Building or remodelling the library

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Building or remodelling the library

Please note: This guide was last updated in July 2007. Content will be revised and updated as part of Phase 2 development of this website. There is still a great deal of practical, important advice presented here, and most of the content will still be current. We offer it for you to use, bearing this in mind.

The following documents are attached:

Architectural brief [PDF]
Shelving Requirements revised 2011 [PDF] Includes photos. (1.31MB)

Introduction to this guide

Building a new library or remodelling an existing one is a major opportunity for the school community to design a student-centred facility: a dynamic, inviting and user-friendly place that supports information literacy and reading and provides students with effective access to the information landscape.
In addition to using this guide, do explore further information on this website, especially:
- Library physical environment
- School library futures
The School Library and Learning in the Information Landscape: Guidelines for New Zealand Schools (2002) referred to hereafter as the Guidelines, outlines the concept of the evolving information landscape, and its implications for schools and school libraries. Schools will need to take into account this “complex, ever-changing and diverse environment” when designing school library buildings.

Contents of this guide:

‘Place’ guiding principle
Scope of this guide
Role and functions of the library
The planning process
Planning steps in summary
Key roles and responsibilities
Design principles
Environmental controls: lighting, heating, ventilation and noise
Library management / workroom / office area
Teacher resource area
Research / Study area and ICT
Study / Classroom / Instructional areas
Relaxed reading area
Display areas
Shelving / storage requirements

‘Place’ Guiding Principle

The school library is a student-centred facility designed to play a key role in the intellectual, educational, and cultural life of the school.

Critical success factors

The library’s design and facilities promote its role and function in relation to student learning, with places and spaces for a range of activities to support classroom programmes.
The library is comfortable and student centred in its aesthetics, ergonomics, layout, and facilities.
The library is centrally located and physically integrated with the rest of the school. There is easy access to the library from all areas.
Student needs are paramount in the architect’s design concept for a new or remodelled library building.
Developing the library’s physical environment is part of school-wide planning and takes into account present and future needs. As a planned and well-managed process, it involves effective gathering of information and advice and full consultation with the school community at all stages.

Ministry of Education & National Library of New Zealand. (2002). The school library and learning in the information landscape: guidelines for New Zealand Schools. p.40.

Scope of this guide

The purpose of this document is to enable school principals, Boards of Trustees, library staff and teachers to design and build a new or remodelled school library that supports learning and teaching.

Guidelines are given on the role and functions of the library, the planning process, key design considerations, and preparing an architectural brief to ensure that a new or remodelled library will meet current and future needs.

The Guidelines has as its framework six guiding principles which inform the development of school libraries. The Place principle deals specifically with library buildings, but the other five principles – Information Literacy, Service, Reading, Access and Information Resources – are also relevant in determining the form and aesthetics of the library’s design. The five Critical Success Factors (see above) help schools identify specific issues to be addressed during the planning and building process.

To maintain consistency, the term ‘library’ will be used throughout this document to cover the range of terms in use in schools. The term ‘primary’ includes both primary and intermediate schools.

Role and functions of the library

When planning a new library or remodelling an existing library building, the school community/whānau needs to develop a common understanding of the role of the library and a shared vision of the type of library that will meet current and future users’ needs in an ever-changing information landscape. The school’s special character, cultural identity and educational philosophy on learning and teaching will need to be taken into account.

Key functions of the library include:

use of information and resources (print, electronic, artefacts/taonga) with provision for simultaneous usage by individuals, small groups and one or more classes

storage and display of a wide range of print and non-print resources so that they are accessible to users; and

library management and administrative operations

Schools are often able to make choices about the design and location of their libraries, and have some flexibility in determining the library’s size within the school’s property entitlement. Accordingly, it is critical that the school community/whānau establishes the role of the library and its key functions, and designs a facility that enables the library to fulfil its intended role.

The planning process

School management, teachers and library staff have an essential role in the planning and design process, working in consultation with students and the school community/whānau
Consult a National Library Adviser (0800 LIB LINE, 0800 542 5463) for free information and advice. It is advisable to involve a Library Adviser at the conceptual stage when the architectural brief is being developed and before any plans have been drafted, rather than towards the end of the planning process when it may be difficult and costly to make changes.
The project planning process to be used, roles and responsibilities of project team members, and reporting mechanisms need to be agreed and documented

Planning steps in summary

Ensure library development is included in 5-10 Year Property Development Plan
Determine property entitlement and funding for library
Establish the library project planning team
Contact a Library Adviser to discuss your school’s needs and arrange for the Adviser’s input at key stages
Establish role of the library, vision and learning outcomes in consultation with staff, students and wider school community/whānau
Link the library building project to the school’s strategic plans (eg ICT plan)
Conduct research to gather information and good practice examples
Identify requirements for location, design and layout
Liaise with Ministry of Education/School Proprietor and local authorities
Draft architectural brief
Select the architect
Finalise architectural plan
Obtain costings, including budget for furniture and fittings
Explore additional funding options (eg PTA, community trusts etc) if required.
Timeline building project
Plan for continued access to library’s resources if possible
Commence building project; monitor and report on progress
Complete building project
Plan the official opening
Conduct post-occupation evaluation

Key roles and responsibilities

This section summarises the key roles and responsibilities of the Board of Trustees, Works / Property Sub-committee of BOT, Principal, Library planning team and Architect / Designer / Project manager. See the Ministry of Education’s website for further information on project management, under Property.

