This is an assignment written for another class. I have posted it here as it is strongly related to the idea of using the school library.
The observations presented in this paper were made at the St. John Fischer elementary school library. The school is located in Pointe-Claire. The librarian, Debbie Poirier (Image 6), works hard to keep the library clean, beautiful, and logically organized. She is unaware of Reggio Emilia, yet her library follows many Reggio Emilia principles.
Use of Space
The space is organized to allow clear lines of sight throughout the library. All of the shelves that are not flat against the wall are short, allowing students to see over them. This makes the space seem larger and more open. The sections of the library are organized to provide flow and logical alphabetical order. The books are divided into clear sections: English fiction, Non-fiction, French fiction, etc. On either side of the library doors, there are display shelves for new books or books that are being highlighted (see sketch).
Flexibility is important, according to Fraser, as “being flexible with space, time, and materials and in the way people relate to one another and their work is essential to making beneficial change happen” (2006, p.117). The display/new books shelves offer flexibility to the materials and the environment (Images 5, 7, 8, and 12). The books on these shelves are changed often. There are also books displayed atop every single short shelf which are changed daily. The display books show reciprocity with the activities of the students, as the books will be selected based on current projects or interests of the various classes. Flexibility of space exists, as students are permitted to move the tables and chairs to suit the needs of their work/projects (Images 3 and 4). Although the books are organized into sections, books from any section can be read at the tables, in the armchairs, or on the couches (Images 1, 3, 4, 8 and 11).
The carpet area is ideal for active collaboration, another important Reggio Emilia principle (Images 1, 8 and 11). Students, teachers and the librarian sit at the same level in the armchairs and discuss. The arrangement of space in this section “conveys messages about the relationship between teaching and learning, the image of the child held by the teacher [or librarian], and the expectations for behavior and learning within that setting” (Tarr, 2004, p.89). The message that is conveyed is of equality, collaboration, and welcome.
Bringing the Outdoors In
Fraser (2006) explains that bringing the outdoors in is an important Reggio Emilia principle. The library incorporates several elements from the outdoors. The windows in the librarian’s office are lined with plants. The open doors invite students to see these plants.
The central element of the library is the tree (Images 1, 3 and 4). There is a supporting column in the middle of the library. Instead of painting it white and trying to minimize its visibility, it has been painted dark brown, given bark textures and turned into a tree. Hundreds of hand cut green leaves hang from netting draped from the ceiling, making it very treelike. Though it is not truly a natural element, it has been made to resemble one.
Fraser (2006) feels that windows are important. Despite the fact that the library is in the basement of the school, it still has large windows that let in natural light (Images 1, 2 and 4). Though the windows do not allow a view of the school’s surroundings, they let in light. The view from the windows is of the side of a ditch, which is bright green with grass. In the spring, it becomes completely saturated with bright yellow dandelions. It is aesthetically beautiful. Finally, crickets in an aquarium bring in more of the outdoors.
Aesthetics
The library is filled with aesthetically pleasing attributes. Aesthetical features, including colour, decorations, and children’s artwork (Images 2, 9, 10 and 12) contribute to an inviting environment. As mentioned in Fraser’s article, aesthetics transform the library from a dark, dismal place into a beautiful, inviting, light-filed, orderly space (2006, p. 109).
First of all, the room contains a lot of natural and artificial light. This is very important for students to be able to read, and also to make the room seem bigger. Lighting is important because it puts an emphasis on the colours of the walls and the artwork displayed on them.
Fraser (2006) points out that the walls of children’s classrooms should be light, neutral colours in order not to eclipse the children’s work. The library walls are not neutrally-coloured: they are lime green and purple. However, we think that this “rule” does not apply in this situation because it is not a regular classroom, but a library. In a school library, the walls are not filled with as much student work as in a classroom. On the contrary, we think the lime green, purple and blue colours made the selected students’ artwork stand out. In addition, the colours of the walls fit quite nicely with the students’ pieces.
The fact that the books are displayed at an appropriate level for students and that some books are exhibited individually contributes to a warm and inviting environment (Images 5 and 7). In addition, because the displays change regularly, the milieu is always fresh and exciting.
Active Learning
The library promotes active learning, though a different form of active learning than in a regular classroom. The students construct their own learning by reading books of their choice. Because there are books appropriate for all ages and backgrounds, the environment is very engaging for all students. The library promotes active learning because it is a place where students can investigate to find answers to their inquiries. If students were wondering how volcanoes explode, they can explore this at the library with or without the help of the librarian, (Fraser, 2006). In addition, the library is a place where students can come up with questions by reading books and being engaged. Essentially, the library environment “stimulates learning and is responsive to the children’s input, [which] is essential to creating an environment that acts as a third teacher” (Fraser, 2006, p. 113).
References
Fraser, S. (2006). The environments as third teacher. In Authentic childhood: experiencing Reggio Emilia in the classroom. (pp.101-120). Scarborough, ON: Nelson Thomas Learning.
Tarr, P. (2004). Consider the walls. Young Children, 59(3), 88-92.