This Open Plan Case Study originates from the 2007 JISC-commissioned study into the Design and Management of Technology-Rich Learning and Teaching Spaces in Further and Higher Education in the UK by Les Watson, Hugh Anderson (Principal, haa design) and Katherine Strachan (Architect, haa design).
Case Study tags: learning spaces, open plan, leeds metropolitan university, libraries, yorkshire and humberside, refurbishment, higher education
Space: Civic Quarter Library
Opened: 1960s, refurbished 2000
Respondent: Fiona Middleton
Role: Deputy Director of Learning Support
The Civic Quarter Library of Leeds Metropolitan University was refurbished in 1999. At this time the building had a new heating and ventilation system installed. In spite of the new system heating and ventilation continue to be a source of complaint from both staff and students. Maintaining temperatures in the open-plan space and offices at the same time tends to be problematic. The current system responds to external temperature and the internal temperature therefore often lags 24 hours behind external temperature changes. Control of the system lies with the Estates department.
Noise is the biggest problem for the library and is linked to the range of activities promoted. These activities include social learning, networking and group study which all tend be conversational and mainly take place in close proximity to the Help and Information Point 'interfering' with its operation. An important factor affecting 'noise' is the 'ownership' of the space; the space, although it is within the Library, is not considered to be Library space rather University space. The result of this is that there are an increasing number of activities taking place in the space. For example Faculties of the University stage exhibitions - in itself not problematic - but with some events there can be unexpected speeches and presentations that disrupt the activities of staff delivering Library services and of other users.
Noise is managed by having zoned floors of the building. It is recognised by the library that noise is generated partly from activities they wish to encourage and promote - but the group study floor did get the unfortunate label of the "party floor" originally, following its creation. Zoning, into separate floors for different noise levels, has been successful in separating activities that interfere with one another.
As well as the group study floor there is a silent study floor and provision for computer use at fixed PCs and space for laptop use. It is unlikely that there will be an increase in the provision of desktop PCs as the availability of wifi networking has been increased and this works well with soft seating, more formally arranged group study areas, and the use of laptops.
Mobile phone use is always an issue in Library spaces and Leeds Met has a policy of allowing mobile phone use only in corridors. Use is not actively prohibited in group study spaces though neither is it encouraged, but it is recognised that mobile phone use is often for legitimate work purposes.
Food and drink consumption is an issue for the Library and it has recently developed a policy and user guidelines on this. Eating and drinking in the Library space also presents a litter problem - but the guidance can cover this as well. Extra cleaning, bins and patrols have been organised to try and deal with this problem.
The Library collects regular feedback from Library users and responds to this as far as it can. When students are unhappy with changes made there is a strong correlation between the amount of time that they have already spent at the University and their level of unhappiness. The Library sees the process for improvement as a continuous one of piloting developments, reviewing them and making further improvement on them.
The Library recognises that they should provide choice and that students are now learning differently and making extensive use of technology. Learning is now more social. There is a need to defend change and make it work - "Our premise is that the student comes first". Whilst focus groups are used to help gather feedback the role of the library professionals is felt to be about raising awareness of the possibilities. Consequently the Library is viewed by the institution as a key driver of the Assessment, Learning and Teaching Strategy. The overall policy within the Library is not to tell anyone that they can't do something - but to provide alternatives so that they can - the provision of open-plan technology-rich space is one way of saying yes.
