Library building planning in Indonesia: Republic of...

REPUBLIC OF INDONESIA University Library Development

Library Building Planning in Indonesia

-

by Frazer G . Poole

(>j

' Serial N o . F M R / P G I / O P S / 8 0 / 2 2 5 (UNDP)

United Nations United Nations Educational, Development Scientific and Cultural Programme Organization

Restricted UNDP/INS/78/057 Technical Report

Paris, 1981

I N D O N E S I A

Library Building Planning

in Indonesia

by

Prazer G. Poole

Report prepared for the Government o£_-±he--Republic of Indonesia by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

Technical Report UNDP/lNS/78/057 FMR/PGI/OPS/80/225 (UNDP) 31 December 1980

© Unesco I98O

Printed in Prance

TABLE OF CONTENTS

Page

INTRODUCTION 1

Objectives of the Mission. . 1

Institutions Visited 3

Acknowledgments 5

Method of Survey 6

Audience 7

PRESENT STATUS OF LIBRARY DEVELOPMENT AND BUILDING PLANNING IN INDONESIA. 9

BUILDING PLANNING AS RELATED TO LIBRARY AND UNIVERSITY POLICIES . . . . 15

Libraries and Information Centres or Warehouses for Textbooks 15

Closed Access vs. Open Access 18

Location of Essential User Services 20

Central Libraries vs. Facul'ty Libraries 23

Libraries and Learning Resources Centres- . . . . 27

Occupancy of the Building by Units Other Than the Library 35

MAJOR STEPS IN THE BUILDING PLANNING PROCESS. . . . 38

The Organizational Structure 38

The Written Building Programme 46

The Planning Team 50

The Architectural Design Process 53

BASIC CHARACTERISTICS OF A GOOD LIBRARY BUILDING. . 57

Life Expectancy . . 57

Site and Orientation 58

Expandability 65

Simplicity of Design 68

Flexibility . . . 71

Page

BASIC CHARACTERISTICS OF A GOOD LIBRARY BUILDING (Continued)

Modular Design and Bookstack Arrangement 71

Bookstack Dimensions and Design 82

Floor Loading 84

Lighting , 85

Air-conditioning 88

Automation .89

Elevators and Booklifts 92

GENERAL DESIGN CONCEPTS 93

Location of Core Elements 95

Number of Floors 96

Ceiling Heights .101

Workflow, Traffic Patterns and Building Organization 103

SPACE REQUIREMENTS AND SPACE CALCULATIONS 112

Workspace and Seating Allowances for Readers .112 Bookstack Capacities & Space Allowances 115

Other Space Allowances 119

Space Summary .120

Building Efficiency 120

CONCLUSION 122

APPENDIX I. SURVEY FORM FOR THE UNIVERSITY LIBRARIES OF INDONESIA 123

APPENDIX II. THE AUDIO-VISUAL CENT33 130

APPENDIX III. SUGGESTED OUTLINE FOR AN ACADEMIC LIBRARY BUILDING PROGRAMME 135

APPENDIX IV. BASIC DIMENSIONS & SPACE ALLOWANCES FOR BOOKSTACK3 & SEATING 146

FIGURES

Page

Figure 1. Suggested Organizational Structure for Small to Medium Size Libraries. . . . 40

Figure 2. Incorrect Orientation of Existing Library 62

Figure 3. Unsuitable Location of Proposed New Library 63

Figure 4. Better Location of Proposed Library on New Campus 64

Figure 5. Layout of Bookstacks in a Bay of 6.85 Meters 79



Figure 8. Location of Core, Alternative No. 1 . 97

Figure 9. Location of Core, Alternative No. 2 ' . . 98

Figure 10. Location of Core, Alternative No. 3 . . . . . . 99

Figure 11. Functional Arrangement for-Medium Size University Library, Entrance Level 105

Figure 12. Functional Arrangement for Medium Size University Library, Lower Level 106

Figure 13. Functional Arrangement for Medium Size University Library, Upper Level 107

TABLES

Page

APPENDIX IV.

TABLE I. Volumes per Linear Meter of Shelf and per Single-Faced Section of Bookstack with Seven Shelves 148

TABLE II. Shelf Depths for Various Materials. . . 149

TABLE III. Recommended Spacing for Bookstacks. . . 150

TABLE IV. Area Allowances for Single-Faced Sections of Bookstack, One Meter Wide 151

TABLE V. Seating Allowances . . 152

TABLE VI. Staff Work Station Allowances 153

IÎIS/78/057 - University Library Development

LIBRARY BUILDING PUNNING IN

INDONESIA

Technical Report

,INTRODUCTION

1. This report sums up the findings and conclusions of a consultant

mission carried out in two stages (12 April to 12 May and 14 June to 16 July I98O)

as part of the project INS/78/057 - University Library Development - being carried

out by the Department of Education and Culture, with financial assistance from

the United Nations Development Programme (UNDP) and the technical co-operation of

the United Nations Educational, Scientific and Cultural Organization (Unesco).

Objectives of the Mission

2. The long-range objective of the project is to assist the Government of

Indonesia and the country's institutions of higher learning"in planning more

efficient and more effective library buildings to support growing academic

programmes.

3» The immediate objectives of the mission were as follows:

(a) to analyze and evaluate the present building

conditions and services carried out at nine

selected university libraries with post

graduate programmes.

/...

(b) To design the outline of a library building

programmme document for each of the nine selected

university libraries with postgraduate programmes.

(c) To design an effective programme of building

planning management among the nine universities.

(d) To draw up a plan of action for further development '

of the proposed building planning for the universities"

(e) To hold a workshop for selected library staff on

library building planning for not more than two weeks.

4. Objectives (a) through (d) are addressed in the present

report, although, perhaps in a different manner from that

originally envisesed . It was not possible, for example,

to prepare a separate building programme".. for each of the

nine selected university libraries." Such a-task would have

required two to three weeks at each institution, in addition

to the time required to prepare a document that might run

from 100 to 150 pages in each instance. In some situations,

also, the institutions concerned already had prepared, or had

had prepared by others, detailed library building programmes.

A few institutions already had tentative building plans.

5. This report does include, as Appendix III, an outline

for a suggested model building programme that can be modified

as necessary to suit local needs and conditions.

6. Objective (c) above, implies the development of a single

"Buildings Management Program" to be followed uniformly by

the institutions involved. This would require a book-length

document and significant additional time to prepare. It

also became clear to the consultant during the mission that

each institution of higher learning had its own distinct

planning and operating procedures and policies, as well as

its own timetable for planning and development. As a result,

such uniformity and coordination in planning management would

not be feasible or find acceptance. In the long-range view,

such uniformity is probably undesirable. .

7. It was not possible to carry out objective (e) because

local authorities could not convene a meeting of the appro

priate library staff members.. As a substitute for the work

shop, the consultant was asked to give an illustrated lecture

on library building planning at the conference of Indonesian

librarians held in Denpasar, Bali, 21-24 June 1980. This talk

is to be published by the Library Association at an early

date.

Institutions Visited

8. As originally planned, the mission was to have surveyed

the libraries of nine universities offering postgraduate

work. (See objective (a) above.) When the consultant arrived

in Indonesia, however, he found that this program me .-had-been

expanded to include the institutions listed below. The nine

Class A institutions originally scheduled for survey are

indicated by asterisks.

(a) • Universities

* Airlangga, Surabaya

Brawijaya, Malang

Diponegoro, Semarang

Gajah Madah, Yogjakarta

Hasanuddin, Ujung Pandang

Indonesia, Jakarta

Pajajaran, Bandung

North Sumatra, Medan

Udayana, Denpasar

(b) IKIP Institutes (Institut Keguruan dan Ilmu Pehdidika)

* IKIP Bandung -—-

* IKIP Jakarta

IKIP Semarang

IKIP Surabaya

* IKIP Malang

IKIP Medan

IKIP Yogjakarta

Page

(c) Technological Institutes

* Institut Teknologi Bandung

Institut Teknologi Surabaya

* Institut Pertanian Bogor

(d) Private Universities

Satya Wacana Cristen, Salatiga

(e) Other Libraries

National Documentation Center, Jakarta

Central Museum Library, Jakarta

Idayu Foundation Library, Jakarta

Acknowledgments

9. This mission could not have been accomplished without the

help and cooperation of the UNDP office in Jakarta and cogni

zant Indonesian government officials and librarians.

10. The consultant would like to express his particular

appreciation to Mr. Audeh So'ussou, Assistant Resident UNDP

Representative in Jakarta, for his thorough briefing on the

background of the project and for his assistance in other

ways during the mission.

11. As set forth in the contract document, the mission was

to be "under the general guidance and in close collaboration

with ... the Directorate General of Higher Education." Ing. S.

Pramoetade, Deputy Director of this office, provided much

additional background on the project. This office assigned

Dra. Ny. Parlinah Moedjono, Director of the Library at the

University of Airlangga, and head of the nation's Task Force

on Library Development to provide direction for the mission

and to serve as the consultant's adviser. In turn, Dra.

Moedjono assigned Drs. Adjat Sakri, Director of the Library

at the Technological Institute of Bandung, as the consultant's

counterpart for the mission'. The consultant would like to

take this opportunity to express his deep appreciation to-

both Dra. Moedjono and Drs. Sakri for giving so generously

of their time and their knowledge during the mission. Without

their in-depth knowledge of the academic library situation

in Indonesia, the mission would certainly have been more

difficult. Drs. Sakri, who accompanied the consultant on

his tourtwas not only a most congenial traveling companion

but a constant" and informed source of information on cultural

matters, traditions, and customs, as well as on library

practices and problems.

Method of Survey

12. The consultant, accompanied by his Indonesian counterpart,

visited each of the institutions listed, inspected the library

facilities, undertook a brief survey of the collections, and

discussed building planning and administrative problems with

the librarians. Where planning for new buildings was in

progress, drawings were reviewed and critiqued with the

librarians, and administrative staff. In one instance, the

Institut Pertanian Bogor, the consultant made a second visit,

at the request of the Deputy Rector, for an in-depth discus

sion of the proposed new library, with the librarian and the

Institut1s Campus Planning and Development Committee. This

meeting provided an opportunity for a wide-ranging discussion

of the principles of library planning and administration.

13. These library .surveys were facilitated by a questionnaire

prepared in advance and submitted to each librarian. Not

all of these questionnaires were completed and returned to

the consultant, but those that were provided good documentation

of the conditions found during the survey. The survey form

is included as Appendix I to this report.

Audience

14. As is natural in a broad ranging technical review, the

present report is addressed to several audiences. Some parts

are of the most immediate interest to the government, more

specifically to the Office of the Directorate General of

Higher Education. University administrative officers and

Planning and Development committees will be interested in

some aspects of the report. It is the latter two groups,

for example, who must take the initiative in seeing that

librarians are included as members of the planning team.

These same groups should also be aware of the damage done

to their library yogrammes when so-called "Learning Resources

Centers" are established in separate physical facilities and

in competition with the university libraries. Finally, the

more detailed planning data will be of interest to the

librarians and architects who will have the responsibility

for programming, planning, and designing the academic librar

ies of the future.

15. It is unfortunate that it was not possible to convene

a library planning conference attended by several of Indonesia's

leading architects and librarians. A one-week seminar and

workshop on this subject would have provided some immediate

•and useful benefits.

PRESENT STATUS OF LIBRARY DEVELOPMENT AND BUILDING PLANNING IN INDONESIA

16. Academic library buildings in Indonesia can be divided

into two general categories i "toose designed and constructed

up to 1980, and those now in the initial planning or inter

mediate design stages and for which construction will not

begin for at least a year, probably two.

17. Many of the existing libraries surveyed on this mission,

including one completed in the spring of the current year,

are not able-fro provide a reasonable level, of library

service. At some time in the future these will have to be

replaced with buildings designed to provide the quality of

service more nearly characteristic of institutions offering

superior academic programme s.

18. The basic reasons for these deficiencies in physical

facilities are clearly^evident. "Inadequate funds" was the

universal complaint among those with whom the consultant

discussed the situation.• One library, newly completed, was

too small the day it opened. This lack of funds, however,

is a reflection of an underlying and more fundamental cause:

the limited importance currently attached to the role of

libraries by the universities, and the resultant low level

of academic library development, management, and sophisti

cation. As library services become more advanced, building

design should keep pace.

19. No true university or research-type book collections

were seen during the mission. In library after library, book

budgets were totally inadequate to support the needs of aca

demic programs'.' More serious was the lack of subscriptions

to current journals and periodicals. On most campuses,

instruction by "diktat" is the preferred methodology and

the library is regarded as little more than a storehouse or

distribution center for textbooks. Thus, not only are students,

at all levels, denied access to current thinking in their

subjects, faculties, too, have no resources or facilities

for keeping abreast of new developments in the fields in which

they are expected to be competent.

20. The central library of one major university with eight

faculty libraries, reported that it lacked the funds to sub

scribe to even one journal or periodical. Of the eight faculty

libraries, only the library of the medical school had funds

for journals, and here funding limitations reduced subscript

ions to six titles. To his great credit, the university libr

arian had been able to complete a few exchange agreements for

journals. Other periodical holdings included out-dated issues

donated by such organizations as the Asia Foundation, but

most of these were three to ten years out-of-date. When the

only issues of Newsweek magazine, or of important journals

in fields in which the university is supposedly specializing,

date from 1970 to 1975, it is time for a re-examination of

the role of the library in the academic life of the country.

21. Another critically important factor operating to the

detriment of academic library development, is the competition

between central libraries and faculty libraries. This situa

tion exists on every campus. Its "results include: competit

ion for limited funds, duplication of materials and staff,

and inadequate facilities in all libraries on a given campus.

This problem is discussed in more detail in a later section

of this report.

22. Many of the libraries surveyed during the mission are

located in buildings originally constructed for other purposes.

Two, for example, occupy buildings originally designed to

serve as auditoriums. Another is in a classroom building.

In one recently constructed building, ostensibly designed to

house the library, preferential treatment had been given to

the departmental offices that also occupied the building.

Library users, as a result, are treated as "second-class

citizens" and forced to use physical facilities that are

inconvenient, uncomfortable, poorly arranged, inadequately

lighted, and too noisy for effective study.

23. One new library building, too small when it was constructed,

has been seriously affected by the construction, immediately

next to it, of a so-called "Learning Resources Center."

This situation will be discussed in more detail later. Here,

it is sufficient to say that it is impossible for a university

library to develop any reasonable level of service or to

support the academic program^ e of an institution when audio

visual functions are physically separated from library functions.

24. Of the libraries visited in the course of this mission,

only two or three gave evidence that they occupied an impor

tant place in the academic programa es of-fee universities they

serviced. Indeed, in one instance, the librarian and the rector

both stated frankly that the library was of little value or

significance in the academic life of the university.

25. It is a generally accepted fact that a university or

college with a first-rate academic programme alsohas a first-

rate library, while the mediocre institution invariably has

a mediocre library. Superior academic programmes .; , * and superior

library collections and services are always found together.

One is virtually impossible without the other.

26. Clearlyfthen,the major reason for the poor physical

facilities of libraries in Indonesian universities is that

libraries are not considered important in the academic programme.

As a result they are under-budgeted and under-staffed. The

inadequate physical facilities go hand-in-hand with the meager

collections and poor services.

27. There are, however, other factors that contribute to the

poor library buildings observed. One reason, of course, is

that there is no reservoir of planning experience among either

librarians or architects. This in turn, is a result of the

limited library construction during the past several decades.

Such lack of experience is shown clearly in the new buildings

constructed during the past five years. It is also shown

in some of the plans currently on the drawing boards, where

the mistakes of the past are being repeated at considerably

greater cost to the nation.

28. Another factor contributing to inadequate library design,

in a few instances at least, is a lack of coordination between

university administrators, architects, and librarians. As one

librarian expressed it: "I was not consulted about the design

of the new library and the architect has never shown me the

plans, or discussed them with me." In many institutions,

however, architects and librarians have worked cooperatively

and effectively to make good use of buildings that were never

intended to be libraries. It is interesting, in fact, that

those libraries created by converting other types of buildings

to library use function more effectively than the new buildings

surveyed during this mission.

