Library Case Studies from 'Learning Spaces'

Because we have a great webcast coming up soon about libraries (See The Engaged Library
Strategies for Building Vibrant Learning Communities, Friday, September 12.) we thought we'd bring you - courtesy of the bibliographies at the National Clearinghouse for Education Facilities (NCEF) - a nice set of links to some comprehensive case studies and other related information that are originally from Learning Spaces by Diana Oblinger:

• Center for Integrated Learning and Information Technology, Michigan Technological University (PDF). Profiles this linked library addition and computer science hall that together provide an integrated learning environment, group study rooms, wireless networking, high-tech instructional spaces, and flexible labs. The chapter also describes how these spaces are used, what makes them successful, how technology is used, design principles, and what is unique about the project.

• Irving K. Barber Learning Centre, University of British Columbia (PDF). Profiles this blend of new and refurbished space that serves at a library addition for the University. The building houses collection, meeting, and social spaces, including a lecture hall, classrooms, seminar rooms, cafe. These spaces host programs for the faculty, staff, and general public. The chapter describes the spaces and how they are used, what makes them successful, how technology is used, design principles, and what is unique about them.

• Perkins Library, Duke University (PDF). Profiles the expansion and conversion of this outdated, but ideally located library. The concept of the building's transformation from a "gatekeeper" to a "gateway" function that now serves as an "information commons" for the institution. The chapter also describes what makes the project successful, how technology is used, design principles, what is unique about the project, and includes one reference.

• Peter H. Armacost Library, Eckerd College (PDF). Profiles this new library that features 72 carrels wired with power and data connections, eight of which have multimedia stations. Several open lounges and a screened patio serve as casual settings for individual or group study, a 28-seat meeting room permits users to connect with remote sites worldwide, and a 30-person multimedia instruction lab provides multimedia training to augment instruction, research, and writing. The chapter also describes what makes the project successful, how technology is used, design principles, what is unique about the project, and includes one reference.