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Introduction 1

Introduction

Introducing Abingdon Elementary

Abingdon Elementary is located in a suburban area in Harford County, Maryland. The

building originally opened in 1992, but quickly became overcrowded due to local development

and housing construction. A renovation was completed in 2001, which added an additional 10

classrooms, a multipurpose room, and space for special education and special area classrooms.

Currently, Abingdon Elementary has a total enrollment of approximately 860 students.

Figure 1: Image retrieved from http://www.hcps.org/schools/SchoolProfile.aspx?schoolID=23

Mission Statement

The school's mission states that "Abingdon Elementary is a caring community where all

students learn and succeed". The library media center plays a crucial role in helping students

Introduction 2

achieve success, by supporting literacy efforts, providing essential resources to students and

staff, and by supporting the goals of the school improvement plan. In the existing facility, the

media specialists strive to meet the standards set forth in the Facilities Guidelines for Library

Media Programs, which state, "school library media programs are recognized as essential to

student achievement because they provide all students and staff members with equal and

timely access to ideas and information" (MSDE, 1998, p. 1). Despite this, implementing a high

quality library media program at Abingdon Elementary is not without challenges.

Assessing Needs

Although Abingdon Elementary was expanded in 2001, the media center was not part of

the renovation effort. For a school with this enrollment total, MSDE (2010) recommends that

the library media center encompass a total of 5,160 net square feet. The existing building is

comprised of 2,924 net square feet - a deficit of 2,236 square feet. Simply put, the existing

media center is too small to accommodate the varied learning needs of such a large student

population. This lack of space has a significant impact on instruction and limits the programs

that the media center is able to offer. Some of the most pressing needs of the media center are

summarized below.

1. Inadequate instructional space -- There is a single instructional space that must

accommodate two library media specialists. Two classes are concurrently scheduled for

library media instruction throughout the day. Generally, one class begins a lesson in the

library and then switches to another location, such as a classroom or computer lab, so that

Introduction 3

the other class can conduct book checkout. A considerable amount of instructional time is

lost as a result of these transitions.

Figure 2: Instructional space within the media center

2. Poor traffic flow -- As shown in Figure 3, high traffic areas are blocked by a reading area.

Due to space limitations, the reading area cannot be relocated to a more appropriate location.

Even when students are not seated on the rug, the placement of the shelves, chair, and easel

impede the flow of traffic from one library space to another.

Introduction 4

Figure 3: Location of reading area

3. Poor lighting -- Lighting consists of high-intensity discharge lights (HID) which have several

disadvantages in a library media center. This type of lighting requires a warm-up and cool-

down period when turned on or off. This means that when the light switch is turned on, it

can take up to ten minutes for the lights to fully illuminate the room. Lights cannot be

temporarily dimmed and there is only one set of light switches which are located at the main

entrance. This is very inconvenient in the instructional area and impacts students' ability to

see images displayed using digital projector and interactive whiteboard.

Introduction 5

Figure 4: Electric lighting in the media center

The photograph above also shows a problem with the natural light. The media center has tall

windows and clerestory windows on three sides of the building, which allow natural light to

illuminate the media center. Unfortunately, sunlight through the east and west-facing

windows causes considerable glare throughout the day. The blinds often need to be manually

adjusted to control light.

4. Inadequate computer access - There are currently seven computers in the media center

that can be accessed by students, which is much lower than recommended by state

Introduction 6

guidelines. Computers are located by the entranceway, in a high traffic area. The computers

are generally used for OPAC access.

Figure 5: Location of computers in the media center

5. Storage space -- The media center includes one storage room for all audio-visual materials,

supplies, and equipment. The storage room doubles as office space for two itinerant media

specialists, who share a desk, and the library media tech. Other than limited counter space,

there is no separate workroom that can be utilized by staff members.

Introduction 7

Figure 6: Storage room and office space combination

6. Study Carrels -- Outdated study carrels consume much needed floor space. These carrels

are never used for their primary function, instead functioning as ad hoc display shelves for

library materials.

Introduction 8

Figure 7: Study Carrels

Solutions

Although it would be possible to reconfigure the existing space to improve functionality,

doing so would not address the underlying issue of insufficient space. Therefore, the best

solution to the problems facing the Abingdon Elementary media center is to expand the facility

to meet recommended state guidelines. In the process, renovations can be completed to

improve the overall design and positively impact student performance. The goal of this project

is to create a space that exceeds expectations for functionality, aesthetics, and comfort.

Environmental Design 9

Environmental Design Elements

Introduction - A Focus on Sustainability

The goal of sustainable or "green" design is to create well-designed buildings that cost

less to operate and maintain. This is accomplished by designing buildings to consume less

energy and utilize natural resources effectively (Brown, 2003). Weiner & Boyden (2001) define

a sustainable building as one that "has a minimal adverse impact on the built and natural

environment, its immediate surroundings, and the broader regional and global setting" (p. 8).

