Wightman 1

Ben Wightman
LIS 524 School Library Field Experience
Fall 2014
October 15, 2014 Module 1
Facility Design Report for Cazenovia Middle School
Patron Demographics:
Cazenovia Middle School serves approximately 350 students in grades 5-7, including
students with disabilities. One student uses a wheelchair on a semi-regular basis.
Facility Overview:
The library is part of a larger educational suite that also includes the school computer lab
and classroom space. When students enter the main door, they proceed to the circulation desk by
way of an aisle running between the computer lab and the office/work room. Both side rooms
have large windows built into their walls so that students can be observed as they enter. Six of
the librarys eight computers (separate from the computer lab) are located opposite the
circulation desk, in an alcove formed by the office/work room and the underside of the stairway.
Encyclopedias and periodicals are located adjacent to the stairway. The area beyond the
circulation desk is a large, two-story high room with whiteboards and a projector screen at one
end. The stacks occupy about one-third of the room, and the student work area fills the remaining
space. The work area consists of the other two computer stations and five tables with space for
six students each. It also includes a dedicated leisure reading area adjacent to the circulation
desk, with couch and chair space for seven. The second floor of the suite consists of a classroom,
the IT specialists office, and a balcony-lounge area called the crows nest. Elevator service
connects the two floors.
Shelves:
Fiction and nonfiction cases are 60 inches high and 10 inches deep. Each consists of four
shelves. Reference cases consist of two shelves. They vary in height, but are all fewer than 44
inches tall. Reference cases are 12 inches deep. There is no permanent periodical storage.
However, current issues of magazines are displayed on a 12 square foot rack opposite the
circulation desk, and past issues, which are maintained for about a year before being discarded,
and are kept in bins on an 8 square foot shelf in the stacks. All these dimensions are within the
recommended limits for middle school students (Erikson, 94). The main aisle running from the
entrance to the stacks is never narrower than four feet, and generally much wider. The narrowest
aisle within the stacks is 44 inches wide. These dimensions are all well within Americans with
Disabilities Act (ADA) guidelines (Erikson, 73).
Tables and Computer Workstations:
The tables and workstations in the group study area are all 26 inches high, with 18-inch
high seats. This is within the recommended limits for students without disabilities (Erikson, 100),
but falls slightly short of the 27-inch to 34-inch minimum for students with disabilities (Erikson,
73). The density of the study area is 23.34 square feet per seat, and the density of the leisure
reading space is 22.90 square feet per seat. Both are significantly denser than the recommended
area of 30 square feet per seat. However, five of the seven seats in the leisure reading area are in

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the form of couches, which are designed to accommodate more patrons in less space. The group
work space can be rearranged as needed, and it would be possible to remove a table and reduce
the number of seats if it is ever determined that the density is detracting from learning.
The alcove with the remaining computer workstations is relatively small for the number
of computers it accommodates. The density is 15.33 square feet per computer. Furthermore, the
tables on which the computers sit have just 22.75 inches clearance with the floor, due to
framework mounted below the surface. (The surface itself is 25 inches high). These dimensions
are well below the recommended limits for both students with and without disabilities. In the
case of students without disabilities, it was determined that offering access to more computers
was preferable to strict adherence to space recommendations. The students are willing to be in
close proximity with one another if it means they have a greater chance of using a computer.
Some students with physical disabilities are limited to using the two workstations in the group
study area, but the 1:3 ratio of accessible to non-accessible workstations is well within 5 percent
guideline of ADA (Erikson, 73).
Doorways and the Circulation Desk:
The main doorway into the library is 76 inches wide, which greatly exceeds the ADA
minimum of 32 inches (Erikson, 73). The doorways leading to the office, circulation desk,
computer lab, and classroom are also in compliance with ADA. None is narrower than 40 inches.
The alternate emergency exit is not in compliance with ADA. Although originally 56 inches
wide, it is divided into 28 inch halves by a central beam that locks in place. This barrier to
wheelchairs is probably present because the passage behind the door includes a flight of stairs,
down which students with disabilities would need to be carried. Abandoning the wheelchair in
the passage would create a hazard, so the beam ensures that wheelchairs stay in the open library
space. The primary evacuation route utilizes the main doors, which are fully accessible.
The circulation desk is a 121 square foot area with fixed walls. Its unusually high 42.75
inch tall countertop significantly exceeds the 36 inch maximum set by ADA (Erikson, 74).
Bringing the desk into compliance with ADA would require the removal of a 5.5 square foot
section of the circulation area wall. Since that is not a valid option, several other
accommodations have been made to facilitate easier access to circulation services. An accessible
book drop is located outside the main suite doors to accommodate returns, and the computer
station closest to the aisle doubles as a self-checkout kiosk. Students use the self-checkout by
scanning a patron ID barcode they carry with them, then scanning the barcode of the book they
wish to check out. There is no user-generated input involved, and the process requires a minimal
amount of instruction.
Signage:
All permanent signs in the library are 3 inches high, with white letters against a green
nonglare background. The letters are carved into the background, fulfilling the tactile
requirements of ADA (Erikson, 75). The names of the library media specialist (LMS), computer
lab specialist, and circulation paraprofessional are listed on the main door. The doorways to the
LMSs office, computer lab, classroom, and IT office are labeled in general accordance with
ADA, although the labels are located on the doors rather than off to the side. (In some instances
the presence of windows adjacent to the door precludes such placement.) Within the stacks, the

