In Devine Design, Sullivan illustrates 5 ways to create the library of your dreams and for the most part I found the recommendations most helpful. Since I am working on a second floor library I was somewhat ‘stuck’ without the outdoor options in my mind. However, if it were the library of my dreams I would absolutely incorporate outdoor space with fountains and more ‘extras.’ For the purpose of this exercise I kept the current library I am working in as my ‘baseline.’ The current library has too many books and not enough shelving so I do know I am NOT running a book warehouse and should have places for keen display but do not. For this plan, I’ve added shelving on the walls and expanded shelving by dedicating one display near the entry for new and recommended materials. We have a delight of natural lighting which is a blessing for a high school library. That would stay as well as windows near the front and corner entryway to allow passers to see the displays and activities prior to entering. In the spirit of flexibility, I would include lightweight, puzzle piece tables that would allow for a variety of interlocking set ups to be arranged easily as needed for a variety of situations. I do not necessarily agree with Sullivan’s discontent with the ‘Starbucks’ style as I do see some value in the comfort and having that ‘hangout space.’ Although schools still want the library ‘commons’ to be for ‘studying’ and ‘collaborative work’, I see students with a lot of time on their hands and not much interest in digging deep into the curriculum. Then, the library atmosphere or the librarian gets blamed for the discourse. High schools students should have a ‘Starbucks’ location in their environment that promotes positive activity but not always ‘information literacy’ or ‘studying academics.’ The library I am in had the old school furniture and environment last year and this year, new carpet, furnishings, layout & design. Guess what? Students still want to ‘hangout’ and most have ‘nothing to do’ or ‘not a lot of interest in doing what they have to do.’ They are delighted to partake in a puzzle, decorating for holidays, projects/crafts, coding activities, legos, coloring. All of these activities are looked down upon by the onlooking staff and administration. They want ‘keen academics’ going on in a vibrant and ‘cool’ learning commons. Sullivan writes, ‘These plush, cool environments are often the result of an interior designer who doesn’t understand the educational role of a school library or confuses your space with a public library’s’ (2011). Why does the high school library have to always be active in strictly academics and why cannot it take on a life of it’s own? Doesn’t that contradict what the modern ‘librarians’ are doing? Finding balance would be ideal and the ASLA standards support Sullivan’s opinion but I see a dire need to some ‘space’ besides a cafeteria for students to take a break and get ‘some work done’ while learning to be productive in a highly distractible world.

In regards to merchandising and sorting books, I appreciate that Parrot references the statement from the ALA who ‘strongly discourages school librarians from labeling’ by reading levels (2017). If young people are referred to ‘leveled’ books it can negatively impact their mindset and attitude toward reading. It is great to see the library associations voicing against it. As I look to reshelf and re-merchandise the inventory, level would never be a consideration. I am huge fan of re-shelving by category and genre to make ‘browsing’ and ‘finding’ more engaging and successful! Fister’s article about ditching the Dewey Decimal system is aligned with my philosophy about schools and libraries. The students and patrons are the customer and if we want the books to be appreciated and utilized, they definitely need a desireable stage presence (2010). The fact that the article was published in 2010 tells me the library I am in currently is a bit behind the times! In consideration of this, I made allowances for shelving of non-fiction and fiction books that will be shelved by ‘genre’ and ‘category’ and evaluated by patrons through user surveys throughout the changeover. Leigh Collazo’s blog ‘Reader’s Pants’ offers some excellent suggestions and a good ‘guide’ to selecting the books, labeling, and shelving. This is the type of project you cannot complete in a day but develop as a long range plan or summer project (2011).

Fister, B. (2010). The dewey dilemma. Library Journal.URL

Collazo, Leigh (2011). “Library Genrefication Project.” Mrs. ReaderPants, www.readerpants.net/search/label/Library Genrefication Project

Parrot, K. (2017). Fountas and Pinnell say librarians should guide readers by interest, not level. School Library Journal.URL

Sullivan, M. (2011). Divine design: Howto create the 21st-century school library of your dreams.URL