The initial costs of such a facility may be higher than with typical construction; however there

are definite advantages to sustainable design which should be taken into consideration when

planning a library media center. Sustainable design offers two major benefits: immediate cost

savings for the current generation and protection of the environment for future generations

(Brown, 2003).

The U.S. Green Building Council has developed the Leadership in Energy and

Environmental Design (LEED) rating system for sustainable design. The LEED rating system is

accepted by many state governments, including Maryland. Obtaining LEED certification

requires that designers consider six categories, which include sustainable sites, water efficiency,

energy and atmosphere, materials and resources, indoor environmental quality, and innovation

and design. Libraries are an ideal place to incorporate sustainable design elements, since they

will serve multiple generations of patrons. By constructing a library building, we make a

commitment to the future (Weiner & Boyden, 2001).


Ideally, the construction of a school library media center would be one facet of an

entirely new, "green" school building. In this instance, however, the Abingdon Elementary

media center is part of an existing school, and needs only to be expanded and renovated.

Therefore, the scope of the project does not include an application for LEED certification.

Rather, LEED criteria will be considered when planning the environmental design of the

Abingdon Elementary media center, and incorporated when it is both cost effective and

appropriate.

Site Selection

Site design is critical for creating a sustainable design. For the Abingdon Elementary

Media Center, the developers have elected to expand the existing footprint to create a more

spacious and serviceable library. While this decision limits the site selection, it also avoids

disturbing a new site and promotes sustainability by utilizing available infrastructure. The site

of the current media center is located at the end of a main corridor of the school building. Prior

to 2002, the media center was centrally located between two classroom wings, allowing it to

function as a central hub of the school. In 2001, an expansion added a new wing with room for

additional classrooms. As a result, the media center is no longer centrally located within the

school building.

The current architecture of the school does not allow sufficient space to relocate the

media center to a more central location. In addition, such a move would be cost prohibitive

and would impact the ability of the school to function during construction. Keeping the media

center in its current location offers some advantages. The media center is located near a


parking lot, has a separate entrance, and contains an emergency exit. Restrooms and water

fountains are located nearby, in an adjacent hallway. This means that the media center can be

easily accessed for afterschool functions, such as PTA meetings, without needing to open the

entire school building to visitors.

The location of the media center is ideal for expansion purposes. The east wall of the

structure faces a field which is not currently utilized for other school functions. Figure 1, below,

shows an architectural rendering of the existing structure. As noted, the east wall faces an

open field that offers the best possible location for expansion.

Figure 8: Architectural rendering of the Abingdon Elementary media center.


Lighting

Due to its psychological and physiological effects, lighting has the ability to affect the

learning process (Erikson & Markuson, 2007). Therefore, it is critical that high quality lighting

be included in the redesign of the library media center. To achieve this goal, the lighting plan

needs to incorporate both natural daylight and electric light sources. The lighting plan should

also recognize the different purposes for lighting, including task-specific, ambient, display,

wayfinding, and spatial definition (Weiner & Boyden, 2001).

Utilizing natural daylight reduces energy costs and helps ensure high quality lighting

within the media center. MDSE (1998) indicates that windows are an important feature within

a library media center, and that the architectural design could incorporate high clerestory

windows, skylights, bay windows, and window seats. Other researchers, however, suggest that

skylights should be avoided when designing a library media center, since skylights can have a

detrimental effect on acoustics, create glare, and cause fading of library materials (Schlipf,

2011). The environmental design plan should instead take advantage of natural daylight by

combining tall windows with light shelves (Weiner & Boyden, 2001) and by incorporating a

lighter ceiling color (Brown, 2003). As seen in Figure 2, the existing facility incorporates several

of these key features, such as light colored ceilings, tall windows, and high clerestory windows

that allow additional light into the media center. In the current design, these windows are

located on the north, east, and west walls of the media center.


Figure 9: Existing tall windows and clerestory windows on the north-facing wall of the Abingdon Elementary media center.

The redesign of the Abingdon Elementary media center will maintain the style of the

existing architecture. The design of windows on the north-facing wall will be maintained, as

locating primary windows on the north allows for greater lighting control (Eley, 2006). The

amount of tall windows on the east and west sides of the building will be slightly reduced, but

not eliminated, in the redesign plan. This will help to meet MSDE guidelines which state that

the ability to control lighting for audio-visual presentations is an important concern when

illuminating a space using daylight (MDSE, 1998). Currently, the windows allow an

overabundance of light to flood the media center, making it difficult to conduct classes.


Reducing the amount of tall windows will also allow space to be reallocated to be used for

additional casual seating, as indicated in the educational design specifications.

The existing windows will be replaced with glazed windows that contain low-emittance

coatings to reflect visible light and infrared radiation (Vigener & Brown, 2000). This will help

control seasonal temperature fluctuations and reduce overall energy expenditures, thus

promoting the overall goal of sustainability. Motorized, remote-controlled shades, such as

those pictured in Figure 3, will help control natural daylight in instructional areas.

