DOCUMENT RESUME

ED 228 723 EA 015 573

TITLE A Guide for Planning and Construction of PublicSchool Facilities in Georgia. Media CenterFacilities. Revised. ;

INSTITUTION Geor0a State Dept. of Education, Atlanta.PUB DATE 82NOTE 55p.; Portions of some charts may\reproduce poorly

due to small, light print of original document.PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Classroom Furniture; Design Requirements;

*Educational Facilities. Improvement; *Educational !'1'Facilities Planning; Electrical System's; *FacilityGuidelines; Facility Requirements; *LearningResources Centers; State Standards

IDENTIFIERS *Georgia

ABSTRACTThe purpose of this guide is to facilitate the work

of Georgia planners in systematically determining the size, nature,and functions of spaces needed for the construction or renovation ofmedia center faCilities after the minimum requirements for schoolmedia centers established by the Georgia Board of Education have beenmet. The first section outlines the planning process for media centerconstruction and contains a'planning form and a 5hecklist. The nextsection, on renovation, presents the media center requirements, thendescribes the facility by major functions with tasks, designconsiderations, technical considerations, and furniture and equipmentoutlined for each function and subfunction. The appendices containthe requirements for installing the electronic distribution system,spepifications and sketches for media center Zurnishings, a checklistforYselecting basic furniture, a checklist for media center facilityevaluation, a glossary, and a bibliography. (MLF)

**************************,*********************************************Reproductions supplied by EDRS are the best that can be made

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A Guidefor Planning

,,r\J and Constructionof Public School

FacilitiesU.S. DEPARTMENT OF EDUCATION

NATIONAL INSTITUTE OF EDUCATIONEDUCATIONAL RESOURCES INFORMATION

CENTER (BIMpcThis ifocuibent has been reproduced asreceived from the person or organtzationoriginating ttMinor changes have been made to improvereproductron quality.

Paints of view or opinions stated in this document do not necessarily represent official NIEposition or policy

'PERMISSION TO REPRODUCE THIS

in Georgi& erz7A,MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

tn0 Media Center Facilities

Georgia Department of Education

0

A Guidefor Planning

and Constructionof Public School

Facilitiesin Georgia

Instructional Media DivisionOffice of Instructional Services

and

Facilities and Transportation DivisionOffice of Administrative Services

Georgia Department of EducationAtlanta, Georgia 30334

Charles McDanielState Superintendent of Schools

Revised 1982

Media Center FacilitiesGeorgia Department of Education

3

AcknowledgmentsSpecial appreciation must be expressed to the mediacenter activities guide review cOmmittee, This com-mittee, as listed below, represents those involved inand affected by media.center facilities design; superin-tendents, principals, media specialists, Georgia Depart-ment ot Education School Plant staff and GeorgiaDepartment, of Education Media Field Services staff.

Media Specialists,lvanette Browning, Clarke CountyKaren Burdell,.Rockdale CountyMarion McGlaun, Marion CountyEmma Thompson, Mitchell Count

PrinciPalsDon Garrett, Greene CountyBobby HanA, Fulton CountyRon Hinson, Lamar County

System Level Media CoordinatorsEvelyn Balkcom, Early CountyDorothy Blake, Atlanta CityMary Jo Boyd, Cobb COuntyElizabeth. Johnson, Richmond CountyJan Rogers, Spalding CountyVan Shigley, Douglas County

Input from this group was obtained prior to the revi-ston process-through a review of the existing docu-ment. Input was again obtained to a draft of therevIsed document. At the time this input was obtained,the people listed below were in the positions listed.Some now have new responsibilities.

Other System Level PersonnelLeslie Jo Bentley, Gwinnett CountyFloyd Morris, Chatham CountyFloyd Smith, Cobb County

SuperintendentsFrank Cloer, Newton CountyCharles H. Green, Spalding CountyGlenn Keebler, Wayne County

Georgia Department of EducationRegional Education Services StaffSchool Plant Services StaffInstructional Resources Unit

Contents

Acknowk)dgments

Contents ii

Foreword 1

Introduction 3

Planning Process for Media Center Construction 5

Renovation of Media Center Facility 11

Media Center Requirements 11

Functional Area Requirem.ents 11

Minimum Square Footage Requirements 13

Becl)nd Minimum Requirements 14

General Design COnsiderations 14

Description of Media Center by Major Functions 15

Appendices 21 .

A. Installing the Electronic Distribution System 23

B. Media Center Furnishings 27

C. Checklist for Selecting Furniture t 37

D. Checklist tor Media Center Facility Evaluation 39

E. Glossary 41

. Bibliography 45

ForewordThe media center is the instrot tional resource centerot the school. It serves teachers and learners in the

_school and community by providing all forms otinstructional media to support the teaching, learningpniccss, the instruc tu mal equipment iwcessary touse these media,and services to tacilitate this use. Thewell planned media venter houses a collection thatmay include books, pamphlets, newspapers, maga/Ines, pict tires, paintings, Mops, glob('s, awls) andudeo reCordings, films, filmstrips, slides and micro-forms, cis well-as other types ot resources, organizedfor maximum accessibility. The media center shouldbe designed in accordance with the educational philo-

sophy and the instructional program of the school toincorporate maximum flexibility for current us'e and

fultire expansicin and for vaned uses individual;

group, class. Consideration should be given to whether

meeting the standards of the Georgia AccreditingCommission and the Southern Association of Col-leges and Schcicils will be a loal of the school.

Instructional MediaThe print and nonprint materials used in support ofthe instructional process, collectively termed ".inst rue

tumal media," enconipass . , hardbound books,paivr backed and soft tx uiit id bociks; niagazines;

newspapers, duplicaticin equilmient and niatenals;laboratory equipment and materials (tape and discrecordings, transparencies, filmstrips, and films): in-structional television; comprehensive learning sys-tems (which may include a variety of equipment and

materials); self -instructional materials; teacher-made

(30Lerzlor's Task Fon e on Edo( anon in (ivory& Phase 11 ficport. 1978

matenals. and ciny other materials and equipmentthat can be used in the delivery of instruction

Role of the Media SpecialistThe media specialist serves as a budding level facilita-tor to link educational goals to school level instruc-tional needs through the application of appropriateinstructional media. The media specialist strives toraise the media consciousness of leadership andiistructional personnel by supplying them with infor-man( m and data which demonstrate the role thatquality media, when used effectively, plays in enhanc-ing student achievement and by assisting and sup-porting them in the selection, procurement , and utili-zation of instructional media. The media specialist isfamiliar with all available media resources within theschool system and manages these resources in amanner which maximizes the availability ,inci theaccessibility of appropriate media needed to meetinstructional objec lives.

Rae of the Media CenterThe school media center provides appnipriate instruc-tional media to support, supplement, and enrich theschool's curricirlar offerings, as well cis individualteacher and pupil research and instructional needs.The media center is a facility which is easily accessibk)to instructional personnel on an as-needed basis, and

it is organized to serve as a focal point for the.catalog-

ing, procurement, and management of instructionalmedia for the whole school in order to ensure themaximum utilization of available media .resources insupport of instructional objectives.'

Introduction

This guide, a publication of the Georgia Departmentof Education, was developed cooperatively by theMedia Services Unit of the Instructional Media Div-ision and the Facilities Section of the Facilities andTransportation Division, as a resource for schoolsystems planning construction of new or renovationof existing media center facilities. Its purpose is tofacilitate the work of planners in systematically deter-mining, given the many variables, the size, nature andfunctions of spaces needed.

One of the state's responsibilities for education is theestablishment of minimum requirements. A sectionof this guide describes the requirements for schoolmedia centers established by the Georgia Board ofEducation. Schools or school systems having thecapacity to develop media programs beyond min-imum level will need to plan for additional space inappropriate areas as their program plaQs dictate.

Existing building configurations and budgets may limitthe space available for renovation of media centerfacilities. Some flexibility in applying minimum require-ments may be`exercised in such cases. All requiredfunctional areas must be provided within the spaceavailable. Relocating a media center within an existingstructure is also a possibility.

Media services provided at the central office m*affect the space needed in a school building. Serviceswhich might be provided by the central office wouldbe processing of materials, duplication and distribu-tion of audio and video tapes, 16mm films, productionof locally designed materials, circulation of profes-sional collections, and so forth.

Sections of this guide include a glossary, a list ofreferences, descriptive information about shelvingand furnishings, a planning checklist and additionalitems to be considered.

For consultative assistance in planning a media cen-ter, school system personnel may contact either ofthe following.

Media Services UnitInstructional Media DivisionGeorgia Department of EducationTwin Towers EastAtlanta, Georgia 30334

Facilities SectionFacilities and Transportation DivisionGeorgia Department of EducationTwin Towers EastAtlanta, Georgia 30334

Planning Process forMedia Center Construction

Who should be inVolved in the planning process?

Lay RepresentativesParentsBusiness leadersIndustrial leadersStudentsAlumni

Education RepresentativesSystem.level adminiwatorsSystem-level media coordinatorsCurriculum directorsPrincipals1Apclia specialistsreachersArchitectsState or other consultants

While the planning,group does not need the represen-tation of every category listed, a wide range of inter-ests is desirable and necessary.