Board of Trustees

Agrees in principle on library building development needed and documents in the 5-10 Year property plan for the Ministry of Education
Identifies factors that may have implications for the library building process, eg projected property development which may impact on the siting of the library; networking the library’s computers through to the classrooms; and relocating teacher resources and/or ICT suite to an area adjacent to the library
Works with the school principal to obtain staff, student and school community/ whānau points of view, to ensure a wide range of ideas and shared ownership of any library building developments needed
Delegates responsibility for the operations required to complete the library project to the Works/Property Sub-committee
Nominates Board representative on library planning team
Liaises with the Ministry/School Proprietor for property entitlement, budget, grants, and procedures
Checks legislative requirements, including resource consents, building regulations and health and safety requirements etc with the Ministry/School Proprietor and your local authority
Works with the principal to circulate/present architectural plans to others in the school and community/whānau for feedback
Forwards sketch plans and Preliminary Estimate of Cost to the Ministry for approval
Obtains cost estimates for building project, explores additional sources of funding (eg PTA, community trusts etc) and decides on options
Submits written proposal to Ministry which contains finalised plans, tendering process and contract documentation; certification from the professional consultant (ie registered architect or engineer) confirming that the design complies with all statutory and regulatory standards, including those of local authorities, and a Firm Estimate of Costs
Checks that the school’s insurance policy for the contents of the library building will not be invalidated by the activities carried out during the construction process
Arranges for the landscaping around the library building, if appropriate, to enhance the exterior of the library
Updates the Ministry’s Property Management Information System (PMIS), which is a computerised record of a state school’s assets, including property and land. Forwards an amended Site and Block plan of the school, together with statistical data
Updates the school’s furniture and equipment asset register, which will be used as the basis for the school’s replacement and repair plan, and for insurance and accounting purposes
Undertakes a Post Occupancy Evaluation of the building after at least six months’ use, to review the implementation of the building project, assess client satisfaction and the achievement of value for money

Works/Property Sub-Committee of BOT

Membership includes elected chairperson and a committee with an interest/experience in building projects, eg accountant, builder
Responsible to Board of Trustees
Responsible for the operations needed to complete the library development project to agreed standards
Approves architectural brief developed by library planning team
Selects the architect/designer/project manager, taking into account background experience and any similar work undertaken. Selection guidelines are available from the Ministry of Education. The New Zealand Institute of Architects (NZIA) can provide advice on the services offered by architects, and clarify the distinction between architects and designers.
Keeps a record of minutes, documents any features of the plans which the architect has been requested to modify, and provides a copy (dated and signed) to the architect
Finalises architectural plan (dated and signed) with architect
Retains all documentation relating to the building programme for auditing purposes
Timelines the building project, including continued access to the library’s resources, in consultation with the principal
Clarifies with architect who will have the responsibility for engaging any other consultants, contractors etc, including the obtaining of cost estimates
Conducts the tendering process and police vetting of contractors to work on the school’s site. Following Ministry authorisation, signs a Contract Agreement with the contractor, which includes a clause that stipulates completion dates and the rectifying of any faults
Ensures that contractors and sub-contractors meet their obligations as per health and safety regulations and are aware of any known hazards (see Ministry’s website)
Commences the building project
Checks building developments on a regular basis and monitors safe work practices
Prior to the final acceptance of the building, obtains a Statement of Design Conformity from the consultant that all aspects of the building meet drawings, specifications and agreements
Obtains certification from the project manager on the Practical Completion of the building project
Arranges for the installation of shelves, furniture etc and the relocation of the library’s stored resources into the completed building
Inspects the project and arranges for the contractor to rectify any incomplete or unsatisfactory items during the period of liability, and obtains Final Completion for forwarding to the Ministry. (From the date of completion, a 90 day Defects Liability Period commences, which may be extended for 12 months for specific items (eg heating system) to allow for a full season of use)
Obtains from the project manager any documentation such as guarantees and “As Built Drawings” of major services (eg water, sewer, electricity) for future reference
Obtains a code compliance certificate from the local council confirming that the building complies with the relevant provisions of the New Zealand Building Code and a compliance schedule which lists the inspection, maintenance and reporting procedures for specific systems (such as fire alarms, air-conditioning and lifts) to ensure their continued safety of operation. A building warrant of fitness certificate is provided annually and signed by the building owner, confirming that compliance schedule requirements have been satisfied.

