Revitalizing  the  Dana  Porter  Library  

                           

Group  3:    Anik  Brazeau  

Christie  Ledgley  Ramyaa  Mahinthan  Annaka  Willemsen  

     

       

December  9,  2016  Sebastian  Siebel-­‐Achenbach  DEI  623  Project  Management  

     

1  

Table  of  Contents  

Introduction   3  

Project  Parameters   4  

The  Library  Now   4  

Stakeholder  Analysis   5  

Research   6  Previous  Library  Research   6  Primary  Research   7  Pedagogy  Research   8  

Our  Vision  and  Four  Pillars   9  

Recommendations   9  Space  Allocation   9  

FLEX  Lab   10  Computer  spaces   11  

Setting   11  Colour   11  Lighting   12  Sound   14  Furniture   15  

Technology   16  

How  Our  Recommendations  Meet  the  Needs  of  Students   16  

Project  Management  Approach   18  Why  “Agile”?   18  “Scrum”  Agile  Framework   18  Tools  for  Agile  Project  Management   19  Scrum  Team  Roles   19  A  Roadmap  for  our  Scrum  Approach   20  Attempting  Agile  Project  Management   21  Demonstrating  Agility   22  Lessons  Learned   23  

Appendix  I:  Primary  Research   25  Interview  Questions  for  Students   25  Results:  Student  Feedback   25  

Appendix  II:  Research  Performed  by  the  Library   27  

2  

Appendix  III:  Current  Floor  Plans   28  Third  Floor   28  Fifth  Floor   28  

Appendix  IV:  Proposed  Floor  Plans  with  Recommendations   29  Third  Floor   29  Fifth  Floor   29  

Appendix  V:  Colour  Palette   30  Works  Cited   31  

 

   

3  

Introduction    

 

Library  staff  from  the  University  of  Waterloo  were  invited  to  the  DEI  623  class  to  pitch  four  

different  projects,  and  the  Library  Revitalization  Project  for  the  Dana  Porter  Library  is  what  

appealed  to  us  as  a  team.  During  the  pitch,  the  Library  presented  its  vision  for  this  project:  

“[t]he  21st  Century  Library  provides  a  space  where  the  campus  community  feels  welcomed  

and  encouraged  to  satisfy  intellectual  curiosity,  meet  with  peers  to  collaborate,  and  

contribute  to  scholarship  and  research  excellence.”1  The  principles  to  help  guide  the  

revitalization  were  listed  as:  accessible,  durable,  ergonomic,  flexible  use,  functional,  

inclusive,  personal  safety,  sustainable,  and  wellness.2    

 

Based  on  this  pitch,  we  brainstormed  our  own  vision  for  the  21st  century  library.  This  vision  

is  to  “reimagine  the  Library  as  an  inclusive  learning  space  in  the  digital  age.”  We  were  also  

asked  to  consider  the  Library’s  strategic  directions,  which  include  “advancing  research  and  

scholarship,  enabling  student  success,  new  skills  for  new  times,  [and]  new  spaces  for  new  

times.”3  Of  particular  interest  to  us  was  addressing  the  need  for  “new  spaces  for  new  

times”.  With  the  Library  reaching  capacity,  it  is  in  need  of  creative  solutions  to  maximize  the  

utilization  of  the  space.4  Along  with  consideration  of  the  Library’s  strategic  directions,  the  

University  of  Waterloo’s  strategic  plan  offered  us  guidance.  The  University  intends  “to  be  

recognized  as  one  of  the  most  innovative  universities  in  the  world”.5  

 

                                                                                                               1  Library  Staff,  LEARN  slide  deck.  2  Ibid.    3  https://uwaterloo.ca/library/about/what-­‐we-­‐stand/strategic-­‐directions.  Accessed  30  November  2016.  4  https://uwaterloo.ca/library/about/what-­‐we-­‐stand/strategic-­‐directions#space.  Accessed  30  November  2016.  5  https://uwaterloo.ca/strategic-­‐plan/,  Accessed  30  November  2016.  

4  

Project  Parameters  

Regarding  the  scope  of  the  Dana  Porter  Library  Revitalization  Project,  there  was  no  budget  

given.  In  fact,  library  staff  told  us  to  focus  on  design  and  user  experience,  and  not  on  money  

or  overall  cost.  The  only  constraints  that  were  given  were  that  we  could  not  change  the  

footprint  of  the  Library  and  that  we  could  not  reduce  any  of  the  student  or  staff  space.  We  

also  learned  that  the  collection  space  would  be  reduced.      

 

Regarding  time  frame,  we  had  the  entire  semester  to  work  on  the  project;  however,  by  the  

time  the  pitches  were  complete,  most  teams  did  not  start  until  week  5.  Our  approach  to  the  

Library  Revitalization  project  was  to  follow  the  agile  methodology  of  project  management.  

Although  at  times  we  lapsed  into  traditional  project  management,  or  waterfall,  we  quickly  

steered  ourselves  back  into  agile.  More  information  regarding  the  two  methodologies,  

including  our  experience  with  agile,  and  how  we  broke  down  our  sprints  in  terms  of  timing,  

will  be  discussed  later  in  the  report.      

The  Library  Now  

The  Dana  Porter  Library  is  located  on  University  Avenue  at  the  University  of  Waterloo  main  

campus.    It  was  built  in  1965  and  is  known  for  its  tall  architectural  presence  from  kilometres  

away.    The  Dana  Porter  Library  carries  a  large  collection  of  books  that  primarily  focus  on  the  

arts,  humanities  and  social  sciences.    This  library  represents  a  “coming  of  age”  to  the  

university,  by  portraying  Waterloo’s  commitment  into  deeper  areas  of  research6.  The  Dana  

Porter  consists  of  10  floors  with  a  combination  of  silent  study  areas,  computers  and  

                                                                                                               6  https://uwaterloohistory.wordpress.com/dana-­‐porter-­‐library-­‐dp/.  Accessed  5  December  2016.    

5  

collaborative  space.    However,  the  Library  lacks  resources  relevant  to  today’s  millennia.    

With  excessive  amounts  of  out  dated  books,  technology  and  furniture,  the  Library  does  not  

reflect  what  the  University  of  Waterloo  stands  for,  the  forefront  of  innovation.      

 

The  two  floors  being  revitalized  within  the  Dana  Porter  Library  include  the  third  floor  and  

fifth  floor,  which  are  both  without  a  specific  designation  in  terms  of  how  the  space  is  to  be  

utilized.  Students  have  access  to  various  resources  here.  The  third  floor  is  comprised  of  staff  

space,  stacks  of  periodicals,  the  Geospatial  Centre,  the  FLEX  Lab,  the  Peter  &  Betty  Sims  

Reading  Room,  printers  and  scanners  (See  Appendix  III).  Currently,  student  space  is  mostly  

for  individual  study  with  many  carrels  and  only  two  group  tables.  The  fifth  floor,  which  is  a  

slightly  smaller  area,  is  comprised  of  stacks  of  government  publications,  computers  with  

geospatial  software,  numerous  group  tables,  and  some  individual  study  carrels  (See  

Appendix  III).  

