Post-occupancy evaluation of library buildings 9783110375411, 9783110375213

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IFLA Publications

Edited by Michael Heaney International Federation of Library Associations and Institutions Fédération Internationale des Associations de Bibliothécaires et des Bibliothèques Internationaler Verband der bibliothekarischen Vereine und Institutionen Международная Федерация Библиотечных Ассоциаций и Учреждений Federación Internacional de Asociaciones de Bibliotecarios y Bibliotecas

Volume 169

Post-occupancy evaluation of library buildings Edited on behalf of IFLA by Karen Latimer and Dorothea Sommer

DE GRUYTER SAUR

ISBN 978-3-11-037521-3 e-ISBN (PDF) 978-3-11-037541-1 e-ISBN (EPUB) 978-3-11-039635-5 ISSN 0344-6891 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliografische Information der Deutschen Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the internet at http://dnb.dnb.de. © 2015 Walter de Gruyter GmbH, Berlin/Boston Cover Image: Collage: Agnes Brown. Left to right: Helsinki University Library (© Mika Huismann); Martin Luther University Halle (© Knut Mueller), Freie Universität Berlin (© Reinhard Görner) Fayetteville Public Library (© Assassi Productions) and The McClay Library Queen’s University Belfast (© Creative Services Queen’s University Belfast). Typesetting: Dr Rainer Ostermann, München Printing and binding: CPI books GmbH, Leck ♾ Printed on acid-free paper Printed in Germany www.degruyter.com

Contents About IFLA Karen Latimer Introduction

 VII

 1

Approaches to Post-Occupancy Evaluation of Libraries 1

Charles Forrest and Sharon L. Bostick Welcoming, flexible, and state of the art Approaches to Continuous Facility Management

 9

Anette Franzkowiak 2 Working with focus groups as a part of a post-occupancy evaluation (POE) at the German National Library of Science and Technology / University Library Hannover (TIB/UB)  28 3

Mercè Millán, Ester Omella and Assun Viladrich How to improve existing library buildings after evaluation

 51

Architects on Library POEs 4

Santi Romero Post-occupancy evaluation of ten public libraries in Barcelona Province When architectural advice ends up being of real value 83

5

Koli Chen A Review of post-occupancy evaluation of libraries in Taiwan from the perspective of the architecture profession 98

Jeffrey A. Scherer 6 Post-occupancy evaluation: Fayetteville Public Library

105

VI 

 Contents

POE Case Studies: Different Time Frames

C

ontents

7

Dorothea Sommer The Law Library of Martin Luther University Halle-Wittenberg, Germany revisited 129

Klaus Ulrich Werner 8 The “Berlin Brain” Evaluating an architectural masterpiece of 2005 based on a library concept from the last millennium 147 Karen Latimer 9 The McClay Library at Queen’s University Belfast Evaluation five years on 161 Kaisa Sinikara and Anna-Maija Lukkari 10 A case study on a post-occupancy evaluation of the new Helsinki University Main Library 175

Appendix: Post-Occupancy Evaluation Questionnaire in English, French, German, and Spanish

Questionnaire about library buildings: characteristics – operation – evaluation 195



Questionnaire sur les bâtiments de bibliothèques: caractéristiques – fonctionnement – évaluation 207



Fragenkatalog zu Bibliotheksgebäuden: Kennzeichen – Betrieb – Evaluation 220



Cuestionario sobre edificios de biblioteca: caracteristicas – uso – evaluación 233

Contributors

 246

About IFLA www.ifla.org IFLA (The International Federation of Library Associations and Institutions) is the leading international body representing the interests of library and information services and their users. It is the global voice of the library and information profession. IFLA provides information specialists throughout the world with a forum for exchanging ideas and promoting international cooperation, research, and development in all fields of library activity and information service. IFLA is one of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems. IFLA’s aims, objectives, and professional programme can only be fulfilled with the co-operation and active involvement of its members and affiliates. Currently, approximately 1,600 associations, institutions and individuals, from widely divergent cultural backgrounds, are working together to further the goals of the Federation and to promote librarianship on a global level. Through its formal membership, IFLA directly or indirectly represents some 500,000 library and information professionals worldwide. IFLA pursues its aims through a variety of channels, including the publication of a major journal, as well as guidelines, reports and monographs on a wide range of topics. IFLA organizes workshops and seminars around the world to enhance professional practice and increase awareness of the growing importance of libraries in the digital age. All this is done in collaboration with a number of other non-governmental organizations, funding bodies and international agencies such as UNESCO and WIPO. IFLANET, the Federation’s website, is a prime source of information about IFLA, its policies and activities: www.ifla.org. Library and information professionals gather annually at the IFLA World Library and Information Congress, held in August each year in cities around the world. IFLA was founded in Edinburgh, Scotland, in 1927 at an international conference of national library directors. IFLA was registered in the Netherlands in 1971. The Koninklijke Bibliotheek (Royal Library), the national library of the Netherlands, in The Hague, generously provides the facilities for our headquarters. Regional offices are located in Rio de Janeiro, Brazil; Pretoria, South Africa; and Singapore.

Foreword

Karen Latimer

Introduction

###Introduction

The origins of this book lie in work carried out over a number of years by the IFLA Library Buildings and Equipment Section (IFLA LBE) which has long recognized the value of evaluating library buildings in order to benefit from best practice, to consider the reasoning behind changes made, and to learn from mistakes. The importance of post-occupancy evaluation (POE), which is the process of systematically evaluating the performance of buildings after they have been built and occupied for some time, grew out of an awareness of the value of visiting libraries prior to embarking on a new building project. This was the subject of a chapter in the Section’s publication, IFLA Library Building Guidelines. In the chapter, Bisbrouck points out that library visits are important “in order to gain inspiration and to learn from the success and failures of others” (Bisbrouck 2007, 237). It was an obvious next step to extrapolate from the need for library visits to the need for a more formal approach to library evaluation which could result in wider dissemination of valuable information to those planning new buildings. The systematic evaluation of the performance of buildings is common in the architectural and facilities management professions but there is little guidance or evidence-based research on the topic in the library literature. In the Federal Facilities Council’s state-of-the-practice summary of POE it is noted that POE, “…focuses on the requirements of building occupants, including health, safety, security, functionality and efficiency, psychological comfort, aesthetic quality, and satisfaction. … Ideally, the information gained through POEs is captured in lessons-learned programs and used in the planning, programming, and design processes for new facilities to build on successes and avoid repeating mistakes” (Federal Facilities Council 2001, 1). Facilities managers and architectural and building professionals tend to use POE tools that measure quantitative aspects of the design such as lighting, acoustics, heating, ventilation and air-conditioning, and durability of materials. They use technical evaluations which measure physical systems against set engineering or physical criteria or operational evaluations such as energy and/or maintenance audits. POE originated in the US and there are numerous different applications world-wide. In the UK alone there are many examples including PROBE (Post-occupancy Review Of Buildings and their Engineering), the Association of University Directors of Estates’ Guide to Post Occupancy Evaluation and the BSRIA Soft Landings Framework which allows for a full programme of post-occupancy evaluation as well as aiding the handover of new and refurbished buildings. There are also services provided by the Building

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 Karen Latimer

Research Establishment in this area. The various methods are well documented in the literature (e.g. BSRIA 2014; Zimmerman and Martin 2001). Librarians, however, tend to be interested in what might be described as the softer side of POE, focusing more on qualitative aspects such as user satisfaction and the ways in which new or refurbished library spaces have had an impact on the user experience and the development and delivery of services. The sort of questions librarians want answers to are less technical, and perhaps harder to measure, than those posed by the conventional POE. Does the project meet the goals and objectives of our parent institution and, more specifically, has the design met the intent of the original programme or design brief? What has been the user reaction to the project? What aspects of the design have been successful and which ones less so? Has the space been used as anticipated? Were the space requirements met and with hindsight are there any areas which are too generous or too tight a fit? Are there any serious defects or maintenance issues? Crucially, what lessons have been learned that could feed into future programmes and projects? Critically, and to be truly useful, POEs should measure both the successes and failures inherent in the building performance. The information generated can then be used to identify and solve problems, better inform decision-making, raise efficiency and justify future actions and expenditures. An additional benefit of a POE is that it demonstrates to users that library staff are listening to them and involving them, thereby strengthening a sense of ownership. There is not a great deal of library-related literature on post-occupancy evaluations but IFLA is not the only organization highlighting the need for this activity. The LIBER Architecture Group has also discussed this at its biennial seminars and one the Group’s founder members, Elmar Mittler, has carried out POEs on a number of German libraries (Mittler 2008). The main complaints related to insufficient noise reduction and climate control or the lack of it. The greatest number of positive comments related to the way libraries had integrated IT. Mittler notes that “This paper is a first contribution to developing tools for the evaluation of library buildings – perhaps a future activity of the LIBER Architecture Group” (171). Suzanne Enright in her review of POE (Enright 2002) had earlier drawn attention to the fact that although evaluations were sometimes carried out, the resulting information was not disseminated quickly or widely enough, thus reducing the impact on library building design. Andrew McDonald, a former member of the IFLA LBE, drew attention to the importance of evaluating whether a new building had met the library’s requirements and is performing as expected or needs any changes (McDonald 2010). It is increasingly important in the era of endless league tables that library managers can show that their libraries achieve good ratings in student satisfaction surveys particularly in relation to the learning and research environment. McDonald also noted that post-occupancy evaluation Karen Latimer



Introduction 

 3

had not been as widely adopted in the library profession as had been predicted. The reasons for this seem to be the fear of criticism and complaints, the danger of raising more problems than solutions and considerations relating to time and cost. Graham Matthews has recently contributed to the discussion about POE in a paper first given at an IFLA satellite meeting in Turin in 2009 and later published along with a case study of an evaluation carried out at Tampere University Main Library building (Matthews 2013). In 2011 the IFLA LBE Standing Committee resolved to draw up a questionnaire that could be used by librarians in evaluating library buildings and which would enable them to feed back the information gained into future planning processes. The aim was not to be prescriptive but to suggest a range of questions which could be adapted depending on the type and size of the building being reviewed. A small sub-group of the Standing Committee, including both architects and librarians, worked on various iterations of the questionnaire and then tested it with the help of a number of library directors. Berlin was chosen as the place to test the questionnaire, as there were a number of recent library buildings in the area, and the questionnaire was then revised. The POE Group visited the Wilhelm and Jacob Grimm Centre of Humboldt University, the Freie Universität of Berlin’s Humanities Library in Berlin, and the Law Library of the Martin Luther University in Halle. This exercise was then followed up in 2012 at the IFLA World Library and Information Congress in Helsinki when the LBE’s Open Session addressed the topic “Making the case for change through evaluation: post-occupancy evaluation of library buildings”. This book includes evaluations from the Berlin and Halle visit (Werner and Sommer), papers from the Helsinki Open Session (Forrest/ Bostick, Franzkowiak, Millán/Omella/Viladrich, and Chen), two chapters looking at POE from the viewpoint of architects with a deep knowledge of library design (Romero and Scherer) and two additional studies of recent award-winning library buildings (Sinakara/Lukkari and Latimer). In the 21st century libraries have to be agile and adapt to constantly changing needs driven largely by digital access to information and libraries’ changing role for the users and communities they support. The authors of the first three chapters of the book address this challenge based on their own experience. Forrest and Bostick take the example of two major academic institutions in the United States, Emory University and the University of Missouri, to make the point that lessons learned through evaluation at the end of one project feed into the plans for the next refurbishment or new building. Franzkowiak looks specifically at the role of focus groups in evaluating the existing spaces at the German National Library of Science and Technology and the University Library Hannover. The way in which the information gathered was then extrapolated to define the requirements for the new learning spaces is described. Millán, Omella and Viladrich

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 Karen Latimer

move the discussion on to public libraries and take as their topic the collaborative work of the Diputació de Barcelona and the City Councils and the shared learning of the Xarxa de Biblioteques Municipals which has had such a critical effect on the development of libraries in the province of Barcelona. The evaluation process described here has improved both existing buildings and fed in to future projects. The next three chapters look at POE from the point of view of the architect. One of the great advantages of the IFLA LBE Standing Committee is that it has as members both librarians and architects with experience in working on library projects. Romero, Chen and Scherer are all architects working in the field of library design, with both Romero and Scherer being longstanding members of the Committee. Romero takes a broad approach looking at the work of the Library Architecture Unit in Barcelona, which he heads up, in evaluating library buildings. The POE process was set up to ascertain if expectations had been met and the recently designed or refurbished libraries were functioning well; pleasingly, the results of the evaluation exercise bear this out. Romero, too, makes the point that the results of the POE questionnaire highlighted areas for improvement in further projects. Chen’s paper, which was presented in Helsinki and which is reproduced here, looks at the development and performance of POE for libraries in Taiwan and at the benefits of architects and librarians working together to use POE effectively. Scherer, whose firm Meyer Scherer and Rockcastle Ltd have a number of award-winning libraries in their portfolio, takes as his case study the Fayetteville Public Library in Arkansas, the US Library Journal’s “Library of the Year” in 2005. He describes a way of looking at a library building in a qualitative way and points out that one of the advantages of carrying out regular evaluations is that this not only ensures that the Fayetteville Library continues to outperform its peers but also creates “a deep well of trust among the community”. The final section of the book includes four case studies, the first two of which were part of the Berlin and Halle pilot, which feature libraries which have been evaluated at various periods after the opening of the buildings. Sommer evaluates the Law Library of the Martin Luther University in Halle-Wittenberg, Germany. Sixteen years after opening this library continues, according to Sommer, to be fit for purpose and was ahead of its time in providing a generous ratio of reader places to collection space. She also notes that the terraced reading areas, which are a feature of the Halle Law Library, appear again in Humboldt University’s Grimm Centre designed some ten years later. Werner takes as his topic the evaluation of the iconic “Berlin Brain”, the Library of the Department of Humanities of the Freie Universität of Berlin, opened in 2005. Werner points out the importance of the high profile of this architectural masterpiece to the marketing of the University as a whole, and while focusing on its many strengths also takes a dispassionate view of its less successful aspects. The McClay Library at Queen’s Uni-



Introduction 

 5

versity Belfast opened in 2009 and, in 2013, was the joint winner of the SCONUL Library Design Award. This building, too, has continued to work well and enables the library to enhance the student experience and support researchers. Latimer points out that one of the particular successes of the building is that it has proved to be very flexible as demonstrated by the changes made in the five years since opening to adapt to service developments in response to changing user needs. In the final case study, Sinikara and Lukkari evaluate the new Helsinki University Main Library (Kaisa Haus) after only two years in use and already the recipient of a number of awards. Although the evaluation identified the need for some minor changes, notably in the staff workplaces, the overall outcome was very positive. The new library has proved to be even more of a success than anticipated. The book concludes with the POE questionnaire itself which is published in full in English, French, German and Spanish. Libraries exist in a constantly changing environment and library staff have always to be alert to the needs of users. Library building design exists in a constant cycle of change with the evaluation of completed buildings leading to the planning of the next. The benefits of using post-occupancy evaluation for testing new concepts in practice and as a tool for continuous improvement in designing new buildings as well as refurbishing and adapting existing spaces are clearly demonstrated in this book.

References Bisbrouck, Marie Françoise. 2007. “What to Look for: A Check List for Visiting Library Buildings.” In IFLA Library Building Guidelines: Developments & Reflections, ed. by Karen Latimer and Hellen Niegaard, 237–246. München: K.G. Saur. Building Services Research & Information Association and Usable Buildings Trust (BSIRA). 2014. “The soft landings framework.” https://www.bsria.co.uk/services/design/ soft-landings. Accessed on 16 March 2015. Enright, Suzanne. 2002. “Post-occupancy Evaluation of UK Library Building Projects: Some Examples of Current Activity.” LIBER Quarterly 12(1): 26–45. http://liber.library.uu.nl/index.php/lq/article/view/7665/7701. Accessed on 20 July 2015. Federal Facilities Council. 2001. Learning from our Buildings: A State-of-the-practice Summary of Post-occupancy Evaluation. Washington DC: National Academies Press, 2001. McDonald, Andrew. 2010. “Évaluation des bâtiments de bibliothèques universitaires au Royaume-Uni.” In Bibliothèques d’aujourd’hui: à la conquête de nouveaux espaces, ed. by Marie-Françoise Bisbrouck, 349–356. Paris: Éditions du Cercle de la Librairie. Matthews, Graham. 2013. “Evaluation of Space and Use: Introduction.” In University Libraries and Space in the Digital World, ed. by Graham Matthews and Graham Walton, 167–170. Farnham: Ashgate.

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Mittler, Elmar. 2008. “The German Experience: Evaluation of German Library Buildings from the Last Decades.” LIBER Quarterly 18(2): 170–198. http://liber.library.uu.nl/index.php/lq/ article/viewFile/7920/8171. Accessed on 25 March 2015. Zimmerman, Alex and Mark Martin. 2001. “Post-occupancy Evaluation: Benefits and Barriers.” Building Research & Information 29(2): 168–174.

Approaches to Post-Occupancy Evaluation of Libraries

Charles Forrest and Sharon L. Bostick

1 Welcoming, flexible, and state of the art Approaches to Continuous Facility Management

Introduction Academic libraries are reinventing themselves as learning spaces for 21st-century students and faculty. Cognitive research informs and shapes emerging pedagogies to foster problem-based, experiential, active learning. Our campuses and parent institutions are working hard to understand and respond to the implications of these new relationships among learners, learning experiences and learning spaces. Academic libraries are increasingly willing to characterize their communities of users as “customers”; some are prepared to take another page from business in an attempt to transform themselves from service providers to collaborative partners in learning and research, embracing and deploying powerful technologies for distribution, access and manipulation of massive quantities of digital information in a variety of formats – text, image and sound. The virtual library accessible from the “anywhere, anytime” of the internet is complemented by the human scale and human experience of the library as place, providing a unique user experience that creates and supports the academic community, the basis for the modern residential campus.

The customer experience In The Experience Economy Pine and Gilmore (1999) propose a model for understanding the transition they see under way from a goods-and-services economy to an experience economy. Their thesis it that the service economy is in the process of supplanting the goods-based economy. In the experience economy, the target “commodity” is the individual experience of the customer, and everything that goes into shaping it. Goods are useful and service is helpful, but experiences are memorable; they leave a lasting impression and can be transformative. In the information world, data is a commodity, the raw material of research and learning. Compiling and analysing the raw material of data, information aggregators package and deliver information goods, “tangible items sold to

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 Charles Forrest and Sharon L. Bostick

largely anonymous customers who buy them off the shelf, from the lot, out of the catalog, and so on” (Pine and Gilmore 1999, 7). Libraries select and acquire these information goods (books, journals, databases, other resources) as the foundation for programmes of services, intangible activities customized to the individual request of known clients; services employ an estimated 80% of the workforce (Pine and Gilmore 1999, 8). But the dominance of services in the modern economy leads to their commoditization; the internet is the greatest force for commoditization, for both goods and services. Automation promotes disintermediation; the end user is increasingly able to go “straight to the source” of information, decreasing reliance on intermediaries such as libraries (Pine and Gilmore 1999, 11). Will the end result be to take libraries completely out of the equation? What value do libraries add? Pine and Gilmore suggest that services can be differentiated based on the quality of the customer experience. The focus on the customer experience occurs whenever a company intentionally uses services as the stage and goods as props to engage an individual. While goods are tangible and services intangible, experiences are memorable (Pine and Gilmore 1999, 11–12). Figure 1.1 summarizes this transformation of the customer relationship in libraries: Customer

Success measured by

Library

Mode Transaction

Role Patron

Mode Control

Role Gatekeeper

Inputs

Service Experience

Customer Guest

Connect Collaborate

Assistant Partner

Outputs Outcomes

Figure 1.1: Transformation of the customer relationship in libraries.

When the patron’s mode of interaction with the library was the transaction, the library’s goal was control, and its primary role was that of gatekeeper, with the aim of exercising effective stewardship over limited, shared resources. With information packaged and deployed in print-on-paper physical containers (books and journals), the library worked to organize and manage scarce physical resources, focusing on policies and rules governing access and use; the library loaned and the patron borrowed. The library’s success was measured in terms of its investments in the resources it made available, the inputs in the information transaction (such as volume count, number of subscriptions, total staff, or total expenditures). When the library patron evolved into the library customer, the primary mode of interaction became service. The library’s goal was the provision of customer



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assistance, connecting the prepared user with the appropriate source of information or set of resources. The library’s success was measured not in terms of what it had (inputs) but of what it did, the activities it supported, its outputs (such as circulation transactions, reference questions answered, classes taught and students served). In the transition to the experience economy the library’s resources and services (its inputs and outputs) are used to set the stage for the customer experience. When the library customer is seen as a guest (in the all-inclusive resort sense, rather than the hotel/motel or restaurant sense), the library begins to pay attention to all the factors that contribute to the quality of the total user experience. Library staff become collaborative partners, setting the stage and attending to the library’s guests on a number of levels. The library’s success is measured not by what it has or what it does, by how it’s used or the activities it supports, but what happens as a result of those activities and encounters, the impacts or outcomes of what goes on in the library (such as fostering student learning success, supporting faculty productivity, and enhancing institutional reputation). After the library deploys its resources in support of its activities, the question becomes one of results: What difference has it made? Transactions are useful, service is helpful, but experience is memorable – and potentially transformative.

Measuring success Libraries count. We count volumes added and volumes withdrawn, subscriptions received and back issues bound, total circulation and gate count. We use this data to let our user communities and our funding agencies know what we’re doing and, perhaps more importantly, how well we’re doing. We compare our present to our past to document our growth, and justify our requests for ongoing support or additional resources. We compare our own library to other libraries, to demonstrate our success or highlight our shortcomings. We plan for the future by projecting growth and setting measurable goals. The ARL Statistics is an annual data series that describes the collections, expenditures, staffing and service activities for the more than 120 member libraries of the Association of Research Libraries (ARL). The whole data series from 1908 to the present represents the oldest and most comprehensive continuing

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library statistical series in North America.1 For most of its history, the ARL Statistics has reported data on library inputs, such as total volumes in collection, volumes added, serials received, number of staff, and expenditures in broad categories. In response to a call for more meaningful and relevant measures of library activity, in the mid-1990’s ARL added a handful of output measures to its annual survey, including number of reference transactions and number of classes taught (Crawford and Gorman 1995, 140–141). More recently, in response to increased demands for institutional accountability, research libraries are being challenged to provide measures that document their contributions to teaching, research, scholarship, and community service. ARL’s Statistics & Measurement programme is supporting member efforts to develop new models for measurement that address issues of service quality, electronic resource usage, and outcomes assessment. In 1999, the ARL membership endorsed the “New Measures Initiative”, aimed in part to develop tools for comprehensive collection, compilation and reporting of outcome measures, including surveys of user satisfaction and measures of service effectiveness. One of the first surveys to emerge from this effort was the LibQUAL+™ initiative (Thompson, Cook and Thompson 2002). These new initiatives aim to document the library’s contributions to institutional mission in large part by asking the library’s users what they think about the quality and accessibility of information resources, the friendliness and helpfulness of staff, and the comfort and functional effectiveness of the library as place. Local surveys, focus groups, and other sociological and anthropological research protocols bring the authentic voice and observed behaviour of the user to the process of designing new types of library spaces. These emergent methodologies for assessing the usefulness and effectiveness of those new spaces are based not solely on traditional measures of investment (inputs) and activity (outputs) but on the library’s influence on enhanced learning and quality research (outcomes) (Forrest and Williamson 2003). In the broad area of inputs, widely available guidelines ask about the adequacy of space to the intended purpose: Is there enough shelving to house the collection at efficient and effective working density? Are there enough group studies proportionate to the size and pedagogical needs of the student body? In the area of outputs, efforts build on basic activity measures: Is the library used? Are gate counts and occupancy rates commensurate with expectations, and comparable to peers? Is seating generally adequate, and especially during peak demand periods around midterms and finals?

1 http://arlstatistics.org/home. Accessed on 27 April 2015.



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These investments and activities, these inputs and outputs, are tactical and short-term, observable on regular cycles (quarterly, semester to semester, annually), familiar and relatively easy to measure. Outcomes and impacts, on the other hand, are strategic and long-term, are often only measurable over several annual cycles, and are more difficult to define and measure validly and reliably. But critical to accountability is the ability to answer the question: When you add up the investment, and review all the activity, what difference did it make? The customer survey is the cornerstone of outcomes assessment, asking users themselves about their satisfaction with library resources, services, staff and facilities. Student pre- and post-testing can begin to demonstrate the positive value of library instruction and library use. Do students self-report a positive value for certain types of library spaces? Is it possible to demonstrate a correlation between certain types of facilities designed for student group work and the quality of student collaborative projects? Does the library contribute to developing a sense of academic community? What’s the connection between student perceptions of the library as a welcoming and inviting facility, and their self-reported satisfaction with library staff and services? Are users staying away from the library, perhaps going elsewhere, preferring other on-campus or off-campus spaces – and if so, why? The answers to such questions can inform strategic planning, helping to frame initiatives whose implementation period is often measured in years.

Case study: Emory University Emory University is a private research university in metropolitan Atlanta, Georgia, United States. The University was founded as Emory College in 1836 in Oxford, Georgia by a small group of Methodists, who named the town for the school’s prestigious British cousin, and the school itself for Methodist bishop John Emory, who dreamed of an American education that moulded character as well as the mind. A land-grant by Asa G. Candler, then president of The Coca-Cola Company, enabled the small college to relocate to metropolitan Atlanta in 1915, where it was chartered as Emory University. The University currently enrols nearly 14,000 students in nine academic divisions: Emory College of Arts and Sciences, Oxford College, Goizueta Business School, Laney Graduate School, School of Law, School of Medicine, Nell Hodgson Woodruff School of Nursing, Rollins School of Public Health, and the Candler School of Theology.

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Libraries at Emory There are libraries for Business, Law, Health Sciences, Special Collections, and Theology. Opened in 1969, the Robert W. Woodruff Library, named for another president of The Coca-Cola Company, is the main library at Emory. Library development at Emory University has followed a cycle of major capital investment about once a generation, typical of 20th-century academic libraries in the United States. The thirty-year cycle starts with a new library or a major capital investment in an existing library, followed by decade of optimal operations. Then comes ten years of decreasing satisfaction culminating in a strong call for remediation and action, initiating a capital planning process that typically takes another decade to produce a new library or a major capital investment in an existing library, at which point the cycle begins all over again. This thirty-year generational cycle of development can be seen in the develop­ ment of the main library at Emory. The University received its charter in Atlanta in 1915, and began to build its new campus within a few years. The first free-standing main library on campus, the Asa G. Candler Library, opened in 1926. Thirty years later, in the mid 1950s, the Candler Library was partially renovated by adding an infill floor to the grand reading room and two-storey lobby, increasing assignable square footage but severely compromising the character of these spaces. The inadequacy of this renovation soon became apparent, and fifteen years later the campus built a new main library, the Robert W. Woodruff Library, which opened in 1969. The Woodruff Library in turn underwent a major expansion and renovation nearly thirty years later in 1997, creating the Center for Library and Information Resources (CLAIR). In 2003 the renovation of the Candler Library, including the restoration of the lobby and reading room, completed the upgrading and updating of the main library complex. A major capital investment can have a dramatic influence on the use of library facilities, potentially doubling gate counts. Figure 1.2 shows twenty years of exit counts in the Woodruff Library. The opening of CLAIR produced an 80% increase in the exit count in 1998. Increased traffic counts were also seen after the opening of the new Music and Media Library in 2001 and the library coffee shop in 2005. New spaces and novel services produced enduring increases in baseline rates of library use.



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Woodruff Library Annual Exit Count FY89 – FY11

Figure 1.2: Emory University Main Library Annual Exit Count Fiscal Year ending 1989 through Fiscal Year ending 2011.

Shortening the capital cycle: “opportunistic incrementalism” The pace of change is accelerating. Facilities enhancements that can take a decade or more to implement do not produce flexible, responsive, innovative library spaces, and can result in library facilities that are “frozen in time”. Planning big and implementing small means a growing number of smaller, phased projects on an annual basis, an approach that Emory’s previous Director of Libraries Rick Luce has called “opportunistic incrementalism”. Figure 1.3 shows the number of Emory Library facilities projects for the last five fiscal years with a price tag of at least US$50,000.

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 Charles Forrest and Sharon L. Bostick

Projects per fiscal year

Figure 1.3: Number of facilities projects, each at least US$50,000, last five fiscal years.

Group studies Data on use formed the basis for decision-making about furnishing group studies. A review of group study use in the main library from Spring 2011 revealed that the two most unconventionally furnished group studies (rooms 565 and 756) also had the lowest use. During the summer of 2011, more standard conference tables and chairs were installed to replace the low table and cushions in room 656 (affectionately nicknamed the “tea room”, modelled after three sit-on-the-floor individual workstations in the Cox Hall Computing Center at Emory) and the café-height table and stools in room 756 (which were relocated to L1 Learning Commons). Figure 1.4 shows the resulting increase in reservations for these two rooms in the fall of 2011. Note especially the increase in use of room 656 (formerly the tea room).



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Figure 1.4: Tech-Equipped Group Studies: Change in number of reservations, Spring 2011 to Fall 2011.

The data further suggest that the availability of the newly refurnished rooms 656 and 756 could acount for the drop in traffic in room 764 and especially room 213. A site visit to group study 213 revealed that it needed a general AV and furniture refurbishment and upgrade. Likewise, observation of the use of room 764 suggested that the furniture is less than effective; students move one of the benches to gain better access to the markerboards. Both rooms now appear on the list of proposed renovations.

Hours of operation Occupancy data helped informed decision-making when Emory students requested that the library offer longer hours. Representatives from Emory University’s Student Government Association approached the Woodruff Library to request an expansion of operating hours to 24 hours per day, seven days per week (24 x 7). At the time of the student request, the main library at Emory opened at 12 noon on Sunday, and remained open 24 hours a day during the week, closing again at 8 p.m. on Friday evening. The students claimed that Emory is the only top twenty library in the United States that doesn’t provide 24 x 7 access. The first thing we did was test that claim.

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Total hours open per week

Figure 1.5: Total Weekly Hours of Operation for Twenty Large US Academic Libraries.

Figure 1.5 shows total weekly hours of operation across top twenty US universities which revealed three tiers of hours of operation, each tier representing roughly a third of the sample population. The top-tier institutions offer at least one library, or space within a library, that is available twenty-four hours a day, seven days a week, for at least part of the year, usually the fall and spring semesters. The second tier (including Emory University) offered twenty-four-hour library access at least part of the week, typically five days Monday through Friday. The third tier of libraries did not offer twenty-four-hour access. While Emory does provide twenty-four-hour access five days a week, it is at the bottom of the middle tier (by a small margin), so it seemed reasonable to think there was an opportunity to consider an expansion of hours of operation. On the Library side we had always claimed “we don’t remain open because there’s insufficient demand to justify remaining open”. But how can we say anything about demand if we’re closed? We decided to test our own claim as well. We remembered that the Library remains open continuously for two and a half weeks at the end of the fall and spring semesters. So we examined the data from the month of April 2011, during part of which we were open continuously, round the clock and through the weekend.



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Figure 1.6: Head Count Friday & Saturday Nights, Continuous 24 Hour Operation, April 2011.

Figure 1.6 shows that on the days the Library closed at 8 p.m. use fell off quickly beginning around 5 p.m. On the days the Library remained open twenty-four hours, use held fairly steady until about twelve midnight, when it began to fall off until it reached its lowest level around 6 or 7 a.m. The top line shows occupancy for the last day of April, during the middle of final exam week, always one of the busiest days of the year. It’s interesting to note that although the occupancy rate is higher on 30 April, the pattern of decline after twelve midnight is the same. So overall, although occupancy remains high through midnight, it falls off significantly by around 2 a.m. The data suggested the library could meet the needs of a large number of students by remaining open an additional four hours until twelve midnight on Friday and Saturday evenings, instead of closing at 8 p.m. The Library is continuing to collect occupancy data, including during the new hours of operation on Friday and Saturday evenings. The data will be reviewed, and the Library will decide to continue the changed schedule into the Fall, or revert to the previous hours of operation, based on the actual level of use.

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Case study: The University of Missouri – Kansas City The University of Missouri-Kansas City (UMKC) Libraries date back to 1933, when the university was called the University of Kansas City. Back then the library was located in the only building on campus (Figure 1.7). Lack of space became a problem almost immediately and the collections moved to several places, sometimes separated. The urgent need for new library space was understood, but funding was not made available for a true library building until 1966. The General Library was completed in 1969, providing a permanent home for the collections. Even at that time there was awareness that the size would soon be insufficient and the design for the General Library included plans for two additional floors to be added at a later time. That time came in 1989 when the fourth and fifth floors were built, funded by an appropriation from the Missouri General Assembly and supplemented by a generous gift from local businessman and philanthropist Miller Nichols. The expanded building was then named the Miller Nichols Library (Figure 1.8).

Figure 1.7: University of Kansas City Library, 1950s. Courtesy of UMKC Archives.

The Miller Nichols Library remained functional for many years, but by the late 1990s it became apparent that once again, more space was needed. Several plans were created for a major renovation, but funding never followed. That was the time when truly looking at opportunities for incremental renovations began. While the unfunded plans for an expansion languished, a great deal of interest was exhibited on the campus in the new concept of information commons. A plan



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Figure 1.8: UMKC Miller Nichols Library, 1989. Courtesy of UMKC Archives.

was developed to take space on the first floor and transform it into an innovative, physically attractive and accessible space for study and learning. A variety of furniture styles were incorporated, and the technology was placed in areas designed to be the most efficient. The Miller Nichols Foundation provided funding, and the Information Commons opened in 2000. The Information Commons was a great asset to library services and was used heavily. It did not reach the maximum number of students, however, because it was on one side of the first floor, and students tended to enter the library and go straight ahead to the stack floors without looking to the side. It was, however, very useful, and served as a model for future plans. The future plans still, at that time, included the goal of renovating and expanding the entire Miller Nichols Library. In 2004 a design team (Sasaki Associates, Boston and PGAV Architects, Kansas City) was hired to prepare a conceptual study, looking at collection, study and staff space. In 2007 they were asked to provide a schematic design, utilizing the following vision: Transform the library from a “book vault” into a facility that embraces both the University and the surrounding communities by renovating Miller Nichols Library’s existing 169,733 gross square feet and adding approximately 68,296 gross square feet.

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The total cost of the building was not funded. It was then that the idea of renovating in increments began in earnest. The initial design was divided into phases. A study determined that installing an automated storage and retrieval system (ASRS, or robot) was a cost-effective and efficient way of safely storing books and making them easily accessible, while at the same time creating the type of space needed to begin the transformation of the library into a student-centred collaborative learning environment (Figure 1.9).

Figure 1.9: Automated Storage and Retrieval System. Courtesy of S. Bostick.

A combination of private and university funding allowed the construction of the first phase, which was the extension to house the ASRS as well as its purchase. The costs were actually considerably less than estimated, and a substantial amount of funds remained. It was decided to alter the phases, and use the unexpected funds to renovate the first floor once again, greatly expanding and updating the old information commons. It was also decided to use the project as a way to test ideas for future building renovations, creating in essence a “prototype information commons”. This phase of the project was completed in 2011, creating



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a variety of collaborative learning spaces (Figures 1.10—1.12). These spaces are relevant now and also will guide future renovations.

Figures 1.10–1.12: Examples of the collaborative learning spaces, 2011. Courtesy of S. Bostick.

This new space was evaluated in 2012, and the most basic measure – building usage statistics – indicated an amazing 40% increase between 2010 and the same time in 2011 (Figure 1.13).

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Figure 1.13: Average Headcount Comparison 2011 and 2010.

As this part of the project was nearing completion, another opportunity arose. Bond money was unexpectedly made available explicitly for another phase. This one, as of this writing, is under construction. It will provide a classroom addition and grand entrance to the Miller Nichols Library. The distinct phases that



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were originally planned have ended with this addition. Instead, discrete areas are being selected for planning and focused fundraising. The Library is now fully in the incremental mode for renovations. In the meantime, evaluation of the completed areas is in process. It is a different sort of evaluation because it is not an entire building or even all of the related services. This type of evaluation both addresses the success of the new areas, and informs the planning for future ones. Evaluation takes several forms, including punch lists for the very new areas and several types of usage statistics. The University Libraries also participate in the LibQUAL+™ assessment tool, a nationally normed survey that helps library staff assess and improve library services, including the library as a place. In addition to input about how the new and older spaces work for students, they are also able to give input about what they would like to see happen in the library. The results are posted online in a multi-page LibGuide,2 along with the Libraries’ responses to date (Figure 1.14). Library users also are invited to comment, thereby continuing the evaluation in a less scientific manner. The University Libraries run a new LibQUAL+™ survey every three years.

Figure 1.14: Publicity for the LibQUAL+ results.

Qualitative evaluation is done periodically, often via focus groups. Focus groups are also used when planning for new renovations. Library advisory groups also provide qualitative input. Another very important and sometimes very informal evaluation procedure is observation. Librarians and library management do walk around the library and note usage patterns and styles. Sometimes it is just visual; sometimes notes are taken, particularly in selected areas. Since further renovations and improvements are now opportunistic, this type of information is very valuable. What does an opportunistic renovation strategy means for UMKC? There are many positive reasons for such a strategy. Pragmatically, it is better, and often 2 http:/libguides.library.umkc.edu/content.php?pid=277782&sid=2288913. Accessed on 17 March 2015.

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cheaper, than doing nothing. It allows for experimentation since much is done in smaller increments, and there is the opportunity for “as you go” evaluation. It is a good strategy for working with visionary donors, as has been possible with UMKC’s relationship with the Miller Nichols Foundation. Some challenges exist as well. The library may be essentially living in a constant state of renovation, which can be disrupting and discouraging. There may be side effects. For example, to expand the area for a Special Collections department, space from another, adjacent service may be required and they then must have space elsewhere. It can also be challenging to have a constantly changing infrastructure. Planning is essential to a good opportunistic renovation strategy. A strong, up-to-date strategic plan is essential to take full advantage of opportunities, and to provide the framework to evaluate them, before, during and after.

Conclusion: creating a culture of assessment for library facilities A commitment to systematic and ongoing collection, compilation, analysis and reporting of data about library activity and user satisfaction can be the basis for developing a “culture of assessment” in an academic library. Continuous improvement requires continuously updated, regularly reported information. The library’s user community can be a rich source of management information, and should be formally and informally consulted on a regular basis. It is important to ask library users what it is they want from the library, and whether or not they are getting it. Statistical tools and data are not intended to replace current sources of information, but rather to supplement and complement what is already known. Statistical data and survey results should be distributed throughout the organization to inform management processes, shape decision-making and, ultimately, improve service to users. The information marketplace has become more competitive in recent years, with academic libraries no longer holding a clear monopoly. As we struggle to understand the library’s new roles and responsibilities among its communities of users, there is inspiration and value to be found in the best practices and innovations of the commercial, retail and even entertainment sectors. We have all been customers, and can rethink our approach to designing services and facilities based on a deeper and more nuanced understanding of that shared customer experience.



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If we can create experiences for our students, faculty, and visitors that linger in their memory long after they have left our libraries and our campuses, we will remain central to the academic enterprise. Delivering experiences that produce lifelong memories, informing and transforming thought and behaviour long after those experiences have ended is as good a working definition of the educational enterprise as one might hope to find.

