Response to the proposed renovation plans for library

1. RESPONSE TO PROPOSED CHATTAHOOCHEE HIGH
SCHOOL MEDIA CENTER REDESIGN
FEBRUARY 2016
1

2. COMPONENT 1: TECHNOLOGY BAR CONCERNS
2
1

3. COMPONENT 1: TECHNOLOGY BAR CONCERNS
• Jane Tidwell came out in December for a
two hour site visit. We discussed this area
being a space for lounge seating.
• The rectangular shape of the space and
proximity to the front door lends itself to
students who want to just drop in and
have a comfortable place to sit; we also
want to provide an upright charging
station in this area for students.
Concerns
3
1

4. COMPONENT 1: TECHNOLOGY BAR SOLUTIONS
• We recommend the genius bar
be relocated to the area in front
of the existing study/group
collaboration rooms; this area is
currently marked as the location
of the circ desk, which we do
not prefer.
• We would like for the existing
shelving to be removed in this
area.
• The genius bar could be aligned
horizontally with seating on
either side.
Recommendations
4

5. COMPONENT 1: ANOTHER ALTERNATIVETECHNOLOGY BAR
PLACEMENT
• If the wall with the existing
display case is removed and the
room that is currently an IRR
office is opened up (but the
back wall is not removed to
expand into the tech specialist’s
office), we are open to placing
the tech bar in this location.
• This might be an optimal
location since it would be in
close proximity to our tech
specialist and would be located
immediately inside our front
entrance of the media center.
Suggestion
5

6. OUR PROPOSED DESIGN SOLUTIONS FOR THE ENTRY AREA AND
CIRC DESK AREA
6

7. ENTRY AREA ADJACENT TOTHE EXISTING LAB
Bretford Plus
Long
Bench/Ottoman
Model SPO926
59" x 19" x 17“
Seats up to three students
http://bretford.com/products/plu
s-benches/
This proposal is contingent on the basic
structure of the “cube” or lab area
remaining the same. If this area is
reconfigured as group study rooms, seating
will not be needed since new doors will
need to be cut. 7

8. CIRC DESK AREA: PROPOSED SEATING SOLUTIONS FOR A NEW
SOFT SEATING AREA
This area is marked to be the location for
the genius/technology bar, but we feel it
would serve better as an entry soft seating
area.
• The shelving behind the circ desk will
need to be removed.
• The pole with drops/power should also
be removed as it is not aesthetically
pleasing.
• The painted trim that is currently black
should be repainted to be something
vibrant and to work with the new
color/fabric scheme. 8

9. CIRC DESK AREA: PROPOSED SEATING SOLUTIONS FOR A NEW
SOFT SEATING AREA
Turnstone
Campfire
Big Lounge
Turnstone
Campfire
Ottoman
Turnstone
Jenny Club
Chairs with
Casters
Turnstone
Alight
Bench
Ottoman
Turnstone
Campfire
Paper Table 9

10. COMPONENT 2: LEARNING COMMONS CONCERNS AND
OUR INTERPRETATION OFTHE CONCEPT
10
2

11. COMPONENT 2: LEARNING COMMONS CONCERNS
• The area marked as the “learning commons” may
possibly become a group study area/collaborative
room.
• While this could easily become an informal learning
area if we do not put a collaborative room here, I
do not see it as a formal “learning commons.” It is
too close to the circulation desk, is too small for a
large high school, and instruction or a class activity
would be disrupted by other activities happening
around this area.
• I would prefer the learning commons actually be a
flexible learning space similar to the instructional
rooms in the Entrepreneur Lab at Discovery High
School in Gwinnett County (this will be outlined
later in this document).
Concerns
11
2

12. POSSIBLE SOLUTIONS TO THE PROPOSED LEARNING COMMONS
AREA
12
Option 1:Add a collaborative work
room that would extend off the
ones created from the existing
computer lab.
Option 2: Make this a flexible space
that could be used for soft seating
or a type of flexible learning pod.
The translucent privacy screen
would help define this area.
Option 3: Café style seating that
could also have a monitor mounted
on the wall where students could
plug in devices.

13. REPURPOSING PROPOSED LEARNING COMMONS AREA AND “LOW
TOP” SEATING AREAS
13
The proposed solutions on the previous page/slide
could also be used along the length of the long wall
currently labeled as “low top” seating.
We could also purchase additional Recordex or Elmo
devices for to create impromptu “media-scape” like
centers. Students could move Steelcase mobile tables,
Artcobell mobile tables, Buoy seating, and/or Campfire
PaperTables over as needed.
Additional freestanding glass Claus dry-erase boards
or Steelcase Verb mobile dry-erase boards could also
be used by students as needed in this area.