What is the majsir responsibility of the planninggroup? The planning group must develop educa-tional specifications.

What are educational specifications? Educationalspecifications provide architects with a detailed anal-ysis of the educational activities to be pursued and thespace required for theseactivities in the proposed orrenovated facility. They focus on programs, people,materials and environments.

Whyare educational specifications necessary?The planning group comes from differing backgrounds,areas of specialization and with different concepts of a

media program. Effective media center educationalspecifications must be expressed in a common 'Ian-guage and should be based on reading pertinent liter-.,ature in the media field, observation of media pro-grams in operation, consideration of the many vari-ables affecting the physical requirements of the,mediaprogram in the particular situation and agreementupon requirements that are expressed in a commonlanguage to be transmitted to the architect for visual-izing in a blueprint. Examination of alternative solu-tions to problem areas is a major responsibility of theplanning group.

How are educational specifications developed?A planning group should take the steps outlinedbelow when developing specifications.

Step 1. Consider the school's philosophy and goalsthrough an analysis of the following.

Course offeringsTeaching strategies, i.e., lecture, small group,individualizedLong range plans for the school programNumber, age, size and special needs of the student

bodyCommunity trends and patternsNational trends and innovationsCo-curricular and extracurricular activitiesSize of staffUse of facility outside school hours.

Step 2. Define the philosophY and goals of the mediaprogram within the context of the philosophy andgoals of the school.

Step 3. Translate the media program goals into spe-cific, condse and easily understood educational objec-tives. Expansion of present activities to include newideas or innovations should be considered.

Step 4. Consider state minimum requirements for amedia center.

Step 5. Develop a description of the media centerprogram that includes tlie following.

Activities which will take place, the number ofstudents and teachers who will be involved in var-ious activities and the square feet of space whichthe activity will requireFurniture, equipment, materials and storage neededto implement activities. Include numbers, typesand sizes of items to be housed.Technical requirements for each activityControls and security measures requiredFunctional relationships between spaces withinthe media center and between the media centerand the rest of the school. Some activities need tobe in closer proximity to one another than doothers.Maximum flexibility in design to allow for techno .logical innovations, population growth, programchanges, automation.

What other responsibilities does the planninggroup have? After the planning group has developededucational specifications, they continue to work withthe architect from schematic designs to workingdrawings. They also work with the groups planningother areas of the school building. The committees

5

may work together and at times representatives ofsubgroups may work together. Succeeding sets ofdrawings are examined to insure that the architeCesinterpretation reflects the intent of the educationAlspecifications. Through this continuous interaction,plans should emerge which reflect the best inform- a-non and objective thinking of all participants andwhich will provide the most functional facility at thelowest possible cost.

What is the state's approval process for the,architeces.drawings? After preliminary plans aredeveloped by the architect and approved by the local

,i board of education, thee are albmitted to the Facili-ties Section of t eGeorgia Department of Education.Prehminary Plat include floor plan drawings at either1 16 inch or I/ 8 inch scale and large scale drawings at1 4 inch scale. Plans at all scales show dimsions,leNth, and width, plus square footage of each roomor area. Large scale layouts list all room or areasquare footages separately in additiOn to the total

. square footage of the media center cOmplex. Large; scalelayouts also include placement of all furnishings,such as tables, chairs, specialized storage cabinetsand shelving indicating linear feet of shelving andnumber of items accommodated.

After review preliminary plans are sent back to thearchitect with recommendations for changes. The

6

architect then develops a check-set of complete planswhich include all architectual and engineering detailsand specifications of materials and workmanshipnecessary for construction of the building. Thecheck-set is submitted to the Facilities Section andreviewed with further recommendations if any, forchanges where necessary, and the check-set is sentback to the architect, Final plans and specificationsare then developed with revisions and submitted tothe FacilitieS $ection. Fgllowing approval, the finalplans and specifications are used .by the contractorduring construction.

As preliminary plans are submitted to the FacilitiesSection, appropriate department of education per-sonnel are asked to review the plans. Media centerplans arereviewed by the staff of Media Services Unit.When . modifications are necessary, recornmenda-tions are made in writing from Media Services Unit tothe Facilitie5 Section, which transmits recommenda-tions to architects. Architects make the necessarymodifications and resubmit plans for final approval.

Media Services Unit personnel are available to workwith local planning groups and architects in develop--;ing educational specifications. If specifications aresubmitted to Media Services Unit for review prior tobeing given to the architect, suggestions can be madethat may expedite drafting and approval of the finalplans.

9

Media Center Facilities Planning Form

Date

Name of School Grade Levels ADA

Architect

Media Specialist Principal

Planning Committee Chairperson Title

Planning Committee Members Area of Representation

4.

Consider administrative climate, management style, scheduling patterns, instructional strategies, i.e., lecture, small

group and individualized.

1. Philosophy and goais of school

2. Philosophy and goals of media program

4,

1 0 7

3. Educationa objectives of school

4. Educational objectives and activities of illedia center

5. Description of proposed media center

6. Space needs summary

Total space required (See chart page 13.)

Circulation, display

Reading, browsing, listening, viewing and studying

Conference

Collection

Production

Electronic distribution

Administration and planning

Processing

Periodical and instructional equipment storage

Total space included

7. Consideration and plans for future expansion of media center

8

JD

8. Specifications for each function

Space Required DesignConsiderations

TechnicalConsiderations

Furniture, Equip-ment, Instruc-

tional ResourcesFunction Activities No. of Usersto Accommodate

*

.

,

.

1.

13

Checklist for Planning Process

1. Establish planning coMmittee

2. Develop educational specifications

a. Consider philosophy and goals of the school

b. Define philosophy and goals of the media program

c. Translate media program goals into educationalobjectives and activities

d. Review minimum facility requirements

e. Write description of specific media centerrequirements

3. Submit plans for review of eductional specifica-tions by Media Services Unit, Georgia Depart-ment of Education

4. Complete architectural plans

5. Begin formal approval process

a. Get approval by local board of education

b. Submit for review by Facilities Sectionof the Georgia Department of Education and MediaServices Unit

c. Get recommendations from Media Services Unitthrough Facilities Section to architects (if necessary)

d. Resubmit plans (if necessary)

6. Final approval

10

14

Date completed

Renovation of ExistingMedia Center Facilities

School buildings may reach,the point where existingmedia center facilities are inadequate to serve theneeds of the current school program and population.Without funds for new construction, the alternativesinclude renovation, expansion or relocation of themedia center the existing school structure. When thisis the case, the planning process should begin with arepresentative planning group studying all factorsaffecting the media pr9gram and writing educatignalspecifications as described in the Planning Process forMedia Center Construction section.

The planning group has the dditional responsibilityof identifying architectural arriers when planningmedia center space in an exi ing building. Some ofthese byarriers might be fire safety requirements,loadbealls, electrical wiring, plumbing andelectronic distribution systems.'

Media CenterThe media center is divided into areas according tofunctions. While all areas need not be separated bywalls, the functional areas should be distinct andthose areas where interaction most frequently occursplaced near to one another. Planners should carefullyanalyze the work and traffic flow of all media programactivities to ensure specification of the best possiblefiinctional relationships. In some situations it may belogical to combine similar functions for more effectiveuse of space and equipment. While minimum squarefootage requirements are determined by ADA, notethat an adequate media program may necessi-tate more than minimum requirements.

The media center must include the space to accom-modate the functions and subfunctions describedbelow, regardless of ADA. The functions must beincluded within the minimum required total area(page ), but relationships between and space allo-cated to each function are to be determined by thesystem planning groups.

Functional AreaRequirementsCirculation, display in which media is checked inand out and special media are displayed. This area

The total aectronic distribution system must beinstalled in initial construction after June 30, 1982.This should be a priority in renovation projects. (Seepage 24, Appendix A)

Care should be taken to ensure that all requiredfunctional areas are provided within the space avail-able. Priorities may have to be restructured. Somefunctions may have to occupy overlapping spaceswhere square footage- is limited. Storage functionsmay have to be placed in less desirable locations toprovide sufficient activity space for users. Decisionsshould be made concerning use of existing shelvingand furnishings.3 The planning group should alsoconsider long-range plans for the school. If the schoolmay be phased out in the near future, less extensiverenovation should be considered.

Requfrementsshould be near the media center entrance and exit.Reading, browsing, listening, viewing and study-ing in Vihich students and teachers use media individ-ually or in small groups.

Conference in which groups use medikwithout dis-turbing or being disturbed.Collection which contains shelving to house themedia center's instructional resources and the spaceneeded by users. The specific requirements for shelv-ing of the instructional resources follow.

1. Shelving scaled to the size and age of theusers must:a. accommodate 15 print and nonprint items per,

ADA;b. be estimated on the basis of eight items per

linear foot;c. be placed on the perimeter or in stack areas if

over 42 inches in height;d. not exceed 42 inches in height in K-4 media

centers;e. not exceed 66 inches in height in upper elemen-

tary and middle Schools;f. not exceed 84 inches in height in high schools;g. be no more than three feet long between supports;h. allow a minimum of four feet between rows of

shelves;

,See Appendix A for technical details to consider when renovating, expanding or relocating a media center in a building in which there is an existingelectronic distribution system.'See Appendix B for discussion, description and dimensions of standard shelving and furnishings.

