Knowledge Centre: Reimagining University Libraries

Submittedby AZKAKHAN Guidedby Ar.SoniaChaudhary

FacultyofArchitecture&Ekistics, JamiaMilliaIslamia,NewDelhi

I,AzkaKhan,herebydeclarethatthethesisentitled“KNOWLEDGECENTER, HYDERABADCENTTRALUNIVERITY”submittedinthepartialfulfillmentof therequirementfortheawardofthedegreeofBachelorofArchitectureismyoriginal researchworkandthattheinformationtakenfromsecondarysourcesisgivendue citationsandreferences.

AZKAKHAN Date:27/11/2022BachelorofArchitecture (5thYear) Place:NewDelhi 2022-2023

Acknowledgement

Firstandforemost,IwouldliketothankAlmightyGod.Icouldneverhavedonethis withoutthefaithofAllah.

Iwouldliketotakethisopportunitytoexpressmysinceregratitudetoanumberof peoplewithoutwhomthesuccessandfinaloutcomeofthisreportwouldnothave beenpossible.

First,Iwouldliketothankmyparentsandmybrotherforconstantlypushingmeto achievemygoalandfortheirconstantloveandsupportthroughtheupsanddownsof thisproject.Myfriends,foralwaysmakingsureIenjoyedeventhedowns.

Iowemydeepestgratitudetomythesisguide,Ar.SoniaChaudhary,whotookkeen interestinmyworkandguidedmeallalong,tillthecompletionoftheprojectby providingallnecessaryinformationfordevelopingagooddesign.Withouther constantdesigninputs,constructivecriticismandencouragement,theoutcomeofthis reportwouldnothavebeenpossible.

Anoteofthanksgoestoalltheprofessorsofthejuryduringvariousstageswhose commentsandsuggestionshavehelpedmeimprovemyworkconstantlyduringthese months.

LISTOFFIGURES

Figure1UniversityCampusMap............................................................................2

Figure2SiteLocationinsideUniversity..................................................................3

Figure3FromMortenSchmidtofSchmidtHammerLassenArchitects' speechon'TheDesignofWorldClassLibraries'................................................10

Figure4BrothertonLibrary,UniversityofLeeds,1935......................................11

Figure5InteriorofReadingroomatBritishMuseum.........................................11

Figure6Typical20thcenturylibraryplan............................................................12

Figure7InteriorofSaltireCentreatGlasgowCaledoniaUniversitydesigned in2005byBDP.hisIT-basedlibrarycratesavarietyofspacesforinformal learningandsocializing............................................................................................13

Figure8Evolutioninplanningoflibrariesthroughthecenturies......................13

Figure9TraditionalloftyreadingroomattheUMISTLibrary,Manchester....14

Figure10ModernReadingRoorary....................................................................14

Figure11Planningacademiclibraries..................................................................15

Figure12Idealtemplatefordesignofacademiclibraries.(BrianEdwards)..16

Figure13TheRoyalLibraryinCopenhagen,Denmark.....................................16

Figure14Exterioratnight,PortsmouthUniversityLibrary.theentrancetothe libraryiswelllitandoverlookedbytheothercampusbuildings,makingitan attractiveplacetomeetafterlectures....................................................................17

Figure15BookreadinghallatLaTrobeUniversityLibrary..............................17

Figure16StudyPodsatSaltireGlasgowUniversity..........................................18

Figure17GuyaneseUniversityLibraryhasagalleryrunningalongits peripherytoattractmorestudentsintothelibrarypremises..............................18

Figure18BunjilPlace,Australia.Builtin2017,itservesasalibrary,a performancetheatre,apublicgatheringspace,aplaceofexhibition,gallery anddisplay,aflexibleandexperimentalspaceforevents,lectures,debate andcelebration,itisahelppoint,aservicecentreandaplaceofworkand collaboration.

Figure

LISTOFFIGURES

Table1:From'ContemporaryLibraryArchitecture'byKenWorpole..............14

Table2ComparativeAnalysis................................................................................37

Table3Inferenceanddesignconsiderations......................................................48

Table4AreaAnalysis..............................................................................................51

1.SYNOPSIS

1.1.Aim

TodesignaKnowledgeCentrethatservesasapublicspacetofacilitatethelearning experiencesofthestudentsoftheHyderabadCentralUniversity,therebyalso rejuvenatingactivitiesaroundthelake.

1.2.Objectives





Toprovideanenvironmentwithampleopenandrecreationalspacesinthesite.

Theurbanformintegratedwiththelandscape,thereby,creatinganenriching experiencebyrespondingtothecontextofwater,existingdiversityofactivities, andformingavisuallydominantlandmark.



Toincludeeco-friendlytransportationfacilitiesforstudentstocommutethroughoutthecampus.

Tobringculturalandlearningspacestogether.



Tobringtogetherstudentsfromdifferentlearningspheresinacomprehensive co-learningenvironment.

1.3.Vision

Withtheadventoftechnologyinthe21stcentury,peoplearemakingafastshift towardstheconsumptionofdigitalmediaande-booksandlibrariesareincreasingly becomingspaceswhereoneonlygoesoutofnecessity.