Figure 10: Remote controlled solar shades, available from J & S Drapery and Design Center. http://jandsdrapery.com/window-treatment-design-gallery-commercial/commercial-drapery-design-gallery-syracuse-new-york.htm

Solar shaded filter heat and UV rays, but also allow some natural light and outside visibility.

This makes them an effective choice for a library interior (Markuson & Erikson, 2007)


While natural daylight is an important part of the environmental design plan, it will need

to be supplemented with electric lighting sources. Currently, the media center uses high-

intensity discharge lights (HID) which have the disadvantage of needing time to warm up and

cool off when used. This means that lights need upwards of 10 minutes to achieve full

illumination, and brightness levels cannot be easily adjusted when needed. In the redesign, this

flaw will be addressed with new lighting fixtures. There are three general forms of electric

lighting to be considered in the environmental design plan, as depicted in Figure 4.


Figure 11: A comparison of lightning products with regards to Energy Star compliance. Retrieved from http://www.energystar.gov/index.cfm?c=lighting.pr_what_are

While CFLs (compact fluorescent lights) have longer lasting, energy efficient bulbs when

compared to incandescent (Stoss, 2010), newer LED (light emitting diodes) offer an alternative.

LED bulbs produce more light per watt than conventional lighting, which leads to lower energy

consumption and longer use (Stoss, 2010). LED bulbs also emit 90% less heat, reduce energy

consumption by over 50%, and have a ten-twenty year lifespan (Schaper, 2010). Since the use

of LED lights supports the overall goal of a sustainable design, the environmental design plan


recommends that these be incorporated into the redesign of the Abingdon Elementary media

center.

Researchers have established that indirect lighting is more effective than direct lighting,

because it distributes light evenly, improves visual acuity, and reduces glare (Erikson &

Markuson, 2007). The ceiling height of the Abingdon Elementary media center, approximately

twenty feet, supports the use of indirect lighting. Indirect lighting, also known as up-lighting,

will therefore be incorporated into the environmental design. To reduce shadows caused by

shelving units, lighting fixtures will be placed perpendicular to shelves, rather than parallel to

shelves (Erikison,& Maruson, 2007) Figures 5 -6 shows two possible types of LED lighting

fixtures which may be used in the redesign of Abingdon Elementary. Lighting involves many

possible options and design considerations that will need to be discussed and evaluated based

on recommendations from architects and project managers. Flexibility will be needed to

develop an overall lighting package that is both functional and aesthetically pleasing.


Figure 12: Image retrieved from http://www.illuminationamerica.com/home/index.php?option=com_content&view=article&id=52&Itemid=66

Figure 13: Image retrieved from http://www.logodesignlove.com/category/agencies/page/9


Within the media center, there are areas that require differing amounts of lighting.

Computer areas may need lower intensity, indirect lighting to reduce glare from monitors. In

instructional areas, the use of projectors and interactive whiteboards requires the use of

adjustable lighting. Reading areas, workrooms, and circulation areas will require brighter

lighting. For this reason, MSDE Facility Guidelines (MSDE, 1998) recommend that separate

lighting zones and independent controls be established, so that instructors can vary the light

level as needed. The environmental design plan for the Abingdon Elementary media center

recommends the inclusion of an intelligent lighting control system that (Weiner & Boyden,

2001) automates on and off times and dims fixtures when sunlight is available. Additional

lighting controls, in the form of dimming switches, will be installed in instructional areas.

Finally, a primary control panel will be located near the library entrance for easy access to

lighting controls.

Heating, Ventilation, and Air Conditioning

Heating, ventilation, and air conditioning (HVAC) represent a critical part of the

environmental design. Library media centers need to have good indoor air quality to promote

the health and comfort of users, and to ensure proper functioning and maintenance of

equipment (Erikson & Markuson, 2007). Research suggests, for example, that increasing the

outdoor air supply and reducing moderately elevated classroom temperatures results in

significantly improved student performance (Wargocki & Wyon, 2006). Heating and cooling a


large space, such as a media center, is a costly endeavor - especially in an era of tight budgets

and inadequate funding. An adequate, energy efficient HVAC system is therefore vital to the

overall redesign of the Abingdon Elementary media center.

The environmental design plan recommends that an independent HVAC system be

installed in the Abingdon Elementary media center. This will allow the media center to be used

after school hours, and will maintain the humidity and temperature levels needed to preserve

materials and equipment (Erikson & Markuson, 2007). MSDE (1998) establishes the following

guidelines for HVAC in school library media centers:

Maintain year-round temperatures of 72°-76° Fahrenheit within the media center.

Maintain relative humidity between 30%-60%.

Most schools utilize an overhead air distribution system, in which delivers air into a space

through overhead ductwork and ceiling diffusers. When designed properly, overhead systems

are effective for controlling room temperature. Overhead systems, however, create noise that

negatively impact a room's acoustics and are not the best choice for controlling air

contaminants (Architectural Energy Corporation, 2005).

