Multi-use+Facility

__**Imagine a Place **__  Godiva is a small, imaginary city about a 45 minute commute on light rapid transit from a major metropolitan centre. This proximity and the beauty of the surrounding area have made Godiva a popular place for immigrants as well as for retaining locals. Local industries include agriculture, tourism, and clear-air manufacturing. It is a popular spot for artists to come for inspiration and, as a result, there are several museums. There is a small, progressive university that draws talented professors looking for a more open education system.

An increase in population has necessitated a need for a new school. However, various groups have indicated an interest in starting private schools to address specific needs in the community. Many of the aboriginal community would like an education system that fits with their culture and ideas. Several community members have begun lobbying for a full-year school system. There have been calls for more environmental, career, academic, or fine arts focussed schools. None of these schools could get enough funding for buildings that would meet their needs.

City council decided a radical idea was needed. After reading The Tipping Point by Malcolm Gladwell and seeing the success of Gore Associates' decision to build new buildings to accommodate more workers (Gladwell, 183) a decision was made that schools with a population of less than 150 was preferred for student learning. The city was already in the process of building a multi-use facility and an idea was formed to attach smaller schools to the centre. Each school would have connected access to the rec centre and public library, as well as access to common areas that would benefit all schools without raising the necessary funds. Additionally, should students be interested in classes at one of the other schools they may attend them with permission. Each school has control over its methods, scheduling, and specific grades taught (so long as they are not below Grade 5 or above Grade 9). Because the city wants to maintain high educational standards, the schools are required to join the public division and follow provincial standards while also providing quality classes developed locally.

The land surrounding the multi-use facility is large with plenty of room for soccer fields and future expansion, should this model prove successful. The rec centre has an arena, three gyms, a running track, a well-planned concession and has leased space to a 24-hour fitness club. The concession was put up for tender and won by a business looking to promote healthy eating in the community. They have agreed to be open during school hours for student use and look forward to being a part of improving student health.

The common area for the school is attached to the south side of the rec centre with the four school wings to the west; two are on the lower level and two on the upper. Should this school model prove successful, an additional four school wings can be built to the east, as well as the land to the north. The lower level holds office space for a building principal, office administration (who will handle computerized attendance, teacher-on-call assistance, and a community volunteer database), a distance learning coordinator, and a school counsellor. There are also a number of other rooms that can be used as breakout rooms or future offices. The staff room is also located on this floor and staff members from all schools are encouraged to gather and exchange ideas, collaborate where possible, and build relationships that will help them personally as well as professionally.



The upper level of the common area is predominantly library space. There are two computer labs and additional computer stations throughout the library. The library is set up to appeal predominantly to middle grades students without losing value for the community. The library has plenty of natural light from windows and skylights. Spaces are made to be comfortable for reading, collaboration, and research. Volunteers are found in the student body as well as in the community. Because it is a public library, clerical work is taken care of by the head librarian and library techs. The teacher-librarian has more time to work on a collaborative level with the teachers and students. School administration and town officials know that there can be challenges with dual-purpose libraries and are placing a high value on "openly and adequately evaluating the performance and progress of the joint use library" (Bundy, 502). They want to ensure that "they provide a better standard of service than would otherwise be possible for all users and potential users" (McNicol, 519). When the teacher-librarian and head librarian were hired, school administration and town council made certain that they were excited for a joint use library and prepared to work with each other.



As a kick off for this new education centre the principal requested that staff think of something big and bold and relevant for the entire building. She feels that a building-wide project expressed differently in each school would bring a strong sense of community to the building. The teacher-librarian has come prepared and suggests that topics of greatest interest and relevance for middle schoolers would be related to the issues of identity and bullying. Everyone involved agrees and the journey to Acceptance of Self and others begins.

Bundy, A. & Amey, L. (2006) Libraries like no others: Evaluating the performance and progress of joint use libraries. Library Trends 54(4), 501-518. DOI: 10.1353/lib.2006.0032.

Gladwell, M. (2002). The Tipping Point. New York, NY: Back Bay Books.

McNicol, S. (2006). What makes a join use library a community library? Library Trends 54(4), 519-534. DOI: 10.1353/lib.2006.0041.