School Principal

Responsible to BOT
Provides leadership for the development of the library and acts as key intermediary between school, BOT and Works/Property Sub-committee of BOT
Establishes library planning team with representation from school community/whānau; usually assumes role of chairperson
Budgets for staff release time necessary for research, consultation and planning throughout process
Arranges for library planning team to consult with Library Adviser, staff and wider school community/whānau, to establish the role of the library, learning outcomes and vision
Links library development project to school’s strategic plans, including ICT plan, to ensure alignment with other school developments
Works with library planning team to identify requirements for location, design and layout of the library, and for furniture and fittings
Informs staff, students and members of the community/whānau who use the library of project timeline, and agrees on strategies and responsibilities for accessing library resources during building phase
Plans official opening to acknowledge those involved in the building project and celebrate key role of the library within the school community

Library Planning Team

Their role is to provide direction and to ensure that teaching and learning needs are taken into account
Responsible to school principal or BOT Property Sub-Committee representative or project manager
Membership includes:
- Principal or senior management staff member (usually chairperson)
- Board of Trustees member
- Teacher with Library Responsibility
- Teacher with ICT Responsibility
- Library staff
- Teaching staff representative/s
- Student representative (optional)
- Community/whänau representative (optional)
- Library Adviser (as an external consultant)
Establishes a planning time-table in consultation with BOT, to ensure key target dates are met and team members know when their contribution will be necessary
Consults with staff and school community/whānau to identify library requirements that reflect the school’s special character, cultural identity and educational philosophy. Strategies include: presentations, surveys, discussion meetings
Establishes role of the library, intended learning outcomes for students, school’s ‘Vision’ for the library in the future and key functions of the library that support principles in the Guidelines
Conducts research to gather information and good practice examples of library design and layout. Library Advisers can suggest other libraries to visit (school, public, tertiary) provide photographs and videos of school libraries, articles and websites on library building design, and information on library furniture and equipment
Compiles portfolio of photographs, catalogues etc acquired during the information gathering process that illustrates design features to be included in architectural plan
Produces written architectural brief, which emphasises need for library to be functional as well as aesthetically attractive. Template attached: Guidelines For Architectural Brief
At initial meeting with architect:
- presents and discusses architectural brief and, if applicable, accompanying portfolio of photos etc gathered during the research process;
- discusses architect’s requirements;
- establishes working relationship: time-frames, communication lines, etc.
At subsequent meetings with architect or as plans are produced:
- receives plans from the architect for comment, eg floor plan, interior elevation, electrical, plumbing, issue desk, bench units (depending on the extent of the project)
- checks plans against the brief and, where necessary, asks the architect to clarify details
- provides a record of minutes documenting decisions made (eg features of the plans for modification by the architect) to Works/Property Sub-committee for approval
Compiles an inventory of existing furniture and equipment to be incorporated in new/remodelled library, and lists additional items to be acquired
Consults with Principal to arrange storage of and access to resources during the remodelling of an existing building. (It is recommended that all resources are removed from a building which is being remodelled to prevent damage)
Identifies a physical space in the school with adequate security requirements and computer access for the library’s catalogue, where teachers and students can have easy access to resources; and arranges for transfer of resources
Ensures that all teachers are aware of the borrowing services available from the National Library and other resource agencies
Continues consultation with Library Adviser, project manager and building contractors throughout the planning and final building processes
Comments to Works/Property Sub-committee on operational matters that arise during building process
Reports on the planning process to school management, as requested
On completion of the building, finalises layout of furniture and equipment in the library, supervises shelving installation and relocation of resources into the building
Works with principal to plan the official library opening

Architect / Designer /Project Manager

Responsible to Works/Property Sub-committee of BOT
Architect / designer responsible for producing design plans for the library building that meet school requirements, as set out in architectural brief, within budget
Clarifies roles and responsibilities with Works/Property Sub-committee of BOT (eg appointment of consultants, contractors and cost estimates) and working relationship with library planning team. Regularly meets with library planning team
Provides certification from Ministry of Education and local council that the design meets all statutory, regulatory and education standards
Supervises construction (project manager)
Continues consultation with Works/Property Sub-committee and library planning team throughout construction process
Provides certification on Practical Completion of building project
Provides documentation, such as guarantees and “As Built Drawings” of major services (eg water, sewer, electricity) to BOT for future reference

Design principles

The following design principles apply to all types of school libraries, and may be modified according to the size of the individual school and identified needs.

General design considerations

Age-level of students: facilities should be designed for their use
Projected school roll: consider demographic changes which may impact on school roll
Provision for whole class(es), small group and individual study at any one time
School’s special character, cultural identity and educational philosophy reflected in design of the library, which can also be a focal point for school community. Research local history of the area to identify factors to be included in exterior and interior design considerations, including landscaping. Visibility of library functions from the outside can affirm identity and draw people in
Maximum flexibility to allow for accommodation of future needs, avoiding fixed study carrels, unnecessary internal walls, and ensuring that furniture can be moved and rearranged as required. Benefits of reading pits need to be carefully evaluated against need for open floor space and safety issues, especially for users with limited mobility
Provision for reorganising spaces, eg folding doors, movable display screens and whiteboards
Physical access to all areas within library. Require 1.5 metres for wheelchairs between any shelving aisles, tables and seating, study carrels, etc. (Refer NZS 4121:2001) Mezzanines are not recommended because of supervision problems, barriers to access, noise and impact on lighting. Consider other special needs, eg visually impaired. Avoid unexpected changes in floor level, steps or low barriers
Logical traffic flows between entrances/exits and service points such as issue desk and computer terminals; heavy traffic flow separated from quiet / study areas; placement of display furniture and any free-standing shelving to avoid traffic obstructions and bottlenecks
Intuitive use: designed to assist users to understand functions of different parts of library through layout, use of colour, etc
Clear sight lines to enable easy supervision from work area and issue desk