29. This report would be remiss if it did not include a word

of caution. New university libraries now in the early stages

of planning, as well as future libraries, will require much

more careful and effective programming and design if they are

to function effectively and thus to justify the funding they

will require. One other observation is pertinent here. New

buildings, no matter how well planned, do not, alone, make

good libraries. Not only must there be a concomitant increase

in book funds, in trained and dedicated staff, and in continuing

operating funds, it is essential that the importance of the

university libraries in the academic life of the nation be

recognized.

BUILDING PLANNING AS RELATED TO LIBRARY AND UNIVERSITY POLICIES

30. Successful planning of a new library building is rooted

in the basic concepts of library service, in the importance

attached to these services by institutions of higher learning,

and in the library policies established for the particular

campus by the library director and the university administration.

31. During the mission, the consultant identified a number

of problems that reflected the philosophy and the policies

of the academic institutions involved. Satisfactory solutions

to these problems are basic to the development of good library

buildings and, more important, to the development of good

university library services.

Libraries and Information Centres .or Warehouses for Textbooks

32. A significant number of the academic libraries visited .

were little more than distribution centres for textbooks.

Many of the materials examined were scarcely worth placing

on the shelves because they were obsolete and could not possibly

support modern courses in the subject fields represented.

In nearly every library where textbooks formed the major

portion of the collection, the number of copies was excessive.

Most titles were represented by twenty, thirty, or fifty copies

each.

33. Elsewhere, textbooks are the responsibility of the

students and are not acceptable as part of a university

library collection. In Indonesia, the ' character of the mater

ials now making up the bulk of the academic library collections

and the fact that most of these materials are so old as to be

obsolete, suggests that university students are being educated

to a level that is roughly twenty years out-of-date.

34. Four principal reasons were given by university and IKIP

librarians for the situation just described:

(a) The prevalence of the "diktat" method of instruc

tion which requires little or no supplementary

reading materials.

(b) The view, apparently fairly common among university

administrators, that the primary responsibility

of the library is to provide students with textbook-

type materials.

(c) Lack of adequate funds for the purchase of book and

periodicals.

(d) Government restrictions on the purchase of books

and journals that make it difficult or, in some

cases, nearly impossible to obtain necessary library

materials, or to obtain them quickly.

35. The poor quality of the general collections was also

characteristic of other library collections. The consultant

saw no reference collection in which there was a current

encyclopedia. A few sets were published in 1972, but most

were published before this date. Other reference materials

are as out-of-date as the encyclopedias. Journal and periodi

cal collections are even more limited in scope and quality

than monographic materials.

36. It should be noted here that there are some few exceptions

to these "textbook" collections. Two or three libraries

have relegated their textbook-type materials to storerooms.

The working or general collections'in these libraries, although

out-of-date in many instances, are still fairly good. Interest

ingly, these same libraries had open access policies in effect.

The fact that a few libraries have made some progress in

developing useful collections suggests that it is possible

to do so even in the face of difficulties.

37. Overall, however, this concept of the university library

as a textbook library appears to be a basic problem - a problem

involving funding but, more fundamentally, involving the

perception of what constitutes an academic library - by

government, by academic administrations, by faculties, and

also by librarians. Academic libraries must eventually be .

recognized as full partners, with the teaching faculty, in

the educational process, if the level of higher education

in Indonesia is to be raised. This means, in turn, that

university and IKIP librarians must develop more useful

collections and more service-oriented operations and must be

given the funds with which to do so.

38. Finally, it must be observed that this limited concept

of the function of the library in the academic program of the

university has an immediate impact on library planning. It

undoubtedly accounts, in large degree, for the small and

poorly planned new buildings surveyed by the consultant.

It is likely also to have a very detrimental effect on the

planning of new libraries, since sophisticated modern buildings

are unnecessary where such a limited view of library services

exists. Perhaps more serious,is the likelihood that having

no experience in planning effective library buildings, new

buildings will simply follow the same outmoded concepts.

Closed Access vs. Open Access

39. In many of the libraries visited by the consultant - not

in all - books and readers are separated as a result of a

"closed access" policy that seems to be generally accepted

among librarians. By contrast, open access collections are

almost universal in small and medium size university libraries

in the U.S., Canada, asá the-üni1;ed.3GLng<iom, ¿n t n e Scandinavian

countries, and increasingly in western Europe. Even in third

world countries such as Saudi Arabia, Egypt, Libya and, until

recently, at least, in Iran, open access is the standard policy

in academic libraries.

40. Where collections exceed a million volumes it is generally

agreed that the open access policy loses its advantages for

undergraduates. In universities where such large collections

exist, as at Harvard, Michigan, Berkeley, and others, special

undergraduate libraries, having collections of 150,000 to

250,000 volumes, have been established for the specific purpose

of allowing students easy access to the books they need.

41. Keeping students from direct contact with books is a

policy developed in the days of European faculty libraries. Now

it appears that the closed access policy is in effect in many

Indonesian libraries largely because librarians are afraid

that to open the book collections will créate administrative

and caretaker problems they would prefer to avoid. In some

instances, librarians seemed concerned that they would be held

personally accountable for any losses. In others, the problems

of security and the fear of losing books were related to the

lack of funds for replacement, and to purchasing regulations

that make it difficult or impossible to obtain replacement

copies quickly and easily. In still other instances, closed

access was a means of reducing the work and the staff required

to reshelve the books. To some extent these problems are

undoubtedly legitimate causes for concern. Nevertheless,

the consultant was left with the clear impression that the

real reason the closed access policy is in effect in so many

academic libraries is simply that it makes life easier for

the librarians. In the western view of library service,

convenience for the student and the educational advantages

of permitting students direct and immediate access to the

book collection, are more important than convenience for the

staff.

42. The closed access policy, in which students are denied

direct access to the collections, inevitably mandates a restric

tive and inflexible library design. Thus libraries with new

buildings in the planning stage should give careful consider

ation to the type and the quality of service they wish to

provide. No building should be planned for closed access

without careful consideration both by the university adminis

tration and by the librarian.

Location of Essential User Services

43. In several libraries, but, again, not in all, the most

essential services a library has to offer are located as far

from the entrance as possible. The reference collection, the

card catalog, the reserved book collection, should not be

placed on the third or fourth floors of university libraries;

they should be on the entrance level, where students can have

easy and convenient access to them.

44. No librarian with whom the consultant discussed the

inconvenient location of these important user services could

provide a reasonable explanation for this practice. In some

instances, however, the entrance level was devoted to adminis

trative offices, storerooms for unprocessed books, and other

staff facilities. The inescapable conclusion is that staff

convenience, too often, is placed ahead of student needs and

convenience.

45. In one instance, essential library services were located

on the fourth floor because a faculty department occupied

the main floor. This problem is discussed in greater detail

in another section. Suffice it to say here, librarians should

remember that a library has no validity of its own.. It has

meaning only insofar as it serves, and serves well, those

who need the information and the resources it has to offer.

46. In academic libraries in the U.S. and elsewhere in the

west, four basic functions are considered essential on the

entrance level:

(a) Circulation desk and lending services.

(b) Card catalogue

(c) Reference desk and reference services, including

the reference collection and appropriate seating.

(d) Technical services.

47. Very large buildings may have the technical services

department on the next level, but where this is the case,

the department must have a good vertical connection with

the receiving room, the card catalogue and the bibliographic

collection. In addition to these four functions, it is highly

desirable to locate some portion of the general collection and

as much general seating as possible on the main or entrance

level.

48. When space is available, entrance level locations should

also be assigned to one or more of the following services, in

addition to the services noted above:

(a) Reserved book service.

(b) Periodical collection.

(c) 24-hour study room (can often be combined with the reserved book service)

(d) Administrative offices. —

49. Although it might be assumed that this problem is confined

to older buildings, the consultant reviewed one set of plans for

a proposed new building in which these essential user services

were also placed on the upper floors. The first or entrance

level contained the circulation services, administrative offices,

technical services, the card catalog, and a large area of

stacks. Reference services were on the next level. What the

architect did not realize, in addition to the importance of

placing reference on the entrance level, was the equally

important requirement that the card catalogue should not be

separated from the reference service. It is hoped that these

plans will be revised before working drawings are completed.

50. This is another example in which the librarian's philo

sophy of service affects library building planning. When

convenience for the library staff is placed ahead of conveni

ence for student and faculty users, the location of essential

services in the building reflects this limited concept of

library service.

Central Libraries vs. Faculty Libraries

51. A strong central library and no faculty libraries or a

weak central library and several equally weak faculty librar

ies? As institutions of higher learning in Indonesia begin

an era of major development and expansion, this is a question

of crucial importance and one that must be resolved b'efore

any intelligent planning of new library buildings can take

place.

52. At the present time, with a few exceptions, the central

libraries of Indonesian universities have inadequate collect

ions, few trained staff members, and severely limited budgetary

support. Faculty libraries on most campuses are not signi

ficantly better. In many instances they are worse.

53. Despite the general inadequacy of most of the faculty

libraries surveyed (there are a few exceptions), it seems clear

that it has been their influence that has effectively prevented

the more rapid growth and development of the central libraries.

To date, there has been neither a felt need for, or the funds

to support, even if the need were perceived, both a strong

central library and a multiplicity of faculty libraries.

In most instances it appears that faculty libraries have

received support that should have gone to the central librar

ies. It is interesting to note,for example, that the only

air-conditioned libraries seen by the consultant were faculty

libraries. Not one of the central libraries surveyed was

air-conditioned.

54. Faculty libraries are a holdover from'early European

universities when each faculty had its own physical facilities

in different parts of the city and, of necessity, had its own

library. This was a period, as well, when students generally

studied in only a .single school or discipline. Today, when

the faculties of Indonesian universities are geographically

centralized on one campus and when students study not one

discipline but several, faculty libraries are little more

than status symbols.

55. As campuses grow larger, both in student population and

in geographic area, and particularly when the various faculties

or schools develop strong graduate programmes some decentrali

zation of library facilities becomes justifiable. In the

majority of cases, however, such libraries should serve several

disciplines rather than a single faculty, and are more approp

riately designated departmental libraries.

56. Because research programmes- of the sciences require quick

access to scientific information, the first departmental

library to become justifiable is usually a sciences library.

Under these circumstances the library becomes an adjunct to,

or an extension of, the research laboratory.

57. Usually, such a departmental library should be planned

to serve all the science faculties of the institution. Where

there is an agricultural faculty, the materials in this discip

line fall naturally with the other sciences.

58. For the same reasons, a medical faculty can usually

justify a separate library. This can be combined with a

library for dentistry. On the other hand, a grouping that

consists of medicine, dentistry, biology, chemistry, and

agriculture may be more feasible on one campus, while mathe

matics, physics, engineering, and architecture form another

group. The important point is that libraries for individual

1/ faculties, especially in small and medium size -' academic institutions, are rarely, if ever, justifiable,

59» The wastefulness and inefficiency of supporting "both central libraries

and faculty libraries appears to be recognized by one or two institutions

where the administration reported that faculty libraries were to be abandoned

in favour cf the development of strong central libraries. Taking into account

the experience of newer American universities this is the general trend of

development. In cases where some services in faculty libraries have to be

continued due to the particular characteristics of the University, it is

advisable to undertake careful study to clarify the advantages and dis

advantages of such a solution, A gradual change to centralized library

would be preferable in most circumstances.

1/ Throughout this paper a small to medium size academic library is

considered to be one with a seating capacity (all types) of 2,000 or

less and a book capacity not greater than 500,000 volumes.

60. Central libraries organized on the subject division plan

are open to the same general criticism as are faculty libraries.

Such libraries have lost favour in the U.S., primarily because

they require a significant duplication of resources and staff,

and thus result in substantially higher costs. Central librar

ies with subject reading rooms and faculty libraries are indefen

sible in the university libraries of Indonesia.

Libraries and Learning Resources Centers

61. Of the several problems related to the planning and

design of academic libraries in Indonesia, probably the most

serious and the most potentially damaging to library and

academic program development is the trend, on the IKIP campuses

and on some other campuses, to make both an administrative

and physical differentiation between libraries and "learning

resources centers."

62. At one IKIP institution, for example, a new library build

ing was occupied in April 1980. Immediately adjacent to the

library was a new learning resources center, at that time

completed but not equipped. The librarian complained - quite

rightly - that microforms were the responsibility of the new

learning resources center. He also reported that he could

not purchase any other audio-visual materials, such as slides,

filmstrips, audiotapes, videotapes, and the like. A dichotomy

that separates these materials and facilities and places

them in separate buildings, especially at the university level,

makes good library service impossible. Clearly, this physical

separation of books and periodicals from microforms and audio

visual materials has significant implications for building

planning as well.

63. The terms Library, Library and Learning Resources Centre,

Information Centre , Media Cent1*© , and similar terms are used

more or less interchangeably. Different though these may

sound, they all refer to essentially the same type of

facility:

"... a department or support unit of an institution of higher learning with responsibility for collecting, organizing for use, preserving and servicing or making available for use by students, faculty, and staff, all information relevant or pertinent to the academic program of the institution - no matter in what form such information may be packaged."

64. The above definition emphasizes a critical and essential

fact: Libraries and Learning Resources Centres cannot be

isolated, cannot be operated independently or in parts,

cannot be located in separate buildings, if they are to

serve or support the instructional programme of the institu

tion successfully. Information cannot be separated into

discrete little bundles, isolated one from the other.

65. In an earlier age, man packaged information as clay

tablets, later as papyrus or parchment scrolls or as palm

leaf manuscripts. Later came the Codex or bound book. Today,

information is packaged as microfilm, microfiche, motion

pictures, audiotapes, videotapes, videodiscs, slides, prints,

filmstrips, maps, and in other forms. Many of these are

interchangeable. Thus the information in a book may be trans

ferred to microfilm. It may be published as microfiche.

Illustrative materials may be made available in book form,

in motion pictures, slides, filmstrips, or videotapes.-

66.It is a serious mistake, therefore, to restrict the respon

sibility of a library to only one form of information - books

and periodicals. Imagine the problems of the librarian who

wishes, to fill in the back files of a scientific journal with

microfilm but cannot do so because microfilm is the respon

sibility of the learning resources center on the other s~ide

of the campus; or who needs to add to his collection a publi

cation available only in the form of microfiche, or a new work

published as a book but supported by a videotape, a filmstrip,

or a motion picture. In the latter case, he can perhaps buy

the book, but must give the supporting material to the learning

resources centre..

67. Students on a university campus have every right to expect

that they can find all the resources they need in one central

location. They should not be forced to go to two or even

three different locations to obtain their materials. More

over, they should have a centrally located index or catalogue

to the holdings of learning materials on their campus.

69. One other factor may have been influential in promoting

the separation of libraries and learning resources centre»,,

On two or three occasions the consultant was told that faculty

members almost always regard the library as of little value

to the academic program of the institution. A "Learning

Resources Center," or "Information Center," on the other hand,

is viewed by most faculty as an important, sophisticated,

high level operation. It also came to the consultant's atten

tion that some university staff members are being sent abroad

for training as "Information Specialists." Just what this

means, or what positions these "specialists" will hold upon

their return, was not made clear, but unless this conflict

between the two functions is calrified, the results will

damage the programs of Indonesian universities and IKIPs.

70. To facilitate re-examination of this problem the follow

ing may prove helpful. The tendency to differentiate between

"Learning Resources Centers" and "Libraries" was initiated

in the U.S. after World War II, when educators began to con

centrate on teaching hardware and methodology. Learning re

sources centses. appeared most frequently in the secondary

schools and in the two-year community colleges.

71. At that time, audio-visual materials, such as films,

slides, tapes and other formats, were often given an impor

tance out of proportion to their actual value in the learning

process. Some institutions installed sophisticated television

production facilities, for example, but later abandoned this

concept and reverted to a more traditional approach in which

audio-visual materials were seen as important supporting

media, but not as the foundation of the learning process.