Eley (2006) recommends that displacement ventilation systems be considered when

designing and constructing school facilities. In a displacement ventilation system, cool air is

supplied near the floor, where it pools, spreads, and then slowly rises towards the ceiling. A

typical displacement ventilation airflow pattern is shown in Figure 7. Displacement ventilation

offers many benefits, including improved indoor air quality, reduced power consumption, and

improved acoustics (Architectural Energy Corporation, 2005). The environmental design plan


for the Abingdon Elementary media center recommends that displacement ventilation be used

in the construction of the new facility.

Figure 14: A displacement ventilation system, in which cool air rises vertically from floor to ceiling. Retrieved from http://www.energydesignresources.com/media/1723/EDR_DesignBriefs_displacementventilation.pdf?tracked=true

Indoor Air Quality

To further promote indoor air quality, the environmental design will also seek to limit

the impact of contaminants, such as particulates, fumes, and gases that may negatively impact

humans working in the media center (MSDE, 1998). Improving indoor air quality is a major

concern under the LEED standards, which recommend the use low volatile organic compounds


(VOC) materials, adhesives, and finishes during construction (Brown, 2003). Using low VOC

paint, for example will reduce noxious chemicals in the air. The environmental design for the

Abingdon Elementary media center includes the following recommendations:

Select low VOC materials for use during construction of the library media center.

Select furnishings and finishes that are nontoxic, and do not have a negative impact on

air quality (Eley, 2006)

Choose operable windows that can be opened from to improve air circulation and

ventilation.

Utilize remote controlled ceiling fans to improve air circulation and reduce demands on

the HVAC system.

Power requirements

Today's students and staff need access to multiple forms of technology, such as

interactive whiteboards, digital projectors, and computers. There is an increased obligation on

school library media centers to provide sufficient electric power to meet the needs of all users.

This necessitates that the environmental design consider both the inherent costs of providing

power and the need for flexible spaces that can be changed to accommodate future

technology. To accomplish this goal, the environmental design of the Abingdon Elementary

media center incorporates the following recommendations:


To reduce power consumption replace existing PC's with thin clients. Thin clients are

low-powered PC's embedded with a scaled down version of Windows that use one-

tenth the power of regular computers (Urbanska, 2009).

Using Intel VPro, program computers to power on and off automatically, thereby

conserving electricity.

Replace CRT monitors with LCD monitors that consume less energy and generate less

heat (Rogers & Kuzyk, 2009)

When choosing copiers, computers, and printers, select Energy Star rated equipment

that use less power. These have the added advantage of producing less heat and will

assist in controlling the temperature in the media center.

The Abingdon Elementary media center will need to increase the number of available power

outlets to provide accessibility for patrons and flexibility and to adapt space to changing

technology (Kelley, 2011). While elementary school students are currently unlikely to need

power outlets to charge laptops, this could change in the future. In the meantime, adults using

the facility could benefit from strategically placed power outlets. By incorporating wall and

floor outlets into the library design, it increases the ability to adapt the space as the needs of

patrons change. Specific recommendations for the Abingdon Elementary media center include:

Raised floors which would permit outlets to be installed or moved easily for flexible use

of space (Kelley, 2011).

Additional power outlets in staff offices, workroom, teaching spaces, and student work

areas, and at the circulation desk.


Provide data drops and power outlets for computer stations, interactive whiteboards,

and audio-visual equipment (Erikson & Markuson, 2007).

Place surge protectors and backup power supplies on equipment to prevent damage or

data loss in the event of a power disruption (Erikson & Markuson, 2007).

Provide infrastructure to support existing school-based wired network and future

wireless networking

Connect to newly installed fiber-optics for access to high-speed internet

Acoustical Considerations

Evidence suggests that poor classroom acoustics can negatively impact the learning

environment (Dockrell & Shield, 2006). The higher ceilings and expansive spaces within a

typical media center make acoustical planning even more imperative. The Maine Association

of School Libraries (MASL) notes that acoustical treatments are needed within the library media

center to prevent excessive noise from a variety of sources (2010). Potential sources of noise

include internal factors, such as equipment, fans, and patrons. External noise factors, such as

hallways, also need to be considered when planning a library media center. The way that noise

bounces off of walls and ceilings and reverberates throughout the media center can

significantly impact the quality and intelligibility of speech (Dockrell & Shield, 2006).

As already noted in this environmental design plan, the role of the HVAC system on

library acoustics has already been established and measures enacted to reduce noise pollution

resulting from the ventilation system. In addition, carpeted flooring will be used to absorb

sound. MSDE (1998) acknowledges that carpet is the preferred flooring material for library


media centers, in part because of its noise reduction capabilities. A more in-depth analysis of

flooring will be provided in the next section of the environmental design plan.

Additional measures need to be enacted to create the most desirable acoustics within

the new media center. For the most part, designing spaces with special acoustical

requirements, such as theaters or music rooms, or any spaces with complex noise problems,

should be handled by a professional acoustical consultant (Acoustical Society of America, 2000).