References Crawford, Walt and Michael Gorman. 1995. Future Libraries: Dreams, Madness, & Reality. Chicago: American Library Association. Forrest, Charles and Amy Williamson. 2003. “From Inputs to Outcomes: Measuring Library Service Effectiveness through User Surveys.” Georgia Library Quarterly 40(2): 12–18. Pine, B. Joseph II and James H. Gilmore. 1999. The Experience Economy: Work is Theater & Every Business a Stage. Boston: Harvard Business School Press. Thompson, Bruce, Colleen Cook and Russel L. Thompson. 2002. “Reliability and Structure of LibQUAL+ Scores: Measuring Perceived Library Service Quality.” Portal: Libraries and the Academy 2(1): 3–12.

Anette Franzkowiak

2 Working with focus groups as a part of 2 a post-occupancy evaluation (POE) at 2 the German National Library of Science 2 and Technology / University Library 2 Hannover (TIB/UB) 2 Working with focus groups as a part of a post-occupancy evaluation

Introduction On the basis of its superb holdings the TIB, which is the German National Library of Science and Technology, today ranks as one of the world’s largest specialist libraries and one of the most efficient document suppliers in its subject areas. The UB (University Library Hannover) in its local role provides students, researchers and teaching staff from all faculties of the Leibniz Universität Hannover with literature and specialized information in printed and electronic form. One of the declared goals of the University is to continually improve the learning situation and opportunities for students by, for example, creating learning centres and looking for places on the campus which could be remodelled for learning spaces. As a result of this discussion about learning resource centres and information commons, a programme entitled “Lernraum-Konzept” (Learning space concept) has been initiated in order to provide a framework for all the organizations within the University – such as faculties, central services, information technology and the university library. The significant learning space within the university campus is provided by the library. It offers the most comprehensive services for students and its sites are centrally located on the campus. The learning space concept is driving the relaunch of the public spaces in the library buildings. The planning process should generally be accompanied by evaluation methods to develop the construction and renovation. This chapter gives an overview of the 2011 evaluation of the main library building including aspects of methodology, development, findings and the way the results were integrated into the final programme for, and relaunch of, the library building.



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The Main Library The TIB/UB’s main library building (Figure 2.1) was originally constructed between 1961 and 1964 as a library for science and technology subjects. The style of the

Figure 2.1: Front side of the main library © TIB/UB. Reproduced by permission.

building is typical of 1960s architecture with the classical tripartite division of the various areas into user space, administration and repository. The steel and glass curtain wall façade allows a comparison with the façade constructions of Mies van der Rohe. The heterogeneous, often also small-scale spatial structures in the office and administration areas are in contrast to the open and flowing spaces in the public areas (Figures 2.2 and 2.3, p. 30). A stringent building geometry – orthogonal grouping around an internal central hall – and the quality of the materials and in the details are other defining features. In 2011 the majority of the public space design originated from that time and was used (as planned in the first layout) like the reference space on the south side (Figure 2.4, p. 31). The restructuring and revisions of the public spaces were in response to the long-standing demands of the university leadership for a significant prioritization of the learning space concept. The current awareness of the necessity of quality learning spaces had resulted in a plethora of possibilities, but what was really needed on site (Figure 2.5, p. 31)

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Figures 2.2 and 2.3: First floor and ground floor (as planned in the first layout) © TIB/UB. Reproduced by permission.



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Figure 2.4: Reference space on the south side in the first floor before remodelling © TIB/UB. Reproduced by permission.

Figure 2.5: Group discussions I © Julia Jürgens, www.usability-toolkit.de. Reproduced by permission.

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and which priorities needed to be set in view of the existing room layout and spatial resources?

Post-Occupancy Evaluations – Working with Focus Groups The way to start and push ahead the “Lernraum” design process as a pre-project evaluation was to look at the public spaces and to obtain information on the way they were, and should be, used. The aim was to evaluate the existing space in order to create an atmosphere for learning and living in the library in the future and to test various planning ideas and elements. A decision was taken to form focus groups. In qualitative research, a focus group is understood to be a moderated group discussion which is conducted in an informal atmosphere. Generally, a group discussion consists of six to ten participants and a moderator. Participants should be asked to discuss a particular product or theme during the group discussion and can also consider broader concepts. The character of the discussion and the group dynamics can also uncover other different issues than is the case in an individual interview or a survey. The aim of the focus group is to learn more about the wishes, requirements and expectations of the participants. A small team of colleagues working in the library services was established in order to analyse the current situation and to define functional and non-functional requirements. The entire assessment was conducted with an external company from the market and communication research field. Recruitment of the participants, the concept, moderation and analysis of the panel discussions were implemented by the contracted company. A discussion guide with directions was developed together with the market research company. Three main topics were considered: the reference collection; services and reference desks; and reading and learning requirements (Figure 2.6).

Reference collection An important aim was to gain more space for work stations by reducing the space needed for the journal holdings. To achieve this, prioritization of the most important printed editions of the journal holdings which are not available electronically is to be implemented.



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Figure 2.6: Results of the brainstorming © TIB/ UB. Reproduced by permission.

Further questions were asked relating to the current arrangement of the reference collection (is it easy to understand and does it correspond to current terminology?) and the way it is presented.

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Services and reference desks Other questions were asked about the size and organization of the service zones. These related to the advice expected, frequency of use, the need for an additional service zone as well as the central one which is planned for the ground floor.

Reading and learning requirements The range of work stations should be as differentiated as possible and should support different learning situations, both in terms of furnishings and equipment, and in the atmosphere created. The evaluation of the available work space options and the desired requirements regarding size, furnishing and equipment, organization and zoning were discussed, as well as prioritization in terms of space resources. Areas and services to be prioritized included individual work stations (basic and with technical support) (Figure 2.7); group work stations/spaces; carrels; scanning, printing, copying; reading as a leisure activity or as time out for concentration; lounge character (the library living room), and a parent-child area.

Figure 2.7: Work stations, Library of the University of Applied Sciences and Arts © Hochschule Hannover. Reproduced by permission.

The assessment’s target group were science and technology students from the Leibniz Universität Hannover (in accordance with the range of subjects offered on the site). There were two focus groups, with nine or ten representatives from



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the respective target group, which were selected by faculty. Recruitment was by means of posters displayed in the relevant faculties. The composition of the discussion panel was as follows: Group 1 9 students studying courses from the following faculties: Architecture and Landscape 3 participants Civil Engineering and Geodetic Science 3 participants Natural Sciences 3 participants (5 × semester 1–4; 4 × semester 5–9) Group 2 10 students studying courses from the following faculties: Mathematics, Physics and Chemistry 4 participants Electrical Engineering 4 participants 2 participants Mechanical Engineering (4 × semester 1–4; 6 × semester 5–9) The group discussions took place in the market research company’s test studio. For both rounds of discussions, a time period of two hours was available. The focus groups were recorded using audio-visual equipment and the moderator was provided by the contracted market-research company. Various methods were used, such as direct interviews, small group work and brainstorming, as well as active design using flipcharts. There was a pleasant and lively atmosphere which was complemented by refreshments.

Findings The transcript of the discussion, taken from audio recordings and the analysis and interpretation of the group discussion results, was taken after the survey had been conducted by the contracted market research company and was then presented in the form of an assessment report about two weeks later. This chapter focuses on the important aspects which are particularly relevant to the construction issues (Figure 2.8, p. 36).

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Figure 2.8: Group discussions II © Julia Jürgens, www.usability-toolkit.de. Reproduced by permission.

Current usage of the TIB/UB At the beginning of the discussion, both groups described the current usage of the TIB/UB and this analysis also served as an entry point into the usage discussion. Reasons given for using the Library were as follows: –– Obtaining literature 43 % –– Reading and working 44 % –– Researching and printing 11 % –– Other 2 % At the time of the evaluation, the TIB/UB was used by both participating groups to more or less the same extent, this being for obtaining literature and reading and/or working together. A number of points were noted. Group work was considered notably more important than reading or working alone; the frequency of visits was dependent upon the amount of work and, unsurprisingly, became even more frequent before exams; the duration of the stay was mainly dependent upon the reason for the visit with comments such as, “If I just want to borrow a book, then I go in and straight out again but if I am working in a group, then I can



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be there for 3–5 hours”; the more complex the task at hand, the longer the visit; literature is generally specifically searched for by the participants, although some participants said they searched for suitable literature online at home and then just came to the library to either take a look at, or borrow, a book. Random use of literature was rarely reported and although users can be encouraged to browse, it is not generally the rule. Text books are used most frequently; electronic journals and books are primarily used by students of electrical engineering, mathematics, chemistry and mechanical engineering, and printed journals seemed to be of little interest.

Reference collection

Figure 2.9: Public space TIB/UB © TIB/UB. Reproduced by permission.

Findings from the focus group discussion on the reference collections raised a number of interesting and useful points (Figure 2.9). Current journals are of predominant interest with older editions only being used for more targeted searches for articles. The focus was on a possible restriction in the reference collection to the previous year’s journals and this would be welcomed. The space gained by this could be used for more work stations, with group work spaces being given priority. With comments such as “it is not a department store”, it was agreed that

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a special display of the journals was not necessary nor was a separate presentation of new acquisitions. The participants could envisage there being a “special journal area” where users could be inspired by subject areas other than their own. The amalgamation of several subjects into broad clusters was generally positively evaluated (“positive for orientation”). From the participants’ point of view, the subjects fit logically and thematically together.

Services and Reference Desks

Figure 2.10: Information desk TIB/UB © TIB/UB. Reproduced by permission.

The main information gleaned from this area was that the type of service usage changes during the course of studies in line with knowledge and experience. Also it was felt that one service zone per floor would be sufficient (Figure 2.10).

Furnishing and Equipment, Arrangement and Atmosphere of the Work Stations There was a lot of discussion in this area. It was felt that there was a great need for suitable work stations (Figure 2.11, p. 39). The TIB/UB makes regular use of the existing ones for work and study, both alone or in groups. Further requirements for future individual work stations were not only a “quiet position”, a “view of the surrounding greenery” and “few people nearby”, but also for sockets, lamps,



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Figure 2.11: Public space TIB/UB © TIB/UB. Reproduced by permission.

comfortable chairs and good-sized tables. In order to avoid distractions from fellow students, individual work stations should not be arranged opposite one another, but should all face in the same direction. “Peace and quiet” emerged as a key desirable feature in the evaluation of individual work stations. Participants were aware of the availability of a WLAN and the facility is used particularly by students of mathematics, chemistry, physics and electrical engineering. Group work stations were used about as much as individual work stations with work groups generally consisting of four to six students, or in exceptional cases up to eight students. Students noted problems with existing group work spaces in that they had too little space and insufficient equipment. What the participants wanted in future was additional equipment such as smart boards, whiteboards, and PCs for quick searches although they were aware of the issues with the care and maintenance of such equipment. The number and equipment of the PC work stations was generally described as being sufficient, but it was felt that all the computers should offer the same performance and functionalities. In order not to limit the discussion about the work stations to furnishing and equipment, but to also assess the atmosphere and spatial surroundings, the participants were shown a series of photos giving examples of particular work situations and atmospheres.

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Individual work stations Photos of individual work stations such as the following were used to stimulate discussion (Figure 2.12, p. 40–41).

A Seating arrangement, reading room TIB/UB © TIB/UB.

C Sitting opposite, Humboldt University Library © Matthias Heyde.

B Double tables, TIB/UB © TIB/UB.

D Open space, University Library of Cottbus © Elke Menke.



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E Cosy alcove, Mannheim University Library © UB Mannheim.

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F Individual work stations in a passage University of Applied Sciences and Arts, Library © Hochschule Hannover.

Figure 2.12: Individual work stations. Reproduced by permission.

After recording the first spontaneous reactions, the images of the proposed work stations were introduced, including reader places with opposite seating arrangements or an individual work station in a passage. The selection quickly focused on variants E and B, with comments on their attributes or characteristics as follows. With double-table variations sitting opposite was perceived as being a disadvantage, as it made it difficult to concentrate, as did the arrangement of tables in rows of more than two tables. Zoning using bookcases, equipped with electricity and table lamps was welcomed, with group members being impressed by peaceful places where people are seated behind each other – an arrangement which is considered to be necessary for concentration. The alcove (E) was seen as being “cosy”, but “rather dark”; with the other image (B) being regarded as “bright”, lots of daylight, “cooler”. The preferred option seems to be very subjective and dependent upon the type of learner.

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Technical work stations The photos of technical work stations presented are shown in Figure 2.13.

A Sitting opposite, Karlsruhe Institute of Technology, KIT Library © Anette Franzkowiak.

B Copying, Duisburg-Essen University Library © Universitätsbibliothek Duisburg-Essen.

C Standing work stations, University Library of Cottbus © Elke Menke.

D Microfilm/microfiche, ULB Münster © Universitäts- und Landesbibliothek Münster.

E Double monitor, ULB Münster © Universitäts- Figure 2.13: Technical work stations. und Landesbibliothek Münster. Reproduced by permission.



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The participants were able to formulate their requirements for technical work stations very quickly and clearly. These were that they must be functional and should be well equipped with a high-performance PC; sitting opposite was not considered a problem in these types of work stations; standing places for short searches were thought to be useful; microfilm and microfiche were not used by the participants and indeed they were not familiar with these media; work stations with dual screens were not considered absolutely necessary; and group members thought that there should be an island solution for copiers and there should be individual rooms or spaces for copying, scanning and printing.

Group work Photos of group work options shown in Figure 2.14 (p. 44–45) were considered. The requirements for the group work stations were less clear, although flexible use and communicative surroundings for quick discussions with fellow students were considered to be key criteria. The idea of having a space such as that shown in example B, with partitions which would allow flexible zoning for individual groups, was met with great interest; the danger of “chair-shuffling” was not seen as being an issue, as occupation would always be for longer periods. In contrast to this, fixed, static group spaces would offer the advantage of permanent technical equipment. It was agreed that, should there be sufficient space, both variants would be welcomed. Partitions were seen as being important as they would offer spatial separation and could also be used as pin boards. Smart boards were requested for the subject areas of mathematics, chemistry, electrical engineering and mechanical engineering.

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A Open space: passage, additional lounge, University of Applied/ Sciences and Arts, Library © Hochschule Hannover.

B Zoning: flexible, TIB/UB © TIB/UB.



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C Equipment: Smart board, TIB/UB © TIB/UB. Figure 2.14: Group work. Reproduced by permission.

Reading as a leisure activity Photos of reading spaces were also presented (Figure 2.15, p. 45–46).

A Open group area, flexible, University of Applied Sciences and Arts, Library © Hochschule Hannover.

B Flexible arrangements, Humboldt University Library © Matthias Heyde.

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C Small group, open passage area, Mannheim University Library © UB Mannheim.

D Small group, open area, University Library of Cottbus © Anette Franzkowiak.

E Open individual spaces, Duisburg-Essen University Library © Universitätsbibliothek Duisburg-Essen.

F Shielded individual spaces, Heinrich Heine University Düsseldorf, O.A.S.E. © Anette Franzkowiak.

Figure 2.15: Reading as a leisure activity. Reproduced by permission.

Areas for relaxed reading were welcomed by the participants, although the second group emphasised that this would be a luxury. From the suggestions made, no single one proved to be a general favourite. The participants said that variants B and C seemed “very relaxed” with the furniture being attractive and offering flexible usage. It was felt that example A could be viable as a place to take a break and “draw new strength”. Example D was seen as a good combination with minimally shielded individual seats being able to be grouped together.



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Parent-child areas Photographs of parent-child areas were also discussed (Figure 2.16).

A Area for several parents with their children, Humboldt University Library © Matthias Heyde.

B Individual area for parents with children, Universitätsbibliothek Bielefeld © Universitätsbibliothek Bielefeld. Figure 2.16: Parent-child areas. Reproduced by permission

Most of the participants felt that a parent-child area could be useful. There was no clear preference in favour of a group-study room or an individual work space.

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Carrel An example of a carrel was shown (Figure 2.17).

Figure 2.17: Carrels TIB/UB © TIB/UB. Reproduced by permission.

The idea of being able to rent a carrel for a particular period of time was welcomed, with about half of participants in each group saying they would take advantage of this offer. In general, it was thought that fixtures and fittings in the carrel should be quite sparse as “less fixtures and fittings present less of a distraction”. As nearly all the students work on their own laptops, the technical equipment could be minimal, although participants felt it would be desirable to have additional equipment such as a printer, scanner or PC on request.

Figure 2.18: Group discussions III © Julia Jürgens, www.usabilitytoolkit.de.

During the discussions, it became clear at many stages that the library, with its work and study areas, is sought out to provide a place where it is possible to carry out effective work and to concentrate (Figure 2.18). Good acoustics is seen as one of the most important prerequisites for an optimal work and learning environment.



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A number of key issues for attention arose through discussion. Zoning was considered to be an important issue with there being separation between quiet and noisy spaces. It was felt that individual work stations should be arranged behind each other rather than opposite each other, they should be fitted with a socket and table lamp and there should be choices available to users of spaces providing different atmospheres. Participants wanted more group-study areas seating about four to six people. Quality was important with partitioning available and sufficient sockets and connection to an interactive whiteboard. They also wanted quiet, tranquil spaces which would be for individuals to have time for themselves which would not be intended for group use. The actual design plan with the arrangement of space and details of usage was influenced by the results of the evaluation described here (Figure 2.19, p. 50). The first construction stage started in summer 2012 and the whole refurbishment ended with the third stage at the end of 2013.

Conclusion A prerequisite for the implementation of the information gained from the evaluation is an analysis and description of the actual situation in the existing range of services and spaces, as well as the defining of the requirements. Even just the development of possible ideas and/or scenarios is important in order to determine the problems and questions that should be considered. There must be a basis for discussion, a concept, which can be discussed. It was possible for library staff to follow the discussions as they happened and it became clear to those involved that an independent evaluation by trained professionals was an important factor for successful implementation. Moderation by individuals not connected with the library had the advantage of creating the necessary distance for the discussion and ensured there was strict adherence to the discussion guidelines. In conclusion, the work carried out using a “working with focus groups” tool achieved a number of things in the context of a Post-Occupancy Evaluation. It ensured results in a short time and with a rather low budget in the case of the TIB/UB. The results provided data to back up and present good arguments in planning and financing committees. The independent evaluation conducted by the marketing company and described above also added credibility and was an important aspect in the planning process. The results have to be seen as a snapshot, they provide information to help form opinions and make decisions which is particularly important when setting

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Figure 2.19: Layout of the first floor with examples of work situations and atmospheres as intended for the relaunch © plan Römeth Architekten, photos © Anette Franzkowiak.

priorities with limited space resources. As this is a qualitative method, the assess ment cannot be classified as wholly representative and it is helpful also to consider quantitative analysis such as usage figures. With accompanying communication, this tool can be an important factor in public relations issues also. It should make collective discussions and the finding of solutions with the users of the learning spaces (with the goal of creating quality working environments throughout the university) more attractive through identification with, and ownership of, the planned new or refurbished spaces.

Mercè Millán, Ester Omella and Assun Viladrich

3 How to improve existing library buildings 3 after evaluation 3 How to improve existing library buildings after evaluation

Introduction Barcelona is one of the four provinces in Catalonia, an autonomous region in Spain. The province of Barcelona has a population of more than 5.4 million inhabitants, distributed in 311 cities and towns. The Diputació de Barcelona is a supra-municipal institution. Its goal is helping the province towns to offer municipal services to their citizens. Public libraries in Barcelona are administered as a shared project between the City Councils, which have their own competencies, and the Diputació de Barcelona, which provides help and services, thus promoting cooperation and facilitating networking. The Public Libraries Network of the province of Barcelona (XBM) – in Catalan: Xarxa de Bibliotheques Municipals (from now on XBM) – consists of 208 libraries and nine book mobiles which provide direct service to people of 237 municipalities, representing 97.5% of the province’s total population (as of December 2011). At the end of 2011 the Network had 2.3 million registered library card holders (that is 42% of the total population). In the course of the same year, the Network reached 18.9 million accumulated visits and 13 million loans. During the years 2010 and 2011 building works were performed in 33 premises in the province of Barcelona. They comprise 17 newly created libraries, seven moves of libraries and nine expansions. Collaboration between the City Councils and the Diputació de Barcelona has been essential for the development of the libraries in the province in the last 25 years. It is important to emphasise that the support of the Diputació for the libraries and networking has a historical tradition that goes back to the beginning of the 20th century. At present libraries have an important social reputation and municipal surveys show that the public service is considerably valued by citizens in many City Councils. Equity of access and use of the libraries, economic sustainability, efficiency, quality of the service and membership are the five dimensions that define the model of management and provision of services of public libraries in the province of Barcelona. The economic sustainability that this model of management and provision of service provides has been a key aspect for the City Councils and it is so at present, bearing in mind that local properties’ weakness is even more

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critical in the present economic context. This is especially important when one considers that 40% of the City Council’s income comes from transfers from other administrations (and consequently they are not controlled directly). Considering these economic circumstances, providing quality library services would be a very difficult venture if it were the sole responsibility of the City Councils. The role of the Diputació de Barcelona is therefore essential for success. On the other hand, by committing to this management model libraries were able to evolve, expand and improve their services at a pace set by social changes and to reflect the profile of citizenry that they serve, becoming genuine spaces of social cohesion, as well as of culture and education. The mission of the Gerència de Serveis de Biblioteques (Management of Library Services, [MLS]) is: The Gerència de Serveis de Biblioteques of the Diputació de Barcelona assesses and provides services and support to City Councils with the creation and provision of quality library services, and leads the Xarxa de Biblioteques Municipals of the province of Barcelona, promoting optimisation of existing resources, of economies of scale and networking, in order to guarantee territorial balance and equity of access for the whole citizenry to information, knowledge and culture.

Networking in the province of Barcelona achieves three key goals: –– production of services in economies of scale; –– cooperative working of libraries, and –– access for the citizens to the whole of the library resources, in terms of equity.

Post-inauguration evaluation stage in the process of creation and improvement of a library Objectives of the evaluation Library architecture has to evolve at the pace of changing library concepts and, at the same time, has to foresee its evolution, anticipating the architectural necessities that this evolution will need. It is understandable that professionals and institutions involved in the creation and improvement of a library should look forward to the end of the process: the successful opening of the library and its the services. Nevertheless, no one doubts that it is important to evaluate and document the whole process and the results.



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It is particularly important that an institution like the XBM considers evaluation, because it promotes, and participates in, various projects for new premises. In this context it is necessary that the new projects should profit from possible improvements detected in existing libraries in a process that should be considered as a continuous improvement. Consequently, the MLS carries out this subsequent evaluation considering aspects related both to the improvement of the process and to the final result. Amongst these, the principal elements to take into account are: coordination between administrations involved in the provision of service, the relationship of architects and librarians, timing and deadlines for performance as well as providing solutions when unforeseen events arise. In the evaluation of the final result, elements such as the architecture of the building, the distribution of areas, the collections, the equipment and the furniture are evaluated. All of this is done with the purpose of: –– improving provisions for the users of library services; –– improving conditions of staff workplaces, especially in the customer service and the lending service areas; –– planning more sustainable buildings, both environmentally and economically. As already mentioned, the MLS assesses and collaborates with the City Councils in planning, creating and improving library premises. Evaluation is a key stage, linked with the other stages that define the process of creation and improvement of a library. These stages encompass the following steps: –– previous analysis; –– service programming; –– architectural project; –– building work execution; –– furniture and equipment; –– planning of the new service management; –– service opening; –– evaluation and documentation of the whole process. Figure 3.1 shows each stage of processes and the principal purposes of the MLS.

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Figure 3.1: Processes of creation and improvement of a library.



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Questionnaire used and priority fields of the study The three basic criteria to create and improve a library are accessibility, flexibility and organization. Starting from the premises, the success of a new library building depends on a good allocation of the spaces and the services that facilitate interaction between users and document collections. In order to improve processes and tasks that are carried out to improve a library, the MLS worked on expanding existing evaluation documents, which were handed out to the directors of the libraries, to gather their opinions. These questionnaires had to be analysed and assessed. And finally some conclusions had to be reached. These conclusions were useful in reconsidering and improving building concepts and the organization of spaces for a collection, services, workload or furniture arrangement. It was decided to carry out an evaluation using some questionnaires that would be both interesting to answer by the teams that manage libraries and also respond to the three key criteria that were to be highlighted. The following libraries1 were evaluated: –– Biblioteca Manuel Serra i Moret in Pineda de Mar; –– Biblioteca de Masquefa, Masquefa; –– Biblioteca Joan Coromines in El Masnou; –– Biblioteca Contravent in Vilanova del Valles; –– Biblioteca Mercè Rodoreda in Sant Joan Despí.

Questionnaires and study areas The details of the questionnaires2 were developed in three different areas: 1. Tasks at the Unitat de Programes i Equipaments (Unit of Programmes and Equipments [UPE]); 2. Secció de programació Territorial i Equipament (Section of Territorial and Equipment programming; [SPTE]) – Monitoring file; 3. Unitat d’Arquitectura Bibliotecària (Unit of Library Architecture Unit [UAB]) – Monitoring file. This order reflects the fact that the initiative came from the UPE and that the intention was to evaluate the tasks that were carried out from this Unit, these

1 See Appendix 2. 2 See Appendix 1.

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being mainly aimed at the assessment of staff, and the management of equipment, training, and collections.3 Subsequently other topics were added that are also covered in this section such as concepts relating to library architecture and other issues that belong to the interior of the building: location and functionality of the furniture, location of screens, self-listening equipment and viewing equipment, acoustic comfort, and lighting.4 Finally a questionnaire at the request of workers from other Units or Services of the MLS was included that addressed logistics and computing.5

Methodology The procedure was to send these questionnaires about the different processes to the directors of the new libraries or those libraries which have been expanded and improved, to wait for the answers and to carry out an individual summary for each library afterwards. This was also done at a more comprehensive level. The first analysis shows what the existing library is lacking and therefore needs to be improved, and the next step then involves incorporating examples of good practice and ideas gathered when programming future premises. The structure of the three questionnaires is the same, but the appraisal that the library staff makes varies between the first two and the third: –– in the first two cases, each task carried out at and by the UPE is appraised, as well as the aspects regarding library architecture, sound and image equipment, signage, with a scale that goes from 1 (very bad) to 5 (very good); –– in the case of the questionnaire from the Building and Equipment Unit, the appraisal was based on determining if the aspects of logistics and computing were working when the construction of the premises started, on the day of the inauguration and two months after it, asking for a yes/no answer. Altogether the questionnaires provide an evaluation of the building, its equipment, the collections and the services: good things that are present, things missing that would be an improvement and level of satisfaction.

3 See Appendix 1a. 4 See Appendix 1b. 5 See Appendix 1c.



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Feed-back from the libraries Tables 3.1–3.3 show the collection of data received from the libraries that have answered the questionnaires. A summary is presented which shows the average level of appraisal and comments on what is considered most important by the directors of the five evaluated libraries. The same order of the questionnaires is used as previously. Table 3.1: Tasks at the UPE and assembling of the library Staff Welcome and tasks of the unit Millennium training Management hours

Appraisal 4.4 4 4.1

Comments: Favourable reception Lots of theory and not so much practice. Lack of time. Support to management Arrangement of the collection Distribution of work load Planning of library hours Signage

Appraisal 4.2 3.9 4.4 3.6

Collection Weeding Logistics Timing Organisation at UPE Treatment at UPE Assembly of collections at the library Incidents on the collection Subscription

Appraisal 4.4 4.4 3.5 3.7 4.1 3.8 4 4.2

Comments: It was not possible to carry out the necessary weeding It would have been good to work with the collection itself The collections were assembled too quickly Contents of signage were decided with little time Not enough time

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Table 3.2: SPTE Monitoring file Library architecture Location of the counters Dimensions of the counters Furniture: functionality Arrangement of the furniture Natural light Artificial light Heating and air conditioning Acoustic comfort Quantity of sockets for public use

Appraisal 4.4 3.6 3.7 4 4 4 3.4 3.3 3.9

Comments: Very separated desks because of the space, but well located strategically. Adults’ desk with a shape that makes moving with book carts difficult. Desks were not functional enough. Missing sloping shelves and music furniture missing in the children’s area. There are areas where there is light dazzle. Noise comes from the lower floor. The stairs are noisy. Sockets for public use are missing. Programmes and equipments Information screen CD for own use DVD for own use TV Labelling

Appraisal 2.7 3.4 3.5 3.6 3.6

Comments: Some TVs are too small. Screens for DVD for own use are too large and not very easy to use. Wireless headphones that do not receive TV signal but do receive radio frequencies.

Table 3.3: UAB Monitoring file Logistics Water Alarms Antitheft Lift Toilets Light Complete furniture Cleaning Telephone

Beginning Yes Yes Yes No No Yes Yes No Yes

Opening Yes Yes Yes No Yes Yes Yes Yes Yes

Present Yes Yes Yes Yes Yes Yes Yes Yes Yes



3 How to improve existing library buildings after evaluation 

Computing Computing wiring Stabilizer Municipal ADSL Line Diba ADSL Line Management PCs Wi-Fi Internet and more Catalogues Printers

Beginning Yes Yes Yes Yes No No No No No

Opening Yes Yes Yes Yes Yes Yes Yes Yes Yes

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Present Yes Yes Yes Yes Yes Yes Yes Yes Yes

Comments: Cleaning at the beginning was not daily (2 libraries). The building itself represents greatly the library management work. Some computers were not installed because of lack of sockets.

Conclusions After analysing the evaluation carried out by the directors of the libraries some conclusions can be drawn that will enable an improvement plan to be developed which will cover those aspects that have received an average score of less than four: –– Staff section (tasks at UPE): Training and practice: it is necessary to carry out new training on Millennium (software used in libraries) which covers everything that a person who starts from scratch in a library needs to know. The practical aspect of the training, both for the Millennium software and for the functioning of the library, has to be promoted. –– Support to the manager section (tasks at UPE): Reconsideration of the support to the manager. See what it is necessary to re-emphasise and what can be offered from scratch. –– Collection section (tasks at UPE): Improve the timeline for buying and processing the collection. Define and consolidate reading interest arrangements, so that selection and exhibition can be done easily. –– Library architecture section (Secció de Programació Territorial i Equipament): The importance of the architecture, as well as the furniture, for the ideal functioning of the service could be seen from the various comments in the surveys. The most frequently recurring topics are tables, lighting glare and poor acoustics.

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–– Programmes and equipments section (Secció de Programació Territorial i Equipament): Regarding audiovisual elements, the size and the features of the equipment should be redefined and the installation company should provide sufficient information for the staff about the conditions of use of this equipment. –– Logistics section (Edifici i equipament): Cases were identified where matters such as the cleaning of the building and the toilets were not planned when doing the transfer and starting to move in. –– Computing section (Edifici i equipament): Installation and configuration of information equipment are intimately linked with logistics, because when tables and cables are not assembled and wired or the lighting is not working, computer specialists cannot work with the equipment.

Results of the evaluation – input from different fields of study with key improvements noted Why is an evaluation carried out for a library? To improve and develop as a public service which provides cultural offers for the citizens. A focus of the evaluation was on improving library services for users, ensuring workspaces for library staff that were fit for purpose and the maintenance of equipment.

Improving provisions for the users of library services How can such improvements be provided?

Reader interest arrangements For some time now, public libraries both in Europe and in America have organized their collections according to the Dewey classification scheme. However, this no longer meets the requirements of the public. Therefore new ways of arranging collections at Catalan libraries were developed, based on the interests of the users. Catalan libraries have developed reader-interest arrangements6 that are very successful, and which brought about a rethinking and re-evaluation of the way 6 The most used in XBM libraries are the following: self-learning languages, self-help, self-learning, comic books, personal growth, cooking, decoration, traditional celebrations, tourism and



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collections are organized. This arrangement has a direct impact both on the organization and on the approach of the users, the type of shelving, furniture, signage and how areas of the library are planned. Taking into account these libraries which are interested in the creation of reader interest arrangements, the MLS has decided to evaluate the organization of the collection. It was necessary to bear in mind that documents which with the CDU classification would have been dispersed around the library, are shelved together in a specific area, so users will not have to search the whole collection to find what they are looking for. An example is the reader interest arrangement where a “parents’ area” is placed in the children’s area and books on various topics of interest to adults can be found (pregnancy books, children’s psychology, nutrition, learning, games, travelling with infants). It is important to remember that reader interest arrangements coexist with the traditional organization of the collections. What has this analysis provided? 1. The MLS has to determine and to present a project of reader interest arrangements to make libraries more dynamic and flexible; 2. The need to consider space and furniture requirements: –– the definition of specific areas within the libraries to present these reader interest arrangements. These areas should be very visible and distinct from the other reading areas. Users should be able to identify these display areas easily; –– specific, informal furniture (shelving, armchairs or cushions); –– signage that shows the users where they are in the library and in the collection.

Young areas (14–25 years) For some years now it has been known that young people from the age of 13 to 22 years do not like to use the library. The library, which was at a younger age a meeting point for reading, gaining knowledge, using technology and meeting friends, becomes a place that does not offer them anything. Therefore both the library directors and the City Councils asked for an area designed especially for young people in the libraries. In Catalan libraries there are already areas with different characteristics according to different user types:

travelling guides, easy-reading, world of work/competitive examination, multiculturality, born to read and parent’s area.

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area for very young readers, comic book areas, children’s areas, music and magazines areas, general areas, workshop areas, storytelling areas etc. The library directors felt that young people become lost in the space for adults and do not have their own space or a collection appropriate to their interests. On the other hand, the library is recorded in the survey as one of the most valued buildings for the “Plans Locals de Joventut” (local plans for young people). This encouraged the UAB to consider how to make the most of this good appraisal and act accordingly to create a suitable design for users. What has this analysis provided? 1. That the topics for young people become an especially important element in the development of policies for the youth of the municipalities, and that library directors see the need for providing a service and an offer to promote reading for these ages. 2. To consider space needs and furniture: –– it was decided to build an area for young people’s interests and needs, so they gain a meeting point; –– a single formula or a single model of premises for all the municipalities does not exist. It is necessary to start from the real situation in each municipality and to adapt the spaces to the respective situation and particular needs, and to the kinds of services that are needed to encourage the autonomy of the young person; –– the existing meeting points have to be replicated and improved with: –– multipurpose areas with little furniture to facilitate flexibility; –– enclosed spaces with an innovative design based on young people’s taste, considering current trends; –– technology areas with Wi-Fi, TV, video games equipment; –– bespoke, informal furniture (shelving, armchairs or cushions); –– signage that provides clear guidance to users as to where they are in the area and in the collection; –– display areas where both documents and pieces of work carried out by users can be exhibited.

Reference areas The evolution of the virtual reference collection and the increase of internet use among the citizens have drastically reduced the use of these areas in libraries. This is confirmed by the libraries, although it is noted that there are people (usually not familiar with the internet) who prefer to use the printed versions of encyclopaedias, dictionaries, atlases, yearbooks and other materials. On the other



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hand, it has become more difficult to acquire documents of this kind, because the supply is becoming limited for the central services of the XBM. Until recently, reference areas had a key role in the allocation of areas and were located in very visible places, set out from the rest of the collection. Considering changes in the usage of the reference works (online access is better than printed access) and of the publishing evolution, the MLS has started to organize this type of document in a more integrated way with the rest of the library collection. In the libraries opened in recent years, different forms of organization have been tried; after some time in operation these were assessed in order to introduce improvements in the organization of new libraries. What are the findings of this analysis? 1. It was realized that there cannot be a single organization system: depending on the library type and the characteristics of the potential public of its local community, a more differentiated or integrated organization system has to be considered; 2. Although they are not frequently used, reference works still have users and cannot disappear entirely from the library. In order to promote their use it was made possible to borrow them (until recently, the majority of reference works were excluded from lending); 3. The MLS set out some performance guidelines about the organization and content of the reference areas, aimed at existing libraries to encourage them to adapt them to current trends; 4. The organization and display of the library collection has to be rethought in a more comprehensive way, the reference works aside. In existing libraries, the gaps that reference areas have left, have been occupied by new book displays and reader-led arrangements, following an organization and presentation of the collection which is much more attractive for the users.

Improving conditions of staff workplaces, especially in the customer service and the lending service areas How can this improvement be achieved? With newly designed furniture to avoid health and safety risks, an example being the lending desk.

Lending desk The lending desk is an important architectural element in the way the library is perceived as it is often the first piece of furniture that can be seen when enter-

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ing the building. Furthermore, it is a working space where the whole process of borrowing and returning library material takes place. Indeed, it is regarded as a principal focus of the library. The desk often attracts a lot of criticism from users, from staff and from the architects of a project. Current influences are new presentation features, the lack of staff and the increased work load for the remaining staff. Therefore it was necessary to improve the design of this piece of furniture. What has this analysis provided? 1. Awareness of the complexity of the subject; 2. Consideration of space needs and furniture: –– gauging the proportions of the lending desk to help ensuring good ergonomic design for members of staff; –– making work for left- and right-handed people easier; –– facilitating the workers’ movement and their chairs along the desk; –– disabled people with wheelchairs (library staff and/or users); –– avoiding untidiness; –– personal space (not feeling invaded) and how the user approaches the desk; –– ensuring a visual relationship with the users; –– materials have to be comfortable and secure. A lot of work has already been done towards improvement in this area. Changes have been incorporated according to need and, in some cases, solutions to identified problems have been found. There are some related regulations, but they are not very clear. Now, starting from the information gathered and taking into account the relationship between design, functionality and an adequate dimension, certain measurements are being adjusted, bearing in mind that the member of staff can stand up or sit down, the chair must be adjustable and the desk is enclosed so legs cannot be seen. An area has been incorporated so the user can put books on it thereby making it easier for staff to take the books. However, there are believed to be aesthetic problems with this proposal. It should be borne in mind that with new technology and the possibility of incorporating RFID tagging, some changes will make the user more autonomous; as self-service increases, there will be further changes in the design of desks as well.



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Planning more environmentally and economically sustainable buildings How can this be achieved?

Organization of user spaces It has long been known that in Catalan public libraries more than one task is carried out – not only promoting reading, but also promoting information, the formation of social centres, human relationships, social cohesion etc. Nowadays libraries are so heavily used that there is a strong need for the maintenance of the building and the furniture. What were the findings of this analysis? 1. It is possible to assess how to reduce costs without losing the quality of materials, and to facilitate maintenance of the buildings by better organization of the services provided by the library; 2. Space needs and furniture must be considered. Create buildings to provide multipurpose services: –– spaces that can serve both as lending and magazine areas, as places for exhibition and document presentation. This way the library can be an exhibitor and a promoter of its collections; –– in all areas the need of different spaces is noted: reading, working alone, group working, silence etc; –– spaces with different functions are required: the storytelling area, a workshop area, a place for reading groups. These spaces should be easy to manage both with the library open or closed to the public.

Immediate consequences of including the evaluation stage in the process of creation and improvement of a library As referred to in the previous sections, the MLS has implemented the evaluation process in order to identify things that can be improved in any one of the stages of creation and improvement of a library.

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In this section we will summarize the key results: –– improving provision for the users of library services (reading interest arrangements, young people areas, reference areas); –– improving conditions of staff working places, especially the customer service and the lending service areas; –– planning more sustainable buildings, both environmentally and economically.

