Using environmental psych. to make the physical LC more accessible (an older article that remains relevant!)

Sinclair, Kimberly

Doll, C. A.  (1992).  School library media centers: The human environment.  School Library Media Quarterly, 20, 225–229. Retrieved from http://www.ala.org/aasl/

            aaslpubsandjournals/slmrb/editorschoiceb/infopower/selctdollhtml

            In this article, Doll examines the psychological needs, ranging from academic to social and personal, that the physical school media center fulfills for different students, in an effort to yield information that teacher librarians can use to make the learning commons a more welcoming, appealing space for students. Although written long before school media centers or libraries might be referred to as learning commons, this article remains relevant due to the fact that, although technology has changed dramatically during the decades in which it was written, human psychology and behavior regarding physical spaces in our culture remains more static; therefore, any revelations about psychological needs that the media center fulfills can be transferred to the learning commons today.

            Doll begins by reviewing the literature of research created by environmental psychologists, which identifies several factors influencing how individuals relate to and behave in physical settings: personal space, territoriality, the need for privacy, and a desire for variety. In the first instance, researchers noted that people tend to build and view surrounding personal spaces an extension of their personalities, therefore requiring varying distances between themselves in others, depending upon the relationship with others nearby and the context of the proximity to others. Based on this information, teacher librarians are advised to arrange library furniture such that students can maintain at least four feet distance between themselves and strangers in the common space, with reminders that teens’ personal space should be as respected by library staff as the staff would be of respecting adults’ personal space. In discussing territorial behaviors, researchers noted that humans tend to “claim” certain areas even when studying, based on where they sit at a table and how they arrange their personal belongings; in order to maximize limited space with these behaviors in mind, therefore, the author offers several suggestions (such as furnishing more small, round tables, rather than fewer/larger rectangular ones) for maximizing limited seating space, by balancing territorial behaviors with minimal personal space requirements. However, researchers point out that round tables will more readily attract and accommodate small groups of acquaintances (vs. strangers), so that librarians should use rounded tables with carrels to allow individuals more privacy and/or to denote that certain areas are quiet/study areas, as opposed to small group/quiet-discussion spaces.

            Additional notable observations, which were made by environmental psychologists and then adapted for teacher librarians’ use by the author, include:

o   Taking advantage of bookshelves, carrels, and portable panels to allow students to fulfill the need for private spaces

o   Ideally arranging the physical learning commons area to accommodate three levels of privacy/focus: 1) quiet spaces for focused activity, built for privacy and minimal audio-visual distractions; 2) spaces for light reading and quiet conversation, with soft background noise; and 3) spaces for students taking a break and/or engaging in lively social interactions, where people can enjoy snacks, listen to music, and walk around

o   Blues and greens in commons décor result in the most focused, pleasant student behaviors (although pains should be made to avoid the “institutional green” shade, which carries disagreeable associations)

o   Carpets help with environmental noise and appeal to younger teens and children in particular

o   Comfortable furniture should be flexible in arrangement, so that students can exercise some ownership in adapting the environment to enhance group learning

            In conclusion, Doll summarizes by reiterating the need for flexibility (on the librarian’s behalf) on one hand, and individualization for students’ needs, on the other. With so much subjectivity in the world, it’s refreshing to have some specific, objective recommendations that school librarians can take to anticipate and be more responsive to learners’ needs.