One institution abandoned its electronic facilities and built

a new"building on more traditional lines. A few others locked

up these facilities and let them gather dust.

72. Gradually, this movement invaded the four-year colleges

and universities. At this level, however, there is a clearer

understanding of the role of audio-visual materials as. media

whose basic role is to complement and support the book and

periodical collections rather than to supplant them or compete

with them.

73. In the U.S., universities and four-year colleges under

stand that libraries must collect and service books, periodi

cals, and microforms, as well as all audio-visual materials

that support the learning process. Older libraries have added

the newer media (microfilm, microfiche, microprint, audiotapes,

slides, motion pictures, videotapes, etc.) to their collections

as these were developed, and as useful materials were recorded

on them, without changing the name of the physical facility

that is responsible for collecting and servicing them. In

other words, a library remains a library, even when it collects

and services information in other formats. Some newer institu

tions have expanded the name "Library" to "Library and Learning

Resources Center" (or some similar term). In no - known instance,

however, have libraries and their book and periodical collections,

and the audio-visual collections, been administered and housed

in separate buildings.

74. Although every conceivable variation in the administrative

and physical arrangements of audio-visual materials has been

tried by some institution during the past three decades, some

patterns have emerged more frequently than others. The most

workable of these is described below. It is useful first,

however, to list the principal functions, facilities, or

services that have been, at some time and in some institutions,

considered as learning resources functions - in addition to

those of the traditional library:

(a) Production of live television programma

direct transmission to monitors in classrooms,

and/or for videotaping for later playback to

classrooms or to individual students at "wet"

carrels.

(b) Campus radio stations.

(c) Language laboratories.

(d) Film rental and distribution centers.

(e) Workshops and photographic darkrooms and studios

where students learn the techniques of producing

slides, transparencies, and other types of graphic

materials, usually to support student teaching

activities.

(f) Printing shops.

(g) Collections of audio-visual materials in all-formats

(h) Group listening/viewing facilities - classroom-like

spaces in which several students can listen or view

recorded or live programmes.

(i) Individual listening/viewing facilities at wired

carrels.

(j) Off-air recording facilities.

(k) Small group preview rooms where students can

preview films, slides, or videotapes.

75. The above functions can be administratively and physically

organized in several different facilities, of which the' follow

ing are probably the most common and the most practical.

This arrangement also maintains the integrity of the library

by assigning to it the responsibility for acquiring and servicing

all learning materials, including microforms and audio-visuals.

(a) The Library (and Learning Resources Centre. } houses

the book and periodical collections and the audio

visual materials collection, together with all the

physical facilities and equipment necessary for

students to use these latter materials, all under

one administrative head - the Director of the Library.

(b) Production facilities, including television, radio,

and audio-visual materials production, constitute

a separate university department. This unit may

be physically located in the library building, but

just as frequently, is in a separate building.

(c) The Educational Technology Centos, in which students

are taught the use or methodology of audio-visuals,

is under the Faculty or Department of Education.

(d) The Language Laboratory is administratively and

physically attached to the Faculty or Department

of Language or Linguistics.

(e) The University Printing Department is a physically

and administratively separate unit, often called

a. University Press.

76. It is strongly recommended that the administrative and

physical arrangements of learning resources facilities out

lined above, be the general pattern followed in institutions

of higher learning throughout Indonesia. Obviously, variations

on this scheme may be desirable or necessary in different

institutions. The critical and all-important aspect of these

recommendations is the necessity of keeping the book, periodi-

cal, microfilm/microfiche, and audio-visual collections in

one physical location (the Library and Learning Resources

Centre), and under one administrative head (the Director of

the Library). Other facilities can be located and administered

as the university administration considers appropriate.

Occupancy of the Building by Units Other than the Library

77. Whenever some other administrative unit occupies a building,

in addition to the library, there will be problems, unless

certain rules are -observed. The most unsatisfactory library

surveyed by the consultant resulted from the fact that

approximately one-half the building was occupied by an academic

department. The building had been planned for the department's

convenience; the library occupied the remainder. This was

another, somewhat more serious example, of several seen by

the consultant, in which the library and the students were

reduced to second class status. One striking and unfortunate

architectural feature of this building was that the faculty

offices were well-lighted, with windows and a view of the

out-of-doors. The upper level, assigned to the library, was

badly lighted, with a limited number of small, slit windows,

uncomfortable seating, and totally inadequate facilities.

78. It is impossible to conduct an effective library operation

unless there is a clear physical separation between the library

and all other occupants. It is also necessary that the library

be designated as having first priority in the building and

that the library occupy the main level. Other occupants

must occupy whatever levels are not required by the library.

It is particularly important in such cases that traffic to

the second occupant be separated from library, traffic so that

personnel do not have to pass through library areas to reach

their offices. Library security must not be breached by non-

library traffic.

79. If the proper administrative edict is issued in such

cases, it is not difficult for the architect to achieve a

satisfactory solution to the problem. Stated in general terms,

it is only necessary that all traffic going to other occupan

cies in the building be separated at the main entrance and

before such traffic passes beyond the library's control point.

In Figure 12, traffic to non-library floors of the building

should have a separate, dedicated elevator to reach floors

used by others. Such traffic should have no access to any

library portion of the building. If it does, library security

cannot be maintained.

MAJOR STEPS IN THE BUILDING PLANNING PROCESS

80. The planning of a new library building involves several

important steps, no one of which should be omitted if the

final result is to be fully successful.

The Organizational Structure

81. During his survey of Indonesian libraries the consultant

examined a number of building plans for proposed new libraries.

All of these were considerably larger than existing buildings,

all were intended to accommodate larger collections, larger

student populations, and more diverse academic programs.

These new buildings presuppose, therefore, larger and more

complex administrative operations.

82. The basis for the design of any good library building is

the organizational or administrative structure of the library

it must accommodate, since on this must be based the type,

function, and location of the various building facilities,

the number and the sizes of the private offices, the number

of staff workstations, and other physical characteristics of

the building. For this reason, and because the new library

buildings now being planned will require more complex organi

zational structures than have been used in the past, it is

important that librarians turn their attention to the organi

zational structure of the libraries that will occupy these

new buildings. This is the essential first step in the

planning process.

83. No one administrative structure can serve every institu

tion without modification, but the organization chart shown

in Figure 1, will serve as a starting point. The consultant

offers such a chart because, with two exceptions, the plans

he examined for new buildings appear to have been developed

without any consideration of library organization. In at

least one instance, building plans had been drawn by the

architect without any consultation with the librarian and

thus without any knowledge of the organizational structure

of the library he was designing. Such a procedure will not

work and the institution that permits this to happen will

get a building but not a good library.

84. The organizational structure shown in Figure 1 is suitable

for any small to medium size university, IKIP,"or Technological

Institute library during the first years of occupancy of a

new building. It is less complex than the organizational

patterns of older more mature institutions, but it is more

appropriate for the academic libraries of Indonesia at the

present time and for the immediate future. The following

points should be noted:

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(a) Administration. The recommended structure

establishes a chief librarian or director and

an assistant chief or deputy. This latter position

not only provides for assistance and back-up to

the director, but is an effective means of pro

viding in-service training to the assistant.

Both positions should be filled by librarians

with sound training and experience in library

and information science. The director should

hold academic rank and be a voting member of the

senate, or ruling academic body of the institution.

(b) Depar tmenta l S t ruc ture . Only two major depar tments

are recommended: a Public Services Department and

a Technical Services Department. Expansion of this

organization by adding other departments- is possible

but is not recommended. ^_ For example, library publications such as

pamphlet of users, current awareness lists, specific bibliographies, etc. could

be reproduced, as a temporary measure, in a small publishing unit under the

supervision of the Chief Librarian. However, if there is a strong need for

publishing primary information on R and D activities of the University or other

academic -institutions, a university press should be established as a

separate department outside the library organization. Once such a

publication unit is established, the above mentioned publishing

activities could be assigned also to that unit.

(c) Readers' Advisory Service. In the Public Services

Department, "the term "Readers' Advisory Service"

has been substituted for "Reference Services" since,

in Indonesia, "reference books" and "reserved books,"

(because they do not circulate) are considered the

same type of material, and are combined and serviced

as one collection. It may be that this change of

terminology, together with the provision of separate

reserved book reading rooms in the new libraries

now being planned will help clarify this presently

confused situation.

) Reserved Book Service. As noted above, the reserved

book service is not related to reference or readers'

advisory services. This service has been shown

here as a separate unit of the Lending Services

Division, where it is more properly located.

} Rare Books and Special Collections i, It is likely

that rare books and special collections activities

will be very limited for some years to come and

it is probably not necessary or desirable to fill

this position initially. Where needed it is only

a division level activity. However, modest physical

facilities should be provided for this unit in furutre

library buildings.

) Microforms Service. For reasons that are not alto

gether clear, there is a tendency, in at least one

situation observed by the consultant to combine

the service of microforms with that of other audio

visual materials. As a result, in one recent plan

for a proposed new library, it was noted that micro

forms and audiotapes had been placed together in

the same room. This indicates a basic misunderstand

ing of the nature and the use of the two types of

materials and was another instance in which the

architect was unfamiliar with the materials involved

and did not consult the librarian.

Microforms (microfilm, microfiche, and microprint),

are a direct and immediate extension of printed

works. At the present time they are the only non-

print format that either reproduces print or that

substitutes for print in libraries. Other substi

tutes for print are technically possible but these

are not likely to replace microforms for some years

to come.

Despite advances in hardware design, microform

readers still require a semi-darkened environment

for easy reading. Microfilm readers are so large

tn .t there would be no place for audio equipment

on the same work surface. Further, because micro

forms involve a reading and note-taking function,

they are incompatible with the listening

function of audio. For this reason, and because

90 percent of the use of microforms is directly

related to the use of periodicals and journals,

this facility is better placed adjacent to the

periodicals service.

(h) Audio-Visual Services. All other audio-visual

materials are sufficiently related in use and

function that they can be successfully combined

in one administrative unit. Appendix II provides

a brief description of the physical facilities

required for a good audio-visual program in the

library.

(i) Technical Services Department. In this department

it will be noted that a single unit has responsi

bility for a group of related functions:

physical processing (labeling, bookplating,

book pockets, and identification marking); binding

and repair; and the conservation of library materials

85. The organizational structure here proposed is neither

overly complex or too simplified, but a straightforward

approach that can be expanded as the need develops and as

resources become available.

The Written Building Programme

86. Probably no single step is more important in the develop

ment of a successful academic library building than the pre

paration of a detailed, written building program"1®» Such a

statement serves four essential purposes:

(a) It serves as the architect's guide in designing

the building. -The architect cannot be expected

to know how the building should function, what

services it must provide, how various spaces

must relate to each other, what capacities are

needed for books and readers, or how many staff

workstations are required, unless he is given such

information by the librarian, or a library building

consultant, who has not only made a detailed analysis

of the particular situation but who is also thoroughly

familiar with the operations of academic libraries.

(b) It forces the librarian and his staff to think

-•-—carefully about the future building and how It

must be organized and operated. Before the formal

design work of the architect begins, the librarian

can devote the time necessary to do this properly.

If delayed, critical decisions must be made around

the conference table with the architect constantly

pressing for immediate answers. Good planning cannot

be done under such circumstances.

(c) It provides a useful record of the many critical

decisions that must always be made in such a

project and the background reasons for these

decisions. Such information is often invaluable

at a later date.

(d) Finally, the written'program me provides a means of

obtaining official approval for the project by

the highest administrative authority on the campus.

A major advantage of such approval is the fact

that it serves as official notice to the architect

that the project, in the form developed by the

librarian, has the formal support of the adminis

tration.

87. All of this assumes that the librarian plays a leading

and important role in the planning process. This is not

always the case in Indonesia and the consultant became aware

of two situations in which new buildings were planned without

the librarian even having been consulted.

88. A good library building programma is awritten document

intended to give the architect all the information he requires

to design the new building. Its major purpose is to set forth

the problems to be solved by the architect. It should not,

however, attempt to solve those problems. Outlining the space

problems is the librarian's task; solving the space problems

is the architect's job. Finally, it should be noted here that

the architect does not have the background to write a satis

factory library building programme.This is a task for the

librarian, or for a consultant working in close cooperation

with the librarian.

89. The programme should discuss the background, purpose,

scope, and functions of the proposed new building. In addition,

it should provide specific architectural information or design

criteria that are essential in a good library building if

it is to function properly. Thus, the architect needs

to be aware of the fact that differences in levels, where

one must go up or down a few steps to reach a functioning

part of the library, are unacceptable because of the need to

reach all parts of the building by booktrucks. Threshholds

are unacceptable for the same reason. Similarly, it is impor

tant to give the architect the basic criteria for the tempera

ture and humidity desirable to preserve materials in a rare

book collection, the criteria for the lighting to be used in

the library, space requirements for various library functions,

and similar basic information.

90. University administrative officers and librarians can

make no more serious mistake than to assume that the architect

has all this information at his fingertips. The written

programme prepared by the librarian, or by a consultant, be

comes the university's "design contract" with the architect.

Some points may be negotiable, but it is a document to which

the architect must give full consideration. An architect

who has designed and built several library buildings will

know much of the general information set forth in a good

building programas. In other cases, he will not have this know

ledge because he lacks the necessary experience. The new

buildings surveyed during the present mission and the plans

for new buildings examined, suggest that more experience in

planning academic library buildings is essential.

91. Appendix III is a model prograrane statement for a univer

sity library building. It is also suitable for an IKIP library

building. No one programme, however., can serve equally well'

in all .situations and the model programme suggested here may

need to be modified to suit individual case's.

92. It is important that every area and function in the new

building be mentioned and discussed. Omission of any essential

function from the programme is to risk its omission from the

building. The librarian should not assume that the architect

will add things he has omitted. Although it does not happen

often, more than one library has been built without adequate

storage space, without elevators, without janitor's closets,

or without other essential features, because these were not

set forth in the written programme.

The Planning Team

93. The most successful new libraries are the result of a

team effort, rather than the product of any one person.

Certainly it should not be the product of the architect alone,

working without input from the librarian. It should be re

membered that it is the librarian and his or her staff who

must operate the building amd make it function, long after

the architect has gone on to other projects.

94. The team approach in planning is even more important when

one considers the fact that a library is not only one of the

most expensive buildings on an academic campus, it is also

one of the most complex, with the exception of a hospital or

a specialized research laboratory.

95. In the united States, although situations vary, the building

planning team for an academic library ordinarily consists of

the architect, the librarian, a library building consultant,

an interior designer, and one or more members of a faculty

building committee or the president's staff. If the librar

ian has had significant building experience (not the usual

case) the consultant may be omitted. Ideally, the librarian

serves as chairman of the planning group. Otherwise, it

may be a representative of the administration. If the archi

tect is a member of the campus staff, he may serve as chairman.

96. In Indonesia, where neither architects nor librarians

have had in-depth experience in planning modern libraries,

the use of an experienced consultant will repay the cost in

volved many times. Such an advisor, who should have had

experience with many library buildings, can assist the librar

ian in the important task of preliminary planning and program

preparation and, equally important, can analyze and critique

the architect's plans. It cannot be assumed that the architect

will always understand or follow the requirements of the

programme. Often, the architect emphasizes architectural

features at the expense of library functions. Thus, it is

essential to have a member of the planning team with experience

in reading blueprints, who will understand the technical

aspects of the building, as well as library functions, and

can discuss these with the architect. (Two of the several

institutions visited during the mission were using such advisors.)

If a consultant is employed, he should be responsible to the

institution. He should not be employed by the architect.

97. It is important to emphasize the importance of including

the librarian as a key member of the planning team. Although

Indonesian librarians have had very limited experience in

planning new buildings, they know basically how their librar

ies are supposed to function. They will also be responsible

for operating these buildings when they are completed. If

they are not capable of this responsibility, then they should

be replaced. Otherwise, they should be accorded the courtesy

of being included in the planning process. Furthermore,

the experience of participating in the complex, involved

process of building planning will not only make them better

librarians, it will add significantly to Indonesia's reservoir

of experience in this field.