Improvement in the provision of library services: reading interest arrangements Aspects to bear in mind: –– the reading interest arrangements have the following goal: to boost and give visibility to, and facilitate accessibility to, the collection and/or subjects, through bringing together different subjects that normally are dispersed according to CDU classification, either because of users’ repeated demands or because of the relevance of the subject; –– reading interest arrangements can be temporary or permanent; –– performance studies in the XBM libraries’ collection indicate that reading interest arrangements should be introduced in the libraries, because only 32% of books were lent in 2011.7 If the organization of the collection responds to a specific interest of the user, the lending increases: 50.1% comic books, 50.5% language-course books, 47.3% of large-print books, etc. Action proposal: –– the collections must be promoted according to the users’ interests, both the temporary and the permanent ones; –– the reading interest arrangements will coexist with a more traditional organization of the library; –– the reading interest arrangements are essential to move towards a library model that showcases the library collections; –– adopting these arrangements means having more linear square metres of shelving and furniture with an exhibition function; –– committing to reading interest arrangements is complemented by other guidelines to achieve a more exhibitory library: to promote the usage of the collection (marketing), to have a development of the collection policy (with withdrawal criteria and policies), participating in collection exchange proj7 In audiovisual collection the percentage surpasses 63%.



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ects, to improve the display of the collection, boost the acquisition of digital formats, etc.

Improvement of the library services provision: areas for young people Aspects to bear in mind: –– young people areas are not included in the standards of public libraries in Catalonia, and few libraries have specific spaces, except some that coexist with youth information services, which are managed through another municipal department; –– coexistence between both services, when it occurs, is more to share spaces than to create synergies between services; –– the libraries do not provide offers to young people according to their demands (a clear example of this is music); –– according to the last XBM usage study (June 2011): 17% of the users go to the library to study. Of these, 23% are young people and they go to the library when they have exams; –– this study also shows that: –– 13% of the users go to the library to carry out thematic searches, and of these, 55% are young people who value, mainly, the ability to connect to the internet; –– other service data (2011): –– young people between 15 and 24 years old represent 17% of the XBM library cards; –– 30% of wi-fi connections during 2011 are related to these ages; –– 17.75% of lending uses correspond to young people, which represents 16.5% of the lending users. Action proposal: –– better planning of spaces and library services for young people according to each local situation; –– commitment to the coexistence between both services sharing a space, as a first step to create synergies between services; –– there is a need to locate the library collection in a space with more informal furniture (lower furniture for searches, informal seats, armchairs...); –– in libraries where there is a young people’s area, it is necessary to plan soundproofing from the rest of the library and to organize spaces so that they allow for an interrelation of these spaces with the rest of the library. In

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our society, public libraries have a very important role in intergenerational meeting; –– an accurate offer for young people of online library services makes it necessary to provide a wi-fi connection in the young people’s area with lots of sockets. This is more important than providing a lot of computers for the area. The introduction of strategy games, also in a technological format, such as Wii and Play-Station is regarded positively; –– as well as equipping the area, library directors are encouraged to cooperate with other municipal services to design specific services for young people, some examples are the “technology couples” projects, in which young people teach old people all about technology.

Improvement of the provision of library services: reference areas Aspects to bear in mind: –– the changing use of reference works; –– the change from printed to online publication of reference material. Action proposal: Some changes have been introduced in the reference areas planned for new libraries, fitting this space to the use and needs of present services. At present some specific operational guidelines are provided which differentiate the actions to follow depending on the type of library and the characteristics of the population being served. The specific titles that constitute the collection and the equipment are also determined by these guidelines. In addition an alert service has been created to remove those materials that are obsolete. Until recently, reference areas played a key role in space allocation and they were placed in very visible places, separate from the rest of the collection. Now, these areas have been substituted by new book displays and reading interest arrangements, following organizational models for presentation of the collections which are much more attractive to the users. Today, in libraries in small towns and in libraries next to urban networks, reference areas have disappeared as separate spaces and have been integrated into the rest of the collection. However, it has been considered convenient to continue keeping a separate space in large libraries.



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Customer service and lending service desks Aspects to bear in mind: –– changing the library model, in which the librarian becomes a reading prescriber;8 –– introduction of technology (radio frequency, self-lending service...); –– in Mediterranean society human relationships are very important, and therefore promoting a quality customer service must be continued. In the last survey of user satisfaction (2011), the items most valued were cleaning (8.5) and personal relations (8.4). According to the same survey, when searching for a book, 28.9% of those polled prefer to ask the library staff for it (in the survey carried out in 2007, the number was 22.5%). Action proposal: –– a change in the customer-service and the lending-service management requires a change in the desk orientation. The desk is a key element in this service. The aim is to establish desks as places which reinforce customer service, rather than just being regarded as workspaces. Finding good solutions for lending desks, in relation to conception and location, is an important challenge for the two sections of the GBS involved in the creation and improvement of libraries.

Planning buildings bearing in mind the maintenance cost Aspects to bear in mind: –– maintenance costs in libraries represent for the City Councils an average of 62.07 Euros/m2 of surface per year (2011). These expenses include consumption (water, electricity, gas...), cleaning, maintenance investments and insurance. These expenses have increased slightly in the past few years, basically because of the rise of supply costs in Catalonia. Maintenance expenses represent, for City Councils, an average of 28% of their expense in maintenance for library service; –– maintenance expense is one of the highest costs of the City Councils’ economic contribution, together with the cost of human resources. 8 In the XBM project of the Biblioteca Virtual (virtual library) http://bibliotecavirtual.diba.cat/, recommendations section, which is taken care of by library professionals and library users. See also project Bibarnabloc: http://bibarnabloc.cat/. Sites accessed on 19 March 2015.

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Action proposal: –– it is necessary to plan sustainable buildings right from their conception (especially when programming and during the architectural project stages). The programming stage must take account of those interventions that are really necessary according to regional planning tools. The MLS has strongly supported the need for public library standards and for a balanced development of the service; –– the architectural project stage has to foresee premises which are not too expensive to maintain (it is important to have a good library organization, to use materials which are inexpensive to maintain, etc).

Conclusion –– The evaluation process that was implemented was very appropriate, mainly with regard to the economic environment in Catalonia and the current financial challenges for administrations. This applies also because of the need for constant revision of, and improvement in, the public library and its services.9 –– The evaluation has resulted in an improvement of each project, and also importantly the possibility to put the improvements into practice in further projects. This becomes very relevant in a networking model like XBM, in which shared learning is an important goal. The fact that there are differentiated stages and different goals at each stage has helped to achieve a more comprehensive understanding of the project. –– The evaluation process that was demonstrated is complemented by the continuous evaluation of the service, which is promoted by the institution XBM, which is conscious of its responsibility when serving the citizens and offering a quality public service. –– New challenges were identified for the following: spaces that have to be improved, more technological deployment, libraries with more self-service, and more personal recommendations. The evolution of virtual services is of major importance; the Biblioteca Virtual (virtual library) has been implemented as networked libraries, and it is seen how this virtual offer influences the service offer in the physical libraries.

9 See “avaluació de serveis” (“evaluation of services”) http://www.diba.cat/web/biblioteques/ avaluacio-de-serveis. Accessed on 2 April 2015.



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–– All in all, the results of the XBM libraries as a whole continue to help. In Catalonia, public libraries are still the public premises used most by citizens. Visits to libraries have increased and the number of 17,770,928 visitors has been reached. At the same time there is a notable rise in virtual access to libraries with 8.8 million visits recorded. Thus it is possible to say that the increase in the virtual use of the public library has come together with an increase of use in person, consolidating the library areas as meeting and networking spaces, which favour social cohesion.

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Appendices Appendix 1: Questionnaires



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Appendix 2: Relation of Libraries Where the Evaluation was Carried out with the Appropriate Information10

10 Photos: Archive Diputació de Barcelona. Reproduced by permission.

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Figure 3.2: Biblioteca Manuel Serra i Moret in Pineda de Mar, external view.

Figure 3.3: Biblioteca Manuel Serra i Moret in Pineda de Mar, internal view. More information on library buildings: http://www.diba.cat/web/bibliotques/projecte-i-obres



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Figure 3.4: Biblioteca de Masquefa in Masquefa, external view.

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Figure 3.5: Biblioteca de Masquefa in Masquefa, internal view.



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Figure 3.6: Biblioteca Joan Coromines in El Masnou, external view.

Figure 3.7: Biblioteca Joan Coromines in El Masnou, internal view.

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Figure 3.8: Biblioteca Contravent in Vilanova del Valles, external view.



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Figure 3.9: Biblioteca Contravent in Vilanova del Valles, internal view.

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Figure 3.10: Biblioteca Mercè Rodoreda in Sant Joan Despí, external view.

Figure 3.11: Biblioteca Mercè Rodoreda in Sant Joan Despí, internal view.

Architects on Library POEs

Santi Romero

4 Post-occupancy evaluation of ten public 4 libraries in Barcelona Province 4 Post-occupancy evaluation of ten public libraries in Barcelona Province

When architectural advice ends up being of real value

Introduction As background, I am going to give some information about my country, the city I live in, the institution I belong to and the work I do. Spain has an approximate area of 500,000 km2, a population of 47 million inhabitants and is organized in 17 autonomous communities. The Autonomous Community of Catalonia has 7.5 million inhabitants and is organized in four provinces. One of them is Barcelona, which has a population of 5.5 million and is distributed in 311 municipalities. The Diputació de Barcelona, which is the organization I work for, is a supra-municipal institution whose mission is to help the municipalities of the province so that they can offer the citizens the local services that law defines. For the public library service, economic and technical help is provided and it is offered through the Library Services Management Unit,1 which is the leader and manager of the Municipal Library Network of the province of Barcelona. At present the network is made up of 220 libraries and nine mobile library buses, so the library service reaches 98% of the population. There is an approximate increase of ten new libraries every year. The fact that we work in a network facilitates optimizing existing resources and economies of scale. It also guarantees territorial balance and equal access to information, knowledge and culture for all citizens. One of the multiple functions of the Library Services Management Unit is helping town councils to plan and to create new libraries. To do so there are some service standards that have been applied to the Autonomous Community of Catalonia since 2008.2 These standards are mainly quantifying and provide dimensions for the collection, the building and the facilities (space area, number of reading stations, etc.), human resources and weekly service hours. Planning of library equipment 1 http://www.diba.cat/biblioteques. Accessed on 20 March 2015. 2 http://www.diba.cat/documents/16060163/22275360/Estandards_castella.pdf/. Accessed on 20 March 2015.

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is based on these standards, as well as the forecast for the local situation and the needs and characteristics of every municipality. In order to assess the whole project process and the construction of the buildings, the Library Architecture Unit, which I am responsible for, was created. It is made up of three architects. We give architectural advice to both the architects who carry out the project and the municipal technical services. We are involved in the whole project process and in the building construction, as well as in the furniture and interior installations. As architects specialized in library buildings, our main mission is to achieve an architecturally interesting building but one that, at the same time, can offer a satisfactory library service. We are currently working on about 70 projects, which affect 45 municipalities. Our network has a total of 232,000 m² of usable surface area for a public library. This information shows that the average usable surface area per library is 1,100 m2. In the past years there has been a great move to improve and expand the network. In 1995 the total surface of the libraries was 45,000 m2, and in the last 19 years the area has increased by a factor of five. The Library Services Management Unit also created the Statistics and Quality Unit, which evaluates all aspects relating to planning, creating, launching and maintaining the buildings, as well as the daily operation of public library services offered to the community. It also has a permanent organized evaluation system for users’ satisfaction standards, expectations and needs. These, and other feedback mechanisms for the work that has been carried out, allow us to detect errors and establish ways to make improvements.

The need to evaluate library buildings The aim of this article is to promote the importance of evaluating libraries some time after their opening, in order to ascertain if the forecast expectations were met and if the libraries are functioning well. Identifying the positive aspects of the library design and also any bad choices made allows us to find solutions, and above all, draw conclusions that will help improve future library buildings. It also ensures that, when a library project has been created through a satisfactory process for acquiring advice and through interdisciplinary work, any errors and faults detected are fewer and also easier to correct. It has been shown that in order to design a satisfactory library building it is very important to achieve two things: the architects should be told what sort of building is required and there should be advice from someone who knows the library needs. The architect needs a detailed programme or brief giving informa-



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tion about the library to be built. In architecture schools students learn how to transform needs into buildings, but do not necessarily know, for example, what is needed in a prison, a hospital or a public or university library. Therefore, the architect should be told what kind of library is needed, what spaces there should be, how large it should be, what kind of public will use it, what activities will be carried out, how many documents and user places there should be, what the relationship between spaces needs to be – either directly connected or separated – what needs to be easy to find when entering the building, etc. All this will help the architect to understand how the library should work, so that the user can make best use of it. Once the architect has this functional programme, it is beneficial to have someone who knows about libraries to help them in the whole process. Generally it is a librarian, but it would be ideal for it to be a library specialist architect, as this can make communication easier. It is well known that when advice is given by librarians, they can sometimes feel isolated among so many architects and engineers. That is why it helps if they are used to interpreting plans and have some knowledge about the facilities, the finishing materials, etc. This way the collaboration is more fruitful. Ideally, advice should be given from the start of the process, because in architecture the most important decisions are made at the beginning. It is at that stage that it becomes obvious if the project is on the right track or not, and it is easier to make changes, and even to be able to plan a completely different library. If advice comes later, it is more difficult to suggest radical changes. Despite this, it is always the right moment to improve a project. A lot of library buildings have serious functional problems but even so some of them have become architectural symbols of the cities where they are located. In most cases, these problems are due to decisions made not in the library world but for political reasons. We should make every effort to avoid building badly planned or badly project-managed facilities, and post-occupancy evaluations are a good tool to use in order to avoid repeating the same mistakes. The price of a well-designed building and of a badly designed one is very similar, because it depends mainly on the size, the building materials, etc. However, a library that is not fit for purpose will be more expensive to maintain, more staff will be needed, their work will be less efficient and users will not feel as comfortable. It should be admitted, however, that it is very difficult to plan a library that works well. Even though I am one to reject any impulsive decisions and go rather for a coherent architecture, it is almost impossible to achieve everything we want in a building. Let’s take a public library as an example. We want to convey a feeling of spaciousness and ensure there are great lines of sight from the foyer, so that when entering, one can grasp what the library is like. We also want open spaces and ones that are connected without doors or divisions. However, we must

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realize that in order to do this we need large volumes and high-ceilinged spaces that have to be air-conditioned and heated and that could then cause noise problems. The main façade, where the main access to the library is, should be the most important from an urban point of view, irrespective of whether it is well oriented or not. We want great openings to have visual contact between the interior and the exterior, but we don’t want direct sunlight, which will cause us problems and will cause more energy consumption because of the need for air-conditioning. We want a lot of people to come to the library, but we know that attendance will be irregular and that the library will sometimes be very crowded and sometimes very empty. We want to feel comfortable at all times, not too warm or too cold, bearing in mind that perhaps someone is sitting down reading, and someone else is doing a more dynamic physical activity, and that everybody has a different body temperature. However, if we find out that energy consumption is very high, we will think that too is wrong. We have to accommodate many different needs; we want to be able to be anywhere in the library to read calmly and in private, without anyone bothering us, or to listen to music and be relaxed. We also want to be able to work or study in a group, all with suitable lighting. However, it would appear cosier if the lighting level was not equally high everywhere and there were lighting contrasts. We also want plenty of sockets everywhere to plug in our electronic equipment, but we do not want visible and untidy loose wires. The architects’ task is difficult because they are expected to have a solution to multiple demands. Moreover, one of the greatest difficulties in a library is the contradiction of it being a public space but dedicated to private and individual activity, such as reading or studying. In order to achieve good results, the architect should take account of all the determinants around the project and, with suitable tools, choose the best solution.

The case of the Library Services Management Unit As I mentioned at the beginning of the chapter, the Library Architecture Unit of the Library Services Management Unit of the Diputació de Barcelona provides advice throughout the whole process of the creation of new library buildings and for the extension and renovation of existing libraries. As for furniture and interior equipment, and in order to guarantee that the library functions correctly, the project is managed directly by the Library Architecture Unit in collaboration with the commissioned architects for the building. Having to inspire and participate in so many projects has an advantage, because we can constantly detect and correct errors. So, approximately 12 years



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ago, and from the information that was provided to us by library managers, we started to detect some small-scale faults, most of them related to furniture. We found out that we had made decisions that, although seemingly beneficial, had had negative consequences. In 2004 we decided to start an evaluation of existing libraries, in order to ensure that new buildings would continue to represent the best in design and functionality. At the same time, these evaluation studies meant that each new project would be informed by the improvement opportunities detected in existing libraries, as well as enabling new criteria to be incorporated. An interdisciplinary team of architects and librarians was created, and we started an inspection round of libraries that had been opened in the last three or four years, with the purpose of being self-critical both from the architectural and the library point of view. In these inspections we used a questionnaire with questions on the following topics: location, accessibility, general organization of library areas, finishing materials, heating and air-conditioning, artificial lighting, acoustic conditions, electricity and computing, building maintenance, and arrangement and functionality of furniture. However, the workload and the large number of new libraries opening in the last few years forced us to suspend this study temporarily. Even so, the questionnaire was a good starting point for incorporating some of the questions into the satisfaction studies that the Statistics and Quality Unit carries out systematically. At the same time, in 2011, an evaluation study targeted at library managers was carried out, which recorded their opinions on the whole building process, the opening period and the functioning of the building during the first months after the opening. Part of the questionnaire dealt with some aspects relating to the building and managers were asked for their opinion on natural and artificial lighting, heating and air-conditioning, acoustic conditions, arrangement of furniture, location and size of the counters. This publication also includes a detailed paper on this topic by Mercè Millán, Ester Omella and Assun Viladrich. Also in 2011, the IFLA Library Buildings and Equipment Section decided to create a post-occupancy evaluation questionnaire covering a range of topics that would enable the identification of both wise decisions and errors in library planning, building and functioning. The financial crisis, the high cost of keeping a building open, the importance of sustainability in order to preserve the planet, the need to manage libraries with less personnel, etc., had all highlighted the need to rationalize resources and to build libraries adapted to the reality of the local situation; in summary design libraries that are more functional. A project team was created, in which the author took part, and the document that formed the basis of this work was the questionnaire that we had developed in the Library Services Management Unit in the year 2004. The final document published by

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the Section (Questionnaire on Post-Occupancy Evaluation of Library Buildings3), which is including as an appendix to this book, is organized in three parts: –– General: location, accessibility, sustainability, flexibility, etc.; –– Building: entrance area, materials, flooring, openings, air conditioning, lighting, data, furniture, etc.; –– Services: service areas, user areas, children’s area, shelving, automation, maintenance, etc.

Post-occupancy evaluation of ten public libraries The development and publication of the Questionnaire on Post-Occupancy Evaluation of Library Buildings gave the Library Services Management Unit the opportunity to make the most of this useful document in preparing a questionnaire which could be adapted to our situation and that was applied to the Municipal Library Network of the province of Barcelona. In January 2013 we published the Questionari d’Avaluació dels Edificis Bibliotecaris [Questionnaire on Evaluation of Library Buildings], which is very similar to the IFLA LBE POE and is also organized in three parts: General: –– General data; –– Location; –– Accessibility; –– Flexibility; –– Sustainability; –– Security; Building: –– Entrance area; –– Façades; –– Flooring; –– Ceilings; –– Acoustics; –– Artificial lighting; –– Heating and air-conditioning; 3 http://www.ifla.org/publications/questionnaire-on-post-occupancy-evaluation-of-librarybuildings?og=61. Accessed on 20 March 2015.



–– –– –– –– ––

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Installations fed through a wiring system; Logistics areas (toilets, cleaning, installation rooms, etc.); Maintenance; Interior design; Furniture;

Services: –– User services; –– User areas; –– Promotion and activity spaces – multipurpose hall; –– Newspaper and magazine area; –– Children’s area; –– Management area. In 2014, the “Action Plan of the Library Services Management Unit” created an objective with the heading “Analysing quality and condition of ten library buildings evaluating the characteristics: the organization of the building, the areas and the equipment”. The idea was to use the questionnaire for ten public libraries in the network. With the aim of drawing conclusions which were as complete as possible, the libraries had to have been opened between 2009 and 2011, which meant between three and five years of operation, and they had to have different typological characteristics. The decision was made using the following criteria: Opening date: –– three libraries opened in 2009; –– five libraries opened in 2010; –– two libraries opened in 2011. Type: –– four new library buildings; –– three renovations of existing buildings; –– one renovation of an historic building for library use; –– two renovations and extensions of historic buildings. Size: –– four libraries with 1,400 m2 of usable surface area; –– four libraries with 2,000 m2 of usable surface area; –– one library with 3,000 m2 of usable surface area; –– one library with 5,000 m2 of usable surface area.

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The libraries that are a part of this study are the following: –– Biblioteca Antonio Martín (08820 – El Prat de Llobregat). Opened in 2010. 3,028 m² of useable surface area. New building.4 –– Biblioteca Ca l’Oliveres (08186 - Lliçà d’Amunt). Opened in 2010. 1,595 m² of usable surface area. Renovated and extended historic building.5 –– Biblioteca Can Baró (08757 – Corbera de Llobregat). Opened in 2010. 1,523 m² of usable surface area. Renovated and extended historic building.6 –– Biblioteca de Masquefa (08783 – Masquefa). Opened in 2011. 1,328 m² of usable surface area. Renovated historic building.7 –– Biblioteca Ernest Lluch i Martín (08340 – Vilassar de Mar). Opened in 2009. 1,951 m² of usable surface area. New building.8 –– Biblioteca Esteve Paluzie (08210 – Barberà del Vallès). Opened in 2009. 2,031 m² of usable surface area. New building.9 –– Biblioteca Joan Coromines (08320 - El Masnou). Opened in 2011. 1,932 m² of usable surface area. Renovation of an existing building.10

4 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/349 054/422968?p_r_p_1257239160_cids=349058&p_r_p_-1254901832_lid=28916711 Accessed on 22 July 2015. 5 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/348 261/424312?p_r_p_1257239160_cids=400113&p_r_p_-1254901832_lid=28895920 Accessed on 22 July 2015. 6 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/347 812/7764031?p_r_p_1257239160_cids=347816&p_r_p_-1254901832_lid=28498683 Accessed on 22 July 2015. 7 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/348 356/424352?p_r_p_1257239160_cids=348360&p_r_p_-1254901832_lid=26376365 Accessed on 22 July 2015. 8 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/352 163/423868?p_r_p_1257239160_cids=352167&p_r_p_-1254901832_lid=29263435 Accessed on 22 July 2015. 9 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/346 721/423884?p_r_p_1257239160_cids=346725&p_r_p_-1254901832_lid=27329575 Accessed on 22 July 2015. 10 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/34 8330/423848?p_r_p_1257239160_cids=348334&p_r_p_-1254901832_lid=29066421 Accessed on 22 July 2015.



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–– Biblioteca Mestre Martí Tauler (08191 – Rubí). Opened in 2010. 4,971 m² of usable surface area. Renovation of an existing building.11 –– Biblioteca Singuerlín – Salvador Cabré (08924 – Santa Coloma de Gramenet). Opened in 2010. 1,748 m² of usable surface area. Renovation of an existing building.12 –– Biblioteca Zona Nord (08033 – Barcelona). Opened in 2009. 1,462 m² of usable surface area. New building.13 A meeting with the managers of these ten libraries was held, where the purpose of the questionnaire was explained. Most of the questions could be answered by them, in collaboration with their library staff. For the more technical aspects relating to energy consumption and building maintenance, they could count on the collaboration of technical services in each town council. A timetable with three delivery dates was agreed, one for each part of the questionnaire. The aim was to allow the managers to have time to think about the answers and reply in depth. They were also encouraged to be critical and to include comments. Their answers were to be used to rethink some of the underlying concepts and, if necessary, to reconsider the library model on which our architectural advice is based. At the time of going to print, the second part of the questionnaire is not yet completed. However, it was considered appropriate to take advantage of this opportunity and include in this chapter some of the conclusions from the study. In order to do that, the managers were asked to make an effort to answer as many questions as possible. From the answers received, the most important aspects of the evaluation are the following: Location: –– All ten of the evaluated libraries are well located in the city centre; –– Four of them are on a square, which favours the carrying out of activities 11 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/349 212/21313829?p_r_p_1257239160_cids=349216&p_r_p_-1254901832_lid=28917833 Accessed on 22 July 2015. 12 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/351 218/478114?p_r_p_1257239160_cids=351222&p_r_p_-1254901832_lid=27801918 Accessed on 22 July 2015. 13 http://bibliotecavirtual.diba.cat/detall-biblioteca/-/journal_content/56_INSTANCE_2r6Q/34 7252/424344?p_r_p_1257239160_cids=347256&p_r_p_-1254901832_lid=26284162 Accessed on 22 July 2015.

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there. Because of this, the libraries are an important revitalizing point in the town’s cultural life; –– There is also a library located in the city centre, but not in the area where the shops and bars are. Therefore, the number of visits is fewer than might otherwise have been the case and promotional activities and other strategies have to be carried out in order to attract more users. Accessibility: –– Most of the libraries have not been planned to facilitate autonomy of people with poor vision. Also, in two of them, disabled people have difficulties in entering, given that access doors are not automatic; –– There are two libraries with fewer visits because the areas where they are located do not have many free parking spaces for cars. Flexibility: –– In all libraries, public use areas are flexible enough to promote change and even include new services; –– In three of them it is not possible to use some spaces independently (multipurpose space, bar, study area, etc.) when the library is closed. This fault in building organization prevents the town from taking advantage of night study, cultural activities during a holiday, etc.; –– Conversely, in one of the libraries the town council has taken advantage of the possibility of using the bar and the study area independently and has taken the spaces over and reorganized them as municipal offices. Therefore in this case the flexibility of the building has gone against the library service. Sustainability: –– Most of the libraries do not employ renewable energy, and when they were opened, they also lacked energy-efficient artificial lighting. The latter has been improved with time, by substituting the lights. Sensors to regulate light intensity also had not been installed. Only toilets have motion detectors and self-closing taps; –– This lack of provision regarding energy consumption when constructing the building is offset in some libraries through awareness campaigns run by library staff. As well as adjusting the artificial light intensity themselves, depending on the natural lighting level, users know that if they need more light, they should ask for it.



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Security: –– In almost all the libraries there are graffiti on the external walls and in the toilets; –– When toilets are hidden or distant from the spaces for library use, vandalism increases significantly; –– Although specific security staff are never needed, there are two libraries located in troublesome social contexts that have vandalism problems caused by teenage groups, and they are sometimes forced to call the town police. Façades: –– All libraries have the right visual contact between the inside and the outside. It is a feature that is considered vital for public libraries. At the same time, both dimensions and composition of openings, and solar protection systems, give a satisfactory level of natural lighting indoors. Although all buildings had solar protection systems when they were opened, in six of them sunlight came in directly in some areas. In the majority of cases the problem was solved by putting up interior curtains; –– There are two libraries which, because of a project error, lack a security system to prevent users opening the windows, so locks had to be installed to prevent accidents and the theft of documents. Flooring: –– In all libraries the flooring is terrazzo, granite or linoleum, and the evaluation is basically positive regarding aesthetics, comfort and maintenance. In only one library is the linoleum flooring being damaged in busy places and in areas with tables and chairs. This would suggest that it is a manufacturing defect; –– The existence of special flooring around the access doors, which reduces water leaking and dirt from shoes is appreciated. Acoustics: –– More than half of the libraries have insufficient interior noise absorption. This problem increases in high-ceilinged areas and in the access areas to the multipurpose hall and the bar, due to the accumulation of people entering and exiting. There are also two libraries without an inner door (double door), and the exterior noise inconveniences users in the lobby; –– In contrast, in all libraries it is positively appreciated that the children’s area and the bar are separated by glass walls, which allows visual contact but prevents the transfer of noise.

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Artificial lighting: –– Three libraries have some areas with an insufficient lighting level, and in three of them, lighting is cold and provides a gloomy atmosphere. Both are a project or execution error, since the requirement is always the same: a uniform lighting level of 500 lux on the working level (located at 75 cm from the floor) and colour temperature of 30000 Kelvin; –– There are four libraries where switches are not well located and the library staff are not able to adjust lighting according to needs, which would enable significant energy savings. Heating and air-conditioning: –– All libraries have heating and air-conditioning, but in nine of them there is insufficient thermal comfort, due mainly to sudden temperature changes. Such a negative evaluation has different reasons, and one of the more important is the difficulty of achieving satisfactory comfort in a building where so many different activities are carried out throughout the day, and with an irregular attendance; –– The problem worsens in five libraries, because it is not possible to have natural ventilation. Two of them are totally hermetic buildings, which is highly inadvisable in the Spanish climate, because during most of the seasons it would be possible to manage without air-conditioning or heating if there was good natural ventilation. In the other three libraries there is only natural ventilation in some areas; –– There is a library with glass façades, which causes an excessive heating of the building and a high consumption of air-conditioning. Installations fed through a wiring system: –– The wiring system is usually built-in ductworks between the floor structure and the flooring, or beneath the floor structure. The general evaluation is positive, both because of the generous amount of connections and for the ease of access and expansion of the installations. In some of the libraries where the multipurpose hall is used as a study area, there is a lack of sockets for connecting electronic devices; –– A quite common problem is the excess of loose wires, which apart from appearing untidy, can cause accidents and technical problems. Maintenance: –– The only negative evaluation comes from two libraries which have some inaccessible windows requiring a special cleaning service to be hired;



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–– There are also four libraries where, because of budget issues, there are not enough cleaning staff. Interior design: –– Warmth of interior areas is positively valued. The volumetric composition of every area, colours, natural light, artificial lighting and arrangement and design of furniture make the user feel very comfortable; –– The staff are dissatisfied in just one library, because both the furniture and the flooring are too dark. Furniture: –– Quality, ergonomics, furniture arrangement and access distances are positively valued, because they allow users to move around easily; –– There are three libraries in which the counter in the access area is too large, and in five others it is thought that fewer lockers for personal belongings are needed, because they are not used; –– Regarding colours, there are two libraries in which furniture is so dark that dirt and fingerprints can easily be seen. User services: –– Five of the libraries which lack automatic self-service systems find it necessary to introduce them to be able to spend more time on information tasks; –– In three libraries the 24/7 external book drop is not located by the main door, which means that users do not notice this service and do not use it much; –– Three libraries do not have photocopiers, which forces users to go elsewhere to make copies. Main public spaces: –– In all the libraries the standards requirement for the number of study spaces and the dimensions of the collection is achieved; –– Regarding silent study areas, which is a very common request in all municipalities, most of the libraries use group-study rooms and the multipurpose hall to offer this service; –– Only one library does not have enough study areas, and in another, the town council took over the study area to turn it into municipal offices. Multipurpose hall: –– The possibility of using this space independently when the library is closed is very positively valued. This is the case in nine out of the ten libraries. More-

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over, in two of them, the multipurpose hall can be amalgamated with the access area with sliding doors, which makes it more versatile; –– There are two libraries in which the multipurpose hall has no visual contact with the access area which is why library staff cannot open the space for the uses that require surveillance. Moreover, in one of them there is no opening onto the street, so the space is not very attractive. The fact that it is hidden, both from the inside and from the outside, means that it is not possible to use it for many activities, such as exhibitions.

Conclusion After analysing the evaluations, the first impression was that there were no obvious dysfunctional areas in the buildings or in the interior installations. Libraries were planned using service standards and a specific functional programme for each library. There has been continued advice throughout the whole project process and building construction, which is based on a very well-defined library model. This advice was carried out by a team of architects with experience, from rules and criteria that were defined, but at the same time they were adaptable to every situation. All this has resulted in functional, useful libraries which are well valued by the community. Bearing in mind that the aim of this questionnaire is to obtain information that allows us to think about the work that was carried out, to detect errors and to establish improvement measures, the final evaluation would be the following: What is satisfactory? –– they are well located, which shows that in the planning of our libraries it is right to choose sites in the town centre, although we know that they are scarce and expensive; –– they are the right size to offer services, exhibit the collection and have the study stations recommended in the functional programme; –– space and movement arrangement are clear and easy to understand from the moment one enters the library; –– it is possible to move freely through all spaces with only one control on the main door; –– they lack architectural barriers; –– they are flexible enough to allow changes and they have areas that can be used independently when the library is closed; –– they are open to the city and the façades allow satisfactory natural light and visual contact between interior and exterior;



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–– artificial lighting is suitable for carrying out all the activities, and at the same time it does not prevent making changes in furniture arrangement; –– they have enough electrical and computer connection points; –– the buildings are easy to clean and maintain; –– interior areas are warm, cosy and they have a feeling of spaciousness; –– items of furniture are durable, comfortable, attractive, easy to modify and fit for their purpose, and furniture arrangement is tidy and allows users to move around easily; –– internal working areas are comfortable and in all of them the library staff have rest areas and their own toilets. What is not satisfactory? What should we reconsider? –– we have not considered the autonomy of people with poor vision; –– buildings are not very sustainable: renewable energies are not used, little thought has been given to introducing energy saving systems and in some cases it is not possible to have natural ventilation; –– all main access doors should have an inner door and should be automatic; –– façades touching the ground should have a surface finish which would allow cleaning of graffiti; –– there should not be any openings that lack protection systems against sunlight or that are inaccessible to clean with ordinary methods; –– we should be stricter about acoustic comfort and demand effective absorption elements in all areas; –– artificial lighting should always be warm, and regulation mechanisms should be easily accessible by library staff, preferably located in the counters; –– heating and air-conditioning systems should be improved to make the stay more comfortable; –– electrical and computing wiring should not be visible and untidy; –– counters in the main access area should be better dimensioned, because they are sometimes excessively large; –– we should re-evaluate the use of lockers for personal belongings. It seems like they are being underused and the reason could be that they are not well located or that there are more than required; –– the 24/7 external book drop for return of documents should be next to the main access door to the library, so that the door and the book drop become one; –– self-service systems for lending and returning documents should be introduced in all libraries so the staff can focus on helping users; –– all libraries should have silent study areas, as well as specific areas where youngsters feel comfortable.

Koli Chen

5 A Review of post-occupancy evaluation 5 of libraries in Taiwan from the perspective 5 of the architecture profession 5 A Review of post-occupancy evaluation of libraries in Taiwan

Introduction “The library is a growing organism”, said Ranganathan (1931, 382). The growth of a library is affected by many things, one of which is after-use evaluation. The work of such evaluation is called Post-Occupancy Evaluation (POE). Originated in the 1960s, POE was adopted by American and European social scientists at the time and was applied to research on various types of environments. It was subsequently co-opted by architectural researchers and environmental psychologists to study buildings, including libraries and their surroundings. In the past thirty years, much work has been done on POE of libraries, and it has enriched our knowledge about services and performance of libraries. From the perspective of library architectural researchers, however, there is still much room for improvement because of the differences between architectural and general POE. This article examines these differences from the perspective of the architecture profession.

Architectural POE POE is widely used in the field of architecture. Related research has been conducted all over the world. Evaluation is an important research approach with strict procedures and requirements and has been used in the field of social science for a long time. An architectural POE focuses on an architectural environment, analysing and evaluating it based on its performance and on the opinions and feedback from its users. There are a number of characteristics of this type of POE.

Uniqueness Architectural POEs are conducted on a case-by-case basis. Every building is unique in terms of surroundings, size, budgets, services, regulations, users, design, and management. Library buildings are therefore different from one another, and so



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are their users’ reactions to and opinions of them. It is no surprise, then, that the results from the POE of a library are also unique in that they describe the target library’s characteristics and conditions that are not shared by any other. Nevertheless, a POE can sometimes be conducted on a group of libraries of the same type, in which case the focus of evaluation is on common aspects or features (e.g., regulations and management strategies) shared by the group members.

Feedback Another characteristic of POE is feedback. From the results of a library POE, designers and managers learn about a library’s strengths and weaknesses in its performance and services, thereby enabling improvements or solving problems that are unique to the library.

Less theoretical Theory is rarely an issue in a POE because it is not easy for non-professional users to point out or give opinions about the theoretical aspects of the design of a building. Therefore, unless the theory or idea behind a particular design is extremely important, it is usually not addressed in a POE.

Problem-oriented An architectural POE of a library is intended to discover, analyse, and understand the library’s current or potential problems. Its ultimate goal is to provide solutions to the problems it discovers. In some aspects, it is similar to the work of Action Research (Preiser 1989).

Design ideas and service features Post-occupancy data in an architectural POE can reveal the shortcomings of an idea behind a certain design, or the drawbacks of a feature of a certain service. With such data, necessary improvements can be made on the evaluated library. In other words, a POE tells the designers or librarians whether their creativity in a certain design or service has brought about the desired effects.

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Lippincott’s notion of intended purposes of library assessment (Lippincott 2006) includes the evaluation of everything that is related to the services of a library, but this notion can also mean specifically the architectural assessment of a library building. In any case, the more specific the intended purposes are, the easier it is to assess a library. Assessment of the architectural environment of a library is usually considered a minor part in a general POE. There is especially a lack of understanding about library users’ awareness of surrounding features prior to the formation of their opinions on the spaces and facilities in a library.

POE of libraries in Taiwan POE of libraries was first introduced to Taiwan in the 1980s. Since then there have been two major types of research: academic dissertations/theses and general reports. From 1980 to 2010, nineteen theses on POE of libraries were written (Chen 2010). Among them, seven are focused on public libraries, two on elementary school libraries, and ten on university libraries. If categorized by topic, four of the theses are about facilities, and the other fifteen are about space planning and design. Based on research subjects, six are single-case studies, and the other thirteen are multiple-case studies on groups of libraries. Based on fields of study, six are master’s theses in architecture, the other thirteen in library and information science. Due to differences between areas of expertise, most theses in library and information science focus on space planning of the library, whereas most of those in architecture focus on environments and facilities. During the same period of time, a total of twenty-one articles about POE were published in academic journals, conference proceedings, and magazines. Seven of them were adapted from dissertations and theses. Among the twenty-one articles, one is about elementary school libraries, four are about public libraries, and the other sixteen are about university libraries. Categorized by topic, seven of the articles focus on certain spaces (e.g., library staff spaces, senior spaces, learning commons, study carrels), four on users’ spatial behaviour (e.g., way-finding, evacuation), and the other ten on space planning within a library. Based on types of publications, five of those articles were published in professional magazines, three in architecture journals, and the other thirteen in library science journals.



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Result analysis POE studies have been widely applied to various types of buildings. In Taiwan, two major problems with POE of libraries have been identified. Firstly, architecture designers rarely apply the findings from POE studies. They often complain about the lack of quantitative data and unbiased discussion in POE studies, which renders the evaluation results inapplicable to the practical work of designing libraries. Secondly, librarians and scholars often complain that most architectural POEs of libraries are too focused on the environments and facilities, and that little emphasis is placed on the importance of management and services for patrons. Thus, the conclusions of these POEs are not readily applicable to the practical operation of a library. These two problems reflect some of the differences between general and architectural POEs of libraries. These differences are discussed below.

Purposes and nature of research Library POEs conducted by architecture professionals are usually focused on applicability, with much emphasis placed on how the evaluation results can be used to improve the work of the professionals. POEs conducted by library scholars, on the other hand, are usually focused on the accumulation and distribution of library-related knowledge, with less emphasis placed on the characteristics of individual cases, or on the relations between users’ behaviour and environment. Therefore, general POE in library science is usually considered more academic. By discovering users’ behaviour and reactions, architectural POE assesses the efficiency and appropriateness of the decisions and innovations related to a library design (Zimring 2002). In general, library POE results from a user satisfaction survey usually do not provide enough evidence to suggest whether a work of design is good or bad, which is important to a design professional.