15

i. allow a minimum of five feet between rows ofshelves and furniture involving seating or traffic.

2. Access aisles allow unobstructed flow oftraffic.

Production provides students and teachers withspace, materials and equipment forcreation of instruc-

tional materials (may include a darkroom).

Electronic distribution includes equipment whichprovides a variety of capabilities. The system canreceive television and radio signals and transmit thesesignals to the appropriate instructional area(s); pro-grams can be recorded for later playback to theappropriate instructional area(s). The head-end of thesystem must be in the media center in an area setaside for recording and playback of television pro-grams; the walls of this area should not be loadbear-

ing.4 A drawing shoWing engineering details of the

electronic distribution system must be permanentlychsplayed in this area.

Administration and planning needs to be accessi-

ble to staff members at all times. Media specialists

Reading, Listening,Browsing, Viewingand Studying

Collection

'SVC Appendix A for technical requirernent5 .

12

need a space for planning with teachers and students.

Processing is used by staff for ordering, processing,organizing and inventorying the media center collection.

Periodical and instructional equipment storageincludes specially designed shelving, movable cartsfor instructional equipment and standard adjustableshelving to accommodate baek files of periodicals.For maximum use the room should be long andnarrow and have two doors, one to the media centerand the other to an outside hallway so that equipmentcan be taken and returned to the storage area after

use elsewhere in the school. For security this doorshould have a locking system on both sides sa themedia specialist will be involved any time the door isopened. The door should be considered an emer-gency exit only.

,

Function influences the kind, size and position ofthese spaces. The follawing diagram names some of

the needed spaces and points out the interrelation ofthe areas. The size of the circles approximates possi-ble size relationships. Some schools combine com-patible functional areas in their plans.

Conference .

CirculationDesk, Display,Catalog, Indexes,

etc.

ElectronicDistribution

Periodical andInstructionalEquipmentStorage

Production

(Darkroom)

PlanningAdministrationProcessing

Minimum Square Footage Requirements

The minimum required square footage per averagedaily attendance (ADA) representing the minimumspace within which the given ADA can function, is

listed in the following chart. This square footageincludes the total media center area.

ADAMinimumSquareFootage

ADAMinimumSquareFootage

ADAMinimumSquareFootage

0 250 1900 1001-1025 4425 1751-1755 6675

251-275 1995 1026-1050 4500 1776-1800 6750

276-300 2090 1051-1075 4575 1801-1825 6825

301-325 2185 1075-1100 4650 , 1826-1850 6900

326-350 2280 1101-1125 4725 1851-1875 6975

351-375 2375 1126-1150 4800 1876-1900 7050

376-400 2470 1151-1175 4875 1901-1925 7125

401-425 2565 1176-1200 4950 1926-1950 7200

426-450 2660 1201-1225 5025 1951-1975 7275

451-475 2755 5100 1976-2000 7350

476-500 2850

.1226-1250,

501-525 2925 1251-1275 5175 2001-2025 7425

526-550 3000 1276-1300 5250 2026-2050 7500

551-575 3075 1301-1325 5325 2051-2075 7575

576-600 3150 1326-1350 5400 2076-2100 7650

601-625 3225 1351-1375 5475 2101-2125 7725

626-650 3300 1376-1400 5550 2126-2150 7800

651-675 3375 1401-1425 5625 2151-2175 7875

676-700 3450. 1426-1450 5700 2176-2200 7950

701-725 3525 1451-1475 5775 2201-2225 8025

726-750 3600 1476-1500 5850 2226-2250 8100

751-775 3675 1501-1525 5925 2251-2275 8175

776-800 3750 1526-1550 6000 2276-2300 8250

801-825 3825 1551-1575 6075 2301-2325 8325

826-850 3900 1576-1600 6150 2326-2350 8400

851-875 3975 1601-1625 6225 2351-2375 8475

876-900 4050 1626-1650 6300 2376-2400 8550

901-925 4125 1651-1675 6375 2401-2425 8625

926-950 4200 1676-1700 6450 2426-2450 8700

951-975 4275 1701-1725 6525. 2451-2475 8775

976-1000 4350 1726-1750 6600 2475-2500 8850

Schools over 2500 ADA should add 75 square feet per 25 students beyond the 8850 footage figure.,

1 7 13

Beyond Minimum RequirementsAs specifiCations for a new media center are deve-loped, seriously consider providing ways to expandthe media center based On new prograrris, alteredorganizational patterns and population changes.

The media center must be designed to provide for themedia use dictated by 'the prevailing teaching andlearning organizational pattern(s) of the school. Somecurrent organizational patterns include open educa-tion, team teaching, individualized instruction, inde-pendent study, and exploratory programs. New

technologies and refinements of existing technologieswill continue to impact strongly on media centers.Microcomputers, for example, are rapidly becominginstructional tools. New technologies reflect theimportance given to systematic education, increasedindividualization and increased independent learning.As these needs increase and the cost of new technol-ogy begins to decrease, many new and highly sophis-ticated products will be within the realm of mediacenter collections.

General Design ConsiderationsThe following list is a general guide in designing themedia center. Each functional area within the mediacenter should be analyzed for specific requirements.Additionally, the total media center and the relation-ship of each functional area to the others should beconsidered, as well as the relationship of the mediacenter to the rest of the school. ln all cases furnitureand shelving should be scaled to the size of the users.

Appearance

1. Interior attractively and harmoniously designed2. Colors, textures and design coordinated3. Display areas plentiful4. Spaces varied in size, shape and visual control

Comfort1. Temperature and humidity control'

a. Temperature and humidity comforts year round.172

in all areasb. Controls available only to authorizedpersonne/c. Humidity controls linked to temperature control

2. Accoustical treatmenta. Media center located away from the noisy

areas of the schoo/, yet centrally located withinschool

b. Walls, floors and ceilings finished to aid in low-ering noise level

c. Special need spaces, as taping area, sound-proofed

d. Cut-off switches for public address speakers intaping areas z

3. Lighting

a. Illumination at working surfaces adequate fortasks'

C()11,..ult lighttnq Standards for Georsta Public Schools. December 1980.

14

b. Illumination in stack areas adequate to allowtitles on lower shelves to be read5

c. Control for use of audiovisual equipment byuse of dimmers, drapes and/or darkeningshades

d. Windows placed to prevent glare and allowspau- use

Safety

1. Fire resistant or nonflammable furnishings used2. Electrical equipment U.L. approved3. Hazards eliminated (specified in bidding and pur-

chasing)a. Sharp corners or edges eliminatedb. Installations easily reached by usersc. Static electricity eliminatedd. Tempered glass or clear, unbreakable plastic

usede. Carts and furniture well-balancedf. Shelving securely installed.g. Wires or power cords across traffic lines

eliminatedh. Electrical outlets - adequate elimination of

potential dangers providedi. Traffic areas free offurniture or other obstacles

Security

1. All areas within visual control of staff2. Reserved materials shelving located at circulation

desk3. instructional equipment storage designed for max-

imum security4. Security system capability provided5. Exits placed with checkout stations away from

stack area

18

Flexibility1. Expansion potential considered in location and

design2. Space designed to adapt to changing needs3. Multiresource use capability providedAccess

1. Materials and equipment easily available to students2. Handicapped aCcessibility requirements observed3. Instructional areas placed for easy access4. Delivery zones located to provide easy access5. Audiovisual equipment movable

a. Between buildingsb. Between leuelS of a multistoried building

ramps or eleuators should be used

.Preservation of Materials')

1. Year-round temperature maintained at 65° 75° F2. Year-round relative humidity maintained at 40-55

percent

Furnishings

1. Shelving (See Appendix B.)

a. Accommodate 15 print nonprint items perADA

b. Placed on the-perimeter or in stack areas ifover 42 inches in height

c. Varied configurations for special purposes2. Furniture (See Appendices B and C.)

a. Colorfully and aesthetically coordinatedb. Selected for durability, attractiveness and comfortc. Light colord. Conformity to safety needs and specificationse. Contain normal use warrantiesf. Type and geometrical shape varied for different

purposes3. Floor coverings

a. Based on activities of each areab. Carpet used in accoustical control areasc. Carpet accoustical performance, wearing quali-

ties, co/or and texture, fire resistance qualitiesconsidered prior to purchase

d. Ceramic tile for darkroom arease. Ceramic tile for wet areas and other special

needs

Description of Facility by Major Functions

The following section outlines tasks, design consider-ations, technical considerations, furniture and equip-ment for each function, and subfunction. It is a start-ing point for planners to use in developing educational

specifications. Planners should not restrict them-selves to these, but should identify others which couldenhance the facility and make possible maximumcontribution to the media program.

