creating a learning environment management management challenges conference may 2005 dr susan la...
TRANSCRIPT
Creating a Creating a Learning EnvironmentLearning Environment
Management Management
Challenges ConferenceChallenges Conference
May 2005May 2005
Dr Susan La MarcaDr Susan La Marca
VELSVELS
The Design of The Design of Library SpacesLibrary Spaces
Building the futureBuilding the future
‘…‘…propose that students need to develop a propose that students need to develop a set of knowledge, skills and behaviours set of knowledge, skills and behaviours which will prepare them for success in a which will prepare them for success in a world which is complex, rapidly changing, world which is complex, rapidly changing, rich in information and communications rich in information and communications technology, demanding high-order technology, demanding high-order knowledge and understanding and knowledge and understanding and increasingly global in its outlook and increasingly global in its outlook and influences.’influences.’
(VELS Overview, p. 4)(VELS Overview, p. 4)
‘‘Students need to develop the Students need to develop the capacities to:capacities to:
Manage themselves as individuals and Manage themselves as individuals and in relation to othersin relation to others
Understand the world in which they Understand the world in which they live andlive and
Act effectively in that world’Act effectively in that world’
(VELS Overview, p. 4)(VELS Overview, p. 4)
Underpinning VELS is a ‘clear set of Underpinning VELS is a ‘clear set of educational principles which reflect educational principles which reflect the community’s expectations for the community’s expectations for schooling’. These are:schooling’. These are:
Learning for allLearning for allPursuit of excellencePursuit of excellenceEngagement and effortEngagement and effortRespect for evidenceRespect for evidenceOpenness of mindOpenness of mind
(VELS Overview, p. 4 - 5)(VELS Overview, p. 4 - 5)
Strand - Interdisciplinary LearningStrand - Interdisciplinary Learning
Communication Communication Design, Creativity and Technology Design, Creativity and Technology Information and Communications Information and Communications
Technology Technology ThinkingThinking
(VELS Overview, p. 7)(VELS Overview, p. 7)
Wider implicationsWider implications
The library mission statementThe library mission statementAll policy documentsAll policy documentsAll submissionsAll submissionsAny future design or refurbishment Any future design or refurbishment
project briefsproject briefs
Implications for designImplications for design
Planning informed by policyPlanning informed by policyFlexible, responsive spacesFlexible, responsive spacesAccessAccessAmbienceAmbienceThe role of the student and the school The role of the student and the school
communitycommunity
Planning informed by policyPlanning informed by policy
Planning informed by policy Planning informed by policy
‘‘We don’t have that nice little lounge room bit We don’t have that nice little lounge room bit – we can’t put it in and the bit we have is – we can’t put it in and the bit we have is disappearing as we put in more computers.’ disappearing as we put in more computers.’ (Teacher-Librarian)(Teacher-Librarian)
(La Marca, 2003)(La Marca, 2003)
Flexible, responsive spacesFlexible, responsive spaces
Flexible, responsive spacesFlexible, responsive spaces
‘‘flexibility puts control in the hands of the flexibility puts control in the hands of the educator’educator’
(Davidson, 2001)(Davidson, 2001)
Flexible, responsive spacesFlexible, responsive spaces
‘‘Radiant streams of sunlight...Window seats, Radiant streams of sunlight...Window seats, balconies, triple story atriums, curved balconies, triple story atriums, curved passageways, upholstered furniture, passageways, upholstered furniture, multifunction meeting rooms, huge closets multifunction meeting rooms, huge closets and rooftop gardens.’and rooftop gardens.’
(Davidson, 2001)(Davidson, 2001)
Flexible, responsive spacesFlexible, responsive spaces
Design principle 7 – consider home a Design principle 7 – consider home a template for school template for school
Design principle 12 - allow for different size Design principle 12 - allow for different size learning groups learning groups
Design principle 23 – weave together virtual Design principle 23 – weave together virtual and physical learning spacesand physical learning spaces
(Lackney, 2003)(Lackney, 2003)
Flexible, responsive spaces Flexible, responsive spaces
‘‘A library needs architectural authority to sell A library needs architectural authority to sell the idea that learning is culture’s hot zone. It the idea that learning is culture’s hot zone. It has to offer retreats for solitary study and has to offer retreats for solitary study and forums for active engagement.’forums for active engagement.’
(Hackett, 2004)(Hackett, 2004)
AccessAccess
Access Access
Space as a social and political construct.Space as a social and political construct.
Access Access
‘‘Learning for all.’Learning for all.’
(VELS Overview, p.4)(VELS Overview, p.4)
Access Access
Equal access to facilitiesEqual access to facilities
Equal access to informationEqual access to information
AmbienceAmbience
AmbienceAmbience
‘…‘….it’s got to be an environment that’s .it’s got to be an environment that’s exciting, interesting and challenging…So if exciting, interesting and challenging…So if she can break down the barriers, which she she can break down the barriers, which she has done, I think it then opens up so many has done, I think it then opens up so many more avenues for the students.’ more avenues for the students.’
(Vice Principal)’(Vice Principal)’(La Marca, 2003)(La Marca, 2003)
AmbienceAmbience
‘‘The need to be noticed.’ The need to be noticed.’
(Hackett, 2004)(Hackett, 2004)
AmbienceAmbience
‘‘Color is not decoration; it is a teaching tool, Color is not decoration; it is a teaching tool, an alphabet of light.’ an alphabet of light.’
(Myerberg, 2002)(Myerberg, 2002)
AmbienceAmbience
Task orientated lightingTask orientated lighting
Natural lightingNatural lighting
AmbienceAmbience
‘‘Comfortable seating, carpets, quiet corners Comfortable seating, carpets, quiet corners and private niches are hallmarks of rooms and private niches are hallmarks of rooms where students get down to work.’ where students get down to work.’
(Davidson, 2001)(Davidson, 2001)
The role of students and the wider The role of students and the wider school communityschool community
‘‘Students appreciate a library media center Students appreciate a library media center where professionals and staff welcome them where professionals and staff welcome them and allow them 'ownership' privileges.and allow them 'ownership' privileges.’’
(Doll, 1992, p 227)(Doll, 1992, p 227)
The role of students and the wider The role of students and the wider school communityschool community
Involve community support based on sound Involve community support based on sound educational principles.educational principles.
..
Implications for designImplications for design
Planning informed by policyPlanning informed by policy Flexible, responsive spacesFlexible, responsive spaces
AccessAccess AmbienceAmbience
The role of students and the school The role of students and the school communitycommunity
VELSVELS