98. Finally, the importance of good interior design should

be noted. Unfortunately, none of the buildings visited during

the mission appear to have had any attention given to this

aspect of library planning. The result is that existing academic

libraries are almost uniformly drab, colorless, unpleasant

places in which to work. Some of this effect is caused by

the low and inadequate lighting levels. Most of it is the

result of the limited or non-existent use of colour and the

lack of good design in furniture and equipment.

99. In buildings now being planned it is hoped that special

attention will be given to lighting, to the appropriate use

of colour , to more attractive arrangements of furniture, to

better designed furniture, and to the other features of good

interior design. Indeed, it is crucial to the ultimate success

of the new libraries that they be attractive, inviting, and

comfortable places in which students can study. To produce

such an atmosphere requires a special knowledge of materials,

colo ur design, and particularly of the specialized functional

requirements of library furniture and equipment. Such exper

tise is relatively scarce and is not inexpensive. At the

same time, where modern academic libraries are being planned,

good interior design will be worth the cost.

The Architectural Design Process

100. After the building programme has been prepared, reviewed,

and approved, it is usually delivered to the architect at a

formal meeting of the planning team. This provides an occasion

for members of the team to meet, if they are not already

acquainted, gives the architect an opportunity to explain

his working procedures, and provides a forum for a general

dis.cussion of the project.

101. It is very important that good notes or minutes be kept

of all meetings of the planning team. Preferably this is the

task of the architect. Draft copies should be distributed

promptly to all members for review and corrections. Final

copies should be distributed as soon as possible thereafter. •-

102. The architectural design process involves two basic

steps, although these will vary somewhat, depending upon the

preference of the architect:

(a) The Design Development phase, which usually

consists of two sub-phases:

(i) the Schematic Design

(ii) the Preliminary Design

(b) The Working Drawing phase also called the

Contract Drawing or Construction Drawing phase.

10 3. After the architect has thoroughly studied the written

programme,his first effort will be to sketch the block outlines

of the functional spaces the building must provide. He will

then present these to the team'for review. It is important

to realize that this first effort by the architect is not

the final solution and neither the librarian nor the other

members of the planning team should feel any obligation to

approve such initial plans. Indeed, the architect may have

to try several times before he achieves a solution acceptable

to all concerned.

104. Once the simple line drawings, which the architect calls

schematics, have been approved, the next step is to draw these

at a larger scale, usually 1:100, and to develop the precise

location of doors, windows, stairways, elevators, wall and

column dimensions, and similar details. Working at this larger

scale also enables him to see improvements he can make.

Meanwhile, the engineers on the project will begin to study

construction methods, lighting, air-conditioning design, and

similar engineering problems.

105. When the architect has developed his first full set of

large scale drawings he will again present them for the review

of the planning team. In this case as well, the first set

of preliminary drawings are unlikely to be the last. Both

the librarian and the consultant (if one) will see improve

ments that can be made. The architect also will make changes

as he studies the plans.

106. Eventually, when all parties are satisfied, the prelimin^

ary or design development drawings can be approved and the

architect authorized to proceed with the working drawings.

It is unwise, however, to approve the preliminary drawings

before the architect, or the interior designer, has shown all

the bookstacks, furniture and other floor-based equipment on

the drawings. This enables all parties to see the arrangement

of the furniture and also to determine that the building has

the required book and seating capacities. More often than

not, the furniture layout will reveal that a door is in the

wrong location, or that a wall should be moved a few centi

meters, or that an air shaft is in the wrong location. It

is always easier and more economical to make necessary changes

in the design development drawings than in the working drawings,

and cheaper to make changes in pencil than in concrete. A

careful, detailed examination and critique of the drawings

at every stage is essential to a good building. This task

should be the responsibility of the librarian and the consul

tant. It is not wise to leave it to the architect.

BASIC CHARACTERISTICS OF A GOOD LIBRARY BUILDING

107. Every well-planned library is characterized by certain

essential features that enable it to function efficiently and

economically; that make it convenient and easy for both students

and staff to use; that provide a pleasant, comfortable, and

inviting environment in which to work and study; and that

make it nearly as functional years after it is built as it

is when new. Chief among these characteristics are the

following:

Life Expectancy

108. At the high cost of building construction today it is

scarcely logical to design a building that is too small when

it opens, or cannot be expanded efficiently and economically

when this is needed, or is too"inflexible to be modified to

meet changing needs and conditions. A well-planned academic

library should serve effectively for at least twenty years

with perhaps one expansion, rarely two, within that period.

109. This assumes that there has been no explosive student

population growth and no significant and major changes in the

academic programme. Such developments cannot usually be fore

seen and may well change the useful life of the building or

require substantial rethinking of a previously planned

expansion.

Site and Orientation

110. Convenience, of access depends upon proper siting of the

building and on its proper orientation. A library that is

difficult to approach will not be used to the same degree

as the building•with convenient access.

112. It may be useful in discussing this problem to establish

certain guidelines or basic principles:

(a) The library building should be near the academic

cents*? of the campus, in a location where it is

conveniently accessible from classroom buildings

and from the student centre. As a general rule,

it should not be so located if there is insufficient

land available for a reasonable expansion.

(b) The library should be so located that the loading

dock is conveniently accessible to mail trucks,

service vehicles, and other wheeled traffic. The

building should not be placed, for example, in a

central mall unless automotive traffic is to be

allowed access to the library's loading dock.

(c) The library should be located within a reasonable

distance of a parking lot for convenient access

by student users at night and on weekends.

(d) The library should be so sited and so oriented that

only one entrance is required and that students do

not have to walk around the building to find it.

(e) If at all possible, the building should be so oriented

that the entrance is on the long-side. It is much

more difficult (although possible) to design an

efficient library in which the entrance is at the

end (on the shortside). "

113. Indonesian architects seem to prefer to orient buildings

in an east-west direction to achieve sun control. This is

sound practice, only if such orientation does not contradict

the more basic principles outlined above. There are other

ways of controlling light and heat gain and these should be

used where necessary. • -

114. Figure 2 shows the orientation of one university library

visited during the mission. The front (student) entrance,

on the end of the building, away from the academic center

of the campus, faces a fence and an area of woodland beyond

which is a public road. As a result, students are forced to

walk completely around the building to gain entrance. No one

with whom the consultant spoke knew why the building had been

so located and so inconveniently oriented. It is worth noting,

however, that of all the buildings examined in the course of

the mission, this was the most inefficient and unsuitable for

a university library.

115. In this case, as in other aspects of library adminis

tration and building design, concern for the convenience of

students, and a genuine interest in motivating them to use

university libraries more'frequently and more effectively

seems to be lacking.

116. Figure 3 shows location of the library buildings in

the proposed master plans examined during the mission. Each

campus used the same' concept of a central mall or plaza in

which were to be located the administration building and

the central library. No worse location could have been selected

for these new libraries, because:

(a) If the library faces the campus entrance,

approximately 80 percent of the students will

have to walk around the building to get in.

The loading dock and vehicular traffic entrance

to the library will be unsightly, no matter where

located in the central mall.

(b) If the library faces the administration building, .

the back of the building and loading dock, will

face the campus entrance; again, an unsightly

arrangement.

(c) There is no room for expansion except at the

front. This is not the place where expansion

will be required. More importantly, it is al

most impossible to expand a library successfully

on the side, of the original entrance.

117. Locating the building as shown in Figure 4, would'be a

significant improvement because:

(a) Land can be left for expansion on both ends and

at the rear.

(b) All students have a direct approach to the building

and most of the travel distances are shorter.

(c) The library's loading dock and the delivery vehicle

access road are out of sight behind the building.

, (d) The entrance to the library can be made, accessible

to automobile traffic but can still be attractive.

Academic cent re of campus Most student traffic originates in this area.

Administration Building

Main campus road

Staff entrance Student entrance should be at this end of building

Figure 2. Library improperly oriented. Students coming from academic centre must walk around the building to reach the entrance. Library cannot be approached from the front or from either side.

Student entrance

Fence

9 10

H

H

12

13

15

16

1. Library

2. Administration building

3-17. Other academic buildings

Figure 3. Unsuitable Location of Proposed New Library

S H a 11

12

a s 15

E3

14

1. Library

2. Administration building

3-4 and 7-15. Other academic buildings

Figure 4. Better Location of Proposed Library on New Campus. (See text, page 61, for discussion.)

Expandability

118. It has been axiomatic for many years that research librar

ies never stop growing. In the western world, the growth rates

of the last 75 years are slowing down, partly as a result of

an increase in the use of microforms, partly because of reduced

budgets, but there is little likelihood that library growth

will stop. For the forseeable future, and probably beyond,

the bound volume appears certain to remain the basic form in

which information is transmitted.

119. This means that library buildings must be planned to have

a reasonably long useful life and, more important, must be so

planned that they can be expanded economically and efficiently

when this becomes necessary. During his mission the consultant

saw one library that had been expanded twice in less than ten

years. One new library, completed in early 1980, was too small

the day it opened. Such planning is neither efficient nor

economical. The twice-expanded building was not only badly

planned in the beginning, it was impossible to place the two

additions where they were most needed.

120. If a library building is to be expanded successfully

it must reserve enough land for such expansion. It is always

more costly to expand a library vertically rather than horizon

tally, because of the high cost of strengthening the initial

foundations. From the librarian's viewpoint, vertical expansion

is seldom appropriate because usually this is not where the

additional space is needed. Finally, vertical expansion often

results in more disturbance of the existing operation during

the construction period.

1.21. Enough land should be reserved during the initial planning

to permit an expansion that will double the size of the first

building. In some situations it may be well to reserve enough

land to triple the size of the initial structure, unfortunately,

this is not always the case. During the mission, the consultant

examined proposed master plans for the new campuses of three

institutions of higher learning. Not one of these plans showed

the new library in the proper location, or had reserved sufficient

land to permit an expansion of reasonable size. Such lack of

foresight is both costly and inefficient.

122. A library building can be constructed successfully in

two phases, sometimes in three, if planning is carefully done.

In general, the best way to do this is for the librarian to

tell the architect what he thinks the expanded building will

require or should provide. The architect should design

the total building, in schematic form at least, then work

backward to design the first phase. In this way it is easier

for the architect to see precisely where more space will be

needed in the future and he can adjust the plans accordingly.

123. Although not always possible, it is wise to plan those

staff work spaces in the center of the building and near the

entrance, at their ultimate size. For example, it is often

difficult to expand the lending services work space because

an expansion here requires pushing into adjoining work spaces

that may be locked in. The same is often true of reference

services work areas. Technical services, on the other hand,

is frequently located on the periphery of the structure and

can thus be expanded more readily. For this reason, it is

usually preferable to design such functions as the lending

and reference services (and.other, similar services) at their

ultimate size in the initial phase. Also, to the extent possible,

it is desirable to limit expansion in later phases to the space

required for bookstacks and readers, since this is basically

open space.

124. Since every situation will be different, the above sugges

tions are intended only as general guidelines. The success

of any addition to a library building, however, rests entirely

on the thought and planning that has preceded it. Planning for

expansion is basically an architectural space problem and

can be solved by the architect with the advice and assistance

of the librarian.

Simplicity of Design

125. There is a strong tendency among architects to think of

a library building as, inherently, a monumental structure.

In the case of a national library, some degree of monumentality

is appropriate. For a modern university library nothing could

be more unsuitable. In the case of academic libraries of small

to medium size, good design and high architectural quality,

combined with functional effectiveness and a basic simplicity,

are not only more important than imposing architecture, they

are essential. Such a building is so arranged internally that

the user can locate and reach the services he needs easily,

quickly, and conveniently. Monumentality is not only costly,

it is incompatible with function and efficiency.

126. Vertical circulation should be planned for student con

venience in reaching other parts of the building, not to provide

focal point stairways for architectural effect. The card

catalogue-should be readily accessible - reasonably near the

entrance and close to the reference service - not, as in a

current plan for one Indonesian library, in the entrance lobby

with the reference service two floors away.

127. The basic simplicity of a modern library rests on the

open, unrestricted nature of its floor plan and the ease and

convenience with which students can move from one location

to another. To use artificial barriers, such as unnecessary

walls to "define" library functions that need not and should

not be separated, is to impede traffic and to increase diffi

culties for the user, unfortunately, many architects seem to

abhor any large open space and prefer to design small intimate

spaces enclosed by walls.

128. In one new university library in Southeast Asia (not

Indonesia) every functioning service of the library is surrounded

by walls. Free access by students is impossible. Rather than

being a convenient and comfortable place in which to study,

student users meet frustration at every turn: the card catalog

in a room on one floor, the reference service in a room on the

second floor, the reserved book services in a room on the third

floor, and the collection scattered in Several areas.

129. In another situation, the architect designed a large

•university library, selected an appropriate module and then

proposed that every bay be a separate room. Not only would

essential library services be enclosed in individual rooms,

the collection would have been fragmented, isolated, and in

credibly difficult to use. Fortunately, the client told the

architect that the plan was unacceptable.

130. A common tendency of architects in the Middle East and

in Southeast Asia is to design libraries with many levels -

up a few steps here, down a few steps there. Presumably these

variations in levels are thought to make more interesting

buildings. Forgotten, or ignored, is the fact that all of

the thousands of books in a library must be moved from place

to place throughout the building on four-wheeled carts or trucks

that cannot be rolled up or down steps. Moving books around

a modern university library is an operation that goes on several

times each day, not once a week or once a month, and any barrier

to the free movement of the library's booktrucks seriously

reduces efficiency and economy.

131. Finally, it should be noted that, in keeping with the

concept of eliminating monumentality and incorporating an essen

tial simplicity of design, a modern academic library building

should be easily approached, with access made as convenient

as possible for all types of users. Raising the ground level

of the building two or three steps above grade is good insurance

against flooding in heavy rainstorms and tends to give the

building slightly more prominence. The entrance, however, should

always be provided with a ramp that can be used by persons in

wheelchairs. This latter problem is not one with which Indo

nesian libraries have yet had to contend. It seems almost certain,

however, that within the useful life of the libraries now being

planned, some handicapped students will attend the universities.

These students should be provided with at least the minimum

facilities required by the handicapped, including convenience

of access.

Flexibility

132. A modern library building requires a high degree of

flexibility in order that it can be modified internally to

meet changing" needs with a minimum number of structural changes

and at minimum cost. The biggest contributor to such flexi

bility is modular design with its absence of load-bearing walls,

and its resultant open areas, within which furniture, bookstacks,

and other equipment can be rearranged as required. Modular .

design and other factors in flexibility are discussed below.

Modular Design and Bookstack Arrangement

133. Instead of load-bearing walls to support the structure,

modular design uses rows of columns spaced at regular intervals -

the module. This results in large open areas of usable space

unrestricted by walls. Where walls are required they are normally

of the movable type and can be relocated as necessary.

134. In a modular building, the columns that support the

structure are aligned in rows at right angles to each other and

spaced at equal distances apart. The area or space delineated

by any four columns forming a square is called a "bay." The

length of one side of this square, measured from center-to-

center of the two columns involved, is called the "module."

In Europe it is called the "grid square."

135. The selection of an appropriate module or bay size re

quires careful study by the architect. Of the several, factors

that influence module size, perhaps the most important, especi-•

ally from the librarian's viewpoint, is the efficiency and

flexibility of the bookstack arrangement. An important factor,

from the architect's viewpoint, is the efficiency gained by

using standard building components, such as window units and .

ceiling tiles. Ideally, the selected module should permit the

bookstacks to be so arranged in each bay that the aisle widths

are appropriate for the intended .use (open access or closed

access, for example) and there is a minimum of unused or wasted

space. __

136. In open access collections, an aisle width of 92 cms.

is adequate, permitting two persons, or a person and a

booktruck, to pass each other. Godfrey Thompson, in his book,

Planning and Design of Library Buildings, suggests the use

of aisles 96 cms. wide for two persons passing, up to 114 cms.

for persons passing booktrucks, but these dimensions are overly

Thompson, Godfrey, Planning and Design of Library Buildings, London, The Architectural Press, 1973. pp. 82- 83.

generous and cannot be recommended where building budgets are

limited and maximum space utilization is required.