The following environmental design criteria for the Abingdon Elementary media center are

based upon recommendations of the Acoustical Society of America (2000), which comments

that

Exterior walls will be built using concrete block to reduce noise disruption from outside

activities.

Windows will use double-paned glass to provide greater noise reduction.

Use a suspended ceiling system that incorporates sound absorbing acoustical tiles and

sound reflecting surfaces in an arrangement that promotes good acoustics.

Use fabric-faced glass fiber wall panels to improve sound absorption (Figure 8 and

Figure 9).


Figure 15: Proposed acoustical wall panels

http://www.acousticalsurfaces.com/fabric_panel/fabric-wrapped-wall-panels.html


Figure 16: Possible configurations for acoustic panels http://www.acousticalsurfaces.com/fabric_panel/fabrisorb_photos.htm

Flooring

Carpet is the material of choice for libraries, due to its sound absorption properties,

comfort, and appeal (MSDE, 1998). Modular carpet, also known as carpet tiles, offers several

advantages over traditional carpet. It is less expensive to install than traditional carpet. Carpet

tiles can be installed in a variety of patterns and color combinations to designate areas within

the media center or to direct foot traffic (Erikson & Markuson, 2007). If damage occurs to one

section of the floor, that section can be easily replaced without recarpeting the entire floor,

thereby reducing cost and generating less disposable materials that might end up in a landfill.

To comply with ADA guidelines, carpet tiles with less than ½ inch pile will be securely

installed. This will allow wheelchairs to function properly and promote safety for all library

patrons. For the Abingdon Elementary media center, FLOR carpet tiles have been selected (see

Figure 10).


Figure 17: Carpet tiles from www.flor.com

The selected FLOR tiles meet ADA requirements with a total thickness of .340 inches (see Figure

7). The FLOR Company also maintains a commitment to sustainability that supports the overall

environmental design plan for the Abingdon Elementary media center. The floor tiles are made

from renewable and recycled content. They are also recyclable. As shown in Figure 11, FLOR

carpet tiles meet or exceed the Carpet and Rug Institute's Green Label Plus standards for low

VOCs. This will help ensure that the carpeting does not have a negative impact on indoor air

quality within the media center.


Figure 18: Specifications for carpet tiles, obtained from www.flor.com

Other Design Considerations

Provide a sink in the workroom

Provide an emergency exit

Provide emergency lights

Provide telephone jacks and ADA compliant telephone system


Conclusion

Creating a sound environmental design for a school library media center is a complex

process. To achieve an appropriate and effective environmental design, media specialists and

other members of the planning committee must rely on the expertise of architects, contractors,

and consultants who specialize in school construction. Despite this, the media specialist needs

to have an understanding of the needs of the library media center and a vision for how the

space will be utilized. By communicating these needs clearly to facilities planners, the media

specialist can impact the overall design and ensure that the media center will serve the needs

of all stakeholders. The environmental design plan for the Abingdon Elementary media center

forms the basis for a sustainable library that will meet the needs of students, staff, and

community.


References

Acoustical Society of America. (2000). Classroom acoustics - a resource for creating learning

environments with desirable listening conditions. Retrieved June 14, 2012 from

http://acousticalsociety.org/about_acoustics/acoustics_of_classrooms

Americans with Disabilities Association (2002). ADA accessibility guidelines for buildings and

facilities. Retrieved May 7, 2012 from

http://www.access-board.gov/adaag/html/adaag.htm#4.30

Architectural Energy Corporation (2005). Design brief: Displacement ventilation. Energy

Design Resources. Retrieved June 14, 2012 from

http://www.energydesignresources.com/media/1723/EDR_DesignBriefs_displacementv

entilation.pdf?tracked=true

Brown, Bill (2003). The new green standard. Library Journal, 128(20), 61-64. Retrieved May 1,

2012 from Education Research Complete.

Dockrell, J. E., & Shield, B.M. (2006) Acoustical barriers in classrooms: The impact of noise on

performance in the classroom. British Education Research Journal, 32(3), 509-525.

Retrieved June 14, 2012 from Education Research Complete

Erickson, E. & Markuson, C. (2007). Designing a school library media center for the future.

Chicago, IL: American Library Association. Retrieved May 8, 2012 from Education

Research Complete.


Eley, C. (2006). High performance school characteristics. ASHRAE Journal, 48(5), 60-66.

Retrieved June 14, 2012 from Education Research Complete.

Johnson, Doug (1998). Some design considerations when building or remodeling a media

center. Retrieved May 15, 2012 from http://www.doug-johnson.com/dougwri/some-

design-considerations.html

Kelley, Michael. (2011). The quiet plug crisis. Library Journal, 136(2), 24-25. Retrieved May 1,

2012 from Education Research Complete.