Location and access

Central location to provide equity of access, encourage maximum use of the facility and reinforce crucial role library has in supporting learning and teaching
Proximity to school management/administration areas for ease of staff access and supervision
Proximity to other resource storage and production areas, eg teacher resource room (see Teacher Resource Area) and computer suite
Proximity to noisy areas such as school hall or gymnasium will require sound protection in library. However, important that library is located in a vibrant part of the school
Siting and design to allow for later extension
Aspect: natural light and sunlight and prevailing wind are important considerations when choosing building site
Wet weather access, eg covered walkways if library is not part of main building complex
Proximity to carpark and vehicle access, eg for deliveries and after-hours meetings
After-hours community use, eg outdoor lighting (automatically activated exterior lights), car parking, provision of toilets and tea-making facilities
Physical access from other parts of the school and from carpark for people with disabilities
Security, ie building located in an area of the school which is able to be made safe. Libraries on boundaries at the back of schools, for example, may be more easily vandalised
Safety, eg proximity to play areas resulting in damage to windows; windows opening onto pedestrians; after hours personal safety etc

Exterior

School’s special character, cultural identity and educational philosophy reflected in building design and materials
Library design in keeping with school’s architectural style
Attractive colour scheme co-ordinated with the school’s other buildings
Courtyard/patio for recreational reading. If including such areas consider courtyard fencing, fire exit, shaded areas to protect students from sun, and wheelchair access
Landscaping/paving to enhance the exterior of library
Lighting
Signposting in a prominent position to ensure building is readily identifiable as the library; in permanent, weatherproof materials with durable finish.
Consider bilingual/multilingual signage
Physical access for people with disabilities: provision of ramps

Entrance

Attractive foyer or library entrance with maximum visual impact
School’s special character and cultural identity reflected in design, as this can have symbolic significance to different cultures and influence the way they perceive the library. Consult with community/whānau for guidance on design of entrance-way
Entrances are an ideal area for significant displays, eg student art work
Provide shelter from prevailing weather conditions
Positioning and dimensions of entrance-way to enable logical traffic flows and ease of supervision from issue desk/workroom
Doorway: wide enough for wheelchair access, with easy access over doorsills. Door handles at suitable height and able to be opened by people with disabilities; door swings open easily
Suitable flooring – eg non-slip tiles
Door mats safely secured so as not to impede disabled access
Security lighting in entrance ways and surrounds
Storage for shoes (where applicable)
Storage for bags especially important in secondary schools. Consider bag security: appropriate heights/locations for bag storage in foyer, lockable alcove/small room, or within library
Security: security cameras can be considered with a monitor in the library workroom. An internal window between entrance and library office is an advantage to aid supervision
Fabric covered display panelling at eye level for notices and displays
Returns slot off foyer, eg post-box style slot with spring loaded bin behind, if required. Consider security implications of locating returns slot outside library (eg arson). One option could be to lock returns slot flap overnight and during weekends
Toilets for staff/students/visitors (including disabled), especially if library used after hours
Cleaner’s cupboard if required; unobtrusively situated
Electronic gates security system (if applicable) at entrance/exit. Check with supplier the required distance of gate from doorway and investigate options for screening any gaps. Also check whether gate needs to be sited at a certain distance from metallic objects such as fire extinguishers, computers, shelves and shelving trolley. Locate power switch near gate and site an override switch at circulation desk

Interior environment

School’s special character, cultural identity and philosophies on learning and teaching reflected in interior layout and design
Colour scheme: use of colour and texture in décor, furniture and fittings to create an attractive, inviting environment
Floor coverings: commercial weight carpet to complement colour scheme, with good quality underlay. Position carpet joins to avoid high traffic areas, such as in front of the issue desk. Vinyl flooring is appropriate for the sink area in the workroom
Wall surfaces: options include:
- Fabric covered softboard panelling behind and above shelving for display purposes and absorption of sound
- Fabric covered softboard above shelving for displays and painted walls behind shelves for ease of maintenance. Softboard height at a sight level suitable for students, allowing for easy changing of displays
- Consider durable, hard-wearing border above floor level around any non-shelved wall surfaces to prevent wear and tear to wall surfaces
Attractive furniture and furnishings
Uncluttered layout with easy access to shelves
Decorative elements, eg displays of artworks, murals, carved panels, indoor plants etc
All signs and notices encourage positive attitudes to the library
Adequate building security: alarm system
Fire safety: fire sprinklers and equipment. Ensure fire alarm switches are accessible.
Fire exits: clearly marked; access not blocked by furniture or displays

Environmental controls: lighting, heating, ventilation and noise

Natural lighting: windows, skylights, glazed door panels etc

Size and position of windows: siting and dimensions to allow sufficient light without compromising internal walls for shelving space, although some outlook at students’ level is desirable
Prevailing weather to be taken into account
High-level windows easily opened for ventilation; eg electronically
Security: all windows lockable, avoid louvres on exterior walls
Safety: avoid windows opening outwards onto foot traffic; consider placement of large windows and glass-panelled doors and use of safety glass
Corner ‘box’ windows can incorporate a window seat for an attractive reading corner
Avoid direct sunlight on resources, furnishings and equipment, and minimise glare from natural light on computer screens by siting terminals at right angles to the light source. Avoid siting skylights directly above computers
Blinds/curtains (lined or sunblock): provide colour; increase security; absorb sound; help to control lighting by minimising glare; reduce sun damage to vulnerable surfaces and materials; and retain heat in winter
Space between windows: consider width of shelving bays when allowing space between windows for wall shelving

