Type of Document	Thesis
Author	Koenig, Rosalee C.
URN	etd-11052009-233338
Title	K-8 Library Design Renovation: Accommodating Multiple Intelligences and Learning Styles
Degree	Master of Fine Arts
Department	Interior Design, Department of
Advisory Committee	Advisor Name Title Lisa Waxman Committee Chair Peter Munton Committee Member Tasuku Ohazama Committee Member
Keywords	Library Design Multiple Intelligences Interior Design Learning Styles
Date of Defense	2009-10-14
Availability	unrestricted
Abstract Theories about knowledge/information gathering within educational facilities have led school designers to believe that the physical design of school buildings serve more than just an aesthetic purpose. Howard Gardner theorized intelligence is the intuition and knowledge one possesses with regard to a specific discipline, and it is the fusion of the multiple intelligences inherent in individuals that determines their success in problem creating and solving (Gardner, 1993; 2006). These inherent skills generally determine the ease at which an individual comprehends related material. In his description of multiple intelligences, Gardner identifies seven intelligences: Interactive/Kinesthetic, Visual/Spatial, Verbal/Linguistic, Logical/Mathematical, Musical/Rhythmic, Intrapersonal, and Interpersonal. Brain-based learning and the Montessori method are examples of how hands-on experience and independent trial and error can improve the permanence of information gathered. Similar educational theories also emphasize the importance of peer and adult interaction. School libraries have evolved from buildings that serve as a repository for books, to places to access information using a variety of methods. With the increased amount of information that can be accessed from the internet, libraries have had to reinvent themselves to remain viable. This has led library designers to shift their focus toward creating collaborative, social spaces for students while incorporating technology and cafés. In addition, conference rooms, classrooms, and presentation rooms have been added for students and faculty. These spaces are also important for meeting the needs of the millennial generation currently enrolled in schools. The purpose of this research was to inform the renovation plan of a Kindergarten through 8th grade school library design utilizing Gardner’s theory of multiple intelligences and student learning styles as a basis for design decisions. An existing K-8th grade library in Key West Florida was chosen as the proposed site for the renovation. Multiple intelligences brain-based learning, current library design trends, and student needs related to scale were factors that influenced design decisions. Decisions regarding space allocations, adjacencies, lighting, furniture, and finish materials were carefully considered based on the findings. The final library design included collaborative spaces, individual study areas, interactive areas, presentation areas, age-specific areas, meeting areas, and state-of-the-art technological equipment. The library will also be a space for individual development enhanced by the open design of the learning environment and spaces to accommodate mentoring. The overall space planning is open to allow librarians to change the layout as the needs of the users (and technology) change. Considering the location of the library in Key West Florida, the coral reef was used to guide aesthetic design decisions such as finish colors, textures, and materials. The final design offers students the opportunity to independently, confidently, and comfortable use the proposed library space. The space was also designed to enable teachers and staff to use it for meetings and gatherings as well.
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