Thisprojectimaginesalibraryasafacilitatorratherthana"definitivesourceof learning."Thelibraryisenvisionedasapublicspacethatislively,laid-back,andis anexpandedspacethatmergesmanypurposesandactsasahubforcultureand knowledge.

Thevast2300acrecampusoftheHyderabadCentralUniversityrequiresaspace thatfacilitatescollaborationamongstudentsofvariousdisciplinesandfaculties. Hence,thisprojectproposesmultipurposespaces,spatiallyinterspersedwith additionalfacilities-fosteringcongregationandMulti-disciplinarydiscussions

Thisthesiswillaimtotransformtheconventionallibrariesintolearningspaces withoutanywallsorboundations,inculcatingspacesthatmakepeoplethinkand wanttolearn.Partofthevisionoftheprojectistocreateaspacethatwouldappeal tostudents,alibrarythatnotonlyfosterslearningbutalsoprovidesanenvironment thatisinspirationalandpleasurabletoinhabit,whilealsoaimingtoincrease collaborativelearningamongstudents.

1.4.Scope



ItwouldactasavenueforRecreational,EducationalandOfficialgatherings.

Thespaces,designedforco-learningandnetworkingamongstudentscanbea catalystinbringingoutstudents’creativity.



Thedevelopmentaroundthelakewouldhelpinmakingitastudents’hubinthe vastcampusof2300acres.

Landscapingandsiteplanningwouldbeamajorscopeofworkwhichwill enhancethefaceofthecampus.

1.5.AbouttheUniversity

Figure1UniversityCampusMap Source1UniversityBrochure

TheUniversityofHyderabadisaprestigiouspubliccentralresearchuniversity locatedinHyderabad,Telangana,India.

Foundedin1974,thismostlyresidentialcampushasmorethan5,000studentsand 400faculty,fromseveraldisciplines.InJanuary2015,theUniversityofHyderabad receivedtheVisitor'sAwardfortheBestCentralUniversityinIndia,awardedbythe PresidentofIndia.

TheuniversityislocatedinGachibowli,on2300-oddacres.Thecampusisrichin floraandfauna,hometoover734flowerplants,tenspeciesofmammals,fifteen speciesofreptiles,and220speciesofbirds.

AspertheConventionheldinOctober2019,atotalof31,467studentswere awardedvariousdegrees,rangingfromDiplomastoP.HD.Therefore,studentsof variousagegroups,maritalstatusandnationalitiescanbefoundintheuniversity.

TheuniversityisrecognizedasanInstituteofEminence(IoE)bytheUniversity GrantsCommission(UGC)throughtheUGC(DeclarationofGovernmentInstitutions asInstitutionsofEminence)Guidelines,2017forpublicinstitutions.

SocialLifeatUoH

1.Onoffdays,studentsExploreareasliketheBuffaloLake,PeacockLake,White Rocks,MushroomRocks.Butthisisonlypossibleduringthedaytimeandonnonrainyseasonsasspottingofwildanimalsisnotuncommon.

2.Campusisalsovibrantinspiritualsphereasmuchasitisinpoliticalandcultural sphere.Therearemanyspiritualandmissionarygroupactiveincampustospread themessageofGod.Theyareoftenfoundingroupsandonweekends.

3.DependingonhowactivetheCulturalSecretaryoftheStudentsUnionis,movie screeningsareorganisedintheDSTAuditoriumoncampus.

4.Politics:Theuniversityhasitsownstudentunionandisquiteactiveinthepolitical field.Volunteersoftenmeetatthevariouscanteensandchaistallsinthecampusto discussthecurrentscenarioswithinandouttheuniversity.Whilesomestudents keepthemselvesawayfromfromindulging,severalothersstronglyfeelthatpolitics shouldnotbeapartoftheuniversityculture.

5.TheNorthcampusandThesouthcampus:theuniversityisessentiallydividedinto twocampuseslyingoneitherends.Whilethenorthcampusliesclosertothemain entrance,itisquiteahassleforstudentsfromsouthcampustoreachthere.Oneof themajorissuesthatstudentsfaceduringtheirtimehereisthatofcommute.While therearebusshuttleservicesinthecampus,manystudentsfinditlimitingandare oftenseenhitch-hikinginthecampus. 1.6.IntroductiontoSite

NearBuffaloLake,UniversityofHyderabadCampus,Gachibowli,Hyderabad–500032

SiteArea:11.2acre

Topography:Slightlycontoured Features:

ThesiteliesinthepermisesoftheUniversityofHyderabad.

ItiscentrallylocatedforboththeNorthCampusandtheSouthCampus.

Itliesnexttooneofthetwolakesincampus,theBuffaloLake,thusgivingita naturalfeatureintheformofawaterbodytobeharnessedlaterduringthe Deigningstage.

1.8.Rationale

IntheIXPlan,UniversityGrantsCommission(UGC)introduced“Universitywith PotentialforExcellence(UPE)”schemetoencouragetheshortlisteduniversitiesto reachworld-classstandardsintheirchosenfocusareas/domains.UGCalso allocatedadditionalfundstotheseselectedUniversitiestohelpthemimprovetheir standardsandachievetheirgoals.