Stakeholder  Analysis  

The  revitalization  of  the  Dana  Porter  Library  will  benefit  the  University  of  Waterloo’s  

undergraduate  and  graduate  student  community,  as  well  as  faculty  and  staff.  Currently,  

there  are  over  36,000  undergraduate  and  graduate  students  at  the  University  of  Waterloo.7  

Our  recommendations  reflect  the  feedback  we  received  from  students  and  library  staff  

throughout  the  course  of  this  project.    Students  use  this  library  to  work  on  individual  and  

group  projects,  conduct  secondary  research,  as  well  as  use  the  space  to  study  for  exams.    

Students  also  use  the  library’s  facilities,  such  as  the  photocopier,  scanner,  printer,  micro  

projector,  calculators,  Ethernet  cables,  memory  sticks  (USB),  headphones  and  much  more.  

                                                                                                               7  https://uwaterloo.ca/about/who-­‐we-­‐are/waterloo-­‐facts.  Accessed  6  December  2016.    

6  

While  considering  student  needs,  we  also  tried  to  propose  realistic  recommendations  that  

were  feasible  and  will  hopefully  be  adopted.        

Research    

Multiple  modes  of  research  were  incorporated  into  this  project,  including  primary  research  

done  by  Library  staff,  our  own  primary  research,  and  secondary  research  around  modern  

library  inspiration,  colour  and  design  theory,  furniture,  sound  and  technology  and  the  

pedagogy  of  blended  learning.  We  completed  this  research  by  our  second  sprint  in  order  to  

have  time  to  refine  and  add  to  the  research.  Findings  are  outlined  in  the  pages  that  follow,  

some  of  which  are  integrated  in  our  proposed  recommendations.  

Previous  Library  Research  

The  Library  had  completed  its  own  research  regarding  the  space  earlier  this  year,  and  they  

made  the  results  available  via  LEARN.  They  collected  data  via  comment  cards  that  were  

available  in  study  areas  at  both  the  Dana  Porter  and  Davis  Centre  Libraries.  In  total,  98  

comment  cards  were  returned  regarding  the  Dana  Porter  Library.  The  student  feedback  

gathered  asked  for  more  areas  like  the  sixth  floor  (which  was  renovated  approximately  five  

years  ago),  more  group  study  space,  better  outlet  placement,  longer  hours,  and  a  quieter  

atmosphere.8  For  both  libraries,  students  also  mentioned  they  wanted  more  natural  

light/windows,  larger  desktops,  more  silent/quiet  areas,  and  a  more  lively,  modern  

atmosphere  (See  Appendix  II).9  Visual  scans  were  also  performed  in  Spring  2016  by  the  

Library  Revitalization  Advisory  Committee  members,  gathering  high  level  impressions  and  

                                                                                                               8  Library  Staff,  Summary  of  Results  from  2016  Feedback,  LEARN  slide  deck  9  Ibid.  

7  

identifying  the  areas  that  were  most  uninspiring  and  de-­‐energizing  on  these  floors10.  In  

terms  of  student  space,  these  areas  were  represented  by  group  tables  on  the  third  and  fifth  

floors  and  by  the  stacks  of  printed  artefacts  (See  Appendix  II).    

Primary  Research  

As  a  team,  we  also  completed  our  own  primary  research.  We  took  several  trips  to  the  Dana  

Porter  Library.  First,  we  completed  a  walkthrough  of  the  space  and  we  recorded  video  

footage  of  the  third  and  fifth  floors.  We  spoke  with  two  librarians  and  asked  our  product  

owner,  Agnes  Zientarska-­‐Kayko,  questions  as  they  arose.  Our  second  trip  was  to  interview  

students.  We  spent  three  hours  on  both  floors  speaking  to  over  45  students.  We  asked  them  

what  they  liked  about  the  third  and  fifth  floors,  and  also  what  they  would  change  about  

each  floor  if  they  could.  Our  results  were  similar  to  the  feedback  the  Library  staff  had  

received  when  they  conducted  their  research.  Common  themes  that  were  mentioned  

included:  everything  is  out  dated  and  needs  to  be  modernized,  the  space  needs  to  be  

warmer  (regarding  aesthetic,  not  temperature),  there  are  too  many  books  that  are  never  

used,  there  is  a  lack  of  outlets  and  outlets  are  placed  too  low  on  the  wall  underneath  

radiators,  chairs  are  uncomfortable  and  old,  and  there  needs  to  be  more  individual  study  

carrels  in  addition  to  more  group  study  space.  Although  we  visited  the  Library  on  a  Friday  

afternoon,  we  were  able  to  observe  that  every  individual  carrel  and  most  group  tables  were  

occupied,  demonstrating  the  need  for  additional  seating.  Our  guiding  questions  and  findings  

are  included  in  Appendix  1.  While  these  results  were  not  statistically  significant,  themes  

were  consistent  and  confirmed  the  research  performed  by  the  Library.    

                                                                                                               10  Ibid.  

8  

Pedagogy  Research  

Education  has  changed  dramatically  over  the  last  50  years  due  to  new  research  and  to  the  

emergence  of  better  technologies.  The  role  of  academic  libraries  has  also  shifted;  now  the  

Library  space  is  more  about  incorporating  technologies  and  various  collaborative  spaces,  

rather  than  areas  dedicated  to  print  volumes  and  furniture  solely  for  individual  study.11  

Further,  “collaboration  has  received  considerable  attention  in  higher  education  instruction,  

and  many  libraries  now  offer  learning  spaces  to  support  group  work.”12  As  priorities  in  

education  have  shifted,  there  is  an  increasing  emphasis  on  the  need  for  students  to  be  able  

to  communicate  effectively  and  professionally  using  various  media.13  New  language  is  also  

being  used  to  describe  libraries;  they  are  becoming  “makerspaces”  or  a  “learning  

commons”.14  In  fact,  “some  learning  commons  incorporate  services  run  by  other  campus  

units,  such  as  a  writing  or  tutoring  center,  academic  advising,  or  a  technology  help  desk.”15  

Having  all  of  this  support  and  information  in  one  place  is  incredibly  convenient  and  helps  

support  overall  student  success.  Further,  students  should  be  at  the  centre  of  the  Library’s  

mandate.  The  Library  space  should  be  inclusive,  following  the  Accessibility  for  Ontarians  

with  Disabilities  Act  (AODA)  Standards  but  also  making  all  patrons  feel  comfortable  and  

welcomed.    

