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Library Design and Construction Guidelines
Julissa Gomez & Benhui Zou
LIS 382L.18
Electronic Information Resources and Services
Graduate School of Library and Information Science
University of Texas at Austin
May 8, 2002
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Library Design and Construction Guidelines
TABLE OF CONTENTS
I PLANNING STAGE – BEFORE DESIGNING 3
II TRENDS IN LIBRARY DESIGN 4
III STANDARDS AND GUIDELINES 6
IV INFRASTRUCTURE CONSIDERATIONS 8
V EXTERIOR CONSIDERATIONS 9
VI INTERIOR SPACE CONSIDERATIONS 12
VII BUDGET & COST CONSIDERATIONS 16
BIBLIOGRAPHY 17
APENDIX 23
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Library Design and Construction Guidelines
I PLANNING STAGES—BEFORE DESIGNING
A. Write out a plan – (Building Program Statement)
Preparing a carefully written statement that conveys an image of how the library will
function is an important first step in planning. The statement is a planned out, detailed (the more
detail the better) outline of what the library will do and what it needs to meet its service goals.
The statement serves as the library’s instructions to the architect and others involved in the
building process. It should cover all facets of the library, from major collections, service goals,
and types of spaces the library will need, identify priority services. The following is a bare
minimum guideline to what should be included:
- Write out libraries goals and objectives.
- Incorporate needs assessment findings into building statement
- What are the library’s overall space needs
- Identify the different departments or service areas & all collections.
- Identify the activities that will occur in the different areas.
- Identify the relationship between areas; what functions need to be near other
functions.
- Identify furniture and equipment the library will require.
- Identify characteristics of desired atmosphere
B. Building Needs Assessment
It is important to establish the need for a new library. It is not enough to look around and
see that the shelves are full. In order to ―sell‖ your idea you must convince others of the need for
new construction. Evaluating library use patterns over the last ten years and establishing current
needs is a good place to begin. Some suggestions include:
- Gather library use statistics and project needs library services and materials for
the next twenty years.
- Estimate/project the growth of the library collection over the next twenty years.
- Estimate the growth the library staff over the next twenty years.
- Project the technology requirements for the library over the next twenty years.
- Survey staff and faculty and find out what their needs are.
- Survey student needs
- Study the way you work. This will give you an idea of individual needs.
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Library Design and Construction Guidelines
II LIBRARY DESIGN TRENDS
a) Self-Service and Operational Efficiency
Designing for minimal staff and other operational efficiencies is key in current library
design. The library should be "self-guiding'' so that layout of spaces and collections is intuitive.
This concept can be expanded in interior design, self- checkout, book drops and pick-ups, etc.
b) Extreme Flexibility and Integration of Technology
A number of libraries are locating hard wiring as well as air distribution systems under
raised floors, an idea swiped from the computer industry and modified for library use. Library
furniture is getting "smarter," allowing users to plug-in at chairs and tables throughout the
library. While most new libraries are being planned with an abundance of hard wiring for power
and data, many are also incorporating wireless technology--still somewhat "buggy" but unfolding
rapidly. Dramatic Design effects such as patterned carpeting and colorful furniture can serve a
practical purpose, helping to guide patrons through various departments Today's more flexible
designs keep wiring out of the way of patrons but easily accessible for upgrades
c) Green/Sustainable Buildings
Constructing a sustainable library means a commitment, before beginning the design
phase, to a library project that will make the most of the natural environment-site, sunshine,
airflow, and rainwater. Landscaping for a sustainable building is planned for low water
consumption and to take full advantage of the ways that plantings can protect and enhance the
energy efficiency of a library. Environmentally savvy planners consider library access via public
transportation.
Green building includes the reuse of materials from the existing structure or from other
deconstructed buildings and disposal of construction waste in ways that are environmentally
sound.
d) Collaboration between Public and School/College Libraries
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Library Design and Construction Guidelines
Effective cooperation can be accomplished simply through thoughtful site selection that
places new libraries near neighborhood schools. Spaces will be zoned, and collection layout and
operating hours will be adjusted to meet varying patron needs. Today there is a return to an
earlier concept of public and academic buildings as shared icons--buildings that are worth caring
about and that consequently receive better care. One common strategy for making the library
more iconic is increased transparency, with a greater use of glass to connect outside and inside
space. Transparency also allows the buildings to glow, lantern-like, at night, identifying them as
an important destination.
e) Customize Your Library to the Local Community
When designing today's libraries, librarians and architects are responding to the unique
needs of each community. Academic library design is responding to educational curricula, using
collaborative learning by including group study rooms as well as writing centers, multimedia
labs, and production studios in the academic library.
f) Inter-library Loan Departments
More and more academic libraries are seeing a growth of Inter-library loan departments
due to the popularity of consortia and resource-sharing among institutions as well as the increase
of access to bibliographic data. Academic libraries are focusing on access to information rather
than ownership of materials.
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Library Design and Construction Guidelines
III STANDARDS AND GUIDELINES
a) Standards for College Libraries (http://www.ala.org/acrl/guides/college.html)
1. The library facility should be well planned; it should provide secure and adequate space,
conducive to study and research with suitable environmental conditions for its services,
personnel, resources and collections. The library's equipment should be adequate and
functional.
2. The size of the library building shall be determined by a formula listed below which takes
into account the enrollment of the college, the extent and nature of its collection, and the size
of its staff.
Formula for space calculation:
Space for users: One seat for each five students
Space for collections:
First 150,000 volumes: 0.10 square feet/volume
Next 150,000 volumes: 0.09 square feet/volume
Next 300,000 volumes: 0.08 square feet/volume
Above 600,000 volumes: 0.07 square feet/volume
Space for staff: one eighth of the sum of the space needed for books and users
3. In designing or managing a library building, the functionality of floor plan and the use of
space shall be the paramount concern.
4. Except in certain circumstances, the college library’s collections and services shall be
administered within a single structure.
Questions to consider:
1. Does the library provide well-planned, secure, and adequate space for users?
2. Are building mechanical systems properly designed and maintained to control
temperature and humidity at recommended levels?
3. What are the perceptions of users regarding the provision of conducive study spaces,
including a sufficient number of seats and varied types of seating?
4. Is there enough space for the library's collections?
5. Does the staff have sufficient workspace, and is it configured to promote efficient
operations?
6. If there are branch libraries, do they have sufficient space for the collections and staff?
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Library Design and Construction Guidelines
7. Is the library's signage adequate?
8. Does the library provide ergonomic workstations for its users and staff?
9. Are electrical and network wiring sufficient to meet the needs associated with electronic
access?
10.Does the library meet the requirements of the Americans with Disabilities Act?
11.Are facilities provided to distance learners in accordance with the ACRL guidelines?
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Library Design and Construction Guidelines
b) ADA Standards for Libraries
1. Full ADA compliance includes but is not limited to the following requirements:
Accessibility—Ramps and elevators in lieu of stairs
Accessible toilets—5’ turning radius in stall, etc.
Accessible aisles—minimum width of 36’’
2. Additional requirements for libraries:
- At least 5 percent or a minimum of one of each element of fixed seating, tables, or study
carrels shall be provided for people with disability. Clearances between fixed accessible
tables should also comply with ADAAG requirements.
- At least one lane at the check area should be on an accessible route and have a counter
top, which is at least 36 inches long, and a maximum of 36 inches above finish floor. Any
traffic control or book security gates or turnstile shall comply with ADAAG regulations
governing doors.
- Minimum clear aisle space at magazine displays should be no less than 36 inches,
maximum reach height should be no more than 54 inches from a side reach and no more
than 48 inches from a front reach, with 48 inches preferred irrespective of approach.
- Minimum clear aisle width between stacks should be no less than36 inches, with a
maximum clear aisle width of 42 inches preferred wherever possible. Shelf height in
stack areas is unrestricted.
For other considerations, please see Appendix B, ADA Accessibility Guidelines,
http://www.access-board.gov/adaag/html/adaag.htm
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Library Design and Construction Guidelines
IV INFRASTRUCTURE CONSIDERATIONS
a) Electronic services
1. A building’s basic electronic system consists of transformers, generators, circuit breakers,
wiring, outlets and transfer switches. Other components of the system may be transient
voltage surge suppressors power factors correctors, and power conditioning equipment.
2. Library buildings should have horizontal pathways, which extend from the
telecommunications closet and the work area. There are several options of horizontal
pathways, including cable bundles, under-floor duct, flush-duct, multi-channel raceway,
cellular floor, trench duct, access floor, conduit, and perimeter pathway.
- Cable bundles running from the telecom closet along j-hooks suspended above a plenum
ceiling, fanning out once a work zone is reached, dropping through interior walls or
support columns or raceways, and terminating at an information outlet.
- Under-floor duct is a single or dual-level rectangular duct. It should be embedded in
greater than 2.5-inch thick concrete flooring.