'Temperature and humidity gtudelines are provided in order to protec I matenak and equipment from damage. Especially sensitive are all film

materials and pl i nu) discs. These materials can develop fungus and shnnk. (liscolor ond ot lose resiliency. Consult yciur architect to determine the

spec lii tweds in vi( air geographical area and spec ific immature and hunfiduy requirements. It is IHISSIble tO obt<lin desirable wsults by balancing a

shghtly lower humidity with a slightly higher teinperature. Plans coukl also Inc-111(1c the prole( 01 nwdia thnAigh the storage of these sensitive

matenols n other locations when the school is not in use if temperature and humidity quidehtws will not be met during that tinw.

15.

19

Description of Facility by Major Functions

Functions Tasks Design Considerations Technical Considerations Furniture and Equipment

Circuiation Supervising media centerDisplaying and exhibitingConsulting card catalog

and indexesCirculation materialsEntrance and exit by usersShelving to accommodate

reserved materials

Near main entranceVisual supervisionAdjacent to or within the read-

ing/browsing/studying/view-ing/ listening area

Elementary school media cen-ters should have elementaryheight circulation desks

Carpet

Electrical service to Circulationdesk, display/exhibit areaand possibly index (cardcatalog, etc.)

Media center master light switch

Card catalog cabinetsIndex tableBook truckReserve shelvesCirculation deskBulletin board

pisplay equipment

Reading, browsing, listening,viewing, studying

ReadingBrowsingListeningViewingResearchingGroup (large and small)

instructionIndividual listening and viewingIndependent studying

Corridor accessArea for.new and special

materialsSpace for users to interact with

each other one-to-one and ingroups of varying sizes

Flexibility in arrangementEasy traffic flowVisual supervisionSound absorbent floor cover-

ings and building materialsSpace for screen or smooth

wall space for projectionWell-planned placing of furni-

ture, no "crowded"appearance

Elementary media centersshould provide storytellingarea for large and smallgroups

CarpetHandicap accessibihty

Electrical service throughoutarea for individual use ofinstructional equipment andmaterials

Lighting and accoustical controlElectrical and TV reception in

some carrels

ClockSeating suitable to size of

studentChalkboard/tack board,

portableTable and chairsDisplay tableCarrels (with electrical wir-

ing) light controlled, maxi-mum privacy; some withprovision for use of instruc-tional equipment and mate-rials, with shelf

Individual projection surfacesRecord/tape player with listen-

ing stafion capabilityProjectors and viewers

21

Functions Tasks Design Considerations Technical Considerations Fumitare and Equipment

Collection Organizing and displaying allmedia

Defining areas (separating typesof activities)

Professional collection

Easy accessUse by handicappedVisual supervisionCarpet

Electrical outletsLighting strategically placed to

illuminate media on shelves

Dictionary staiidAtlas standCabinets for slides and film-stripsBins or picture book type

shelving designed for disc .

recordings (shelved vertically),framed or mounted pictures

Flat files for maps, charts,study prints, etc.

'Filing boxes, notebooks, shelfinserts or cartons for placingnonprint media on shelves

Newspaper display rackMicroreaderMicroreader printerPeriodical shelvingBook shelves picture, paper-

back, oversizedLegal size filing cabinets

Media production

22

Performing the following tech-niques to create instructionalmaterials.

IllustrationMounting and laminating

materialsColoring materialsLettering materialsReproducingStorage of supplies for

productionIndividual and small group use

(adults 'and students)Audio and video recordingSlide production

Access to general use areaGenerous work counter with

adequate electrical outletsDouble sink - hot and cold

waterTable work spaceWork surfaces, smooth and

stain resistantSpace for screen or smooth

wakarea for projectionCutting surfacesWall storage areaFlooring - stain resistant,

cushioned tileVisual supervision

A

Adequate electrical circuits(120V and outlets to accom-modate The use of severalpieces of production of equip-ment in use at one time)

Area fightingSinks, running waterExhaust, ventilating fansSoundproofed space

Drafting table and stoolWork tables and chairsShelves, storage cabinetsTypewriter (regular and

primary type)Typewriter desk and chairThermal copierMimeographSpirit duplicatorPhotocopierMultilithCollatorSpiral binding equipmentCameras: 35trin,16mm,8mm,

35mm still, rapid process,Polaroid camera

Overhead projectorSign making equipmentThree-hole punchDrying racksPaper cutterSlide copier with standSlide producerFlood lighting equipmentLight boxFilm rewindFilm splicersTape splicersDry mount pressesLittering kit

23

Functions Tasks Design Considerations Technical Considerations

Instructional equipmentstorage

Storing, securing and distribtmg, maintaining and repairiAof instructional equipment

Storing of AV maintenancesupphes and parts, projec-tion lamps and cleaningcompounds

Storage space for large andsmall equipment, adjustable,18-inch deep

Space.for projection cartsSpace for repairsSecurityFlooring stain resistant,

cushioned tileVisual supervision

Electrical outletsShelving

Furniture and Equipment /Work benchCabinets for parts and supplies16mm projectorsCabinet for projectors'Overhead projectorsOpaque projectorsFilmstrip project TsSlide pfojectorsTape recorder/players, audio

and videoRecord playersSlide and filmstrip viewers8mm projectorsTVs receiver'moniforsListening stationsGlobes, maps, portable screensProjection cartsMicrofiche/microfilm readersCarts with extension cords

for large items

Administration and planningarea -

t

Electronic distribution

24

Planning Visual supervision Telephone Desks and chairsConferring with teachers and Carpet Electrical outlets ofrAqional chairs

students Space for furniture Safety glass windows Filing cabinetsAdministrative functions Storage -of personal items such ShelvesMedia committee meetings as coats Telephone

Size of staff, including volunteerworkers

Receiving signal from master Separate room with nonload- Heavy duty power outlets Lockable cabinet for head-endantenna, CATV, a prere- bearing walls TV outlet at each VTR/monitor Amplifierscorded tape recording anclior Separate temperature and station Convertersdistributing of program to humidity control (equipment Termination of conduit for Modulatorsdesired instructional areaclassrooms, media center,conference.room, carrels

generates heat)Storage for tapesFkxffing stain resistent,

,entrance cable in head-endLimit of four runs of equal or

as near equal length as prac-

Shelf 'cabinet for tape storage,et c.

Drawing of engineering detailsTaping cushioned tile tical of the electronic distnbut ionReplayingStoring tapes

Placement of conduit along hall-ways with 4 junction boxclose to instructional-areas

system permanently displayed

See Appendix ATV outlet in each instructiOnal area

TV outlets,in media center,carrels and conference rooms

Safety specifications for equip-ment meeting UL or stateand federal regulations

Designed so that computerterminal link-up can be made 25

Functions Tasks Design Considerations Technical Considerations Furniture and Equipment

Conference area Small group projectsSmall group listening and viewingAudio and video recordingTyping (student)Serninars

Access to reading areaeSoundproofingFlexible arrangementRoom(s) capable of being sub-

dividedVisual sdpervisionSpace for users to interact with

each other one-to-one and ingroups of varying sizes.

Movable partitionsCarpet

Dimmers for lightsTV outletsElectrical outlets (120V)Windows of safety glass

Tables such as trapezoidalwhich can be arrangedaccording to need

She Wing for special collections,group projects

Supply of wall screens, chalk-boards and tackboards

Typewriter(s)Tape recorder(s)

Processing Selecting, ordering, receivingnew media

Processing new mediaRepairing mediaInventoryingEvaluatingStoring

. Previewing

r.

Visual supervision of mediacenter

Space for clerical staffTable work spaceWork counter and cabinets

around sinkStorage for processing suppliesEasy access for materials,

equipment deliveryWall storageFlooringWorkturf aces smoot h and stain

resistantClerical work areaCarpet

PlumbingStainless steel sink hot and

cold waterElectrical outlets for all work

stationsSafety glass panel

Cardcatalogcabinet for shelflistTyping desk, chairWork tableandstoolsancichairsShelving for receiving mediaTypewriterAdding machineLabeling machineFiling cabinetsBook trucksLegal size filing cabinets6toragexabinetsPencil sharpenerStapler

Periodical storage Storing for 3 - 5 years of backissues

Shelving for nonprint items nothoused in reading area

Shelving for (microfiChe/micro-film) microform

NOTE: Planners need t6 Weighthe cost of microform formatfor periodical storage againstthe cost of building space toaccommodate hard-copyformat.

Shelving (some counter heightprovides work surface)

Carpet

ShelvingPrinceton files

2726

Functions Tasks Design Considerations Technical Considerations Furniture and Equipment

Darkroom Photographic productionand reproduction

Serving media production needsof media program, journal-ism, science, yearbook, finearts and vocational arts

Stainless steel/fiberglass doublesink-hot and cold water-cor-rosive resistant tray

Stain and corrosiVe resistantcounter

Working arrangement from leftto right

Ceramic tile floor and baseboardFloor drainStorage for small equipmentSpace for instructor and stu-

dents to move about asnecessary

Special darkroom lightingLightproof roomLight lock entranceTimerElectrical outletsVentilation intake and exhaust

with filter (must be dust free)Light safe storage for chemicals

and papers, lockWaste disposalRed "in use" light outside.

darkroom22-V print dryer

DryerFace lsContact printerEnlargerOther miscellaneous photo-

graphic items

29

Appendix AInstqlling the Electronic Distribution SystemThe electronic distribution7 system must originate in

the media center. This distribution system will deliverelectronic signals from all available sources to all

areas of the school.