                                                                                                               11  http://er.educause.edu/articles/2014/10/libraries-­‐as-­‐enablers-­‐of-­‐pedagogical-­‐and-­‐curricular-­‐change.  Accessed  29  November  2016.  12  www.slj.com/2008/11/technology/flip-­‐this-­‐library-­‐school-­‐libraries-­‐need-­‐a-­‐revolution/?q=flip%20this%20library#_.  Accessed  30  October  2016.  13  Ibid.  14  http://knowledgequest.aasl.org/learning-­‐commons-­‐theory-­‐practice/.  Accessed  29  October  2016.  15  http://er.educause.edu/articles/2014/10/libraries-­‐as-­‐enablers-­‐of-­‐pedagogical-­‐and-­‐curricular-­‐change.  Accessed  29  November  2016.  

9  

Our  Vision  and  Four  Pillars  

Having  performed  primary  research  among  Library  users,  secondary  research  regarding  the  

innovative  practices  of  modern  libraries,  and  pedagogy  research,  we  established  our  own  

vision  for  the  project  that  grounded  our  decisions.  We  set  out  to  “reimagine  the  library  as  

an  inclusive  learning  space  in  the  digital  age”,  and  made  our  design  decisions  accordingly.  

We  envisioned  the  Library  as  a  space  with  the  following  priorities  for  students,  and  these  

four  pillars  represent  the  revitalized  library  of  the  future:    

● Digital  literacy  ● Knowledge  building  ● Enhanced  research  ● Collaboration  

Recommendations  

Our  recommendations,  outlined  below,  focus  on  space  allocation,  setting  and  technology.  

Space  Allocation  

The  first  aesthetic  impression  of  a  space  should  speak  directly  to  the  value  statement  and  

overarching  principles  of  an  organization.  To  achieve  our  vision  in  accordance  with  the  four  

pillars,  described  above,  we  began  with  a  redesign  of  the  Dana  Porter  Library  floor  plans  

(See  Appendix  IV).    

 

Through  the  digitization  and  physical  archiving  of  books  that  were  in  poor  shape,  or  rarely  

used,  we  were  able  to  eliminate  50%  of  the  shelving  space  (as  per  the  Library’s  directive).  

This  accommodates  a  greater  number  of  students  and  opens  up  sightlines  and  more  natural  

light,  all  outcomes  of  our  user-­‐centric  research.    In  addition,  our  proposed  floor  plan  

10  

adheres  to  the  Accessibility  for  Ontarians  with  Disabilities  Act  (AODA),  which  the  Library  is  

not  in  compliance  with  currently.  

   

Further  reallocation  of  the  space  was  accomplished  through  modern  furniture  solutions  and  

by  reconfiguring  bookshelves  to  serve  dual  purposes  as  privacy  walls  and  stand-­‐up  desks.  

The  stand-­‐up  study  space  is  accomplished  by  refinishing  the  half  stacks  (short  shelves)  with  

new  surfaces,  offering  the  students  a  space  to  spread  out  their  study  materials.  This  

alternative  to  sitting  for  long  periods  of  time  also  supports  wellness,  one  of  the  Library’s  

priority  areas.  

   

New  glass  walled  project  rooms  around  the  perimeter  still  allow  natural  light  to  flow  into  

the  central  area,  while  giving  the  students  a  quiet  location  to  share  ideas,  practice  

presentations  and  facilitate  creative  collaboration.  These  spaces  would  seat  between  6–8  

students  and  an  online  booking  system  would  increase  access  and  convenience.  

   

FLEX  Lab  

Currently  the  FLEX  Lab  on  the  third  floor  serves  only  as  an  instructional  space.  To  maximize  

areas  for  collaboration,  the  lab  should  be  open  to  general  student  use  outside  of  class  

instruction.  This  would  be  designed  to  support  advanced  research  skills,  peer  assisted  study,  

and  digital  literacy.  We  recommend  that  the  lab  be  equipped  with  digital  displays,  

whiteboards  and  interactive  presentation  technology.  To  improve  digital  literacy  and  

enhance  research,  we  are  also  proposing  additional  technology  training  workshops  offered  

in  the  FLEX  Lab.  

11  

Computer  spaces  

The  desktop  computer  area  on  the  fifth  floor  is  home  to  geospatial  software,  a  service  that  

is  regularly  used  by  students.  In  their  current  location,  the  desks  with  computers  are  in  the  

direct  line  of  traffic  of  those  coming  off  the  elevator.  It’s  an  awkward  space  that  involves  

many  interruptions  for  those  making  use  of  the  software.  With  the  intent  of  improving  

traffic  flow  and  student  concentration,  we  propose  moving  the  desks  forward  by  five  feet  to  

be  incorporated  within  the  designated  study  areas.  

Setting  

Beyond  the  allocation  and  use  of  space,  a  number  of  other  factors  play  an  important  role  in  

affecting  the  learning  environment,  including  colour,  lighting,  sound  and  furniture.    

 

Colour  

Colour  is  an  emotional  and  personalized  experience  for  the  viewer.  From  an  interior  design  

perspective,  the  purpose  of  colour  is  to  act  as  a  guideline  or  cue  as  to  how  one  should  

behave  and  interact  in  a  space.  From  a  commercial  or  organizational  standpoint,  this  means  

the  colour  selection  should  clearly  signify  the  values  and  intentions  of  a  product  or  service.    

 

According  to  the  principles  of  colour  theory,  strategic  use  of  colour  can  draw  attention  away  

from  the  unappealing,  toward  an  area  of  preference  or  attraction.  It  helps  divide  a  space,  

enhance  a  mood  and  even  increase  creativity  and  motivation.  

 

With  the  intent  of  creating  a  cohesive  look  and  feel,  we  selected  a  colour  palette  of  three  

shades  and  broke  them  down  according  to  the  60-­‐30-­‐10  rule.  Such  a  rule  states  that  60  

12  

percent  of  a  colour  palette  should  be  the  dominant  colour,  one  that  is  slightly  muted  or  

perhaps  even  neutral.  30  percent  should  be  a  colour  that  is  slightly  bolder,  but  not  

overbearing,  and  10  percent  should  be  an  accent  colour.  The  accent  colour  is  generally  more  

vibrant  and  is  slightly  less  ‘timeless’  than  the  two  foundation  colours.    

 

Our  colour  recommendations  include  a  60  percent  use  of  white,  a  clean  fresh  palette  for  

inspiration;  30  percent  cyan,  a  shade  that  is  said  to  invoke  concentration;  and  10  percent  

lime  green,  known  to  spark  innovation  and  energy  (See  Appendix  V).  