- Flush duct is single level rectangular duct embedded flush in greater than 1-inch thick
concrete flooring.
- Multi-channel raceway is cellular raceway duct, which is capable of routing telecom and
power cabling separately in greater than 3-inch thick reinforced concert.
- Cellular floors, the preformed hollows, or steel lined cellar, are provided in concrete,
with header ducts from the telecom closet arranged at right angles to the cells.
- Trench duct is a wide, solid tray, sometimes divided into compartments and fitted with a
flat top with gaskets along its entire length. It is embedded flush with the concrete finish.
- Access floors are the modular floor panels supported by pedestals. They are used in
computer rooms and equipment rooms.
- Conduit is only used when outlet locations are permanent, device density low, and
flexibility for future changes is not required.
- Perimeter pathways include surface, recessed, molding, and multi-channel raceways.
3. Library should have enough outlets for patrons to use. Star topology structured cabling
system is recommended because in star topology, each work-area telecommunications
outlet is connected to a cross-connect in a telecommunications closet. All cables from a
floor or area in the building therefore run back to one central point for administration.
- Each workstation should have at least two information outlet ports.
- There should be sufficient distribution throughout the entire facility.
- Current library design requires flexibility. Library not only need to have electrical outlets
on walls, but also should consider install grid of recessed electrical floor outlets
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Library Design and Construction Guidelines
underneath carpet, which can provide power almost anywhere in the building. All wiring
should be easily accessible.
4 When designing library’s electrical system, architect should distinguish between ―clean
power‖ and ―dirty power‖. Clean power is the power used by computers and other
electronic devices. Dirty power is the power used by heating, ventilation, and air
conditioning. Computer equipment need special treatment when install the power
system.
b) Heating, Ventilation, and Air conditioning (HVAC) system
1 HVAC system includes all heating, cooling, and ventilating equipment in a building. The
purpose of HVAC system is to control temperature and humidity at levels that human
beings feel comfortable, distribute outdoor air to meet ventilation needs of library staff
and users, and isolate and remove odors and pollutant.
2. The HVAC system should be easy to operate, easy to maintain.
3. The HVAC system should be energy efficient. Specific techniques or approaches to
energy efficiency vary with geography and weather. In Texas, for instance, libraries
should not have large west facing expanse, which will produce tremendous afternoon
heat gain. Adequate insulation in the walls and ceilings are needed to help save energy
for heating and cooling. The effectiveness and efficiency of the lighting design should
also be considered.
4. Temperature and humidity should be able to be controlled room by room.
5. Temperature and humidity should be appropriate for rare materials, special collections,
archives, computer stations, computer labs, and telecommunication rooms, public areas,
staff work areas, and closed stacks.
6. There should be energy back up generators that can be used if the electricity goes off and
the air conditioning shuts down.
7. All ventilation installations should, if possible, include filtering units. Filter can remove
dust, pollen, and other airborne particle and results in a healthier environment and lower
maintenance costs for cleaning. It also prevents cooling and heating ducts and coils from
becoming blocked.
8. Air conditioning requires not only machinery, electric current, and the availability of an
expert mechanic, but also an adequate water supply.
9. Library needs a quiet environment. The acoustic problems caused by HVAC should be
considered in library design.
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Library Design and Construction Guidelines
V EXTERIOR CONSIDERATIONS
a) Building exterior
1. The exterior of the library building should be aesthetically pleasing during the day and
night.
2. The fenestration should be arranged to take maximum advantage of natural light and best
views, while allowing use of floor and wall space inside the building.
3. Sunlight, glare, and excessive ultraviolet rays should be controlled architecturally.
4. All exterior architectural features and surfaces should be constructed of easily maintained
materials.
5. Library should have access walks and surfaces meet ADA requirements.
6. All walkways and ramps leading to the library building should be well lighted.
b) Landscaping
1. Landscaping should be considered in the early stage of library design.
2. Landscaping design should enhance the overall design of the library and the overall
design of the site and adjoining neighborhood.
3. Landscaping design should be visually satisfying and inviting, harmony with the climatic
zone of the library sites.
4. The plants selected should provide pleasing colors and textures throughout all seasons of
the year, be appropriate to the amount of sun and shade they receive.
5. Landscaping design should from both exterior and interior design of library’ perspective.
6. Landscaping should be easily and inexpensively maintained.
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Library Design and Construction Guidelines
c) Parking
1. Library should have enough parking space for staff and patrons, and adequate to meet
institutional and local parking codes.
2. Handicapped parking space should meet or exceed ADA regulations in both numbers and
specifications.
3. The parking lot or garage should be close to the library entrance, and well lit at night.
d) Roofing
1. To begin with, a good roof requires a slope that effectively removes water, a structurally
sound deck, and good attachments, such as insulation of the structure deck.
2. Drainage system on the roof should be adequate to carry of water from downpours.
3. Roof and eaves area should be well insulated to allow maximum energy efficiency.
4. The entrances and walkways should be protected from avalanches of water.
5. Downspouts should carry the water away from the building and sidewalks into storm
drain.
6. The roof also should supports and penetrations for mechanical equipment.
7. The roofing system should use lightweight, versatile, and easily installed materials,
8. Offer a broad range of design choices, such as roof color, surface treatment, and edge
materials.
9. Have a long life cycle of at least 20 years.
10. Be able to resist rot, fire, solar ultraviolet (UV) radiation, and climatic extremes.
11. The roofing system should be easy to maintain and repair.
12. A flexible membrane system is the current trend for library roofing design.
13. Consider installing an extensive catwalk under roof to prevent damage of the roof.
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Library Design and Construction Guidelines
VI INTERIOR SPACE & DESIGN CONSIDERATIONS
This is by no means an exhaustive analysis of space and design considerations but a general
overview of some the more important items that need to be addressed.
a) Service Desks in general
- Should be visible and identifiable
- Consider traffic patterns; avoid locations that are away from optimum flow of traffic.
- Consider height appropriateness for wheelchair bound persons
1. Reference Desk
- Generally near the reference collection
- Should have flexible workspace so that Librarian and staff can maneuver in and out
of the desk when helping patrons.
- Should be adequately equipped with telephone and computer for answering reference
questions.
2. Circulation Desk
- Generally more functional near the main entrance/exit for easy access to checkout or
drop-offs.
- Should be well equipped with monitors for checkout/in functions
- Location should anticipate the possibility of long lines and should avoid the
interference of these lines with the flow of traffic coming in and out of the library.
- Consider space for book carts
b) Stack Areas
Plan for sufficient shelving to meet current and future needs. Begin by calculating
current collection size and adding annual rates of acquisitions. Estimate growth of collection for
next twenty years. A recommended formula is to calculate 150 volumes per 3-foot section, 7
shelves high. Shelving areas should also meet ADA and safety requirements.
When organizing spatial arrangement of stacks, consider the visual interference the
shelves have over service areas. Plan to create breaks in the monotony of shelving. It is
recommended to have no more than eight 36-inch sections without a break. Shelves should also
be in parallel configurations.
Stack areas should be able to withhold the weight of full shelves. Floors should withhold
150 pounds per square foot. Compact shelving requires 300 pounds per square foot.
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Library Design and Construction Guidelines
c) Display Space
Consider the many types and varieties of display opportunities and whether they fit in
with libraries objectives and user needs. Displays should be neat and presentable. Racks should
be considered for durability and functionality. Some include:
Exhibit cases
Bulletin boards
Racks for distribution of materials such as pamphlets, information
sheets
Audiovisual material racks
Paperback book racks
Periodical racks
c) Staff Areas
1. Offices/workroom
- The recommended minimum work area space for each staff members ranges from 88 to
175 square feet or large enough to allow each worker to perform his or her job properly.
- Professionals should have individual office space of approximately 200 square feet.
- Staff and professional desks should allow for personal computers, printers, and
telephone outlets as needed.
- Ergonomic requirements, comfort and good lighting should not be overlooked when
considering staff spaces since long hours are spent at desks and computer related tasks.
- Should be flexible to allow for changes in functions
- Consider space for personal items such as lockers, coat closets.
2. Lounge/Lunch room
- Generally a functional staff lunch area needs to be equipped with at least a kitchen sink,
refrigerator, microwave, garbage disposal and cabinets for storage space.
- Should be large enough, comfortable and secluded.
d) Storage Space
Deciding on a the amount of storage space can be tricky, too much space will only lead to
more junk with which to fill it with and not enough storage space may lead to cramped
workspaces.
- Office and library supplies storage should be near areas where they will be needed.
Smaller in size and located throughout the library.
- A larger storage space should be considered for bulky equipment & furniture.
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Library Design and Construction Guidelines
e) Reading/Study Areas
The number of potential library users can be calculated using the ―Standards for College
Libraries, 2000 edition.‖ This will allow one to estimate the space for study purposes. Once the
space is determined then the types of study spaces should be considered.