IntheIX,XandXIPlan,UGCidentifieduniversitiesundertheUPE/Universitiesof Excellence(UoE)schemeonlyiftheyhadapotentialforexcellenceinteachingand researchactivities.ButintheXIIPlanmorefunctionswereincludedsothatholistic developmentoftheuniversitycantakeplace.AsperUGC,theobjectivesofthe UoE/UPEschemeareasmentionedbelow:







Toachieveexcellenceineducation,training,researchandgovernancetoface thechallengesoffuture.

Tostrengthentheacademicandphysicalinfrastructureforachievingexcellence andinnovationinteaching,learning,researchandoutreachprogrammes.

Toenhancethequalityofthelearningprocessandteachingatthe undergraduateandpostgraduatelevelswiththehelpofaflexiblecreditbased modularsystemandawholerangeofinnovationscurrentlyacceptedacrossthe world.







Topromoteacademicprogrammesrelevanttothesocialandeconomicneedsof thenationingeneralandtheregioninparticular.

TopromotenetworkingwithotherCentres/departmentsandlaboratoriesinthe country.

Toundertakeanyactivitythatmayleadtoexcellenceinallthedomainslisted above.

TheUniversityOfHyderabadisonesuchuniversity,grantedthespecialstatusbythe UGC.Theuniversityisgivenfinancialassistancetoupliftitsleftointernationallevels. Thisthesiswillfocusonthegoals2and5givenabovetoreimaginealibraryasa facilitatorratherthana"definitivesourceoflearning."Thelibraryisenvisionedasa publicspacethatislively,laid-back,andisanexpandedspacethatmergesmany purposesandactsasahubforcultureandknowledge.

2.LITERATURESTUDY

2.1.Background

2.1.1.Whatisalibrary?

Thestandarddictionarydefinition(derivedfromtheNewCollinsConciseEnglish Dictionary)ofalibrarydistinguishesbetweenthelibraryasspace,thelibraryas collectionandthelibraryasinstitution.Alibraryiseither(LibraryDefinitionand Meaning,2022):

•aroomorsetofroomswherebooksandotherliterarymaterialsarekept

•acollectionofliterarymaterials,films,tapes,etc.,or •thebuildingorinstitutionthathousessuchacollection.

Butthisarchaicdefinitionoftenlimitstherolesofthelibrary.Amorerealistic definitionofthelibraryisperhapsabuildingdesignedtocontainvariousformsof knowledgematerialsandaninstitutionwhichallowsforeasyaccesstothismaterial withouttheobligationofpurchase.Buttheideaofamodernlibrarystilldoesn'tget reflectedinthisdefinition

Overtime,therehasbeenamajorshiftinthepublicperceptionoftheroleoflibraries. Whereoncelibrariesandlibrarianswereseenasprovidingwhatwasagenericgood forpeople,nowthereisanexpectationthatpeoplehavearighttotheservices available-andthoseservicesshouldcontinuallyadapttomeetindividualas wellassocietalneeds(MarionWilson,2000)

2.1.2.TypesofLibraries

AcademicLibrary

Academiclibraryisthelibrarywhichisattachedtoacademicinstitutionslikeschools, collegesanduniversities.Anacademiclibraryservesmorespecificallythestudents, researchscholars,teachersandstaffoftheacademicinstitution.Mainobjectiveofan academiclibraryistogivemaximumlearningmaterialstoitsclientelesothatthey maybefullyeducatedintheirrespectivelevel.Academiclibrariesarecategorized intoschoollibraries,collegelibrariesanduniversitylibraries.

Speciallibrarybecamepopularsincethebeginningof20thcentury.Aspeciallibrary isonewhichservesaparticulargroupofpeople,suchastheemployeesofafirmof governmentdepartment,orthestaffandmembersofaprofessionalorresearch organization.Suchalibrarydealsessentiallyininformation(KrishanKumar;1987;72)

PublicLibrary

Apubliclibrary(alsocalledcirculatinglibrary)isalibrarywhichisaccessiblebythe publicandisgenerallyfundedfrompublicsources(suchastaxmoney)andmaybe operatedbythecivilservants.Taxingbodiesforpubliclibrariesmaybeatanylevel fromlocaltonationalcentralgovernmentlevel.Thepubliclibraryisanexcellent modelofgovernmentatitsbest.Alocallycontrolledpublicgood,itservesevery individualfreely,inasmuchoraslittledepthasheorshewants.(Wikipedia)

NationalLibrary

Anationallibraryisalibraryspecificallyestablishedbythegovernmentofacountry toserveasthepreeminentrepositoryofinformationforthatcountry.Unlikepublic libraries,theserarelyallowcitizenstoborrowbooks.Often,theyincludenumerous rare,valuable,orsignificantworks.ANationalLibraryisthatlibrarywhichhasthe dutyofcollectingandpreservingtheliteratureofthenationwithinandoutsidethe country,Thus,NationalLibraryarethoselibrarieswhosecommunityisthenationat large.