 

Lighting  

There  is  general  agreement  that  the  amount  of  illumination  in  a  space  can  affect  the  

educational  environment16.  A  variety  of  lighting  that  includes  natural  light,  direct  artificial  

light  and  indirect  artificial  light  is  generally  preferred  17.  The  challenge  that  arises  is  when  

natural  light  is  unavailable  or  unreliable,  or  too  prominent,  and  when  displays  or  projections  

are  near  windows  and  require  light  to  be  controlled  to  eliminate  glare  that  may  become  a  

distraction18.  Glare  is  the  amount  of  light  that  reflects  into  the  eye19.    

 

Since  the  structure  of  the  Dana  Porter  Library  building  is  to  remain  unchanged,  the  narrow  

windows  must  remain  as  they  are.  As  such,  we  are  recommending  the  application  of  

                                                                                                               16  Steven  M.  Baule,  Facilities  Planning  for  School  Library  and  Technology  Centers,  p.60  https://books.google.ca/books?id=v1iQ5xpM78EC&pg=PA61&lpg=PA61&dq=noise+reducing+technology+libraries&source=bl&ots=soEaD2XMvq&sig=aasKSnF88J2Px9GbJsh31wYDh6o&hl=en&sa=X&ved=0ahUKEwjk_u31xYrQAhWJxYMKHYTpCvoQ6AEIOTAF#v=onepage&q=noise%20reducing%20technology%20libraries&f=true.  Accessed  30  October  2016.    17  Ibid.    18  Ibid.    19  Ibid,  61.      

13  

reflective  anti-­‐glare  window  film  that  is  easy  to  install  on  smaller  windows,  and  that  will  also  

help  reduce  heat  from  the  sun  in  the  summer.20  This  will  eliminate  the  need  for  window  

treatments,  allowing  more  light  into  the  Library.  By  removing  these  window  treatments  and  

reconfiguring  the  space,  more  natural  light  will  be  able  to  enter  the  Library  space.  The  

addition  of  the  glass  project  rooms  will  also  allow  more  light  through  to  the  middle  of  the  

space.    

 

Being  able  to  control  lighting  in  a  given  area  is  also  important.21  Having  multiple  sets  of  

lights,  for  example  on  individual  carrels  for  students  to  decide,  is  good  practice.22  Our  

secondary  research  on  lighting  supports  the  feedback  received  from  patrons  who  are  

searching  for  a  bright  and  lively  space  to  spend  time.  By  implementing  these  changes,  

patrons  will  experience  greater  visual  comfort23,  and  may  be  encouraged  to  remain  in  the  

space  longer  and  be  more  productive.    

 

Sound  

Sound  can  be  a  major  source  of  distraction.  Because  the  Library  is  becoming  a  multi-­‐purpose  

space  intended  for  individual  study,  as  well  as  a  place  for  collaboration  and  community,  

sound  must  be  controlled  for  the  comfort  of  patrons:  too  quiet  and  the  space  discourages  

collaboration  and  teamwork,  too  loud  and  it  prevents  individuals  from  focusing.  Hard  

reflective  surfaces  contribute  to  propagating  sound  in  the  space,  which  can  be  disruptive.  24  

                                                                                                               20https://info.engage.3m.com/Solar?WT.mc_id=CA_ODM_Redirect&WT.mc_id=promo.3m.com/rc/3MCAN/tenant.  Accessed  30  November  2016.    21  Baule,  60.    22  Ibid,  61.    23  Ibid.    24  http://www.primacoustic.com/applications/library/.  Accessed  5  December  2016.  

14  

A  solution  is  needed  that  allows  multiple  activities  to  occur  in  the  space  simultaneously,  in  

order  for  this  space  to  meet  the  changing  needs  of  students,  as  education  evolves.25  

 

Further,  the  type  of  flooring  can  have  a  significant  influence  on  acoustics.  In  a  study  by  the  

American  Society  of  Interior  Designers,  carpet  was  found  to  absorb  sound  10  times  more  

efficiently  than  flooring,  which  amplifies  and  projects  sound.26  Carpet  also  has  other  

benefits:  it  warms  up  the  space  by  providing  insulation,  and  it  eliminates  another  glaring  

surface  that  can  be  distracting.27  

 

To  make  the  space  as  productive  as  possible  we  are  recommending  enclosing  group  

meetings  in  project  rooms  and  blocking  sound  with  other  physical  barriers,  such  as  

bookshelves.  Absorptive  acoustic  ceiling  panels,  which  can  be  customized  for  any  space,  also  

represent  another  solution  to  help  control  the  noise  level.28  Providing  silent  and  quiet  areas  

must  be  a  priority,  since  it  aligns  with  the  feedback  received  from  students  in  primary  

research.  

 

                                                                                                               25  http://www.primacoustic.com/applications/library/.  Accessed  5  December  2016.    26  Cheryl  Ann  Cmiel  BAN,  RN,  Dana  Marie  Karr  BSN,  RN,  et  al.,  “Noise  Control:  A  Nursing  Team’s  Approach  to  Sleep  Promotion,”  2004.  American  Society  of  Interior  Designers,“Sound  Solutions,”  2005.      http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf.  .  Accessed  1  December  2016.    27  P.  Madeleine,  Voigt,  M.,  and  Arendt-­‐Nielsen,  L.,  Subjective,  Physiological  and  Biomechanical  Responses  to  Prolonged  Manual  Work  Performed  Standing  on  Hard  and  Soft  Surfaces,  Eur.  J.  Appl.  Physiol.  77,  1–9  (1998).    http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf.  Accessed  1  December  2016.      28  http://www.primacoustic.com/applications/lecture-­‐hall/.  Accessed  30  October  2016.    

15  

Furniture    

Furniture  plays  an  important  role  in  modern  academic  libraries.  The  library  space  should  be  

as  flexible  as  possible  to  accommodate  different  functions  and  groupings.29  Ideally,  furniture  

will  be  lightweight  so  it  can  be  moved  on  a  whim.  In  our  redesigned  library  space,  we  

focused  primarily  on  movable,  modular  furniture.  We  incorporated  curved  lines  in  both  the  

shelving  and  the  furniture  to  give  the  appearance  of  a  larger,  wider  space.  We  varied  the  

size  and  shape  of  the  tables  as  well:  rectangular  tables  in  the  project  rooms,  and  circular  and  

triangular  tables  in  the  main  area  of  the  third  and  fifth  floor.  As  previously  mentioned,  we  

repurposed  the  tops  of  the  short  stack  shelves  to  include  more  stand  up  desk  space.    

 

In  keeping  with  the  Library’s  priority  of  wellness,  we  introduced  treadmill  desks.    