- Group Study Rooms. Consider the increase of group work assignments in higher
education. Group study rooms generally accommodate 6 people and are equipped with
chalkboards and outlets for laptop use.
- Solitary areas. Consider designating areas of the library for students who prefer
solitude when studying. Many students prefer individual study carrels rather than
tables.
- Consider the flow of traffic and noise level when selecting study and reading areas.
- Consider study habits – Most library users do not like to sit or study facing one another.
There are many table designs available that will give the illusion of space by proving
dividers or making them wide enough so that users don’t feel like they are face-to-face.
f) Furniture
Before selecting the furnishing for the library, it is a good idea to perform a room-by-room
analysis of the activities to be performed in each room and then select furniture based on what
each individual room/area will require. When selecting furniture look for durability, comfort,
correct ergonomics, and safety. Many styles are available from library furniture vendors.
Some tips include:
- Furniture should last at least 20 years.
- Don’t choose a chair/sofa until you have sat in it for at least fifteen minutes.
- Avoid sharp corner and edges on desks and tables.
- Furniture should be warm and inviting.
- A variety of seating styles will accommodate most reading/study habits.
- Avoid custom designed furniture; it is pretty but often neither flexible nor adaptable to
changing needs.
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Library Design and Construction Guidelines
g) Lighting Considerations
When selecting light sources choose only what is most functional or provides the best
amount of light for the tasks to be performed in that area. A good idea is to examine lighting
used by other libraries and the quality of lighting they provide.
- The amount of illumination required to read print text is higher than that needed to
view a computer screen. The challenge of choosing lighting is finding a source that
will allow a user to comfortable read both computer and print text.
- Direct lighting or downlights can cause a problem with too much glare especially on
computer screens but are good for focused reading areas. Table lights provide the
option for users to select amount of lighting they prefer.
- Indirect lighting, also known as overhead light or uplights provide dispersed
illumination and are generally used more by libraries.
- Natural light is well liked among users but unfortunately it is not good for books nor
for viewing computer monitors. Readers tend to crave natural lighting areas. If
considering natural lighting, it is not advisable to provide large windows on all sides
of the building. The daylight should also be able to be controlled by use of window
coverings, such as curtains, tinted glass or other material.
- Avoid decorative lights that do not produce good illumination.
- Minimizing the types of light sources or lamps will help keep maintenance down.
Each variety of lamps requires a different type of light bulb.
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Library Design and Construction Guidelines
VII BUDGET & COST CONSIDERATIONS
Six expense categories found in ―Planning Academic and Research Library Buildings, third
edition ‖ by Leighton & Weber include:
1. The basic structure itself, including finishes and fixed equipment
2. Electrical and mechanical installations, including elevators, fire protection, security
systems, and plumbing.
3. Furniture and movable equipment, which may or may not include shelving, carpet and
sun control (drapes or blinds). If these items are not included here, they frequently are
found in the first category.
4. Site development including utility connections, parking lots, and landscape work
5. Architectural and other fees of consultants
6. Administrative costs, including the cost of activation, insurance, plan check fees, phone
installation, final cleaning costs, and perhaps an increment for the first year of plant
operation and maintenance plus any institutional surcharge or local taxes applied to new
projects.
Factors that will affect the cost of a new library are the overall quality of the buildings and
its furnishings. Fancy furnishings and monumental objectives will obviously increase the cost.
Another is the degree of technological inclusion in the library.
Architects and or cost consultants have a good idea of how big (square feet) a building can
be based on how much the library can afford.
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Library Design and Construction Guidelines
Bibliography
General
Bazillion, Richard J. & Braun, Connie L. (2001). Academic Libraries As High-Tech Gateways: A
Guide to Design & Space Decisions. Chicago: American Library Association.
This book provides a timely discussion on preparing for the library of the future and on the
librarian's role in the teaching of electronic research skills. Specific information is given on
lighting, furniture, equipment, and interior design; numerous black-and-white photographs
help illustrate design suggestions. This volume also provides brief information on three
academic libraries and their building additions. Each case study presents a short history of
the individual library's need to expand library space, basic floor plans of the new design,
and a brief discussion of a few of the problems encountered during the building process.
Cirillo, Susan E & Danford Robert E., ed. (1996) Library Buildings, Equipment, & the ADA:
Compliance Issue and Solutions. Chicago: American Library Association. Also available at
http://www.netlibrary.com/ebook_info.asp?product_id=45078&piclist=19799,19910,19911
,19912,19913,19914,19915,19916,19917,19918,19973,19974,21356,25484
Updated proceedings of the Library Administration and Management Association ALA
pre-conference. It offers substantive, often low-cost solutions for complying with the
American with Disabilities Act (ADA) in any types of library.
Dahlgren, Anders. (1996). Planning the Small Library Facility. 2nd Ed. Chicago : Library
Administration and Management Association, American Library Association
This book is designed to give library planners from smaller communities and institutions a
brief overview of the facility-planning process. It emphasizes the initial stage stages of
forming a building team, drafting a building program statement, and selecting a site and
also suggests some general design considerations for library planners.
Hagloch, Susan B. (1994). Library Building Projects: Tips for Survival. Englewood, Co: Library
Unlimited, Inc. Also Available at
http://www.netlibrary.com/ebook_info.asp?product_id=11188&piclist=19799,19910,19911
,19912,19913,19914,19915,19916,19917,19918,19973,19974,21356,25484
This book is a collection of tips, warnings, and hints compiled during the course of a
library-building project.
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Library Design and Construction Guidelines
Harrington, Drew, (2001). Six trends in Library Design. Library Journal. 12/1/2002 Supplement,
126(20), 12-14.
Discusses trends in library design and construction. How libraries are built to facilitate self-
service on the part of patrons; Ways to add flexibility for networks and electronics; Energy
efficiency as a concern in library design; Collaboration between public and academic
libraries; Aesthetic concerns; How to tailor library service for its specific community and
its needs.
Lawton, Bethany. (1989). Library instruction needs assessment: designing survey instruments.
Research Strategies 7 (3) 119-128.
Before designing new library instructional materials and activities for Gallaudet University,
Washington, D.C., an attempt was made to ascertain the most crucial campus community
needs in the area of library instruction. 3 questionnaires were disseminated to every
member of the campus community: faculty, staff and students. Feedback was solicited
about library instruction activities and materials already in use, as well as about proposed
activities and materials. The use of population-specific questionnaires greatly enhanced the
usefulness of the survey results.
Leighton, Philip D. & Weber David C. (2000). Planning Academic and Research Library
Buildings 3rd ed.. Chicago: American Library Association.
This book is designed to help novices in planning library buildings. It presents the
planning, programming, design, construction, and occupation processes from beginning to
the end of a library building project. The appendixes of this book have program and other
document examples, formulas, guidelines, and standards, Building Blocks for library
Space: Functional Guidelines 1995, Environmental Guidelines for Collection Preservation,
and extensive bibliography of selected useful publications, which are very helpful for
librarians planning a building project.
King, H. M. (1999). Academic library buildings for the next century: insights from the United
States: LASIE. 29 (1) 21-31.
Examines 15 new or recently remodeled academic library buildings in the United States,
including their electronic infrastructures and future-proofing strategies; new kinds of space
and services; impacts on traditional space and services; effective distribution of space and
services and new space norms; design trends symbolizing the library's changing role;
collocation with compatible facilities; and the underlying philosophy of the academic
library of the future which has driven the planning.
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Library Design and Construction Guidelines
Mason, E. (1996). Management of library building planning. Journal of Library and Information
cience 22 (2) 14-28.
Defines 4 steps involved in the planning of new library buildings: local decision and
learning phase; programming phase; design development phase; and construction phase. It
is important for librarians involved in planning library buildings to participate in every
phase to ensure that the plan is steered in a direction that fits the needs of the library.
Newhouse, Robert C. (1990). A library essential: needs assessment. Library Review. 39 (2) 33-
36.
Considers the use of needs assessment as a tool for library organization and administration.
Examines a basic model together with a realistic rationale for implementation. Describes a
3-stage process for needs assessment from planning to organizing, and concluding with
scheduling.
Rizzo, Joe. (1992). Ten ways to look at a library. American Libraries. 23 (4). 322-324.
Looking from different perspectives when planning a new library building or addition
helps ensure that it will work effectively for its users and staff, meet the goals of those
who fund it, and find its place in the community. Examines the following 10 ways of
looking at a library: a study hall; workplace; distribution center; cost center; part of a
community; museum; part-time parent; store; an evolving organism; and something more
-- classroom and lecture hall, reception hall, recital hall, outreach center and clubhouse.
Sannwald, William W. (2001) Checklist of Library Building Design Considerations, 4th Ed.
Chicago: American Library Association.
