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Facilities Floor Plan

Facilities Floor Plan. Project 2.6 Linda Dixon July 6, 2008 MEDT 6461. Justification of Media Center Changes

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Facilities Floor Plan

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  1. Facilities Floor Plan Project 2.6 Linda Dixon July 6, 2008 MEDT 6461

  2. Justification of Media Center Changes I learned an incredible amount by interviewing the library media specialist at Mt. Zion Elementary School. Ms. Mary Braswell shared her extensive knowledge about selecting, organizing, and displaying the materials in the collection. The media center is a relatively new structure, well placed between the third to fifth grade wing and the Kindergarten to second grade wing (Woolls, 2004). Hallways surround the media center on three sides; the back wall borders the outside of the school. Windows encompass the media center creating a spacious, open, and inviting feeling (Woolls, 2004).

  3. One component Ms. Braswell has prioritized for the library is an excellent reference section. Students must be able to research from a variety of formats in this place. She also recommends having rooms for computer instruction, storage, live broadcast, audiovisual resources, and a workroom (Woolls, 2004). There is ample, well-used space for these rooms (Stephens & Franklin, 2007). A bathroom and a small area where book carts and a laminator can be housed and used are close to the media office. This area also contains a separate sink, counter, and cabinets for repair purposes. The circulation desk is strategically located in front of the media specialist’s office, and from it the media specialist can see all computer screens (Stephens & Franklin, 2007), students working at tables, and others browsing shelves.

  4. Two exits in the back are used by faculty to exit the building. Two exits in the front are not to be used and signage outside the media center directs patrons to use the side entrances. Students check materials in and out themselves. There are tables for check in at the two student entrances. The media specialist explained that at one time the parapro checked materials in and out, but decided to train students to do it so she could assist students doing research and browsing shelves.

  5. Administrators needing extra lunchroom helpers pulled the parapro since she now has “less to do”. Students are not always reliable with checking out items and this has posed challenges for the media specialist (M. Braswell, personal communication, June 30, 2008). The furniture is very practical and user friendly. Shelves around the room maximize space and are low enough for young children to reach. Tables and chairs of various sizes, couches, and accent tables with lamps (Stephens & Franklin, 2007) all add to the comfortable setting (Woolls, 2004).

  6. There were only a few changes that I wanted to make in this excellent media center. Right now the library is divided into two sections, one for Grades 3-5 and one for K-2 students. There is a grouping of tables, chairs, and couches in the middle and more tables behind this area. The arrangement of book shelves, tables, and reference could be better placed. My floor plan moved the reference shelves and globe to the newspaper and magazine area and changed the check in table to a computer bank for accessing databases. The computer screens are still visible from the circulation desk (Woolls, 2004).

  7. Couches and tables make it comfortable for students reading and researching materials that cannot be checked out (Stephens & Franklin, 2007). Taking the two front entrances and two front windows out adds more shelf space for the easy fiction collection. Moving bookshelves maximizes floor space, accommodates students in wheelchairs (Stephens & Franklin, 2007), and makes traffic flow smoother (Woolls, 2004). A story nook with couches and a flat screen monitor in the back right corner can be utilized by the LMS, parents (Stephens & Franklin, 2007), and young students without limiting access to information by dividing the library into two parts (Woolls, 2004).

  8. Grouping tables closer together and closer to pillars gives more useable area for LMS lessons (Stephens & Franklin, 2007). Removing a wall makes the media office larger for storage purposes and closer to the computer lab (Woolls, 2004). Windows along the perimeter of the media office and computer room aid in assisting and monitoring students. The table for check in/out by the third to fifth grade wing should be removed. The parapro needs to be able to handle check out or train parents or volunteers to do it (Stephens & Franklin, 2007).

  9. Image from http://www.mze.carrollcountyschools.com Image from http://www.mze.carrollcountyschools.com

  10. Assisting students with finding information on shelves and in databases is a right that must be protected in our schools (Bishop, 2007) and parapros are hired for this reason. The large print monitor in the back left corner was moved to the front of the room so that the student with visual impairment (Stephens & Franklin, 2007) could read in a quieter location (Woolls, 2004).

  11. When the floor plan was complete, I felt real satisfaction with how many purposes it supports and how many users will be able to use it at one time. Maximizing space for additional storage of materials and equipment takes into account the further resources this media center will have in future years. I would be happy to work in a media center where there is such ample room to research, read, browse, and meet with large and small groups.

  12. References Bishop, K. (2007). The collection program in schools: concepts, practices, and information sources (4th ed.). Westport, CT: Libraries Unlimited. Stephens, C. G. & Franklin, P. (2007). Library 101: a handbook for the school library media specialist. Westport, CT: Libraries Unlimited. Woolls, B. (2004). The school library media manager (3rd ed.). Westport, CT: Libraries Unlimited

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