Maine Association of School Libraries (2010). Facilities handbook. Retrieved May 15, 2012

from http://www.maslibraries.org/resources/pubs/facilities/considerations.html

Maryland State Department of Education (1998). Facilities guidelines for library media

programs. Retrieved May 8, 2012 from

http://www.marylandpublicschools.org/NR/rdonlyres/EC67FB12-FE6B-464A-A2AD-

D0C6307773E3/10028/MSDEFacilitiesGuidelinesforLibraryMediaPrograms199.pdf

Rogers, M. & Kuzyk, R. (2009). Green in lean times. Library Journal: Library by Design

Supplement, 10-11. Retrieved May 1, 2012 from Education Research Complete.

Schaper, L. L. (2010). Let "green" creep. Library by Design: Library by Design Supplement, 6-9.

Retrieved May 1, 2012 from Education Research Complete.

Schlipf, F. (2011). The dark side of library architecture: The persistence of dysfunctional design.

Library Trends, 60(1), 227-255. Retrieved May 1, 2012 from Education Research

Complete.


Schneider, M. (2002). Do school facilities affect academic outcomes? National Clearinghouse

for Educational Facilities. Retrieved June 14, 2012 from

http://www.ncef.org/pubs/outcomes.pdf

Stoss, Frank (2010). Libraries taking the "Leed". Online, 34(2), 20-27. Retrieved May 1, 2012

from Education Research Complete.

Urbanska, Wanda (2009). A greener library, a greener you. American Libraries, 40(5), 52-55.


Vigener, N. & Brown, M. (2009). Building envelope design guide - glazing. Retrieved June 15,

2012 from www.wbdg.org/design/env_fenestration_glz.php.

Wargocki, P., & Wyon, D. P. (2006). Research report on effects of HVAC on student

performance. ASHRAE Journal, 48(10), 22-28.

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Signage and Displays 34

Signage and Displays

Introduction

The redesign for the Abingdon Elementary Media Center includes a plan for signage,

which is intended to be an integral component design (Erikson & Markuson, 2007). Effective

library signage should be an extension of the library marketing program, not only welcoming

students into the library, but promoting also promoting available resources and programs.

While signage will never compensate for an ineffective library program, Young (2010) notes

that when used effectively, signage helps create an appealing, user-friendly environment.

Existing Signage

When planning changes, Schmidt (2011)

recommends conducting an audit of existing

signs in order to determine their message,

location, attitude, and aesthetic. Currently, the

Abingdon Elementary Media Center includes a

limited amount of existing signage. The

everybody, fiction, and nonfiction areas are

identified with signs indicating their location.

These signs, visible in Figure 1, consist of neon green, yellow, or pink lettering on a blue

background.

Figure 19: Existing Library Signage


Additional signage on the ends of nonfiction bookshelves indicates the Dewey Decimal

range of books on each shelf. A few scattered posters, mostly marketing materials provided by

publishing companies, appear on walls. Shelves holding Everybody Books are marked with

alphabetically to promote easy access to materials by younger students. Animal cutouts are

used to label the materials in the 500's section to help students locate books on a particular

animal. Bulletin boards on either side of the circulation desk are used to create colorful

displays.

Although the current signage provides students with some guidance when entering the

media center, it does not always provide the most consistent or visually appealing information

to library users. Some signs show evidence of wear or fading. The placement of other signs

does not match the location of the materials they purport to identify. For example, signs

hanging on the shelves mark the decimal ranges of nonfiction materials, but these signs do not

always match the decimal ranges shown at the tops of shelves (see Figure 2). In some

instances, the signage appears

outdated or serves to useful

function. Some areas, such as

the computers and circulation

desk, do not contain any

signage. To function effectively,

all signage should have a clear

purpose and message -

haphazard placement, redundancy, and inconsistency lead to visual clutter (Young, 2012). Figure 20: Existing signage to help students locate decimal ranges


Therefore, in planning the redesign of the facility, special care will be taken to ensure that

signage is consistent, relevant, and appealing to library users.

Types of Signage

Hedge (n.d.) notes that there are four basic categories of signage: wayfinding,

identification, instructional, and emergency signage. Each of these is addressed in the redesign

plan.

Wayfinding Signage

Sometimes referred to as directional signage, wayfinding is an architectural term

indicating how humans orient themselves and choose paths within a building (Barclay & Scott,

2012). These types of signs are used to guide patrons through the media center. Barclay &

Scott (2012) recommend using a minimal amount of directional signage that is carefully placed

so that patrons see it at appropriate "bump points". These bump points are places within the

building where people slow down or stop while considering the next direction they will take. In

a school media center, directional signage is not as vital as it would be in a larger building, such

as a university library with multiple rooms or floors. Nonetheless, directional signage is needed

to ensure that patrons are able to locate the media center and navigate to major areas with its

confines.

After the redesign, the media center entrance will be marked with a custom ADA

compliant signage (See Figure 3). To blend with the proposed color scheme for the media


center, the text will be white on a blue background. These signs meet ADA requirements by

incorporating raised letters and Braille.

