Everyone is familiar with big and exciting library projects, but how do you achieve transformative results on a small budget and in an existing space? Find out how architects, librarians, and space coordinators approach these challenges. Learn how to develop, design and implement small projects for maximum impact by addressing fundamental design principles and key building elements. Originally presented at the Ontario Library Association's 5th Annual Institute on the Library as Place. by Anne Bailey (Director, Branch Libraries, Toronto Public Library), Johanna Romero (Coordinator, Space Planning, Wilfrid Laurier University), and Jon Loewen (Architectural Designer, Perkins+Will Canada).

1. Small project, big difference!
AILP 2015: THE LIBRARY AS EXPERIENCE

2. Anne Bailey
Director, Branch Libraries
Toronto Public Library
STRATEGIES AND IDEAS · CASE STUDY
KEY INGREDIENTS · LESSONS LEARNED
Johanna Romero
Coordinator, Space Administration
Wilfrid Laurier University
Jon Loewen
Architectural Designer
Perkins+Will Canada

3. Exteriors and Entrances
The experience starts outside

4. Beaches branch, Toronto Public Library
Maximise street presence and outdoor space
BEFORE AFTER

5. Scarborough Civic Centre branch, Toronto Public Library
Even signage helps! Remember to think about
day and night.
St James Town branch, Toronto Public Library
5

6. Carnegie Gallery, Dundas ON
Do a lot with a little: make additions multi-functional

7. Carnegie Gallery, Dundas ON
Do a lot with a little: make additions multi-functional
BEFORE AFTER

8. Wayfinding and Circulation
The unfolding experience

9. Northern District branch, Toronto Public Library
Eliminate clutter! Enhance visual access from the
front door, and show us what’s important
BEFORE AFTER

10. Make a good first impression!
Don Mills branch, Toronto Public Library
BEFORE AFTER

11. Use materials and fixed elements to
make wayfinding and function intuitive
BEFORE AFTER
Eatonville branch, Toronto Public Library

12. Queen Elizabeth Park Community Centre, Oakville
Where signage is required, use it as an
opportunity to create definition and interest

13. Queen Elizabeth Park Community Centre, Oakville
Use exhibition and display to showcase
unique activities and programs
University of Guelph Archives and Special Collections

14. Making Places
Think in zones and neighbourhoods

15. Think in clusters and zones
Northern District branch, Toronto Public Library
BEFORE AFTER

16. Odegaard Library, University of Washington
(Miller | Hull)
Use furniture, millwork, and lighting together to
define new spaces and uses
BEFORE AFTER

17. A little goes a long way! Use strategic
additions as focal points
Midland County Library, Texas (Dewberry) TEVA Eatery, Missisauga

18. Light and Views
Make the most of existing access

19. Use natural light to define routes and
support wayfinding
Orillia Public Library, Orillia Hazel McCallion Academic Learning Centre, UofT Mississauga

20. Choose shelving and furnishings that
maximise light penetration
Northern District branch, Toronto Public Library
BEFORE AFTER

21. Use existing windows wisely!
Northern District branch, Toronto Public Library
BEFORE AFTER

22. Colour, Texture, and Materiality
If walls could talk…

23. Use colour and texture volumetrically
to transform existing space
Office renovation, Mississauga

24. Odegaard Library, University of Washington
(Miller | Hull)
Use colour and texture selectively,
to define zones and uses
King’s College Student Life Centre, Western University

25. Buchanan Building renovation,
University of British Columbia
Use colour and texture intentionally,
to support wayfinding and orientation

26. Staff and Service Spaces
Rethinking the service experience

27. Promote self-service to reclaim valuable space;
keep work spaces out of public areas
Northern District branch, Toronto Public Library
BEFORE AFTER
27

28. Use millwork and furniture to
enhance service and interaction
Don Mills branch, Toronto Public Library
BEFORE AFTER

29. Consider implementing a more dynamic
service model to create new opportunities
Rush Rhees Library, University of Rochester
BEFORE AFTERBEFORE AFTER (PROPOSED)

30. Furnishings and Millwork
Simple ways to redefine your space

31. Introduce new elements strategically
City Hall branch, Toronto Public Library Spadina Road branch, Toronto Public Library

32. Use millwork and lighting to
modulate size and scale
Cornell Community Centre and Library, Markham iZone, Rush Rhees Library, University of Rochester
PROPOSED

33. Cornell Community Centre and Library,
City of Markham
Use mobile millwork to make
spaces multi-functional
Brooklin Community Centre and Library, WhitbyOrillia Public Library, Orillia

34. Use furnishings to define zones
and shape usage
iZone, Rush Rhees Library, University of Rochester
BEFORE AFTER (PROPOSED)

35. Working with what’s there
Playing the hand you’re dealt

36. Re-use existing fixtures
and equipment
Northern District branch, Toronto Public Library
BEFORE AFTER

37. Take advantage of existing
partitions and fixed elements
Northern District branch, Toronto Public Library
BEFORE AFTER

38. Create a feature out of existing
collections and programs
Leacock Room, Orillia Public LibraryNorthern District branch, Toronto Public Library

39. Case Study: Wilfrid Laurier University

40. The 1965 Waterloo Campus Laurier Library was built at a time
when there was 1,937 full time students and the last addition
built in 1984 was constructed when there were 4,532 full
time students. In 2013 the full time student population on the
Waterloo campus was 14,165 students. The student
population today is nearly four times that of the last significant
addition.
(excerpt Library Master Space plan prepared by Cannon
Design, 2014)
A new Library strategic plan
with priorities for 2020
Case Study: Wilfrid Laurier University