This checklist serves as a guide during various stages of a library design process to help
ensure that all needed spaces and functions are included. Specific areas covered include the
building planning and architecture; library site selection; general exterior considerations;
interior organization of library buildings; compliance with ADA accessibility guidelines;
telecommunications, electrical, interior design and finishes; book stacks and shelving;
building systems; safety and security; maintenance of library building and property;
building occupancy and post-occupancy evaluation, etc.
Webb, Terry ed. (2000). Building Libraries for the 21st Century: The Shape of Information.
Jefferson, NC: McFarland & Company
This book explores the reasons for this contradiction by examining several notable new
library facilities around the world to see how modern expectations for libraries are being
translated into concrete and steel. Thirteen libraries are discussed-by a librarian or
administrator who worked on the project. Each author writes about the design and building
concerns that were particularly relevant to that library: philosophy, political issues, or any
other concerns that affected planning, building, and services in the new facility.
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Library Design and Construction Guidelines
Introductory and concluding chapters identify underlying values and themes, tying
everything together. The unique combinations of issues, constraints, and opportunities
show how libraries are planning to fit into the approaching era of virtual information
delivery.
Woodward, Jeannette (2000). Countdown to a New Library: Managing the Building Project.
Chicago: American Library Association.
This book is writing from the perspective of a librarian who has been through the building
project. It oversees the planning and construction of a building that meets the changing
needs of both users and staff. It is useful for librarians to talk with the architects and
builders, plan expertly for technology access, incorporate key building concerns for
security, electrical, HVAC (heating, ventilation, and sir conditioning), lighting, roofing,
and ADA requirements, and to keep the project on track and on budget.
Infrastracture
Barraclough, C. (1993). Planning an automated library. Cape Librarian. 37 (10). 6-8.
Discusses planning for automation within the library building, particularly the physical
layout of the reception desk, focusing on particular considerations and steps to be
undertaken in the process. These include: application for communications lines;
installation requirements; cabling and electrical wiring; determining the workflow,
terminal locations and desk layout; and special design considerations at the circulation
desk. Underscores the need for circulation desk staff to maintain a high standard of
customer service.
Newman, K & Metz, L. (1999). Design for the management of power and communication
systems based on conversations with Jay E. Frank, FAIA, and others. Library Hi Tech. 17
(4), 339-348.
This article presents the various options available in the management of power and
communication systems within libraries. These options are measured against several
factors: the library's program goals; budget; and library structure. This article describes
six methods of managing and accessing power and communication in both new and
renovated facilities. Describes the advantages and disadvantages of each system and
provides examples of their practical applications. The solution to managing wiring for
power and communication within the furniture systems is also discussed relative to how
the connections interface with the building and the users.
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Library Design and Construction Guidelines
Interior Design:
Barton, P. K. & Jones, P. A. (1997) Creating library interiors: planning and design
considerations: North Carolina Libraries. 55 (2), 65-71.
This article included in a special feature: building libraries for changing times. Provides a
checklist of items to consider relating to the interior design of libraries in general and
public libraries in particular. The aim of the list is to help librarians and designers to
achieve a library interior design that is highly functional and comfortable for users. Factors
to consider include: access; acoustical treatment; assignable and no assignable space;
interior building design; exhibit space; floor coverings and loadings; furniture arrangement;
lighting; mechanical systems; shelving; study spaces; and wiring.
Brown, Carol R. (1995). Planning Library Interiors: The Selection of Furnishings for the 21st
Century. Phoenix: Oryx Press.
This book provides adequate knowledge of library furnishing for librarians, including the
foundation needed to assess products, to make informed decisions regarding furniture
selections, to work confidently and knowledgeably with design professionals, and to ensure
that the library is obtaining the best furnishing for the fund available.
Cohen, E. Architectural and Interior Design Planning Process. Library Trends. 42 (3). 547-563.
Libraries' resources, services, and programs depend upon the space layout and installation
of certain types of furniture and equipment. Operating costs depend in large measures
upon how well the facilities are designed. This article explains planning process and
focuses upon library building requirements wrought by the advent of electronic
information technologies.
Kaser, D. (1995). The ―User Friendly Academic Library Building. Journal of Information,
Communication, and Library Science. 1 (4). 9-16.
Proposes that the internal layout and equipping of academic library buildings could be
made much more user friendly than they are now, and gain more willing users, if the
library profession would give more attention to making them so. Considers 3 specific areas
of academic library space planning: the distribution of individual service areas within a
library building; the layout of furniture and equipment within library service areas; and the
value of particular library furniture and design characteristics. Draws on research in other
disciplines, such as sociology, psychology, marketing and geography, to illustrate how
architectural spaces can be made easy and comfortable for people to use effectively and
comfortably. Discusses in particular the layout of study stations, lounge seating, and group
study rooms in accordance with preferences expressed by students in the USA. JP
Scherer, J. (1999). Light and libraries. Library Hi Tech. 17 (4). 358-371.
Lighting, from without and within the library building, is intrinsically linked with library
design, influencing many factors from user comfort and productivity to spatial perception
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Library Design and Construction Guidelines
and connotation. This article addresses how to integrate light in all its manifestations
within the context of library design.
Thomas, M. A. (2000). Redefining library space: managing the co-existence of books,
computers, and readers. Journal of Academic Librarianship 6(6) 408-15.
Discusses a series of planning strategies that facilitate the integration into library building
design of the space required for collections and computers. The strategies integrate digital
products and print collections based on users' needs. Concludes that many flexible
solutions in developing buildings will enhance library service in the technologically
dynamic future.
Standards and Guidelines:
ADA Accessibility Guidelines for Buildings and Facilities (ADAAG). Retrieved May 8, 2002
from: http://www.access-board.gov/adaag/html/adaag.htm
Association of College and Research Libraries (2000). Standards for College Libraries 2000
Edition. Retrieved May 8, 2002from: http://www.ala.org/acrl/guides/college.html
Library Administration and management Association Building and Equipment Section. (1995).
Building Blocks for Library Space: Functional Guidelines 1995. Chicago: American
Library Association.
This guideline provides detailed formulas to help librarians to calculate the square footage
required for each element in their library building—the building blocks for effective
planning for the use of physical space in libraries.
Web Resources:
LAMA Building and Equipment Section
http://www.ala.org/lama/committees/bes/index.html
Library Building and Design
http://www.slq.qld.gov.au/publib/building/
http://www.library.uiuc.edu/administration/PlanningBudget/BES/index.htm
Library design
http://www.librarydesign.com/
Museum & Library Design Resources
http://www.lib.berkeley.edu/ENVI/Museums.html
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Library Design and Construction Guidelines
Appendixes
Appendix A: Standards for College Libraries 2000 Edition
Foreword
These standards are intended to apply to libraries supporting academic programs at the bachelor's
and master's degree levels. Earlier standards for college libraries relied heavily upon resource
and program "inputs" such as financial support, space, materials and staff activities.(1) These
new standards continue to consider "inputs," but they also take into consideration "outputs" and
"outcomes." In order to create uniformity, the definitions as described in the ACRL "Task Force
on Academic Library Outcomes Assessment Report" will be used in these standards.
Inputs are generally regarded as the raw materials of a library program-the money, space,
collection, equipment, and staff, out of which a program can arise.
Outputs serve to quantify the work done, i.e., number of books circulated, number of reference
questions answered.
Outcomes are the ways in which library users are changed as a result of their contact with the
library's resources and programs.(2)
These Standards provide both a quantitative and a qualitative approach to assessing the
effectiveness of a library and its librarians. They advocate the use of input, output, and outcome
measures in the context of the institution's mission statement. They encourage comparison of
these measures with those of peer institutions; they provide statements of good library practice,
and they suggest ways to assess that practice in the context of the institution's priorities. They
address libraries only, not other components of a larger organization (e.g., computing.).
In considering the application of these Standards, those who make use of them should keep in
mind the rapid changes in scholarly communications that have taken place in recent years. While
electronic publications have increased in number, publications on paper and microtext have
continued, making it necessary for librarians to store, provide, and interpret information in
multiple formats. With the increase in the availability of information, user expectations have
risen substantially. Librarians are increasingly expected to assist users in evaluating the
information they receive. These changes evince an evolving role for college librarians, one that
suggests a closer partnership with users and a greater responsibility for the educational process.
Development and Approval of the Standards
The first edition of the Standards for College Libraries was published in 1959. Subsequent
editions were published in 1975, 1986, and 1995. The standards are the responsibility of the
College Libraries Section Standards Committee, a standing committee of the College Libraries
Section of the Association of College and Research Libraries (ACRL) which is a division of the
American Library Association (ALA).