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easy reader, fiction, young adult, nonfiction, and reference sections are labeled. Permanent labels
also identify the author name or Dewey range of each case. These labels are somewhat
problematic because the balance of the collection has evolved over the years, leaving some
fiction cases with wasted space at the end of their ranges, and others with inadequate space to
hold the entire range. Nonfiction cases have supplementary labels to identify the topics covered
by the Dewey ranges on the permanent labels. These supplementary labels are printed on
stickers, and do not maintain the style or tactile quality of the permanent labels.
Overall Space Utilization:
Due to its high ceiling, the main library feels larger than it actually is. The limited amount
of floor space necessitates the use of some areas for multiple functions. The LMSs 257 square
foot office doubles as the workroom, and most storytelling, group study, individual study, and
instructional activities occur in the same 690 square foot student work area. Neither of these
multi-use practices is generally a problem.
When classes use the library, they almost always do so one-at-a-time, because the space
is too small to accommodate multiple classes for anything other than video conferences.
Accordingly, it is rare for noisy activities (like storytelling, instruction, and group study) and
quiet activities (like individual study and leisure reading) to occur simultaneously. Teachers have
the ability choose one or the other as needed, and to implement that choice with minimal fear of
disturbing or being disturbed by others, due to the librarys location in the educational suite away
from other classrooms. When the library is open for general use, a combination of school
policies helps forestall conflict over the available space. Fifth and sixth grade teachers prohibit
their students from leaving study hall or reading class for more than ten minutes at a time, so
younger patrons typically come to the library only to browse the stacks, select a book, and return
to class. Seventh graders have more choice, but there is an implicit understanding among them
that study hall, in a regular classroom with individual desks, will be more conductive to quiet
individual work and leisure reading, while the library, with its larger tables, will be better suited
to group work. Seventh graders usually come to the library to browse the stacks, use computers,
or work on group projects. In either case, the number of students present is usually small, and the
atmosphere relatively quiet.
It should be noted that the educational suite as a whole can accommodate up to three
classes if the computer lab, library, and classroom are all utilized. The classroom is a potential
auxiliary area for teachers who need access to the stacks when the library is booked by another
class, but individual students cannot use it because there is no separate supervision. The
computer lab does have its own dedicated specialist, and the proximity of the computer specialist
and LMS has led to positive cooperation between the two. At times, each can use her space as an
outlet for the other when the facilities are in high demand.
The upper floor has proven to be a difficult part of the library to utilize. There are no
closets or permanent shelves up there, so it appears that the architects intended it to be additional
student workspace. The 121 square foot crows nest is a good size for a leisure reading area.
However, the placement of the office and circulation desk makes the upper floor difficult to
supervise. The balcony overhangs the office, and the crows nest is located directly above the
circulation desk (note their identical area dimensions), precluding any possibility of observation.