2.2.HistoryofAcademicLibrariesinIndia

Theroleofhistorianhappenstobemuchmorecrucialandsignificanttomakean assessmentofthegrowthanddevelopmentoflibrariesinIndia,thefactors responsiblefortheirdevelopmentandtheimpactofthosefactorsonthelibrary progress(Bhatt,2009).

2.2.1.AcademicLibrariesinAncientIndia

IntheVedicageinstructionswereimparted“orally,withoutthemediumof books.”(Agarwal,1954)Taxilafrom700B.C.to300A.D.wasconsideredtobethe mostrespectedseatofhigherlearningandeducationinIndia(Chakravorty,1954)but stillthereisnoevidencefoundsofarinthearchaeologicalexcavationsatTaxilathat therehadbeenagoodlibrarysystemintheTaxilaUniversity(Bhatt,2009).

TherecordedhistoryofIndianAcademiclibrariesdatesbacktoaround400AD,with theestablishmentoftheNalandaUniversity,Bihar.thelibrarywassituatedina specialareaknownbythepoeticalnametheDharmaganja,(PietyMart)which comprisedthreehugebuildings,calledtheRatnasagara,theRatnodadhiandthe Ratnaranjaka(Bhatt,2009).ThelibraryatNalandahadarichstockofmanuscripts onphilosophyandreligionandcontainedtextsrelatingtogrammar,logic,literature, theVedas,theVedanta,andtheSamkhyaphilosophy,theDharmasastras,the Puranas,Astronomy,AstrologyandMedicine(Mukherjee,1966).

Fromthe5thtothe8thcenturyAD,worldfamousuniversities,possessingrich librariesandhallscontainingtheimageofGoddessSaraswati,cameupinthe subcontinent(Rajgopalan,1987).SomeexamplesincludetheVikramasila,the Vallabhi,theKanchiandtheUniversityatSompuri.

ThelastofthefamousseatsoflearninginEasternIndiawasNavadwipainBengal.It reacheditsheightofgloryfrom1083to1106A.D.asacentreofintellectual excellence(Majumdar,1960).

However,severaloftheseuniversities,alongwiththeirlibrarieswereeither destroyedinfiresordemolishedbyrulerslookingtoconquernewland.

2.2.2.MedievalIndia

Duringthemedievalperiod,duetoMusliminvasionsandpoliticaltroubles,the powerfulempiresandkingdomsofIndianrulersfellonebyone.Thisaffectedhigher educationandthedevelopmentofacademiclibrariesaswell.Theexistenceof academiclibrariesduringthemedievalperiodofIndianhistoryisnotknown,though theMuslimrulersdidpatronizelibrariesintheirownpalaces.Aloneexception,

however,wasalibraryattachedtoacollegeatBidarhavingacollectionof3000 booksondifferentsubjects(Patel&Kumar,2001).

2.2.3.LibrariesinModernIndia(1757-1947)

DuringtheBritishruleinIndia,numberofacademicinstitutionswereestablishedby theEastIndiaCompany,andbytheChristianmissionaries.Someexamplesinclude theCalcuttaCollegein1781,BenarasSanskritCollegein1792.TheCalcuttaFort WilliamCollegein1800wasalsoarenownedinstitute,however,duetolackof financialsupportthelibrarycouldnotsurviveforlongandwasthenceclosedin1835 (Subramaniam,2001).

SeveralActsandlegislationduringthesetimesalsohelpedinimprovingthe infrastructureandcollectionoflibrariesinthesub-continent.TheCharterActof1813, theestablishmentofInterUniversityBoard,SargentReportandappointmentofthe UniversityGrantsCommittee,theappointmentofHartogCommittee,theMontagueChelmsfordreformsof1919,theGovernmentofIndiaActof1935,andtheSargent CommitteeReportetc.laidfoundationforestablishmentoflibrariesinvariouspartsof thecountry.

TheappointmentoftheHunterCommissionbytheBritishIndianGovernmentin1882, tostudytheprogressofeducationunderthenewpolicyadoptedin1854,made severalobservationsaboutthestateoflibrariesinIndia,statingthemtobeinavery poorstateanddeclaredthem“hardlycreditable.”TheCommissionpaidspecial attentiontothecollegesandtheirlibrariesandotherfacilities.

TheRaleighCommissionin1902foundthat,“thelibraryislittleusedby graduatesandhardlyatallbyotherstudents.”(UniversityGrantsCommission, 1959).Further,theCommissioncommented,“Inacollegewherelibraryis inadequateorillarranged,thestudentshavenoopportunityofformingthe habitofindependentandintelligentreading.”

RecommendationsmadebysuchCommitteeswerethereonimpartedinthe functioningoftheacademiclibraries.Thiswasalsothetime,whenDr.S.R. RanganathanemergedastheFatherofLibraryScienceinIndia.