137. Aisle widths are, in turn, affected by shelf depths.

Experience has shown that up to 95 percent of most library

materials (art books are an exception) can be accommodated on

shelves 22.5 cms. deep. In normal configuration most shelving

is double-faced, and the depth of these units is 45 cms.

The combined depths of the shelves on the two sides of the

aisle, added to the width of the aisle, gives the centre -to-

centre spacing of the ranges within a bay. Using the above

figures (45 cms. + 92 cms.), 137 cms. is the most suitable

centre -to-cent.re spacing of the ranges to be used for shelving

general collections in open-access situations.

138. Bay sizes or modules can be inefficient, if they are too

small, because too much floor space is wasted by an excess

number of columns, and because it becomes difficult to arrange

properly bookstacks, tables, carrels, desics, and other neces

sary furnishings and equipment within such restricted spaces.

Experience in the U.S. during the past 25 years has shown that

a bay of 22.5 feet (6.85 meters) is an efficient size. At the

same time, it permits aisles wide enough to be comfortable

The depth of steel library shelving manufactured in Indonesia

is 22.5 cms. Deeper shelving is available for larger materials.

without wasting space. Other bay sizes or modules are possible

and many have been used, but the 22.5-foot bay has been the

most widely accepted. The larger the bay, the more efficient

it becomes. However, increased structural costs often offset

the advantages of efficiency. It is for the architect, with

his knowledge of construction and engineering design, to deter

mine at what point large bays become uneconomical.

139. Because the 22.5-foot module (bay size) is based on the

use of bookstack sections 36 inches (.92 meters) wide, the

standard width used in the U.S. (and, to a lesser degree, in the

"United Kingdom .) , it does not convert precisely into the metric

system. It is c-lose enough, however, for all practical purposes

and is the basis for the recommendations made here.

140. The flexibility and efficiency of bookstack arrangements

or layouts are further increased if bay and column sizes are

selected so that the distance between the outer faces of two

columns is an even multiple of the shelf width. (See Figure 7.)

The distance between the inner faces of the same columns should

be as close as possible to an even multiple of the shelf width,

plus approximately 5 cms. to allow for the extra thickness of

the two end columns. (See Figure 5.)

141. It is evident that the selection of the best module for

a new library is complicated by several factors, but it is

suggested that the architect give priority to achieving an

efficient bookstack arrangement rather than to meeting the

requirements imposed by the dimensions of the building materials,

important though these may be. It is also suggested that,

whenever possible, the architect design the structural system

of the building so that column dimensions do not exceed the

45-cm. depth of a double-faced range of steel book-

stacks. If the columns are larger than this, they project into

the aisles and impede the flow of the traffic at these points.

However, in a two or three-story building, holding column

sizes to this dimension should present no serious problems.

142. In a four-stocy building, the columns can go to 65 cms.,

thus projecting 10 cms. into each aisle. Academic library

buildings of more than four floors are unlikely to be necessary

on the basis of present needs. If they are, the architect must

make final decisions on column sizes based on the structural

system to be used and balancing these requirements against the

library's need for the most efficient and economical use of

space.

143. It should be emphasized that the basic reason for this

concern about proper module size, column size, and stack size

and layout, is simply to ensure that the building design makes

the most efficient use of the available space and gives the

library the greatest number of usable square meters for the

money invested.

144. As indicated, the above discussion applies to the arrange

ment of the bookstacks in those areas housing the general

collection, in open-access libraries. There are, however,

locations where wider aisles are desirable because of greater

traffic or the housing of larger volumes (folios and atlases,

for example). Thus, the heavier traffic in the library's

open-access reference collection requires the use of wider -

aisles here. In this case, also, the shelves must be deeper

to accommodate the wider volumes that normally make up such

collections. Shelf depths of 25 cms. (50 cms. in double-faced

units), are usually adequate for reference collections, but

depths of 30 cms. (60 cms. in double-face) are preferred by

some librarians. In either case, this increased depth means

that the ranges must be set further apart and the number of ranges

in a bay will be at least one less than in the area housing the

general collection.

145. In the- final analysis, there is no perfect module and some

compromises are necessary. Figures 5, 6, and 7 show modules

of three different dimensions and the principal features of

each. These are analyzed below.

146. Figure. 5 is a bay of 6.85 meters, accommodating 5 ranges

of bookstacks set 1.37 meters apart, centre.-to-centre . The

double-faced shelving is 45 cms. deep and the aisles are 92 cms. 2

wide. This module has only 1.9 m of waste space (see the

shaded area). It is assumed in this instance that the columns

are 45 cms. on each side. These are good dimensions from the

viewpoint of efficiency. The aisles, at 92 cms. are adequate

for an open-access collection but are not wide enough to waste

space. In any three story building, and in some four-story

buildings, it should be possible to hold the column size to

that suggested here.

147. In the conference on academic library buildings in South

east Asia, held in Singapore in 1976, it is interesting to note

that five out of the sixteen institutions reporting used a

module of 6.8 meters. Other modules varied from those with

such inefficient dimensions as 5.79 x 5.79 meters to 9.0 x 9.0

meters.

148. Figure 6 shows the stack arrangement in a bay of 7.2 x

7.2 meters - the size preferred by some architects, for reasons

unrelated to the efficiency of bookstack layout. Here, shelving

-depths (double-faced) are 45 cms. and the columns have the same

dimensions as with a module of 6.85 meters. (Again, this

column size should be feasible in a building of two or possibly

three floors.) This is an inefficient module, however, because

of the wasted space at the end of each group of bookstacks.

(Refer to the diagram.) Note also the unnecessarily wide

centre-to-centr? spacing (1.44 meters instead of 1.37 meters)

which results in a waste of 6.8 m in every bay. Although one

architect indicated he liked this particular dimension because

it works well with the sizes of available building components,

it is interesting that not one of the 16 libraries discussed

at the Singapore conference of 1976, used this dimension, or

one close to it.

149. Figure 7 illustrates the arrangement of stacks in a bay

of 8.4 meters. This is a large bay size and one that works

well both with bookstacks and other library furniture. It is

assumed that the columns here will have to be larger to support

the larger bay size and they are shown at 65 cms. x 65 cms.,

a feasible size in most buildings of three or four floors.

Columns of this size project into the aisles 10 cms. on each

side. In this instance, the aisles are 85 cms. wide at the

points where the columns project into the aisles - the minimum

acceptable width. With this bay size and a column size of

65 cms., note that the length of the ranges is almost exactly

equal to the distance between the two outer column faces.

Note also that it is possible to place six ranges in every bay

instead of five. This is a much more efficient use of the

space in the building.

6.85 m-

Page 79

^ 5^

6.85 m

¡ !

0.43 ( 0.92 m

m

1.37 m 0.92 m Jp.45

m

6.40 m

7.30 m

Figure 5. Layout of bookstacks in a bay of 6.85 meters. Shaded area represents unusable or . wasted space, approximately 1.9 m

7.2 m

1 v^

• E S

6.75 m

1.44 m

7.65 n

Figure 6. Layout of bookstacks in bay of 7.20 meters. Shaded areas represent unusable or wasted space, approximately 6.8 m^.

8.4 m

T

9.05

7.75n

Figure 7. Layout of bookstacks in a bay of 8.4 meters. Aisle widths are 3 cms. wider than actually necessary. Total excess space with this bay size is 1.75 m2.

3ookstack Dimensions and Design

150. If the book collection of a library is to be housed

efficiently and in the most economical manner, it is essen

tial that bookstacks have the correct dimensions and design,

These are summarized below:

(a) Height. 2.28 meters, each single-faced

section equipped with one fixed base shelf

and six adjustable shelves. Use of seven

shelves per single-faced section will be

possible in 85 percent of the collection.

(b) Shelf depth. Up to 90 percent or more of

ordinary library collections can be accom

modated on shelves having a usable depth of

22.5 cms. In double-faced configuration

these stack units are 45 cms deep. For

other materials, shelf depths required for

single-faced units are shown in Table 2 of

Appendix IV. These measurements must be

doubled for double-faced units.

(c) Adjustability. All shelving should be verti

cally adjustable every 2.5 to 3.0 cms. (U.S.

bookstacks are adjustable every 2.54 cms. on

centres..) This feature is critical in the efficient

housing of library collections. The wood shelving

with fixed shelves, now universally used in Indo

nesian libraries, wastes (because of the fixed-

shelves alone) 7 to 10 percent of the collection

space in any given library. The use of units 6

shelves high instead of 7 shelves wastes an addi

tional 14 percent of the available space.

(d) Spacing. In many of the libraries visited during

the mission, wood shelving units were spaced

considerably further apart than necessary.

Again, this practice results in a significant

waste of floor space. In the new buildings now

being planned, the module should control stack

spacing. Within the limits of the modules recom

mended here, satisfactory stack spacings for

various types of collections are shown in Table 3

of Appendix IV. Other modules will require

different centre-to-centre measurements.

• Page 84

Floor Loading

151. Flexibility in library design not only requires that all

portions of all floors be designed to support live loads of

725 kilograms per square meter, but that all floors be struc

turally self-supporting. Floors engineered to the above strength

will support steel bookstacks of the standard height used in

the West (2.28 meters), spaced as shown in Figures 5, 6, and 7.

Unless floors throughout the library are properly engineered

problems can result.. For example, some libraries in the U.S.

have been designed with floors strong enough to support book-

stacks only in the areas required by the original collections.

When collections outgrew these areas the floors would not

support the loads. In a few instances, entire libraries have

been forced to find new locations.

152. In large, closed-stack collections it was once the practice

to construct multi-tier stacks in which the stack floors were

structurally independent of the building floors, with each

stack floor holding up the ones above. Because of the much

greater flexibility made possible by building design in which

each floor is self-supporting, multi-tier stacks are rarely

used today, except in additions to earlier buildings.

153. Compact stack installations must be designed to support 2

live loads of 1,450 kilograms per m , but such closed access

installations are not recommended at this stage in the academic

library development of Indonesia. However, in libraries with

basements, the foundation floor is usually strong enough to

support compact stacks and could be used for this purpose at

some future time.

Lighting

154. Reasonable flexibility -in the design of libraries requires

that lighting levels and lighting quality be generally uniform

throughout the building. A library is inherently a place with

many kinds of seeing tasks - tasks that may range from the

easy to the very difficult, from reading large print with

good contrast between the print and the page, to reading material

written in hard pencil on poor quality paper.

155. The lighting in libraries visited during the mission was

of such a low level and so lacking both in uniformity and the

glare-free qualities characteristic of good lighting, that it

is difficult to understand how students can study effectively

at night. In a few buildings inadequate natural light makes

even daytime study difficult.

156. Light levels and light quality should be high enough to

permit easy reading of hard-to-see materials at study tables and

carrels; at workstations in offices, cataloging areas, and

elsewhere; and in the aisles of bookstacks. General uniformity

of the lighting pattern is important, since it is normal for

libraries to change or expand both reading areas and bookstack

areas. As a result, lighting should be designed to accommodate

both types of use.

157. A good lighting system, providing glare-free illumination

over the reading or working surface should provide a maintained

level of 500 lux. Glare-free means that there should be no

direct glare from the fixture or the lamp, nor should there

be any reflected glare to cause "veiling reflections" from

the work surface.

158. Except in specialized locations, incandescent fixtures

are not generally suitable for library use. One of the

important objections to incandescent lighting is the high

heat levels given off. Fluorescent fixtures give ,a better

quality of light and impose much less heat load on the building.

159. Unfortunately, not all fluorescent fixtures provide

the high quality light required for library use. One of the

most efficient fixtures for libraries is a parabolic reflector

with a specular aluminum finish and aluminum louvres or baffles,

not the more traditional plastic lens. Described as "low-

brightness" fixtures, these units provide very high quality,

glare-free light at the working surface. There is no glare

from the fixture itself. These fixtures have a bat-wing

photogrammetrie curve and can be used equally well for lighting

the bookstacks and for lighting working surfaces.

160. Task/ambient lighting systems so widely used today in

offices in the United States and Europe have not been generally

accepted for library use, because they have not provided the

high quality lighting required for reading. However, a great

deal of research is going on in this field and it is likely

that better task/ambient systems will be developed in the

future. At the present time, the general, overhead lighting

system is preferable for library use.

161. Questions are sometimes asked about the effect of fluore

scent light, with its high level-of ultraviolet radiation,

on the life of the book collection. There is, of course, no

question about the deteriorative effect of ultraviolet on

paper. In the ordinary situation there will be fading of the

exposed portions of the bindings from fluorescent lights.

Most of the light, however, will be cut off from the paper

by the shelves, by the bindings, and by adjacent volumes.

As a consequence, librarians should not be overly concerned

about the effect of UV radiation on the general book collection.

162. It is possible to purchase ultraviolet filtering shields,

or sleeves, that slip over the fluorescent tubes and actually

absorb 95 percent or more of the UV originating from them.

These shields are recommended for rare book collections but

are ordinarily too expensive for general use outside such areas.

Air-Conditioning

163. As noted earlier in this report, none of the central

libraries visited during the mission were air-conditioned,

although one or two faculty libraries had some measure of

environmental control.

164. Air-conditioning serves two major purposes: 1) it

significantly increases the life of the book collections by

reducing the rate of chemical deterioration of the paper and

by reducing the likelihood of attack by mold and insects, and

2) it provides a more comfortable working environment for

library users."

165. In the case of chemical deterioration, it is generally

agreed by preservation scientists that for every 5° C. the

temperature can be lowered, the useful life of the paper will

be doubled. At 24° to 28° or 30° C. - the temperature in many

of the libraries visited - most modern paper will have a useful

life of approximately 50 years, or less. Lowering the tempera-

ture to 20 to 22° C , and holding it at a relatively constant

level, will significantly increase the useful life of library

collections. In consequence, it is strongly recommended that

the new libraries now being planned be air-conditioned.

166. In this connection, one librarian commented to the

consultant that he did not see any reason to preserve a collec

tion that would "turn over" every ten to fifteen years. This,

of course, is a short-term view. It is true that textbook-

type collections quickly become obsolete. Research materials,

on the other hand, especially those in the humanities and

social sciences, have an indefinitely useful life. These and

other research materials should be afforded the protection

of air-conditioning.

167. Reasonable temperature and humidity limits for the

general air-conditioning of a university library are: 22 +

2° C. (20° to 24° C.) and 45% + 5% relative humidity.

Automation

168. Up to the present time, academic libraries in Indonesia

have not needed, or been able to afford, automation. Times

are changing rapidly, however, and within the reasonable life

expectancy of some of the new buildings now being planned,

it is certain that some degree of automation will be desirable.

In addition, some libraries will need to go online in order

to provide access to the data bases now available. Online

searching will be particularly important for such institutions

as IPB, ITB, and ITS. Unless these new buildings are planned

with automation in mind, however, this will, be more difficult

and expensive than if it is planned in advance.

169. Planning for automation involves two basic requirements:

1) the provision of a machine room with special air-conditioning

facilities, and 2) the provision of facilities for routing

computer cables from probable terminal locations to the machine

room where the computer will be housed and for routing telephone

cables from outside the building to the library's central

distribution point, the machine room. Online operations

utilize ordinary telephone cables from some node in a national

or regional network. In-house terminals are likely to be

connected to microprocessors or mini-computers by similar

cables. These must be routed either in the floor through a

conduit or duct system, or in cable trays in the ceiling.

170. In the early stages of automation, most academic librar

ies in Indonesia will probably use large or maxi-computers

serving many campus needs and housed in the university computer

centers. However, the size and cost of small computers suitable

for library use are going down so rapidly that it is now entirely

feasible foc a library to have its own system.

