points and cabling Waurn Ponds Campus Library, DUTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 32
CoQ 10. Integration of Technologies - Furniture Burwood Campus Library, Deakin Uni Melbourne Campus Library, La Trobe UniTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 33
TEALS frameworkTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 34
TEALS data collection toolsTool for Evaluation of Academic Library Spaces (TEALS) - SRHE Annual Conference-Dec 2011 35
Thank You!Development of a Tool for Evaluation of Academic Library Space (TEALS) Prof Hisham Elkadi Dr Neda Abbasi firstname.lastname@example.org email@example.com Ms Anne Horn firstname.lastname@example.org School of Architecture and Building, Deakin University Geelong Waterfront Campus Deakin University Library