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Library Space Design
lynetterae247
Created on October 10, 2020
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Transcript
Trauma Related Behaviours
Universal Design principals are useful in this context because it addresses the needs of a wide variety of users, including children with behavioural challenges, from trauma backgrounds, with Autism, children with English as a second language and children from minority backgrounds. Every single member of the school community should feel welcome and safe in the school library.
sustainability
MindMap
A-E English Results
Learner Engagement
Staff PD and Wellbeing
Pathways to Resilience -model, teach,supportdevelopment ofsocial andemotionalskills.
The design proposal illustrates some, but by no means all solutions to address wellbeing concerns in our school. The Australian Curriculum outlines our responsibility to student wellbeing through the cross-curricular priority area Personal and Social Capabilities self-awareness, self-management and social management (ACARA, 2020). Our Pathways to Resilience program requires empty floor space for regular movement breaks and physical or embodied learning, and access to calming sensory tools.
A sanctuary for calm. A place that transforms pedagogy.
Robinson et al. detail ways in which we can increase student engagement through ensuring students experience physical and psychological safety in the school environment. By creating a physical environment that embodies warmth and trust, the library contributes to building a culture of “relational trust across the whole school community”. (p131, 2011)
Thornburg's 4 Areas1. Cave2. Watering Hole3. Life4. Campfire
David Thornburg, an inventor, a futurist and a technology guru implores: it is time to bring our learning environments into the 21st century. It is time we stop blaming the teachers for misbehaviour and poor learning outcomes because the problem starts with the facilities that we must teach in. Thornburg provides a model that suits our learning context by describing four ways that humans have learned since primordial times: at the campfire, at the waterhole, in the cave and from life (Thornburg, 2013). He takes this metaphor and describes how this looks in an ideal learning environment. At the ‘campfire’, it is the place to sit and listen to an expert, or a storyteller. It is the place in our balanced approach to teaching that requires direct instruction, visible learning and modelling techniques. We then visit the ‘waterhole’, where people like to gather and talk. This is the area of collaborative learning and social/emotional learning. In the ‘cave’, students or staff are invited to seek solace, to concentrate and work quietly alone or to relax, calm down and regulate their emotional state. Finally, ‘life’ is a dynamic and flexible space that fosters creative thinking, tinkering, building and sharing artifacts of learning.
Flexible Learning Areas- desks that can be reconfigured- seating that can be stacked and stored
To maximise floor space in a relatively small building, design experts routinely suggest tables that can be not only reconfigured for a variety of learning activities, but should also be easily rolled away on wheels to clear a larger floor space. Seating should also be easily moved and stacked. The design proposal aims to be as flexible as practically possible, and at low cost. The school library was only recently refurbished and it would not be realistic to completely remodel the library. There are, however, a lot of changes that can be made that are well within our reach and very much achievable and sustainable. Jamieson et al. (2000) points out that “New learning environments need to allow for multi-functionality. This includes both teacher-centred and student-centred approaches, as well as formal, scheduled classes and informal student use.”
Professional Learning Communities
In addition to involving local Aboriginal community members, the process would involve children from each year level, teachers, administration and then perhaps expert consultants should budgeting allow for it. It should involve visits to other school libraries that have successfully contributed to lifting their school’s reading and NAPLAN results. Given our student needs, particularly their wellbeing and engagement challenges, it would be prudent to begin with educating staff on Universal Design principals and 8 Ways pedagogical framework.
Technology Enhanced Learning(TEL)- multiliteracies-access to mobile devices-third space- inquiry based learning
In Kuhlthau’s Guided Inquiry Design, the library is central to collaborative learning for students. It is also central to the teaching team in their collaborative planning (2012). Furniture in the ‘watering hole’ therefore should include tables and chairs that are large enough to spread papers and laptops out and for adults to be able to sit comfortably around. An online library projected onto the Interactive Whiteboard would also aide teachers in the collaborative planning process to encourage use of the library’s digital and online resource collection, and to improve access to physical teaching resources which are stored in another building.
risk considerations
Age Appropriate Pedagogies (AAP)Early Language and Literacy (ELL)The New Art and Science of Teaching(ASOT)
In Marzano’s The New Art and Science of Teaching, the environment should include resources for when the teacher’s role shifts from delivering content and orchestrating activities to being a provider of support (2017). The teacher anticipates student needs by providing thoughtfully selected resources that will support students in self-directed learning (eg. books, websites, videos, diagrams or materials for building, tinkering and creating). The “cave” is also an important design feature to allow for 1:1 interviews between the student and the teacher.
direct/explicit instruction
visible learning
play-based learning
physical/embodied learning
To maximise floor space in a relatively small building, design experts routinely suggest tables that can be not only reconfigured for a variety of learning activities, but should also be easily rolled away on wheels to clear a larger floor space. Seating should also be easily moved and stacked.
child-centred/responsive
informal place to gather or ventcoffee machinecollaborationcollegial support
To create a climate where teachers feel welcome to come and relax when not with students, comfortable adult seating should also be included. Colour and light will also influence the ambience of the room. Natural light and bringing the outdoors in produces a calming effect on most people.