171. Today a computer and its accessory hardware, with suffi

cient capacity to handle all library operations and to store

the complete catalogue of a400,000 - 500,000 volume collec

tion, can be accommodated in a space of 30 square meters.

The only special requirement, in addition to a suitable

connecting duct system, is some additional cooling capacity

to accommodate the heat load of the equipment. Even the tradi

tional raised floor is unnecessary with the new micro-processing

units because so few cables are required. A single trench

in the floor is desirable, however.

172. A reasonable level of automation planning for new or

proposed academic .libraries would include the following:

2 (a) A machine room of 30 m , located xn the technical

services department, or in the lending (circulation)

services work area, this room to be air-conditioned

to maintain 18 C. and 45% relative humidity.

(b) Underfloor conduits (or a modest duct, system) leading

to the machine room from:

(i) circulation or loan desk,

(ii) reference office,

(iii) technical services department,

(iv) serials or periodicals services unit,

(v) central card catalogue and

(vi) external telephone system.

173. Such a network of conduits (or ducts) will make it

possible to connect terminals to a computer elsewhere on

campus, to the library's own computer, or to the outside tele

phone system (for online operations).

Elevators and Booklifts

174. Of the central libraries visited during the mission,

none had a functioning elevator. Buildings of two floors

with textbook-type collections and limited circulation can

probably function satisfactorily without elevators. However,

the newer and larger library buildings now being planned to

support campus populations of 10,000 students and more will

find elevators essential. Not only will elevators be neces

sary for the transport of books from the circulation depart

ment to stack floors, they will be needed for the transport

of physically handicapped library users.

175. At least one elevator large enough for two passengers

and two booktrucks should be planned for each new building.

If funds do not permit an elevator, then an elevator shaft

of appropriate size, in which the elevator itself" can be

installed at a later date, should be included. In lieu of

an elevator in the initial building, a booklift large enough

to accommodate two booktrucks should be provided.

GENERAL DESIGN CONCEPTS

176. Of the twenty academic libraries surveyed during the

course of this mission, very few were efficiently designed

for the functions they were intended to serve. As noted else

where in this report, by far the best libraries were those

located in buildings originally designed for other purposes.

The effectiveness of these buildings was almost entirely the

result of the knowledge and the careful planning of the library

directors.

177. Buildings designed specifically as university libraries

were neither functional nor attractive. Most of these new

buildings used a design in which the center of the building

was utilized for non-library purposes. In each instance, space

was wasted, noise problems were created, library services were

improperly located, and student convenience was ignored.

178. In one case, the library was built around a courtyard

open to the sky and serving only as a place for a few plants

and for students to throw trash. Some library staff functions

•were in closed rooms on the ground floor. Students had to go

to the upper levels to find books and services. The very

unattractive open courtyard required space that could have

been better used for library functions.

179. In another building, a "light well" surrounded an unused

elevator shaft. Light came not from a skylight but from the

windows. The "opening" served no useful purpose and wasted

many square meters of needed space. Another library was designed

with a skylight and an open light shaft. Presumably, the sky

light was intended to provide light for library users, since

there was almost no artificial light in the building. However,

so much noise was transmitted from one floor to another via

the light well, that the librarian had been forced to erect

high baffles along the railings to achieve some degree of

noise control. In doing so, of course, he cut out much of

the light from overhead. This was the gloomiest and most

depressing library of those surveyed.

180. Where the most efficient and economical use of space

and available funds is of first importance, as it will be in

Indonesia for some years to come, the optimum shape for a

library building is a simple rectangle, having a ratio of

depth to length of approximately 2:3 (essentially the "golden

ratio" of the Greeks) and with the entrance in or near the

center of the long side.

181. "U" shaped buildings, "T" buildings, and "0" buildings

do not permit an efficient arrangement of library functions.

They are inconvenient to use and expensive to operate. Perhaps

half of the libraries visited during the mission had these

inefficient configurations. "L" shaped buildings can be

efficient if one leg is very short. (See Figure 10.) If

both legs are of equal or approximately equal length the re

sulting structure will be as inefficient as the other configu

rations discussed above. To achieve some greater degree of

efficiency, new buildings now being planned should conform

to more conventional and less space-wasting shapes.

Location of Core Elements

182. The term "core," as used in architecture, refers to

those fixed structural elements that contain several or all

of the following: elevator shafts,, stairways, air shafts,

plumbing, and similar facilities. These are permanent

structural elements and once in place cannot be moved. If

located in the wrong position they make it difficult or impos

sible to place the functional elements of the library where

they may be required for efficiency. In addition, they

seriously reduce future flexibility. Because of plumbing

requirements, it is customary to place restrooms and janitor

closets in association with the cores. The entire complex

of core elements can occupy a significant amount of space on

each level and it is very important, therefore, that they

be properly located.

183. Many architects prefer to locate the core in the center

of the building where they can make an architectural feature

of a stairway, for example. From the point of view of the

librarian, this is almost always undesirable because it de

prives him of his must valuable space and costs him essent

ial flexibility. More sympathetic architects locate the core

elements at one side of the building leaving the center free

of fixed obstructions. Figures 8, 9, and 10 illustrate three

appropriate locations for the building core.

Number of Floors

184. Several times during the mission, the consultant was

asked how many floors a library should have. The general

answer to this question is the fewer, the better. Other

factors being equal, one and two-story buildings are more

efficient than multi-story buildings. Moreover, building

vertically is almost always more expensive than building

horizontally. The increased cost of foundations, the cost

of elevators and stairways, and similar factors, all mean that

buildings of several floors tend to be more expensive than

buildings having the same area but with fewer floors. Tower

libraries should be considered only where there is insuffic

ient land to permit the construction of a more efficient struc

ture. On the other hand, there is a point at which the large

size of a single floor makes it inefficient because of the

distances involved. Under these circumstances, vertical

transportation may be quicker and easier.

Load. Dock

Books and Readers -General Collections

*-

Books and Readers

' Card I Catalogs

I Indexes & I Abstracts

_l Reference Desk

Reference. Collection

Reference Office

Stairway

and

Rest-rooms

Loan Desk

•t-J-Main

Lobby

Exit Control __

Workflow Receiving Room

Technical Services

t

Loan Dept. Work Area

Elevator

Machine Room (auto.)

I I y

Administrative Offices

Figure 8. Location of Core, Alternative 1, Core elements in two units, near entrance. Students can reach all other parts of the building without entering the main area of the library. (Schematic only, not to scale.)

Load. Dock

Receiving Room

Administrative Offices

Technical Services

Resv. Books

Loan Dept. Work

Reference Office

""f nocTT

Reference Collection

Card Cataloga- Books and Readers

Reserved Books and 24-Hour Study

Loan Desk

i

Entrañe Lobbv

Core Elements

Figure 9. Location of Core, Alternative 2, Core elements in one unit, near entrance. Other occupants of building, if any, can reach their floor without going into library. (Schematic only, not to scale.)

Load.Dock

Reference Office

Reference Collection Reference

Desk

Books

and

Readers

Card Catalog

Loan Desk

,t4 Second Level Cantilevered Out Entrance To Make Covered Plaza f Lobby

Receiving Room

Technical Services

Loan Dept. Work Area

Core Elements

Adminis trative Offices

Figure 10. Location of Core, Alternative 3. (Schematic only, not to scale.)

185. The architect should study this matter carefully before

making final decisions. Here, because every situation is

different, it is possible only to suggest some very general

guidelines as to the number of floors in a library.

2 (a) For buildings of less than 3,000 m , two floors

will normally be adequate, both above ground.

2 (b) For buildings of 3,000 to 6,000 m , three,

possibly four floors will be suitable.

Assuming appropriate soil conditions and

ground water levels, one floor can be below

grade. Buildings with three or more floors

must have elevators to return books and other and

materials to upper and lower floors/to provide

service to the handicapped. One building discussed

at the 1976 Singapore conference had less than

2 4,000 m , distributed in five floors. Assuming

adequate land was available, this building could

have been accommodated much more efficiently and

at far less cost in three floors.

2 2 (c) Libraries of 6,000 m to 10,000 m should be

analyzed carefully to determine the optimum number

of floors. In this connection, it should be noted

2 that a floor area of less than 2,000 m is too

small to be efficient.

186. In any building, no matter how many floors, it is

essential that the main level be large enough to accommodate

the principal functions of the library, as outlined earlier

in this report.

Ceiling Heights

187. Determination of appropriate ceiling heights in library

buildings involves consideration of such factors as air-

conditioning (or ventilation), light distribution from over

head fixtures, the function of the area under consideration,

architectural aesthetics, the psychological reactions of the

occupants, and costs. The subject cannot be discussed here

in any detail, but some general criteria can be suggested.

188. First, it is important to note that the maintenance of

uniform ceiling heights throughout the principal working and

collection areas of the building is absolutely essential, if

the library is to have the flexibility required to meet the

changing needs of the future. Building designs in which stack

rooms and reading rooms are separate and distinct and have

different ceiling heights impose a degree of inflexibility on '

library operations that is likely to make any library obsolete

in a few years.

189. In an air-conditioned building some space is required

between the finished ceiling and the top of the bookstacks

to permit the proper distribution of air. If the lighting

system utilizes ceiling fixtures above the stacks, the same

is true for lighting.

190. As a general rule, it is necessary to allow approximately

0.5 meters between the tops of the stacks and the finished

ceiling. With bookstacks 2.28 meters high, as recommended

here, finished ceiling heights should be not less than 2.75

meters.

191. Reader comfort also plays, a role in determining ceiling

heights. In the large open areas characteristic of modular

libraries, ceilings that are too low can seem oppressive and

unpleasant to the users. Such areas ought to have minimum

ceiling heights of 2..75 meters, 2.85 meters would be better.

Beyond 2.85 meters, cost becomes a major factor. Two story

heights in lobbies are rarely appropriate in buildings of the

general size under discussion here, although, for aesthetic

reasons, higher ceilings on the entrance level than on the

other levels of the building are sometimes used.

192. Ceiling heights are generally a matter for the architect

to determine. The librarian, however, should insist that the

building have uniform ceiling heights in order to achieve

the desired level of flexibility. In this connection, it may

be worthwhile to emphasize again the importance of not separa

ting stack areas and reading areas. In academic libraries

of small to medium size, the open access philosophy that

mingles books and readers and the flexibility of uniform

ceiling heights are all important.

Workflow, Traffic Patterns, and Building Organization

193. The functions and services of an academic library not

only proceed along generally well-established lines that

can be charted and defined, but" each function bears an inter

relationship to the others. When basic principles of work

flow are observed, the library operates efficiently and at

minimum cost for the work accomplished. Both workflow and

the inter-relationships of various functions have an effect

on the basic design concepts and the layout of the library.

A full discussion of this subject is not possible here, but

some essential points can be noted.

194. Three types of occupants and thus three types of traffic

are recognized: library users, library staff, and library

materials. Although library users and materials can be classi

fied by category, we are concerned here only with the library

staff, of which three classes can be identified; administrative,

public services, and technical, services.

195. Figures 11, 12, and 13 show the principal traffic routes

in a typical academic library of three floors. Note that

all materials - books, periodicals, newspapers and others,

as well as supplies - enter the building via the loading dock

and receiving room.' From here supplies go to a storeroom.

Books, periodicals and other materials go to the acquisitions

or order section to be checked against invoices, then to

cataloging, classification, and physical processing. Each

of these functions is a part of the technical services depart

ment, which should be accommodated in one large open space.

From physical processing these materials are sent to the

lending services division for shelving. For this reason, the

close physical relationship between the technical services

department and loan services is critical.

196. In Figure 11, note the staff traffic between reference,

services and the card catalog and reference collection.

Similarly, the administrative staff needs convenient access

to both technical services and loan services, and in lesser

degree, to reference services. The location of the stairway

and elevators should make it possible for students _to reach

the other floors without going into the working area of the

first floor. This is a significant feature because it keeps

traffic from disturbing those working on this level.

Books and Readers

Books and Readers

<r

Y

Reference Collection^

X

Books

and

Readers

Card ¿. Catalog**-

I Orrier Section

X. v

Technical Services

Cataloging & Classification

I

t I Physical 'Processing

V Administrative Offices

r >-

User traffic

Staff traffic

Materials traffic

Figure 11. Functional arrangement for medium size university library showing principal traffic patterns and work flow. Entrance level. (Schematic only, not to scale.)

i

General Collection

Stacks and Reading

Bound Periodicals

Stacks and Reading «<-

4 Stairs way

Microform ^^¿ervices

«^Photocopy

Service

+

Audio-Visual Services

T *

Current Periodicals Service

A

^" Main -* Lobby

$le% T Y

Reserve Book Reading Room and 24-Hour Study

Figure 12. Functional arrangement for medium size university library showing principal traffic patterns and work flow. Lower level. (Schematic only, not to scale.)

Group Studies - Typing Faculty Studies

-»•"

General Collection

Stacks and Reading

Rare Books and Special Collections

Figure 13. Functional arrangement for medium size university library showing principal traffic patterns and work flow. Upper level. (Schematic only, not to scale.)

197. On the lower level (Figure 12) the locations of the

various functional areas should take into account the import

ant inter-relationships of these services - current periodi

cals under close control, but near bound periodicals; photo

copy facilities near periodicals (because most photocopy work

is from these materials)? microforms near periodicals (because

approximately 75% of microform usage is of periodicals);

reserve book reading near the stairway and elevators, and where

the area can be locked off from the rest of the library for

use as a 24-hour study area. The use of microforms requires

reduced light levels and does not need to have windows. This

function, therefore, can be placed on the lower level.

198. The audio-visual service, in this case, (Figure 12)

bears no essential relationship to other functions, but is

placed here because users of audio-visual materials are con

centrating on viewing or listening and do not need natural

light and a view of the out-of-doors. The upper level can be

better assigned to general library seating or to other special

functions.

199. The upper level of the three-floor library (Figure 13)

is devoted almost entirely to the general collection-and to

seating, together with faculty studies, group studies, and

a smoking lounge. In this case, the only specialized function

is the Rare Book and Special Collections Division.

200. The administrative staff forms the smallest of the three

staff groups, usually consisting of the director, an assistant

director, (sometimes an administrative assistant), and their

supporting staff, usually a secretary and one or two clerical

assistants. In most small to medium size libraries, the

director (and his assistants) prefer to be near the operating

center of the library - the technical services department,

the loan division, and the reference division. At the same

time, they must also be readily accessible to faculty who

wish to consult them, to off-campus visitors, and to students.

For this reason, an entrance level location, accessible with

out the need to go through the working areas of the library,

is preferred. This location is not essential, but is highly

desirable. The administrative offices should not be located

on the entrance level, however, if this means relegating an

essential public service to an upper floor. Such a choice

should not be necessary if a reasonable land area is available

for the library.

201. The public services staff is in regular, facè-to-face .

communication with user.s (normally students and faculty) and

interfaceswith them at the library's service points: the

loan desk (circulation desk), reference service desk, reserved

book service desk, periodicals service desk, audio-visual

service desk, and microforms services desk. A.given library

may provide all these separate service points or may combine

one or more. Libraries serving campus populations in excess

of 6,000 to 8,000 students, however, should have all of the

above if they wish to provide the full range of services of

a modern university library.

202. Technical services staff members are responsible for

selecting, ordering, receiving, and making ready for use

(cataloging, classifying, and marking for identification)

the"materials purchased or otherwise acquired by the library

for its collections. The workflow here is precise and should

be reflected in the organization of the space assigned to

this department and in its relationships to other elements

on the entrance level.

203. As noted above, Figures 11, 12, and 13 /show a suitable

and efficient arrangement in three floors for a small to

medium size academic library. Other arrangements are possible,

but the basic principles shown here are important. In these

diagrams, note particularly the following critical relationships:

(a) Location of the core elements so that the central

area of the building is left open for library functions.

(b) Location of the card catalogutwhere it is readily

visible to the entering user but is inside the

library's exit control and conveniently near the

reference service desk so that it is readily

accessible to both service staff and library users.