Artificial lighting

Adequate artificial lighting: 500-700 lux at issue desks, reading tables and computers
Lighting angled to illuminate shelving effectively; spot lights to highlight wall displays
Variable controlled lighting for maximum flexibility: overhead lighting able to be turned on in banks as needed in areas away from windows. Controls easily accessible for library staff to operate
Lighting needs to be configured so that island shelving/stacks (fixed or mobile) are illuminated
Spot lights can be used to accentuate art work, artefacts/taonga, where appropriate

Heating

Temperature: approx 18-22 deg C. This is the recommended range for sedentary workers: OSH information from the Dept of Labour
Heating positioned under floor or on upper wall or ceiling heating to avoid using valuable wall shelving space. Thermostatically controlled options such as heat pumps are effective and economical
Independent of school’s heating system to allow library to be open and heated when rest of school is closed

Ventilation

Good cross-ventilation by placement of opening windows and doors
Allow for heat created by computer equipment especially banks of computers
Ceiling fans: operate quietly; controls accessible
Heat/air exchange system, eg as heat pumps
Draughts around entrance area can be minimised by use of double doors and well-designed foyer, with consideration given to prevailing winds

Noise

Sound-reducing materials are particularly important in libraries with large, open areas, high ceilings and/or architectural features which do not absorb sound. Materials / surfaces to help absorb sound include double-glazing, carpet, curtains, and acoustic ceiling panelling or tiles
Noise control also needs to be considered where facilities such as ICT suites, A/V or presentation areas are included in the library complex
Placement of facilities such as multimedia terminals and issue desk; traffic flow in relation to quiet study areas
Headphones to minimise noise from online multimedia, DVDs and audiotapes

Library management / workroom / office area

Located adjacent to entrance and conveniently sited in relation to teacher resource room (where applicable)
Full visibility with clear sight lines from work space to all parts of library. Provide glazing above bench height along all interior walls between office and library. If any corners not easily seen, a convex mirror can be used to enhance sight lines
Present and future library staffing needs considered when planning the library’s office/work area facilities. Determine number and type of staff (eg Teacher with Library Responsibility, Librarian(s), Library Assistant(s)/Teacher Aide(s), Student Librarians, and volunteer helpers) working in library at any one time
Location of specialist staff office space (eg Resource Room Librarian, ICT technician, Careers and School archivist) may need to be taken into account

Circulation/Issue desk area

Defined returns area near entrance, eg postbox style slot in issue desk with spring-loaded bin on castors underneath; consider security aspects
Issue desk positioned at a suitable distance back from any electronic security system to avoid electrical interference, and not too far from search terminals and photocopier. Door leading to workroom behind issue desk
Space for students in front of desk without impeding traffic flow at library entrance
Good visibility to rest of library
Issue desk dimensions:
- height: 720 mm standard height for seated use by adults or children; 900 mm standard bench height for standing use. Allow room for wheelchair users
- depth: varies according to design but minimum of 900 mm depth to accommodate computer monitor, keyboard, electronic scanner, student barcode records and resources being issued/returned
- length: varies according to individual school’s needs, with a minimum of 2 metres
- returns box: adequate space allowed beneath bench
- returns slot an adequate size
Front of issue desk can be architectural feature
Flexible fittings in preference to built-in units, eg standard mobile drawer units under desks
Storage for resources reserved for borrowers, stationery/equipment (eg cupboard, shelves, drawer); lockable change drawer
Future proof the design as much as possible to allow for developments in computer equipment
Circulation computer positioned on issue desk, or monitor recessed beneath glass top, to optimise workflows. Avoid screen glare from natural or artificial lighting
Rear of circulation computer safeguarded by raised backing on issue desk, with provision for leads to pass through hole in the desk top. Design of backing to allow for changes in size of equipment
Security machine: sufficient bench space allowed to right of issue/returns computer
Seating: adjustable
Shelving trolley(s), if applicable: sufficient space beside issue desk