The College Libraries Section Standards Committee has encouraged review of the new draft
standards by as many people as possible. The Committee published the draft standards in the
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Library Design and Construction Guidelines
May 1999 issue of C&RL News; held a public hearing at the New Orleans Annual Meeting of
ALA in July 1999; posted the draft standards on the ACRL web-site; reported the URL for the
standards on the Oberlin Group Listserv and COLLIB-L; and published an article on the draft
standards in the CLS Newsletter. The final version of these Standards is reviewed by the College
Libraries Section Executive Committee, the ACRL Standards and Accreditation Committee, the
ACRL Board of Directors, and the ALA Standards Committee. Additional information about
ACRL's Standards and Guidelines may be found at: http://www.ala.org/acrl/guides/index.html.
Points of Comparison
Each college library is encouraged to choose its own peer group for the purpose of comparisons.
Peer colleges may already be identified for bench marking purposes by the college. If not, a peer
group could be identified using criteria such as college mission, reputation, selectivity for
admission, size of budget, size of endowment, expenditure for library support, and/or size of
collection. Once a peer group has been determined, "points of comparison" can be made to
compare the strength of the library with its peers. Suggested points of comparison for input and
output measures are provided. This list is not to be considered exhaustive-other points of
comparison can be determined by the college.
Suggested Points of comparison: Input measures
Ratio of volumes to combined total student (undergraduate and graduate) and faculty
FTE.
Ratio of volumes added per year to combined total student and faculty FTE.
Ratio of material/information resource expenditures to combined total student and faculty
FTE.
Percent of total library budget expended in the following three categories:
1. materials/information resources, subdivided by print, microform, and electronic.
2. staff (including the head librarian, full and part-time staff, and student assistant
expenditures --- including federal contributions, if any, and outsourcing costs).
When determining staff expenditures care should be taken to consider comparable
staff (i.e., including or excluding media, systems or development staff) and fringe
benefits (within or outside the library budget).
3. all other operating expenses (care should be taken to include the same categories,
e.g., network infrastructure, equipment).
Ratio of FTE library staff to combined student and faculty FTE.
Ratio of library space (in square feet) to combined student and faculty FTE.
Ratio of number of students attending library instructional sessions to total number of
students in target group.(3)
Ratio of library seating to combined student and faculty FTE.(4)
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Library Design and Construction Guidelines
Ratio of computer workstations to combined student and faculty FTE (consider that
college requirements for student ownership of desktop or laptop computers could affect
the need for work stations within the library).
Suggested Points of comparison: Output measures
Ratio of circulation (excluding reserve) to combined student and faculty FTE.
Ratio of interlibrary loan requests to combined student and faculty FTE (could be divided
between photocopies and books).
Ratio of interlibrary loan lending to borrowing.
Interlibrary loan/document delivery borrowing turnaround time, fill rate, and unit cost.
Interlibrary loan/document delivery lending turnaround time, fill rate, and unit cost.
Ratio of reference questions (sample week) to combined student and faculty FTE.
Planning, Assessment, and Outcomes Assessment
Planning
The library should have a mission statement and goals to serve as a framework for its activities.
The mission and goals should be compatible and consistent with those developed by the college.
Assessment of the quality and effectiveness of the library should be linked closely with the
specific mission and goals of the college. In order to build its programs and services in the
context of the college, the library should be involved in the overall planning process. Formal
planning procedures and methods, such as strategic planning, are used frequently. These
planning methods require input from a broad spectrum of the college community. They help the
college prepare for the future by clearly defining a vision and mission, by setting goals and
objectives, and by implementing specific strategies or courses of action designed to help meet
those ends. Strategic planning is an iterative process that includes evaluation, updating, and
refinement. This process helps the college community focus on its essential values and provides
an overall direction that helps to guide day-to-day activities and decisions.
Assessment
Comprehensive assessment requires the involvement of all categories of library users. The
choice of clientele to be surveyed and questions to be asked should be made by the
administration and the staff of the library with the assistance of an appropriate advisory
committee. Questions should relate to how well the library supports its mission and how well it
achieves its goals and objectives. Library users should be encouraged to offer signed or
anonymous comments and suggestions. Opportunities for making suggestions should be
available both in the library and through remote electronic access. All categories of users should
be given an opportunity to participate in the evaluation. The weight given to responses should be
consistent with the focus and mission of the library. A program of assessment and evaluation
should take into consideration the changing rhythm of the academic year. Evaluation, whether it
involves some or all of the techniques listed below, should be an ongoing process. Formal
evaluation tools may include the following:
General library knowledge surveys (or "pre-tests") offered to incoming first year
students, re-offered at a mid-point in the students' careers and again near graduation, to
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Library Design and Construction Guidelines
assess whether the library's program of curricular instruction is producing more
information-literate students.
Evaluation checklists for librarian and tutorial instruction to gather feedback from
students, other librarians and teaching faculty.
Student journal entries, or information literacy diaries, used to track their library use.
Focus groups of students, faculty, staff, and alumni who are asked to comment on their
experiences using information resources over a period of time.
Assessment and evaluation by librarians from other colleges and/or other appropriate
consultants.
Reviews of specific library and information service areas and/or operations.
Outcomes Assessment
Outcomes assessment will increasingly measure and affect how library goals and objectives are
achieved. It will address the accountability of institutions of higher education for student
achievement and cost effectiveness. It should take into consideration libraries' greater
dependence on technology, their increasing use of online services, their growing responsibility to
provide information literacy skills, their increasing reliance on consortial services, the
possibilities of dwindling financial resources for collection development, and new developments
in the ways in which scholarly information is published and distributed.
Outcomes assessment can be an active mechanism for improving current library practices. It
focuses on the achievement of outcomes that have been identified as desirable in the library's
goals and objectives. It identifies performance measures, such as proficiencies, that indicate how
well the library is doing what it has stated it wishes to do. Assessment instruments may include
surveys, tests, interviews, and other valid measuring devices. These instruments may be specially
designed for the function being measured, or previously developed instruments may be used. It is
critical, however, to choose the instrument, the size of the sample, and the method used for
sampling carefully. The instrument should be valid, and the way it is used should be appropriate
for the task. Colleagues at peer institutions may render invaluable assistance by suggesting
assessment questions and sample sizes, by sharing lessons learned, and suggesting alternative
methods for measuring outcomes.
Questions:
1. Is the library's mission statement clearly understood by the library staff and the college
administration? Is it reviewed periodically?
2. How does the library incorporate the college's mission into its goals and objectives?
3. How does the library maintain a systematic and continuous program for evaluating its
performance, for informing the college community of its accomplishments, and for
identifying and implementing needed improvements?
4. Is the library's assessment plan an integral component of the institution's assessment and
accreditation strategies? For example, does the library revise and update its assessment
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Library Design and Construction Guidelines
procedures in conjunction with campus-wide planning and the actions of academic
departments?
5. How does the library assess itself? (e.g.: What quantitative and qualitative data does the
library collect about its performance? How does it take into account special needs, such
as those of physically challenged users?)
6. What outcomes does the library measure, and how does it measure these outcomes?
7. How does the library compare itself with its peers?
Services
The library should establish, promote, maintain and evaluate a range of quality services that
support the college's mission and goals. The library should provide competent and prompt
assistance for its users. Hours of access to the library should be reasonable and convenient for its
users. Reference and other special assistance should be available at times when the college's
primary users most need them. When academic programs are offered at off-campus sites, library
services should be provided in accordance with the "ACRL Guidelines for Distance Learning
Library Services." (http://www.ala.org/acrl/guides/distlrng.html)
Questions:
1. How well does the library establish, promote, maintain and evaluate a range of quality
services that support the academic program of the college and optimal library use?
2. Are reference, circulation, and government document services designed to enable users to
take full advantage of the resources available to them?
3. How do student and faculty expectations affect library services?
4. How well do interlibrary loan and document delivery services support the needs of
qualified users?
5. Does the library maintain hours of access consistent with reasonable demand?
6. What library services are provided for programs at off-campus sites? How are the needs
of users and their satisfaction determined at those sites?
7. How are students and faculty informed of library services?
8. Does the library maintain and utilize quantitative and qualitative measurements of its
ability to serve its users?
Instruction
The library should provide information and instruction to users through a variety of reference
and bibliographic services, such as course-related and course-integrated instruction, hands-on
active learning, orientations, formal courses, tutorials, pathfinders, and point-of-use instruction,
including the reference interview.
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Library Design and Construction Guidelines
As an academic unit within the college, the library should facilitate academic success, as well as
encourage lifelong learning. By combining new techniques and technologies with the best of
traditional sources, librarians should assist primary users and others in information retrieval
methods, evaluation, and documentation.
In addition, librarians should collaborate frequently with classroom faculty; they should
participate in curriculum planning, as well as educational outcomes assessment. Information
literacy skills and bibliographic instruction should be integrated into appropriate courses with
special attention given to intellectual property, copyright, and plagiarism.
