About a year ago I sat down to research and write an article for Knowledge Quest, the Journal of the American Association of School Librarians. I was asked by guest editor Pam Harland to contribute a piece on library spaces. Before agreeing, I thought about finding an under-documented angle on the topic. That brings me to the first two sentences of the article, which appear below, along with the full article (but only in a proof version because ALA locks down their content):
Much has been written about the advantages associated with the learning commons model of library design. Less has been written about its drawbacks. The open, technology-rich, and collaborative atmosphere of a commons nicely supports teaching, group work, and digital communication. Yet, for some tasks and for some students, the commons atmosphere might also limit the library’s usefulness.
For tasks requiring concentration, such as reading and problem solving, the social and active nature of a learning commons could be distracting. And for the more introverted student, a loud and busy room might seem uninviting. For these reasons, library design should take into consideration different types of work and different personality types. In a learning commons, therefore, space and resources should be organized and managed in ways that meet 21st-century learning needs but also ensure fairness and ….