Treadmill  desks  are  becoming  increasingly  popular,  as  physical  and  mental  wellness  move  to  

the  forefront  of  conversation  in  the  workplace  and  in  educational  institutions.  These  desks  

have  been  shown  to  increase  productivity,  improve  sleep  and  reduce  stress  levels.30  Our  

new  floor  plans  include  the  use  of  two  such  desks  that  will  provide  alternative  study  spaces,  

to  be  offered  on  a  first  come,  first  serve  basis.    

Technology  

Aligning  with  our  vision  to  “reimagine  the  library  as  an  inclusive  learning  space  in  the  digital  

age”,  and  with  the  trends  in  pedagogy,  we  paid  particularly  close  attention  to  technological  

solutions  that  could  be  integrated  in  our  design  to  enhance  student  learning  experiences.  

 

                                                                                                               29www.slj.com/2008/11/technology/flip-­‐this-­‐library-­‐school-­‐libraries-­‐need-­‐a-­‐revolution/?q=flip%20this%20library#_.  Accessed  30  October  2016.  30  http://www.forbes.com/sites/susanadams/2014/03/11/new-­‐study-­‐treadmill-­‐desks-­‐boost-­‐productivity/#3ce96cb64c8a.  Accessed  6  December  2016.  

16  

To  help  students  succeed  in  their  projects,  we  propose  considering  the  following  

technological  tools  that  promote  creativity,  research,  and  collaboration:  a  ‘tech  bar’  with  

media  equipment  loans31,  updated  computers  with  ultra-­‐wide  monitors32,  large  displays  for  

collaboration  in  group  project  rooms,  such  as  TVs  equipped  with  HDMI  or  screen  mirroring  

technologies33,  enhanced  printing  and  copying  services  that  also  include  binding  and  3D  

printing34,  and  interactive  presentation  technology.35  

How  Our  Recommendations  Meet  the  Needs  of  Students  

To  recap,  our  primary  and  secondary  research  indicated  that  students  want  improvement  in  

the  following  key  areas:  

● More  study  and  collaboration  space  ● More  natural  light  ● A  modern  and  updated  atmosphere  ● An  overall  sense  of  inspiration  and  wellbeing    

 

Through  our  recommendation  to  reallocate  the  space,  and  include  dual-­‐purpose  and  

modular  furniture,  we  have  addressed  the  need  for  increased  student  study  and  

collaboration  space  in  the  following  ways:  

Third  floor:  

● 42  more  group  seating  ● 12  more  individual  seating  ● 36  more  stand  up  seating  

 

                                                                                                               31  http://www.kpl.org/tech-­‐bar.  Accessed  5  December  2016.    32  http://lifehacker.com/ultrawide-­‐vs-­‐dual-­‐monitors-­‐which-­‐are-­‐better-­‐for-­‐produc-­‐1695967682.  Accessed  6  December  2016.  33  www.computerworld.com/article/2824189/computer-­‐hardware/10-­‐mirroring-­‐devices-­‐let-­‐you-­‐present-­‐without-­‐wires.html#slide4  .  Accessed  5  December  2016.  34  www.torontopubliclibrary.ca/using-­‐the-­‐library/computer-­‐services/innovation-­‐spaces/3D-­‐design-­‐print.jsp.  Accessed  25  November  2016.  35  www.advancestuff.com/interactive-­‐presentation-­‐technology/.  Accessed  25  November  2016.  

17  

Fifth  floor:  

● 24  more  group  seating  ● 18  more  individual  seating  ● 36  more  stand  up  seating

   

The  need  for  more  natural  light  was  addressed  by  removing  window  coverings  and  through  

the  arrangement  of  shelving  for  better  sightlines.  In  addition  to  the  addition  of  glass-­‐walled  

project  rooms,  solutions  for  an  optimal  balance  of  direct  and  indirect  artificial  lighting  were  

explored.  

 

The  request  for  a  modern  and  updated  atmosphere  has  been  met  with  the  exploration  of  

modular  furniture  that  is  both  comfortable  and  durable  in  nature.  The  suggested  use  of  new  

technologies  promotes  the  notion  of  enhanced  digital  literacy  and  the  renewed  colour  

palette  aims  to  promote  a  sense  of  inspiration.  

 

Lastly,  the  point  of  wellness  was  met  through  the  recommended  use  of  stand-­‐up  study  

spaces,  and  the  implementation  of  treadmill  desks.  Compliance  with  AODA  also  supports  

the  accessibility  initiative,  one  of  the  principle  components  of  the  revitalization  project.    

Project  Management  Approach  

To  complete  this  project  ahead  of  the  imposed  deadline  of  November  30,  we  intended  to  

follow  the  “agile”  project  management  practices,  which  were  introduced  to  us  early  in  this  

course.    

18  

Why  “Agile”?  

“Agile”  methodology  provides  ample  opportunity  to  assess  the  direction  of  the  project  

through  its  development  thanks  to  sprints  or  iterations,  which  require  the  team  to  present  

part  of  a  product.36  By  abbreviating  work  into  iterative  cycles,  more  feedback  can  be  

obtained,  and  the  product  is  continually  revisited  and  improved.37  

“Scrum”  Agile  Framework  

We  attempted  agile  and  the  “scrum”  methodology,  more  specifically,  a  framework  often  

employed  in  complex  projects.38  In  “scrum”,  a  product  backlog  is  created;  essentially  this  is  a  

list  of  prioritized  tasks.  The  project  is  split  into  sprints,  and  a  portion  of  these  tasks  are  

expected  to  be  completed  and  then  should  be  ready  to  show  a  stakeholder.  The  process  

continues,  with  multiple  cycles  or  sprints  until  a  final  product  is  delivered  to  customer  

satisfaction.39  

Tools  for  Agile  Project  Management  

We  created  an  agile  product  backlog  early  in  the  process.  This  backlog  was  created  on  the  

collaborative  online  platform  Trello.  Having  a  virtual  scrum  board  on  Trello  facilitated  the  

process  of  prioritizing  tasks  and  afforded  visibility  to  items  in  progress  during  our  process.  

We  inputted  all  items  that  we  needed  to  accomplish  and  revisited  the  board  weekly.  This  

living  document  was  fluid  and  changed  week-­‐to-­‐week.  As  we  learned  more  about  the  

project  and  adjusted  our  approach,  we  would  move  completed  tasks.  As  well,  we  

communicated  regularly  on  Slack,  a  messaging  app  for  teams,  and  localized  all  

                                                                                                               36  http://agilemethodology.org.  Accessed  4  December  2016.  37  http://agilemethodology.org.  Accessed  4  December  2016.    38  https://www.scrumalliance.org/why-­‐scrum.  Accessed  4  December  2016.  39    https://www.scrumalliance.org/why-­‐scrum.  Accessed  4  December  2016.  

19  

documentation  on  the  project  in  Google  Drive.  These  collaborative  technologies  were  

incredibly  valuable  to  our  success.  