Modes of instruction, often referred to as teaching methods, "may include, but are not limited to
advising individuals at reference desks, in-depth research consultations, individualized
instruction, electronic or print instruction aids, or group instruction in traditional or electronic
classroom
settings."(5)
Questions:
1. Does the library provide formal and informal opportunities for instruction?
2. Does the library provide adequate space for instruction for both large and small groups?
Is the available space designed to provide hands-on instruction, as well as presentation of
all types of resources?
3. Does the library make appropriate use of technology in its instruction?
4. How do librarians work with classroom faculty in developing and evaluating library
curricula in support of specific courses?
5. If applicable, how does the library facilitate faculty research?
6. Does the library provide a variety of educational programs?
7. How does the library promote and evaluate its instructional programs?
Resources
The library should provide varied, authoritative and up-to-date resources that support its mission
and the needs of its users. Resources may be provided onsite or from remote storage locations,
on the main campus or at off-campus locations. Moreover, resources may be in a variety of
formats, including print or hard copy, online electronic text or images, and other media. Within
budget constraints, the library should provide quality resources in the most efficient manner
possible. Collection currency and vitality should be maintained through judicious weeding.
Questions:
1. What criteria are used to make decisions about the acquisition, retention, and use of print,
electronic, and media resources? How does the library select resources for its users?
2. What is the role of the classroom faculty in the selection of library resources and in the
ongoing development and evaluation of the collection?
3. Does the library have a continuing and effective program to evaluate its collections,
resources and online databases, both quantitatively and qualitatively?
4. Do print, media, and electronic resources reflect campus curricular and research needs?
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Library Design and Construction Guidelines
5. Does the library have sufficient user licenses for its electronic resources so that on-site
and remote users can be accommodated?
6. How are consortium purchasing and licensing agreements utilized?
7. If the library has responsibility for collecting and maintaining the college archives, how
does it address these responsibilities?
8. How do the library's collections and online databases compare with its peers?
9. Does the library maintain the currency of the collection through a judicious weeding
program?
Access
Access to library resources should be provided in a timely and orderly fashion. Library
collections and the catalog for accessing them should be organized using national bibliographic
standards. A central catalog of library resources should provide access for multiple concurrent
users and clearly indicate all resources. Provision should be made for interlibrary loan, consortial
borrowing agreements, access to virtual electronic collections, and document delivery to provide
access to materials not owned by the library. Furthermore, distance learning programs should be
supported by equivalent means such as remote electronic access to collections, the provision of
reliable network connections, and electronic transmission or courier delivery of library materials
to remote users. Policies regarding access should be appropriately disseminated to library users.
Questions:
1. What methods are used to provide maximum intellectual and physical accessibility to the
library and its resources?
2. How are the accuracy and currency of the catalog assured?
3. Is the arrangement of the collections logical and understandable?
4. Does the library provide timely and effective interlibrary loan or document delivery
service for materials not owned by the library?
5. Does the library participate in available consortial borrowing programs?
6. Does the library provide sufficient numbers of appropriately capable computer
workstations for access to electronic resources?
7. Is access to the catalog and to other library resources available across campus and off-
campus?
8. If materials are located in a storage facility, are those materials readily accessible?
9. In what ways does the library provide for its users who are engaged in distance learning
programs?
Staff
The staff should be sufficient in size and quality to meet the programmatic and service needs of
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Library Design and Construction Guidelines
its primary users. Librarians, including the director, should have a graduate degree from an
ALA-accredited program. In addition, there may be other professional staff who will have
appropriate training, experience, or degrees. All library professionals should be responsible for
and participate in professional activities. The support staff and student assistants should be
assigned responsibilities appropriate to their qualifications, training, experience, and capabilities.
The further development of professional and support staff should be promoted through an on-
going commitment to continuing education, including training on security, emergencies, and the
preservation of materials. Professional library staff should be covered by a written policy that
clearly establishes their status, rights and responsibilities. This policy should be consistent with
the ACRL Standards for Faculty Status for College and University Librarians.
Questions:
1. Does the library employ staff capable of supporting and delivering information in all
available formats, including electronic resources?
2. Is sufficient budgetary support provided to ensure the ongoing training of all staff?
3. Does the library have qualified librarians, other professional staff, skilled support staff,
and student assistants in adequate numbers to meet its needs?
4. How does the college ensure that the library's professional staff have the appropriate
accredited degrees, and how does it encourage them to engage in appropriate professional
activities?
5. How does the size of the library staff relate to the goals and services of the library, the
college's programs, degrees, enrollment, size of the faculty and staff, and auxiliary
programs?
6. How do library staff policies and procedures compare with college guidelines and sound
personnel management, especially in the areas of hiring, recruitment, appointment,
contract renewal, promotion, tenure, dismissal and appeal?
7. How do staff members who are responsible for instruction maintain sufficient knowledge
and skills to be effective instructors?
8. How does the library provide security, preservation, and emergency training for its staff?
Facilities
The library facility should be well planned; it should provide secure and adequate space,
conducive to study and research with suitable environmental conditions for its services,
personnel, resources and collections. The library's equipment should be adequate and functional.
Questions:
1. Does the library provide well-planned, secure, and adequate space for users?
2. Are building mechanical systems properly designed and maintained to control
temperature and humidity at recommended levels?
3. What are the perceptions of users regarding the provision of conducive study spaces,
including a sufficient number of seats and varied types of seating?
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Library Design and Construction Guidelines
4. Is there enough space for the library's collections?
5. Does the staff have sufficient workspace, and is it configured to promote efficient
operations?
6. If there are branch libraries, do they have sufficient space for the collections and staff?
7. Is the library's signage adequate?
8. Does the library provide ergonomic workstations for its users and staff?
9. Are electrical and network wiring sufficient to meet the needs associated with electronic
access?
10. Does the library meet the requirements of the Americans with Disabilities Act?
11. Are facilities provided to distance learners in accordance with the ACRL guidelines?
Communication and Cooperation
Communication is essential to ensure the smooth operation of the library. Communication should
flow from all levels of the library: from the director to the staff and from the staff to the director.
The library should have a regular mechanism to communicate with the campus.
Library staff should work collaboratively and cooperatively with other departments on campus.
A special relationship should be encouraged between the library and information technology
staff in providing access to electronic information resources. In some cases, a vice-president,
dean, or director of information services may administer both library and information technology
operations and services. The library is usually responsible for selecting and providing
information content. Information technology usually provides the technical infrastructure and
support to deliver information. There is no single organizational model that will work for all
colleges. Regardless of whether the services are independent or are integrated in some way, it is
important that the services work collaboratively and keep each other fully informed.
Questions:
1. Is there effective communication within the library that allows for a free flow of
administrative and managerial information?
2. Are staff members encouraged to suggest new ideas or procedures to improve operations
or working conditions within the library? Is there a process to facilitate this?
3. Does the library have a regular means to exchange information with the campus?
4. Has the library established cooperative working relationships with other departments on
campus?
5. If the library and information technology are administered separately, does the
organizational structure provide opportunities for productive communication and
collaboration?
6. If one administrator has responsibility for both the library and information technology,
how well have the two functions been integrated?
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Library Design and Construction Guidelines
7. Is the library able to obtain technical support for information technology in the form of
in-house expertise to provide electronic resources to on-site and remote users?
8. Is the capacity of the campus network sufficient to provide reasonable response times for
local and remote information resources?
Administration
The library should be administered in a manner that permits and encourages the most effective
use of available library resources. The library director should report to the president or to the
appropriate chief academic officer of the college. There should be a standing library advisory
committee. The responsibilities and authority of the library director should be defined in writing.
If there are branch libraries, they should be administered by the library director in accordance
with the ACRL Guidelines for Branch Libraries in Colleges and Universities. If there are
distance learning services provided, they should be administered in accordance with the ACRL
Guidelines for Distance Learning Library Services. The library should be administered in
accordance with the spirit of the ALA "Library Bill of Rights."
Questions:
1. How does the library administration encourage effective use of available library
resources?
2. What is the statutory or legal foundation (e.g., college bylaws) for the library's activities?
3. To whom does the library director report? Is that reporting relationship appropriate?
4. Is there a document that defines the responsibilities and authority of the library director?
5. Does the library have a standing advisory committee? Does the committee have adequate
classroom faculty and student representation? How effective is the committee?
6. How effective are the policies and procedures that determine internal library governance
and operations?
7. Does the library operate in accord with the spirit of the ALA "Library Bill of Rights"?
Budget
The library director should prepare, justify, and administer a library budget that is appropriate to
the library's objectives. The budget should meet the reasonable expectations of library users
when balanced against other college needs. The library should utilize its financial resources
efficiently and effectively. The library director should have authority to apportion funds and
initiate expenditures within the library budget and in accordance with college policy. The budget
should support appropriate levels of staffing and adequate staff compensation.
Questions:
1. Does the library director prepare, justify, and administer the library budget in accordance
with agreed upon objectives?
2. Are the library's annual authorized expenditures adequate to meet the ongoing,
appropriate needs of the library?