The range of frequencies used in an electronic distri-bution system requires the use of coaxial cable. Con-

duit must be properly installed to protect this cable.

All electronic distribution system conduit must end at

the head-end location in the media center electronic

distribution area.

The layout of the trunk line conduit must

conform to radio frequency distribution design

practices.

provide, in single building facilities, a maximum of

four runs outside the media center within the build-

ing that houses the media center.

in multiple buildings, provide dedicated conduit

runs that will accommodate RG-11/F coaxial cablefrom the head-end to each of the outlying buildings

by the shortest possible route.

end each dedicated run in a centrally located junc-

tion box. Distribution from this junction box must

conform to the same requirements as those for

any single building facility. These requirementsmust be adhered to at any time that additionalinstructional units are constructed.

f011ow hallway ceilings for future distance verifi-

cation.

exhibit in each run, as nearly as is practical, the

same radio frequency loss factor. Generally, thelength of the run 'will determine its loss factor.

provide access to the trunk lines by way of 6" x 6" x

4" junction boxes. Locate the junction boxes atpoints in each trunk line that are equal distance

from up to four teacher stations.

Feed-line conduit must

run from the trunk line junction boxes to duplex-type outlet boxes at each teacher station.

accommodate RG-6/F type coaxial cable.

Outlet boxes must be mounted within three feet of

AC outlets.

TV outlets at the teacher stations must provide

access to both television and FM radio.

Sharp bends must be avoided.

The head-end should be mounted on a permanentwall in the media center electronic distribution area.

Mount two lockable head-end eqUiprnent housings of

the 19-inch relay rack type, with a minimum of 24inches of mounting panel space in each housing, onefoot from the finished ceiling. Each equipment hous-

ing should be no smaller than 203,4 inches wide x 29

inches high x 91/2' inches deep. The housings should be

connected with two-inch conduit. Each housing should

connect directly to one or more suitable wireways

with 11,4 inch long conduit nipples with lockriuts andinsulating bushings. Distribution system conduit mustend in the wireway of one of the cabinets. Provide a

minimum of six duplex AC outlets in each equipment

housing. The second equipment housing will bereserved for the modulators in the closed-circuitsystem.

Where MATV is used, provide two-inch conduit from

the head-end equipment housing, where the distribu-

tion conduit ends, through the ceiling to extend one

foot above the roof with a weather head. Install a

base-plate, suitable for an antenna mast, beside the

conduit on the roof and anchor bolts 20 feet away on120° radials with the base-plate as a reference point.

Where CATV is the known source of external sig-

nals, the two-inch conduit may be replaced with con-

duit suitable for RG-6/F coaxial cable. The route ofthjs conduit must be from the head-end to a logical

point of entry of the CATV drop. Provide weather-:

head.

The area housing the head-end of the electronic dis-

tribution system and the closed circuit originationequipment should be separated from the rest of the

media center with nonload-bearing walls and should

not contain any plumbing fixtures. Place a door with a

double glass upper panel in the wall opposite thehead-end. Provide quadroplex AC outlets at a height

of four feet every three feet of wall space and duplex

This. information on electronic distribution should bo prmidod to thv architect Aong with the oducatsmal specifications cri devoloiwd by the

plmning committee.

3123

outlets at a height of six feet every three feet of wallspace. All AC outlets should supply 120V only. Pro-vide a TV outlet beside each AC outlet. Provide asuitable outlet box at a height of 5 feet every three feetof wall space with conduit runs to the second head-end equipment housing. The cover plates for theseoutlet boxes must have four female video connectorsand four phone jacks with cable and wires connected.The conduit from each of these boxes must carry fourRG-59 comdal cables and four shielded audio pairs.

Adequate environmental control must be provided inthis area to protect heat-generating equipment.

Furniture in this area, which can be purchased orincluded in construction, should include the following.

One cabinet with doors, one shelf and a table top,Dimensions - 36 inches high x 30 inches wide x 26inches deep

One videocassette tape storage cabinet Dimen-sions 88 inches high x 36 inches wide x 8 inchesdeep

One console for four videocassettemachines and one TV monitorConsole Dimensions - 72 inches high x 30 incheswide x 26 inches deepThe TV monitor will extend The height to approx-imately 92 inches. The monitor shelf should bestationary and the VTR units should have pull-outsliding shelves with 12 inch safety stop. The con-sole should have five inch casters (two locking).

Minimum space required for this area is 5.5' x 6.5' =36.75 sq. ft. or 5.5' x 6.5' x 8' = 286 cubic ft. (excludingspace required for door swing).

The suggested ratio of videocassette machines toinstructional units is one machine for each group ofseven instructional units or any part theeeof. Thespace requirements listed above are adequate forfour machines. An increase in instructional unitswhich requires additional machines will increasespace requirements by 16.25 square feet for eachgroup of four machines or any part thereof. Video-cassette storage cabinets should provide space for aminimum of 17 tapes for each videocassette machine.

Distribution Inside the Media CenterTrunk-line conduit must end at the head-end locationin the media center.

Locate 6" x 6" x 4" jundion boxes at points that areequal distance from viewing stations. Trunk-line andfeed-line conduit must accommodate RG-6/F coaxialcable.

24

Mount TV outlet boxes vertically within three feet ofAC Outlets.

RenovationConduit installation for electronic diStribution in ren-ovated areas must conform to the same requirementsas those of new construction. This conduit must endat the existing head-end.

If the renovation of one area of a school causes abreak in the cable feeding another area of the school,place a 6" x 6" x 4" junction box at' the point of thebreak.

Provide a dedicated conduit from the junction box tothe existing head-end. The conduit must accommo-date two runs of trunk line cable. One cable is neededto restore the signal to previously wired areas of theschool. The second cable will feed the distributionsystem of the renovated area.

AdditionsConduit installation for electronic distribution in newadditions to existing buildings must conform to thesame requirements as those of new construction.

Renovated areas and new additions must alwaysreceive signals from the existing head-end by way ofdedicated cable runs. Attempts to add-on to existingfrunk lines can not be attempted.

a

EquipmentEquipment must be the most current offering of themanufacturer; discontinued models are not acceptable.

All cable must be 72 or 75 ohm coaxial. Threehundred ohm cable is permitted between antennaand balun only, provided balun is mast mountedat antenna.

UHF converters, where required, must be of thesingle channel type. Conversion may take place at theantenna or at the oscillator; however, UHF preampli-fication is required where an unfavorable signal-to-noise ratio results due to- extreme antenna-to-con-verter cable length.

Converters essential to the reception of the GeorgiaEducational Television stations are to be of thecrystal-controlled oscillator type.

TV outlets must be 72 or 75 ohm out with quick-disconnect provision.

Ten foot, 72 or 75 ohm receiver connecting cable,with impedance matching device, if necessary, mustbe provided for each outlet

3 2

System DesignThe systems must provide' reception of color ormonochrome TV and distribution of a picture deemedbest obtainable at site by the owner and his or herconsultants.

The system must be designed for a 50 db signal-to-noise ratio. The outlet at the end of the longest cablerun must meet this requirement without receiveroverload at outlet nearest the distribution amplifier.

System must provide for a signal level of a minimumof +6 dbmv and a maximum +20 dbmv at each outlet.

The hum modulation of the picture signal observed atany point throughout the system must be less than

one percent.

Cross channel intermodulation components must besuch that no visible components appear when anyreceiver is at picture black-level on any channel of thesystem with all other channels operating with modula-tion at their rated levels.

The system must be designed and equipped for Subchannel, VHF and mid-band TV channel distributionwith FM, using the same coaxial cable, receptaclesand splitters specified for TV signal distribution.

All UHF channels must be converted to VHF chan-nels (2 through 13).

The system and all equipment must be designed andrated for 24-hour-per-day continucus operation.

The echo oi -ghost content in the picture receivedover the system must be no more annoying than asingle well-displaced video echo 30 db down.

System must conform to FCC Regulations regardingincidental radiation.

InstallationAll amplifiers, converters and power supplies, exceptthose units mast mounted, must be installed in themedia center electronic distribution area.

Equipment must be positioned such that any indica-tor lights are visible.

Provision must be made for removing power forextended periods of time when equipment is not inuse.

All materials exposed to weather must be specificallydesigned for outdoor use.

Cable runs between buildings must be in dedicatedconduit.

TV outlets must be located within three feet of elec-

trical outlets and compatible with suitable viewinglocation of television receiver.

Provide the owner with "as built" plans showing loca-tions of all cabling, active and passive devices andactual signal strength readings at the input and outputof each device for all channels used on the system..

A copy of this drawing must be sealed in plastic andpermanently mounted beside the head-end.

All maintenance material and installation data accom-panying system equipment must become a part of theinformation package in which the system drawingswill be included.

Spare keys for lockable equipment housings and tele-vision receivers must be included with informationpackage, and key numbers must be noted on System

drawings.

System Proof of PerformanceUpon completion of the system installation, it shall bethe responsibility of the installer to perform thenetessary mixing and matching Wall input signals andamplifier level controls to eliminate any co-channel,adjacent channel and intermodulation interferences.