Scrum  Team  Roles  

We  assigned  roles  to  our  scrum  team.  We  decided  to  have  several  scrum  masters  at  the  

start  of  the  project,  alternating  every  week  in  order  to  each  gain  experience  in  this  realm.  

The  scrum  master  would  be  responsible  for  understanding  the  agile  process,  run  short  

weekly  face-­‐to-­‐face  meetings,  remove  roadblocks  for  the  team,  and  also  communicate  with  

our  product  owner,  Agnes  Zientarska-­‐Kayko,  at  the  Library,  at  least  once  per  “sprint”.  

 

In  a  typical  agile  project,  the  product  owner  is  responsible  for  what  is  being  built;  they  

represent  the  customer  and  accept  or  reject  the  backlog.  This  project  differed  somewhat,  in  

that  the  product  owner  provided  less  guidance,  and  did  not  offer  us  of  feedback  regarding  

our  backlog.  

A  Roadmap  for  our  Scrum  Approach  

We  broke  down  our  project  into  “sprints”  that  each  lasted  approximately  one  week.  Here  is  

a  look  at  our  sprint  backlog:    

● “Sprint  1”  (October  5-­‐October  19):  Tour  from  librarians,  notes  and  video  

documentation  of  the  Dana  Porter  Library’s  third  and  fifth  floors,  creation  of  product  

backlog,  creation  of  scrum  master  schedule  and  task  assignments  for  “Sprint  2”  

● “Sprint  2”  (October  20-­‐October  26):  In-­‐depth  secondary  research  on  innovative  

libraries,  interior  design,  technology,  colours,  fabrics,  library  stacks,  and  furniture,  

obtaining  previously  collected  survey  data  and  more  details  to  narrow  the  scope  

20  

● “Sprint  3”  (October  27-­‐November  4):  With  a  better  understanding  of  the  project  and  

its  parameters  we  established  a  vision,  decided  on  a  direction  and  started  working  

on  the  final  deliverable  solution.  Additional  secondary  research  was  done  to  fill  in  

any  gaps  identified  in  “Sprint  2”.  We  also  asked  the  Library  for  the  original  AutoCAD  

files.  

● “Sprint  4”  (November  5-­‐November  11):  A  first  floor  plan  redesign  was  sent  to  the  

product  owner  and  feedback  was  received.  Primary  research  was  done  at  the  

Library,  we  collected  our  own  qualitative  data  by  talking  to  students  who  use  the  

Dana  Porter  Library  space.  

● “Sprint  5”  (November  12-­‐November  18):  The  floor  plan  was  updated  based  on  

feedback  from  product  owner  and  students,  presented  and  a  second-­‐round  of  

feedback  from  the  product  owner  was  received.  Additional  details  regarding  

accessibility  standards  were  obtained,  and  we  learned  that  compactable  stacks  were  

not  possible.  

● “Sprint  6”  (November  19-­‐November  25):  A  new  floor  plan  was  presented  and  more  

feedback  received  ahead  of  the  final  presentation.  The  number  of  seats  in  the  

Library  was  broken  down  in  terms  of  individual  and  collaborative  spaces.  

Note:  Only  sprints  4,  5,  and  6  truly  follow  the  definition  of  agile.  These  represent  actual  

shippable  iterations  presented  to  the  product  owner.  Interestingly,  but  not  surprisingly,  our  

sprints  became  shorter  as  we  approached  the  deadline.  

Attempting  Agile  Project  Management  

The  application  of  agile  theory  was  more  challenging  than  we  anticipated  because  this  

project  did  not  follow  the  typical  format  we  had  learned,  which  was  more  tailored  for  

21  

software  development.  Nonetheless,  it  was  valuable  especially  for  certain  parts  of  this  

project.  Our  backlog  provided  us  with  a  comprehensive  list  of  priorities  to  do,  it  visually  

confirmed  what  was  in  progress  and  what  was  complete,  and  who  was  responsible  for  what  

task.  We  were  also  flexible  in  our  approach,  and  tried  to  create  as  many  iterations  as  

possible.  We  realized  a  couple  of  weeks  into  the  project  that  we  were  actually  inadvertently  

following  more  of  a  traditional  project  management  approach  in  this  assignment.  We  had  

developed  a  project  plan  (in  the  form  of  a  list)  and  were  following  it  closely.  Not  every  

“sprint”  produced  a  low-­‐fidelity  iteration  of  our  final  product;  rather  we  had  focused  on  a  

sequence  of  tasks  to  get  the  project  done.  This  approach  on  our  part  made  more  sense  for  

the  tasks  we  had  to  accomplish  at  the  beginning  of  the  project.  Research  was  necessary  

before  producing  an  “iteration”  in  the  form  of  a  “sprint”.  Nonetheless,  this  was  quickly  

corrected,  and,  with  only  a  few  weeks  to  complete  the  project,  we  readjusted  and  embraced  

the  “agile”  way.  Once  we  received  the  AutoCAD  files  from  the  Library,  we  completed  a  

series  of  iterations  quickly  and  sought  feedback  sooner.  In  reality,  it  was  difficult  to  produce  

multiple  iterations  with  only  a  month  or  so  dedicated  to  the  project.  Realistically,  iterations  

would  have  taken  a  couple  of  weeks  and  research  had  to  be  performed  ahead  of  time.  

Therefore,  this  project  may  not  have  been  the  most  suitable  for  agile  all  the  way  through.  

Demonstrating  Agility  

We  were  not  hesitant  to  change  our  approach  as  we  went  along,  in  response  to  the  external  

factors  that  influenced  our  project,  and  we  evolved  with  ambiguity.    

 

An  example  of  our  agility  and  flexibility  in  our  project  plan  was  when  we  were  at  the  Library  

performing  primary  research.  Our  goal  was  originally  to  complete  a  series  of  in-­‐depth  video  

22  

interviews  on  camera.  This  was  more  challenging  than  we  anticipated,  and  few  students  

were  willing  to  be  recorded.  We  modified  our  strategy  on  the  fly,  deciding  instead  to  talk  to  

as  many  students  informally,  and  offering  incentive  in  the  form  of  candy  for  just  a  few  

recommendations  written  on  a  post-­‐it  note.  This  was  a  less  intimidating  setting  for  

‘research’,  which  the  students  embraced,  and  it  happened  because  we  did  not  stick  to  our  

rigid  plan.  This  allowed  us  to  gather  feedback  from  45  unique  individuals  rather  than  just  a  

select  few,  adding  to  the  credibility  of  our  recommended  solution.    