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Library Design and Construction Guidelines
3. How is the college's curriculum taken into account when formulating the library's
budget?
4. How are the instructional methods of the college, especially as they relate to independent
study, considered when formulating the library's budget?
5. What methods are used to determine the adequacy of existing collections? Is the budget
adequate to maintain an appropriate rate of collection development in fields pertinent to
the curriculum?
6. How does the size, or anticipated size, of the student body and the classroom faculty
affect the library budget?
7. Does the budget support an appropriate level of staffing and compensation?
8. How is the adequacy and availability of funding for other library resources (e.g.,
Archives and Special Collections) determined?
9. Does the library budget reflect the library's responsibility for acquiring, processing,
servicing, and providing access to media and computer resources?
10. To what extent does the library director have authority to apportion funds and initiate
expenditures within the library budget and in accordance with college policy?
11. How does the library monitor its encumbrances and the payment of its invoices? How
does the library determine its choices and schedule its expenditures?
12. Does the budget include adequate support for extended campus programs?
Notes
1. The present document will replace the Standards for College Libraries, 1995 edition
[C&RL News, April 1995, pp. 245-57.] The CLS Standards Committee was guided by the
work of the ACRL Task force on Academic Library Outcomes Assessment, a group that
was charged by ACRL to develop a philosophical framework for assessing libraries in
terms of desired campus outcomes. (The Task force's final report was accepted by the
ALA Board in July, 1998.) These standards also address recent concerns of accrediting
agencies (i.e. outcomes and assessment measures, as well as rapidly emerging and
changing instructional and information technologies.)
2. ACRL Task Force on Academic Library Outcomes Assessment, June 27, 1998,
http://www.ala.org/acrl/outcome.html.
3. Ibid, p. 4.
4. For a further discussion of space requirements refer to: Metcalf, Keyes D. Planning
Academic and Research Library Buildings. 3rd ed. Philip D. Leighton and David C.
Weber. Chicago: American Library Association, 1999,c2000. Appendices B and C.
5. ACRL Guidelines for Instruction Programs in Academic Libraries,
http://www.ala.org/acrl/guides/guiis.html.
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Library Design and Construction Guidelines
Appendix B: ADA Accessibility Guidelines for Buildings and Facilities (ADAAG) (Selected
Sections)
Section 8
8.LIBRARIES.
8.1 General. In addition to the requirements of section 4, the design of all public areas of a
library shall comply with 8, including reading and study areas, stacks, reference rooms, reserve
areas, and special facilities or collections.
8.2 Reading and Study Areas. At least 5 percent or a minimum of one of each element of fixed
seating, tables, or study carrels shall comply with 4.2 and 4.32. Clearances between fixed
accessible tables and between study carrels shall comply with 4.3.
8.3 Check-Out Areas. At least one lane at each check-out area shall comply with 7.2(1). Any
traffic control or book security gates or turnstiles shall comply with 4.13.
8.4 Card Catalogs and Magazine Displays. Minimum clear aisle space at card catalogs and
magazine displays shall comply with Fig. 55. Maximum reach height shall comply with 4.2, with
a height of 48 in (1220 mm) preferred irrespective of approach allowed.
8.5 Stacks. Minimum clear aisle width between stacks shall comply with 4.3, with a minimum
clear aisle width of 42 in (1065 mm) preferred where possible. Shelf height in stack areas is
unrestricted (see Fig. 56).
Section 4.2
4.2 Space Allowance and Reach Ranges.
4.2.1* Wheelchair Passage Width. The minimum clear width for single wheelchair passage
shall be 32 in (815 mm) at a point and 36 in (915 mm) continuously (see Fig. 1 and 24(e)).
4.2.2 Width for Wheelchair Passing. The minimum width for two wheelchairs to pass is 60 in
(1525 mm) (see Fig. 2).
4.2.3* Wheelchair Turning Space. The space required for a wheelchair to make a 180-degree
turn is a clear space of 60 in (1525 mm) diameter (see Fig. 3(a)) or a T-shaped space (see Fig.
3(b)).
4.2.4* Clear Floor or Ground Space for Wheelchairs.
4.2.4.1 Size and Approach. The minimum clear floor or ground space required to accommodate a
single, stationary wheelchair and occupant is 30 in by 48 in (760 mm by 1220 mm) (see Fig.
4(a)). The minimum clear floor or ground space for wheelchairs may be positioned for forward
or parallel approach to an object (see Fig. 4(b) and (c)). Clear floor or ground space for
wheelchairs may be part of the knee space required under some objects.
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Library Design and Construction Guidelines
4.2.4.2 Relationship of Maneuvering Clearance to Wheelchair Spaces. One full unobstructed side
of the clear floor or ground space for a wheelchair shall adjoin or overlap an accessible route or
adjoin another wheelchair clear floor space. If a clear floor space is located in an alcove or
otherwise confined on all or part of three sides, additional maneuvering clearances shall be
provided as shown in Fig. 4(d) and (e).
4.2.4.3 Surfaces for Wheelchair Spaces. Clear floor or ground spaces for wheelchairs shall
comply with 4.5.
4.2.5* Forward Reach. If the clear floor space only allows forward approach to an object, the
maximum high forward reach allowed shall be 48 in (1220 mm) (see Fig. 5(a)). The minimum
low forward reach is 15 in (380 mm). If the high forward reach is over an obstruction, reach and
clearances shall be as shown in Fig. 5(b).
4.2.6* Side Reach. If the clear floor space allows parallel approach by a person in a wheelchair,
the maximum high side reach allowed shall be 54 in (1370 mm) and the low side reach shall be
no less than 9 in (230 mm) above the floor (Fig. 6(a) and (b)). If the side reach is over an
obstruction, the reach and clearances shall be as shown in Fig 6(c).
Section 4.32
4.32 Fixed or Built-in Seating and Tables.
4.32.1 Minimum Number. Fixed or built-in seating or tables required to be accessible by 4.1
shall comply with 4.32.2 through 4.32.4.
EXCEPTION: Fixed or built-in seating or tables used primarily by children ages 12 and
younger shall be permitted to comply with 4.32.5.
4.32.2 Seating. If seating spaces for people in wheelchairs are provided at fixed tables or
counters, clear floor space complying with 4.2.4 shall be provided. Such clear floor space shall
not overlap knee space by more than 19 in (485 mm) (see Fig. 45).
4.32.3 Knee Clearances. If seating for people in wheelchairs is provided at tables or counters,
knee spaces at least 27 in (685 mm) high, 30 in (760 mm) wide, and 19 in (485 mm) deep shall
be provided (see Fig. 45).
4.32.4* Height of Tables or Counters. The tops of accessible tables and counters shall be from
28 in to 34 in (710 mm to 865 mm) above the finish floor or ground.
4.32.5 Children's Fixed or Built-in Seating and Tables. Fixed or built-in seating or tables used
primarily by children ages 12 and younger shall comply with 4.32.5 as permitted by 4.32.1.
EXCEPTION: Fixed or built-in seating or tables used primarily by children ages 5 and
younger shall not be required to comply with 4.32.5 if clear floor space complying with
4.2.4 parallel to fixed tables or counters is provided.
(1) Seating. If seating spaces for people in wheelchairs are provided at fixed
tables or counters, clear floor space complying with 4.2.4 shall be provided. Such
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Library Design and Construction Guidelines
clear floor space shall not overlap knee space by more than 19 in (485 mm) (see
Fig. 45).
(2) Knee Clearances. If seating for people in wheelchairs is provided at tables or
counters, knee spaces at least 24 in (610 mm) high, 30 in (760 mm) wide, and 19
in (485 mm) deep shall be provided (see Fig. 45).
(3) Height of Tables or Counters. The tops of accessible tables and counters shall
be from 26 in to 30 in (660 mm to 760 mm) above the finish floor or ground.
Section 4.3
4.3 Accessible Route.
4.3.1* General. All walks, halls, corridors, aisles, skywalks, tunnels, and other spaces that are
part of an accessible route shall comply with 4.3.
4.3.2 Location.
(1) At least one accessible route within the boundary of the site shall be provided
from public transportation stops, accessible parking, and accessible passenger
loading zones, and public streets or sidewalks to the accessible building entrance
they serve. The accessible route shall, to the maximum extent feasible, coincide
with the route for the general public.
(2) At least one accessible route shall connect accessible buildings, facilities,
elements, and spaces that are on the same site.
(3) At least one accessible route shall connect accessible building or facility
entrances with all accessible spaces and elements and with all accessible dwelling
units within the building or facility.
(4) An accessible route shall connect at least one accessible entrance of each
accessible dwelling unit with those exterior and interior spaces and facilities that
serve the accessible dwelling unit.