2.2.4.AcademicLibrariesinIndiaafterIndependence

TheactualprocessforthedevelopmentofuniversitylibrariesinIndiacanbesaidto havebeensetinmotionwiththeappointmentoftheUniversityEducation CommissionpresidedoverbyDr.S.Radhakrishnan(1948-49)andits recommendations,suchas,annualgrants,openaccesssystem,workinghours, organizationofthelibrary,staff,stepstomakestudentsbookconsciousandthe needtogivegrantstoteacherstobuybooks.Whilerecognizingtheimportanceof librariesinuniversityeducation,theCommissionstatedthat“teachingisa cooperativeenterprise.Teachersmusthavethenecessarytoolsforteaching purposesintheshapeoflibrariesandlaboratoriesasalsotherighttypeof students”(GovernmentofIndia,1948).

2.2.5.ChangingTrendsinUniversityLibraries

Academiclibrarieshaveseenmajorchangesinthelastdecade.Withadventof technologyandavailabilityofalmosteverythinginthepalmofone’shands,library attendeeshavedeclined(Carpenter,2011).Thetraditionallibrarywascollection centeredandusersmainlycameforresearchpurposes.It’smuchthesameinthe presentday,butwithadeclineinpercentageofstudentsvisiting.Thehighest percentageinlibrary-goersinuniversitiesismostlythatoftheresearchscholars, thenpost-graduatestudents,andbythetimeonecomestoUGstudents,the numbersdeclinerapidly.

Itisarguedthatprojectsencourageintellectualcross-fertilization,areadeeper sourceoflearningthantraditionallectures,andmimicmorecloselytheworldofwork. Project-basedteachinghasaprofoundimpactupontheuseofthelibrary,especially whenaccompaniedbyariseinstudentnumbers.Where,atonetime,librarieswere quietandrelativelyunder-occupiedbuildingswithindividualreaderssurroundedby booksinpersonalcarrels,therealitytodayisoneofbustle,socialinteractionand knowledgeexchange.Thelibrarycatersforthesechangesinavarietyofways—in theuseandzoningofspace,intheprovisionofsilentanddiscussionareas,inthe choiceoffurniturelayout,andintheintegrationofITandbookfacilitiesaroundthe conceptofPCstudyclusters.

Thesensethatthecollegeoruniversitylibraryisthemajorvehicleforcampus connectivityinbothpaperbasedlearningandITprovisionshasledtotwomain effects.First,thereisagrowingpressuretoensurethatlibraryfacilitiesareavailable 24x7.Thisinturnhasencouragedtheconstructionofsocialspacesandcafesin thelibrary,whichthroughwifihavebecomeinformallearningzonesoftenawayfrom thegazeofthelibrarystaff.Studieshavesuggestedthattheseinformalspaces havebecomeanimportantarenatosupportmorestructuredteaching.To maximizethesebenefitsitisnecessarytocreatecongenial,stimulatingand inspirationalpublicareasinlibraries.

Thisthesis,thus,aimstobranchtheacademiclibraryfromatraditionalonetoa socialandcollaborativespaceforusers,whichin-turnincreasesitsvisibilityand usage.

Figure3FromMortenSchmidtofSchmidtHammerLassenArchitects'speechon 'TheDesignofWorldClassLibraries' SourceYoutube

2.4.PlanningUniversityLibrariesinthe21stcentury

Inlightofthegrowingglobaldialogueonredefininglibrariesas‘knowledgehubs’,this thesisattemptstoquestionwhetheracademiclibrariescanbecomemorethanthe traditionalresearchorientedrolesandtransformintospaceswherecollaborationand cross-learningcanbedoneamongvariousfacultiesinacampus.

Contemporaryuniversitiesareconcentratingonstudentlearningcentresratherthan teachingspaces,andsolibrariesneedtoprovidelearningenvironmentsinthewidest sense.Thechallengetolibrarymanagementistoretaintraditionalstrengths whilstprovidingnewequipmentandspacesthatenhancetheusers’ perceptionofthevalueofthelibrary(Brian,2009).

Figure11Planningacademiclibraries

SourceLibrariesandLearningCentre

Amajoradditionalcriterionintheplanningoflibrariesistheneedforthelibraryto ‘upliftthespirit’.Asaculturalanchorthelibrary,liketheartgalleryorstadium,isa significantexpressionofcivilizedvalues.Thelibrarynotonlyprovidesaccessto books;itsroleisalsothatofcelebratingthewrittenword(andincreasinglythe electronicone).Whetheritisanacademiclibrary,anationallibraryorasmalltown library,architecturaldesignmustprovidemeaningfulformaswellasfunctionalspace. Thereaderneedstohavean‘experience’whichmarksthepassageofreading timeorwhichgivesdignity,pleasureorstimulationtoavisittothelibrary.Toofew librariesofthepastgenerationcanbesaidtoachievethiscriterion.BOOK

Fewpubliclibrariesofferanenvironmentthatisdeliberatelyattractiveorstimulating, designedinaspirit,withtheresultthatprovidesanappealandfriendlinessbeyond thatofaccessingthecollection(Brian,2009)

InaworldofrapidlyexpandingknowledgeandgrowingaccesstoitviatheInternet, the‘wholeness’ofintellectualendeavourshouldbereflectedinthedesignoflibraries. Architecturaldesignshould,therefore,createlessa‘super-marketofknowledge shelves’andmoreagalleryofcontemplationorstimulation.