Signs marking major areas within the library will be included under the category of wayfaring

signage, although they will also serve as identification signs. Areas of the library which need

signage include:

Fiction

Nonfiction

Figure 21: ADA Custom Signage available at www.gaylord.com


Easy/Everybody books

Reference

Computers

Circulation Desk

The extremely high ceilings within the library, which will be maintained as part of the redesign

plan, are not conducive to hanging signs. Instead, library areas will be identified using custom

vinyl, wall-mounted letters, as shown in Figure 4.

Figure 22: Wall mounted vinyl letters available through www.gaylord.com

To blend with the chosen color scheme for the media center, the custom letters will be ordered in red,

blue, yellow, and green. The selected colors are depicted in the color swatch shown in Figure 5.

Lettering will comply with ANSI regulations which specify a ratio of 25 feet per inch of text (Hedge, n.d.)


Figure 23: Color swatches for custom vinyl lettering

Identification Signage

Within the media center, signage will be needed to help students identify Dewey

decimal ranges, genres, and alphabetical order for fiction shelves. These signs need to be highly

visible, attractive, and consistent with the overall color scheme proposed in the design plan.

Custom acrylic cubes will be used to provide distinctive signage for the tops of freestanding

shelves (see Figure 6 and 7). Since custom signs will be ordered, a sans serif font between 5/8 "

and 2" will be selected in order to comply with ADA guidelines (Hedge, n.d.)


In addition, each shelf will be appropriately labeled using shelf label holders (see Figure 8). As

the library collection changes, these shelf labels can be easily updated. Shelf label holders will

be purchased in colors that coordinate with other library signage, specifically red, blue, yellow,

and green.

Figure 24: Custom acrylic cubes for shelf markers, available from www.bibliobanners.com


Figure 25: Acrylic cubes for nonfiction shelves

Figure 26: Slip-on shelf labels available from www.gaylord.com


Instructional Signage

Instructional signage will be needed in selected areas of the media center. To prevent

visual clutter, digital signage will be used at the circulation desk, computer area, and in the

stacks. At the circulation desk, an LCD display and Exhibio Digital Signage system (see Figure 9)

will be used to remind students about checkout and return procedures. An advantage of digital

signage is that is easily visible and attracts the attention of library patrons, who might otherwise

fail to notice the information (Larson & Quam, 2010). The LCD display will also be used to

inform students and staff about temporary changes to schedules or library policies. Using

digital signage at the circulation desk will help prevent the accumulation of temporary signs in

other parts of the library. These so-called temporary signs can interfere with the consistency of

the overall signage plan and prevent discrepancies between posted messages and actual

practices (Ragsdale & Kenney, 2008).


Figure 27: A digital signage system available from www.gaylord.com

Using the digital display system a large number of message slides can be created, saved, and

modified to keep the signage updated (McMorran & Reynolds, 2010). Ideally, increased variety

will lead to greater awareness and interest on the part of patrons.

Another form of digital signage - digital frames - will be used at the computer area and

in the stacks. Digital frames offer many of the advantages as LCD displays, but on a smaller

scale and with less expense (McMorran & Reynolds, 2010). In the computer area, a digital

frame (see Figure 10) will be used to help students access the OPAC system, navigate to specific

websites, and access programs. In the stacks, digital frames will be used to draw attention to

new or noteworthy library materials and inform students about upcoming events or programs.

In this sense, the frames will help market the library to a larger audience.


Figure 28: Example of a 10 inch digital frame available from www.gaylord.com

Emergency Signage

A minimal amount of emergency signage is needed in the Abingdon Elementary media

center. To meet existing fire codes, all areas within the school building must display an

emergency evacuation plan. Since these plans are updated on a yearly basis, a sign holder will

be purchased so that plans can be displayed and changed as needed (see Figure 11). An LED

sign will also be used to indicate emergency exits within the library.


Figure 29: Sign holder for an emergency evacuation map, available from www.gaylord.com

Figure 30: Image retrieved from http://www.lithonia.com/commercial/LED%20Integrated%20Exit-Unit%20Combos.html?pt=Emergency


Americans with Disabilities (ADA) Compliance

ADA Guidelines (ADA, 2002) Implementation in the Redesign

4.30.2* Character Proportion. Letters and

numbers on signs shall have a width-to-height

ratio between 3:5 and 1:1 and a stroke-width-

to-height ratio between 1:5 and 1:10.

Fonts will be selected that comply with this

standard. An effort will be made to choose a

consistent, sans serif font for all library signage.

4.30.3 Character Height. Characters and

numbers on signs shall be sized according to

the viewing distance from which they are to

be read. The minimum height is measured

using an upper case X. Lower case characters

are permitted.

Custom vinyl letters used for wayfaring signs will

be a minimum of three inches high. Upper and

lower case letters will be used.