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Past and present LMSs have also expressed concern with the low railings in the crows nest. As a
result of these issues, the space cannot be put to its intended use. Students are instructed to stay
out, and removable shelves have been added to transform it into a makeshift storage center for
class sets of resources, audiovisual equipment, and spare classroom furniture. (The furniture does
not need to be stored in the library, but it has been placed in the crows nest to fill the space and
effectively prevent students from entering it.)
Aesthetics:
The main library space is bright and welcoming due to a combination of the high ceiling
and two picture windows in the south wall. The smaller of the two windows has a blue tint that
reduces glare on the projector screen and ensures that the light in the student work area is not too
intense. The balcony and crows nest are also aesthetically appealing, despite the fact that they
cannot be used for their original purpose. The shelves on the balcony are kept relatively neat, and
students are intrigued by the crows nest. If its issues could be rectified (perhaps with clear
panels to raise the railing and closed circuit cameras to allow for supervision) it would be an
attractive work area. The library computer alcove is somewhat crowded in its location beneath
the stairs, but that barrier also makes it a semi-private area outside the main group study area.
The placement of the circulation desk allows both areas to be supervised relatively easily.
Visually the library is inviting and stimulating, but not overwhelming. The staff wisely
opted against trying to fill the immense amount of wall space with decorations. The walls around
the student work areas are clean and neat, while large mural-like quilts add color to the walls
around the stacks. Posters are hung at eye level, and largely confined to the stacks and a bulletin
board in the computer alcove. The carpets and furniture follow the school-wide dark green and
maroon color scheme, which is accented by the dark brown bookcases. Together, these darker
colors create a laid-back, relaxing environment.
Several aesthetic elements are used to promote reading. The couches and cushioned
chairs in the leisure reading area do attract students, and the tops of the book cases are used to
display books with their covers outward. This practice is particularly effective on the shorter
reference cases, where the books sit at chest or eye level for most students.
Conclusion:
In general the Cazenovia Middle School library adheres to recommended space
guidelines. Work areas are relatively dense given the number of seats present, but this density
does not appear to have a negative impact on learning. Many areas of the library, including the
tables and circulation desk, need to be updated to comply with ADA guidelines. On the whole,
however, policy decisions have effectively mitigated potential design issues. Overall, the place is
an effective and aesthetically attractive facility that is conducive to learning.

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Works Cited
Erikson, Rolf. Designing a School Library Media Center for the Future. 2nd ed. New York:
American Library Association, 2007. Print.

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Area

Dimension

Raw Measurements

Actual Size

Shelves

Height

N/A

60.25"

Standard Shelves

Depth

N/A

Reference Shelves

Depth

Tables
Seats

Minimum
Recommended Size

Meets
Recommendation

60-66" (4-5 shelves)

YES

10"

10"

YES

N/A

12"

12"

YES

Height

N/A

29.25"

26-29" (Grades 5-7)

YES

Height

N/A

18"

16-18" (Grades 5-7)

YES

Computer
Workstations

Area

6 computers in a 11.66' x 8.75' area plus 2

computers in separate 2.17' x 4.75' areas

15.33 sq. ft./

computer

35-45 sq. ft./ computer

NO

Storytelling

Area

15 sq. ft/student

N/A

Storage

Area

Irregular shape - 21.08' x 7.5' + 7.75' x 7.5' +

11'x11'

337.90 sq. ft.

400 sq. ft.

YES*

Office Space (&

Workroom)

Area

16.7' by 15.375' area

256.76 sq. ft.

150-500 sq. ft.

YES

Leisure Reading
Space

Area

7 seats in a 12.33' x 13' area

22.90 sq. ft./seat

30-45 sq. ft./seat

NO

Individual Study
Area

Area

Magazine Storage

Area

Two separate areas (2' x 6' and 0.83' x 9.17')

19.61 sq. ft.

150-250 sq. ft.

NO

Workroom (& Office

Space)

Area

16.7' by 15.375' area

256.76 sq. ft.

300-400 sq. ft.

YES

Main Seating Area

Area

30 seats in a 26.67' x 26.25' area

23.34 sq. ft.

/seat

30 sq. ft./seat

NO

Doors

Width

N/A

40"

32"

YES

Aisles
Tables/Work
Stations
Circulation Desktop

Width

N/A

44"

36"

YES

Clearance

N/A

26"

27"

NO

Height

N/A

42.75"

36" maximum

NO

Not separate from main seating area

Not separate from main seating area

30 sq. ft./seat