(c) Flow of incoming materials - from loading dock to

receiving room, to acquisitions, to cataloging,

to physical processing, to lending services,

to bookstacks.

(d) Relationship of the, microforms and copying services

to periodicals.

(e) Location of the reference service where it is

readily visible and accessible (on the entrance

level) to the incoming user.

(f) Location of the loan desk immediately inside the

entrance, where it is the first service point

students see when-they enter the building and the

last they see when they leave. Placing the loan

desk on the right as students enter, and on the

left as they leave, is in accord with the customary

pedestrian traffic in Indonesia.

204. The diagrams show a preferred distribution of library

functions on three floors. It should be understood that those

elements or functions shown on the main or entrance level must

be on that level. The preferred location of other functions

is indicated in the diagrams and discussed in earlier sections,

SPACE REQUIREMENTS AND SPACE CALCULATIONS

205. Although a topic of major importance, this report can

provide no more than a very general treatment, with some focus

on a few points that appear to be of special importance.

Workspace and Seating Allowances for Readers

206. In the academic libraries visited during the mission

a wide variation in the sizes and designs of study facilities -

individual carrels, multi-place tables, and individual study

tables - was seen. Every library seemed to have its own

standards for the design and dimensions of library furniture.

It is not necessarily desirable to have standardized designs

for all reader facilities, but some uniformity of functional

and aesthetic design within the same reading room is highly

desirable. More important, the areas of workstations and

the dimensions of tables and carrels should be standardized.

207. In the United States it is commonly accepted that under-2

graduate students require 0.55 m of work space in which to

comfortably spread out notebooks, workpapers, and books.

This same work space is strongly recommended for.Indonesian.

undergraduates. Some of the carrel units observed during the

2 mission measured 60 x 60 cms. and provided only 0.36 m of

work space, approximately 60 percent of that actually desirable.

This is too small for student comfort and efficiency.

208. An individual study carrel large enough to provide a 2

work area of 0.55 m will have dimensions of approximately 2

90 x 60 cms. A 4-place table providing 0.55 m of work area for each occupant will have dimensions of 180 x 120 cms.

209. It is not recommended that the dimensions of individual

study carrels (90 x 60 cms.) be reduced under any circumstances.

Where necessary, however, 4-place tables can be reduced slightly -2

to 180 x 100 cms. This provides only 0.45 m per position,

but is acceptable, where necessary, because the space is

shared and it is assumed that not all occupants will use the'

full share of the space allotted to them.

210. Metcalf, in Planning Academic and Research Library 1

Buildings, indicates that minimum dimensions for individual

study carrels can be smaller than.those recommended here.

Although he states these are minimums, it should be noted

that they are very infrequently used, because they are too

small to be either convenient or comfortable. It should also

be noted that Metcalfs minimum space allowances per seat are

valid only if used with his minimum dimensions for carrels

and table space.

Metcalf, Keyes D., Planning Academic and Research Library Buildings, New York, McGraw-Hill, 1965. p. 392.

211. In calculating space allowances, it must be.remembered

that they are only estimates intended to give the owner and

the architect a means of estimating the size and the cost

of the building. Such estimates can vary up or down, depend

ing upon the expertise of the architect in space planning.

If he is competent in this aspect of design, the estimates

will be accurate enough for all practical purposes. It is

not unusual, however, to find, when all the furniture, book-

stacks, and other equipment have been drawn to the proper

scale on the drawings, that the seating capacity, book capacity,

or necessary workspace is less than had been expected. This

is one reason it is important to show all the furniture and

equipment on the preliminary drawings before they are approved

for working drawings.

212. In this connection, it is important to determine that

the furniture and equipment are accurately drawn to the proper

scale. The consultant remembers one situation in the U.S.

where all the bookstacks were drawn to three-quarters of the

scale that should have been used. When the proper scale was

substituted the book capacity was significantly less than

required.

213. The present consultant's recommended space allowances

for the more common seating accommodations required in academic

libraries will be found in Appendix IV.

Bookstack Capacities and Space Allowances

214. Calculation of book capacity and the area required for

bookstacks is one of the more difficult problems in library

space planning. Not only are no two situations identical,

calculations are made more difficult by the fact that they

depend, in some degree, upon several different factors:

(a) The specific composition of the book collection.

An academic library of ordinary bound volumes, includ

ing periodicals, will, on the average,run about 25'

volumes per linear meter of shelving or about 175

volumes per single-faced section, 7 shelves high.

Where a collection contains a large number of bound

pamphlets, as at the Library of Congress, for example,

the number of volumes or items per linear meter can

jump to 80 and the number per single-faced section

^=— to over 500. A collection of law books will require

more linear meters of shelving than a collection of

novels or fiction. European library planners assume

thinner volumes and generally estimate higher capaci

ties than U.S. planners. The consultant's recommenda

tions, based on the general standards used in the U.S.,

will be found in Appendix IV.

) The height of the sections and the number of shelves

accommodated. The calculations given by Metcalf

and other Western sources assume stack sections

2.28 meters high, accommodating an average of 7 shelves

per section. Indonesian wood shelving is almost

universally limited to 6 shelves. This reduces book

capacity by one-seventh or 14 percent. In many

instances observed during the mission, stack units

held only 4 or 5 shelves, further reducing the capa

city of the building. It is strongly recommended

that all new buildings use steel stacks (available

in Indonesia) accommodating one fixed base shelf and

6 adjustable shelves in each single-faced section.

) The building module. The size of the building module

determines how efficiently the bookstacks can be

arranged within the building. As a general rule,

the larger the module the more efficient the layout.

(See Figures 5, 6, and 7.)

) The cent^e-to-centF3 spacing of the ranges or rows

of bookstacks in the bays. Any increase or decrease

in the optimum number of ranges per bay will affect

the capacity accordingly.

(e) Working vs. absolute capacity. Librarians generally

recognize that there are practical limitations in

shelving books. After the shelves are filled to a

certain capacity more adjustments are required,

more volumes must be moved to make space for incoming

materials, and the danger of damaging books from

crowding becomes greater. For this reason it is

customary to assume a practical working capacity

for each shelf or section. In the U.S. this working

capacity is generally accepted as 83 percent; in

Europe it is usually set at 75 percent. As the words

suggest, absolute capacity is the total number of

volumes the shelves will hold when they are completely

full. Most librarians and library planners prefer

to make their planning calculations on the basis of

working capacity.

Some authorities recommend that estimates of the

space required to house a given number of volumes

be prepared on the basis of so many volumes per square

meter of floor space. This may be acceptable as a

very rough rule of thumb, useful perhaps for the

most preliminary estimates, but it is not sufficiently

accurate for use in a written building program, A

more accurate method is the following:

(i) Estimate the average number of volumes per

linear meter in the future book collection.

(ii) Determine the number of shelves to be used

per single-faced section of bookstack and,

from this, the number of volumes that can be

accommodated per section.

(iii) Multiply the resulting number of single-2

faced sections by 0.9 m to obtain the total

number of square meters required to house

the ultimate book collection. In the final

bookstack layout most stack sections will

be in double-faced configuration but this does

not affect the calculations.

(f) The size of the columns. Ideally, a square column

(rectangular columns are not usually recommended)

should be no larger than the depth of a double-faced

section of bookstacks. Otherwise, .the column pro

trudes into the aisle and impedes traffic. If signi

ficantly larger, it forces the elimination of at

least part of a range in each bay and thus reduces

the capacity of the stacks in some degree. The

distance between column faces should permit the

installation of a range of bookstacks with minimum

waste space. (See Figure 7.)

215. In preparing the building 5?°scrams it is desirable to

show not only the requirements in square meters but also

the number of stack sections required. When the architect

lays in the bookstacks on the drawings - as he or the inter

ior designer should do before they are approved - it becomes

a simple matter to count sections and thus determine, with

a high degree of accuracy, the ultimate book capacity of the

building.

216. The consultant strongly recommends that new libraries

now being planned use stacks seven shelves high. It may be

desirable to use footstools with such units, but it will

add one-sixth (16 percent) to the stack capacity. At the

high cost of building today, this is a significant saving.

Other Space Allowances

217. Although seating and shelving allowances make up the

bulk of the space requirements in an academic library, there

are other functions for which estimates must be made and

set forth in the building program. In general, these will

depend upon the functions -involved and the manner in which

these are carried on. Detailed consideration of these allow

ances is not possible here. Those interested should consult

Metcalf's Planning Academic and Research Library Buildings.

1 Metcalf, op. cit.

Space Summary

218. As indicated in Appendix III, the final section in a

good building program is a Space Summary. This is a detailed

listing of the estimated space allowances for all functional

areas of the library: seating, bookstacks, staff workspace,

storage facilities, receiving room, etc. These allowances

are usually calculated in units of area known as "assignable

square meters" (ASM) or "net square meters" (NSM). All of

the allowances in Appendix IV, and in such standard works as

Metcalf, are in these units. These areas do not include any

space that does not contribute directly to library functions.

Building Efficiency

219. In order to estimate the cost of the project, it is

necessary to calculate the "gross square meters" (GSM) in

the building. This, in turn, requires that the "architect's

space," i.e., the space required for such non-library functions

as walls, columns, elevators,, stairways, restrooms, mechanical

rooms, and similar areas, be estimated and added to the total

assignable square meters required for library functions. The

ratio of the ASM to the GSM determines building efficiency.

Thus, if 70 percent of the gross square meters is directly

usable for library functions, the building is said to be 70

percent efficient. Library buildings generally achieve an

efficiency of between 70 and 80 percent. If the calculated

efficiency is less than about 68 percent, the architect should

restudy his design.

220. In preparing the written program, it is advisable to

calculate the total number of assignable square meters re

quired for library purposes, then to add a percentage for

the architect's space, to obtain the estimated gross square

•meters. It is good practice not to assume an efficiency

greater than 75 percent. Adding an allowance for the archi

tect's space of 33-1/3 percent of the 'n.s.m., will yield a

total for the gross square meters that approximates a building

of 75 percent efficiency.

CONCLUSION

221. A well planned, efficient library building, serviced

by a trained and competent staff, and housing a collection

of books, periodicals and audio-visual materials carefully

selected to support the academic programme is an essential

element of a university programme.Up to the present time the

academic libraries of Indonesia have not been able to meet

these criteria.

222. This report has focused on the physical facilities of

Indonesia's academic libraries, analyzing the problems of

existing buildings, and setting forth certain basic criteria

for future library design. As stated in the report, however,

a good building does not, alone, make a good library. Other

factors being equal, however, a good building will help to

promote good service.

223. Indonesian universities, and other academic institutions,

now have an excellent opportunity to plan and build libraries

that will provide support^ for improved library services and

stronger academic programs.

Appendix I

APPENDIX I

SURVEY FORM FOR THE UNIVERSITY LIBRARIES OF INDONESIA

GENERAL Date:

University: . :

Location:

Librarian's name:

Size of student body: Men Women Total

Date library constructed: Additions:

Subject division:

Division:

Departmental libraries not located in main building:

COLLECTIONS

Open or closed access: Gross Sq. Meters:

Volumes in collection: Period titles:

Rare books: Manuscripts:

Reels of microfilm: Microfiche:

Other non-print materials:

General condition of the collections:

Appendix I

SEATING

Total reader seats:

Distribution by type: Individual carrels / 4-place tables

6-place tables , study rooms , microfilm readers ,

other •

STAFF

Prof , Non-Prof , No. "Private Offices

Workstations

ADMINISTRATIVE ASPECTS

Organization ; Chart available

Librarian reports to

Library provides service to

Automation

Annual overall budget

Annual expenditures for books

Annual expenditures for periodicals

SERVICES

Lends books to

Interlibrary loans -

Reference service

Bibliographic services

BUILDING-GENSRAL

Site

Expansion

Flexibility

Modular Model size

Load bearing walls

Lighting

Na tur al

No. of floors Elevators

Levels not served by elevators

Page 125 Appendix I

Entrance conditions

Page 126 Appendix I

Control point (circulation desk/check point

BUILDING-ELECTRICAL

Voltage

Emergency power

Outlets

BUILDING-FIRE PROTECTION

Fire escape

Fire stairs

Early warning

Compar tinenta tion_

Standpipes

Nozzles

Exits

Sorinklers

_Hand extinguishers^

Hose

Other comments

BUILDING-SECURITY

Appendix I

Humidify_

Pollution

BUILDING - ARRANGEMENT OF SPACES

General plan

En t r anc e

Card catalog_

Service desks

Reserved books

Return of books to stacks via

Retrieval of books ___

Location of critical spaces

Administrative offices_

Bindery

Circulation

Group studies

Loading dock

Reading rooms

Receiving rooms

Reference functions

Seminar rooms..

BUILDING-ENVIRONMENT

Air-conditioning

Temperature

Dust

Appendix I

Storage

Technical services

Acquisitions

Ca talogting

Serials

Typing rooms

Other ' "'

FURNISHING/EQUIPMENT

STYLE OF CHAIRS

SYTLE AND DIMENSIONS OF READING SURFACES

Tables

Carrels

Other

SERVICE DESKS

Size

Style(sit-down/stand-up)

CARPETED

INFORMAL FURNITURE

MICRO READERS

Nos. by type

BOOKS STACKS

Manufacturer

D imens ions

Wood or steel

Appendix I

GENERAL COMMENTS

OFFICE FURNITURE

SPECIAL EQUIPMENT

B indery

Computers_

Telex

Telephone^

Typewriters

F.G.P. January 1979

Appendix II

APPENDIX II

THE AUDIO-VISUAL CENTER

Audio-visual facilities of any kind are not presently a part

of the organization of academic libraries in Indonesia.

Such audio-visual facilities as do exist are either in so-

called "Learning Resource Centers" or in other campus units.

The fact that information is packaged today in many forms and

that making such information available to library users,

regardless of how it is packaged, is a basic library responsi

bility, is not generally understood in Indonesia.

There is, however, some evidence that this picture is changing

as new campuses and new libraries enter the stage of active

planning. Unfortunately, this lack of experience means that

there is only a vague notion on the part of librarians and

architects of how the physical facilities for a library audio

visual center should be designed. It is hoped that this brief

description of the basic facilities will be helpful.

A basic facility should provide the materials, the equipment,

and the building arrangements necessary for students to use

any of the following: 35 mm slides, filmstrips, slide/tape

presentations, 8 mm movies, audio and videotapes, and video

discs. Libraries will not acquire all of these materials

Appendix II

at one time. In the case of videodiscs, for example, it may

be several years before these are generally useful or avail

able for library use. Further, unless the new libraries re

ceive significantly better financial support than is now the

case, audio-visual materials will not be acquired at all.

Basic materials - monographic works and subscriptions to

periodicals - should receive first priority.

The objective, however, of making audio-visual facilities

available in academic libraries is to provide students with

access to all the information necessary to support their

academic studies, no matter how it may be packaged. It should

be emphasized here that the library is generally not the place

for the production of audio-visual materials, or for teaching

the use of audio-visual equipment and materials. Production

should be a function of a unit serving the entire campus.

The teaching function belongs in the education department of

the institution where it should be coordinated with other work

in educational methods and technology.

In the library, to provide student access to the information

contained in these materials, a suitable physical facility

for audio-visual materials should consist of three basic

elements: 1) an audio-visual control room, 2) a listening/

viewing room, equipped with individual "wet" (electrified)

carrels, and 3) an audio-visual classroom equipped for group

listening and viewing.

Appendix II

Audio-visual control room. This is a room from which audio

and video programmes can be transmitted by means of underfloor

cables to individual student carrels in an adjacent listening/

viewing room. The control room interfaces with the listening/

viewing room by means of a service counter or desk where students

present their requests to have audio or video materials played

on the control room's playback equipment and "piped" to the

carrel at which they are seated. At this same service desk

students may also borrow projectors, slides, filmstrips, and

other materials to play or show to themselves in the listening/

viewing carrels.