4.30.4 Raised and Brailled Characters and

Pictorial Symbol Signs (Pictograms). Letters

and numerals shall be raised 1/32 in (0.8 mm)

minimum, upper case, sans serif or simple

serif type and shall be accompanied with

Grade 2 Braille. Raised characters shall be at

least 5/8" in (16 mm) high, but no higher than

2" in (50 mm). Pictograms shall be

accompanied by the equivalent verbal

description placed directly below the

Entrance sign, which is permanent, contain raised

and Brailled characters.


pictogram. The border dimension of the

pictogram shall be 6 in (152 mm) minimum in

height.

4.30.5 Finish and Contrast. The characters and

background of signs shall be eggshell, matte,

or other non-glare finish. Characters and

symbols shall contrast with their background --

either light characters on a dark background

or dark characters on a light background.

ADA compliant entry-way signs have a light

colored letters on a non-glare blue

background for acceptable contrast.

Evacuation map uses a non-glare finish.

All custom vinyl letters will be ordered in

primary colors which will contrast with the

white paint used on the library walls.

4.30.6 Mounting Location and Height. Where

permanent identification is provided for

rooms and spaces, signs shall be installed on

the wall adjacent to the latch side of the door.

Where there is no wall space to the latch side

of the door, including at double leaf doors,

signs shall be placed on the nearest adjacent

wall. Mounting height shall be 60 in (1525

mm) above the finish floor to the centerline of

the sign. Mounting location for such signage

shall be so that a person may approach within

3 in (76 mm) of signage without encountering

The entrance to the Abingdon Elementary

Media Center consists of two double doors,

which swing outwards for visitors to enter (see

Figure ) Since there is limited wall space on

either side of the doors, the permanent

identification sign for the media center will be

placed on the nearest adjacent wall, to the

right of the doors. To comply with ADA

guidelines, the sign will be mounted 60 inches

above the floor. An existing mounted fire

extinguisher will need to be repositioned to

allow three inches of clearance around the


protruding objects or standing within the

swing of a door.

sign.

A4.30.8 Illumination Levels. Illumination

levels on the sign surface shall be in the 100 to

300 lux range (10 to 30 footcandles) and shall

be uniform over the sign surface. Signs shall

be located such that the illumination level on

the surface of the sign is not significantly

exceeded by the ambient light or visible bright

lighting source behind or in front of the sign.

Correct illumination of signage will be

achieved as part of the environmental design

plan for lighting. A combination of natural

lighting, electric lighting, and sign placement

will be used to ensure correct illumination of

signs.

Displays

Student artwork and projects can be displayed within the school library media center,

but care should be taken to avoid visual clutter (MSDE, 1998). Therefore, the newly redesigned

Abingdon Elementary media center will include two display case specifically designated for

student work. These display cases will be placed in a highly visible location near the media

center entrance, and will be a focal point of future library marketing efforts.


Figure 31: Waddell Spirit Display Case, available from www.demco.com


References

Americans with Disabilities Association (2002). ADA accessibility guidelines for buildings and facilities.

Retrieved May 7, 2012 from http://www.access-board.gov/adaag/html/adaag.htm#4.30

Barclay, D. A. & Scott, E.D. (2012). Directions to library wayfinding. American Libraries, 43(3/4), 36-38.


Erickson, E. & Markuson, C. (2007). Designing a school library media center for the future. Chicago, IL:

American Library Association. Retrieved May 8, 2012 from Education Research Complete.

Hedge, A. (n.d.). Cornell University library signage. Retrieved May 15, 2012 from

http://ergo.human.cornell.edu/AHProjects/Library/librarysigns.pdf

Larson. K. & Quam, A. (2010). The modernization of signs: A library leads the way to digital signage.

Computers in Libraries, 30(3), 36-38. Retrieved May 8, 2012 from Education Research Complete.

Maryland State Department of Education. (1998). Facilities guidelines for library media programs.

Retrieved May 8, 2012 from http://www.marylandpublicschools.org/NR/rdonlyres/EC67FB12-

FE6B-464A-A2AD-D0C6307773E3/10028/

MSDEFacilitiesGuidelinesforLibraryMediaPrograms199.pdf

McMorran, C. & Reynalds, V. (2010). Sign-a-palooza. Computers in Libraries, 30(8), 6-9, 47. Retrieved

May 8, 2012 from Education Research Complete.

Ragsdale, K. & Kenney, D. (1995, May). Flyer 208: Effective library signage. Association of Research

Libraries. Retrieved on May 15, 2012 from http://www.arl.org/bm~doc/spec-208-flyer.pdf

Schmidt, A. (2011). The user experience: Signs of good design. Library Journal, 136(2), 17. Retrieved

May 8, 2012 from Education Research Complete.

http://www.arl.org/bm~doc/spec-208-flyer.pdf


Young, T. E. (2010). Marketing your school library media center: What we can learn from national

bookstores. Library Media Connection, 28(6), 18-20. Retrieved May 8, 2012 from Education

Research Complete.

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