41. Case Study: Wilfrid Laurier University
Transformation over time: Phasing Plans

42. Proposed Addition and Vision Plans
Case Study: Wilfrid Laurier University

43. Case Study: Wilfrid Laurier University
Create flexible staff roles that facilitate innovation and change
to foster workflow efficiencies to meet evolving user needs
The Starting Point: from traditional to dynamic service models
BEFORE
AFTER

44. Student study spaces will be designed to:
• Meet students’ diverse learning styles
• have social and independent learning zones
• Create individual and group study spaces
• Provide extended hour study space
Case Study: Wilfrid Laurier University
Increase capacity and enhance student study and learning spaces

45. Student study spaces will be designed to:
• Meet students’ diverse learning styles
• have social and independent learning zones
• Create individual and group study spaces
• Provide extended hour study space
Increase capacity and enhance student study and learning spaces
Case Study: Wilfrid Laurier University

46. Provide inspirational spaces to foster great work and celebrate scholarship
• Create a dynamic, engaging space that showcases campus teaching, learning and research,
and how it relates to the world – fostering interdisciplinary and community engagement.
• Continue to expand the electronic collection thus reducing the main collection’s physical
footprint to free up space for student learning and studying.
Case Study: Wilfrid Laurier University

47. Case Study: Wilfrid Laurier University
Provide inspirational spaces to foster great work and celebrate scholarship
• Foster interdisciplinary and community engagement. The main level (Level 2) Learning
Commons will be the anchor of learning and collaboration

48. Case Study: Wilfrid Laurier University
Optimize use of outdoor spaces

49. Case Study: Wilfrid Laurier University
Creating an inviting and welcoming entrance

50. Case Study: Wilfrid Laurier University
Creating an accessible and inclusive entrance

51. • Gained participation from various
stakeholders to collaborate on the vision
for the Library of the future
• Successful implementation of small
projects due to engagement of consultants
with internal stakeholders and university
partners
• Time spent planning was repaid in buy-in
for phasing
• We are all professionals in our fields, and
together we create valuable and innovative
concepts
• Administrators set clear expectations from
the beginning which guided all
discussions in the planning process
• Positive student feedback
Case Study: Wilfrid Laurier University
Working with internal groups:

52. Case Study: Wilfrid Laurier University
Working with External Consultants:
• Translated visions and goals into a
workable actionable document and clearly
defined the path and milestones to get to
the end goal.
• Expertise from field regarding metrics and
evaluation processes
• Potential drawback is that it is perceived
as not always as collaborative as internal
process

53. Four Key Ingredients
(they’re not just for big projects!)

54. Vision
- Robust, clear and memorable
- Aligned with your context,
planning and strategic direction
Four Key Ingredients
(they’re not just for big projects!)
1

55. Vision
- Robust, clear and memorable
- Aligned with your context,
planning and strategic direction
Intention
- Define your aspirations
- Demand the best
Four Key Ingredients
(they’re not just for big projects!)
1
2

56. Four Key Ingredients
(they’re not just for big projects!)
Vision
- Robust, clear and memorable
- Aligned with your context,
planning and strategic direction
Intention
- Define your aspirations
- Demand the best
Inspiration
- Work with talented teams
- Think opportunistically
1
2
3

57. Four Key Ingredients
(they’re not just for big projects!)
Vision
- Robust, clear and memorable
- Aligned with your context,
planning and strategic direction
Intention
- Define your aspirations
- Demand the best
Inspiration
- Work with talented teams
- Think opportunistically
Commitment
- Stay the course
- Plan to prototype and assess
1
2
3
4

58. Plan for your vision
Will this project advance your
larger goals?
If you have a few projects in mind,
what order makes the most sense?
Lessons Learned: Envisioning your Small Project
Identify key needs
What’s missing?
What projects will have the biggest
impact on patrons? On staff? On
services?
Think creatively about how you
define these needs.
Rethink the program
Are there ways to double- or
triple-function existing spaces?
Find flexibility and real estate
within existing buildings.
Put everything on the table!

59. Lessons Learned: Planning your Small Project
Keep it simple
Use new elements sparingly, and
draw attention to them
Be strategic
Use a single intervention to define
multiple spaces, uses, or activities
Beg, borrow and steal!
Good ideas come from many places.
Don’t be afraid to look to
unconventional sources for inspiration,
and to put good ideas to work.

60. Lessons Learned: Designing your Small Project
Think in verbs, not nouns
When designing, focus on the
activities and experiences a project
will support rather than what it’s
made of.
Focus on zones, not elements.
Refreshing a zone using a few elements
together (eg. furnishings+lights+flooring),
may be more effective than replacing one
element through the whole building.
Some things never go out of style…
Improving circulation, wayfinding, and access
to light and views will always help!

61. Lessons Learned: Getting Bang for your Buck
Spend where you’ll see it
Focus on high-impact areas and
projects that patrons can see and
feel.
Avoid alterations to structure and
systems.
Reduce, reuse, recycle
Can you reuse furniture,
millwork, or equipment? Can
existing materials be refreshed,
rather than replaced?
Prioritise those items that must
be new
Work with what’s there
Take advantage of existing
elements
Don’t try to fight an existing
spatial framework.

62. You don’t need to spend a lot to make a big difference!