Importance of criteria As a basis for evaluation and data analysis, criteria are more important to architectural than general POE. Without criteria, it would be difficult to perform objective analysis and come to unbiased conclusions, which in turn would compromise the applicability of the evaluation results. Different criteria usually result in different interpretations of a set of data. Architectural POE places great emphasis

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on factors that affect user behaviour, including gender, age, users’ majors, and frequency of usage; and these factors and user behaviour are cross-analysed in order to identify the effects of the factors and to understand clearly the nature of the problems.

Comparability between research results POE researchers in different fields of study do not always share the same ideas, methods, or objectives. Moreover, POEs conducted by librarians are often different from those by academics and design professionals. Due to the lack of understanding between professionals in different fields, it is sometimes difficult to compare the results of one POE with those of another, even if they are evaluating the same library.

Types of publications POE studies have been published in various types of periodicals (e.g., academic journals and professional magazines) in different fields (e.g., architecture and library science). Without a proper bibliography of these studies, the readers (including academic researchers as well as design professionals) have no easy access to them, which may diminish the studies’ impact on POE research and related practical work.

Conclusion Having identified the problems, the library and architecture professionals in Taiwan have come to a consensus on how to make better use of POE to improve their projects.

Evaluation of a library starts with its architectural POE Because an architectural POE is usually conducted right after a library is built, it is often considered a direct, immediate source of feedback on the architectural aspect of a library. Moreover, the physical environment and management of a library are two aspects that deserve continual attention, and therefore a library



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POE should be viewed as an evaluation of building performance and should be conducted on a regular basis. As Bennett notes (2007), if such an evaluation is conducted continually and systematically, it will help the library to keep improving.

Participation and cooperation from both fields The services of a library include what might be described as the hardware (the physical building and its environment) and software (administration and management). A library POE should not be focused on only one aspect. Instead, a POE should be conducted together by professionals in architecture as well as library science. Only in this way will the evaluation be more comprehensive, and the results more applicable (Chen 2007).

More discussion between participants It is true that many POEs have only focused on certain aspects of a subject and tended to ignore others. A consequence of conducting a POE in this way is that even if some valuable information has been discovered during the evaluation, it will not be discussed unless that information is pertinent to all aspects of interest. Therefore, one way to improve POE studies is to invite researchers and experts in different fields to formal discussions or conferences so that valuable information and findings can receive the attention they deserve and can be applied to future work and research on libraries. Results of a POE can provide us with valuable information on users’ reactions to, and opinions on, a library. They can tell us about a library’s strengths, which we may or may not be able to replicate because every library has its unique conditions and challenges. However, POE results can tell us about a library’s weaknesses, too, which we certainly can avoid.

References Bennett, Scott. 2007. “First Questions for Designing Higher Education Learning Spaces.” The Journal of Academic Librarianship 33(1): 14–26. Chen, Koli. 2007. “Changes in the Library Buildings in the Millennium in Taiwan” [in Chinese]. In Discourses the Developments of Libraries in Three Areas of China, 15–20. Macao: Macao Library and Information Management Association.

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Chen, Koli. 2010. “Historical review of the developments of library buildings in Taiwan, 1911–2011” [in Chinese].In Essays of Library Developments in Taiwan, 1911–2011, 293–319. New Taipei City: National Library in Taiwan. Lippincott, Joan K. 2006. “Assessing Learning Spaces.” In Proceedings of the Library Assessment Conference: Building Effective, Sustainable, Practical Assessment, September 25–27, 2006, Charlottesville, Virginia, 251–257. Washington, D.C.: Association of Research Libraries. Preiser, Wolfgang F.E., ed. 1989. Building Evaluation. London: Plenum Press. Ranganathan, S.R. 1931. The Five Laws of Library Science. Madras: The Madras Library Association; London: Edward Goldstone. Zimring, Craig M. 2002. “Post-Occupancy Evaluation: Issues and Implementation”. Handbook of Environmental Psychology, ed. by Robert B. Bechtel and Arza Churchman, 306–319. New York: Wiley.

Jeffrey A. Scherer

6 Post-occupancy evaluation: Fayetteville 6 Public Library 6 Post-occupancy evaluation: Fayetteville Public Library

This chapter explores the use of a post-occupancy evaluation process for a public library located in the United States. For the purposes of the chapter, this process involves a systematic evaluation of a building after it has been occupied from the perspective of the librarians charged with providing services to the public. A traditional post-occupancy evaluation can be conducted in numerous ways. Nearly all methods focus on the actual use of a building during normal day-to-day operations – rather than how it was planned or imagined to be used. Specifically, this evaluation attempts to reveal the impact of higher than expected use patterns and service populations and a rapidly changing content-delivery system. This chapter does not provide an exhaustive how-to or detailed analysis of building systems. It is intended to provide a way to look at a building from a qualitative, not quantitative, method. Opening in 2004, the 8,349 m2 Fayetteville Public Library (referred to as Blair Library) in Arkansas replaced a smaller facility (Figure 6.1, p. 106). Fayetteville is the county seat and home to the University of Arkansas. The library has experienced dramatic changes in service patterns and, after less than ten years of operation, needed to assess the facility. The evaluation was conducted over a period of several weeks and included interviews with the staff, public input sessions, and a rigorous analysis of performance data related to use of the facility and offerings. Table 6.1 illustrates the change in use patterns and population since the building opened. Table 6.1: Changes in population and use patterns Criterion

Fayetteville Public Library

Population Annual visits per capita Circulation per capita

2004 69,042 7.81 11

2013 78,960 8.2 18

Change 14% 5% 87%

Fayetteville Public Library responded as best as it could to this significant growth in use. Yet after approximately ten years, the library reached a tipping point within the facility that prevented it from maintaining world-class services to a demanding clientele. Parallel to the traditional services being offered (e.g., programmes, print materials, and e-books), the library also had to respond to the

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Figure 6.1: Fayetteville Public Library. © Assassi Productions.

rapidly changing socio-political environment within the United States public library system. Of primary concern is the increase in the number of patrons who visit the library but do not necessarily check out materials. This phenomenon has placed a high demand for collaborative workspaces and seating. This increase to 8.2 patron visits per capita is 40% higher than the national average. According to the American Library Association, 121,169 libraries of all types are located in the US. Of these, 99,180 are found in schools. The breakdown also includes 4,000 academic libraries, another 8,000 special libraries such as law or medical libraries, 1,300 government libraries including military libraries, and 8,951 public libraries housed in over 16,000 buildings. In 2012 (the last year full database statistics are available), nearly 1.5 billion people visited libraries in the US. Figure 6.2 shows the Reading Area. This space will have the least changes. From its inception it was designed to serve the digital and analogue realms. Traditional reading tables are interspersed with computer access tables. Obviously, the more people that walk into a library on a daily basis, the more pressure is placed on the staff and facility. The public library has, for decades, served people of all ages. This service mission is, of course, central to how the public library has evolved over time. It at least partially explains the divergent opinions about which direction the future of libraries with higher than average performance, such as Fayetteville, should take.



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Figure 6.2: Reading Area. © Assassi Productions.

The reasons people are coming to the library are also rapidly changing. For example, over 1.2 million books were checked out in 2012, reflecting a rise every year since the Fayetteville Library opened – with a 20% jump in 2011 alone. These increases reflect an interesting trend: a decrease in circulation among adults and an increase among children. The number of programme offerings more than doubled from 614 in 2004 to 1,400 in 2011. These statistics highlight the conundrum of success. As more and more demand is placed on the library, the administration responds as best it can within the constraints of the budget, staffing, and facility. Figure 6.3 (p. 108) shows the main information desk to the left. It is designed to serve as the primary point of contact to the customer. Here the patron can return materials, obtain a library card, pay fines, get tourist information about the city and ask for directions. It was this rapidly changing pressure that led to the request for a post-occupancy evaluation and, concurrently, an updated master plan. The master-plan update built upon the information uncovered in the post-occupancy evaluation. The master plan suggested concrete ways the library space could be rearranged, repurposed and, expanded. Given the focus of this chapter, the attention here will be on the post-occupancy analysis lessons that were learned and how they can be used elsewhere. It is hoped this will provide the reader with a path for their library planning that will enable it to evolve with the needs of its clients.

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Figure 6.3: Information desk. © Assassi Productions.

Five points Post-occupancy surveys were conducted in the context of five key points that can frame a path to the evolution of the library over time. The five points are outlined below.

Context Each library serves within a unique context. While comparisons can be made to peer libraries regionally and nationally, the public library in the US is evolving quickly to a hyper-local service that can only be judged in that specific context. In the POE study consideration was given to how city growth, development plans, climate, collective community culture, and other particular circumstances



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impacted the library. By placing recommendations squarely in the local context, it is possible to minimize demands for irrelevant changes.

Constituencies Every community has a unique and continually evolving constituency. For Fayetteville, it includes the University of Arkansas and its attendant service and support groups: retirees and young families; entrepreneurs and established business owners; and a growing number of families with small children.

Beliefs and values Citizens have clearly indicated that the library is central to their lives. The studies were very people-centric – meaning that careful attention was paid to what community members had to say during public listening sessions.

Community needs The resultant master plan (following the post-occupancy survey) established the recommended space to provide programmes in a safe and appropriate space; store the materials in an easily accessible manner; meet the demands for computer (physical and virtual) access; enable staff to do their job; enable students and others to meet, study and collaborate; and provide distinctive and carefully planned individual areas for separate age groups.

Community consensus Nothing happens in a democracy unless a majority agrees. This study is seen as a platform for discussing the next chapter in the library’s history.

The Blair Library: Fayetteville Public Library (FPL) In 2009, five years after the building opened, the Library Board of Trustees commissioned the post-occupancy study. It was conducted over several weeks and

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included public hearings, interviews with staff, trustees, and public officials. The report provides solutions and recommendations that could be made within the library’s fiscal and political circumstances. The sources used in preparing the assessment included: –– mission and vision statements provided by the library; –– service goals provided by the library staff; –– current and projected population data; –– Making Cities Stronger: Public Library Contributions to Local Economic Development by the Urban Libraries Council; –– critique and comments from FPL staff and advisors; –– comments from the Library Board; –– comments from the Friends of the Library; –– comments from the public at two public visioning sessions; –– direct observations of the library buildings. When the library was originally planned, the Board of Trustees endorsed a comprehensive one-year process including 35 public meetings to enable the public to help shape the final design. This process yielded a new and effective way to plan for a public library’s future. Held in 2002, these original meetings delivered a clear mandate to the library. Fayetteville residents want quality space and quality service. The result of this process was the construction of the Blair Library. While the designers spent considerable effort to design the building to anticipate and plan for how library services would evolve, their design could only be clairvoyant up to a point. The library’s decision to embark on this evaluation and postoccupancy study confirms that it is an active learning organization. The library’s willingness to look inward in order to look forward reflects its positive belief in the power of service. Hiring the original architect to revisit the past and suggest improvements for the future confirmed the maturity of the client-architect relationship. Over the course of the 35 public meetings held during the planning of the library, many important planning principles were established. Among the more important ones related to service are: –– the lobby should be more than a weather enclosure and transition space. It should include services that encourage lingering and visiting with friends and neighbours. This principle led to the inclusion of a cafe; lounge seating; wireless access; computers for quick access to the Internet and email; and display materials for library, local, and regional events; –– customers should be greeted with a smiling face. This principle led to the inclusion of a welcome desk where customers can sign up for library cards, return materials, get directions, and ask general questions;



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–– children’s services should be located on the ground floor. The book collection should be the first impression. The computer lab should be isolated to ensure proper supervision and acoustical separation. The parents specifically wished for the first impression to be educational and book-centric; –– space for quiet contemplation and reading should be provided; –– genealogy should have its own space; –– for orientation reasons, the service desks should be located in roughly the same place on each floor; –– space should be provided to market new materials – increasing the awareness of new collections and staff picks; –– the service areas and supporting technology should be designed to get materials back onto the shelves as quickly as possible.

Pressure of success Over the course of the first five years, the three areas that outstripped original planning assumptions were circulation, programme attendance, and young adults’ collection growth.

Circulation While the gate count gives us a sense of how many people come through the front door, the number of items that circulate give us a year-over-year record of the library’s ability to provide customers with materials that match their needs (Figure 6.4). In 2000 (roughly the year planning started), the city had a population of about 58,000. By 2007 (latest data available), the population had risen to about 69,000. The growth resulted in a circulation of 13.5 items per capita, an increase from just over 8.5 items per capita in 2000. This 60% gain reflects not only the opening of the new building, but also the sophistication of the staff when it comes to understanding customers’ needs.

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Circulation

Figure 6.4: Circulation.1

Programme attendance The number of people who attend a programme at the library can be tracked and is shown in Figure 6.5. What can’t be tracked is the number of people who choose Programme attendance

Figure 6.5: Programme attendance.

not to attend, or the exact number of programmes that were not held because of insufficient rooms, capacity and choice. As the chart illustrates, attendance has 1 All photographs and drawings in this chapter apart from 6.1–6.3 are © 2014 Meyer, Scherer & Rockcastle, Ltd. Reproduced by permission.



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now flattened. This situation is a direct result of the inadequate room count and capacity. Programming is becoming increasingly important to patrons across the country as electronic remote-access classes and lifelong learning become more prevalent.

Young adults The pre-teen and teen customers are among the fastest growing clientele in the library. Not only are they searching for information to help them in their education; they are searching for their identities – forming friendships and responding directly to peer pressures. It is good news that this age group sees the library as a safe place where they can become themselves. The use of the library will only increase as the space becomes better defined and suited to their needs. Young adults collection

Figure 6.6: Young adults collection.

Recommendations: Level 300 The entry level of the library (Figure 6.7, p. 114) consists of the main meeting room, café, children’s collection, media, new materials, magazines, administrative offices, and circulation desk.

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Figure 6.7: Entry level (300).

Entry Issue: patrons are greeted at the front door with a security gate. Many consider the main entry point too far away from the location of the library collection. Currently patrons are given the choice of some seating, a free-standing announcement panel, and the welcome desk and stand-up email stations. Recommendation: study ways to enhance the lobby just inside the security gates. This enhancement could include mobile displays, new materials, better announcement signage, and more seating. Study available security technology that would permit locating electric scooters outside the security gates.



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Media Issue: rapid change in digital content creation will mean that the audiovisual collection will shrink. While no one can predict when the elimination of the DVD and CD will occur, it is clear that it will happen. This space is prime real estate in the library. Besides audiovisual content, delivery of news and articles in traditional printed newspapers and magazines is being challenged. We believe that all of these physical artifacts will eventually disappear (although when is a huge question). Recommendation: prepare for the disappearance of the CDs, DVDs, newspapers, and magazines by changing this area to a digital content centre. This space could accommodate media production, a download centre, and digital content device training and checkout.

Circulation desk area Issue 1: convenience of access to patron holds is important. Currently, the holds are located in the media/periodicals wing of the library. Recommendation: study ways to configure the checkout desk to include space for holds. Issue 2: the number of self-checkout stations is not adequate. As more people become comfortable with self-checkout, the wait time to use the stations will increase. It is expected that the percentage of patrons using self-checkout could, based on experience at other libraries, reach 90%+. Recommendation: add additional, dispersed self-checkout stations throughout the library. Issue 3: as self-service increases, the quantity and size of staff service points at the existing circulation desk may need to be reduced. Recommendation: discuss with staff the pros and cons of several design options to address their concerns – including an option to provide additional openings, space for holds, and possibly a small office.

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Recommendations for Level 400 The upper level (400) consists of nonfiction, fiction, young adults, historical collection, computer lab, reference (including print maps), main reading room, and space for reference staff (Figure 6.8).

Figure 6.8: Upper level (400).

Teens’ area Issue: the ever increasing number of teens using the library has put tremendous pressure on the space originally allocated on the second floor. This age group deserves more space, custom-designed to meet their needs. The area should include space for collaborative work, more technology, creative work, and proximity to a digital content centre.



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Recommendation: redesign the southern end of the library to be exclusively a teens’ zone. This reorganization will require relocation of the magazines and providing adequate acoustical privacy and separation.

Adult services Issue: as the population ages, the importance of the large-print collection will increase. Patrons remarked during public hearings that the location of the largeprint collection is too remote for the age of the population served. This demographic will also most likely remain avid readers of print materials. Recommendation: relocate the large print collection into a new lifelong-learning area. The collection should be housed on four shelves of a five-high shelving unit with at least 30% of the collection displayed face out. The lowest shelving units should not be used. Issue: research is clearly demonstrating the importance of lifelong learning. Library patrons are showing their enthusiasm for this trend through attendance at programmes. This area should be transformed into a learning living room for adults. Its proximity to the genealogy area will reinforce this focus. Recommendation: provide widely-spaced shelving for large print materials and magazines (moved from level 300), easy-in/easy-out lounge seating, a one-onone technology training station, digital content access booth, and small conference room. Issue: the space immediately behind the reference service desk is underutilized. While it is important to keep historical maps in the collection, the future of print-based maps is in question. In the proposed redesign of the reference desk, the connection to the space from the arrival point at the top of the stair can be enhanced. Recommendation: study the need for map storage and the integration of a future digital map access station. This reorganization will yield additional space for patron study or other collections. Consider the option for additional study furniture. Issue: despite the increasing ubiquity of technology in patrons’ daily lives and homes, the demand for technology in the library appears to be insatiable. This

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increase in demand also reflects the increased costs associated with high-speed connections in the home. Recommendation: consider adding more laptops and tablets for patron check-out and/or use within the library. Reduce the number of fixed-wire computer stations.

Computer lab Issue: the computer lab is very popular and, at times, totally full. This situation results in a room with poor air quality. Wire management needs improvement in the computer room. Recommendation: provide high quality electrostatic air filtration system and ventilation. Add flexible conduits to better corral the network and power wiring from the computers to the floor boxes. Selected areas of concern and recommendations are illustrated in Figure 6.9a through 6.9l.

Figure 6.9a: The number of items displayed per square foot of floor area is very low. A rethinking of the non-print display and browsing area is needed.



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Figure 6.9b: The self-check stations need revamping: including more side space, increased numbers, dispersement throughout the library and all-age friendly design.

Figure 6.9c: The non-print collection should be consolidated and made more compact. Space for more “new” materials and digital content creation/acquisition is needed.

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Figure 6.9d: The space needs for the Friends’ operations are ever-expanding. The success of the Friends’ Bookstore merits an expansion. It needs more visibility, storage, display space and capacity.

Figure 6.9e: The upper glass shelving should be eliminated – providing more shelving for the Friends’ Bookstore.



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Figure 6.9f: The size and configurarion of the Friends’ Bookstore service desk should be reconsidered. It blocks the free flow into the room and takes up too much space. The wall to the right of the entry should house new “hot” materials.

Figure 6.9g: Lighting and improved acoustics are required for the stairway connecting levels 300 and 400.

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Figure 6.9h: An “escape” space for staff to access the security gates is required at the welcome desk.

Figure 6.9i: The distance from the welcome desk and the security gates is clearly evident in this image. While the gates cannot be eliminated, it may be possible to design their enclosures. With the recommended staff access opening in the welcome desk, the staff could also more quickly help customers who set off the alarm.



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Figure 6.9j–k: Clearly, better wire management is needed for the computer room. While the wires are organized for each service point, a system of flexible conduits to better contain and organize the wires would increase safety and improve the aesthetics.

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Figure 6.9l: Add laptops to introduce technology in this area.

Conclusion Following the completion of the post-occupancy evaluation, the Library Board of Trustees initiated a stop-gap plan to initiate some of the recommended changes. However, it was determined that the growth experienced in the first five years was not abating. In fact, use of the library continued to grow beyond even the most aggressive predictions. This development placed focus on whether modest, site-specific changes would suffice. Following two additional years of discussion, the Board decided to authorize a facility master plan. This 2030 master plan was completed in the Fall of 2013. In 2014, the library held a number of public input sessions to explain and receive critique/input on the recommendations. Based on these meetings, the citizens of Fayetteville will be asked, in 2015, to vote for the following: –– increase parking from 207 to 540 spaces; –– increase the library area from 8,349 m2 to 15,939 m2; –– include a multipurpose facility capable of holding up to 750 people;



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–– double the size of the teens’ area; –– provide a digital bridge space that could be open 24/7; –– conduct a study to determine if branch libraries should be considered. By conducting annual and five-year post-occupancy studies, the library staff and Board of Trustees have created a deep well of trust among the community. This open, transparent process centered on public debate means that the library will never be complete – just in a state of continual improvement. Acknowledging that being a work in progress is a healthy thing is one reason the library continues to outperform its peers in nearly every measure and, as Fayetteville Public Library Director David Johnson states, is “being loved to death”.

POE Case Studies: Different Time Frames

Dorothea Sommer

7 The Law Library of Martin Luther 7 University Halle-Wittenberg, Germany 7 revisited 7 The Law Library of Martin Luther University Halle-Wittenberg, Germany revisited

At the beginning of the 1990s, the one-tier library system of the State and University Library Sachsen-Anhalt in Halle (Saale), which also serves as the library of the Martin Luther University, Halle-Wittenberg, consisted of a main library, three buildings of closed stacks and more than 111 branch libraries. This organizational structure, which had developed in parallel with the growth and diversification of the university over the last three centuries, underwent a process of reorganization after German re-unification. The numerous developments at the University resulting from re-unification have inevitably had a considerable impact on the Library too. In general, the trend has been a steady progression towards the centralization of its organizational structure: by the end of the year 2015, the Library will consist of a main library, one building of closed stacks (with a capacity for one million volumes) and only thirteen branch libraries. The collections encompass altogether 5.7 million volumes. The ambitious goal of centralizing the various libraries with their very different holding capacities could only be achieved through both the construction of new library buildings and the adaptation of existing university spaces that could be used as libraries. This chapter focuses on one of the first newly built premises: The Law Library of the University. The new library was erected in order to meet the pressing need for optimal conditions for study and research at the University’s Law Faculty, which had itself played an important role within the institution. From 1993 onwards, the faculty renewed its own organizational structure and recruited new staff. In the same year, an architectural competition took place which was won by the Cologne architects van den Valentyn and Schulz1 in 1994. There then followed a short period of delay caused by the need to secure the funds to cover the costs of approximately seventeen million Euros from the State of Sachsen-Anhalt and also to allow archaeological fieldwork to be carried out on the site. Construction finally started in 1996 and was complete by 1997. On 1 July 1998, the new building was ready for the Library and Faculty to move in, following a building process of only twenty months (Wehnert 2003). The 1 Thomas van den Valentyn: http://de.wikipedia.org/wiki/Thomas_van_den_Valentyn and http://www.baunetz.de/architekten/VAN_DEN_VALENTYN_ARCHITEKTUR_projekte_1331883. html; Gernot Schulz: http://gernotschulzarchitektur.de/cms. Websites accessed on 3 January 2015.

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new library encompasses holdings which had until then been dispersed over seven different sites throughout the city of Halle. From the very beginning, it was immensely popular with students and staff, and remains so today. This is possibly due to the very long opening hours: the library operates every day from 8 a.m. until 5a.m. the following day. The building received the architectural award of the State of Sachsen-Anhalt in 2001.2 This chapter will re-assess the continuing functioning of the building instigated by using the IFLA-Questionnaire on Post-Occupancy Evaluation (POE). The POE should be adopted at certain intervals after the completion and start-up of a building in order to ensure that it is still providing appropriate architectural solutions for the purposes of research and study as well as for stock. These may change of course with the introduction of new teaching methods and curricula as well as under the impact of innovative information technology in the digital age. First, a general analysis of certain aspects of the building shall describe its plan and lay-out. This will be followed by comments on some current aspects of usage. The POE survey shall thus help to identify strengths and weaknesses in the design of the building since its opening in 1998.

General Facts and Figures –– Type of library: The Law Library is a Branch Library of the University and State Library Sachsen-Anhalt; –– Gross building area: 4,100 m² for the whole building, which accommodates the Law Faculty as well; gross building area for the library 2,800 m²; –– Number of floors allocated to the public: 5 floors; –– Total number of user seating spaces: 284 + 10 reference places; –– Planned capacity for holdings: 210,000 media.

2 http://www.architekturtourismus.de/fileadmin/pic/Architekturtourismus/architektouren/ Broschuere/PDFs/ hal_juridicum.pdf. Accessed on 21 March 2015.

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Location The library is situated centrally in the city of Halle not far from the Market Square at the very heart of the University, which was originally a Prussian university of Reform. It is located opposite the famous Löwengebäude (“Lion building”), which was built by Ernst Friedrich Zwirner3 in the years 1832–1834. Zwirner, who followed after his father as the master builder of Cologne Cathedral, was a student of the famous Prussian architect Karl Friedrich Schinkel.4 Schinkel’s architectural style was defined by the Greek revival, which is reflected in many prominent buildings in the city of Berlin.5 Equally, the other buildings on the University Square in Halle (Figure 7.1, p. 132) were also built in the neo-classical style: the so-called Uhrengebäude (“Clocks Building”) with the University’s central administration (1872), the Thomasianum (1910–1911, Georg Thürs und Robert Huber) named after the seventeenth-century reformer Christian Thomasius,6 the Melanchthonianum (1900–1902, Georg Thürs, Hans Stever) named after Philipp Melanchthon7 and the Robertinum (1889, Carl Hagemann and Otto Kilburger) named after Carl Robert.8 The library’s architects were thus faced with a historicizing clean-lined neo-classical architecture on the square, which furthermore was marked by a north-south slope, to which they had to find an appropriate architectural solution. As a result, they linked the new building both to the historic city centre and to the University. Towards the University Square the building reveals a punctuated façade, which defines a plain wall. The same design was used for the construction of cubes with terraces facing the Spiegelgasse. Behind the punctuated wall, a vast glass cube rises, housing the library with the reading hall. It adjoins directly to an 3 Allgemeine Deutsche Biographie, s.v. “Zwirner, Ernst Friedrich”, http://www.deutschebiographie.de/ppn119115174.html; see also http://de.wikipedia.org/wiki/Ernst_Friedrich_ Zwirner. Websites accessed on 21 March 2015. 4 Neue Deutsche Biographie, s.v. “Schinkel, Karl Friedrich”, http://www.deutsche-biographie. de/ppn118607782.html; see also http://en.wikipedia.org/wiki/Karl_Friedrich_Schinkel and (Brülls and Dietzsch 2000, 44–45) Websites accessed on 21 March 2015. 5 Examples are the Neue Wache (1816–1818), the National Monument for the Liberation Wars (1818–821), the Schauspielhaus (1819–1821) at the Gendarmenmarkt. 6 Allgemeine Deutsche Biographie, s.v. “ Thomasius, Christian”, http://www.deutsche-biographie. de/ppn11862220X.html; see also: http://en.wikipedia.org/wiki/Christian_Thomasius. Websites accessed on 21 March 2015. 7 Neue Deutsche Biographie, s.v. “Melanchthon, Philipp”, http://www.deutsche-biographie.de/ ppn118580485.html, see also: http://en.wikipedia.org/wiki/Philipp_Melanchthon. Websites accessed on 21 March 2015. 8 Neue Deutsche Biographie, s.v. “ Robert, Carl Georg Ludwig Theodor Herwig Joseph”, http:// www.deutsche-biographie.de/ppn116575956.html; see also http://en.wikipedia.org/wiki/Carl_ Robert. Websites accessed on 21 March 2015.

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Figure 7.1: University Square.

old building of the department of Law Faculty and thus mediates between past and future. The University Square was completed in 2002 alongside the Auditorium Maximum, also designed by Gernot Schulz. Both the Juridicum (Figures 7.2– 7.4) with the Library and the Auditorium Maximum, with their clear-lined, white forms, provide a modern response to the historic classicist buildings, which they complement. Students move easily between lecture halls and the Library and enjoy sitting on the stairs in front of the Library building in the summer.

Figure 7.2: Juridicum.

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Figure 7.3: Juridicum, view of the East front, drawing © Schulz & Valentyn architects. Reproduced by permission.

Figure 7.4: Juridicum, view of the West front, drawing © Schulz & Valentyn architects. Reproduced by permission.

Accessibility The Juridicum9 can be accessed from two directions: by a passage connecting with the University Square and by a lane, which leads to the town. Inside the building, the Library can be reached by crossing a large entrance hall, an area 9 A survey of the building plans is printed in Neufert (2005, 252). See also Wehnert (2003) and Schnelling (2005).

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of 450 m2 laid out with Jura limestone. The walls consist of fair-faced concrete and glass. On the right-hand side of the entrance there is the so-called Parlatorium (Figure 7.5), where visitors to the building can rest and talk on black leather benches. Opposite, in front of the entrance to a café, 360 lockers can be found. Both spaces are divided by a broad corridor leading to the single entrance to the Library. This is equipped with a security system for books. The entrance to the library area within the building is marked by glass walls which have a height of 2.40 m, with the space above open. Behind the glass walls is the central reference desk. In recent years a video screen has been added to face the Parlatorium so that students can easily access the most up-to-date information concerning the Library and Faculty. Visitors can then ascend to the next levels of the Library via a wide, wooden staircase or by using the elevator, which serves both the Library areas and the adjacent but separate, floors of the Faculty. The staircase, the landings and also the walls are panelled with American cherry wood.

Figure 7.5: Parlatorium.

The Library does not have an internal signage system, but is nevertheless easy to use and navigate thanks to its very clear internal layout, already discernible when viewed from the exterior. At night, the illuminated reading room with its transparent glass façade also lights the University Square and conveys the internal atmosphere of intense study directly to the exterior space outside the building.

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Flexibility Although the internal lay-out of the building is very spacious, it is not exactly flexible (Figure 7.6). The interior space is clearly divided by terraced reading

Figure 7.6: Juridicum ground floor.

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spaces and a shelving system that corresponds diagonally with these reading spaces (Figure 7.7). These broaden and rise up to the fifth floor. This floor contains no books at all but is nevertheless extremely popular with students since it offers

Figure 7.7: View into the Reading Hall.

a remarkable outside view across the historic city centre of Halle and the University Square, as well as an interior view onto the reading terraces beneath, into a wide open space encouraging, no doubt, thoughts and reflections. The reading tables and stack system are fixed and a change of their arrangement would have a direct (and negative) impact on the aesthetics of an interior design, that has been praised both for its creation of an intimate space for individual study and for the monumentality that almost lends it the character of a “sacred” space (Brülls and Dietzsch 2000, 46). However, with the advent of electronic books and databases (even in the Faculty of Law), the continuing use of printed material and the resulting need for stack space will need to be monitored carefully. On the other hand, Law Faculty users are particularly vocal in insisting on their continuing need for printed material now and in the foreseeable future. Changing media usage has nevertheless had an impact on another space within the building, namely the reading room for law journals situated on the second floor. This room is still used for study purposes, but printed periodicals have been supplemented by those in an electronic format. On the third floor, above the periodicals reading

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room, the Faculty originally maintained a computer pool, which, when the building was opened in 1998, belonged to the largest and best equipped PC-pools at any German university. Now, with information technology available via WLAN throughout the building, this space has lost its original purpose. The Faculty has also sought to follow the trend for more casual working spaces, so that in 2014 a lounge was opened in this space.

Safety and security All users of the library must store their belongings in the lockers in the entrance area to ensure that they carry only those materials into the library which are directly necessary for study and research. The library operates daily from 8 a.m. until 5 a.m. the next morning. During the daytime the general reference desk is operated by staff and students. The office areas for staff are located on the first floor. In the evening and during the night, a security company is in charge of the building. The library’s policy is to provide as much access as possible to allow the use of spaces for work and study even if there is no opportunity to contact a staff person for information or reference outside office hours. The library does not lend its books. All media have to be used on site, this being quite a common feature for law libraries in Germany. The experience of recent years has shown that it is certainly necessary to supervise the building and in particular the toilets, located in the entrance area, which are sometimes (inevitably) frequented by undesirable persons. On the other hand it is surprising that both the exterior and the interior of the building show no sign of vandalism or graffiti (which are commonly found throughout the city). One reason for this might be the use of high-quality materials and the correspondingly “noble” impression the building conveys. The library is secured by an alarm system which is connected to the local fire brigade. It has clear visible safety instructions and the necessary devices to be used in case of fire or other hazards. When the building was opened, a much debated issue was the location of emergency exits for users. These are to be found on both sides of every single floor and lead into the staircases and landings on the other side of the building that belongs to the faculty. Library staff pointed out that these doors need to be specially secured in order to prevent book thefts. Initially, the doors were simply equipped with a scarcely audible acoustic alarm and could easily be opened, meaning staff would need to rush upstairs or downstairs in pursuit of a suspected thief. Later, these doors were fitted with special locks, which automatically open in case of fire as well as providing a loud acoustic alarm to deter potential thieves.

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The majority of collections are available on open access throughout the building. Every single book is secured with a magnetic security tape that responds to the security system at the entrance gate. The collections have not been secured with RFID technology, which in the 1990s was still inordinately expensive. The rare and historic books in the collection are either in a high-density storage system in the basement, which has a surface of about 100 m², or are located on one of the upper floors of the building. Another, yet minor, security issue that needed later adjustments involved the ladders that had been acquired in order to reach the upper book shelves (Figure 7.8). Apparently, the first versions – although from an aesthetic point of view

Figure 7.8: Ladders.

very appealing – did not have the approval sign of the German Technical Control Board (TÜV). They had to be completely replaced by more stable constructions. However, the new ladders were not made of the cherry wood which is used everywhere else in the building – on the panelled walls as already mentioned, the

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shelves, the tables for users and staff, and even on the book trolleys. In the end, the new wooden ladders were treated with a caustic substance so that, at least in their colour, they resembled the materials used elsewhere in the building.

Building Materials The predominant building materials are glass, fair-faced concrete and wood. The stairs within the building are made of wood, which tends to cause unwanted noise. The main great entrance staircase and the floors are covered with a dark blue carpet, which was already showing clear signs of wear after only a few years of heavy use (Figure 7.9). It had been much debated if the material chosen was

Figure 7.9: Staircase.

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durable enough. However, after only seven years of operation of the library in 2004 the carpet had to be completely replaced. This meant for the library a major and expensive operation: it had to close and to move out all holdings, shelving and furniture to an interim storage facility. Consequently, the quality of the new carpet was very carefully considered. Happily, the outcome was positive and the new carpet has lasted well until the present day.

Acoustics Although the general plan of the building is very open – which is in particular achieved by the generous ceiling heights, which make up half of the vertical space in the reading areas – users value the opportunity to work quietly. Noise from the wooden staircases is less evident, since most users reach their working desks by crossing the shelving areas, which are laid out with thick carpet. The arrangement of the shelves dampens noise as well. The ceiling is equipped with acoustic insulation material. Of course, it is not permitted to use mobile phones in the reading room.

Lighting The lighting in the building is sufficient. The glass cube is surrounded by a wooden panelled exterior façade that reduces the natural light and sunshine. Inside, lighting is located in the ceilings, between the shelves and on each work place. It is possible to switch lights on and off in various areas as well as individually at the work desks. All lights in the library can be centrally switched on and off from the reference desk at the entrance, which has proven to be very practical for daily operations.

Furniture The furniture of the library was provided by the German library supplier SchulzSpeyer. Shelves and tables are made of cherry wood. The construction of the working desks is a special one: at 2 m × 1.40 m they are over standard size and were specially designed and custom-made for the library. They are all wired and provide both network access and electrical supply for technical devices. Users value the spacious and ergonomically well designed work desks where they can comfortably spread out their books, notebooks and other working documents.

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The armchairs are designed in black wood with steel construction. Throughout the years, the furniture has proven to be sturdy and to wear well in use. It has not been necessary to replace single items of furniture.

Ventilation and heating The building does not possess an air-conditioning system, but is equipped with a mechanical heating and ventilation system designed by the company ZWP Ingenieur-AG.10 The library hall is built as a double-walled ferroconcrete construction with an exterior concrete façade of 20 cm. This allowed the installation of the ventilation system in the interior space. Ventilation thus takes place vertically via the double façade and the roof, with the air suction process starting through special channels in the area of the basement. The incoming air is distributed afterwards at each level via the cavity flooring system towards the openings in the base of the shelving system. Outgoing air is centrally extracted by suction via the double façade at all four sides of the building. The heating and ventilation system needed some initial adjustments after the opening. Users complained about the air being too dry (Problemkind Juridicum 1999). Meanwhile, the working environment is now perceived as being generally comfortable, although it is the case that users’ individual perceptions of air quality and room temperature may differ.

Wiring and data The library is equipped with the university’s wired and wireless networks. The library’s system operates on the basis of the Gemeinsamer Bibliotheksverbund (GBV), which is one of Germany’s leading library system providers. Ducts are mainly located in the flooring in the areas of the working spaces, where they are relatively easy to access (Figure 7.10, p. 142). The quantity of electrical sockets supplied is considered to be sufficient. All working desks are wired. As already mentioned, WLAN is available throughout the library.

Toilets Toilets are located in the entrance hall. Their number is sufficient. They are well equipped and can be easily maintained. 10 http://www.zwp.de/de/startseite/. Accessed on 21 March 2015.

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Figure 9.10: Ductworks.

Services The library is distinctively a learning centre of the University which attracts not only users of the Law Faculty but also users from other faculties. One reason for this is certainly its location at the heart of the University Square, but, without doubt, its attractive working atmosphere also plays a role. The library has really become a “place maker”,11 transforming University Square by adding a library to its existing buildings with their various functions. In the first years after its opening, sociology students, who had hitherto used a less attractive library,12 announced that they would like to have their books transferred to the new building since they wanted to work there as well. However, there is a continuing debate within the University about whether one should allow this much valued space to be shared with students from other faculties. The interests of different stakeholders need to be taken into account, such as members of the faculty, the library

11 http://www.pps.org/reference/what_is_placemaking/. Accessed on 21 March 2015. 12 This situation will change with the new building of the Library for Humanities and Social Sciences for the University which will open in autumn 2015.

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itself, the University’s administration, but also the students and the general public. The library’s terms of use allow users access to all reading rooms within the Central Library as well as the branch libraries. On the other hand, for the last three years, members of the Law Faculty have sought successfully to restrict access during semester breaks in order to guarantee their students optimal working conditions. This was demanded with special reference to the positive results of the CHE (Centre for Higher Education)-Ranking, where the Law Faculty in Halle, and in particular the Law Library, achieved top positions.13 The management of the library tried to verify the facts in this discussion in order to judge the situation and to advise the University’s administration, which had agreed to restrict access to the library while offering additional rooms at University Square for study and learning purposes. The initial requirements regarding the number of law students, as they were laid out in a document in 1993, had assumed totals of 2,000 to 2,500. This number was approved in the 23rd framework plan of the German Wissenschaftsrat (Research Council).14 Current statistics from 2014/15 show, however, that these planning figures, though broadly correct; somewhat overestimated the increase in law student numbers: there are currently 1,831 law students.15 It can therefore be concluded that the library is still in conformance with the initial estimated planning figures. Of course, the levels of actual usage have had to be assessed continually and the library management has carried out various user surveys where the frequency and times of use were monitored. As a result, it can be demonstrated that the seating space (284 places) has proved to be sufficient for the general demand and it would not be justified to restrict access to other users. Another aspect is the increasing need to offer a variety of user areas: although the Law Library above all offers opportunities for individual work in a spacious hall, the number of rooms provided for group study within the building is not sufficient. The capacity of the building was initially planned for a collection of 170,000 law books. Before moving into the building, there were about 40,000 volumes on open access and 120,000 volumes in storage. This relation changed to the opposite with the move into the new library in 1998. The space for shelving expanded, in particular in the areas of open shelving. Today, the law collections comprise about 250,000 volumes; in a few years existing shelving may no longer be sufficient for the growth in printed collections (Figure 7.11, p.144). 13 http://ranking.zeit.de/che2014/de/fachbereich/400193. Accessed on 21 March 2015. 14 http://www.wissenschaftsrat.de/download/archiv/5715-03.pdf. Accessed on 21 March 2015. 15 Source: Martin-Luther-Universität, Abteilung 5. – Planung und Statistik, supplied on 19 January 2015.

