For many people, this out dated view still largely shapes their modern perceptions of what a library should be.
We have moved away from this view, as libraries are now more than just storehouses. They should be places where the proverbial seed can be sown and cultivated.
They should become the facilitators of learning.
Since darkness (i.e. a street late at night) naturally inspires silence and well-lit areas (such as a shopping mall) inspire noise, we have created something called ‘Light Coding’ to tell the different areas apart. We refer to the well-lit areas as‘Active’ and the silent areas as ‘Passive’.
Silence and Darkness
The Passive areas will feature dedicated lighting, concentrated on areas where the students want to focus. By depriving the overall environment of light, we minimise distraction and maximise the impact of the information at hand. The world falls away as the student sinks into their material.
To supplement this purpose, discussions would be provoked. Students would be prodded into questioning their long-held assumptions, so that they might gain more confidence in what they could defend and correct what they couldn’t.
Our mind-scapes consist of barriers and corridors, placed there during our formative years. These include – for instance – the laws of physics, assumptions, logic and self-deception.
We will build a physical wall to challenge these mental obstructions called the Wall of Contention.
This wall will display radical statements about Media, Art and Design that will incite debate and drive the students to reevaluate their fundamental beliefs. In this way, they will discover if their beliefs were built on solid foundation or were nothing more than castles in the clouds.
Just as the space can be used indifferent ways, so too has everything in it been designed to be multi-purpose.With their functions blurred, the students can be made to see design, art and media in a different light.
Each space within this library has been created with specific objectives in mind, working constantly, consciously and subliminally to promote knowledge acquisition.
Everything has a function, though not every function is meant to be immediately obvious. In this way the students can continue exploring the library, even as the simplicity of its layout leaves the library intuitively accessible.
Though it strives to embrace an ideal of communal learning, it does so by building on the foundation that was already provided.
What we propose is not a revolution, it is simply evolution.