.@DonnaLanclos have you read the ‘learning aviary’ paper yet? Fave quote so far is if students fall asleep in 1 area then design success 🙂
— Bryony Ramsden (@librarygirlknit) August 27, 2013
So the article my colleague Bryony is referring to is this one :
Legerton, G. (January 01, 2013). Encouraging choice, serendipity and experimentation: experiences from Griffith University library (G11) extension and Gumurrii Centre. Journal of Interprofessional Care, 27, 51-62.
I am interested to read it further, but her tweet reminded me that I had never pointed out one of the fun facts uncovered by the behavior mapping that myarchitecture grad student, Alison Schaefer, carried out last semester. First, I want to show you a typical circulation pattern through our ground floor collaborative space. This map was generated not long after the space opened, but this primary pattern has yet to deviate substantially. Then look at the next two maps, in black with beige highlights.
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| The dotted lines show the circulation paths. This map was made on Jan 24th, representing the pattern at 12.40PM. |
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| Sleeping map, January 2013 |
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Sleeping Map, April 2013
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Notice, in the two maps above, where people were sleeping
While some of the sleeping is indeed happening away from the high traffic areas, some of it is certainly happening right in the middle of relatively noisy and active parts of the ground floor.
Another thing to note is that these maps were not created during finals week, a time when it is assumed there will be lots of sleeping in the library, along with studying (and, avoiding studying).
In short, making assumptions about where students will sleep in the library based on a) where we think they should be sleeping, or b) where we would prefer to sleep, or even c) conventional wisdom about where students sleep, will not get you very far.
Our students sleep anywhere, as they need to. They are working hard, and sometimes need to recharge. If sleeping students are symptoms of successful spaces, then Atkins Library is doing very well indeed.