The control room should provide initially for three to five

tape decks and four to six video playback machines. Some

expansion capability should be provided. An allowance of

2 2.0 m for each item of playback equipment "is adequate. In

addition, the control room should provide for the^sjtorage of

audio-visual materials and audio-visual equipment for student

use, as well as an area (preferably a separate but adjacent

room) where equipment can be repaired and maintained. In-

2 eluding two staff work stations, a total allowance of 40 m for the control room is reasonable in most cases.

Appendix II

Listening/Viewing room. This room should be equipped with

individual carrels containing electrical outlets at which

projectors can be plugged in. It should be connected to the

control room by a conduit or trench system. Each carrel should

contain a simple switching device which enables the student

to switch from one channel .to another and thus hear the programme

emanating from any of the programme sources in the control room.

All listening should be by earphones that plug into suitable

jacks in the carrels. Built into the back of the carrel or,

more simply, placed on a shelf of the carrel, a small television

monitor allows the student to watch any television.or video

program originating in the center. In addition, students

may borrow projectors and slides at the audio-visual service

counter and project these to themselves on a small screen built

into the back of each carrel. Twenty to thirty such individual , . 2

positions at 3.0 m each are suggested for new library buildings.

Audio-visual classroom. This room should seat from 20 to 30

students so that a class .or a group of students can listen to

or watch programmes originating in the control centra , or can

view slides, motion pictures, or other materials. Suitable

cable connections with the control room are necessary. Large

television monitors are required and a permanently installed

projection screen is desirable. Adequate electrical outlets

2 should be provided. An allowance of 2.8 m per seat is adequate.

Appendix II

These three basic facilities will provide all necessary means

for students to use the several forms of information acquired

by a modern academic library. Properly equipped and staffed,

these facilities can give students access to the media-type

learning resources needed to augment and support basic library

collections.

Appendix III

APPENDIX III

SUGGESTED OUTLINE FOR AN ACADEMIC LIBRARY BUILDING PROGRAMME

PART 1. THE CONTENTS OF A BUILDING PROGRAM.^5

CHAPTER I. INTRODUCTION

The introduction should discuss, as applicable, the

following topics:

1. The purpose of the programme»

2. The planning schedule, deadlines, related topics.

3. Previous programme revisions.

4. Identification of the person or persons responsible for preparing the programme.

5. Role.of the library or building committee.

6. Acknowledgments.

CHAPTER II. INSTITUTIONAL BACKGROUND"^ ""

This section should describe the institution the library

serves. Here it is appropriate to discuss the background

and educational philosophy of the institution, the academic

programme£he academic future of the institution, and present

and projected enrol .ments. Unique or unusual features of

the institution that might affect the building should be

included here: expansion of the curriculum, additional

graduate program.?^ service to the community, and similar

topics.

Appendix III

CHAPTER III. LIBRARY BACKGROUND

This section of the programme should set forth the principal

aspects of library service. These may include the

following:

1. A brief statement covering the history of the

library - if this is pertiennt in later discussion

of future plans.

2. Present library situation - present building,

unusual or undesirable conditions that need

solution in a new building; location of various

parts of the collection,- as these affect the new

building.

3. Library policies as these affect centralization or

decentralization, and other matters that may affect

the building design.

4. Present size of the collection and projected growth,

based upon present and projected budgets.

5. Staff size and projected growth.

6. Organizational structure of the present library and

the new library, including present and future organi

zation charts. .

Appendix III

CHAPTER IV. ARCHITECTURAL CONSIDERATIONS

The librarian has usually developed some general conclus

ions about certain architectural matters based upon

experience in his present building, his visits to other

libraries, and his reading of the library literature.

He will probably want to comment on the need for flexi

bility, discuss the probable need for expansion, the

factors to be considered in selecting a proper site, the

importance of the lighting, the need for environmental

controls, special electrical problems, planning for auto

mation, and similar topics.

Although the librarian should not try in any sense to

"play" architect, it is both appropriate and desirable

the he include in the programme the architectural matters

that are important to the library and its operation.

If he wishes to say that he does not want a building with

a great skylight and open courtyard in the centre, he

should feel free to do so. Similarly, he should feel

free to state in the -progranspe that booktrucks must be able

to reach all parts of the building and the use of levels

that can be reached only by going up or down steps is

unacceptable.

Architects are not always aware of, or do not remember,

some of these problems unless they are informed or re

minded of them by the written programr**.

Appendix III

CHAPTER V. FUNCTIONAL AREAS OF THE BUILDING

Having discussed the introductory aspects and general

background of the proposed building, the librarian or

other person responsible for the program, can now discuss

the functional elements or areas of the new building.

This material may be organized in a number of different

ways. One convenient way to do this is to proceed on

the basis of the organizational structure to be used in

the new building. If this procedure is followed, the

discussion can cover, in turn, each department, division,

section, and unit of the library and the physical require

ments, areas required, and spatial relationships of each.

Another way to organize this material, and sometimes the

most convenient way, is by functional areas rather than

organizational areas. The topical outline that follows

as Part 2 of this Appendix is based on this method of

organizing the material.

Each distinct area or space of the building should be

described in general terms. This should be followed

by a single sheet: "Inventory of Space Requirements,"

(Part 3 of this Appendix) that presents in succinct form

the pertinent data needed by the architect to design the

various functional areas in the building. This "inventory"

helps the architect to visualize the functions and physical

requirements of each specific area of the building.

Appendix III

CHAPTER VI. SPACE SUMMARY

It is essential for the program to contain the estimated

square meters required for each facility and the total

for the building as a whole. The number of square meters

in each functional area can be entered on the Space

Requirements sheet. In turn, the number of square meters,

for each area can be listed on the Space Summary sheet.

See Part 4.

Appendix III .

APPENDIX III


PART 2. OUTLINE AND CHECKLIST FOR DESCRIBING THE FUNCTIONAL

AREAS OF THE BUILDING (CHAPTER V OF THE BUILDING PROGRAM'^

PUBLIC SERVICE AREAS

Foyer or vestibule

Lobby

Exit control

Exhibit facilities - wall cases, movable cases, etc.

Bulletin boards - built-in, movable, etc.

Entrance to Administrative offices

Hours of service

Public telephones

Lending services

Service counter - special requirements, number of staff to be accommodated

Work space for discharging books - special requirements for present and future charging systems, separation from service counter

Telephone requirements

Book lift, or need for proximity to service.elevator

Central lighting control

Office space for circulation head

Book truck storage space

Staging area (or proximity to adjacent shelving) for organizing books to be shelved

Locker or coat rack facilities for staff

Time clock location if required for student assistants

Book drops - service counter drops, after hours return facilities, special requirements

Appendix III

Reference facilities

Type of counter or desk

Shelving for special reference collection

Telephone requirements

Office and work space - location and amount

Special requirements

Reference collection, reference seating

Card catalogwc(or COMCAT, or online terminals)

Number of units required

Size of units required (60 vs. 72 tray)

Catalog" reference tables

Type of catalog - dictionary or divided

Space required for catalog expansion

Lighting requirements for card catalog area

Location of card catalog as related to use by technical services and reference staff

Traffic flow around.card catalog

Periodicals and periodical records

Periodical indexes - location

Central serials record - where located, how serviced

Visible record files for public use

Location and display of:

unbound general periodicals

Unbound periodicals in subject fields -shelved by broad subject groups in stacks, displayed in single large periodical section or room, etc.

Bound general periodicals

Bound periodicals in subject fields -classified, filed with monographic materials, filed in single large periodical section

New book display

Paperback book display

Newspaper display and reading

Appendix III

READING AREAS (BOOKS AND READERS)

Book stacks - type, arrangement, special units

Reading facilities - types of equipment, general arrangement

Individual study tables

Individual study carrels

Multi-place tables

Multi-place electronic carrels

Enclosed carrels

Lighting and Acoustical control

Lounge or informal reading areas

Browsing room - if any

Group studies

Seminar room

Faculty studies

Smoking rooms

SPECIAL COLLECTIONS AND SERVICES

Microform reading facilities

Audio-visual or media facilities

Rare books

Archives

Maps

Government documents

Copying and reproduction services

Typing rooms

STAFF WORK AREAS

Administration

Librarian's office

Secretary's office

Other administrative offices

Conference room

Office supplies storage

Staff restrooms & lounge

Appendix III

STAFF WORK AREAS (Continued)

Technical Services

Acquisitions and cataloging department -arrangement and workflow, location of shelf list, location of trade bibliographies, relationship to bibliographic materials, relationship to card catalogs storage for books in-process, design of work stations, special files and equipment, computer terminals

Book processing area - facilities for marking and mending

Serials and government documents proccessing - if separate

Bindery preparation

Storage for books awaiting processing

Loading dock and receiving room - general location and arrangement, relationship to technical services

Book storage facilities

General storage facilities

Other work areas not covered above or in other sections

ALPHABETICAL CHECKLIST

This is the place for those items that have .not been discussed elsewhere. A partial list is given below, but each library will have variations.

Acoustics Air-conditioning Auditoriums Bells Book return chutes Bulletin boards Coat room space Clocks Computer terminals Doors Drinking fountains Electrical outlets Elevators Emergency exits

Facilities for the handicapped Fire detection and control

systems Janitor's storage Keys and locks Lighting Lockers Machine room Pencil sharpeners Signs and graphics Telephones Toilets

Appendix III

APPENDIX III


PART 3. INVENTORY OF SPACE REQUIREMENTS

Space Designation:

Assignable Square meters:

Function or use: ; ;

Relationship to Other Spaces:

Number

Number

of

of

Persons

Volumes

to

to

be

be

Accommodated :

Accommodated :

Furniture and Equipment Required:

Shelving -

Desks

Files

Tables

Individual Study Carrels

Etc.

Special Facilities Required:

Air-conditioning -

Booklifts

Drinking fountains

Ducts for computer cables

Electrical

Elevators

Service Desk

Telephones

Work counter with sinks _

Etc.

Appendix III

APPENDIX III


PART 4. SPACE SUMMARY

Staff Description of Space Volumes Seating Stations N.S.M.

Entrance

Vestibule (not included in n.s.m.) —

Lobby 80

Exit control 20

General Library Services

Circulation Area

Circulation Desk & Sorting Area 60 Staff workroom - work stations for 4 § 11 n.s.m. .4 44 Department Head's office 1 15

Reference Area

Reference service desk & Ready-Reference collection 200 30 Reference Dept. offices -

Head @ 15 n.s.m. 1 15 Reference librarians @

11 n.s.m. 3 33 Secretary's office 1 15

Reference collection, 10,000 vols. @ 105 vols./ section = 95 sections @ 1.2 m2/section 10,000 114

TOTAL 500,000 1,800 45 3,500

ESTIMATED ARCHITECT'S SPACE -33-1/3% OF N.S.M. + 1,165 TOTAL GROSS SQUARE METERS 4,665

All figures hypothetical, for illustrative purposes only.

Appendix IV

APPENDIX IV

BASIC DIMENSIONS & SPACE ALLOWANCES FOR BOOKSTACKS & SEATING

The material in the following tables is not all-inclusive

or exhaustive. It does, however, provide basic recommenda

tions for use in planning new academic libraries. Where it

has been necessary to make a choice in calculating these

space requirements, economy of construction, efficiency of

operation, and convenience for students and staff have been

the prime considerations. In Table III, for example, wider

spacing and wider aisles could have been suggested, but these

would have been larger than necessary and therefore wasteful

of space and money.

In recommending the amount of workspace for readers, student

needs and convenience have been the first consideration. In

this case, architects and librarians should pay much closer

attention to balancing the various space needs of a building

than has been done in the past. In more than one library,

for example, the consultant saw bookstacks with four, five,

and six shelves (where six and seven shelves should have been

used), placed 1.50 to 1.80 meters center-to-center (when 1.37

meters would have been adequate), while students struggled

to arrange books and study papers in severely cramped and

enclosed spaces 60 x 60 cms., when they should have been

provided with spaces 90 x 60 cms.

Appendix IV

Similarly, as discussed in the text, book shelves 35 to 40 cms.

deep, when 22.5 cms. is entirely adequate, is wasteful of both

floor space and furniture costs. Further, the lack of ad

justability of library shelving results in a loss of 10 to

15 percent in full utilization of shelving space; yet adjusta

bility is condemned by some librarians because it adds to

shelving costs. This is true, of course, but the additional

cost of good quality adjustable shelving is small when com

pared with •the cost of the additional floor space required

to shelve the same number of volumes in non-adjustable shelving.

This is not entirely the librarian's fault, however, since

there is evidence that government and the university adminis

trations have not always understood the problem.

Appendix IV

TABLE I

VOLUMES PER LINEAR METER OF SHELF AND PER SINGLE-FACED SECTION

OF BOOKSTACK WITH SEVEN SHELVES

Volumes per Volumes per Subject Meter of Shelf Single-faced Section

General academic collection -overall average

Law

Medicine

History

Literature

Economics

Fiction

Reference

25

20

20

26

26

27

27

15

175

140

140

182

182

189

189

105

Appendix IV

TABLE II

SHELF DEPTHS FOR VARIOUS MATERIALS

Single-faced Types of Material Shelf Depths

General collection 22.5 cms.

Art books 30.0 cms.

Reference collection 30.0 cms.

Rare books 30.0 cms.

Bound periodicals 30.0 cms.

Unbound periodicals on sloping shelves 30.0 cms.

Unbound periodicals stored flat 30.0 cms.

Newspapers in bound volumes 45.0 cms.

National bibliographies 30.0 cms.

Folios taller than 45 cms., stored flat 60.0 cms.

Appendix IV

TABLE III

RECOMMENDED SPACING FOR BOOKSTACKS

Bookstack Spacing Type of Collection and Use Center-to-Center

General collection - open access 1.37 to 1.40 meters

Reference collection - open access 1.68 to 1.70 meters

Reference collection - closed access 1.37 to 1.40 meters

Bound periodicals - open access 1.37 to 1.40 meters

Current periodicals (unbound) on sloping shelves - open access 1.68 to 1.70 meters

Bound newspapers 1.68 to 1.70 meters

Appendix IV

TABLE IV

AREA ALLOWANCES FOR SINGLE-FACED SECTIONS

OF BOOKSTACK ONE METER WIDE

Condition or Minimum Center- Shelf Area Collection to-Center Distance Depth Allowance

Open access bookstacks 1.37 meters 22.5 cms. 0.90 m

Closed access bookstacks, minimum aisle width of 76 cms. 1.21 meters 22.5 cms. 0.75 m Reading room reference collections 2 open access 1.71 meters 30.0 cms. 1.2 m

Periodical collections, sloping 2 shelves 1.71 meters 30.0 cms. 1.2 m

Appendix IV

TABLE V

SEATING ALLOWANCES

Allowance in Type of Seating Net Square Meters

Individual study table or carrel, 90 x 60 cms. 2.3

Individual audio-visual carrel, 120 x 75 cms. (with electrical outlets) 2.8

Four-place table, 180 x 120 cms. 2.1 (per seat)

Side-by-side carrels in tandem, with partition between, each 90 x 60 cms. 2.3

Double carrels arranged back-to-back, each 90 x 60 cms. 2.3

Microfilm and microfiche* reader tables, 140 x 75 cms. 3.0

Informal reading chairs, medium size 2.5

Group study rooms for 4 persons 3.5 (per seat)

Group study rooms, for 6 persons 3.2 (per seat)

Seminar rooms for 12 to 24 persons 2.0 (per seat)

Conference rooms for 12 persons 2.1 (per seat)



Staff room 2.5 (per seat)

* Tables for microfiche readers can be smaller than the size suggested here but useful flexibility results if all tables for microforms reading equipment are the same size.

Appendix IV

TABLE VI

STAFF WORK STATION ALLOWANCES

Work Area Net Square Meters

Acquisitions

Bindery Preparation

Cataloging

Circulation

Periodicals

Physical Processing (Marking)

Reference

Reserved Books

9.0

23.0

10.0

11.0

11.0

9.0

11.0

9.0

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