Figure12Idealtemplatefordesignofacademiclibraries.(BrianEdwards)

Thelibrarytypologyhaschangedtremendouslyoverthepast5years.Librariesare nowbeingimaginedandbuilttosupportaconceptualshiftfrom‘collection’to ‘connection.’(ArchDaily,n.d.).

TakethecaseofTheRoyalLibraryinCopenhagen,Denmark,designedbySchmidt HammerLassenArchitects.Servingasbothanationalandanacademiclibrary,is oneofthemostsignificantarchitecturallandmarksontheCopenhagenwaterfront.it marksaradicalshiftfromtraditionallibrarystructureandaccommodatesarangeof culturalfacilities.Openandessentiallydemocratic,thebuildingincludesacafé, bookshop,exhibitionroom,restaurant,scientificandliteraryinstitutions,aswellasa roofterraceanda600-seathallforconcerts,theatricalperformancesand conferences.

Figure13TheRoyalLibraryinCopenhagen,Denmark SourceArchdaily

2.5.FunctionsofaModernLibrary

Accordingtoarchitectsata02Atelier,Universitylibrariesnowoffermuchmorethana quietresearcharea.Socialandculturalspaceshave,intherecentyears,become partandparceloflibrarybuildings.Librariesarenowlookedatasacentreforthe over-alldevelopmentofastudent.Theyhavebecomeamultifunctionalhuboffering clubactivities(literary,artisticoramixofartisticgenres),culturalandsocialactivities (presentationsofliteratureandartworks,exhibitions,openings,spacefordiscussion forums,multimediapresentations,etc.)apartfromtheirtraditionalroles.Libraries havebecomeamoderntooloftimeprovidinginformationandawiderangeof educationorculturalandsociallife.

Students,academics,librarystaff,andvisitorsmeet,exchangeideas,study, collaborate,andengagesociallyinandarounduniversitylibraries.InFreemanand Bennett'swords,"Itistheplacetobe;itiswheretheactionis,theheartofthe institution."Activitiessuchasreading,writing,thinking,andsearchinghave traditionallybeenthecoreactivitiesinlibraries.Yet,becauseofnewtechnologies, eachoftheseactivitiescanpotentiallyoccuralmostanywherenow.Themodern readerhassuchubiquitousaccesstoresourcesandinformationthatconsultinga journal,forexample,isoftennolongerrestrictedbyneedingphysicalaccesstoa librarybuildingitselfandcanbeundertakenonabus,inabedroom,orinacafé. Thus,readersaretrulyfreedfromdependenceonalocation,achangesomeeven predictmaybethedeathknellofthelibrary.Nevertheless,bookloversarestill numerous,andlibrariesremainspecialplacesthatprovideauniqueenvironmentand offerspacesofpeaceforcontemplationandwriting(Gorantonaki&Uzzell,2018).

2.6.BasicRequirementsofalibrary

Librariesaroundtheworldrequiresomebasicdesignneedstobefulfilledduetothe factthatithandlesstorageandhandlingofbooks.Therefore,afewthingsneedtobe keptinmindwhiledesigning,suchasflooring,plumbing,acousticsetc:

STRONGFLOORS

Booksareextremelyheavy,andCompactshelvingrunningonrailsrequires substantiallymorefloorstrength.

HIGHQUALITYLIGHT

Librariesrequirebright,even,low-glarelighting.Usuallythismeanscarefulcontrolof daylight(northlightisbestandwestlightworst)andtheuseoflightingsystems speciallydesignedtoreduceglare.Asageneralrule,thebestresultsareobtainedby usingreflecteduplight,bouncingalllightoffwhiteceilings.

HVAC

HVACsystemsshouldmeetcurrentstandardsforairexchangeandefficiencyof operations.HVACsystemsalsoneedtocontrolrelativehumidity.Humidityin librariesshouldnotgreatlyexceed50percent.

PLEASANTACOUSTICS

Librariesthatechoorreverberateareunpleasanttooccupy.Libraryroomsthat transmitsoundeasilycanleadtoseriouscompromiseswithwithconfidentiality. Cathedralorbarrelvaultceilings(oranyothershapesthatarenotflat)oftentransmit soundinimpressivelydistressingways,buttheyareusuallyacceptableiftheyhave acousticsurfaces.

ADEQUATECEILINGHEIGHT

Mostbookshelvesarehighandceilingsarealmostalwaystoolow.Suspended uplightsusuallyhangdownatleasttwofeetfromtheceiling.Ceilings11or12feet highareconsideredpreferable.

GOODSIGHTLINES

Oneofthebestwaystoimprovesightlinesisthroughinternalwindowsandglass walls.

CLEARANDPLEASANTINTERNALARRANGEMENT

Mostlibrarieswanttoencourageuserstostayinthelibrarytoread,usecomputers, consultlibrarystaff,andincreasingly)socializewithotherlibraryusers.Oneofthe greatchallengesinlibrarydesignisprovidingcozyspacesthatdonotleadto supervisionproblems.

EXHIBITIONAREA

idealastheyprovideuninterruptedspaceswhichcanbesubdividedatwill.Lighting playsacrucialrolesinmakingtheambienceandviewingoftheexhibit.