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Figure 7.11: View into the stacks.

The staff areas are located on the first floor, at some distance from the shelving area. The offices are laid out according to the Recommendations of the German DIN-Norm (DIN 1998), which means (unfortunately) that they are relatively small and offer little space to handle media. However, their windows face University Square and the furnishing is in harmony with the buildings as a whole. A kitchen is provided as well. The library operates with only a few staff members, who are mainly busy with acquiring, cataloguing and classifying new items. Thus, they spend their working time mostly in the offices and are less visible in the public areas, although an information and help desk has been planned on the first floor as well. Maintaining the order of books on the shelves is a continuing challenge for which various organizational measures have been tested throughout the years. Despite heavy and intensive use throughout recent years the building has remained in good condition. The clear layout allows easy cleaning and maintenance. An exception is the glass façade, which can be cleaned inside by using a mobile device and outside only with particular effort, since the axes of the wooden panels are fixed and not movable.

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Conclusion The Post-Occupancy Evaluation conducted in 2014 has shown that the library fulfils its purpose and that the original balance between reading spaces and spaces for collections was correct. The architect’s prescient approach has ensured that the building still meets the key requirements for modern libraries: to provide spaces that are both private and public, personal yet conducive to group working, while enabling access, of course, to an outstanding collection of media both in print and electronic form. The Law Library of Martin-Luther-University is undoubtedly a success: its architecture with its separated generous spaces for collections and users has developed as an attractive focal point for the student learning experience. Interestingly, the terraced reading places can be seen in another later and very popular library building: they are also a feature of the Library of the Wilhelm and Jacob Grimm Centre of Humboldt University in Berlin, which was designed by Max Dudler. There, the readers face each other on the terraces and are surrounded by book shelves. In Halle, users can enjoy the exterior surroundings while sitting in a space conducive to reading and learning. This concept of transparency which is embodied in the architectural solution of the Law Library also refers to a central

Figure 7.12: Model of the building.

concept in law, where reaching judgements requires transparency and not walls of brick (Grundmann and Ulrich 1996). Halle University, very much a university of the Age of Enlightenment, owns with this building an outstanding place for education and research (Figure 7.12).

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References Bauten für die Wissenschaft: Bilanz für einen Universitätskanzler in Sachsen-Anhalt. Feierliche Verabschiedung des Kanzlers der Martin-Luther-Universität Halle-Wittenberg, Wolfgang Matschke, am 25. März 2002, herausg. von Gunnar Berg. Halle, Saale: Martin-LutherUniversität. Brülls, Holger and Thomas Dietzsch. 2000. Architekturführer Halle an der Saale. Berlin: Dietrich Reimer. DIN 1998. Fachbericht 13: Bau- und Nutzungsplanung von Bibliotheken und Archiven. Berlin: Beuth. Grundmann, Stefan and Wolfgang Ulrich. 1996. “Das Licht der Aufklärung baut mit.” Frankfurter Allgemeine Zeitung 12 März: 44. Neufert, Ernst. 2005. Neufert Bauentwurfslehre. Handbuch für den Baufachmann, Bauherrn, Lehrenden und Lernenden, weitergeführt von Professor Johannes Kister. 38. vollst. überarb. u. akt. Aufl. Wiesbaden: Vieweg. “Problemkind Juridicum?!” 1999. In Das jüngste Gerücht. Zeitschrift der Studierenden der Rechtswissenschaften an der Martin-Luther-Universität Halle, 2. Schnelling, Heiner. 2005. “Universitätsbibliothek, Landesbibliothek, Juristische Seminarbibliothek, Zweigbibliothek Rechtswissenschaft.” In 150 Jahre Juristisches Seminar. Martin-Luther-Universität Halle-Wittenberg, herausg. von Heiner Lück, Heiner Schnelling, Karl-Ernst Wehnert, 42–58. Halle: Stekovics. Wehnert, Karl-Ernst. 2003. “Die Zweigbibliothek Rechtswissenschaft im neuen Juridicum der Martin-Luther-Universität Halle-Wittenberg.” Bibliothek: Forschung und Praxis 27(1/2): 93–95. Photographs: © Knut Mueller. Reproduced by permission.

Klaus Ulrich Werner

8 The “Berlin Brain” Evaluating an architectural masterpiece of 2005 based on a library concept from the last millennium It is an invaluable gift to be provided with a marvellous piece of architecture, a piece of art by a famous architect. That is the lucky situation we find ourselves in with the Philologische Bibliothek, designed by Lord Norman Foster, the Library of the Department of Humanities of the Freie Universität of Berlin, known colloquially as “the Berlin Brain” (Figure 8.1).1 You cannot overestimate the effect of the so called “wow factor” (McDonald 2007) for the image of the library, as well as for the marketing and the profile of the entire university.

Figure 8.1: Philologische Bibliothek (Berlin Brain), Free University Berlin, © Bernd Wannenmacher, FU Berlin. Reproduced by permission.

The architectural competition took place in 1997; the opening finally happened eight years later in 2005. The project was long in the planning, and even after the foundation stone had been laid in 2001, construction was stopped twice owing to financial problems. A fundamental change in higher education in Germany occurred exactly at that period: in the so-called “Bologna Process” German uni1 http://www.fu-berlin.de/en/sites/philbib/index.html; http://www.fosterandpartners.com/ projects/free-university/. Websites accessed on 25 March 2015.

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versities introduced and established bachelor and master courses. Before that change, why did our students come to academic libraries, such as university libraries and what were the expectations of our faculty members? Students used to require a large number of desks and conditions ideal for quiet reading; they needed books on open shelves: they had to do a great deal of writing from the very beginning of their studies, they took just a few tests during their whole course of studies, and examinations were concentrated at the end of the programme. Faculty members expected an open-access library with limited lending because university education was based on a book-centred approach. The concept for the new building was thus based on the traditional conditions for studies in the humanities, particularly academic studies in languages and literature. The new library met those requirements perfectly: book-oriented, the huge collection available on open shelves, perfect conditions for individual work. However, students now learn more and more in groups; they prefer resources presented in digital form rather than printed books. They embrace e-books and virtual learning environments, where the texts that the students need for their courses are presented on a digital platform. Browsing nowadays means checking the internet; it no longer means walking along shelves. Supporting collaborative learning is a major challenge for a library that was designed to be the perfect place for individual learning and individual intellectual work. A first evaluation two years after the library was opened already showed the building’s lack of flexibility and adaptability in view of the rapid change in the required conditions for studying and in students’ ways of using libraries resulting from the Bologna Process. In 2007 Elmar Mittler proposed a questionnaire based on Andrew McDonald’s “Qualities of Good Library Space” (McDonald 2007) and presented the results of his survey of new library buildings in Germany at a conference of the LIBER Architecture Group (Mittler 2008). The self-evaluation, based on McDonald’s defined qualities, was neither precise enough nor sufficiently extensive. Only by using the draft version of the IFLA POE questionnaire, as one of the pilot users in 2008, did we get a detailed overview (Sikström 2012): a summary of what works well, a definition of the main problems of the building and a wish list of things that should be changed. Now, based on the published version of the questionnaire, we revised and completed our answers and reconsidered our conclusions.



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General Facts and figures –– Academic: a branch library of the Humanities section of a university library system; –– Philologische Bibliothek, Freie Universitaet Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany, www.fu-berlin.de/philbib;2 –– The actual library building is new; parts of a pre-existing structure are used for offices and group-study and training rooms; –– Net floor area: 6,290 m²; –– Five floors; –– 240,000 users per year; –– Number of staff: 20; –– Printed collection: 750,000 volumes; –– 650 user seats, 12 (group-study room), 16 (group-study and training room), 2 (carrels); –– Building costs: €20 million; –– Opening: September 2005 (2 years’ delay).

Location The library is close to most of the relevant faculties, the lecture rooms and the staff of the Humanities Department. The library building is integrated in the main campus compound built in the 1970s. The site is rectangular, the library building oval. It is surrounded by green space. The building is conveniently located to good traffic routes. It gets much natural light although it is not a completely detached building.

Accessibility The library is easy to get to by underground and by bus, parking provision is sufficient. There is access control and an electromagnetic security alarm with security gates. The building fulfils the accessibility standards for people with limited mobility (Figure 8.2, p. 152). There is a people counter, an electronic alarm system 2 Accessed on 25 March 2015.

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and a sound system. The signage is bilingual, in German and English; the audio guide is available with German, English and French text. The audio guide is also available on the website. There is one architectural obstacle: door design and steps restrict accessibility to the surrounding green area for people with limited mobility.

Sustainability The double-layered skin of the building is part of the energy-saving concept. The building is optimized for the specific local climate. The site’s potential was analysed: solar and wind conditions particularly were examined; simulations were carried out by engineers. The roof areas on the surrounding buildings from the 1970s have been equipped with solar panels. A light-management system with different settings and a computer cut-off system contribute to reducing energy consumption; the skin of the building allows a maximum of daylight into the building. The university as a whole has obtained the ISO certificate of environmental management (ISO 14000); the library has an image as a “green building”. The energy passport displayed at the entrance of the library provides the main data about the energy-saving system (heating and cooling, energy consumption in total). Elements of the green concept are self-closing taps in the restrooms and the use of recycled paper (saving water during the production of the paper). The aluminium used for the outer skin of the building is recycled. The special architecture allows a maximum of natural light into the building. The inner skin is made from a white fabric that filters sunlight, so that the natural light is bright, but the heat of the sunlight is reduced. The energy-saving ventilation- and temperature-control concept facilitates natural ventilation. For this purpose the building was fitted with a double shell that forms an air-supply and exhaust system with membranes on the interior of the shell and air vents on the exterior. Through the natural ventilation system and the use of warm used air, relatively little extra energy is required to heat and cool the building. This part of the temperature control is achieved by means of plastic pipes arranged within the concrete shafts and the floors. Warm or cold water is conducted through the pipes as required (“concrete core activation”). Actual heating is provided by the district heating network when needed. Among the measures put in place to achieve green library services are the provision of more thin clients than PCs and more scanning machines than copying machines.



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Safety and security There have been cases of theft of personal belongings in the library, and lockers have been broken open but there is definitively no vandalism problem. The library employs security staff (one person) during the last two opening hours (8 p.m. to 10 p.m.) and on weekends. There are safety instructions, and devices for different types of emergencies are provided. Mobile emergency boxes and a defibrillator are kept at the ready. The signage for the emergency exits had to be improved, making them larger and much more visible. Training for emergency response has been carried out on a regular basis. One problem is that many users ignore the alarm or try to leave the building through the entrance which is not a legitimate emergency exit. The library has an acoustic alarm system (unfortunately no visual alarm) for emergencies. It is connected directly to the university’s central control room and to the fire brigade. Also, any use of fire exits triggers an internal alarm at the front desk. A dry-type fire sprinkler system is installed. There have been very many false alarms, and consequently a poor user response: users tend not to take alarms seriously – an additional danger in a real case of emergency. The library staff has been trained regularly in evacuation procedures. There is no anti-intrusion alarm system, but the library building is integrated in a campus compound, and therefore the risk of intrusion is minimal. There is only one access control at the entrance which consists of two gates with the reception desk in the middle. The collections are secured by an electromagnetic security system. The rare books are stored in the closed stacks. There are lockers – unfortunately too few and with no video surveillance.

Flexibility There is not much flexible space. In the long run, flexible space will only increase if the printed collection is reduced and shelves are removed in order to free up space. For structural reasons there is no option to construct an extension to the building. The actual library building consists of just one single large room, and there are not many options for zoning. The group-study and training rooms, which are connected to but not within the actual library, are accessible outside of normal opening hours. There are no external areas that belong specifically to the library.

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Building Entrance area The entrance is very prominent and inviting. There is a manual revolving door that serves as the main entrance for most users. Beside the revolving door there is a standard door with an opening mechanism that can be operated both locally and remotely. That automatic door is available as needed, e.g. for handicapped users. Since the main door was changed into a revolving door, there have been no more draughts.

Figure 8.2: Interior of the Library with information desk, © Julian Groß. Reproduced by permission.

The entrance is very spacious. The design of the entrance area provides a generous view both ways, but in general the outside is not visible from the inside of the building. Users immediately get a very good overall view from the entrance. The building is very well organized and the orientation is similar on all levels and very easy to understand. Users only have to pass the single access control at the entrance. The central stairs are visible from the entrance, the lift is located close enough to the stairs to be easy to find.



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There is no book drop, but there should be. During the planning process the library was intended to function as a reference library without lending, but in the meantime the policy has changed. There are no machines for self-service loan and return, but there should be. There are no specific meeting areas, but the building is integrated into the existing campus compound, so users can meet right in front of the library entrance, which is inside the building. Lockers are situated to the left and right of the entrance area.

Materials The materials contrast in a very aesthetic way with those of the surrounding structure dating from the 1970s, including the green spaces. The glass and aluminium panels can be replaced. The concrete stairs are carpeted, the actual stair noise is negligible compared to that caused by the conversations of users using the stairs. Considering that the library has been in use for more than ten years, the materials are still in a very good condition.

Flooring Special dirt-trapping flooring is not needed because the entrance is inside the campus compound. All public areas of the library, including the stairs, are carpeted. The carpet is still in very good condition. Until now there has been no need to replace even a single section. Because of the very high quality and the dark grey colour, the carpet is durable, easy to clean, and it is a good absorber. There are no hatches on the floor. Conclusion: The flooring is well chosen for this library.

Ceiling The overhead surfaces are bare concrete, but the inner skin of the library building consists of a fabric with a certain acoustic-absorbing effect. There are no actual ceilings; overhead surfaces are simply the bare bottom sides of the concrete floor structures. All installations are visible.

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Acoustics The insulation of the building (the double skin) does not keep out noise pollution completely, because it is part of the architect’s concept that you may listen to the rain. It is not a building with soundproofed walls. Regarding the noise inside the building: sometimes users complain because noise travels easily in this kind of one-room building. The main sources of noise are the users’ talking and behaviour (no alternatives can be offered for cell-phone calls), and the noise of automatic flaps opening and shutting. The whole library with five levels and over 6,200 m2 is just one room (except for the copy shop, offices, group-study and training rooms), but there are places at a distance from the entrance area with better acoustic conditions. The most dynamic areas (entrance) are still the most popular: the users like to see and be seen! Apart from the carpeting, the inner skin which is made of fabric, and upholstered furniture in the reading lounge, there are no absorbers.

Openings The special architecture brings light into the building from all directions. There is absolutely no glare because of the white-fabric inner skin. No additional protection is needed. The ventilation flaps and air vents are opened and closed automatically with no thermal problems. Unfortunately the mechanisms for opening and closing cause noise. Openings in the actual library are operated by remote control. There are windows with handles in the group-study and training rooms, and in the carrels. (These rooms are located in a part of the pre-existing structure and are accessed from the library via a tunnel.) However, it is assumed that users cannot climb outside, because the windows are too narrow. The copy shop inside the library also has the option to open windows with handles. (The copy shop is the only separate unit within the actual library.)

Lighting The lighting is absolutely sufficient – except maybe in the stairs, which might be better lit. Lamps are suspended from the ceiling; on the top level, lamps are fixed on top of the shelves and on the walls. The study desks are equipped with individ-



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ual lamps. Additionally some lamps are placed between the outer and inner skin of the shell for effect. The colour of the light is rather warm. Staff can control the light on each level of the building in different fixed settings. The individual lamps at the desks cannot be dimmed, only switched on and off completely. Natural light cannot be controlled, but the level of the artificial lighting is automatically adjusted to the natural light situation. There are no occupation sensors in the sanitary rooms (and, by the way, no movement-sensitive lighting between the shelves). The light management is run from a special touchscreen control board installed at the circulation desk in the entrance area. The lighting concept creates a very comfortable atmosphere in the whole building.

Furniture The library was equipped completely with new furniture at the start in 2005. Basically the furniture fulfils all requirements. The furniture is well designed and forms a part of the whole interior composition. Some users with special needs ask for more comfortable, height-adjustable chairs with armrests. The chairs are adequate, but the size of the desks is not ideal, the depth being only 0.8 m. The desks were designed by the architect and are an immovable fixture; all chairs were bought through a supplier. Nine years after opening, the fabric on the lounge chairs was thoroughly worn out and has been renewed recently. The paint on the standard chairs is not quite as durable as it should be for library use. All in all, however, the appearance of the furniture is still very acceptable.

Heating, ventilation and air conditioning The system relies on concrete-core activation in the floors and shafts and on natural ventilation by remote control. There is only one system for the entire library. It produces a very comfortable atmosphere. During the summer we tolerate temperatures up to 25°C. However, without air conditioning there is no control of humidity. The self-adapting software for the automatic control of the system needed about 16 months after installation to function ideally.

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Installations fed through a wiring system The wiring centres are closed to the public; they can be accessed by technicians only. The ductworks are located under the concrete ceiling, not concealed and therefore easy to access. Increasing the number of plugs or data ports at the user desks would be difficult, but wireless LAN access could easily be augmented. There are two sockets at each desk, and there are many more sockets than currently needed at the information and circulation desks. There is no auditorium, but the equipment for activities carried out, for instance, in the training room is quite sufficient. Conclusion: You cannot have too many options to extend the wiring (sockets and data).

Data The servers are located in the university computer centre with professional support and perfect conditions. The data infrastructure supports an increased and increasing use of mobile devices; wireless LAN access has been upgraded several times. There is a public-address system for the whole library.

Sanitary areas (cleaning, lavatories) There are enough sanitary rooms, two on each of the five levels, of which the two on the ground floor are fit for disabled persons. Floors and walls are fitted with glazed tiles. The equipment is complete (soap dispensers, towel rolls, hygienic paper, hangers). The doors are made of wood. There have been rare cases of drain blockage. There have been some cases of vandalism. There is only one cleaning facility centralized on the lowest floor. It would be desirable for the sanitary rooms to be more spacious.



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Services Service areas The main areas for interaction between staff and users are at the reception/circulation desk and the information desk. The loan service is centralized and provided at the circulation desk in the entrance area (no self-service). These areas are inviting and spacious. A digital wayfinding system (v:scout) supports orientation and helps in finding all the facilities and service points and visualizes the location of the printed material on the shelves. Self-service is provided for copying and scanning. There is a copy shop on Level 1, self-service reprographic facilities are on four of the five levels. There is only one centralized information desk on the ground floor and a spacious reference desk for up to two staff members. To conclude, everything works well, except for the lack of a seat for users at the reception desk for face-to-face communication to work in an ideal (and discreet) way.

Shelving The shelving – Forster Arbitec Foreg 2000 – is perfect for the collection, as far as books are concerned. There are three different shelf sizes, the particular type of shelf is perfect for the flexibility the library needed. There is no special area for digital media like DVDs and CDs, they are put on display with the covers or boxes; e-journals are presented with QR codes on the shelves. The library started with a collection of 700,000 volumes, the shelves have a capacity of 800,000 volumes. The width of shelf aisles of 0.9 m has proved sufficient; users in wheelchairs move through all aisles without trouble. Compact shelving is used only for the closed stacks, which are located in the pre-existing building. There is only one type of shelves, which has turned out to be appropriate for the entire collection.

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User areas The number of seats is sufficient for the users of the Humanities Department, but the library is very popular among students from all university faculties. During the last few years the library has had to restrict access for students from other departments several times. Most of the seats are of one kind, namely desk and chair (Figure 8.3). In addition to the normal seating, there are options for standing, for quick online consultation, and there are two group-study rooms, a training room, a carrel, and a “reading lounge” with 18 comfortable upholstered chairs. There are definitely not enough group-study facilities. We have plans to transfer the closed stacks from a room with natural light to a different university building and then transform this space into group-study rooms. Because the whole actual library is one single room, there are not enough zones for very quiet reading. Only in the reading lounge, in the group-study room and the training room can users rearrange the furniture. A separation of different zones within the library building is impossible owing to the special architectural features. As is typical of a traditional academic library, children’s and young adults’ areas are not provided.

Figure 8.3: Reader Spaces © Reinhard Görner. Reproduced by permission.



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Staff areas The reception/circulation desk and the information desk are located centrally and easy to find. Back offices are not located within the actual library, but in a pre-existing part of the university compound, which was built in the 1970s, but thoroughly remodelled at the same time as the library building was constructed. The staff office area is large enough, but separated on two levels, which is a dysfunctional solution. There is a tunnel that connects the staff area with the library. There is a large comfortable tearoom and kitchen, and there are separate lavatories for the staff on each of the two levels of the office area. The layout was not specifically designed for the staff area, because part of the pre-existing building was allocated for this purpose. Therefore the spaces pose functional problems – the partitioning of the building into two levels is particularly dysfunctional, as it impedes collaboration, and complicates the transport of library items – even though there is a lift. Fortunately the offices are spacious and have big windows with a view. There are separate staff entrances for the offices and for the actual library. Space for bicycles right in front of the entrance is available, parking for cars at a distance of 200 m.

Automation There is no self-service; sorting and book transport is not automated, nor are storage and retrieval. Library trolleys are used for transport. Book returns are sorted manually onto six trolleys (one for each level and one for the closed stacks); actual transport is carried out with several ergonomic trolleys.

Maintenance The building is easy to clean because of the layout, the floorings and choice of surface materials. Cleaning also operates well because of a good relationship between the cleaning company and the library. A special maintenance man (working 20 hours per week) is responsible for checkups, repairs and maintenance. Unfortunately there is no regular budget for replacements. Cleaning is done before opening in the early morning. An additional cleaning of the sanitary areas takes place during opening hours in the afternoon. Most installations are very easy to access, as they are located under the ceiling and not concealed.

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Conclusion Three wishes: (1) the option of separating different zones; (2) more flexibility for arranging the furniture to support individual learning styles, such as sitting two by two or in groups; (3) a perfect rainproof solution for the aluminum and glass outer skin of the building (we have had problems with rainwater coming through right from the beginning). I would store larger parts of the physical collection in book stacks, most of which would be accessible for the users. That way I could offer more flexible and user-oriented space instead of filling high-quality space with shelves for printed material. This library has the “wow effect” (referring to the additional item on Andrew McDonald’s list of “Top Ten Qualities for Good Library Space”), and the architecture has been truly successful in creating an inspiring and fascinating atmosphere.

References McDonald, Andrew. 2007. “The Top Ten Qualities of Good Library Space.” In IFLA Library Building Guidelines, ed. by K. Latimer & H. Niegaard, 225–239. Munich: Saur. Mittler, Elmar. 2008. “The German Experience: Evaluation of German Library Buildings from the Last Decades.” LIBER Quarterly 18(2): 170–198. http://liber.library.uu.nl/index.php/lq/ article/viewFile/7920/8171. Accessed on 25 March 2015. Sikström, Inger Edebro. 2012. “IFLA Library Building and Equipment Section midterm meeting 14–16 April 2012.” IFLA Section on Library Buildings and Equipment Newsletter 2. http:// www.ifla.org/files/assets/library-buildings-and-equipment/newsletters/2012-2-en.pdf. Accessed on 25 March 2015.

Karen Latimer

9 The McClay Library at Queen’s University 9 Belfast 9 The McClay Library at Queen’s University Belfast

Evaluation five years on

Introduction The McClay Library at Queen’s University Belfast (Figure 9.1) opened in August 2009. It replaced a Victorian Gothic Revival building of the 1860s which had been extended in the early 20th century firstly by the original architect and then in the 1960s with the addition of a framed-construction tower block. The Victorian building was full of character, as noted by the poet Philip Larkin who worked

Figure 9.1: QUB McClay exterior. Reproduced by permission.

there in the 1950s (Larkin 1984) but the 1960s building most certainly was not. More importantly the complex was no longer fit for purpose in the 21st century, with the demands for increased IT facilities, longer opening hours, group-study spaces and a wider range of learning and research spaces. A significant increase in student numbers added weight to the need for additional space. A case for a new library was made and accepted; American architects and library specialists,

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Shepley Bulfinch Richardson Abbott (SBRA) were appointed to design the building in association with a local Belfast practice, Robinson Patterson Partnership (RPP Ltd). The building has been monitored and evaluated in numerous ways over the last five years and significant changes to the original design have already been implemented. In particular user feedback has been elicited to establish whether the building and the services it facilitates meet the needs and expectations of staff and students. A number of surveys have been carried out including the annual UK National Student Survey1 in which The McClay Library has consistently received positive feedback ranging from 4.0 to 4.4 (on a scale of 1–5) in 2013. Other surveys have looked at user satisfaction, various aspects of the study space and way-finding in the building. Student feedback via social media has also been very complimentary and the users have a strong sense of ownership of the building. In 2013 The McClay Library won (jointly) the SCONUL Library Design Award. Assessment by SCONUL (Society of College, National and University Libraries) is in effect a kind of post-occupancy evaluation. The award is made “in recognition of newly-designed spaces which function effectively in meeting the needs of users and library staff, and which also meet the demanding requirements of a modern learning and research environment” (SCONUL 2013). The criteria used in judging the award include strategic relevance, design, impact, and efficiency and sustainability. Judges look at how the new library space fits with the parent institution’s mission and strategy; how the design meets the brief in terms of functionality, flexibility, meeting user needs and the need for digital preservation, creativity and innovation, and accessibility; the impact on the user experience, on service development and delivery, and on library staff; and finally how it has contributed to the green agenda and the efficiency of the organization. The Queen’s University Library scored highly in all categories. The citation noted that the building had transformed the library service, with more students visiting and staying longer and a measurable increase in satisfaction ratings. It is nonetheless timely after five years to look again in a systematic way at how the building is performing in use and at what is working well and what not so well. The IFLA Library Buildings and Equipment Section’s Library Buildings Evaluation Questionnaire2 was used as the basis for a thorough evaluation. The questionnaire was devised to help library managers and library designers iden1 http://www.thestudentsurvey.com/. Accessed on 25 March 2015. 2 http://www.ifla.org/publications/questionnaire-on-post-occupancy-evaluation-of-librarybuildings. Accessed on 25 March 2015.



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tify good practice as well as areas for improvement. It was not intended to be prescriptive, as IFLA members work in libraries of all types and sizes; the intention rather was to give librarians a starting point, guidelines which provided a basis but which could be adapted as necessary. When carrying out a review of The McClay Library the focus was on the current aims and objectives of the University in general and those of the Library in particular.

General The £50 million McClay Library opened slightly ahead of schedule in 2009 and is a large new academic library with an internal floor area of 18,125 m2. Four floors are allocated to users and there is also a partial basement. It houses some 1.5 million volumes and seating is provided for about 2,400 people. There are many different seating configurations, with 23 group-study rooms, training rooms, a language laboratory and a Special Collections reading room. The Library serves approximately 38,000 users and the number of staff is just under 200. It is well located in the heart of the main campus with good transport links to road, rail and bus networks. There is no parking provided for users, apart from some academic and administrative staff, but it is within easy walking distance of the main student residences. It is a challenging site in that it is in a conservation area and is beside the city’s Botanic Gardens (created in 1827) which contain a number of important structures. The library building is cleverly massed to minimize its scale and impact and it is a deep-plan building with a skewed multi-storey open atrium relating to the angled boundary with the Gardens. Access is by a smart-card entry system and the building and interiors have been designed to minimize physical barriers and enable disabled access. Indeed, disabled access was an essential requirement, as was sustainable design. Sustainability was a key factor in the design and a Sustainability Action Plan was drawn up at the outset. The building contractors operated an accredited environmental management system and ensured that energy-efficient procedures were followed throughout the construction phase. Full details of the sustainability aspects of the design and the subsequent post-occupancy Green Impact Scheme have been described in The Green Library (Latimer 2013). In brief, energy loads were reduced wherever possible, energy input was provided efficiently, plant operation times were minimized by defaulting to off or stand-by, simple and user-friendly solutions were used as were passive systems to regulate the environment. These underlying principles were put into practice

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in the use of natural daylighting and ground source heat pumps, re-use of waste heat from the data centre, recycling five types of waste, the use of rainwater for the toilet facilities, lighting controls, controlled windows and window blinds and much more. The building achieved a “Very Good” BREEAM rating3 and won the sustainability category in the Royal Institution of Chartered Surveyors’ 2010 awards. Safety and security are a high priority. The reinforced concrete structure has inherent sound-reducing and fire-resistant qualities. There is one access control at the entrance for all users. The entrance and exit to the building are covered by CCTV as is the external perimeter of the building. Access to the Special Collections store and reading room is restricted and the areas are alarmed and also covered by CCTV. The collection is RFID tagged and 3M book detection systems are in place at the library exit. Emergency exits are clearly marked; fire drills are held regularly, the alarm system is directly connected to the local fire brigade and there is an efficient public address system. When preparing the brief for the building, the need for flexibility to accommodate new trends in library services was considered carefully. Even in the five years since opening much has changed, and it is pleasing to note how the design has proved adaptable and conducive to alteration. Just one year after opening in Summer 2010, 150 additional PCs and study seats were created. Then again in Summer 2013 a major reordering of the space on the ground floor was carried out. Figure 9.2 (p. 166) shows the original layout with only a little seating in the atrium area and a dozen or so small offices at the perimeter of the building. Figure 9.3 (p. 167) shows the new layout with the additional seating in the atrium area and the large new group-study and silent-study areas providing some 250 additional seats and PCs.

Building Following consideration of the general features of the library design and performance in use, the evaluation then focused on building matters in line with the questionnaire guidelines. This section covers the entrance area, materials, flooring, ceilings, acoustics, openings, lighting, furniture, HVAC, wiring, data and toilets. The entrance area is highly visible and provides an end stop to one of the major pedestrian walkways on the campus. The entrance is approached through 3 http://www.breeam.org/. Accessed on 25 March 2015.



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doors which can be opened manually or automatically. The doors are, as necessitated by the architectural aesthetic, quite large and heavy but manageable. There is a spacious glass-walled lobby which acts as a decompression area between the exterior and interior of the building. The Library café and lounge area provides another in-between space outside the security gates but inside the building. It has proved very popular and was enlarged in 2013 to meet increased demand. Once through the security gates the main borrower services desk is clearly visible, as are the stairs and lifts. One omission from the original design was the inclusion of a book drop. A book sorter has now been added but as there is no book drop it is not possible to return books outside opening hours. It would be a useful addition but as The McClay Library does have very long opening hours including 24/7 opening at busy periods such as exam time, it is not an essential feature. There are no lockers in the entrance area although these are available in the Special Collections area. High-quality materials were used throughout the building to ensure they remained in good condition over time. BRE Green Guide “A” rated materials were selected and all timber was obtained from Forest Stewardship Council approved sources. Soft red brick and sandstone were used for the building to blend in with the existing style and palette of materials on the campus, which is largely mid19th century Gothic Revival. Pink granite forms a plinth to the building and this is combined with a light grey aluminium curtain walling system. Large areas of glass ensure a good relationship between the interior and exterior spaces. The stairs are made of high-quality Jura marble and are enclosed in toughened glass to eliminate noise. Carpet is used for the flooring in the open plan areas for acoustic reasons; the entrance area flooring is also marble. Extensive acoustic modelling was carried out at the design stage which resulted in the use of acoustic ceiling tiles and wall panelling in noisy areas. In the atrium there is a full height wall of patterned acoustic panels which successfully prevents noise travelling up the building to the upper floors which open on to the atrium. Floors are zoned as quiet-study, whisper and silent areas with clear signage. The carpet was selected for its acoustic absorption qualities. Group activities are catered for by designated group-study rooms and the mechanical and electrical plant is designed to meet specific acoustical standards. Initially there were problems with noise emanating from the group-study rooms but this has now been addressed. Books and planting provide additional acoustic absorbency. The library staff operate a stringent noise policy devised in consultation with, and in support of, users.

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Figure 9.2: QUB Library Ground floor plan original ©RPP Architects.



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Figure 9.3: QUB Library Ground floor plan refurbishment ©RPP Architects.

Openings Reading rooms face both north over the car park and urban area and south over the Botanic Gardens (Figure 9.4, p. 168). They are very pleasant spaces, particularly the double-height rooms with fully glazed elevations, which face south over the green spaces of the public gardens. In summer windows are opened centrally and

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Figure 9.4: QUB Library overlooking Botanic Gardens. Reproduced by permission.

warm air is drawn into the atrium and vented out via high-level louvres. In winter the perimeter windows and louvres are closed and warm air is taken through a heat exchanger at the top of the atrium. Generally the openings work well but inevitably library users have different requirements and it is almost impossible to achieve temperatures suitable for all. Some more individual control would be helpful. There is some noise when windows and blinds operate automatically, but remarkably little, and for such a deep plan building a very natural atmosphere is created.

Lighting General lighting is fluorescent with compact fluorescent and metal halide feature lighting. Originally there were automatic controls in open-plan areas and in the bookstacks; in some areas this has now been adapted to enable the library staff to switch lights on and off. Generally lighting is of a sufficient level and provides comfortable working areas. In the newly refurbished areas, however, there has been a move to individual control and this is preferred by users and library staff alike. Extensive use of glass and stepped back floors maximizes light and views to the adjoining gardens and distant hills.



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Furniture A great deal of consideration went in to furniture selection, and library staff were very fortunate to be able to work with SBRA on the interior design of the building. All the furniture and shelving were new at the time of opening and additions made since have been in keeping. This gives the whole building a very coherent ambience. The furniture is sturdy and well-designed, and a wide variety of seating and study tables is provided. Shortly after opening a lot of casual seating, including tub chairs and sofas, was removed, as feedback from users clearly indicated a wish for more formal seating and study spaces.

Heating ventilation and air conditioning The heating, ventilation and air conditioning generally work well and provide a comfortable working environment. Inevitably different users require different levels of heating and the building is zoned to help accommodate that with the whole of the ground floor being managed separately and group study rooms having individual controls. The data centre and copy rooms are air-conditioned.

Wiring and data An early decision which has paid huge dividends in terms of flexibility was to provide raised access floors with all services easily accessible. In addition 25% spare capacity was built in, with 50% spare data-trunking space, taking into account the rapid change in library requirements in the early 21st century. The McClay Library has a fully networked electronic building-management system. It uses the University’s wired and wireless network and is connected to JANET, the UK academic network which provides and develops a network infrastructure that meets the needs of the research and education communities in the UK. There is wireless access throughout all the public areas and there is a plan in place to extend this to the rest of the building. Power is taken to all desktops and the wiring is tidy and well protected.

Toilets Additional toilets were installed to cope with the increased footfall when the extra seating spaces were provided. They are suitably located, well equipped

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and reasonably easy to maintain. As there was a problem with noisy hand-driers, these have now been replaced. With hindsight, however, it might have been preferable to enclose both toilets and lifts rather than having them open into the public spaces on each floor.

Services The questions in the IFLA Library Buildings and Equipment Section’s evaluation guidelines relating to services relevant to an academic library building cover service, user and staff areas, shelving, automation and maintenance. The key service concepts underlying the design of the new library included the integration of all Information Services staff for the first time; long opening hours; flexibility; support for users close to the stock; direct access to the collections; self-issue and RFID tagging of stock; and increased group facilities. These were all realized in the design. Indeed when the building opened an extended-hours reading room was located beside the entrance with access to PCs but segregated from the collections by glazed steamed-beech screens. It was soon obvious that this provision was inadequate and now the whole building is open most of the time, with incremental improvements to opening hours and out-of-hours support every year since the library opened. There is both a small reception counter and a Borrower Services desk in the entrance area. Self service, however, has greatly increased over the last five years, going from less than 10% to nearly 100% and including (as well as loans) self-service laptop lending, reservation collection, fines payment and a temporary card system. The building has proved flexible enough to accommodate all these changes. The Borrower Services desk is bigger than necessary as the trends for self-service and roving support, which has also been introduced post-opening, were only realized after the library was designed. The desk has been retained, however, although it now includes an automated book sorter which was perhaps an oversight in the original design. Ideally this should have been located near the exterior of the building so that material could be returned when the library is closed, but this was not feasible retrospectively. Material can be issued on any floor but all returns are on the ground floor at the sorter or at the main desk. The shelving works well for the collection using a variety of standard and open access compact shelving (Figure 9.5, p. 171). The structural grid of 7.2 m × 7.2 m optimizes the standard modular shelving space and reflects the angled boundary with the Botanic Gardens. This has the added advantage of making the signage easy to read and facilitating access. Compact shelving with computer-controlled



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Figure 9.5: QUB Library stacks and seating. Reproduced by permission.

movement is used for much of the journal shelving. After some initial problems in educating users (and indeed library staff) in how it worked, it has proved to be a space-efficient means of having all stock easily available to users. Compact shelving is also, more conventionally, used in storage areas. Whether computer-controlled shelving is really necessary now that manually controlled shelving is so much improved is debatable – and possibly comes down to cost and maintenance considerations. The McClay Library has proved to be very popular, with an average of 10,000 visits a day in term time, in itself an endorsement of the design of the building. In the first year after opening 1,072,915 visits were recorded, rising to 1,203,611 last year. Thanks to increased seating provided in 2013, there now seems to be sufficient reader places, with a great deal of variety to suit different requirements. Users can re-arrange seating as required. Additional group-study rooms have been created and there are training rooms and an auditorium for library and other classes and meetings and events. The study environment is zoned into whisper and silent areas and there is reasonable separation between zones. There is roving support and a noise-alert service as well as a policy on reserved seats to ensure as much seating is available as possible. The café has also proved very popular with both library users and visitors.

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Staff areas are located throughout the building with the enquiry and help desks, the subject teams and the library managers clearly accessible to users. Bibliographic services, library systems and computer service staff are located in staff-only areas. Most staff offices have natural lighting, although not all, which is a slight bone of contention. The work spaces are in the main functional and pleasant to work in with a mixture of open-plan areas, shared offices and individual offices depending on the nature of the work carried out. There is a separate staff entrance, sufficient staff toilets and small kitchen areas on each floor. Currently there is a shortage of staff spaces which is being addressed. The University provides some parking for staff but there is a waiting list for the area close to the library. The building is very heavily used and cleaning is a challenge but not through any design fault. Indeed the use of high-quality carpeting in the open-plan areas and marble flooring at the entrance and for the stairways is welcomed by the teams maintaining the building. A recent review of cleaning provision has ensured that high standards are maintained.