Workroom area

Open plan or separate office? A choice needs to be made between an open-plan library management area or a separate work room and office. There are pros and cons for both. Discuss these with your Library Adviser before making a decision.
- Separate, lockable library work space provides a secure space for ICT hardware and software (eg computer drives, disks, modems and printers), money, personal effects, etc. A separate work space allows for tasks which require concentration, including planning meetings with teaching staff
- Open-plan work areas remove perceived barriers between library staff and users, but security and quiet work space need to be planned for carefully
Size: floor and desk space to accommodate number of staff likely to be sharing the space: eg Librarian, Library Assistant, Library Technician, Teacher with Library Responsibility, student librarians and volunteer helpers
Floor coverings: commercial quality carpet as for library area with safety vinyl near sink
Natural light and adequate artificial light: exterior window for daylight; under-shelf strip lighting above the work bench. Ensure glare on work surfaces and computer screens is minimal
Heating: adequate without reducing wall space; heating system in workroom to be independently controlled from rest of library
Ventilation: windows which can be opened, and extractor fans if necessary
Sufficient sound protection
Mobile under-bench storage units
Ergonomic furniture: computer workstation with an adjustable office chair, and adjustable padded stools which can be stored under benches when not in use
Computer space for terminal used for cataloguing
Security system monitoring screen (if security camera in bag area in foyer), with provision for storage of tapes nearby
Processing bench: 900 mm wide and 900mm high. Largely standing height and can have cupboards or glide-out drawers below, but requires knee space when using high chair or stool. Bench top durable, non-scratch surface, wide enough for roll of plastic for covering resources to be rolled out and cut. As an alternative, processing area could be free-standing unit
Work bench space (width 900mm) at both sitting (720mm) and standing (900mm) heights for adults. When positioning benches allow for ease of access to windows and cupboards
Processing materials storage: plastic for covering resources stored so that it can be easily rolled out onto bench with cutting surface, eg roll of plastic stored in a gutter attached to end of bench. Space for guillotine, if required. Lockable modular cupboard unit with adjustable shelving and drawer for smaller items
Consider glide-out drawers of different depths as an efficient use of space, instead of some of the cupboards. These can accommodate smaller processing materials, e.g. tapes, resources awaiting cataloguing and processing, other library consumables, protecting these materials and allowing easy access to contents
A mix of adjustable metal wall shelving for resources awaiting processing, mending or withdrawal; videos/DVDs; audiotapes; CD-Rom disks; resources on reserve for borrowers; library staff reference materials and professional tools
Shelving trolley(s), with area for ‘parking’ when not in use
Metal file cabinet for storage of files, records, catalogues, etc
New magazines visible, eg suspended behind workroom’s glass window, if stored in library work area for security reasons
Space for boxes of new resources awaiting attention, or for temporary storage of weeded resources
Sufficient power points and cabling: computer terminal, labelling machine, heater, electric jug (if water heater not installed). Power points located in easily accessible positions above and below any benches. In addition to considering safety aspects for wiring and extension cords, plan for easy access to cabling for servicing and future development
Telephone/fax lines: at least one dedicated line to library for data transmission, plus separate library extension line
Whiteboard and noticeboard: fabric covered softboard for time-tables, rosters, notices etc
Sink and tea-making facilities: small stainless steel sink bench with hot and cold water (for preparation of displays which may involve use of paint, glue, and vivid markers; using glue when processing resources; and cleaning workroom benches and shelves, etc). Sink cupboard for storing cleaning materials; separate cupboard for tea/coffee-making equipment. Hand-drying facilities (eg paper/ cloth towel on a holder) nearby
Rubbish bin: allow space under bench
Wardrobe-sized lockable cupboard for library staff to hang coats, with shelf for personal effects
Staff toilet and cleaner’s cupboard, unless located off entrance / foyer

Library office

Office opening off library workroom, with door opening directly into library, allows Teacher with Library Responsibility or Teacher Librarian office space for library management. Include telephone, desk, computer workstation, shelves and drawers
Specialist activities, eg school archivist and ICT technician: consider office and work space, if applicable

Teacher resource area

Location in relation to library: options include separate room adjacent to library so that resources can be centrally catalogued, processed, issued and returned
If teacher resources are to be stored in library with “teacher only access”, this area should be screened and clearly identified as such
Proximity to staffroom is important, and issues relating to teacher access (including after hours) should be considered
If possible, ensure that teachers can access this area without walking through the library

Management and use

Centralised management of library and teacher resource collections is one of the benefits of locating teacher resources adjacent to library
Consider location and design of work area/s that will be used by staff responsible for library and resource room, taking into account tasks that will be carried out by classroom teachers as well as by library team – especially if this area is to be used as teacher work / preparation space as well as for resource storage, eg:
Planning units of work, individually or in teams. Provision of bench and/or table space and seating
Preparing resources, which may require use of equipment such as laminator, scanner, photocopier, guillotine, computer, printer, etc
Using computers (including laptops) to search for information, undertake word-processing, create presentations, update class records, etc. ICT requirements may include cabling, power points, telephone and fax facilities
Selecting and issuing resources to themselves or to others, requiring a computer terminal and barcode scanner, and a whiteboard for recording issues after hours, when the automated system may not be available
Undertaking various resource management tasks
Need for adequate supervision of library, visibility into teacher resource area, and easy communication between library staff and teachers using resource area

Resource Storage and Display

Decide range of resources to be stored in this space, e.g.
- Books, kits, maps, posters, journals, bulletins, tapes
- AV equipment
- Musical instruments
- Science equipment and resources
- Raw materials for art, displays etc
Mobile shelving is a popular option. It is available in a range of designs and can be configured in a number of ways. Considerations include:
- Floor loadings, and placement of rails / runners, and use of chain-driven devices or handles for moving stacks
- Number of bays and height of stacks, and depth and placement of shelves
- Mobile stacks spaced to allow for at least one aisle approx 1.5 m wide to be created between stacks. Consider how many teachers will be accessing the collection at peak times (eg before school) and allow for additional aisles if necessary to avoid queues
- Contact a Library Adviser (on 0800 LIB LINE, 0800 542 5463) before making final decisions about mobile shelving, and arrange to visit schools to see it in operation
Specialist storage for maps, posters, and similar items. Ensure they can be easily accessed, and are protected from direct sunlight, etc
Standard metal adjustable wall shelving for journals, bulletins, readers etc, to supplement storage space provided by mobile shelving – particularly useful for ease of access to high demand material
Equipment for issue such as video and digital cameras, sports equipment, musical instruments etc may have special storage and security requirements
Display shelving useful for drawing teachers’ attention to new or topical resources. Free-standing bay of adjustable metal shelving could be provided, sited near photocopier for staff to browse
Display panels and noticeboards are useful for teacher information
Ensure that this area is included in the school’s security system