Thismultipurposeclassroomcanbeusedas adedicatedclassroomorasharedspace, suchasaninstructionalinnovationlab.

Collaborativetechnologymakesiteasyto shareinformationorreviewworkwith peersorinstructors.

Remotelearnershave“presence” throughwalldisplays.Ceilingmounted microphonessupportacoustics.

Lab-styleclassroomoptimizedfor technologysharing.Triangulation supportssightlinestodigitalcontentand allowseye-to-eyeinteractions.

CONFERENCEROOM

Considerationmustbegiventoclearancesandcirculationaroundthelarger conferencetable.Aminimumof48in,or121.9cm,issuggestedfromtheedgeofthe tabletothewallornearestobstruction.Thisdimensionunderordinarycircumstance allowsforacirculationzonebeyondthesittingzoneof30to36in,or76.2to91.4cm.

Figure24Conferenceroomstandards

SourceNeufertsStandards

3.CASESTUDIES

3.1.ParliamentLibrary,NewDelhi

3.1.1.ProjectOverview

Location:centralsecretariat,NewDelhi

Year:2003

Architect:RajRewalAssociates

Sitearea:39916sqm Builtuparea:60460sqm

Numberofstorey:4(2aboveground,2basementlevels)

Programme:BureauofParliamentaryStudies,Scholars’Library,Auditorium, Reception/Cafeteria,Library,Museum,PressCentre,MP’sReadingRoom, ResearchandArchives,CommitteeRoom/BanquetHall

3.1.2.Introduction

RajRewalhascreatedacontemporarymasterpiecethatusesaninterestingmixof innovativetechnology,modernity,regionalism,andtraditionalIndian architecture.TheParliamentLibraryBuildingofRajRewalisastructurethat incorporatesthechallengeofbuildingastructureforamasspopulationatlowcosts.

3.1.3.GuruandTheKing:ConceptandDesignDevelopment

RajRewaltookinspirationfromthetraditionalrelationshipbetweentheGuruandthe King–theLibrarybeingtheGuruandtheParliamentHousebeingtheKing.The GururetainsthecommandofhisknowledgewhilerecognisingthepoweroftheKing. Thisway,thelibrarywouldhaveauniqueidentityofitsown,whilerespectingthe Parliamentbuilding.

AnotherinspirationisfromwesternIndia’sAdinathatempleatRanakpur.Itscardinal axesmeetatthecenterandcourtyardsintheremainingareas.Courtyardshave socialandclimaticadvantagesandalsopromoteintellectualencounters.

Figure25ParliamentLibrary

Sourceparliamentlibrary.nic.in

3.1.5.UserExperience

Figure25ParlimanetLibraryinterior

Source:RajRewalAssociates

Roofgardenprovidesagathering spaceforscholarsandparliamentarians inthewinterandactsasathermal barrierinthesummer.

Figure25ParlimanetLibraryinterior

Source:RajRewalAssociates

Systemsofshadedinterlinked courtyardsspacescreateaseriesof experiences,interconnectedyet distinctfromoneanother.

3.1.6. 3.1.7.ArchitecturalExpressions:Structure,MaterialandSustainability

MaterialsandTechnology:Thestructureisablendofreinforcedconcreteframe technologyandstructurelatticesandbubbledomesinprecastfibrereinforced concreteshells.Thestonecladdingofwallsandcolumnsisastraightresponseto thecontext.Thespansgoupto10metersinthelowerfloorsbutvarybetween15 and35metersinthelargecolumn-freespacesandatriumvoidsintheupperfloors.

Passiveandactivedesignstrategies:Thebuildingisair-conditionedthroughout;on theotherhand,provisionsaremadetokeepthetransmissionofheatandlight energyatthedesiredlevelsoastoavoidexcessiveair-conditioningloadandensure acomfortableleveloflight.

Deep-setwindows,stonemullions,andjaaliarealsohelpfulincontrollingdirectlight andheat.Thebuildingissaidtoperformwellunderseveresummerheatwaves, owingtothecarefullycontrollednaturallighting,placementoftwofloorsbelowthe groundlevel,andtheinsulatingpropertiesof60centimetersonearthintheroof garden.

3.2.WoxsenUniversityLibrary

3.2.1.ProjectOverview

Location:Kamkole,Hyderabad,Telangana Year:2021

Architect:DesignhaausStudio

Sitearea:2000sqm Builtuparea:4500sqm

Numberofstoreys:5(1belowground)

Programme:Library,Cafe,Stationery,MedicalRoom,Conferencerooms,Group workrooms(huddles)

3.2.2.Introduction

SituatedinaserenelocationontheHyderabad-MumbaiNationalHighway,Woxsen Universityisanambitiousprojectsprawlinganareaofalmost200acres.Withanaim tobeintheleagueofextraordinaryschoolsgloballyWoxsenattemptstoextend beyondthesetofeducationalstandardsandreanimatetheconceptsof entrepreneurship,pedagogyandsustainability.Equallykeenoncreatingastrong identityfortheinstitutiontheyfeltthatitshouldreflecttheirowncreativeapproachto thecurriculumandtheirteachingstyle.