Before the contract is considered ,compieted, thecontractor must conduct an operating test for appro-val. The system must be demonstrated tO operate inaccordance with the requirements of the specifica-tions. The test must be performed in the presence ofan authorized representative of the school system.The contractor must furnish all equipment and per-sonnel required for the test as follows.

A. Using a field strength meter, measure the signallevel at any outlet in the system at random. Thesignal on each channel must read not less than +6dbmv nor more than +20 dbmv. Connect a TV setto an outlet in the system at random. Picture and.audio quality must be equal or superior to recep-tion normally available in the area.

B. Signal-to-noise test must employ a Jerrold Model720B, 704B or equivalent field strength meter fromother manufacturers. Measurements must be madeat the output of the last amplifier in the system.With the normal levels in the system the fieldstrength meter must be tuned to the picture car-rier of each channel in turn and the reading notedThe input to the head-end amplifier must then beterminated in 75 ohms. Read the field strengthmeter again in the absence of the signal and add ameter correction factor of 4 db to the reading. Thedifference between the two readings will give thesystem's signal-to-noise ratio, and must not be less

3325

than 50 db; 43 db where broadband amplifiersmust be cascaded in the system to accomplishdistribution.

C. Cross channel intermodulation tests must bemade by applying normal signals into all channels.No visible components of cross channel inter-modulation must appear on ,the screen of areceiver tuned to any normal signal, and thereceiver is at picture black-level.

Should such a demonstration of performance show

N.

26

that the contractor has not properly balanced thesystem and that picture degradation is present, asecond performance demonstration will be arranged.

Should a second performance demonstration fail, thecontractor agrees to correct the system deficienciesunder the supervision.of the owner's technical staff atno cost to the owner.

The burden of proof that the completed systemmeets or exceeds all general and specific require-ments will fall on the contractor as a conditiOn of theoriginal contract.

34

Appendix BMedia Center Furnishings - Specifications

Since It would be impossible to include all furnishingsfrom all manufacturers, basic pieces are included inthis appendix. Dimensions may vary slightly from onemanufacturer to another. Basic furnishings are alsomade in several sizes to accommodate children fromthe primary grades to adults. All furnishings should bescaled to the size/age of the users. Requirements arestarred*.

I. Standard Shelvinga. Shelving should

be adjustable.

have back and ends.

meet standards for dimensions.

have leveling capacity.

(Metal shelving should have support postsof at least 16 gauge steel measuring at leasttwo inches by two-and-a-half inches andshould have no sharp corners or edges.)

b. Capacity estimate

Standard adjustable shelving is generallyavailable from commercial suppliers in thefollowing dimensions. *Total.needed shouldbe based on a minimum of 15 print ornonprint items per ADA. Capacity is com-puted on the basis of eight items per linearfoot.

c. Expansion shelf space should be pro-vided for at least one third of collection.

d. Height standardsBasefour to six inches

**Kindergarten fourth grademaximum allowable 42 inches

*Upper elementary and middle schoolmaximum allowable 66 inches

*Secondarymaximum allowable 84 inches

Height of counter sections 42 inches

e. Length of shelves between supports

no more than three feet

35

Average

Item Capacity

Height WidthNumberofShelves

Single-faced

Double-faced

42" 36" 3 72 144

60L2 36" 5 120 240

66" 36" 5 120 240

78 36" 6 144 288

82" 36" 7 168 336

27

28

f. Shelving rangeno more than nine feet without breaks oraisles, if located in interior areas of mediacenters.

g. Depth of shelving

standard 12 inches; oversize 15 inches

h. Thickness of shelving

Metal shelving with laminated surface isan economical alternative in shelving andeliminates wood thickness considerations.

Wood veneer with solid wood or three-quarter inch plywood core, or woodveneer on solid wood with one-inch hard-wood plywood core.

i. Space between adjustable shelves

10 to 111/2 inches '

Shelving may be single faced (12 inchesdeep) or double faced (24 inches deep).

2. Special Shelving -Current Periodicalsa. Depth of slanting shelves 16 inches

Depth of straight shelves 12 inches

b. *Overall height42 inches, 66 inches or 84 inches dependingon grade level of students

c. Alternative shelvingnarrowly spaced flat shelves or microfilmcabinets if microfilm is used.

3. Special Shelving -Picture or Easy Booksa. Depth of shelves 12 inches

Height of each shelf - 14 inches to 16inches

b. Dividersfive inches to six inches apart in eachsection

c. Capacity60 books per three linear feet

d. *Overall height42 inches, 66 inches, or 84 inches depend-ing on grade level of students.

36

4. Special Shelving -Paperback Booksa. Racks should display front covers

b. *Overall height42 inches, 66 inches or 84 inches dependingon grade of students

c. AlternativeRevolving wire racks

5. Newspaper Displaya. Newspaper table

24 inches high, 39 inches wide and 26inches deep

b. Newspaper sticks within a shelf unit

c. Newspaper stick baseattached to shelv-ing support

6. Art and Study Prints,Posters, Maps, Chartsa. Legal file cabinet

two, three, four, or five drawer dependingon grade level of students (Two drawerswill fit unobtrusively under windows placedfor visual supervision.)

b. Alternativesflat files or map files

art print cabinets

blueprint cabinets

3 729

30

77P111. rr

11211111

Waal

7. Recordsa. Depth of shelves

16 inches

b. Shelving or table format

c. *Overall height of shelving units

42 inches, 66 inches or 84 inches dependingon grade level of students

8. Films, Filmstrips, Slides,,Transparencies,Models, Realia,Programmed Materials,Kitsa. Special materials such as these require

special storage equipment. The mate-rials should be accessible for use and,when possible, interfiled with printedmaterial.

b. Disc recordingsShould be stored vertically

c. Tape recordingsShould be stored vertically

d. Microfilm or 8mm loop

can be stored in cartons on shelves, expand-able cabinets or on shelf inserts.

3 8

0

9. VTR Cabinetsa. Videocassette tak storage cabinet

88 inches high by 36 inches wide by 8inches deep

b. Videocassette machine and TV moni-tor console72 inches high by 30 inches wide by 26.inches deep

TV monitor will extend to a height ofaPproximatdy 92 inches

console must hold TV monitor and fourvideocassette Machines

10. Special ReferenceMaterials

31

11. Card CatalogCabinets/Referencea. Capacity estimate

Six cards per media item

1,000 cards per tray

b. Overall heightKindergarten fourth grade36 to 40 inches

Upper elementary and middle school36 to 48 inches

Secondary90 to 54 inches

c. Trays per unit

May be purchased in sizes ranging from 15trays per unit to 60 trays per unit

d. Silhouette modelsilhouette (26 inch high) can provide workspace for media/reference activities ,

12. Circulation Desks

13. Carrelsa. Appropriate heights of woiking surfaces

Kindergarten fourth grade25 to 28 inches

Upper elementary and middle school26 to 30 inches

Secondary29 to 30 inches

b. TypeWith power supply

c. ArrangementCarrels are versatile and can be arrangedin many forms within existing space:

4133

ta\

34

14. Tables and Chairsa. Appropriate working surface heights

Kindergarten fourth grade25 to 28 inches

Upper elementary/middle schools26 to 30 inches

Secondary29 to 30 inches

b. Appropriate sizes of chairs and otherseating

Kindergarten - fourth grade14 to 17 inches

Upper elementary and middle schools16 to 18 inches

Secondary18 inches

c. Tables may be purchased in a varietyof shapes

Square, rectangular, 'trapezoidal, round,half-round and kidney. The trapezoidaltable can be arranged in many interestingand creative ways. Tables are most flexiblewhen they seat no more than six studentseach.

d. Chairs may be purchased in severalmaterials. Many polyproplyene chairsare stackable.

42

15. Display Cases/Racksa. Vertical and horizontal glass display

casesAvailable where protection of items isnecessary,

b. Display racksA variety of display racks are also availablewith attached bulletin boards

c. Display UnitsAll display units should be chosen based onrequirements for the various school gradesto be served. (See table sizes and shelfsizes for specific height requirements.)

d. Modular display unitsAvailable with many options, includingwheels for movability, display shelf attach-ments, book supports, bulletin boards andlock-up acrylic showcases

43

--1--;=rim

35

16. Storage Shelvinga. Style.

Available in open (for closed storage areasonly) or closed units

b. Adjustable shelves

Should have clip-type adjustable metal shelves

c. Sizes

Depth Width Height1T 36" 85"

18" 36" 85"

24" 36", 85"

30" 36" 85"

36" 36" 85"

d. AdvantageRelatively inexpensive and sturdy, some-times called industrial shelving

e. Depth18 inch depth and 26 inch depth shelvingaccommodates most instructional equipment

17. MiscellaneousFurnishingsa. Book trucks

b. Kik-step stools

c. Equipment carts, with extension cords.

0""

4 4

Appendix CChecklist for Selecting Basic Furniture

Functions

CirculationCard catalog cabinets

Index table

Book truckReserve shelves

Circulation desk

Display cases, racks

Size Quantity

Reading, Listening, Browsing, Viewing, Studying

Study tables (specify shapes)

Carrels (single, side-by-side, quadruple, back-to-back)

Seating, standard

Seating, lounge or casual

Conference Area

Tables

SheMn(: for special collection

Chairs

Collection

Dictionary stand

Atlas stand

Cabinets for slides or filmstrips

Picture book type shelving

Flat files for maps, charts, etc.