14. RE-ENVISIONING THE LEARNING COMMONS CONCEPT AREA
14
We anticipate increased collaboration between the media center staff and faculty for a variety of instructional activities.
We envision a separate yet flexible learning commons area that is modeled after the instructional rooms in the
Entrepreneur Lab at Discovery High School. By knocking down part of the existing wall that separates the media
center from an area that is currently a large classroom for Drama, we can create one large room that can be separated
into 2-3 multiple instructional areas (to accommodate multiple sections of classes) or serve as individual instructional
areas where classes can work and not worry about disruption from students on the main floor.
• These rooms could be separated by a garage door or some other contemporary room divider that is easy to raise
or lower.
• These rooms will feature dry erase surfaces (wall, mobile boards).
• A mounted EPSON projector and high quality retractable screen OR a Recordex device can serve as the tools for
sharing and projection.
• These would be modeled after the Steelcase Active Learning classroom concept featuring theVerb line of
furniture, including tables, Node seating, whiteboards, and easels for storing whiteboards.
• Sliding glass doors would open up to each room/the area for ease of access and transparency in instructional
activities without disruption to students in the Learning Commons instructional rooms or on the main floor.

15. RE-ENVISIONING THE LEARNING COMMONS CONCEPT AREA
15
Recommendation1
• Do not place group study rooms here—this
will eat up precious main floor space that
we need for tables and chairs for drop-in
visitors or for informal instruction/activities.
Recommendation 2
• Knock out the wall and shelving to create a
flexible series of instructional rooms for the
media center and staff (see following slides).
This classroom
becomes
transformed into
the media center’s
new interpretation
of a learning
commons by using
the model of
instructional
rooms in the
Entrepreneur Lab
at Discovery High
School.

16. RE-ENVISIONING THE LEARNING COMMONS CONCEPT AREA
16
From This… To This…
Remove the wall and shelves to
open up a new learning
commons space

17. 17

18. 18
• Steelcase Node Chairs
• Media WhiteboardVerb Display Easel
and Whiteboards by Steelcase
• SteelcaseVerb Chevron Tables
• Some version of a Mediascape with
Turnstone Buoys
• Clarus Glass Mobile Dry Erase Boards
Instructional Tools/Furniture

19. 19

20. 20

21. CURRENT MEDIA CENTER INSTRUCTIONAL PRACTICES THAT WOULD BE
ENHANCED BY OURVERSION OF THE LEARNING COMMONS
 Direct instruction/mini-lessons for information literacy skills or hands-on inquiry activities
 Active learning activities (individual>small group>large group)
 Large group learning activities (example: Socratic circles)
 Presentations
 CollaborativeWork (quiet and noisy)
 Written conversation strategies
 Media center as a learning studio where teachers can use the spaces to co-pilot new techniques and
strategies with the METI and/or do large group learning activities with other class sections.
 Guest speakers
 Library and librarian as “pedagogical partner” and aligning practices with school strategic goals with
data driven strategies and assessment practices 21

22. 22
When not in use for instruction
by teacher and the METI, this
space/spaces can be used for
meetings during the school day or
after school. The media center is
currently a hot spot for group and
community meetings, and this new
interpretation of a learning
commons can help meet those
needs during the school day
and/or after hours. We can also
use it for special events hosted by
the media center.

23. COMPONENT 3: PROPOSED SANDBOX AREA
CONCERNS AND OUR SOLUTIONS
23
3

24. COMPONENT 3: SANDBOX CONCERNS
• The current plan calls for a “Sandbox” to be house
in the “curve” of the media center. It calls for the
majority of the stacks to also be housed in the same
area, which is problematic when students are trying
to browse for books in an instructional space.
• If this area is to retain shelving, the existing shelving
needs to go—it is dark, lacks any effective means to
hold the books (no shelf dividers), and does not
allow for effective signage to easily identify sections
of the collection.
• More light is needed in this area---sitting windows
would be welcomed.
Concerns
24
3

25. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/
INDIVIDUAL SEATING
25
3
Add floor to ceiling windows for light;
vertical mobile shelving and soft seating
could be added.
Buoy seating could be integrated at the
end of the curved stacks (see next photo).
Some curved shelving on casters could be
added into the center of the area to
house stacks.

26. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/
INDIVIDUAL SEATING
26
3

27. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/
INDIVIDUAL SEATING
27
3

28. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/
INDIVIDUAL SEATING
28
3

29. COMPONENT 3: FROM SANDBOX TOVIABLE STACKS/
INDIVIDUAL SEATING
29
3

30. COMPONENTS 4 AND 9: PROPOSED GROUP STUDY
ROOMS AND MAKERSPACE-PROJECT ROOMS + OUR
SOLUTIONS
30
4/9

31. COMPONENTS 4 AND 9: GROUP STUDY ROOMS/
PROJECT ROOM-MAKERSPACE
31
4/9
The proposed plan from the
architect/district calls for the existing
office/small group study rooms to be
demolished and to become a bank of
collaborative small group instructional
rooms.
Please see section 2 of this document for our
recommendations---we would prefer to keep
this floor space open and remove the existing
shelving and wall to open up new physical
space for our own interpretation of a
dedicated learning commons area.

32. COMPONENTS 4 AND 9: GROUP STUDY ROOMS/
PROJECT ROOM-MAKERSPACE
32
4/9
Originally the architect planned to convert the media
center computer lab into a bank of group
study/collaborative rooms. This would be our
preference if they can be configured at a reasonable
cost. However, the current plan calls for this to
become a project room or makerspace. We are open
to possibly having a tinkering area (Legos, crafts, tech
kits), but we feel this space would be best served as a
conversion to collaborative work areas.

33. COMPONENTS 4 AND 9: ALTERNATIVE
MAKERSPACE LOCATION
33
4/9
Another alternative
location for the
makerspace is to knock
out the wall dividing the
two existing huddle
rooms/conference rooms
and make a mini-
makerspace in this area
for tinkering and creating.

34. COMPONENTS 4 AND 9: GROUP STUDY ROOMS/
PROJECT ROOM-MAKERSPACE
34
4/9
Monitors and Mobile Tables
with Comfortable Seating
Dry Erase Surfaces
Visible glass that can also
be a writable surface

35. COMPONENT 5: CIRC DESK AREA CONCERNS OUR
SOLUTIONS
35
5

36. COMPONENT 5: CIRCULATION DESK
36
5
During the December 2015 meeting, there
was extensive discussion about the placement
of the circulation desk. We would prefer it be
more centered and slightly closer to the front
so that staff can easily greet students and not
in the way of the mobile seating we envision
on the main floor of the media center.

37. COMPONENT 5: CIRCULATION DESK
37
5
We especially like the
DemcoTechnolink Modular
Service Desk. The double-
sided feature of this desk,
the round shape, the
compact shape, and the
sleek contemporary look of
metal and natural wood are
both functional and
aesthetically pleasing.
http://www.demcointeriors.com/products/circul
ation-desks/technolink-modular-service-
desk/?webSyncID=43b3760c-5022-6107-7e25-
09588da10c6b&sessionGUID=37d300e6-6098-
3877-ce8a-57d84556b288

38. COMPONENT 6: SOFT SEATING
38
6

39. COMPONENT 6: SOFT LOUNGE SEATING
39
6
Earlier sections have
highlighted the soft seating
options we prefer, including:
• Turnstone Jenny chairs
• Turnstone Buoys
• Turnstone Alight benches
• Turnstone Campfire Big
Lounge
• Turnstone Campfire
PaperTable
• Turnstone Campfire Big
Ottoman
• Bretford Plus Ottoman

40. COMPONENT 6: SOFT LOUNGE SEATING
40
6
Other choices:
• Steelcase BrodyWork
Lounge
• Steelcase Regard
• Steelcase
• Turnstone Big Lamp
• Turnstone Campfire Half
Lounge

41. COMPONENT 6: SOFT LOUNGE SEATING
41
6

42. COMPONENT 7: LOW-TOP/LOW-PROFILE SEATING
42
7

43. COMPONENT 7: LOW TOP AREA
43
7
We envision the
“low-top” furniture
being used
throughout the main
floor areas,
particularly the open
spaces in the areas
pictured to the right.

44. COMPONENT 7: LOW TOP AREA
44
7
The following is a wish list of Steelcase products I have
previously used with high school students---these can
double as workspace tables and seating; they can also be
used and configured quickly for small or large group
instruction/learning activities.