 

We  also  pivoted  from  our  original  plan  to  create  a  physical  mood  board  that  would  show  

our  recommendations  to  the  Library  in  a  visually  compelling  way.  Our  intention  was  to  

obtain  samples  of  materials  such  as  furniture  fabrics  and  carpet;  however,  upon  contacting  

the  companies  that  supplied  these  materials,  many  of  which  were  in  the  United  States,  we  

found  we  were  unable  to  receive  items  within  such  a  short  time  frame  and  without  setting  

up  a  purchasing  contract.  We  were  able  to  change  our  approach  because  of  our  flexibility.  

We  were  confident  that  our  alternative,  presenting  the  digital  prototype,  would  work  just  as  

well,  because  it  did  not  sacrifice  the  overall  quality  of  the  final  product.    

 

As  requirements  changed  and  as  we  learned  more  about  the  project,  we  were  able  to  pivot  

and  adapt  to  the  changing  needs  of  the  Library.  Near  the  end  of  the  project,  it  was  revealed  

to  us  that  the  Library  would  be  parting  with  50  percent  of  the  printed  materials  on  both  

floors,  and  so  we  adjusted  our  floor  plans  accordingly.  We  also  learned  partway  through  the  

project  that  compact  shelving  solutions  were  not  feasible  and  had  to  adjust  accordingly.  

 

23  

Each  of  these  examples  demonstrates  our  team’s  ability  to  respond  to  unpredictability.  

Using  this  project  management  approach  facilitated  changes  because  these  were  value-­‐

driven  rather  than  plan-­‐driven.  Our  ultimate  objective  was  to  deliver  the  product  of  utmost  

quality  to  the  Library;  this  value  remained  unchanged.  

Lessons  Learned  

In  conclusion,  strong  project  management  skills  and  flexibility  within  our  team  and  our  

processes  allowed  us  to  deliver  a  strong  set  of  recommendations  to  meet  stakeholder  

needs.  We  were  also  able  to  collaborate  on  a  continual  basis  with  our  product  owner.  We  

increased  our  knowledge  of  both  types  of  project  management  and  the  benefits  they  can  

provide  depending  on  the  project.  As  well,  after  overcoming  a  learning  curve  with  agile,  we  

realized  that  we  achieved  more  in  less  time  using  this  methodology,  one  designed  to  bring  

problems  to  the  forefront  sooner.    

 

In  retrospect,  alternating  our  roles  as  scrum  master  was  probably  not  as  effective,  nor  as  

seamless  for  the  product  owner  as  it  could  have  been,  but  it  allowed  us  to  deliver  a  product  

through  multiple  iterations  and  rounds  of  feedback  that  aligned  with  our  vision,  which  

remained  stable.  This  also  allowed  each  of  us  to  gain  experience  championing  the  agile  

process  in  a  relatively  low-­‐risk  environment.    

 

   

24  

Appendix  I:  Primary  Research    

Interview  Questions  for  Students  

1.   What  do  you  like  about  the  Dana  Porter  Library?  2.     If  there  is  one  thing  you  can  change  about  the  Library,  what  would  it  be?  3.     How  the  space  could  be  changed,  improved,  modernized?  4.     Do  you  need  more  collaborative  space,  individual  space,  or  both?  5.     Would  you  use  presentation  practice  space?  6.     How  do  you  find  the  noise  level  -­‐  silent/quiet/other?  7.     What  do  you  use  the  Library  for  -­‐  cramming,  casual  work,  collaboration,    

relaxation,  other?  8.     What  is  missing  in  the  Library  space?  

Results:  Student  Feedback    

Positive  Feedback:    

● I  like  the  view  (5th  floor)  (3rd  year  ERS)  ● Reading  rooms  ● Computer  access  ● I  use  it  to  access  books  -­‐  closer  to  where  I  live  than  University  of  Guelph  where  I  

attend  (Guelph,  Master’s  Landscape  Architecture,  2nd  year)  ● 6th  floor  with  green  ● It’s  quiet,  that  it  has  group  study  +  individual  carrols  ● Like:  cubicles,  silent,  privacy  ● Silent  room,  computers  (Alumni,  Economics)  ● Tables  are  nice  (Sci  Business  4A)  ● I  like  the  6th  floor  design  ● 3rd,  5th,  6th  are  my  favourite  floors  to  study  (Sci  Bus  4A)  ● Like  3rd  floor  chairs  (cubicles)  (4th  math/econ)  ● 3rd  floor  -­‐  like  that  it’s  quiet  (4th  year  Geography)  ● Like  it  the  way  it  is  (4th  Math/Economics)  ● I  like  the  quietness  of  the  Geospatial  Centre  and  how  it’s  never  busy  (3B  

environment  business)  ● 3rd  floor  is  my  favourite  because  it  is  quiet  ● Good  mix  of  quiet  group  space  (4th  year  geography)  ● 5th  floor:  2  people  first  time  here  :  1  person  likes  group  study  (1st  chem  eng)  ● 5th  floor  likes  computers,  sees  a  lot  of  people/feels  comfortable  (4th  arts  and  

business)    

 

25  

Suggested  Improvements:    

● Why  is  the  library  only  open  until  11,  while  DC  is  open  until  12?  (3rd  year  Biomed)  ● Dirty  tables  /  Tables  that  3-­‐4  people  can  sit  at  ● It’s  hard  to  grab  a  table  at  peak  hours,  also  hard  to  find  individual  space  on  the  3rd  

floor,  the  5th  floor  is  too  loud  (it’s  collaborative  which  is  good  but  can  get  noisy,  not  sure  if  there’s  a  way  to  control  sound)  (Science  and  Business  4A)  

● It  needs  to  be  warmer,  it  could  have  more  computers,  larger  monitors,  multiple  monitors,  need  to  rearrange  computers  so  people  are  not  going  by,  there  is  a  lot  of  traffic  on  the  5th  floor  (Guelph,  Master’s  Landscape  Architecture,  2nd  year)  

● 3rd  floor:  More  couches,  big  screens  for  reading  on  computer  (4th  year  Earth  Sciences)  