4.3.3 Width. The minimum clear width of an accessible route shall be 36 in (915 mm) except at
doors (see 4.13.5 and 4.13.6). If a person in a wheelchair must make a turn around an
obstruction, the minimum clear width of the accessible route shall be as shown in Fig. 7(a) and
(b)
4.3.4 Passing Space. If an accessible route has less than 60 in (1525 mm) clear width, then
passing spaces at least 60 in by 60 in (1525 mm by 1525 mm) shall be located at reasonable
intervals not to exceed 200 ft (61 m). A T-intersection of two corridors or walks is an acceptable
passing place.
4.3.5 Head Room. Accessible routes shall comply with 4.4.2.
4.3.6 Surface Textures. The surface of an accessible route shall comply with 4.5.
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Library Design and Construction Guidelines
4.3.7 Slope. An accessible route with a running slope greater than 1:20 is a ramp and shall
comply with 4.8. Nowhere shall the cross slope of an accessible route exceed 1:50.
4.3.8 Changes in Levels. Changes in levels along an accessible route shall comply with 4.5.2. If
an accessible route has changes in level greater than 1/2 in (13 mm), then a curb ramp, ramp,
elevator, or platform lift (as permitted in 4.1.3 and 4.1.6) shall be provided that complies with
4.7, 4.8, 4.10, or 4.11, respectively. An accessible route does not include stairs, steps, or
escalators. See definition of "egress, means of" in 3.5.
4.3.9 Doors. Doors along an accessible route shall comply with 4.13.
4.3.10* Egress. Accessible routes serving any accessible space or element shall also serve as a
means of egress for emergencies or connect to an accessible area of rescue assistance.
4.3.11 Areas of Rescue Assistance.
4.3.11.1 Location and Construction. An area of rescue assistance shall be one of the following:
(1) A portion of a stairway landing within a smokeproof enclosure (complying
with local requirements).
(2) A portion of an exterior exit balcony located immediately adjacent to an exit
stairway when the balcony complies with local requirements for exterior exit
balconies. Openings to the interior of the building located within 20 feet (6 m) of
the area of rescue assistance shall be protected with fire assemblies having a
three- fourths hour fire protection rating.
(3) A portion of a one-hour fire-resistive corridor (complying with local
requirements for fire-resistive construction and for openings) located immediately
adjacent to an exit enclosure.
(4) A vestibule located immediately adjacent to an exit enclosure and constructed
to the same fire-resistive standards as required for corridors and openings.
(5) A portion of a stairway landing within an exit enclosure which is vented to the
exterior and is separated from the interior of the building with not less than one-
hour fire-resistive doors.
(6) When approved by the appropriate local authority, an area or a room which is
separated from other portions of the building by a smoke barrier. Smoke barriers
shall have a fire-resistive rating of not less than one hour and shall completely
enclose the area or room. Doors in the smoke barrier shall be tight-fitting smoke-
and draft-control assemblies having a fire-protection rating of not less than 20
minutes and shall be self-closing or automatic closing. The area or room shall be
provided with an exit directly to an exit enclosure. Where the room or area exits
into an exit enclosure which is required to be of more than one-hour fire- resistive
construction, the room or area shall have the same fire- resistive construction,
including the same opening protection, as required for the adjacent exit enclosure.
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Library Design and Construction Guidelines
(7) An elevator lobby when elevator shafts and adjacent lobbies are pressurized as
required for smokeproof enclosures by local regulations and when complying
with requirements herein for size, communication, and signage. Such
pressurization system shall be activated by smoke detectors on each floor located
in a manner approved by the appropriate local authority. Pressurization equipment
and its duct work within the building shall be separated from other portions of the
building by a minimum two-hour fire- resistive construction.
4.3.11.2 Size. Each area of rescue assistance shall provide at least two accessible areas each
being not less than 30 inches by 48 inches (760 mm by 1220 mm). The area of rescue assistance
shall not encroach on any required exit width. The total number of such 30-inch by 48-inch (760
mm by 1220 mm) areas per story shall be not less than one for every 200 persons of calculated
occupant load served by the area of rescue assistance.
EXCEPTION: The appropriate local authority may reduce the minimum number of 30-
inch by 48-inch (760 mm by 1220 mm) areas to one for each area of rescue assistance on
floors where the occupant load is less than 200.
4.3.11.3* Stairway Width. Each stairway adjacent to an area of rescue assistance shall have a
minimum clear width of 48 inches between handrails.
4.3.11.4* Two-way Communication. A method of two-way communication, with both visible
and audible signals, shall be provided between each area of rescue assistance and the primary
entry. The fire department or appropriate local authority may approve a location other than the
primary entry.
4.3.11.5 Identification. Each area of rescue assistance shall be identified by a sign which states
"AREA OF RESCUE ASSISTANCE" and displays the international symbol of accessibility. The
sign shall be illuminated when exit sign illumination is required. Signage shall also be installed
at all inaccessible exits and where otherwise necessary to clearly indicate the direction to areas of
rescue assistance. In each area of rescue assistance, instructions on the use of the area under
emergency conditions shall be posted adjoining the two-way communication system.
Section 4.13
4.13 Doors.
4.13.1 General. Doors required to be accessible by 4.1 shall comply with the requirements of
4.13.
4.13.2 Revolving Doors and Turnstiles. Revolving doors or turnstiles shall not be the only
means of passage at an accessible entrance or along an accessible route. An accessible gate or
door shall be provided adjacent to the turnstile or revolving door and shall be so designed as to
facilitate the same use pattern.
4.13.3 Gates. Gates, including ticket gates, shall meet all applicable specifications of 4.13.
4.13.4 Double-Leaf Doorways. If doorways have two independently operated door leaves, then
at least one leaf shall meet the specifications in 4.13.5 and 4.13.6. That leaf shall be an active
leaf.
4.13.5 Clear Width. Doorways shall have a minimum clear opening of 32 in (815 mm) with the
door open 90 degrees, measured between the face of the door and the opposite stop (see Fig.
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Library Design and Construction Guidelines
24(a), (b), (c), and (d)). Openings more than 24 in (610 mm) in depth shall comply with 4.2.1
and 4.3.3 (see Fig. 24(e)).
EXCEPTION: Doors not requiring full user passage, such as shallow closets, may have
the clear opening reduced to 20 in (510 mm) minimum.
4.13.6 Maneuvering Clearances at Doors. Minimum maneuvering clearances at doors that are
not automatic or power-assisted shall be as shown in Fig. 25. The floor or ground area within the
required clearances shall be level and clear.
EXCEPTION: Entry doors to acute care hospital bedrooms for in-patients shall be
exempted from the requirement for space at the latch side of the door (see dimension "x"
in Fig. 25) if the door is at least 44 in (1120 mm) wide.
4.13.7 Two Doors in Series. The minimum space between two hinged or pivoted doors in series
shall be 48 in (1220 mm) plus the width of any door swinging into the space. Doors in series
shall swing either in the same direction or away from the space between the doors (see Fig. 26).
4.13.8* Thresholds at Doorways. Thresholds at doorways shall not exceed 3/4 in (19 mm) in
height for exterior sliding doors or 1/2 in (13 mm) for other types of doors. Raised thresholds and
floor level changes at accessible doorways shall be beveled with a slope no greater than 1:2 (see
4.5.2).
4.13.9* Door Hardware. Handles, pulls, latches, locks, and other operating devices on
accessible doors shall have a shape that is easy to grasp with one hand and does not require tight
grasping, tight pinching, or twisting of the wrist to operate. Lever-operated mechanisms, push-
type mechanisms, and U-shaped handles are acceptable designs. When sliding doors are fully
open, operating hardware shall be exposed and usable from both sides. Hardware required for
accessible door passage shall be mounted no higher than 48 in (1220 mm) above finished floor.
4.13.10* Door Closers. If a door has a closer, then the sweep period of the closer shall be
adjusted so that from an open position of 70 degrees, the door will take at least 3 seconds to
move to a point 3 in (75 mm) from the latch, measured to the leading edge of the door.
4.13.11* Door Opening Force. The maximum force for pushing or pulling open a door shall be
as follows:
(1) Fire doors shall have the minimum opening force allowable by the appropriate
administrative authority.
(2) Other doors.
(a) exterior hinged doors: (Reserved).
(b) interior hinged doors: 5 lbf (22.2N)
(c) sliding or folding doors: 5 lbf (22.2N)
These forces do not apply to the force required to retract latch bolts or disengage
other devices that may hold the door in a closed position.
4.13.12* Automatic Doors and Power-Assisted Doors. If an automatic door is used, then it shall comply with
ANSI/BHMA A156.10-1985. Slowly opening, low-powered, automatic doors shall comply with ANSI A156.19-
1984. Such doors shall not open to back check faster than 3 seconds and shall require no more than 15 lbf (66.6N) to
stop door movement. If a power-assisted door is used, its door-opening force shall comply with 4.13.11 and its
closing shall conform to the requirements in ANSI A156.19-1984.
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Library Design and Construction Guidelines
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