Biography of a place

Objectives:
To apply an heuristic approach [self questioning, process of discovery] to the evaluation of a learning space; either the QUT Kelvin Grove Library, or
another convenient learning space (eg. your school library, classroom or your study)
To discern the human dimensions and experiences of built spaces for learning
Outcome:
To gain heightened awareness of the design of this learning space

Biography of Place: Christopher Day - Discovering who and what is valued here

Walk alone. Walk in silence
Assume a role, eg: student, teacher, teacher-librarian,
volunteer

Assuming a role as a teacher

Record your first impressions: What does the place say

The space is small and cosy. The space is optimally arranged to utilise the maximum floor
space. The murals on the walls are bright and eye-catching for the students who enter this
space. There is a constant hum of activity in the space, and that anyone is welcome.

Identify and record the parts of the journey as you move The space is fluid and there is no distinct makers to mark different spaces within the library.
through the spaces and note the markers of your arrival However, there is the invisible divide with the path way created by the entrance door of the
upper primary. One side of the library bisected by the door way is the upper primary shelves
in different spaces.
where the older students go to access books and read. The other side is dedicated to
younger students, and this is easily identifiable with picture book shelves.

The Site: substance, life, moods, spirit
Sit in the spaces you select for closer contemplation
Record what is there now in terms of sensory response:
what things can you observe, hear, feel, smell. Include
the natural as well as the built environment. Identify the
properties of the space/s: dimensions of elements,

Observe: There is a bright coloured mural on wall of the lower primary entrance. There are
tall shelves that house fiction books for the upper primary near the lower primary entrance
door. The furniture within the library are uniform all made with durable and strong wood.
The library is carpeted which softens the sounds of students chatting throughout the space.

materials and their textures, patterns, colours,

There is a separate entrance for the upper primary students. There are some small windows
but it is limiting the natural light to come through. The lower primary section has a carpet
area where students gather to participate in shared reading or modelled reading. The upper
primary area has some seats but not enough to cater a whole class. There are five iPads
around the library for students to search for books on their catalogue.

Hear: There is a constant hum of students activities. Lower primary class is browsing the
shelves and the selection of books on the table laid out by the Teacher-Librarian. There is a
friendly chatter from the library assistants interacting with the students.

Smell: There is slight lingering smell from the cafeteria, which is a think glass door away.
They are getting ready to serve lunch for students. Depending on the time of the day, the
fragrance of lunch changes.

Feel: The current space for the library is temporary. Despite this short term solution, the
space does not feel temporary or flimsy. The shelves are arranged to maximise the floor
space and is cosy. However, the space between the shelves are narrow making movements
between the shelves challenging at times.

Record how spaces are linked by movement through and The two separate entrance doors allow the invisible divide between the upper and lower
primary sections. The upper primary students are free to roam the library during browse
between the spaces.
time, as the books appropriate to their age group are spread across the library. The lower

primary students, however, are limited to a designated space which is about a quarter of the
library space.

How is sound focused in the space/s? interior? exterior?

There is a constant hum from the air conditioning unit. As students move around the space
outside the library, some noise can travel in but it is not too distracting.

 Are there areas of light that expand or areas of dark that There are fluorescent lights on the ceiling and there is limited natural light coming through
the small windows. Due to this, there are some darker corners in the library.
contract?

Are there textures that drag or that ripple and flow?

No. All the furniture within the library are made of wood, and of same colour. The carpet laid
is darker colour and is uniform throughout the library.

Consider the relationship between the spaces and their

The spaces between all of the shelves in the library are narrow, making it challenging to
move between shelves, especially if there were students in the way. The lack of space also
makes shelving challenging at times for the Teacher-Librarian and their assistants.

Consider the moods.

What moods/feelings are invoked empty/barren;
inviting/appealing; unloved/abandoned; comfortable
and secure; busy/sociable

It is a cosy space, welcoming but feels a little claustrophobic standing between the shelves.

Cosy but limited in space for sitting to read. Sociable and well-used

Activities in the spaces
How are the spaces used? Or in your minds eye how do
you imagine them being used?

The lower primary section has a LED screen instead of whiteboard or projector. A laptop is
connected to the screen to project if need be. The carpet indicates where the students meet
to listen to a story. The lower primary section is surrounded by the shelves full of books that
suits their age group, including a large collection of picture books.
The upper primary section has a LED screen higher up on the wall. This is mainly for
announcements (no sound on) or book trailers. The space is used for students to come and
browse for books and read quietly.
There are three round tables for students to use. Often upper primary students are seen
either reading or doing their homework during breaks, lunch or even after school.

What activities do you or might you witness?

Reading, doing homework, socialising


Who and what is involved in these activities?

Students, teachers, parents.

Where in the spaces are people alone? in groups? Where The lower primary students tend to cluster around the carpet area or at the tables. The
upper primary students are in smaller groups either near the seats or sitting on the floor
does individual and collaborative activity meld/collide?
between the shelves.

Learning space dynamics
Learners, Learning & Teaching, Pedagogies, Spaces
How do the philosophies and practices shape the
spaces?
How might the spaces enable the philosophies and
practices?

The current library space is not purpose-built. However, it has become an adaptable space
for students to come and enjoy reading, to do homework or carry on their research. Despite
its temporary nature, the library space has the means to provide refuge for students and
shared or modelled reading opportunities.

The sharp end

Other than the five iPads around the library space, there is no other computers or laptops
available for students use freely. There is a laptop cart full of laptops but these are hardly
used or offered for students to use during break, lunch or after school. To save some space, a
large number of books that are not unit based have been stored in boxes in storage. Until the
library moves into the new building, the book boxes will not be opened. This can hinder
inquiry based research if the topic is not unit based (the units covered in classes). This also
means that self directed learning does not yet happen in the current library space.

How might such spaces support/inhibit/prevent the