Conclusion Queen’s University invested a considerable sum of money in its library building in 2009. It is satisfying to note in carrying out a post-occupancy evaluation in 2014 that the building works extremely well and undoubtedly contributes to the all-important student experience, as well as supporting research in the institution. One of the particular successes of the building is that it has proved to be very flexible and has enabled a number of adaptations to be made in response to changing user requirements and service developments in the five years since it opened. The decision to invest in new and high-quality furniture and shelving for the building was a very worthwhile decision as, five years on, the building continues to be a pleasure to work in and still feels fresh and new. In addition, as sustainability becomes ever more important, it is pleasing that so many environmentally friendly features were incorporated into the original design, as has been recognized by the awards the library has won. There are always things that could be changed and indeed some of the desired changes – such as additional seating, installation of a book sorter, larger student lounge, more group-study rooms and better acoustics for the existing rooms as well as more toilet facilities and less noisy hand driers – have already been implemented. It would be useful to reduce the size of the Borrower Services desk (Figure 9.6, p. 173) and it was perhaps unnecessary to put enquiry desks on all of the



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Figure 9.6: QUB Library Borrower Services desk. Reproduced by permission.

floors. Ideally with one wave of a magic wand we would prevent the flat roof from leaking, enclose the lift and toilet core, and regain some more individual control over lighting and heating. A closer look at the design of the entrance tower is a purely personal wish and most of the contented users who pass through the portals below have no such concern for the architectural quality. Writing of the library building shortly after it was opened, one architectural critic noted that “there can be little doubt that this new building will enrich any student’s learning experience and will provide a high quality workplace which will facilitate the ongoing aim of remaining a top research-driven institution” (Tennyson 2009, 61). The post-occupancy evaluation carried out in 2014 bears this out and was well worth doing, as it has focused attention both on what has worked well and on the few things that have been less successful. The SCONUL citation for the 2013 award notes that the Library “comprises high quality study and research space, alongside facilities for special collections, constructed and furnished with the highest quality materials. Flexible, open plan spaces can be reconfigured easily, and the design has supported further adaptations to meet the huge growth in student demand. The design has facilitated a step change in service development, introducing pervasive self services and 24 hour opening”. The library building is evidentially heavily used and a pleasure to work and study in for users and library staff alike. It was a wise investment that has had

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a positive impact for the University, and the recently completed POE bears this out.

References Larkin, Philip. 1984. “The library I came to.” Gown literary supplement 3. Latimer, Karen. 2013. “Sustainability in All Phases of the Building’s Life Cycle…” In The Green Library, ed. by Petra Hauke, Karen Latimer and Klaus Ulrich Werner, 197–212. Berlin: De Gruyter Saur. SCONUL. 2013a. “Library Design Award 2013.” http://www.sconul.ac.uk/news/sconul-librarydesign-award-2013. Accessed on 25 March 2015. SCONUL 2013b. “Library Design Awards 2013 Background note”. http://www.sconul.ac.uk/ sites/default/files/SCONUL%20design%20award%20winners%20background.pdf. Accessed on 25 March 2015. Tennyson, Michael. 2009. “Read all about it.” Perspective 18(5): 54–61. Photographs: © Creative Services Queen’s University Belfast.

Kaisa Sinikara and Anna-Maija Lukkari

10 A Case study on a post-occupancy evaluation of the new Helsinki University Main Library 10 A Case study on a post-occupancy evaluation

Helsinki University Main Library The new Helsinki University Main Library (Kaisa House) in the city centre of Helsinki was opened in September 2012 (Figures 10.1, 10.2). In the preface of the Kaisa House publication, Thomas Wilhelmsson, Rector of the University of Helsinki, used a metaphor describing the library as the heart of a university, which pulsates with renewed vigour to the rhythm of the future (Wilhelmsson 2012). The University of Helsinki is part of a network of European research universities dating back to the 17th century. Today, the University of Helsinki has 11 faculties and 20 independent institutes as well as 35,200 students and some 4,000 teaching and research staff. It awards an average of 5,300 first- and second-cycle degrees and 450 doctoral degrees each year.1

Figure 10.1: Kaisa House West façade, plan Anttinen Oiva Architects. Reproduced by permission.

Figure 10.2: Kaisa House East façade, plan Anttinen Oiva Architects. Reproduced by permission 1 Statistical data for 2013. The University of Helsinki currently has two major libraries: the National Library of Finland and the Helsinki University Library. Each has a distinct mission and collections profile, and both have undergone major overhauls in recent decades.

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A goal for creating an excellent library The winner of the architecture competition, architect Vesa Oiva, quoted Ray Oldenburg when he described a library as the “third place” of the academic society (Oiva 2010, 41). The architect’s vision was a unique public building which would adapt to its environment through its materials and height. The views out through the building, and the series of openings creating a high atrium in the entrance, support the ease of orientation in the library. A goal of the architect was to create an inviting, inspiring and flexible library space (Oiva 2010). The planning goals of the University were much the same as Andrew McDonald defined in 2007. According to McDonald a good library space has ten important qualities. A new space should be: functional, adaptable, accessible, varied, interactive, conducive, environmentally suitable, safe and secure, efficient and suitable for information technology. In addition, a new library space should have the “oomph” or “wow” factor (McDonald 2007). The new Helsinki University Main Library is a diverse service centre with a variety of parties involved. The new library brought together libraries and collections from twelve separate buildings (Figure 10.3). The library will serve the needs of researchers and students in the humanities, law, theology and social sciences, and from 2015 the behavioural sciences. University departments are located in buildings surrounding the library. The building also houses the American Resource Center and the customer service unit of Statistics Finland. The university’s Student Union Book-Café and various other businesses will also lease facilities from the University. The planning process, partners and collections have been described in more detail in the book published for the opening of the Main Library (Sinikara 2012; Lantto 2012).

A post-occupancy evaluation using several methods After two years of active use of the new library, we have evaluated the building Kaisa House using several methods. These include statistical data of library use, feedback from customers, and collecting data on media visibility and visitor groups. The questionnaire devised by IFLA is a useful tool for post-occupancy evaluation. As a global tool it will create good opportunities for international comparisons, too. McDonald emphasises people-centred planning, “the need to create the space in which people can interact with the collections, information technology



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Figure 10.3: City Centre Campus of the University of Helsinki. Hannu Vallas © University of Helsinki, Centre for Properties and Facilities. Reproduced by permission.

and services they need. It is people who design libraries, people who deliver services and people who use them. Above all, the user should be at the centre of the whole process” (McDonald 2007, 16). We find facts and feedback on the users’ priorities, as provided by statistical data of the use of the library very helpful. In the planning stage we assumed that 5,000 people would visit the library daily, with an annual average of one million visitors. In reality, library use has increased dramatically. While the former twelve libraries on the City Centre Campus together had less than a million visitors between 2009 and 2011, 1.35 million people visited Kaisa House in 2013 alone. This marks an increase of 40%. In 2014, the library often had more than 7,000 visitors daily. Feedback from the university leadership has been very positive in terms of the architecture, new services and very active use of the new library. Feedback from researchers and city centre faculties has been mostly positive, although some researchers miss their more private smaller libraries. The library took part in the national user feedback in April 2013. The library seems to be even more important for the study process and for students than it was in 2010. In many ways, we have succeeded. A great deal of open, useful feedback was documented with positive and critical comments. According to McDonald, the eleventh, and almost indefinable, quality is best described as the “oomph” or “wow” factor (McDonald 2007). Success of the wow

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factor can be evaluated by awards, by data on visiting groups and by media visibility.

General information about the library –– –– –– –– –– –– –– –– –– –– –– –– –– ––

Name: Helsinki University Main Library Address: P.O. Box 53 (Fabianinkatu 30), FIN-00014 University of Helsinki Website: http://www.helsinki.fi/kirjasto/en/library-locations/main-library/ Gross building area: The Kaisa House as a whole: 24,449 m² (library and business premises included); Library premises: 17,165 m² Number of floors allocated to the public: nine Number of users: about 50,000 Number of staff: 140 (customer services: 80; back-office services of the whole Helsinki University Library: 60). Partners at the Kaisa House: American Resource Center (ARC), Statistics Finland, EU Information Centre and Gaudeamus Book Café. Size of collections: 1.5 million volumes of printed books and periodicals; 33,000 e-journals; 611,000 e-books Total number of user seating spaces and types: about 1,100 Building costs: €53.5 million (the whole building) Construction Management: University of Helsinki, Centre for Properties and Facilities Architects: Anttinen Oiva Arkkitehdit Oy Opening date of the building: 3 September 2012

Location and accessibility The Helsinki University Main Library in the Kaisa House is optimally located in the middle of the campus. The four faculties of the humanities and social sciences are housed in buildings adjacent to the library. The library is also centralizing the library services of the fifth faculty located in the city centre, the behavioural sciences. These services will be mainly situated in the Kaisa House, except for a learning area for the students, which will remain on the campus of the behavioural sciences. The Kaisa House contains, among other things, a book café and a grocery shop. The restaurants and cinema, for example, are accessible through connecting passageways.



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Parking places were not built in the Kaisa House itself, but the campus has a chargeable parking structure. Room has been arranged for bicycles near the library building. The delivery access needed by the library and business premises was transferred to the basement of the logistics centre. The library is also located at a public transportation hub: it is close to the railway station, on the route of several trams and features a lift that connects directly to the metro station. The library is an easy place to visit between lectures and on the way home, which may help explain its popularity. Accessibility was a key concern in the construction of the building, which features clear passages and good lift connections throughout for visitors with wheelchairs or prams. Talking lifts also help the visually impaired find their way, and the customer service area features an induction loop for the use of the hearing impaired. There is also a special room for customers with different allergies, such as those allergic to perfumes. A well functioning public address system is used for informing library users about, for example, closing times and exceptional arrangements. Communication in the library is available in three languages: Finnish, Swedish and English. An information TV has been implemented with the Scala system. Brochures and communication on the website, including the social media, are also available to customers.

Sustainability Kaisa House has been granted the LEED (Leadership in Energy and Environmental Design) for New Construction environmental certification. The certification for the building is Gold, the second-highest level. The certification praised Kaisa House for its excellent energy efficiency, its purchase of green electricity and its use of recycled materials in its steel and glass structures. The certification also noted the excellent public transportation connections and the fact that no new parking places were created in conjunction with the construction. Originally developed in the United States, LEED is a system of rankings for the design, construction, use and maintenance of buildings. In addition to the environmental considerations, the certification evaluates the effects of the building on the health and safety of its users.

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Safety and security The University Library should be an open and inviting place for students and researchers, but simultaneously, security is also important. The open library space in Kaisa House is good in terms of security as it is easy to get an overview of the space and what is happening there. The planning of this kind of public building must consider security alongside design. Security planning was done thoroughly, and included the exit routes, locking systems as well as all technical security equipment. Remote control is used between the premises. The staff use HID keys. The group-study rooms are locked with mechanical keys, as are the private staff rooms. Because there are several doors and elevators leading to and from the library, the different routes for customers, staff and the delivery traffic were planned carefully. The building was equipped with the most up-to-date security systems, including a fire-alarm system and sprinkler, remote control, burglar alarm and surveillance cameras. The collections are secured with an RFID system.

Flexibility Flexibility and convertibility have been taken into consideration very successfully. In the library, only a few walls are fixed. Technical networks (electricity, ventilation, ICT) have been planned and built according to a modular system, so it is easy to make alterations when needed. All the library floors are open and easy to rearrange for example, to reduce bookshelves and add more workstations, reading places and group working places. Expanding the building is not possible because it already fills the whole site. Extending the library space could be possible since part of the building has been rented to outside partners as a business area. On the other hand, a comprehensive programme to reduce space costs is ongoing at the university so there is no need for additional space in the near future. It is also possible to reduce the library area and extend the business area in Kaisa House if needed. Customers cannot use the premises of the library outside office hours. It is possible, however, for students to use the adjacent learning centre, Alexandria, with 350 workstations and several reading places, after the library is closed.



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Building/facility layout Library facilities are laid out on nine floors. The top level on the seventh floor is a quiet space intended for reading newspapers and other materials. In summer, visitors may use the outside terrace. Floors four, five and six are nearly identical, all furnished with bookshelves, reading places and group rooms (Figure 10.4). More noise is permitted on the entrance level (third floor entrance from the University campus), which features customer service, textbooks available for loan and newspapers. The second floor provides quieter space and service facilities run by partners. Three underground floors are primarily used to store collections. All delivery traffic has been moved underground from the street level.

Figure 10.4: Floor plan of the fifth floor, Anttinen Oiva Architects. Reproduced by permission.

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Entrance area It is easy to enter the library using several routes from all sides of the building, which have been equipped with an alarm system (RFID). The main entrance is on the third floor of the building on the university campus side, Fabianinkatu Street (Figure 10.5). Users can also enter the library on the first floor (using a lift or an escalator) as well as on the second floor. Also, a lift connection is available from the underground railway station. An internal passageway connects the institution buildings with the library.

Figure 10.5: Kaisa House, Entrance area, © Mika Huisman. Reproduced by permission.

The entrance hall is wide. The view opens upwards through the oval openings. There is also a view from the entrance hall through the building, which facilitates orientation. The big windows bring plenty of daylight inside, and it is easy to move from the entrance hall to different parts of the building using the stairs or the lifts. The spiral stairs are easy and comfortable to use (Figure 10.6, p. 183). An automatic return machine (RFID) sorts the returns for customers’ self-service. Furthermore, there are machines for self-service loan on most of the floors. An automatic return machine (24/7) is available when the library is closed. The library has an open area for exhibitions in connection with the main entrance.



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Figure 10.6: Kaisa House, Staircases, © Mika Huisman. Reproduced by permission.

Materials, flooring and ceiling The exterior walls are of red brick, which helps the building blend into its surroundings. It looks as if it had long been on its site and at the same time it is unique and modern. The exterior walls have large curved windows, but also plenty of small windows. Both the interior and exterior materials have been chosen carefully to ensure that they remain in good condition over time; the building has been planned to “grow old beautifully”. Winter time in Helsinki means changing weather conditions, with snow, water and slush, so durable flooring is important, especially at the entrances. The entrance flooring on the third floor is made of white travertine stone. The open public stairs are also made of white travertine, which is beautiful, but which also offers some challenge in cleaning. Most of the other floorings are linoleum except for the textile carpet on the seventh floor, which makes this floor a bit special. It also helps improve room acoustics and acts as a sound absorber.

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The ceilings are suspended nets which are easy to open for repairing technical equipment there. The transparent nets also make the space higher. The floor heights were fixed according to the neighbouring buildings. The large number of acoustic panels above the nets absorb noise.

Acoustics Since the library is a very open space, acoustics is a critical factor. An acoustics engineer was enlisted during the planning process. The light shafts are covered with sound-dampening plaster cladding, and the ceiling features acoustic panels. The functions within the Library and the usage of it are organized so that customers enter the noisy, lively entrance hall and the heavily used textbook collection at the beginning, and then move towards the more silent areas on the upper floors. Wall-to-wall carpeting covers the silent top floor, whereas the others have linoleum floors and the entry level, travertine. Furthermore, collection shelves and the wool carpets under the sofa groups absorb sound on several floors. As a result of the service design, noise zones are indicated with different colours and guides.2 Rooms have been reserved for calls on several floors. In the feedback given by the customers, some see the new library as noisy.3 On the other hand, even many areas planned originally for interaction are now used for quiet study. One problem seems to be the separation of the group working areas and reading areas. The noise insulation between group work spaces and the quiet areas should be carefully thought out. These areas may have to be placed in separate zones. The Helsinki University Library sought a flexible, modifiable solution with light partition walls, but this has led to some complaints about insufficient soundproofing.

Openings and lighting Several big windows and the large oval opening in the middle of the building allow natural light to enter the library (Figure 10.7, p. 185). Any direct and disturbing glare 2 On the services design project see Sinikara (2013). 3 We personally feel this comment somewhat complicated. If we look at the Main library as a working environment, we feel it is very peaceful even when it is crowded. The feedback may be connected with the learning mode of Finnish students, and, on the other hand, with personal priorities.



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Figure 10.7: Kaisa House, Windows © Mika Huisman. Reproduced by permission.

from the sun is blocked, if necessary, by curtains which descend automatically. The automated general lighting in the ceiling is mainly sufficient. Local lighting has also been integrated at the study places. There has been some criticism of the sufficient level of lighting in a mainly quiet reading room which has no windows. Lighting in the restrooms functions with occupation sensors. The occupation sensors are used in the basement collection premises as well, where they can cause some problems for customers and staff members. In areas used for reading occupation sensors are difficult, or even impossible.

Furniture The library mainly features new furniture but the architects also wanted to use recycled and repaired classic pieces of furniture to some extent. The furniture is multiform and colourful. The objective was to create a possibility for finding the most suitable chair for each different user. There are altogether eight different types of sofas, armchairs, rocking chairs and work chairs (Figure 10.8, p. 186). The library features mainly Finnish design classics from various decades and designers such as Ilmari Tapiovaara, Yrjö Kukkapuro, Mikko Paakkanen, Eero Aarnio, and Yuki Abe. David Rowland’s Howe chair was chosen as a general work

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Figure 10.8: Different kinds of seating spaces, © Mika Huisman. Reproduced by permission.

chair. A sense of unity was created by covering the furniture with a high quality colourful woollen fabric (Hallingdal Kvadrat). The furniture in the public spaces was designed and built specifically for Kaisa House. Offices use the same standard furniture (by Martela and Kinnarps) as the other institutions at the university. Some recycled furniture, such as shelves and chairs, have been used to form harmonious ensembles. The colour of the bookshelves was widely discussed during the planning period. Although there were models in different colours, in the end white shelves were chosen, which seems to be a good choice because of their light appearance. The entrance hall has an 18-metre art wall donated by the State Art Commission. The name of the art work is “Little Worlds”, by the artists Terhi Ekebom and Jenni Rope.

HVAC, data and sanitary areas Kaisa House is heated by a district heating system that covers the central parts of Helsinki. It is also cooled with district cooling. The HVAC system is decentralized. Instead of large ventilation rooms and machines there are several smaller venti-



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lation units, situated on each floor. This solution made it possible to use the top floor as library space and to have the large skylights on the roof. The ductworks have been made easy to access for extensions and repairs. The building is equipped with a large number of electric plugs to facilitate working with computers all over the customer areas. The electric and data networks are comprehensive. The library provides WLAN access and the university address system, which is available for all students and university staff. There seems to be sufficient restroom space in the building, except for the entrance hall where there could be more. There is also an adapted toilet on every floor. Restrooms are situated in the same place on each floor so they are easy to find. Fortunately there has been very little vandalism in the restrooms so far. Their floors and walls are tiled and easy to clean. All restrooms are equipped with soap dispensers and hand towels.

Services, service areas The central service area is in the entrance hall. ICT advice has also been integrated with the library service area. Self-service is supported by an automatic central return machine near the service area and several check-out machines on most of the floors. Central customer-service staff have electrically adjustable worktables, which also make it possible to work standing. Furthermore, small information points for some office hours are on several floors. The partners of the library (American Resource Center, Statistics Finland and the EU Information Center) have their service points on the second floor of the building. There are separate self-service points for copying and scanning on every floor.

Shelving The shelving is mainly sufficient for storing the collections but shelving space cannot be expanded; on the contrary, an increasing number of collections probably have to be moved to the basement (using compact shelving) in order to make room for more customer working space. Nowadays, about 70 % of the collections are in compact shelving, most of it open-access for customers. On the other hand, the increase in digital material reduces the need for extra shelf space.

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User areas During the design process, a great deal of effort was spent on planning different zones, considering the appropriate noise level for different types of work and the placement of the collections so that related fields would be close to one another. The floor plan of the fifth floor provides an overview of the basic model. The central area has a space for reading and writing and a view through the whole floor. One side features group-work rooms and collections, while the opposite side houses open collections in front of staff offices. Reading areas are near the windows, around the central opening of the building, as well as between the collections. In addition to these, the building has a room for silent reading. The library seats about 1,100. This is not enough at all times of the day and academic year because daily attendance has markedly risen. There is a great variety of seating. Customers can choose standard seating using their own laptops, or an ICT-workplace, although most of the ICT-workplaces are provided in the adjacent learning centre opened in 2002 (Figure 10.9). Armchairs and sofas are available as well as rooms for group study and training rooms. There is lounge space, an area for recreation and even a small kitchen for the students’ use. An open terrace can be used during warmer times of the year, and some customers prefer studying in the open air.

Figure 10.9: Kaisa House, Example for user areas © Mika Huisman. Reproduced by permission.



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Staff areas A requirement in office planning was that all rooms should have a window to the outside. The library offers several kinds of work spaces, such as open office space, shared work spaces and private offices. The work spaces have been constructed to be modifiable. Some staff facilities are closed to the public while others open onto customer areas. Staff areas are large enough since they were scaled to be fairly large during the planning process. There will be a need to make changes in the staff areas in the near future. More staff will move to the main library as a result of the merging of two libraries. The members of staff have small kitchens on the different floors and a nice large break area with a kitchen on the seventh floor. There is even an open terrace for staff only and a separate staff entrance with a lift. Working methods and workplaces are changing. Laptops and mobile phones have made it possible to work in many different places during a working day. Team work has also become more and more important. Modern multi-space offices offer an open workspace with enough smaller rooms for phone calls and meetings nearby. This makes it possible to choose a different workplace according to what one is doing. When planning a modern workplace, however, it is important to know what kind of work the employees do. This means being aware of the different categories of employees and being able to offer each of them a workplace suitable for their work, which again requires time, the use of experts and careful planning of the new working environment. When the members of staff feel that they have been able to take part in the planning process, they are also more willing to try new kinds of open workplaces (Lukkari 2014).

Technology After applying the relevant tags on the collections in 2011, the library adopted RFID technology to streamline its material management in 2012. The automatic machine with 28 sorting bins sorts returned books according to classification. The staff return the books to the shelf. Books can also be returned through the night-return station when the library is closed. The adaptation of new digital and interactive media to the learning process has changed the studying process and offers students a wide variety of group work. Modern audiovisual equipment is located in the group rooms, and most working spaces allow users to bring their own laptops. The Library has a comprehensive wireless network.

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 Kaisa Sinikara and Anna-Maija Lukkari

Conclusion On the whole, the new library has been even more of a success than we initially expected. It is beautiful, full of light, and cosy – a nice place to visit and study in. We did not anticipate this level of popularity. User numbers are an indication of the success; the library was planned to accommodate about 5,000, but the number of daily visits can often be some 7,000 or more. Some minor changes are still needed. More care could be taken in assessing the needs of certain researcher groups, and space should have been specifically reserved for them. Noise insulation between group work spaces and the quiet areas should be carefully thought out. One important topic in terms of changes is the staff working area. The “wow” factor was a success. The building’s designers have received awards for excellence several times, among these awards being the state prize for architecture in 2013. Media visibility and a large number of foreign and national visiting groups corroborate this success. Kaisa House is also presented in a book showing the best of new Finnish architecture, Finnish Architecture with an Edge (Palsila 2013). The post-occupancy evaluation scheme by IFLA is useful for the systematic internal, national and international evaluation of the new building. User feedback will add another important viewpoint on developing the library. The “heart” of the university is truly pulsating to the rhythm of the future with renewed vigour!

References Lantto, Reino. 2012. “Kirjastopalveluja muotoiltiin uudelleen” [Culture Reformed by Service Design]. In Kaisa-talo Helsingin yliopiston pääkirjasto, ed. by Reino Lantto, 63–69. Helsinki: Helsingin yliopisto. Lukkari, Anna-Maija. 2014. “Library/University Staff Working Areas: Theory and Praxis.” Paper presented at the 17th seminar of the LIBER architecture group, Helsinki, Finland, May 2014. http://147.88.230.242/liber-lag/pp_lag_14/Wednesday/1_Mi_Lukkari_lag-140507. pdf. Accessed on 24 November 2014. McDonald, Andrew. 2007. “The Top Ten Qualities of Good Library Space.” In IFLA Library Building Guidelines, ed. by K. Latimer & H. Niegaard, 13–29. Munich: Saur. Oiva, Vesa. 2010. “Yliopistokirjasto tilana – uutta kirjastoarkkitehtuuria.” In Rajapinnassa. Uusi Helsingin yliopiston kirjasto, ed. by Kaisa Sinikara, Maria Forsman, Iiris Karppinen and Päivi Lammi, 39–46. Helsinki: Helsingin yliopiston kirjasto. Palsila, Kari. 2013. Finnish architecture in an edge. Helsinki: Maahenki.



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Sinikara, Kaisa. 2012. “Tieteen rakennustyömaa ja akateeminen olohuone” [Bold innovations for the new Helsinki University Main Library]. In Kaisa-talo Helsingin yliopiston pääkirjasto, ed. by Reino Lantto, 15–25. Helsinki: Helsingin yliopisto. Sinikara, Kaisa. 2013. “ Service, design and collaboration.” Scandinavian Library Quarterly 46 (2): 2–4. Wilhelmsson, Thomas. 2012. “Tulevaisuuden kirjasto” [A library of the future]. In Kaisa-talo Helsingin yliopiston pääkirjasto, ed. by Reino Lantto, 9. Helsinki: Helsingin yliopisto.

Appendix: Post-Occupancy Evaluation Questionnaire in English, French, German, and Spanish

Questionnaire about library buildings: characteristics – operation – evaluation Introduction In the planning process much can be learned from existing buildings. The importance of the library visit is widely accepted and the IFLA Library Building Guidelines book published in 2007 includes a checklist of what to look for when visiting library buildings prior to starting out on a new project. Equally important in the process is evaluating such buildings sometime after they open to assess whether they meet the original expectations and are performing well. Much can be learnt from both the successful and the unsuccessful solution as well as from the changes that had to be made. The purpose of this post-occupancy evaluation questionnaire is to enable library managers and the library design team to identify good practice, learn from mistakes and feed what they have learned back into the loop to ensure that the next generation of new library buildings continue to represent the best in design and practicality in order to provide the right environment for users and staff alike. The intention is that those using the questionnaire can adapt it to suit their own circumstances and purposes. It may not be necessary to include all questions for every building. The questionnaire can also be used in preparing reports for funders and organisations, to assess levels of user satisfaction or to inform future alterations, expansion or new-build projects. Some questions are relevant to public libraries, others to academic libraries but the majority are relevant to any type of library (academic, public, school, special and national). The questionnaire is arranged as follows: General

Building

Facts and figures Location Accessibility Sustainability Safety and Security Flexibility

Entrance area Materials Flooring Ceilings Acoustics Openings Lighting Furniture

Services Heating, Ventilation and Air-conditioning Installations fed through a wiring system Data Sanitary areas

Service Areas Shelving User areas Children’s Area Young Adults Staff Areas Automation Maintenance

Conclusion

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 Questionnaire about library buildings

The evaluation questionnaire General Facts and figures –– Type of library (academic, national, public, school, special) –– Location (address, website) –– Is it a new building, a restoration, an adaptation of an existing space or extension? –– Gross building area –– Number of floors allocated to the public –– Number of users –– Number of staff –– Size of collections –– Total number of user seating spaces and types (group study rooms, training rooms, carrels etc.) –– Building costs (national currency) –– Opening date of the building (on schedule?)

Location –– Does this location work for the purpose/ for your customers? –– Is the library well integrated within the city or campus? –– Did the shape of the site have a negative influence on the organisation of the building? –– Is the building well oriented in relation to light, noise and climate?

Accessibility –– –– –– ––

Can the library be reached by public transport? Are there sufficient parking spots for users (car, motorbike, bicycle)? Are there any physical barriers for people (users and staff) inside the library? Have the building and the interiors been designed to permit and enable the autonomy of disabled people? –– Does the library have an access control/ electronic alarm system?



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–– Does the furniture have architectural hindrances? Does it impede or reduce the mobility of users? –– Does the library have an internal information system? –– Is information in the building available in a number of languages? –– Are there multimedia devices for information and orientation?

Sustainability –– Does the shape of the envelope design of the building support energy efficiency? –– Does the library design take the local climate into account? –– Was the site’s potential analyzed before the construction including, for example, a soil survey, solar exposure, and wind and rain studies? –– Does the library use renewable energy (geothermal, solar, etc)? –– Which systems enable the saving of electricity (light regulators, occupation sensors, computer cut-off systems, etc)? –– Does the library have a policy for the reduction of energy use in the operation of the building? –– Which systems enable the saving of water (self-closing taps, rainwater tanks, etc)? –– Does the library use materials with low embodied energy? –– What devices are used for the building to avoid thermal exchanges and to provide sufficient insulation? –– Is the use of natural light possible? If not, is artificial lighting energy-saving? –– What measures are taken to optimize sunlight? (Thermal panels, light shelves, skylights, solar tubes etc) –– Is the building conducive to the use of natural ventilation? (Use of Canadian/ Provençal wells, ventilation shafts or towers, solar chimneys, etc) –– Are there any other sustainability features of note?

Safety and security –– –– –– ––

Have there been any safety problems with the library? Is there a problem with vandalism? Does the library employ security staff? Does the library provide safety instructions and devices in case of fire or other hazards?

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 Questionnaire about library buildings

–– Are emergency exits to escape the building in case of fire and other dangers clearly visible? –– Do emergency exits have an acoustic and visual alarm to avoid robbery? How are these alarms connected to staff work places to enable them to take appropriate control and – if necessary – action? –– Does the library have an alarm system? Is it connected to the local fire brigade? Is fire security above national standard? –– What fire extinguishing systems are in use? –– Have there been any false alarms? –– Are fire drills and evacuation practices carried out regularly? –– Is there an anti-intrusion alarm system in the building? –– Does the library work with one access control at the entrance or are there multiple control points? –– Are there security measures in place for the collections? –– Which antitheft control does the document collection have? –– Are lockers available for bags and clothes? Do they need video surveillance?

Flexibility –– –– –– ––

Are spaces flexible enough to allow for change? Does the building allow you to provide a variety of services? Is it possible to extend the building at a future date? Is it possible to use some areas of the library outside of normal opening hours for other activities (multipurpose halls, classrooms, etc.)? –– Are there external areas pertaining to the library? If this is the case, is it possible to enter them without going through access control (electronic alarm system)?

Building Entrance area –– –– –– –– –– ––

Is the entrance to the library visible enough? Is the door system adequate and functional for all users? Are access doors automatic? Does the door system prevent draught in the entrance area? Is the size of the entrance area adequate? Is there a visual relationship between the interior and exterior of the building?



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–– Is the organisation of the building clear and comprehensible from the entrance area? –– For multifunctional buildings: are all main facilities represented in the entrance area? –– Is the library well organised and is it easy to get to any area from the entrance area? –– Is free movement possible through all spaces in the library (exterior and interior) with only one access control (electronic alarm system) point at the entrance? –– Is vertical circulation (stairs and lifts) visible from the entrance area? –– Is there an accessible (24 hours a day and 7 days a week) and well-located book drop? If not, should there be one? –– Are there machines for self-service loan and return? If not, are they considered necessary? –– Are there general meeting areas (armchairs and tables – vending machines, etc.) –– Are there lockers for users’ personal belongings? If not at the entrance where are they?

Materials –– Are the building materials appropriate for the location where the building is built? –– Are the materials used in the exterior envelope designed to be easily remodelled? –– What material are public stairs made of (metal, concrete, wood, etc)? Are they noisy? –– Will the materials used for the building remain in good condition over time?

Flooring –– What kind of flooring is there at the entrance of the building? –– What kind of flooring is there at the ramps and stairs? –– What kind of flooring is there in the public areas of the library (entrance area, general area, children’s area, etc)? –– Has it remained in good condition over time? –– What opinion do you have regarding durability, ease of cleaning and acoustic absorption?

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 Questionnaire about library buildings

− −

What material is used for access hatches on the floor? What is the overall assessment of the flooring?

Ceiling –– Are the ceilings equipped with acoustic insulation material? –– Is it a suspended ceiling or is it fixed?

Acoustics Does the insulation of the building keep out noise pollution? Do users complain about noise generation inside the building? If yes, what are the sources of that noise? What alternatives can you offer to cell phone calls? Is the noise separation between areas well thought out? Are the functions within the building and the usage of it organized in a way that customers access dynamic, noisy areas at the beginning and move then towards silent areas? –– Are there special acoustic absorbers in ceilings, wall cladding, flooring, draperies and/or furniture? –– –– –– –– –– ––

Openings –– Do openings provide good and sufficient natural lighting? –– Are there sunlit entrances that cause glare? –– Are there protection systems from sun rays (cornices, blinds, curtains, sun sheets, etc)? –– Do dimensions and location of openings cause thermal problems? –– Do dimensions and location of openings cause acoustic problems? –– Do dimensions and location of openings guarantee security against accidents? –– Is it possible to have natural ventilation? –– What is the opening system (handles, remote control, etc)? –– When the opening system operates with handles, can they be locked to make sure users cannot open them?



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Lighting –– –– –– –– –– –– –– ––

Is there a sufficient level of lighting? Is it located in the ceiling and/or the walls or is it built into the furniture? What is the “colour” of the light (warm, cold)? Can staff control it independently (switch on and off the lights in every area)? Is there some control system which depends on natural lighting? Does it provide different and comfortable atmospheres? Does lighting in the toilets work with occupation sensors? Is it possible to switch all the lights on/off from a single point?

Furniture –– Is the library equipped with new furniture? –– Does the furniture provide the basic requirements (quality, durability, functionality, mobility, ergonomics, aesthetics, etc)? –– Is the furniture well-designed (quality, durability, functionality, mobility, ergonomics, aesthetics, etc)? –– Is the furniture suitable for all users? –– Is the furniture sturdy and wearing well in use? –– Is the size of tables, chairs and other furniture adequate and ergonomic? –– Is the library short of any kind of furniture (display stands, etc.)? –– Is the furniture custom made/ designed by the architect or bought through a supplier? –– What is the opinion about the materials used on chairs, armchairs, tables, etc? –– Are basic distances between the different types of furniture adequate? –– Is there a sensation of visual fatigue (organisation of the furniture, size of the furniture, colour, material, etc)? –– What is the general impression on aesthetics of the set up furniture (colour, material, etc)?

Heating, ventilation and air conditioning –– What kinds of air-treatment are provided: heating/air-conditioning? –– Do these systems work differently in independent areas or is there one system for the whole library?

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 Questionnaire about library buildings

–– Does the heating/ air-conditioning system provide a comfortable working environment (uniformity of atmosphere, noise, air renovation, etc)? –– What is the overall assessment of HVAC?

Installations fed through a wiring system –– –– –– –– ––

Where is the computerized distribution box? Is it inaccessible to the public? Where are ductworks located (ceiling, under the flooring, walls)? Is it easy to access the ductworks (repairing, extending)? Do ductwork systems offer the possibility for extension? Is the quantity of plugs sufficient (normal current plugs, computers, etc) for both library staff and users. Is the wiring tidy and well protected? –– Is the equipment in the auditorium sufficient for all the planned activities to be carried out? –– What is the overall assessment of installations fed by a wiring system?

Data –– –– –– ––

Where is the server/ server system located? Does this space have stable temperatures or is it in need of air-conditioning? Will the data infrastructure support an increased use of mobile devices? Is the library supported by back-up services providing additional security of data? –– Is there a public-address system for the whole library? –– Does the library provide W-LAN access?

Sanitary areas (cleaning, lavatories, etc) Are there enough toilets? Are they well located? Are there enough adapted toilets for disabled persons? Is there vandalism by the users? Are toilets correctly equipped (soap dispensers, hand dryers, changing mats, hygienic paper, hangers in the toilets, etc)? –– Do they often break down (toilet chain, drain blockage, etc)? –– What kind of flooring is there? –– What material have the walls been covered with? –– –– –– –– ––



–– –– –– ––

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What kind of ceiling is there? What material are doors made of? Is there a cleaning facility on each floor? What is the overall assessment of materials used for the finish?

Services Service areas What areas inside the library are designed for interaction with customers? What form of self-service do you employ? Do you have centralized loan services? How do customers check-out materials? Does the library need/ have a reception counter? Is the reception counter an adequate size for the needs of the users? Is there a centralised loan service at the reception counter? Is there a specific service point for reprography (i.e. copy, scan, print, download stations for digital media)? –– Do you have help desks and/or information points throughout the building? –– Are all service areas properly located and connected? –– –– –– –– –– –– –– ––

Shelving –– Is the shelving suitable for storing the collection? –– Do you have the right mix of shelving for the kinds of collections you have? Is there sufficient room for open or closed shelving? –– Do you have specialized media areas/ special collections? For what kind of media? –– How do you display or present different kinds of media/ special collections? –– Is there sufficient shelving for all the planned collections? –– Are distances between shelf aisles adequate according to norms? –– Is compact shelving used for a) storage; b) open access? –– Does it work well?

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 Questionnaire about library buildings

User areas –– Is there a sufficient number of seating places? –– Is there enough variety of seating? Please describe the types of seating (e.g. standard, IT-workplace, study booth, single place for reading and listening, place for information and quick consultation, group study, training rooms, carrels, multi-media workplaces, lounge space, table with armchairs, seat in an auditorium) –– Are there enough group study areas? –– Are there quiet areas designated for concentrated reading / studying? –– Is it possible for users to rearrange furniture as required? –– Is there suitable separation between the different types of seating areas?

Children’s area –– –– –– –– –– –– –– –– –– –– –– –– –– ––

Is it organized as a separate room or special zone? Can it be accessed from the entrance area? Are there toilets near it? Do they offer changing tables? Are there parking spaces for prams? Is the children’s area intended to serve both babies and toddlers? If yes, is attention given to the design of ceilings (the primary view for babies)? Does it have specific places for different activities and noise levels (meeting, reading, storytelling, physical exercise, fun areas, etc.)? Is it acoustically insulated from the rest of the library? Does it have natural light? Is the furniture themed? Are there theme corners that serve as places for inspiration? Does it have furniture for accompanying adults? Do shelving and furniture correspond to the height of children? Are there lending machines adapted for children? Does the area offer spaces for both boys and girls? Should some spaces/ corners be reserved for separate interests? Is there enough space for programmes with groups of kindergarten children or school classes?



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Young adults –– –– –– –– –– –– –– –– –– –– –– –– –– –– –– –– ––

Is the size appropriate for the community/ student population? Is it organized as a separate room or area? Is the space set apart from the children’s area? Is it closely situated to the area for adults? Is the furniture appealing and does it meet the taste and requirements of young adults? Does the shelving suit a variety of media formats (e.g. nonfiction, music, DVD, books on CD or MP3, magazines, comic books, graphic novels)? Does the space provide a positive, safe environment for studying, socializing, and leisure activities? Have the young adults been included in the planning, design, implementation, maintenance and marketing of the space? Is the space comfortable and colourful meeting the visual tastes of young adults? Does the design and equipment differ from other parts of the library? Is it interactive, flexible in design, and offers a variety of technology? Are special effects included in order to attract the target group? Is a variety of seating and work spaces offered? Do spaces allow group work, single study, sitting on the floor, private time? Is there enough space for programmes with groups? Are music and art (important elements of teen culture) incorporated into the design and service? Is the floor covering highly durable?

Staff areas –– –– –– –– –– –– –– –– ––

Are they properly located to provide services? Do the staff areas work for the purpose intended? Are the staff areas large enough? Do they have the right amenities (eg a lounge, break area, kitchen)? Are there separate lavatories for staff? Does the layout (open-plan, landscape, separate offices) work? Are the staff working spaces ergonomic and functional? Does the staff area have natural lighting? Is there a separate staff entrance? If this is not the case, should there should be one? –– Does the library provide parking spaces for staff?

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 Questionnaire about library buildings

Automation –– –– –– –– –– –– –– ––

Is the circulation (check out, return) automated? Are sorting and book transport automated? If yes, is there a comprehensive logistical plan? Does the library have an automated storage and retrieval system? Are the systems well integrated and working correctly? Are there any other automated systems? If not, what other means of transportation of media/material are used? Over all do automated procedures work?

