Which comes first, the library design or the program design? Regardless of how you answer the question, school libraries are changing, as these examples show in the second of a two-part series.

"I've seen great school library programs in horrible facilities," says Doug Johnson, director of Media and Technology for Mankato Area Public Schools in Minnesota. "One was in a gymnasium that was converted to a library, and the computer lab was on the stage. In other cases, I've seen brand new libraries that aren't being used very well. So, if school administrators think they're going to design a good library program by designing a good library, they'll be sadly disappointed."

Johnson's words are backed by years of experience with school libraries and advancing technology. He has written four books; is a columnist for Library Media Connection and Leading & Learning magazines, and the Education World website; and his articles have appeared in more than 40 books and periodicals.

"One thing that has changed," Johnson continues, "is that the information is coming to the students, as opposed to the students coming to the information. This knowledge raises the question of, 'Why, then, are students coming to the physical library?'" Here are three changes that Johnson believes are going to happen to school libraries as a result of this transformation, threaded together with three school library projects, because it's clear that facilities and programs go hand in hand.

1. Project: Susitna Valley Jr./Sr. High School, Anchorage, Alaska

The goal of the library design for this new construction project was to integrate the library into the academic, social, and community life of the school.

As a result, the library is collocated with the student commons and multipurpose room and is enclosed with movable wall systems that allow various levels of openness and connection to the heart of the school. "Depending on the needs of the school," says Michael Carlson, AIA/REFP, a principal architect with Anchorage, Alaska-based McCool Carlson Green, which designed the project, "the library can be opened to spill out into the common spaces or, when there are noisy activities, it can be closed to maintain a good atmosphere for research and study. The open bar that surrounds the library encourages students to sit, eat, and socialize.

"One of the unique features of the library is the virtual fire place constructed out of local stone and channel glass and enlivened by color-shifting LED lighting," Carlson continues. "The hearth stone features patterns of the local Talkeetna River that was created by a local artist."

The 3,160-sq.-ft. library portion of the school cost approximately $1 million and was completed in 2010.

Trend: Learning Together

"One reason to come to a library is because students are learning together," Johnson observes. "So, libraries are going to need social learning spaces - places where groups of students can come together and meet face to face as an important part of learning. These spaces include comfortable seating arrangements, kind of like what Barnes & Noble and Borders have done."

2. Project: Minden High School, Louisiana

The goals for the library in this new construction project were to be centrally located in the school's campus life and to be used by the Minden community.

To meet those goals, the library is entered from a student commons that is also open to the dining area. The commons has public entries that allow use of this area without disrupting classroom activities. "A media production studio, small lecture auditorium for 50, and computer research lab are also part of the library," says Kim Mitchell, architect and partner with Shreveport, La.-based MHSM Architects, which designed the school. "The library is designed for the librarian and control desk to have good visibility of all parts of the library.

"The library is a space that encourages all users - students and community - to enjoy being in the library," Mitchell continues. "The space is uplifting in the use of color, materials, and furnishings, and through the use of clerestories and north-facing windows that fill the room with daylight. Furnishings were selected to be comfortable and encourage reading in the library."

The school was completed in 2009. At 10,000-sq.-ft., the library portion of the project cost $1.3 million, including furnishings.

Trend: Teaching Space

"I think libraries have to be teaching spaces," notes Johnson. "In the past, a classroom in a library was called a library classroom. Now it needs to be renamed a model classroom. As we try new technologies in our schools, the model classroom is the place where they will first be tried. The reason for this is because every teacher has access to the library to try the new technology."

3. Project: Pope John Paul the Great High School, Dumfries, Virginia

On this campus, the library acts as an anchor piece, with its tower serving as a beacon to the ideals of academics and faith that are so important to this private Catholic high school. The tower interrupts the large stretch of curtain wall at the south east corner, and also adds interest to the library's curved roof.

The south east corner of the library, with its expansive glass, creates a connection to the outside landscape and to the school's theater, located across the entrance lawn. Smaller square windows distributed around the perimeter of the south and west walls create intimate study areas for students. Grouped seating areas provide an informal tone.

Inside, hanging pendant lights with vibrant colored shades draw the eye upward as they follow the curved glulam trusses that line the ceiling. The trusses provide a regular rhythm in stark contrast to the linear lighting fixtures that are positioned in a radial manner. The rotund pattern of the lights is reinforced by low bookcases within the center of the space. In addition, natural light and simple forms make a creative and welcoming place.

The school was completed by Arlington, Va.-based MTFA Architecture.

Trend: Information Production

"Technology is changing what students do with information," says Johnson. "In the past, they came to the library to get information." He likens this to going to a grocery store to get food to prepare in the kitchen. "Now students come to the library to get information," he continues, "but also to work with and produce information, such as creating multimedia presentations and editing digital movies." He likens this to being in the kitchen, pulling food out of the refrigerator and cupboards and then preparing it for consumption.

Clearly, it's up to educators and designers to work together to merge trends in library programs with trends in library design to create the best educational environment for students. "Library facilities are important and are symbolic about how schools feel about learning and respect for students and teachers," Johnson sums. "When push comes to shove, how well the library works depends on the program the school creates."

See other innovative library projects at Schooldesigner.com.

Library Design: Part 1

New Approaches Meet Students' Needs

"The Haves and Have Nots...and Have It Alls"

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