Environmental issues

Heat, light and ventilation in teacher resource area (See section on Environmental Controls)
As this area may be used out of school hours, adequate heating independent of the rest of library, adequate ventilation, and individual task lighting available where required

Research / Study area and ICT

Spaces for installation of current and future ICT as part of school’s information infrastructure, eg photocopier, computers, printers, scanners, storage of manuals and disks, videos/DVDs, cable TV, teleconferencing equipment, datashow and screen
Visibility: layout appropriate for supervision of students by teachers and from library work area and issue desk, search terminals visible upon entering the library
Plan to avoid congestion around terminals for both individuals and groups, and ensure easy access from search terminals to the collection
Provide for listening and viewing variety of media. Consider noise factor and solutions; eg separate area with raised tiered seating, accessed from within library
Aerials for radio/television reception; cable television lines and access to satellite communications
Search terminals should be located near the collection. At least one terminal should be at seated height for physically disabled users. Other search terminals can be at standing height to encourage efficient use by staff and students and help reduce queues. Guide to catalogue use displayed prominently nearby
Internet computer(s) located in library to allow for easy supervision from issue desk/work area if required
Laptop connections: provision for student and staff use of laptops
Wireless versus cabling: pros and cons to be considered
Ducting for wiring and fibre optic cabling, including provision for future needs
Sufficient cabling and double power points in accessible positions on walls and/or floor wherever equipment needing electricity may be used. Installation to meet safety and aesthetic requirements eg avoid trailing electrical cords across floor. Double power points to accommodate the size of two power plugs and sited with sufficient clearance from any bench surfaces. Placement of plugs in relation to shelving
Wattage in each outlet; number of outlets on one circuit
Power surge protection, including uninterruptible power supply, line conditioner, etc
File servers/network hubs need to be securely housed and well-ventilated
Ergonomic workstations and seating:
- workstation or benches minimum of 900 mm from front to back; with space for monitor, keyboard, peripherals, student folders etc, and extra space between computers if more than one user per screen at any one time
- computer set-up allows for users to be seated at arm’s length from the front of the monitor
- area for keyboard lower than monitor
- area for monitor wide enough not to extend over edge of keyboard
- adjustable chairs with carpet castors; padded seat and/or back versus no padding
Avoid screen glare from direct natural and artificial light, by positioning computers at right-angles to windows or any source of bright light. Avoid siting computers either facing directly into windows (users should not be facing into direct bright light) or facing away from windows such that light and reflections occur on screen. Screen glare filters may help with reflections on screen, but these are not designed for direct glare
Adequate ventilation
Level of noise from photocopier, printers, and other multi-media (headphones may be required)
Peripheral hardware: printing facility needs to be located where it can be supervised by library staff
Audiovisual resource storage: appropriate shelving/storage facilities, including shelf depth, eg CD disks, videos/DVDs, audiotapes. Decide which resources will be interfiled or separately shelved
Photocopier: Display notice outlining school’s copyright requirements

Reference section

Sited close to non-fiction and research/study area
Appropriate shelving/storage facilities for resource formats
Adjustable metal shelves for display and storage of books (For height of shelves and shelf dimensions, see attached Chart: Wall Shelving Requirements)
Information file (if applicable): standard steel filing cabinets for storing pamphlets, cuttings, small pictures, etc that are not readily available online. Maximum size per filing cabinet unit: 3 drawers.
Newspaper storage on racks which may be built as part of wall shelving or as free-standing unit with horizontal rods. Consider storage of back copies, taking into account online access.
Archives, taonga: appropriate storage facilities and environmental controls; eg consider separate room within or off the library. When deciding on siting of taonga, cultural considerations need to be taken into account. For example, it is inappropriate to locate room alongside or backing onto toilet area. Consult with local iwi for guidance.