Maintenance –– –– –– ––

Is the building easy to clean (flooring, toilets, etc)? Is the maintenance adequate (cleaning, replacements, checkups, etc)? Do dimensions and location of openings cause cleaning problems? Are the installations easy to access?

Conclusion –– Fairy question: If you had three wishes concerning the building, what would they be? –– Is there anything you would change? –– Anything particularly successful?

Questionnaire sur les bâtiments de bibliothèques: caractéristiques – fonctionnement – évaluation Introduction Au cours du processus de planification, beaucoup d’enseignements peuvent être tirés des bâtiments existants. L’importance des visites de bibliothèques est largement acceptée et l’ouvrage IFLA Library Building Guidelines, publié en 2007, comprend d’ailleurs une liste d’éléments auxquels il faut prêter attention lorsqu’on effectue des visites de bâtiments de bibliothèques avant de commencer un nouveau projet. Tout aussi importante dans le processus est l’évaluation de ces bâtiments peu de temps après leur ouverture au public, pour déterminer s’ils répondent aux attentes originales et fonctionnent bien. Il y a en effet beaucoup à apprendre des solutions adoptées, qu’elles aient été ou non couronnées de succès, de même que des changements qui ont dû être apportés. Le but de ce questionnaire d’évaluation post-occupation est de permettre aux gestionnaires de bibliothèques et à l’équipe de conception de la bibliothèque d’identifier les pratiques exemplaires, d’apprendre des erreurs commises et d’intégrer ce qui a été appris dans les pratiques futures pour s’assurer que la prochaine génération de bâtiments de bibliothèques continue de représenter ce qu’il y a de mieux en termes de design et de fonctionnalité afin de fournir un environnement adéquat pour les utilisateurs et le personnel. Les utilisateurs du questionnaire peuvent l’adapter aux circonstances et aux objectifs qui leur sont propres. Il n’est pas nécessaire d’inclure toutes les questions pour chaque bâtiment. Le questionnaire peut également être utilisé dans la préparation de rapports pour les bailleurs de fonds et les organisations, dans le but d’évaluer le niveau de satisfaction des utilisateurs ou d’orienter les modifications futures de même que les projets d’expansion ou de nouvelle construction. Certaines questions s’appliquent aux bibliothèques publiques et d’autres aux bibliothèques universitaires mais la majorité s’appliquent à tout type de bibliothèque (universitaire, publique, scolaire, spéciale et nationale). Le questionnaire est agencé comme suit :

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 Questionnaire sur les bâtiments de bibliothèques

Généralités

Bâtiment

Faits et chiffres Emplacement Accessibilité Durabilité Sécurité Flexibilité

Entrée Matériaux Revêtement de sol Plafonds Acoustique Ouvertures Éclairage Mobilier

Services Chauffage, ventila­tion et climatisa­tion Installations alimen­tées au moyen d’un système de câblage Données Zones sanitaires

Conclusion

Aires de service Rayonnages Aires réservées aux usagers Aire pour enfants Jeunes adultes Aires réservées au personnel Automatisation Entretien

Questionnaire d’évaluation Généralités Faits et chiffres –– Type de bibliothèque (universitaire, publique, nationale, scolaire, spéciale) –– Emplacement (adresse, site Web) –– Est-ce un nouveau bâtiment, une restauration, une adaptation d’un espace existant ou une extension? –– Superficie brute du bâtiment –– Nombre d’étages alloué au public –– Nombre d’utilisateurs –– Nombre d’employés –– Taille des collections –– Nombre total d’espaces pouvant accueillir des utilisateurs et types (salles d’étude de groupe, salles de formation, isoloirs, etc.) –– Coûts de construction (devise nationale) –– Date d’ouverture de l’immeuble (dans les délais?)

Emplacement –– Cet emplacement répond-il bien au but visé? Est-il satisfaisant pour vos clients? –– La bibliothèque est-elle bien intégrée dans la ville ou le campus?



Questionnaire d’évaluation 

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–– La forme du site a-t-elle eu une influence négative sur l’organisation de l’immeuble? –– Le bâtiment est-il bien orienté par rapport à la lumière, au bruit et au climat?

Accessibilité –– La bibliothèque est-elle accessible par les transports publics? –– Y a-t-il suffisamment de places de stationnement pour les utilisateurs (voitures, motos, vélos)? –– Y a-t-il des obstacles physiques pour les personnes (usagers et personnel) à l’intérieur de la bibliothèque? –– Le bâtiment et les intérieurs ont-ils été conçus pour permettre l’autonomie des personnes handicapées? –– La bibliothèque possède-t-elle un système de contrôle d’accès ou un système d’alarme électronique? –– Les meubles causent-ils des obstacles architecturaux? Entravent-ils ou réduisent-ils la mobilité des utilisateurs? –– La bibliothèque possède-t-elle un système d’information interne? –– L’information dans le bâtiment est-elle disponible en plusieurs langues? –– Y a-t-il des dispositifs multimédia d’information et d’orientation?

Durabilité –– La forme de l’enveloppe et la conception du bâtiment soutiennent-elles l’efficacité énergétique? –– La conception de la bibliothèque prend-elle en compte le climat local? –– Le potentiel du site a-t-il été analysé avant la construction, y compris, par exemple, un sondage du sol, l’exposition solaire, des études sur le vent et la pluie? –– La bibliothèque utilise-t-elle les énergies renouvelables (géothermique, solaire, etc.)? –– Quels systèmes permettent l’économie de l’électricité (régulateurs de lumière, capteurs d’occupation, systèmes de mise en veille informatique, etc.)? –– La bibliothèque a-t-elle une politique de réduction de la consommation d’énergie dans le fonctionnement de l’immeuble? –– Quels systèmes permettent l’économie de l’eau (robinets à fermeture automatique, réservoirs d’eau de pluie, etc.)? –– La bibliothèque utilise-t-elle des matériaux à faible énergie intrinsèque?

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 Questionnaire sur les bâtiments de bibliothèques

–– Quels appareils sont utilisés pour éviter les échanges thermiques et fournir une isolation suffisante? –– L’utilisation de la lumière naturelle est-elle possible? Si non, l’éclairage artificiel est-il économe d’énergie? –– Quelles mesures sont prises pour optimiser la lumière du soleil? (panneaux thermiques, étagères légères, puits de lumière, tubes solaires, etc.) –– Le bâtiment est-il propice à l’utilisation de la ventilation naturelle? (utilisation de puits canadiens ou provençaux , puits ou tours de ventilation, cheminées solaires, etc.) –– Y a-t-il d’autres caractéristiques de durabilité dignes d’attention?

Sécurité –– –– –– –– –– ––

––

–– –– –– –– –– –– –– ––

Y a-t-il eu des problèmes de sécurité avec la bibliothèque? Y a-t-il un problème avec le vandalisme? La bibliothèque emploie-t-elle du personnel de sécurité? La bibliothèque fournit-elle des instructions et des dispositifs de sécurité en cas d’incendie ou d’autres dangers? Les sorties de secours pour évacuer l’immeuble en cas d’incendie et d’autres dangers sont-elles clairement visibles? Les sorties de secours ont-elle une alarme sonore et visuelle pour éviter le vol? Comment ces alarmes sont-elles reliées aux postes de travail des employés pour leur permettre de prendre le contrôle et, si nécessaire, les mesures appropriés? La bibliothèque possède-t-elle un système d’alarme? Est-il lié à la brigade de sapeurs-pompiers locale? La sécurité incendie est-elle au-dessus des normes nationales? Quels systèmes d’extinction des incendies sont utilisés? Y a-t-il eu des fausses alarmes? Des exercices d’incendie et des pratiques d’évacuation sont-ils effectués régulièrement? Y a-t-il un système d’alarme anti-intrusion dans le bâtiment? La bibliothèque fonctionne-t-elle avec un contrôle d’accès unique à l’entrée ou y a-t-il plusieurs points de contrôle? Y a-t-il des mesures de sécurité en place pour les collections? Quel contrôle antivol a été mis en place pour la collection de documents? Des casiers sont-ils disponibles pour les sacs et les vêtements? Ont-ils besoin de surveillance vidéo?



Questionnaire d’évaluation 

 211

Flexibilité –– –– –– ––

Les espaces sont-ils suffisamment souples pour permettre le changement? Le bâtiment vous permet-il de fournir une variété de services? Est-il possible d’agrandir le bâtiment à une date ultérieure? Est-il possible d’utiliser certaines aires de la bibliothèque en dehors des heures normales d’ouverture pour d’autres activités (salles polyvalentes, salles de classe, etc.)? –– Y a-t-il des aires externes relevant de la bibliothèque? Le cas échéant, est-il possible d’y pénétrer sans passer par le contrôle d’accès (système d’alarme électronique)?

Bâtiment Entrée –– –– –– –– –– –– –– –– –– ––

–– –– –– ––

L’entrée de la bibliothèque est-elle assez visible? Le système de portes est-il adéquat et fonctionnel pour tous les utilisateurs? Les portes d’accès sont-elles automatiques? Le système de portes empêche-t-il les courants d’air dans l’entrée? La taille de l’entrée est-elle adéquate? Y a-t-il une relation visuelle entre l’intérieur et l’extérieur du bâtiment? L’organisation du bâtiment est-elle claire et compréhensible à partir de l’entrée? Pour les bâtiments multifonctionnels : les principaux établissements sont-ils tous représentés dans l’entrée? La bibliothèque est-elle bien organisée et est-il facile de se rendre à n’importe quelle zone à partir de la zone d’entrée? La libre circulation est-elle possible dans tous les espaces de la bibliothèque (extérieur et intérieur) avec un seul point d’accès de contrôle (système d’alarme électronique) à l’entrée? La circulation verticale (escaliers et ascenseurs) est-elle visible depuis l’entrée? Y a-t-il une chute à livres accessible (24 heures par jour et 7 jours par semaine) et bien située? Si non, devrait-il y en avoir une? Y a-t-il des machines pour le prêt et les retours en libre-service? Si non, sontelles considérées comme nécessaires? Y a-t-il des espaces de rencontre (fauteuils et tables, machines distributrices, etc.)?

212 

 Questionnaire sur les bâtiments de bibliothèques

–– Y a-t-il des casiers pour les effets personnels des utilisateurs? Si non à l’entrée, où sont-ils situés?

Matériaux –– Les matériaux de construction sont-ils appropriés pour l’endroit où le bâtiment est construit? –– Les matériaux utilisés dans l’enveloppe extérieure sont-ils conçus pour être facilement rénovés? –– De quel matériau les escaliers publics sont-ils faits (métal, béton, bois, etc.)? Sont-ils bruyants? –– Les matériaux utilisés pour le bâtiment resteront-ils en bon état au fil du temps?

Revêtement de sol –– Quel type de revêtement de sol est utilisé à l’entrée de l’immeuble? –– Quel type de revêtement de sol est utilisé près des rampes et dans les escaliers? –– Quel type de revêtement de sol est utilisé dans les espaces publics de la bibliothèque (entrée, aire générale, aire pour enfants, etc.)? –– Est-il resté en bon état au fil du temps? –– Que pensez-vous de la durabilité, de la facilité de nettoyage et de l’absorption acoustique? –– Quel matériau est utilisé pour les trappes d’accès sur le sol? –– Quelle est l’évaluation globale du plancher? –– Plafonds –– Les plafonds sont-ils dotés de matériau d’isolation acoustique? –– S’agit-il d’un plafond suspendu ou fixe?

Acoustique –– –– –– ––

L’isolation du bâtiment protège-t-elle contre la pollution sonore extérieure? Les utilisateurs se plaignent-ils du bruit produit à l’intérieur du bâtiment? Si oui, quelles sont les sources de ce bruit? Quelles sont les alternatives que vous pouvez offrir aux appels de téléphone mobile?



Questionnaire d’évaluation 

 213

–– La séparation du bruit entre les différentes zones est-elle bien conçue? –– Les fonctions à l’intérieur du bâtiment et l’utilisation de celui-ci sont-elles organisées de façon à ce que les clients accèdent aux zones dynamiques et bruyantes au début et se déplacent ensuite vers les zones silencieuses? –– Y a-t-il des absorbants acoustiques spéciaux dans les plafonds, les revêtements muraux, les revêtements de sol, les tentures et/ou les meubles?

Ouvertures –– Les ouvertures offrent-elles un éclairage naturel bon et suffisant? –– Y a-t-il des entrées ensoleillées qui provoquent l’éblouissement? –– Y a-t-il des systèmes de protection contre les rayons du soleil (corniches, stores, rideaux, draps de soleil, etc.)? –– Les dimensions et l’emplacement des ouvertures causent-elles des problèmes thermiques? –– Les dimensions et l’emplacement des ouvertures causent-elles des problèmes acoustiques? –– Les dimensions et l’emplacement des ouvertures assurent-elles la sécurité contre les accidents? –– Est-il possible d’avoir une ventilation naturelle? –– Quel est le système d’ouverture (poignées, télécommande, etc.)? –– Si le système d’ouverture fonctionne avec des poignées, celles-ci peuventelles être verrouillées pour s’assurer que les utilisateurs ne puissent pas les ouvrir?

Éclairage –– –– –– –– –– –– –– ––

Le niveau d’éclairage est-il suffisant? Est-il situé dans le plafond et/ou les murs ou est-il intégré dans les meubles? Quelle est la « couleur » de la lumière (chaude, froide)? Le personnel peut-il contrôler l’éclairage indépendamment (allumer et éteindre les lumières dans chaque zone)? Y a-t-il un système de contrôle qui dépend de l’éclairage naturel? Fournit-il des atmosphères différentes et confortables? L’éclairage dans les toilettes fonctionne-t-il avec des capteurs d’occupation? Est-il possible d’allumer et d’éteindre toutes les lumières à partir d’un seul point?

214 

 Questionnaire sur les bâtiments de bibliothèques

Mobilier –– La bibliothèque est-elle dotée de nouveau mobilier? –– Le mobilier répond-il aux besoins fondamentaux (qualité, durabilité, fonctionnalité, ergonomie, mobilité, esthétique, etc.)? –– Le mobilier est-il bien conçu (qualité, durabilité, fonctionnalité, ergonomie, mobilité, esthétique, etc.)? –– Le mobilier convient-il à tous les utilisateurs? –– Le mobilier est-il solide et résiste-t-il à l’usure? –– La taille des tables, des chaises et des autres meubles est-elle adéquate et ergonomique? –– La bibliothèque manque-t-elle d’un type de meubles quelconque (de présentoirs, etc.)? –– Le mobilier est-il fait sur mesure et dessiné par l’architecte ou acheté d’un fournisseur? –– Quel est l’avis sur les matériaux utilisés sur les chaises, les fauteuils, les tables, etc.? –– La distance de base entre les différents types de meubles est-elle adéquate? –– Y a-t-il une sensation de fatigue visuelle (organisation des meubles, taille des meubles, couleurs, matériaux, etc.)? –– Quelle est l’impression générale dégagée par le mobilier mis en place du point de vue esthétique (couleurs, matériaux, etc.)?

Chauffage, ventilation et climatisation –– Quels types de traitement d’air sont fournis : chauffage/climatisation? –– Ces systèmes fonctionnent-ils différemment dans les zones indépendantes ou y a-t-il un seul système pour l’ensemble de la bibliothèque? –– Le système de chauffage et de climatisation fournit-il un environnement de travail confortable (uniformité de l’atmosphère, bruit, renouvellement de l’air, etc.)? –– Quelle est l’évaluation globale du système de chauffage et de climatisation?

Installations alimentées au moyen d’un système de câblage –– Où est la boîte de distribution informatisée? Est-elle inaccessible au public? –– Où les conduits sont-ils situés (dans le plafond, sous le plancher, dans les murs)?



Questionnaire d’évaluation 

 215

–– Est-il facile d’accéder aux conduits (pour la réparation, l’extension)? –– Les systèmes de conduits offrent-ils la possibilité d’extension? –– La quantité de prises de courant est-elle suffisante (prises de courant normales, pour ordinateurs, etc.) à la fois pour le personnel et les utilisateurs de la bibliothèque? Le câblage est-il ordonné et bien protégé? –– L’équipement dans l’auditorium est-il suffisant pour toutes les activités prévues de s’y dérouler? –– Quelle est l’évaluation globale des installations alimentées par un système de câblage?

Données –– Où se trouve le serveur ou le système de serveurs? –– Cet espace a-t-il des températures stables ou a-t-il besoin de climatisation? –– L’infrastructure de données peut-elle supporter une utilisation accrue d’appareils mobiles? –– La bibliothèque est-t-elle soutenue par des services de sauvegarde offrant une sécurité supplémentaire des données? –– Y a-t-il un système de sonorisation pour l’ensemble de la bibliothèque? –– La bibliothèque offre-t-elle l’accès à un réseau local sans fil?

Zones sanitaires (nettoyage, toilettes, etc.) –– –– –– –– –– –– –– –– –– –– –– ––

Y a-t-il suffisamment de toilettes? Sont-elles bien situées? Y a-t-il suffisamment de toilettes adaptées pour les personnes handicapées? Y a-t-il du vandalisme par les utilisateurs? Les toilettes sont-elles correctement équipées (distributeurs de savon, sèchemains, matelas à langer, papier hygiénique, cintres dans les toilettes, etc.)? Se brisent-elles souvent (chaîne de toilettes, obstruction du drain, etc.)? Quel type de revêtement de sol est utilisé? Avec quel matériau les murs ont-ils été recouverts? Quel type de plafond y a-t-il? De quel matériau sont faites les portes? Y a-t-il une installation de nettoyage à chaque étage? Quelle est l’évaluation globale des matériaux utilisés pour la finition?

216 

 Questionnaire sur les bâtiments de bibliothèques

Services Aires de service –– Quelles aires à l’intérieur de la bibliothèque sont conçues pour l’interaction avec les clients? –– Quelle forme de libre-service employez-vous? –– Avez-vous centralisé les services de prêt? –– Comment les clients empruntent-ils les documents? –– Est-ce que la bibliothèque a besoin ou dispose d’un comptoir d’accueil? –– Le comptoir d’accueil est-il d’une taille suffisante pour les besoins des utilisateurs? –– Y a-t-il un service de prêt centralisé au comptoir d’accueil? –– Y a-t-il un point de service spécifique pour la reprographie (i.e. copie, numérisation, impression, stations de téléchargement pour les médias numériques)? –– Avez-vous des services d’assistance et/ou des points d’information dans tout le bâtiment? –– Toutes les aires de service sont-elles bien situées et reliées entre elles?

Rayonnages –– Le rayonnage est-il approprié au stockage de la collection? –– Avez-vous la bonne combinaison de rayonnages pour les types de collections que vous avez? Y a-t-il suffisamment d’espace pour le rayonnage ouvert ou fermé? –– Avez-vous des aires spécialisées pour les documents audiovisuels ou les collections spéciales? Pour quels types de documents? –– Comment affichez-vous ou présentez-vous les différents types de documents audiovisuels ou les collections spéciales? –– Y a-t-il suffisamment de rayonnage pour toutes les collections prévues? –– La largeur des allées entre les étagères est-elle adéquate selon les normes? –– Le rayonnage dense est-il utilisé pour a) le stockage; b) le libre accès? –– Est-ce que cela fonctionne bien?



Questionnaire d’évaluation 

 217

Aires réservées aux usagers –– Y a-t-il un nombre suffisant de places assises? –– Y a-t-il une assez grande de variété de sièges? Veuillez décrire les types de sièges (par exemple, standard, poste informatique, cubicule d’étude, place isolée pour la lecture et l’écoute, place pour information et consultation rapide, place pour étudier en groupe, salles de formation, isoloirs, stations multimédias, aire de repos, table avec fauteuils, siège dans un auditorium). –– Y a-t-il suffisamment de zones d’étude de groupe? –– Y a-t-il des zones de tranquillité pour la lecture concentrée et l’étude? –– Est-il possible pour les utilisateurs de réorganiser les meubles selon les besoins? –– Y a-t-il une séparation appropriée entre les différents types de zones de places assises?

Aire pour enfants –– –– –– –– ––

––

–– –– –– –– –– –– –– ––

Est-elle conçue comme une pièce séparée ou une zone spéciale? Est-elle accessible à partir de l’entrée? Y a-t-il des toilettes tout près? Y trouve-t-on des tables à langer? Y a-t-il des places de stationnement pour poussettes? L’aire pour enfants est-elle destinée autant aux bébés qu’aux tout-petits? Si oui, a-t-on accordé une attention spéciale à la conception des plafonds (la vue principale pour les bébés)? Comprend-elle des endroits spécifiques pour des activités et des niveaux de bruit différents (rencontre, lecture, contes, exercices physiques, espaces ludiques, etc.)? Est-elle acoustiquement isolée du reste de la bibliothèque? Est-elle éclairée par la lumière naturelle? Le mobilier est-il thématique? Y a-t-il des coins thématiques qui servent de lieux d’inspiration? Y a-t-il des meubles pour les adultes accompagnateurs? Les étagères et les meubles sont-ils appropriés à la taille des enfants? Y a-t-il des machines pour le prêt en libre-service adaptées aux enfants? L’aire offre-t-elle des espaces autant pour les garçons que les filles? Certains espaces ou coins devraient-ils être réservés à des intérêts différents? Y a-t-il suffisamment d’espace pour les activités destinées aux groupes d’enfants de la maternelle ou aux classes scolaires?

218 

 Questionnaire sur les bâtiments de bibliothèques

Jeunes adultes –– –– –– –– –– ––

–– –– –– –– –– –– –– –– –– –– ––

La taille est-elle appropriée à la communauté et à la population étudiante? Est-elle conçue comme une pièce ou une zone séparée? L’espace est-il à l’écart de l’aire pour les enfants? Est-il situé près de l’aire pour les adultes? Le mobilier est-il attrayant et répond-il aux goûts et exigences des jeunes adultes? Les rayonnages conviennent-ils à une variété de formats différents (par exemple, documentaires, musique, DVD, livres audio sur CD ou CD MP3, magazines, bandes dessinées, romans graphiques)? L’espace fournit-il un environnement positif et sécuritaire pour l’étude, la socialisation, et les activités de loisirs? Les jeunes adultes ont-ils été impliqués dans la planification, la conception, la mise en œuvre, la maintenance et le marketing de l’espace? L’espace est-il confortable et coloré? Répond-il aux goûts visuels des jeunes adultes? La conception de l’espace et son équipement diffèrent-ils des autres parties de la bibliothèque? Est-il interactif et souple dans sa conception? Offre-t-il une gamme étendue de technologies? Des effets spéciaux sont-ils inclus dans le but d’attirer le groupe cible? L’espace propose-t-il une variété de sièges et d’espaces de travail? Les espaces de travail permettent-ils de travailler en groupe, d’étudier seul, de s’asseoir sur le sol, de s’isoler? Y a-t-il suffisamment d’espace pour les activités destinées aux groupes? La musique et l’art (éléments importants de la culture de l’adolescence) ont-ils été incorporés dans la conception et le service? Le revêtement de sol est-il très durable?

Aires réservées au personnel –– Les aires réservées au personnel sont-elles bien situées pour fournir les services? –– Répondent-elles bien aux buts visés? –– Sont-elles suffisamment grandes? –– Ont-elles les équipements indispensables (par exemple, un salon, une zone de repos, une cuisine)? –– Y a-t-il des toilettes séparées pour le personnel?



Questionnaire d’évaluation 

 219

–– L’aménagement de l’espace (ouvert, paysagé, bureaux séparés) est-il satisfaisant? –– Les espaces de travail du personnel sont-ils ergonomiques et fonctionnels? –– Les aires réservées au personnel sont-elles éclairées par la lumière naturelle? –– Y a-t-il une entrée séparée pour le personnel? Si ce n’est pas le cas, devrait-il y en avoir une? –– La bibliothèque fournit-elle des espaces de stationnement pour le personnel?

Automatisation –– –– –– –– –– –– –– ––

La circulation (prêts, retours) est-elle automatisés? Le tri et le transport des livres sont-ils automatisés? Si oui, y a-t-il un plan logistique global? La bibliothèque possède-t-elle un système de stockage et de récupération automatisé? Les systèmes sont-ils bien intégrés et fonctionnent-ils correctement? Y a-t-il d’autres systèmes automatisés? Si non, quels autres moyens de transport des documents sont utilisés? Dans l’ensemble, les procédures automatisées fonctionnent-elles bien?

Entretien –– Le bâtiment est-il facile à nettoyer (planchers, toilettes, etc.)? –– L’entretien est-il adéquat (nettoyage, remplacements, examens, etc.)? –– Les dimensions et l’emplacement des ouvertures causent-elles des problèmes de nettoyage? –– Les installations sont-elles faciles d’accès?

Conclusion –– Si vous aviez trois souhaits concernant le bâtiment, quels seraient-ils? –– Y-a-t-il quelque chose que vous changeriez? –– Y-a-t-il quelque chose de particulièrement réussi?

Fragenkatalog zu Bibliotheksgebäuden: Kennzeichen – Betrieb – Evaluation Einführung Bei der Planung von Gebäuden kann viel von bestehenden Gebäuden gelernt werden. Die Bedeutung von Bibliotheksbesichtigungen ist weithin akzeptiert und die im Jahr 2007 veröffentlichten Guidelines der IFLA Library Building Section enthalten eine Checkliste, die im Vorfeld eines neuen Projektes bei dem Besuch von Bibliotheken Anwendung finden kann. Ebenso wichtig ist es, diese Gebäude nach ihrer Inbetriebnahme zu evaluieren, um zu prüfen, ob sie den eigentlichen Erwartungen gerecht werden und sich im laufenden Betrieb bewähren. Vieles kann sowohl von erfolgreichen als auch nicht erfolgreichen Lösungen gelernt werden, genauso von den notwendigerweise erfolgten Veränderungen. Ziel dieses Fragenkatalogs zur Evaluierung von Bestandsgebäuden ist es, den Leitungen und dem Planungsteam von Bibliotheken eine Grundlage zu bieten, Good-Practice-Beispiele auszumachen, von Fehlern zu lernen und diese Erfahrungen wieder einzubringen in die nächste Planung. So wird sichergestellt, dass die nächste Generation von Bibliotheks­gebäuden den höchsten Qualitätsansprüchen an Design und Funktionalität entspricht, um Nutzern und ebenso dem Personal die richtige Umgebung zu bieten. Der Fragenkatalog ist so angelegt, dass er an die jeweiligen eigenen Rahmenbedingungen und Zielsetzungen angepasst werden kann. Nicht alle Fragen müssen notwendigerweise für jedes Gebäude gestellt werden. Der Fragenkatalog eignet sich auch zur Vorbereitung von Sachstandsberichten für Förderer und Organisationen, um die Nutzerzufriedenheit zu evaluieren oder um Umbauten, Erweiterungen oder neue Baumaßnahmen für die Zukunft zu initiieren. Einige Fragen sind relevant für Öffentliche, andere für Wissenschaftliche Bibliotheken, jedoch ist die Majorität der Fragen relevant unabhängig vom Typ der Bibliothek (Wissenschaftliche, Öffentliche, Schul-, Spezial- und Nationalbibliothek). Der Fragenkatalog ist wie folgt strukturiert:



Fragenkatalog zur Evaluierung 

Allgemeines

Gebäude

Fakten und Zahlen Lage Zugänglichkeit Nachhaltigkeit Sicherheit und Sicherung Flexibilität

Eingang Materialien Bodenbeläge Decken Akustik Öffnungen Beleuchtung Mobiliar

Services Heizung, Lüftung und Klima Elektrik Datennetz Sanitäreinrichtungen

 221

Ergebnis

Servicezonen Bestandsaufstellung Nutzerbereiche Kinderbereich Junge Erwachsene Personalflächen Automatisierung Wartung

Fragenkatalog zur Evaluierung Allgemeines Fakten und Zahlen –– Bibliothekstyp (Wissenschaftliche-, National-, Öffentliche-, Schul-, Spezialbibliothek) –– Standort (Adresse, Homepage) –– Handelt es sich um ein neues Gebäude, eine Sanierung, eine Umnutzung von Bestandsgebäuden oder eine Erweiterung? –– Bruttogrundfläche –– Anzahl der Geschosse mit öffentlichen Flächen –– Benutzerzahlen –– Personalzahlen –– Bestandszahlen –– Anzahl der Nutzerplätze und Arbeitsplatztypen (Gruppenarbeitsräume, Schulungs­räume, Carrels etc.)

Lage –– Funktioniert dieser Standort für den Zweck/ für seine Kunden? –– Ist die Bibliothek gut eingebunden in der Stadt oder im Campus? –– Hat die Beschaffenheit des Grundstückes die Organisation des Gebäudes negativ beeinflusst? –– Ist die Ausrichtung des Gebäudes in Bezug auf Belichtung, Lärm und Klima gut?

222 

 Fragenkatalog zu Bibliotheksgebäuden

Zugänglichkeit –– Kann die Bibliothek mit öffentlichen Verkehrsmitteln erreicht werden? –– Existieren genügend Parkplätze für die Nutzer (Auto, Motorrad, Fahrrad)? –– Existieren innerhalb der Bibliothek physische Barrieren für Menschen (Nutzer und Personal)? –– Sind das Gebäude und die Innenräume so gestaltet, dass eine Barrierefreiheit gegeben ist? –– Ist die Bibliothek mit einer Zugangskontrolle ausgestattet und/oder einem elektro­nischem Alarmsystem? –– Entstehen durch die Ausstattung bauliche Hindernisse? Wird dadurch die Nutzer­mobilität erschwert oder eingeschränkt? –– Hat die Bibliothek eine Sprechanlage? –– Sind die Informationen in der Bibliothek in mehreren Sprachen verfügbar? –– Existieren Multimediageräte zur Information und Orientierung?

Nachhaltigkeit –– Unterstützt die Ausgestaltung der Gebäudehülle Belange der Energieeffizienz? –– Bezieht die Bibliotheksplanung das lokale Klima mit ein? –– Wurden vor Errichtung die Möglichkeiten des Grundstückes analysiert inklusive z.B. ein Bodengutachten, Solareinstrahlung und Wind- und Regenmessungen? –– Nutzt die Bibliothek erneuerbare Energien (Geothermie, Solar, etc.) –– Welche Technik ermöglicht das Einsparen von Elektrizität (Lichtregelung, Belegungssensoren, Rechnergestützte Abschaltungen, etc.)? –– Hat die Bibliothek zum Betrieb der Einrichtung Vereinbarungen getroffen um den Energieverbrauch zu reduzieren? –– Welche Technik ermöglicht das Einsparen von Wasser (Selbstschluss-Armaturen, Regensammler, etc.)? –– Nutzt die Bibliothek Baustoffe mit niedriger Grauer Energie? –– Welche Mittel werden für das Gebäude eingesetzt, um Wärmetransmission zu verhindern und um eine ausreichende Dämmung zu gewährleisten? –– Ist die Nutzung von natürlichem Licht möglich? Wenn nicht, wird das Kunstlicht energiesparend eingesetzt? –– Was wird unternommen, um die Sonnenstrahlung zu optimieren? (Son­nen­ kollek­toren, Lichtumlenkungssysteme, Oberlichter, Solarröhren, etc.)?



Fragenkatalog zur Evaluierung 

 223

–– Ist das Gebäude der Nutzung von natürlicher Belüftung dienlich? (Nutzung von Geothermie, Belüftungsschächte- oder türme, Solarschornsteine, etc.) –– Gibt es weitere Funktionalitäten zur Nachhaltigkeit?

Sicherheit und Sicherung –– –– –– –– –– ––

––

–– –– –– –– –– –– –– ––

Hat es Probleme in Sachen Sicherheit gegeben? Gibt es ein Vandalismusproblem? Beschäftigt die Bibliothek Sicherheitspersonal? Existieren in der Bibliothek Sicherheitsrichtlinien und Vorrichtungen für den Brandfall oder für andere Risiken? Sind die Flucht- und Rettungsausgänge aus der Bibliothek im Brandfall und bei anderen Gefahren gut sichtbar? Haben die Flucht- und Rettungsausgänge einen akustischen und optischen Alarm, um Diebstahl zu unterbinden? Wie sind diese Alarme bei den Arbeitsplätzen des Personals aufgelegt, um die Kontrolle und – falls notwendig – ein Eingreifen zu gewährleisten? Verfügt das Gebäude über ein Alarmsystem? Ist es mit der örtlichen Feuerwehr verbunden? Liegt der Sicherheitsstandard gegen Feuer über dem nationalen Standard? Welche Feuerlöschsysteme werden eingesetzt? Hat es Falschalarme bereits gegeben? Werden Rettungsübungen und Evakuierungen regelmäßig trainiert? Gibt es im Gebäude ein Einbruchmeldesystem? Arbeitet die Bibliothek mit einer Zugangskontrolle am Eingang oder gibt es mehrere Kontrollen? Existieren Maßnahmen vor Ort, um die Bestände zu sichern? Welche Diebstahlkontrolle hat die Dokumentensammlung? Sind Schließfächer vorhanden für Taschen und Garderobe?

Flexibilität –– Sind die Räume flexibel genug um Veränderungen zuzulassen? –– Ermöglicht das Gebäude die Unterstützung verschiedenster Dienstleistungen? –– Wäre es möglich, das Gebäude zu einem späteren Zeitpunkt zu erweitern?

224 

 Fragenkatalog zu Bibliotheksgebäuden

–– Ist es möglich, einige Flächen der Bibliothek außerhalb der normalen Öffnungszeiten für andere Aktivitäten zu nutzen (Mehrzweckräume, Schulungsräume, etc.)? –– Gibt es Außenflächen, die zur Bibliothek gehören? Falls das zutrifft, ist es möglich, diese zu betreten ohne die Zugangskontrolle zu passieren (Elektronisches Alarmsystem)?

Gebäude Eingang –– –– –– –– –– –– –– –– –– ––

–– –– –– –– ––

Ist der Eingang zur Bibliothek ausreichend sichtbar? Ist das Türsystem adäquat und funktional für alle Nutzer? Sind die Eingangstüren automatisch? Verhindert das Türsystem das Eindringen von Zugluft? Ist die Größe der Eingangszone passend? Existiert eine sichtbare Verwandtschaft zwischen Innen und Außen der Bibliothek? Ist die Organisation des Gebäudes klar und verständlich beginnend von der Eingangszone? Bei multifunktionalen Gebäuden: sind alle Einrichtungen in der Eingangszone repräsentiert? Ist die Bibliothek gut organisiert und ist es leicht, vom Eingang aus zu jedem Bereich zu gelangen? Ist es möglich, sich in allen Räumen der Bibliothek frei zu bewegen (außen und innen) mit nur einer Zugangskontrolle (elektronisches Alarmsystem) am Eingang? Ist die vertikale Erschließung (Treppen und Aufzüge) sichtbar vom Eingang aus? Existiert eine zugängliche (24 Stunden am Tag und 7 Tage die Woche) und gut positionierte Buchausgabe? Wenn nicht, sollte es eine geben? Gibt es eine Selbstverbuchungsanlage? Wenn nicht, wird sie für notwendig erachtet? Gibt es eine allgemeine Zone, sich zu treffen (Sessel und Tische – Warenautomaten, etc.)? Gibt es Schließfächer für die persönliche Habe der Nutzer? Wenn nicht in der Nähe des Eingangs, wo sind sie?



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 225

Materialien –– Sind die Baumaterialien dem Ort, an dem das Gebäude errichtet wurde, ange­messen? –– Sind die in der äußeren Gebäudehülle verbauten Materialien so beschaffen, dass sie leicht erneuert werden können? –– Aus welchem Material sind die öffentlich zugänglichen Treppen (Metall, Beton, Holz, etc.)? Sind sie laut (beim Begehen)? –– Sind die im Gebäude verbauten Materialien gut erhalten geblieben im Verlauf der Zeit?

Bodenbelag –– Welcherart ist der Bodenbelag im Eingang des Gebäudes? –– Welcherart ist der Bodenbelag auf den Rampen und Treppen? –– Welcherart ist der Bodenbelag in den öffentlichen Bereichen der Bibliothek (Eingangszone, allgemeine Flächen, Kinderbereich, etc.)? –– Ist er in einem guten Zustand erhalten geblieben im Verlauf der Zeit? –– Wie beurteilen Sie Langlebigkeit, Einfachheit der Reinigung und akustische Absorption? –– Wie ist die Beschaffenheit der Bodentanks im Fußboden?

Decken –– Sind die Decken mit Akustikmaterial ausgeführt? –– Sind die Decken reversibel abgehängt oder sind sie fest eingebaut?

Akustik –– –– –– –– –– ––

Ist das Gebäude ausreichend gedämmt, um Lärmimmission zu verhindern? Beklagen sich Nutzer über Lärmentwicklung im Gebäude? Wenn ja, was sind die Lärmquellen? Welche Alternativen werden für Mobiltelefonate angeboten? Ist die Lärmtrennung zwischen den Bereichen gelungen? Sind die Funktionen im Gebäude und deren Nutzung so organisiert, dass Kunden sie dynamisch erreichen, laute Bereiche zuerst und dann die stillen Zonen?

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 Fragenkatalog zu Bibliotheksgebäuden

–– Existieren spezielle akustische Absorbermaterialien in den Decken, in Wand­ beklei­dungen, durch Vorhänge und/oder durch das Mobiliar?

Öffnungen –– Geben die Gebäudeöffnungen ausreichend gutes natürliches Licht? –– Existieren Sonnenlichteinstrahlungen, die eine Blendung verursachen? –– Gibt es Verschattungssysteme (Vorsprünge, Jalousien, Vorhänge, Markisen, etc.)? –– Verursachen Dimension und Anordnung der Öffnungen thermische Probleme? –– Verursachen Dimension und Anordnung der Öffnungen akustische Probleme? –– Gewährleisten Dimension und Anordnung der Öffnungen Unfallfreiheit? –– Ist eine natürliche Belüftung möglich? –– Wie ist die Öffnungsfunktion (manuell, fernbedient, etc.)? –– Wenn die Öffnung manuell erfolgt, kann sie so abgeschlossen werden, dass Nutzer sie nicht öffnen können?

Beleuchtung –– Ist die Beleuchtung ausreichend? –– Ist sie im Deckenbereich und/oder an den Wänden angeordnet oder integriert in das Mobiliar? –– Wie ist die Lichtfarbe (warm oder kalt)? –– Kann das Personal die Beleuchtung getrennt bedienen (Ein- und Ausschalten in jedem Bereich)? –– Gibt es eine Tageslichtsteuerung? –– Werden durch das Licht unterschiedliche und angenehme Atmosphären unterstützt? –– Funktioniert das Licht in den Toiletten mit Bewegungssensoren? –– Ist es möglich, das Licht an einem einzigen Punkt gesamthaft ein- bzw. auszu­schalten?

Mobiliar –– Ist die Bibliothek mit neuem Mobiliar ausgestattet? –– Entspricht das Mobiliar den grundlegenden Anforderungen (Qualität, Le­bensdauer, Funktionalität, Mobilität, Ergonomie, Ästhetik, etc.)?