● More  water  filter  station  for  water  bottles  ● Better  outlets  on  5th  floor,  nicer  tables/chairs,  update  library  to  this  millennia  ● Need  microwave  (3rd  year  ERS)  ● 5th  floor:  more  group  oriented,  couches,  more  community  based/collaborative,  

more  comfortable  (4th  year  arts  and  business)  ● Private  areas  (walls)  for  group  projects  (ERS  3rd  year)  ● Too  many  books  on  the  3rd  that  are  out  dated  and  I  never  use  them!  ● Seats  -­‐  more  like  the  sixth  floor  (3rd  year,  ERS  ● Couches,  whiteboards  ● Nicer  washroom,  better  chairs,  desks  are  wobbly,  more  convenience  with  outlets  ● More  comfy  chairs  everywhere,  and  living  room  like  spaces  ● Making  it  brighter  potentially  opening  it  up  ● Better  chairs  (like  the  6th  floor),  wants  more  comfortable  (4th  Arts  and  Business)  ● Computer  cubicles  (3rd)  ● Newer  computers!  ● Clean  monitors!  ● I  don’t  like  how  out  dated  everything  is  on  the  floors  themselves  like  the  stacks,  

desks,  aesthetics  and  furniture.  (3B  environment,  business)  ● During  busy  days,  not  enough  cubicles  ● 5th  floor:  water  bottle  filling  station  ● 3rd  and  5th  floor:  better  furniture,  charging  ports  on  desks  ● More  lounge  area  :)    ● Extended  hours  (open  later)  (4th  Math/Economics)  ● Better  water  bottle,  fill  up  (ERS,  3rd  year)  ● More  interesting  books  (alumni,  Economics)  ● 5th  floor:  more  open,  bigger  windows  (1st  year  chem  students)  ● 5th  floor:  more  big  desks  to  work  with  other  people  and  to  have  more  space  during  

peak  hours,  better  signage,  water  fountain  doesn’t  work  -­‐-­‐  wants  one  like  the  3rd  floor  (3B,  4A)  

26  

● 5th  floor  outlets  on  floor  is  gross  (have  to  crawl  on  floor)  (SciBus  4A)  ● Outlets  are  not  convenient,  falling  apart  ● A  lot  more  collaborative  space:  no  space  to  study  with  groups  ● No  one  uses  the  books  ● Lack  of  outlets  /  convenience  ● More  group  tables  (3rd  year  biomed)  ● Outlet  space,  too  many  books,  more  lounge  areas  ● More  group  rooms,  TVs,  flat  screens  ● 3rd  floor:  too  many  books  that  aren’t  being  used  (4th  year  geography)  ● More  group  tables  (1st  chem  eng)  

     

27  

Appendix  II:  Librarian  Research  

     

28  

Appendix  III:  Current  Floor  Plans    

Third  Floor  

 

 

 

 

 

Fifth  Floor  

   

29  

Appendix  IV:  Proposed  Floor  Plans  with  Recommendations  

Third  Floor  

   

 

 

 

 

 

 

 

Fifth  Floor  

                                         

30  

Appendix  V:  Colour  Palette

   

31  

Works  Cited    

Baule,  Steven  M.  Facilities  Planning  for  School  Library  and  Technology  Centers,  p.60  https://books.google.ca/books?id=v1iQ5xpM78EC&pg=PA61&lpg=PA61&dq=noise+reducing+technology+libraries&source=bl&ots=soEaD2XMvq&sig=aasKSnF88J2Px9GbJsh31wYDh6o&hl=en&sa=X&ved=0ahUKEwjk_u31xYrQAhWJxYMKHYTpCvoQ6AEIOTAF#v=onepage&q=noise%20reducing%20technology%20libraries&f=true.  Accessed  30  October  2016.  

 Cmiel,  Cheryl  Ann,  BAN,  RN,  Dana  Marie  Karr  BSN,  RN,  et  al.,  “Noise  Control:  A  Nursing  

Team’s  Approach  to  Sleep  Promotion,”  2004.  American  Society  of  Interior  Designers,“Sound  Solution.”  2005.      http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf.  Accessed  1  December  2016.    

 Madeleine,  P.,  Voigt,  M.,  and  Arendt-­‐Nielsen,  L.,  Subjective,  Physiological  and  Biomechanical  

Responses  to  Prolonged  Manual  Work  Performed  Standing  on  Hard  and  Soft  Surfaces,  Eur.  J.  Appl.  Physiol.  77,  1–9  (1998).    http://www.shawcontract.com/Content/LiteraturePDFs/Product_pdf/SCG_education.pdf.  Accessed  1  December  2016.    

 Library  Staff,  LEARN  slide  deck.  Continual  Access.      https://uwaterloo.ca/library/about/what-­‐we-­‐stand/strategic-­‐directions.  Accessed  30  

November  2016.    https://uwaterloo.ca/library/about/what-­‐we-­‐stand/strategic-­‐directions#space.  Accessed  30  

November  2016.    https://uwaterloo.ca/strategic-­‐plan/.  Accessed  30  November  2016.    https://uwaterloohistory.wordpress.com/dana-­‐porter-­‐library-­‐dp/.  Accessed  5  December  

2016.    http://er.educause.edu/articles/2014/10/libraries-­‐as-­‐enablers-­‐of-­‐pedagogical-­‐and-­‐

curricular-­‐change.  Accessed  30  October.      http://schools.natlib.govt.nz/school-­‐libraries/effective-­‐practice/pedagogy-­‐library.  Accessed  

30  October.    www.slj.com/2008/11/technology/flip-­‐this-­‐library-­‐school-­‐libraries-­‐need-­‐a-­‐

revolution/?q=flip%20this%20library#_.  Accessed  30  October  2016.    http://knowledgequest.aasl.org/learning-­‐commons-­‐theory-­‐practice/.  Accessed  29  October  

2016.    

32  

https://info.engage.3m.com/Solar?WT.mc_id=CA_ODM_Redirect&WT.mc_id=promo.3m.com/rc/3MCAN/tenant.  Accessed  30  November  2016.  

 http://www.primacoustic.com/applications/library/.  Accessed  5  December  2016.    http://www.primacoustic.com/applications/lecture-­‐hall/.  Accessed  30  October  2016.    http://www.forbes.com/sites/susanadams/2014/03/11/new-­‐study-­‐treadmill-­‐desks-­‐boost-­‐

productivity/#3ce96cb64c8a.  Accessed  6  December  2016.    http://www.kpl.org/tech-­‐bar.  Accessed  5  December  2016.      http://lifehacker.com/ultrawide-­‐vs-­‐dual-­‐monitors-­‐which-­‐are-­‐better-­‐for-­‐produc-­‐

1695967682.  Accessed  6  December  2016.    www.computerworld.com/article/2824189/computer-­‐hardware/10-­‐mirroring-­‐devices-­‐let-­‐

you-­‐present-­‐without-­‐wires.html#slide4  .  Accessed  5  December  2016.    www.torontopubliclibrary.ca/using-­‐the-­‐library/computer-­‐services/innovation-­‐spaces/3D-­‐

design-­‐print.jsp.  Accessed  25  November  2016.    www.advancestuff.com/interactive-­‐presentation-­‐technology/.  Accessed  25  November  2016.  

http://agilemethodology.org.  Accessed  4  December  2016.    

www.ontario.ca/laws/regulation/r11191.  Accessed  15  November  2016.  

www.collab.net/services/training/agile_e-­‐learning.  Accessed  20  November  2016.    http://agilemethodology.org.  Accessed  4  December  2016.      www.scrumalliance.org/why-­‐scrum.  Accessed  4  December  2016.    www.scrumalliance.org/why-­‐scrum.  Accessed  4  December  2016.