45. COMPONENT 7: LOW TOP AREA
45
7
• Steelcase Media Instructional Area
Tables Rectangular 30 x 72 x 28 with
casters; brushed silver table tops and
legs
• Steelcase Media Round Study
Tables/Steelcase 48” with casters
• Media Table Shape Tables: Artcobell
Space Collection with and without
writable surfaces (casters includes):
Expanse and Nebula
• Hon Student SmartLink Swivel Chairs
• Steelcase Node Chairs

46. COMPONENT 7: LOW TOP AREA
46
7

47. COMPONENT 7: LOW TOP AREA
47
7

48. COMPONENT 8: MOBILE STACKS
48
8

49. COMPONENT 8: MOBILE STACKS
49
8
We like the model of the mobile
stacks. Taller shelves are fine for
anything that might go along a
wall, but we would want a lower-
profile version for those on the
main floor.
We want to further discuss the
proposed placement of the
mobile stacks on the main floor
as it feels a bit crowded in the
sketch.

50. COMPONENT 8: MOBILE STACKS
50
8

51. COMPONENT 10: WORKROOM
51
10

52. COMPONENT 10: WORKROOM
52
10
The proposed plan calls for the workroom to have the
rear wall removed and opened up to what would be
another workroom for us that houses die cuts, butcher
paper, a lamination machine, and filing cabinets. We
would prefer to not have the rear wall removed
because:
1. The METI and Media Assistant use the workroom
as a shared office space. We need this for times
where work requires concentration or meetings
with teachers to plan instruction.
2. We need storage and would like a refresh of the
cabinetry and countertop.
3. We frequently use the sink as handwashing is a
necessary part of our workday handling many kinds
of materials.
4. The removal of the rear wall serves no purpose to
enhance teaching and learning.
View from Exterior/Doorway

53. COMPONENT 10: WORKROOM
53
10
The workroom is also in need of
some minor design and aesthetic
changes to be more functional
and inviting. Paint, flooring, better
storage/cabinetry, and lighting
would all be welcome
enhancements. We also would
like a glass dry-erase board to use
for project management .
View from Interior

54. COMPONENT 11: OTHER AREAS OF
QUESTION/ISSUES
54
11

55. OTHER AREAS OF QUESTION
55
11
We are open to the conference room at the entrance of the media center
being reconfigured in some other way; we’re not sure opening it up to the
space that houses our tech specialist is the best choice unless the genius
bar area were to become integrated into the design in some way to
facilitate the tech support/help.
The distance learning room currently houses the technology specialist. In
the December meeting I stated that the space, while desirable as a
classroom or project room, might present some challenges in terms of
supervision/management/traffic flow in the hallway that goes to faculty/staff
only areas in the same wing.
One sign-in station is not sufficient for the crowds we have in the media
center, especially at lunch. We would need at least three possible carts as
points of sign-in/sign-out as well as additional laptops and scanners to use
with our software.

56. OTHER AREAS OF QUESTION
56
11
We would like to keep the existing
huddle rooms and upgrade them
into more functional spaces where
students can work in small groups
or individually as needed. We feel
many of the Steelcase products
identified in this document will help
fill that need as will glass dry erase
boards, new carpet, and fresh
vibrant paint.

57. OTHER AREAS OF QUESTION
57
11
The area we call the “reading nook” is
the one that seems a bit neglected on
the proposed plan. We would like to
maintain this area as a space for reading
or quiet study. We would probably put
the curved shelfing in a slightly different
location to better differentiate that
space.
We have included options elsewhere in
this presentation for soft seating.
The existing bookcase needs to be
removed. In its place, we might
consider:
*a slatwall for book and magazine
display to showcase new arrivals
*a taller bank of the mobile shelving
*putting another large window in this
area for more natural light
Per the other discussions elsewhere in
this document, the proposed bookcases
and seating and study rooms would not
be placed here, but these spaces would
be kept open for low-profile seating
that could be reconfigured quickly and
easily as needed.

58. OTHER AREAS OF QUESTION
58
11
We did not feel the “bump” bench would be a good choice for our space---it was very
uncomfortable and unattractive.
We did not see any Node chairs on the furniture options, and the options presented were
somewhat limited. We have presented our choices and arguments for them in this document.
Issues of paint, lighting, and other structural nature are still unresolved.
We would like input on the color and fabric choices; we would prefer they not be color
coordinated to school colors but rather selected with input from students and staff.
Will warranties be provided as part of the furniture purchase?

59. OTHER AREAS OF QUESTION
59
11
Will charging stations be provided, and will we have input on
what we get?
Will wireless printers be provided as part of the upgrade?
Will new workstations at the circ desk be provided?
What about high-profile seating/project style
workspaces/tables?