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 227

–– Hat das Mobiliar ein gutes Design (Qualität, Lebensdauer, Funktionalität, Mobilität, Ergonomie, Ästhetik, etc.)? –– Ist das Mobiliar geeignet für alle Nutzer? –– Ist das Mobiliar robust und widerstandsfähig in der Nutzung? –– Sind die Größen der Tische, Stühle und anderer Möbel adäquat und ergonomisch? –– Ist jede Art der Ausstattung in ausreichender Menge vorhanden (Prä­sentations­ständer, etc.)? –– Ist das Mobiliar individuell gefertigt/ durch den Architekten entworfen oder über einen Anbieter gekauft? –– Wie sind die für Stühle, Sessel, Tische etc. verarbeiteten Materialien zu bewerten? –– Sind die Abstände zwischen unterschiedlichen Typen von Mobiliar adäquat? –– Kann ein Empfinden von Sehmüdigkeit entstehen (Aufstellung und Größe des Mobiliars, Farben, Material, etc.)? –– Wie ist der generelle Eindruck zur Ästhetik der ausgestellten Möbel (Farben, Material, etc.)?

Heizung, Lüftung, Klima –– Welche Art der Luftbehandlung gibt es: Heizung/Klimatisierung? –– Arbeiten die Anlagen unabhängig voneinander für unterschiedliche Bereiche oder existiert eine Anlage für die gesamte Bibliothek? –– Unterstützen die Heizungs- und Raumluftanlagen eine angenehme Arbeits­ atmosphäre (Gleichmäßige Luftqualität, Geräuschpegel, Luftaustausch)? –– Wie lautet die Gesamtbeurteilung der Heizungs- und Raumluftanlagen?

Elektrik –– Wo ist der elektrische Schaltschrank? Ist er unzugänglich für die Öffentlichkeit? –– Wo ist die Leitungsführung (in den Decken, im Fußboden, in den Wänden)? –– Ist es einfach, an die Leitungen heranzukommen (Reparatur, Erweiterung)? –– Bietet das System der Leitungsführung Möglichkeiten für Erweiterungen? –– Ist die Steckdosenanzahl ausreichend (normaler täglicher Betrieb, Rechner, etc.) sowohl für das Bibliothekspersonal als auch für die Nutzer? Ist die Verkabelung ordentlich und gut geschützt?

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 Fragenkatalog zu Bibliotheksgebäuden

–– Ist die technische Ausstattung im Vortragsraum ausreichend für alle möglichen Aktivitäten? –– Wie lautet die Gesamtbeurteilung für alle Installationen des elektrischen Netzes?

Datennetz –– Wo ist der Server, bzw. Servereinrichtung, im Gebäude? –– Ist dort eine gleichmäßige Temperatur gewährleistet oder wird eine Klimatisierung gebraucht? –– Wird die Dateninfrastruktur dem wachsenden Gebrauch an mobilen Endgeräten gerecht werden können? –– Hat die Bibliothek Backup-Services, um zusätzliche Datensicherheit zu gewähr­leisten? –– Existiert eine Beschallungsanlage für die gesamte Bibliothek? –– Hat die Bibliothek einen Internetzugang über WLAN?

Sanitäreinrichtungen (Reinigung, Toiletten, etc.) –– –– –– –– –– –– –– –– –– –– –– ––

Ist die Anzahl der Toiletten ausreichend? Ist ihre Lage im Gebäude gut? Ist die Anzahl der Toiletten, die behindertengerecht sind, ausreichend? Kommt Vandalismus durch Nutzer vor? Sind die Toiletten vollständig ausgestattet (Seifenspender, Händetrockner, Wickel­auflagen, Hygienetücher, Kleiderhaken, etc.)? Müssen sie oft gesperrt werden (Spülkasten, Rohrverstopfung, etc.)? Wie ist die Beschaffenheit des Fußbodens? Wie sind die Wandoberflächen? Wie ist die Beschaffenheit der Decke? Welches Material haben die Türen? Existiert ein Putzmittelraum in jedem Geschoss? Wie lautet die Gesamtbeurteilung für die Oberflächen der verwendeten Materialien?



Fragenkatalog zur Evaluierung 

 229

Services Servicezonen –– Welche Bereiche sind in der Bibliothek für Interaktionen mit Kunden vor­ gesehen? –– Welche Art von Selbstbedienung wird eingesetzt? –– Gibt es eine zentrale Ausleihe? –– Wie funktioniert die Ausleihe für Kunden? –– Braucht oder hat die Bibliothek eine Empfangstheke? –– Wird die Größe der Empfangstheke den Nutzeransprüchen gerecht? –– Ist die zentrale Ausleihe an der Empfangstheke? –– Gibt es einen speziellen Servicepoint für Reprografie (d.h. Kopieren, Scannen, Drucken, Downloadstationen für digitale Medien)? –– Existieren innerhalb des Gebäudes HelpDesks und/oder Informationstheken? –– Sind die Servicezonen richtig angeordnet und vernetzt?

Anordnung der Bestände –– Ist die Aufstellung passend für die Aufbewahrung der Sammlung? –– Werden die unterschiedlichen Aufstellungen den vorhandenen Arten von Sammlungen gerecht? Gibt es ausreichende Flächen für offene oder geschlossene Magazine? –– Gibt es Flächen für spezielle Medien, bzw. für Sondersammlungen? Um welche Medien handelt es sich? –– Wie werden die unterschiedlichen Medien, bzw. Sondersammlungen dargestellt, bzw. präsentiert? –– Sind ausreichend Regalflächen vorhanden für alle geplanten Sammlungen? –– Entsprechen die Gangbreiten den Normen? –– Werden Kompaktanlagen genutzt a) im Magazin; b) in der Freihandaufstellung? –– Ist der Betrieb der Anlagen gut?

Nutzerbereiche –– Ist die Anzahl der Nutzerarbeitsplätze ausreichend? –– Welche Vielfalt an Plätzen gibt es? Ist sie ausreichend? Wie sieht die Beschreibung der Typen aus (z.B. Standard, Computerarbeitsplatz, Arbeitsnische,

230 

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 Fragenkatalog zu Bibliotheksgebäuden

Einzelplatz zum Lesen und Zuhören, Informationsplatz und schnelle Beratung, Gruppenarbeit, Seminarräume, Carrels, Multi-Media Arbeitsplätze, Loungebereiche, Tisch mit Sessel, Plätze in einem Vortragsraum). Gibt es eine ausreichende Anzahl an Gruppenarbeitsräumen? Gibt es leise Bereiche, die bestimmt sind für konzentriertes Lesen und Studieren? Ist es den Nutzern möglich, die Möbel wie gewünscht selbst zu positionieren? Sind die unterschiedlichen Nutzungsbereiche entsprechend und ausreichend separiert?

Kinderbereich –– –– –– –– –– –– –– –– –– –– –– –– –– –– ––

Ist dieser Bereich ein separater Raum oder als Sonderzone organisiert? Kann er direkt von der Eingangszone aus betreten werden? Sind Toiletten in der Nähe? Gibt es Wickeltische? Gibt es Abstellflächen für Kinderwagen? Ist der Kinderbereich sowohl für Babies als auch für Kleinkinder ausgerichtet? Wenn ja, findet sich das in der Gestaltung der Decken wieder (hauptsächliche Blickrichtung für Babies)? Hat der Bereich besondere Zonen für unterschiedliche Aktivitäten und Lärmpegel (sich Treffen, Lesen, Geschichtenerzählen, Turnen, Spielen, etc.)? Ist der Bereich akustisch abgeschlossen von der übrigen Bibliothek? Verfügt er über natürliches Licht? Ist die Möblierung themenbezogen? Können diese Themenecken als Orte der Inspiration angesehen werden? Gibt es Mobiliar für die begleitenden Erwachsenen? Korrespondieren Aufstellung und Ausstattung mit der Körpergröße von Kindern? Existieren Selbstverbuchungsgeräte entsprechend angepasst für Kinder? Bietet der Bereich Zonen sowohl für Jungen als auch für Mädchen an? Sollten einige Flächen oder Ecken für getrennte Interessen reserviert sein? Sind ausreichend Flächen vorhanden für Aktionen mit Kindergartengruppen oder Schulklassen?

Junge Erwachsene –– Ist die Größe der Fläche der Zielgruppe angemessen?



–– –– –– –– ––

–– –– –– –– –– –– –– –– –– ––

Fragenkatalog zur Evaluierung 

 231

Ist es ein abgeschlossener Raum oder Bereich? Unterscheidet sich der Bereich zu dem für Kinder? Ist er nah zum Bereich für Erwachsene angeordnet? Ist die Ausstattung ansprechend und trifft den Geschmack und die Anforderungen von jungen Erwachsenen? Eignet sich die Aufstellung für die Vielfalt von Medien (z.B. Sachbücher, Musik, DVD, Bücher auf CD oder MP3, Zeitschriften, Comichefte, Bilderromane)? Bietet der Raum eine positive, zuverlässige Umgebung zum Lernen, für Geselligkeit und Freizeitaktivitäten? Wurden bei der Planung, der Gestaltung, der Umsetzung, des Betriebes und der Werbung für diesen Bereich die jungen Erwachsenen miteinbezogen? Ist der Raum angenehm und farbreich, den visuellen Geschmack der Zielgruppe treffend? Unterscheiden sich Design und Ausstattung von anderen Teilen der Bibliothek? Ist er interaktiv, flexibel in der Gestaltung und bietet eine Vielfalt von Anwendungen? Sind besondere Effekte zu nennen, die anziehend auf die Zielgruppe wirken? Wird eine Vielfalt von Sitz- und Arbeitsmöglichkeiten angeboten? Sind in diesem Bereich Gruppenarbeit, Einzelarbeit, Sitzen auf dem Fußboden, Für sich Sein möglich? Sind ausreichende Flächen vorhanden für Aktionen mit Gruppen? Sind Musik und Kunst (wichtige Elemente der Jugendkultur) im Design und im Service berücksichtigt?

Personalflächen –– –– –– –– –– –– –– –– –– ––

Sind sie für die zu erbringenden Dienstleistungen richtig angeordnet? Werden die Personalflächen ihrem Zweck gerecht? Sind die Flächen groß genug? Gibt es die richtigen Aufenthaltsräume (z.B. Lounge, Pausenraum, Teeküche)? Existieren für das Personal separate Sanitärräume? Funktioniert der Grundriss (Großraumbüros, Bürolandschaft, Einzelbüros)? Sind die Personalarbeitsplätze ergonomisch und funktional? Verfügt der Personalbereich über natürliches Licht? Gibt es einen eigenen Personaleingang? Wenn nicht, sollte es einen geben? Hält die Bibliothek für das Personal eigene Parkplätze bereit?

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 Fragenkatalog zu Bibliotheksgebäuden

Automatisierung –– –– –– –– –– –– –– ––

Existiert eine automatische Zeiterfassung? Sind die Sortiervorgänge und der Transport der Bücher automatisiert? Wenn ja, gibt es hierfür einen Gesamtlogistikplan? Verfügt die Bibliothek über ein automatisiertes Speicher- und Retrievalsystem? Sind die Systeme gut eingebunden und arbeiten richtig? Gibt es andere automatisierte Systeme? Wenn nein, welche anderen Transportmittel für Medien/Materialien werden verwendet? Existieren automatisierte Abläufe gesamthaft?

Wartung –– Ist das Gebäude einfach zu reinigen (Fußböden, Toiletten, etc.)? –– Sind Pflege und Wartung ausreichend (Reinigung, Austausch, Kontrolle, etc.)? –– Verursachen Zeitrahmen und Lage der Öffnungszeiten Probleme bei der Reinigung? –– Sind Installationen einfach zugänglich?

Ergebnis –– Stellen Sie sich vor, Sie hätten drei Wünsche frei für das Gebäude, welche wären das? –– Gibt es etwas, das geändert werden sollte? –– Ist etwas besonders gelungen?

Cuestionario sobre edificios de biblioteca: caracteristicas – uso – evaluación Introducción IntroducciónEn el proceso de planificación se puede aprender mucho de los edificios existentes. Es muy aconsejable visitar bibliotecas, y las Directrices para los edificios bibliotecarios de IFLA, publicadas en 2007, incluyen una lista de lo que se debe analizar en estos edificios antes de empezar un nuevo proyecto. Igualmente importante es la evaluación de las bibliotecas después de la inauguración para saber si cumplen con las expectativas previstas y si están funcionando bien. Se puede extraer información útil tanto del éxito como del fracaso, así como del análisis de los cambios que deberían hacerse. El propósito de este cuestionario de evaluación post-ocupación es permitir, tanto a los gestores de la biblioteca como al equipo redactor del proyecto, identificar buenas prácticas y aprender de los errores. Se trata de asegurar que los futuros edificios bibliotecarios sigan teniendo calidad en el diseño y la funcionalidad, ofreciendo el entorno adecuado tanto para los usuarios como para el personal de servicio. La intención es que los que utilizan el cuestionario puede adaptarlo a sus propias circunstancias y propósitos. Puede que no sea necesario incluir todas las preguntas para cada edificio. Algunas de estas preguntas se refieren a las bibliotecas públicas y otras a las bibliotecas universitarias, pero la mayoría son aplicables para cualquier tipo de biblioteca (universitaria, pública, escolar, especializada y nacional). El cuestionario está organizado de la siguiente manera: General

Edificio

Datos y cifras Ubicación Accesibilidad Sostenibilidad Seguridad y Vigilancia Flexibilidad

Área de acceso Materiales Pavimentos Revestimientos de techo Insonorización Aberturas Iluminación arti­ ficial Mobiliario

Servicios Calefacción, Ventila­ción y Aire acondi­cionado Instalaciones alimen­ tadas por un sistema de cableado Datos Zonas logísticas

Áreas de servicio Estanterías Áreas para los usuarios Área infantil Espacio para los jóvenes Zonas de trabajo interno Automatización Mantenimiento

Conclusión

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 Cuestionario sobre edificios de biblioteca

Cuestionario de evaluación General Datos y cifras –– Tipo de biblioteca (universitaria, pública, escolar, especializada, nacional) –– Ubicación (dirección, página Web) –– ¿Se trata de un edificio de nueva construcción, rehabilitación, adecuación de un espacio existente o ampliación? –– Superficie construida –– Número de plantas destinadas al público –– Número de usuarios –– Número de trabajadores –– Dimensión de las colecciones –– Número total de puntos de consulta para los usuarios y tipología (salas de trabajo en grupo, salas de formación, cabinas de estudio, etc.) –– Coste de la construcción (en moneda nacional) –– Fecha de apertura del edificio

Ubicación –– ¿Responde adecuadamente a los requerimientos previstos / a las necesidades de los usuarios? –– ¿Está la biblioteca bien integrada dentro de la ciudad o del campus universitario? –– ¿Tiene la forma del solar una influencia negativa en la organización del edificio? –– ¿Está el edificio bien orientado en relación con la luz, el ruido exterior y el clima?

Accesibilidad –– ¿Se puede llegar a la biblioteca en transporte público? –– ¿Hay suficientes plazas de aparcamiento para los usuarios (coche, moto, bicicleta)?



Cuestionario de evaluación 

 235

–– ¿Existen barreras físicas para las personas (usuarios y personal) dentro de la biblioteca? –– ¿Han sido tanto el edificio como los interiores diseñados para permitir y posibilitar la autonomía de las personas con discapacidad? –– ¿Tiene la biblioteca un control de acceso / sistema de alarma electrónica? –– ¿Tiene el mobiliario barreras arquitectónicas? ¿Se impide o reduce la movilidad de los usuarios? –– ¿Cuenta la biblioteca con un sistema interno de señalización e información? –– ¿Está la información en el edificio disponible en varios idiomas? –– ¿Existen dispositivos multimedia de información y orientación?

Sostenibilidad –– ¿Tiene la fachada del edificio una forma o diseño que favorezcan la eficiencia energética? –– ¿Se ha tenido en cuenta la climatología local en el diseño de la biblioteca? –– ¿Fue analizado el solar antes de la construcción, incluyendo, por ejemplo, un estudio del suelo, de la orientación solar, del viento y la lluvia? –– ¿Utiliza la biblioteca energías renovables (geotérmica, solar, etc.)? –– ¿Qué sistemas permiten el ahorro de energía eléctrica (reguladores de luz, etc.)? –– ¿Tiene la biblioteca alguna política de actuación para la reducción del consumo de energía? –– ¿Qué sistemas permiten el ahorro de agua (grifos con cierre automático, depósitos de los inodoros con agua de lluvia, etc.)? –– ¿Qué dispositivos se han utilizado en la construcción del edificio para evitar intercambios térmicos y proporcionar suficiente aislamiento? –– ¿Los interiores del edificio tienen luz natural? –– ¿Es la iluminación artificial de bajo consumo? –– ¿Qué medidas se toman para optimizar la luz del sol (Paneles solares, claraboyas, conductos solares, etc.)? –– ¿Es posible la ventilación natural del edificio? –– ¿Hay otras características que favorezcan la de sostenibilidad?

Seguridad y Vigilancia –– ¿Ha habido problemas de seguridad en la biblioteca? –– ¿Hay problemas de vandalismo?

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 Cuestionario sobre edificios de biblioteca

–– ¿Dispone la biblioteca de personal de seguridad? –– ¿Dispone la biblioteca de instrucciones de seguridad y de los dispositivos de seguridad en caso de incendio u otros peligros? –– ¿Hay salidas de emergencia para desalojar el edificio en caso de incendio u otros peligros claramente visibles? –– ¿Tienen las salidas de emergencia una alarma acústica y visual para evitar el robo? ¿Cómo están conectadas estas alarmas a los puntos de trabajo del personal para que puedan efectuar un adecuado control y, si es necesario, actuar? –– ¿Tiene la biblioteca un sistema de alarma de incendios? ¿Está conectado con el cuerpo de bomberos local? ¿Cumple el sistema de seguridad de fuego la normativa nacional? –– ¿Qué sistemas de extinción de incendios están previstos? –– ¿Ha habido falsas alarmas? –– ¿Se llevan a cabo regularmente simulacros de incendio y prácticas de evacuación? –– ¿Existe un sistema de alarma anti-intrusión en el edificio? –– ¿Funciona la biblioteca con un único control de acceso en la entrada o hay varios puntos de control? –– ¿Existen medidas de seguridad de las colecciones? –– ¿Que sistema de control antirrobo tiene el fondo documental? –– ¿Dispone la biblioteca de taquillas para las pertenencias de los usuarios? ¿Necesitan video vigilancia?

Flexibilidad –– –– –– ––

¿Son los espacios suficientemente flexibles para permitir cambios? ¿Es posible ofrecer una variedad de servicios? ¿Es posible ampliar el edificio en el futuro? ¿Es posible el uso de algunas áreas de la biblioteca fuera del horario normal de apertura (salas polivalentes, aulas, etc.)? –– ¿Existen espacios exteriores que formen parte de la biblioteca? Si este es el caso, ¿es posible entrar en ellos sin necesidad de pasar por el control de acceso (sistema de alarma electrónica)?



Cuestionario de evaluación 

 237

Edificio Área de acceso –– –– –– –– –– –– –– –– –– ––

–– ––

–– –– ––

¿Es la entrada a la biblioteca lo suficientemente visible? ¿Es el sistema de puertas adecuado y funcional para todos los usuarios? ¿Las puertas de acceso son automáticas? ¿Dispone el sistema de puertas de protección contra la lluvia en la zona de entrada? ¿Es adecuado el tamaño de la zona de entrada? ¿Existe una relación visual entre el interior y el exterior del edificio? ¿La organización del edificio es clara y comprensible desde la zona de entrada? Si se trata de un edificio multifuncional, ¿son visibles o están suficientemente señalizadas las principales áreas funcionales desde la zona de entrada? ¿Está la biblioteca bien organizada y es fácil llegar a cualquier área de la misma desde la zona de entrada? ¿Es posible la libre circulación a través de todos los espacios de la biblioteca (exteriores e interiores) habiendo un único control de acceso (sistema de alarma electrónica) en la entrada? ¿Son visibles las escaleras y ascensores desde la zona de entrada? ¿Hay un buzón de retorno de documentos que sea accesible las 24 horas del día y 7 días a la semana? ¿Está bien situado? En caso de no haber buzón, ¿se considera que debería haber uno? ¿Existen máquinas de autoservicio para el préstamo y el retorno? Si no es así, ¿se consideran necesarias? ¿Existen áreas de descanso y relación (butacas y mesas, máquinas expendedoras de bebidas, etc.)? ¿Hay taquillas para las pertenencias de los usuarios? Si no están en la entrada, ¿donde están?

Materiales –– ¿Son adecuados los materiales de construcción con respecto a la ubicación del edificio? –– ¿Los materiales utilizados en el exterior del edificio permitirían una remodelación del mismo sin demasiadas complicaciones? –– ¿De qué material están hechas las escaleras públicas (metal, hormigón, madera, etc.)? ¿Son ruidosas?

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 Cuestionario sobre edificios de biblioteca

–– ¿Los materiales utilizados para la construcción garantizan su mantenimiento en buenas condiciones con el paso del tiempo?

Pavimentos –– ¿Qué tipo de pavimento hay en la entrada del edificio? –– ¿Qué tipo de pavimento hay en las rampas y en las escaleras? –– ¿Qué tipo de pavimento hay en las áreas públicas de la biblioteca (área de acceso, área general, zona infantil, etc.)? –– ¿Se han mantenido en buenas condiciones con el paso del tiempo? –– ¿Qué opinión se tiene sobre la durabilidad, la facilidad de limpieza y la absorción acústica? –– ¿Qué material se utiliza en las cajas de registro de las instalaciones que están colocadas en el pavimento? –– ¿Cuál es la evaluación general de los pavimentos?

Revestimientos de techo –– ¿Hay algún elemento que actúe de aislante acústico en los techos? –– ¿El falso techo es practicable o fijo?

Insonorización –– ¿Está suficientemente aislado el edificio ante la contaminación acústica exterior? –– ¿Se quejan los usuarios del ruido en el interior del edificio? –– En caso afirmativo, ¿cuáles son las fuentes que producen ese ruido? –– ¿Qué alternativas ofrece la biblioteca ante las llamadas a través de teléfonos móviles? –– ¿Es suficiente el aislamiento acústico entre las diferentes zonas? –– ¿Están las zonas del edificio organizadas de manera que los usuarios accedan primero a las áreas más ruidosas, estando más alejadas las áreas silenciosas? –– ¿Hay elementos de absorción acústica en techos, revestimientos de paredes, suelos, cortinas y/o muebles?



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 239

Aberturas –– ¿Las aberturas proporcionan una buena y suficiente iluminación natural? –– ¿Hay entradas de luz que provoquen reflejos? –– ¿Existen sistemas de protección contra los rayos del sol (cornisas, persianas, cortinas, láminas solares, etc.)? –– ¿Las dimensiones y la ubicación de las aberturas provocan problemas térmicos? –– ¿Las dimensiones y la ubicación de las aberturas provocan problemas acústicos? –– ¿Las dimensiones y ubicación de aberturas garantizan la seguridad contra accidentes? –– ¿Es posible tener una ventilación natural? –– ¿Cuál es el sistema de apertura (mecanismo manual, control remoto, etc.)? –– Cuando el sistema de apertura funciona con mecanismos manuales, ¿pueden ser bloqueados para garantizar que los usuarios no puedan manipularlos?

Iluminación artificial –– ¿Hay una intensidad de iluminación suficiente? –– ¿La iluminación artificial proviene del techo, de las paredes o está incorporada en el mobiliario? –– ¿Cuál es el “color” de la luz (cálido, frío)? –– ¿Puede el personal bibliotecario controlar la iluminación de forma independiente (encender y apagar las luces en cada área de actividad)? –– ¿Existe algún sistema de regulación automática en función de la entrada de luz natural? –– ¿Proporciona la iluminación artificial ambientes diferenciados y confortables? –– ¿La iluminación en los baños funciona con detectores de presencia? –– ¿Es posible accionar todas las luces de encendido/apagado desde un único punto?

Mobiliario

–– ¿Es nuevo el mobiliario de la biblioteca? –– ¿Cumple el mobiliario los requerimientos básicos (calidad, durabilidad, funcionalidad, movilidad, ergonomía, estética, etc.)?

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 Cuestionario sobre edificios de biblioteca

–– ¿Está el mobiliario bien diseñado (calidad, durabilidad, funcionalidad, movilidad, ergonomía, estética, etc.)? –– ¿Es adecuado para todos los usuarios? –– ¿Es el mobiliario resistente al uso intensivo? –– ¿Es adecuado y ergonómico el tamaño de mesas, sillas y demás mobiliario? –– ¿Tiene la biblioteca todos los muebles necesarios (expositores, etc.)? –– ¿Está diseñado el mobiliario por el arquitecto o se ha comprado a través de un proveedor? –– ¿Cuál es la opinión de los materiales utilizados en las sillas, sillones, mesas, etc.? –– ¿Son adecuadas las distancias que hay entre los diferentes muebles? –– ¿Provoca sensación de fatiga visual (organización de los muebles, dimensiones, color, materiales, etc.)? –– ¿Cuál es la impresión general sobre la estética del conjunto de muebles (color, material, etc.)?

Calefacción, Ventilación y Aire acondicionado –– ¿Qué tipo de tratamiento de aire tiene la biblioteca: calefacción / aire acondi­ cionado? –– ¿Funcionan estos sistemas de forma independientes para cada área de actividad o hay un sistema centralizado para toda la biblioteca? –– ¿El sistema de calefacción / aire acondicionado proporciona un entorno de trabajo confortable (uniformidad ambiental, ruido, renovación de aire, etc.)? –– ¿Cuál es la evaluación general de la climatización? –– Instalaciones alimentadas por un sistema de cableado –– ¿Dónde está situada la centralización? ¿Es inaccesible para el público? –– ¿Por dónde pasan las canalizaciones (techo, suelo, paredes)? –– ¿Es fácil acceder a las canalizaciones (reparaciones, ampliaciones)? –– ¿Ofrece el sistema de canalizaciones la posibilidad de ampliación? –– ¿Es suficiente el número de enchufes (enchufes de corriente normal, informática, etc.) tanto para el personal bibliotecario como para los usuarios? –– ¿Está el sistema de cableado ordenado y bien protegido? –– ¿Está el auditorio suficientemente equipado para todas las actividades previstas? –– ¿Cuál es la evaluación general de las instalaciones alimentadas por un sistema de cableado?



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 241

Datos –– ¿Dónde está situado el servidor? –– ¿Tiene este espacio una temperatura estable o necesita un sistema de aire acondicionado? –– ¿La infraestructura de datos está preparada para soportar el crecimiento progresivo en el uso de dispositivos móviles? –– ¿Dispone la biblioteca de un sistema que garantice las copias de seguridad de la información? –– ¿Existe un sistema de megafonía para toda la biblioteca? –– ¿Ofrece la biblioteca el acceso W-LAN?

Zonas logísticas (sanitarios, cuartos de limpieza y de instalaciones, etc.) –– –– –– –– ––

–– –– –– –– –– –– ––

¿Hay suficientes sanitarios? ¿Están bien situados? ¿Hay suficientes sanitarios adaptados para personas con discapacidad? ¿Se produce vandalismo por parte de los usuarios? ¿Están bien equipados los sanitarios (dispensadores de jabón, secadores de manos, cambiadores de pañales, papel higiénico, colgadores en los lavabos, etc.)? ¿Se estropean con frecuencia (cadena del WC, atascos, etc.)? ¿Qué tipo de pavimento hay? ¿Qué materiales de acabado hay en las paredes? ¿Qué tipo de techo hay? ¿De qué material son las puertas? ¿Hay en cada planta un vertedero para llenar y vaciar cubos de agua para la limpieza? ¿Cuál es la evaluación general de los materiales de acabado utilizados?

Servicios Áreas de servicio –– ¿Qué áreas de la biblioteca están destinadas a la interacción con los usuarios? –– ¿Qué sistema de auto-servicio se utiliza? –– ¿Está centralizado el servicio de préstamo?

242 

 Cuestionario sobre edificios de biblioteca

–– ¿Cómo se efectúan las transacciones de préstamo y retorno por parte de los usuarios? –– ¿Dispone la biblioteca de mostrador de recepción? –– ¿Tiene el mostrador de recepción el tamaño y la forma adecuados para satisfacer las necesidades de los usuarios? –– ¿Existe un servicio de préstamo centralizado en el mostrador de recepción? –– ¿Hay un espacio específico para la reprografía (fotocopiar, escanear, imprimir, etc.)? –– ¿Hay mostradores de información en las diferentes áreas de la biblioteca? –– ¿Están todas las áreas de servicio debidamente ubicadas y conectadas?

Estanterías –– ¿Es adecuado el sistema de estanterías para el almacenamiento de la colección? –– ¿Dispone la biblioteca de la adecuada combinación de estanterías para almacenar los diferentes tipos de documentos? –– ¿Hay suficiente espacio para albergar las estanterías de libre acceso y las estanterías compactas? –– ¿Tiene la biblioteca colecciones especiales? En caso afirmativo, ¿en qué tipología de documentos se almacena? –– ¿Cómo se presentan los diferentes tipos de documentos / colecciones especiales? –– ¿Hay suficientes estanterías para almacenar todas las colecciones previstas? –– ¿Son las distancias entre los pasillos adecuadas de acuerdo a las normas? –– ¿Las estanterías compactas se utilizan para a) almacenamiento; b) libre acceso? –– ¿Funciona bien?

Áreas para los usuarios –– ¿Hay un número suficiente de puntos de consulta? –– ¿Hay suficiente variedad de asientos? ¿Qué tipos de asientos hay? (trabajo normal, trabajo con ordenador, estudio, lectura, audición, información y consulta rápida, estudio en grupo, salas de formación, cabinas, trabajo multimedia, descanso y relación, mesa con sillones , butacas de auditorio, etc.) –– ¿Hay suficientes zonas de estudio en grupo? –– ¿Hay espacios destinados al trabajo concentrado / estudio?



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 243

–– ¿Pueden los usuarios mover y reorganizar los muebles en función de sus necesidades? –– ¿Existe una separación adecuada entre los diferentes tipos de puntos de consulta?

Área infantil –– ¿Está organizada como un ámbito separado o como una zona especial? –– ¿Se puede acceder directamente desde la zona de entrada? –– ¿Hay sanitarios cerca del Área infantil? ¿Disponen de cambiadores de pañales? –– ¿Hay espacio disponible para los cochecitos? –– ¿Es el Área infantil adecuada tanto para los bebés como para los niños pequeños? Si es así, ¿cómo se han diseñado los techos (la vista principal para los bebés)? –– ¿Cuenta con ámbitos específicos para las diferentes actividades que provocan diferentes niveles de ruido (reunión, lectura, narración de cuentos, ejercicio físico, las áreas de diversión, etc.)? –– ¿Está el Área infantil acústicamente aislada del resto de la biblioteca? –– ¿Dispone de luz natural? –– ¿Están los muebles diseñados de acuerdo a su función? ¿Hay rincones temáticos que sirvan como lugares de inspiración? –– ¿Dispone de mobiliario para adultos acompañantes? –– ¿Las estanterías y el resto muebles se adecuan a la altura de los niños? –– ¿Existen máquinas de autopréstamo adaptadas a la altura de los niños? –– ¿Dispone el área de espacios destinados tanto a los niños como a las niñas? ¿Deberían haber algunos espacios / esquinas reservados para intereses distintos? –– ¿Hay suficiente espacio para actividades con grupos de niños de guarderías o de centros escolares?

Espacio para los jóvenes –– –– –– ––

¿Es adecuada la dimensión para la población de la comunidad / estudiantes? ¿Está organizada como un ámbito separado o como una zona especial? ¿Está separado del Área infantil? ¿Se encuentra cerca de la zona para los adultos?

244 

 Cuestionario sobre edificios de biblioteca

–– ¿Es atractivo el mobiliario y se adecua el gusto y las necesidades de los jóvenes? –– ¿Se adaptan las estanterías a la variedad de formatos del fondo documental (no ficción, música, DVD, libros en CD o MP3, revistas, cómics, novelas gráficas, etc.)? –– ¿Proporciona el espacio un ambiente agradable y confortable para el estudio, la relación y otras actividades de ocio? –– ¿Se han tenido en cuenta a los jóvenes en la planificación, diseño, implementación, mantenimiento y promoción de este espacio? –– ¿Es el espacio cómodo, alegre y agradable de acuerdo a los gustos de los jóvenes? –– ¿Es diferente el diseño del espacio y del equipamiento del de las otras partes de la biblioteca? –– ¿Es el espacio interactivo, flexible, y ofrece variedad de la tecnología? –– ¿Existe algún tipo de característica o efecto especial con el fin de atraer al público joven? –– ¿Se ofrece la variedad necesaria de asientos y espacios de trabajo? –– ¿Los espacios permiten el trabajo en grupo, el estudio en solitario, sentarse en el suelo y disponer de intimidad? –– ¿Hay suficiente espacio para poder programar actividades con grupos? –– ¿Están música y el arte (elementos importantes de la cultura adolescente) incorporados en el diseño del espacio y en los servicios que se ofrecen? –– ¿El pavimento escogido garantiza su durabilidad?

Zonas de trabajo interno –– –– –– –– –– –– –– –– –– ––

¿Están bien situadas para poder ofrecer los servicios? ¿Son adecuadas para cumplir con los fines previstos? ¿Tienen la dimensión suficiente? ¿Disponen de todos los ámbitos necesarios para el descanso (sala de estar, cocina, etc.)? ¿Dispone la biblioteca de sanitarios específicos para el personal bibliotecario? ¿Cómo se organizan las zonas de trabajo (planta abierta, oficinas separadas, etc.)? ¿Los ámbitos de trabajo son ergonómicos y funcionales? ¿Disponen de iluminación natural? ¿Hay una entrada independiente para el personal? En caso contrario, ¿debería haber una? ¿Dispone la biblioteca de plazas de aparcamiento para el personal?



Cuestionario de evaluación 

 245

Automatización –– –– –– –– –– –– ––

¿Está automatizado el préstamo/retorno de documentos? ¿Están automatizados la clasificación y el transporte de los documentos? En caso afirmativo, ¿existe una programación logística adecuada? ¿Cuenta la biblioteca con un sistema de almacenamiento automatizado? ¿Están estos sistemas bien integrados y funcionando correctamente? ¿Hay algún otro sistema automatizado? Si no los hay, ¿qué otros sistema de transporte de documentos/materiales se utilizan? –– ¿Funcionan adecuadamente todos estos procedimientos de trabajo automatizado?

Mantenimiento –– ¿Es el edificio fácil de limpiar (suelos, sanitarios, etc.)? –– ¿Es el adecuado mantenimiento que se efectúa (limpieza, reparaciones, revisiones, etc.)? –– ¿Las dimensiones y la ubicación de las aberturas causan problemas de limpieza? –– ¿Son las instalaciones de fácil acceso?

Conclusión –– Si se pidieran tres deseos sobre el edificio, ¿cuáles serían? –– ¿Hay alguna cosa que convendría cambiar? –– ¿Hay alguna cosa que sea particularmente satisfactoria?

Contributors Bostick, Sharon, PhD, AMLS, Dean of Libraries Illinois Institute of Technology, Chicago, USA; working experience on numerous library building projects, active member of professional associations, including the American Library Association’s LLAMA Building committees, IFLA Library Buildings and Equipment  Section, Academic Library Advancement and Development Network. She is a member of the IATUL governing board. Chen, Koli, Professor of Architecture, Department of Architecture, former University Librarian, Tunghai University in Taichung City, Taiwan, Republic of China. Forrest, Charles, MA LIS, Director of Library Facilities Emory University, Atlanta, USA. With thirty-five years of experience in academic and research libraries, Charles is a regular presenter at conferences, workshops and institutes. He has been a library juror for the American Institute of Architects/American Library Association Library Building Awards, the American Library Association/International Interior Design Association Library Building Awards, and for Library Journal’s New Landmark Libraries (academic). Franzkowiak, Anette, Dipl.Ing. Architect, Building consultant of the TIB/UB Hannover, Germany. Anette studied first librarianship and started working as a librarian. After studying architecture she has been working as architect in several projects as a freelancer. She is member of the Chamber of Architects Lower Saxony (Architektenkammer Niedersachsen) and of the IFLA Library Buildings and Equipment Section. Latimer, Karen, OBE, MA, Dip LIS, FCLIP, Medical Librarian Queens University Belfast, United Kingdom; Chair: Designing Libraries UK since 2006; Committee member: LIBER Architecture Group since 2011; Committee member and past Chair: IFLA Library Buildings and Equipment Section 2003–2011; Chair: Heath Housing Association & Revolving Fund 2000–2015; Library building advisor on a range of projects. Lukkari, Anna-Maija, M. Sc. Architect, Director of Properties and Facilities in the University of Helsinki. Working experience in the facility organization of University of Helsinki since 1987 supervising building projects and organizing architecture competitions. Group member and chair in the facility and environment group of the Nordic University Administrators Association NUAS 2004–2014. Millán, Mercè, Librarian, Documentalist and Contemporary History Graduate. Currently working as Head of Buildings Programmes and Equipment Section (since October 2009) at Library Services Management Unit – Diputació de Barcelona (Barcelona Provincial Council), Spain. Between 1996 and 2009 Mataró City Public Library Director and Maresme County Coordinator of 23 public libraries. Omella Claparols, Ester. Degree in Library and Information Science (University of Barcelona), and degree in Political Science and Sociology (Autonomous University of Barcelona) and Master in Economics (University of Barcelona), Spain. She is currently Head of Library Planning and Quality



Contributors 

 247

at Diputació de Barcelona (Barcelona Provincial Council). She worked as Associate Professor at the University of Barcelona. Romero, Santi, architect, Head of Library Architecture Unit, Library Services Management Office, Diputació de Barcelona, Spain; member of the international working group that drafted the Technical Report ISO/TR 11219 “Qualitative conditions and basic statistics for library buildings”; member of the jury at various competitions of architectural projects of public libraries; honorary member of the Association of Librarians of Peru; committee member: IFLA Library Buildings and Equipment Section 2005–2013. Consultant, lecturer and author of several articles about library architecture. Scherer, Jeffrey, Bachelor of Architecture, FAIA; Founding Principal/Architect Meyer, Scherer & Rockcastle; Member: American Library Association, Public Library Association; Library Committees: Past-Chair, American Library Association, LLAMA BES Architecture for Public Libraries; Committee Member and Information Coordinator: IFLA Library Buildings and Equipment Section 2011 – 2015. Sinikara, Kaisa, Professor, former University Librarian of the Helsinki University Library, Finland. Member: LERU librarians 2010–2013, Core Group of UNICA Scholarly Communication 2004–2013, Steering Group of the NordinfoLIT 2003–2009, The Council for Finnish University Libraries 2002–2013. Sommer, Dorothea, Dr. phil., MScEcon MLIS, Acting Director of University and State Library Sachsen-Anhalt, Halle (Saale), Germany, Committee member and Chair of IFLA Library Buildings and Equipment Section 2007–2015, Co-editor of ABI-Technik, professional experience relates to library design, Library building advisor.

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Viladrich, M. Assumpció Degree in Library and Information Science  at the Open University of Catalonia. Certificate in Planning and Management of Libraries.  She us currently Head of Programmes and Equipment Unit – Diputació de Barcelona (Barcelona Provincial Council), Spain. Werner, Klaus Ulrich, Dr.phil., Librarian of the Philological Library, the “Berlin Brain” of Freie Universität Berlin, Germany designed by Lord Norman Foster and opened in 2005. Editor of several books, publication of many articles about library design and library management, teacher of library science, lecturer and consultant.