Non-fiction section

Adjustable shelves (preferably metal) for display and storage of books
(For height of shelves and shelf dimensions, see Chart: Wall Shelving Requirements)
Charts, posters: vertical or flat storage
Tables, in a variety of suitable sizes and shapes which can be configured in a number of combinations.
- Small tables for 2-6 students can be more flexibly arranged than large tables.
- Avoid large, round tables
- height: suitable for age level of students; some are available with adjustable legs
- style: eg desk, coffee, workstation (ergonomic)
- materials: eg wooden, steel, plastic. Surfaces should be easily cleaned, scratch-resistant and not cause glare. Avoid pale coloured surfaces which need constant cleaning.
- colour: co-ordinated with rest of library
Seating: height suitable for age level of students colour co-ordinated; legs and back sturdy enough for constant use

Study / Classroom / Instructional areas

Separate study room or seminar space, if required, with tables, chairs and computer/laptop facilities
Entered from within library
Glass panels to enhance supervision of these rooms
Folding doors rather than fixed partitions to cater for small and large groups
Provision of equipment eg whiteboard, screen, datashow, as appropriate

Specialist related teaching areas, eg ESOL, Reading Recovery, Careers

Consider benefits of locating specialist areas in or near library, as against elsewhere in the school
If allocating library space, ensure that library functions are not compromised

Relaxed reading area

Fiction, picture books and magazines located in close proximity to create a comfortable, relaxed reading zone in library
Informal seating for reading and story-telling, eg cushions (removable, washable covers), easy chairs, couches, window seats
Presentation area for speakers, eg authors, illustrators, student presentations
Fiction
Adjustable metal shelves for display and storage of books (Refer to Shelving Requirements Chart, attached)
As an alternative to spine-out shelving, face-out shelving is another option for fiction, using wall-mounted uptilt bins. Capacity is up to 40 books per bin
Display space for regularly changing themes

Picture Books

Adjustable metal shelves. Shelving options include:
- sloped shelving for displaying books face out (Refer to Shelving Chart, attached)
- tiered units of sloped shelves
- uptilt bins (capacity varies) – for face-out display and storage of books
Other options include browse boxes or storage units on castors: various styles available
Separate sophisticated picture book section
Display space for regularly changing themes
Big books: various display and storage units available

Magazines

Magazine storage. Options include:
- commercially available free-standing shelving unit
- specialist magazine shelving: various options available, including standard sloped shelves for displaying latest copies with horizontal shelves beneath for storage of back copies.
Popular magazines may need to be kept as desk copies because of demand/security, thus requiring display provision near issue desk or in work area
Back copies of magazines: storage requirements need to be considered in relation to on-line availability
Full-text magazines available on-line: display space in magazine section for listing of full-text magazines available online to students and staff

Resources in Maori and other languages

Consider shelving, display and signage requirements for resources (fiction, non-fiction, magazines and newspapers) in Maori and other languages.

Display areas

Display areas can greatly contribute to tone of library and be a focal point where student work in all curriculum areas and artefacts/taonga can be appreciated by everyone
Reflects school’s special character, cultural identity and educational philosophy
Adequate display space for new resources; and topical/thematic displays for all parts of collection, featuring popular interests, current events, and curriculum topics
Display shelving and furniture; eg mobile stands, lockable glass show cases with adjustable shelving (an option for more valuable displays); bench or table for three dimensional items, standard sloped shelves.
Consider internal lighting for large, glass-fronted display cases
Wall surfaces or display boards (eg fabric covered softboard) where artwork and posters, for example, can be mounted
Provide display space of sufficient size and at accessible height to allow for special topical or interactive displays, and to display children’s writing at eye level
Notice board next to entrance at eye level for displays and notices

Shelving /Storage requirements

Future-proof the collection when calculating shelving requirements. Estimate rate of expansion over ten years and add number of volumes to the tally for current collection
Resource formats: appropriate shelving / storage facilities, eg books, magazines, newspapers, maps, posters, pictures, CD disks, videos / DVDs, artefacts / taonga, archival material. Decide which resources will be interfiled or separately shelved
Wall shelving preferable to free-standing / island shelving to allow flexible use of floor space
Height of shelving appropriate for age group: maximum (height of canopy shelf) of 1.8m for secondary schools, and 1.5m for primary / intermediate schools, with picture books at 1.2m in primary schools.
Height of wall channelling not to exceed height of canopy shelving
Avoid creation of ‘dead areas’ where shelving has been taken right into corners from both angles; leave at least 400 mm space
Adjustable metal shelving to provide flexibility with the display, promotion of and access to various formats of resources
Shelving colour-coordinated with general colour schemes can add greatly to library’s atmosphere
Free-standing / island shelving: Height: 1.2m - 1.375m maximum (ie height of canopy shelf). Length: maximum 2 bays, to aid moveability . Braking required for castors / wheels
Aisle space: Allow a minimum of 1.5 metres between shelving stacks for shelving trolley and wheelchair access
Resources arranged bay-by-bay is standard practice
There are many browser bin options enabling face-out storage and display of books - both wall mounted and free-standing. Some collections may be shelved entirely face-out on appropriate shelving, eg picture books, junior fiction, or the entire fiction collection.
Shelves approximately 2/3 full provides space for face-out display and room for ongoing development of the collection where collection is shelved spine out
Display shelving: for example, one shelf interspersed amongst horizontal shelves in each bay, or in alternate bays, for face-out display of books.
Canopy shelving above top shelves: for protection from dust and direct sunlight, and to provide surface for displays, eg books, 3-D artworks, indoor plants, etc.
However, using a sloped canopy shelf as the top shelf is another popular option, allowing for book displays. Do check the gap between the shelf’s overhang and the top of the books, to ensure ease of access.
Alphabetical and numerical shelf guides and subject labelling for shelves

Architectural brief
Word (106Kb)
architectural brief
PDF (106Kb)
Shelving requirements for school library
PDF (1Mb)

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