Newspaper display rack

Periodical shelving

Book shelves

Legal size file cabinets

Paperback racks

Reference shelving

Audio and video shelving/cabinets

ct

4537

Functions Size Quantity

Media Production

Drafting table and stool

Work tables

Chairs

Typing desk and chair

Cabinets, storage

DarkroomTables

Chairs

Easels

Electronic DistributionVideocassette tape storage cabinet

Console for monitor and four videocassette machines

Work table with doors underneath and one shelf

Processing

Card cataios cabinet for shelf list

Typing desk, chair

Work table and stools

Shelving

Filing cabinets

Storage cabinets

Instructional Equipment StorageCabinets for parts and supplies, with adjustable shelving

Cabinets for projectors and AV equipment

Equipment carts with extension cords

Administration and Planning

Desks'

Chairs

Filing Cabinetg

.Shelving

38 4 6

Appendix DChecklist for Media Center

Facility Evaluation

L The media center is Yes No

A. in compliance with overall space requirements.

B. centrally located within the school.

C. designed to appeal to age of users.

D. equipped.withadequate temperature and humidity controlsadequate ventilationacoustical ceilingfire resistant or nonflamable furnishingsvisual access to all areas by staffsufficient electrical outletsconveniently placed electrical outletssufficient shelving to house collection and allow for growthsufficient shelving to house periodical collectionadequate storage spaceeasily accessible equipment storagesink with running waterwork areasfurniture scaled to size of userstelephoneintercomproduction areaTV distribution areadarkroom

E. hazard free.

F. flexible in space and equipment to meet special needs.

G. accessible to the handicapped.

H. designed for open access to all media.

I. designed for movability of AV equipmetit.

J. in compliance with shelf height requirements for size of users.

K. in compliance with the requirement to permanently display an

electronic distribution schema.

The media center has designated areas for all of the following.

A. Reference

B. Browsing

C. Viewing and listening

4 7 39

D. Individual study

E. Use by an entire class-

F.. Administration

G. Production woikroom

H. Conferences

I. Professional collection

J. Electronic distribution

K. Circulation, card catalog, etc.

L. Displays

M. Processing of materials

N. Periodical storage

0. Equipment storage

40

4

Yes No

Appendix EGlossary

ADAAverage Daily Attendance, rather than enrollment, isthe legal basis used in Georgia for the allocation offunds and space.

AccessibilityA consideration which makes the media center andits resources readily available to the instructionalareas and to persons with handicapping conditions.

Acoustical controlThe planned use of design, construction materialsand furnishings to produce sound-dead qualities.

Adjustable shelvingShelving in which all shelves except the bottom shelfcan be moved up or down to accommodate materialsof varying sizes.

AmplifierAn electronic device that increases the amplitude of asignal fed to it.

Audio recordingA sound (only) recording usually produced on a reel-to-reel or cassette magnetic recorder. Also produced'on disc.

Audio tapingThe recording of sound (voice, music, sound effect)with magnetic tape via a tape recorder.

Bidding specificationsMinimum acceptable requirements for any item to bepurchased through the competitive bid process,including a detailed listing of all required data; e.g.,dimensions, materials, manufacturer if essential, fin-ish style, 'performance expectations.

Building levelPertaining to an individual school rather than to aschool system.

CATVCommunity Antenna Television. A redistribution sys-tem that receives TV programs from regular broad-cast stations, then replays them via a televised closedcircuit to cable service subscribers in a particulararea. Also cablevision.

CablevisionSee CATV

Card catalog .

A card index of the media center's,collection. (Tradi-tionally indexes have been on cards. There are trendstoward microfiche catalogs and computer terminalslinking networks of collections.)

Cable 'rampNonpermanent method used to run wires on floorsurface. Can be moved as needed. *

Carrel (wired)Sometimes referred to as wet carrel. A unit of furni-ture designed for individual study, wired for power toaccept a light fixture as well as various pieces ofaudiovisual equipment.

CCTVClosed Circuit Television. A transmission systemthat distributes television programs, live or tape, bothaudio and video, to a limited network connected bycable. The network may consist of one school, awhole school system and so forth. The telecast can-not be received by other TV sets outside the selectednetwork.

Channel1) An isolated signal path. 2) A specific band offrequencies assigned to each radio or televisionstation.

Charge deskSee Circulation desk.

ChargingSee Circulation.

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Check-setAn architect's completed drawing showing all archi-tectual, engineering details, and specifications whichare submitted to the Facilities Section, Georgia'Department of Education, for review. Except -for

,minor necessary changes, they usually become thefinal plans used during construction of the facility.

Circulation deskEither a stationary or movable desk equipped fortransactions such as media check out and return.

Circulation1) Refers to the process of checking items from themedia center's collection to and from users. (Alsocalled charging.) 2) Also refers to the movement oftraffic through a facility.

Climate controlThe systems for controlling the temperature andhumidity of the media center (heating and air condi-tioning systems).

Closed circuit televisionSee CCTV.

Coaxial cableA cable' that consists of two concentric conductorsseparated by an insulator (usually plastic or air). Thecenter conductor may be a single wire,or it may bestranded. The outer conductor may be braidedmetal, a metal foil or a solid metal tube and serves as ashield against interference from external fields. Thecable is covered with a protective plastic coating.

ConduitThe small ho!low tube which protects wires andcables. An attempt is madelo install sufficient conduitduring initial construction to handle future demands.

ConverterA device used in the processing of a TV signal thatchanges the signal from one channel to another.

Distribution systemAn installation to transmit from one central locationto all or selected classroom receivers.

Duplex outlet (duplex-type outlet boxes)A receptacle that permits access to the same electri-

cal power for two separate uses.

Educational specificationsWritten statements that serve as vehicles of commun-ication between media planning committees andarchitects; they provide a detailed analysis of theeducational activities to be pursued and the spacesrequired for these activities in the proposed new orrenovated facility.

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Functional relationshipsInterrelationships of the various functions whichdetermine the kind, size and position of spaces.

Head-endRefers to the basic equipment of the electronic distri-bution system which receives, processes and trans-mits television signals.

IndexesRefers to basic media center tools such as the cardcatalog, Reader's Guide, Education Index, BiographyIndex, etc.

Instructional mediaThe print and nonprint materials used in support of .the instructional process, encompassing all equip-ment and materials. Instructional media incorporateshardbound books; paper-backed and softboundbooks; magazines; newspapers; duplication equip-ment and materials; laboratory equipment and mate-rials (tape and disc recordings, transparencies, film-strips, and films); instructional television; comprehen-sive learning systems; self-instructional materials;teacher-made materials; and any other materials andequipment which can be used in the delivery ofinstruction.

Junction boxA box with a removable cover that is inserted in aconduit run to provide access to cable and a pointWhere other conduit runs may be interconnected.

MATVMaster Antenna Television. One or more outsideantennas mounted on a common antenna supportstructure for off-the-air reception of television. Re-

ceived signals are processed and distributed toinstructional areas of the school.

Master Antenna Television SystemSee MATV.

MediaRefers to the instructional resources, print and non-print, which are organized and circulated by themedia center to users.

Media centerA learning center in a school where a full range ofprintand audiovisual media, necessary equipment andservice from media specialists are accessible to stu-dents and teachers.

Media specialistThe media specialist serves as a building level facilita-tor to link educational goals to school level instruc-tional needs through the application of appropriateinstructional media. The media specialist strives to

raise the media consciousness of leadership andinstructional personnel by supplying them with infoi-mation and data which demonstrate the role thatquality media, when used effecively, plays in enhanc-ing student achievement and by assisting and sup-porting them in the selection, procurement and use ofinstructional media. The media specialist is familiarwith all available media resources within the schoolsystem and manages these resources in a mannerwhich maximizes the availability and the accessibilityof appropriate media needed to meet instructionalobjectives.

Mic rocomputerA computer with major computational capabilitiesconcentrated in one electronic component called a"chip", for use in instructional programs and in pro-gram management.

MicroficheA term meaning miniature index card, microfichetransparencies permit the concentration of largeamounts of textual and visual data in very little space.Usually a four inch by six inch sheet of film containingspace for a large number of frames (60 to 1000 minia-

ture pages).

MicrofilmNarrow photographic film, usually 35mm or 16mmwidth,,on which various types of images are stored.The usual process involves photocopying only one totwo pages of a document on a single frame.

MicroformsThe general term for various types of information-storage film that maximizes efficiency of storage andretrieval of printed materials, documents, pictures byminiaturization through photography and using thefinal derivatives from it. Examples: microfiche, mic-ro-

film.

ModulatorDevice that converts picture and sound signals to atelevision channel that may be observed on a televi-sion set.

MonitorA device that can display pictures, sound or bothpictures and sound from video and audio sources. Amonitor cannot receive signals off-the-air.