Inclusive Practisessensory/calming roomcavesensory tools, weighted toysflexible seating, vestibular feedback (wobble stools, pods for feet)
Saggers et al. (2019) propose a number of design solutions for learning spaces that promote wellbeing for students with Autism. The following list of solutions will benefit all other library users as well, whilst remaining realistically attainable on our limited budget:
- avoid excessive visual stimulus
- use of sound-absorbing materials (eg. a cozy rug on the floor, carpet or fabric used on display boards, curtains)
- noise-level chart
- noise reduction headphones
- sitting spots for circle time
- replace any flourescent lights with halogen lights
- use free-standing whiteboards to divide spaces and create ‘caves’ or alcoves for students to withdraw
- portable screens on student desks for independent learning
- visual cues that direct student learning
- clearly defined areas for different activities
- ready access to technology
Hugh's spaces for wellbeing -children's voicequiet spots to hideconnect with friendscreate, playconnect indoor/outdoor
Hughes et al (2019) have an extensive collection of case studies and charrettes that model the process of designing a learning space collaboratively, heavily involving the users of the learning space. Referred to as a participatory approach, the design team go through a design process together, meeting up regularly with the team leader over time. When Hilary Hughes designed a sensory garden for her school in Brisbane, she transformed a flat field of grass (nicknamed ‘the paddock’) into an exciting and dynamic play space for the Prep children. Hughes was the project manager – meeting with the Prep children, the Prep teachers and school administration initially, applying for grants to finance the project and then involving the workplace health and safety team, an educational landscaper and an early years resource consultant in the latter stages of the design. Beginning the process by empathising with the children and the teachers, then involving experts once the initial ideation process was undertaken, Hughes was able to design and realise an innovative outdoor learning space that met the needs of its users within the constraints of the existing system. In thoughtfully and systematically designing a learning space to address a specified problem, the powerful impact was evident through the children’s changes in behaviour and their wellbeing.
Bligh - architecture as invigorating or healing
third teacher
Advocates of the Reggio Emilia approach identify three educators in the education setting: the teacher, the child and the environment. The environment is referred to as the “third teacher”. Depending upon how it looks and how it feels to its users, it can either invite, hinder or facilitate interactions. Shelving and pin boards become displays that are “a living archive of what happened in that space” (p42, Strong-Wilson et al, 2007). Shelving can house displays that spark curiosity, through thoughtful use of light, colour and transparent material. Jamieson et al., (2000) recommend maximising the “vertical dimension” by making use of walls for display areas, generating a sense of community and whiteboard space for collaborative activities. “By making the walls ‘speak’ with the children’s learning, parents and other adults are also invited into a dialogue” (p43, Strong-Wilson et al, 2007). In the Gradual Release of Responsibility model, this “vertical dimension” is an essential component that allows teachers and students to work through Focus Lessons, Guided Instruction and Collaborative Learning. The “cave” then serves as an important physical feature to move through the Independent Learning phase, where students are supported in becoming self-directed learners.
Watson's heirarchy
Sociomaterial perspectives to literacy learning
By approaching the design from a sociomaterial perspective, users of the library space can benefit from a learning experience that invites curiosity and interaction. If we want to raise the literacy standards in our school, it makes sense to examine the research on how children learn literacy. By narrowing our focus down to just “raising our A-E english results and reading levels”, we risk running a deficit-model of teaching and we risk over-simplifying what it means to be literate. As Burnett & Daniels (2020) highlight, “children bring a wealth of linguistic, cultural and material experiences from their home and community backgrounds.” (p310) and this wealth of experience can be overlooked. Subsequently learners become disengaged and behaviour problems emerge. A successful literacy program is balanced, responsive and well-informed by evidence-based research.
8 Ways Aboriginal Pedagogy
By exploring the 8 Ways framework, the design process would authentically include Aboriginal perspectives from the outset, which compliment our existing balanced approach to pedagogy at Leafy State School. 8 Ways identifies Aboriginal learning processes and provides a starting point for teachers to engage in genuine dialogue: “…to work with community to identify local Aboriginal systems in country and culture, explore the values inherent in these, respect enduring protocols and follow the ancient processes that still inform our ways of interacting with changing social and ecological landscapes today” (8 Ways Online, Implementation).
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The design proposal aims to be as flexible as practically possible, and at low cost. The school library was only recently refurbished and it would not be realistic to completely remodel the library. There are, however, a lot of changes that can be made that are well within our reach and very much achievable and sustainable. Jamieson et al. (2000) points out that “New learning environments need to allow for multi-functionality. This includes both teacher-centred and student-centred approaches, as well as formal, scheduled classes and informal student use.” Jamieson et al. provide a number of other principals that would support the sustainability of this design proposal:
- maximise the flexibility within each space
- maximise teacher and student control
- maximise alignment of different curricula activities
- maximise student access.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium dolorem que laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem
Returning to our school’s shared Visible Learning approach, Hattie discusses the educational impact of a number of practices, including processes in place to “see learning through the eyes of students” (p111). He also highlights the powerful impact of “relational trust”. In Byrk and Schneider’s (2002) seven-year analysis of 400 elementary schools, they found that “the higher the levels of relational trust among school community (principals, teachers, students, parents), the greater the improvement on standardized texts” (Hattie, 2019, p70). This trust is based on respect, competence, personal regard and integrety. Further to that, he discusses the importance of collective responsibity – reflected in our school’s Professional Learning Communities. By creating an environment in the library that is conducive to genuine and respectful collaboration, school pedagogy can be transformed, so that student engagement and academic results will improve. As DuFour identified in Hattie’s Visible Learning: “Schools cannot help all students to learn if educators work in isolation. Schools must create the structures and cultures that foster effective educator collaboration – collaboration that focuses on factors within our sphere of influence to impact student learning in a positive way.” (p62, Hattie, 2005).
By involving the school’s workplace health and safety team in the process of the design, risks to student, staff and visitor safetly should be assessed. Examples of possible risks to consider in this space include:
- rocks around the yarning circle area
- over-crowding small areas
- falling bookshelves and free-standing whiteboard room dividers
- electrical powerpoints