Open schedulingA pattern of flexible scheduling encouraging the useof the media center by teachers and students as theirneeds dictate, both on a preplanned and spontaneous

basis.

PamphletAn unbound printed publication witLi no cover or with

a flush paper cover.

PeriodicalsMagazines, newspapers.

Preliminary plansPreliminary plans include floor, plan drawings at either1/16" or 1/8" scale and large scale, drawings at 1/4"scale. Plans at all scales show dimensions, length xwidth, and square foot area of each room or area.Large scale layouts list all room or area square foot,age separately in addition to the total square footageof the media center complex. Large scale layouts alsoinclude all furnishings such as tables, chairs, special-ized storage cabinets and shelving indicating linearfeet of shelving and number of items accommodated.

Princeton fileA filing container, open at top and back, for uprightperiodical and pamphlet storage on shelves.

ProductionThe design, layout and development of inexpensiveteaching materials at the building or system level. Aproduction area provides the space, materials andequipment for this' function. Generally used to en-compass the function of reproduction such as photo-copying.

Professional collectionInstructional resources designed for the use of teach-ers in developing and improving -the competenciesnecessary for the performance of their jobs.

Pull wireA nonactive wire placed in conduit to facilitate theplacement of an active cable at a later time.

Rabbit ears and UHF loop antennasIndoor-type TV antennas, useful only in 'high signallevel areas.

Radio frequency distributionThe delivery of television signals to outlets through-out a school by way of coaxial cable and othercomponents.

RangeA section of shelving at least six feet long composed oftwo or more tiers of shelving.

Schematic drawingA line drawing in which functional relationships ofcomponent parts are represented by simple easilydrawn symbols.

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Separate antenna installationsOne or more antenna installations located so thateaointennâ serves one or iwo TV sets. Theseantennas are nOt inferconnected.

:^nal'The desirable information or intelligence conveyed in(or by) a Communication lystem. The signal may takearS its form a variety of energy types such as radiowaves, audible sound waves and light waves.

SimulationsLearning processes which involve pupils as partici-pants in role presentations and/or games simulatingreal-life situations or environments.

System levelRefers to matters pertaining to a school system ratherthan an individual school.

Teaching stationRefers to a classroom or other instructional unit.

Tier.A section of shelving three feet long containing two ormore shelves.

Trunk lineThe principal transmission cable in a system designedto deliver signals over a wide area. Shorter runs ofcable branch from the trunk line to feed specific'points.

Underwriters laboratoryA testing center developed and supported by stockinsurance companies for the purpose of setting safetystandards for devices that use electrical current. Thelaboratory tests all such items that are manufacturedfor the consumer and institutional markets.

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Unified media programA media program in which the selection, acquisition,processing, organization, circulation and use of print

\land nonprint media are given equal consideration inmeeting the needs of the instructional program.

VTRVideotape recorder a device which can recordimages and sound on videotape and play back thevideotape for viewing on a TV monitor or specialreceiver.

Video recordingRecording or duplicating video signals using a video-tape recorder. (Also called videotaping)

VideotapingRecording or duplicating video signals using a videotape recorder. (Also called video recording)

Videotape recorderSee VTR.

Visual control or supervisionRefers to the capabilities for observing all areas of themedia center by staff.

WeatherheadAn attachment that is placed on the e4d of conduitthat is exposed to the weather. The weatherheadpermits cable to enter conduit while moisture is keptout by rubber seals.

Wood fiber coreA weld board produced by converting wood chipsinto wood fiber which is formed into panels underheat and pressure. May be covered with paint, thin

plastic coating or wood veneer. Also known as fiber-board, composition board and particle board. Notrecommended for media shelving or furniture.

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Appendix FBibliography

American Association of School Librarians and Association for Educational Communications and Technology. Media

Programs: District and Schoo/. ALA. 9hicago1 II. 1975. National guidelines.

The Audio-Visual Equipment Directo 6th ed., 1980-81. National Audiovisual Association, Inc., 3150 Spring Street,

Fairfax, Va. 1980. A comprehensive directory of audiovisual equipment with picture, model name and number,

price, dimensions, weight, power required and other technical information which could form the basis for

specification writing.

Boyd, Mary Jo. "Tips on Planning School Media Facilities." The Georgia Librarian, November 1978, pp. 23-26.

Butler, Naomi W. "The Planning and Modification of Library Media Center Facilities."Drexel Library Quarterly, April

1977, pp. 62-79. Comprehensive discussion of planning process for new and existing media center facilities.

Chisholm, Margaret, ed. Reader in Media, Technology and Libraries. Microcard Edition Books. Englewood, CO.

1975. Contains selected articles, some of which deal with facilities planning.

"Columbus Revamps Its School Libraries." American Schoo/ and University, 50:26-27, December 1977. Describes the

ways in which one school system updated existing facilities.

Dolge, Alfred F. "Carpet Selection and Maintenance." American School and University, 50:58, 60-61, February 1978.

An article on important aspects of carpet selection and care.

Fewell, Patricia J. Impact of Section 504 of the Rehabilitation Act and Public Law 94142 on Media Centers. March

1979. Concerns the requirements for accessibility for the handicapped, possible equipment changes as well as

additional equipment that may be placed in the media center. Bibliography included.

Hannigan, Jane A., ed. Media Center Facilities Design. ALA. Chicago, II. 1978. This compilation of articles on mediail1/4,

center facilities design and related topics presents alternatives fo-i'media center planners to consider in light of their

own situations and their own expertise.

Jackson, Patrida A. Interior Design Factors in Library Facilities. May 1979. ED 174 207. Focus on basic principles of

interior design and tke psychological needs of the user in library facility design.

Lawrason, Robin E. Faculty Assistance in Planning New Learning Laboratory and Media Functions. 1977. ED 143

326. A synopsis of functions identified by a committee that would reflect Change and provide the instructional

functions required by both faculty and students. The process for converting these broad instructional functions

into space with equipment and services is described.

Liesener, James W. A Systerpatic Process for Planning Media Programs. ALA. Chicago, II. 1976. Contains a media

program planning process and a comprehensive planning instrument which might be used by a media facilities

planning group in developing educational specificafions.

"Low Voltage Library". American School and University, 49:56-57, August 1977. Emphasizes ways to conserve

energy in media center facilities.

Modern School Library. 2nd ed. Scarecrow. Metuchen, N.J. 1975. "Housing the Library/Media Center" pp. 140-148

deals with media center planning.

Oldsen, Linda D. "Let's Redesign the Library". Audiovisual Instruction, May 1978, pp. 41-42. A simulation game used

to redesign an intermediate school library. Teachers, administrators and students are involved in the planning

process.

"Recycling Brightens a Gr_ade-.School: The Architect Goes Back to School". Ame rican School and University,

50:48-49, February 1978. An aapp..sli .,h to providing attractive functional facilities in an older building.

"School Library Journal Annu uyers Guide, 1979". Schoo/ Library Journal, 26:60-2+, September 1979. The

September issue of School Library Journal includes the School Library Journa! Annual Buyers Guide. The guide is

divided into two sections: a product directory and a suppliers directory.

5 3 45

Seager, Donald E. "Planning and Designing Media Center Facilities: The Don't's and the Do's". American Schoo/and

University, 50:20, 21, 24. This article is based on visits to 35 media centers during 1476. It is the first of a series on

media center facilities planning.

Seager, Donald E. "Let's; Look at the Big Picture." American Schoo/ and University, 50:28-29, becember 1977.

Seager, Donald E. "Let's Cohsider Space." American School and University, 50:50-51, February 1978.

Seager, Donald E. "Let's Talk Space to Space.".American School and University, 50:30-31, April 1978.

Seager, Donald E. "Let's Get Specific." American School and University, 50:50-51, June 1978.

Seager, Donald E. "Let's Furnish." American School and University, 50:48-9, August 1978.

Seager, Donald E. "Let's Lock Up." American Schoo/ and University, 50:58-59, October 1978.

Weybrauch, Ernest E. "Good Library Planning Can Save You Money." American Schoo/and University, 50:54-55.

Discuss financial aspects of media center planning.

5446

Federal law prohibits discrimination on the basis of race, color or national origin (Title VI of the Civil Rights Act of 1964); sex (Title IXof theEducational Amendments of 1972 and Title II of the Vocational Education Amendments of 1976); or handicap (Section 504 of the Rehabilitation Actof 1973) in educational programs or activities receiving feileral financial assistance.

Employees, students and the general public are hereby notified that the Georgia Department of EduCation does not discriminate in any educational

programs or activities or in employment policies.

The following individua/s have been designated as fhe employee's responsible for coordinating the department's effort to implement thisnondiscriminatory policy.

Title IILoydia Webber, Vocational Equity CoordinatorTitle VIPeyton Williams, Jr., Associate Superintendent of State Schools and -SpeCial ServicesTitle IXMyra Tolbert and Bonita London, CoordinatorsSection 504Jane Lee, Coordinator of Special Education

Inquiries concerning the application of Title II, Title VI, Title IX or Section 504 to the policies and practices of the department may be addressed to

the persons listed aboveat the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights, Atlanta

30323; or to the Director.. Office for Civil Rights, Education Department, Washington, D.C. 20201.

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