3.2.3.ArchitecturalExpression

Duetoitsvolumeanddynamicidentity,the buildingfitsnaturallyalongwithitscomposite structureuseofsteelandconcrete. Solarpanelshavebeenprovidedontheroof asanalternativeelectricitysupply.

Figure28Interioroflibrary

SourceAuthor

Inferences:Useofcofferedslabhelpsincreatinglargecolumnfreespacesaswell ascantilevers.

80%ofthefaçadeisdoubleglazedtoallowpenetrationofsunlight.Thisalsoreduces energyconsumptionasuseofartificiallightingisbroughtdown.

Northlightclerestoriesprovidedatintervalsreducethetemperatureoftheroomsby providinganoutletfortheheattoescape.

Planterboxesalongtheglazingtomaintainacoolerandhealthyenvironmentandas anaturalscreenagainstharshlightandvisualaccessibility. Figure29WoxsenUniversity SourceGoogleimages

3.2.4.SpatialAnalysis

LG:Reception,Readingspace, outdoorcafeteria,studio,data centre,generalstore,medical aidrooms

GF:Reception,Openseating, archive,digitalsearchsection, store

FF:Thesisroom,magazine section,Knowledgecourt,outdoor seating

SF:Individualreasonarea, terracereading,offices, conferenceroom

Inferences: 

TF:Workstations,huddles (groupworkrooms),terrace reading

Doubleheightspacescreate anillusionofeveryspace beingononelevel.Thisalso makessurethevisibilityis maintainedthroughout, makingthespacemoreopen. Anopenplanconceptis followedtoincreaseflexibility intermsoffunctionalityandat thesametimereduces constructioncosts.

Sourcesforplans:Archdaily

3.3.NationalTaipeiUniversityLibrary

3.3.1.ProjectOverview

Location:sanxiadistrict,newTaipeicity,Taiwan Year:2014

Architect:LIAOarchitectsandassociates Sitearea:4575sqm Builtuparea:20309sqm Numberofstoreys:8

Programme:Library,Gallery,Bookshop,Cafe,StudentsCentre,Classrooms, Pantries

3.3.2.Introduction

TheNationalTaipeiUniversityLibrarycreatesinteractionamongstdifferent characterswithinthespace-human,book,media,architecture,andenvironment, allowingpeopletogainmoreknowledgethan.Thelibraryisimaginedasanopen buildingwherestudentsareabletoeasilyaccessalltheinformationandspaces,also activelysharetheirknowledgeandexperiencethroughawell-designedsiteplan.

3.3.3.TheUrbanStreet:ConceptandDesignDevelopment

Figure30Massing

SourceArchdaily

Insteadofbuildingahugeconcretearchitecture,unlikethatoftraditionallibraries,the architectsdecidedtoslicethebuiltformintothreepartswithorganizedentrancesof each.Theaxiswasinsertedtotheprogramwhichlinksthemainentrancetothelake atthebackofthesite,andtheconceptofurbanstreetwasappliedtocreateaplan likethatofanactivitymallinthelibrary.

Figure31NationalTaipeiUniversityLibrary,Archdaily

FacadeDevelopment:

Figure32Conceptforfacade

SourceArchdaily

Fortheexteriordesign,asignaturewhichrelatestothelibraryitself-book.The actionsofpeopletakingthebookoutoftheshelfandliterallyopeningabookintothe gentlecurveswithsofttextureasthefacadeofthebuilding. 3.3.4.SpatialCharacter

Easyflowofpeoplethrough multipleentriesiscreated.It alsoservestoopenthe librarytoseveralaces pointsintheuniversityand makesthespacemore flexible.

Figure34Context SourceArchdaily

SiteandContext:Thelibraryis openedtothesiteconditions throughafloatingbridgeconnecting thetwoseparatedstructures,giving aviewofthewaterbodythatliesat oneendofthesite.

Sittingspaces:Apart fromtablesmeantfor formalstudy,the libraryisfullof movable,cushioned seatsallowingfor informalgathering.

Socialspaces:Theplaywithlevels andseveralentrancescreatesa relaxedandwelcomingambience, encouragingsocialactivities.

Figure35Outdoorview SourceArchdaily

3.3.6.ArchitecturalExpression

Inferences:



Thestaircasesconnectingthetwoblocksactasavisualelementwhile travellingthroughthe‘street’ofthelibrary.

Thebuilding’suniquegeometry,standingoutamidstmuchplainerstructures, makesitaniconicattraction.



Facadeisinspiredfromthecurvesofabookbeingtakenoutofashelf,with gentlecurvesandsofttexture.Itsdesigncombiningwithwindowsalsobrings plentyofdiagonalnaturedaylightintothelibrarythatitcreatestheromantic atmospherewithinthespaceforpeopletoindulgein.

3.4.SeattleCentralLibrary

3.4.1.ProjectOverview

Location:4thavenue,seatle,Washington,usa Year:2004

Architect:OMAANDLMN Sitearea:6000sqm Builtuparea:38300sqm Numberofstoreys:11 Programme:Library(33,700sqm),Auditorium(275seater),LearningCentre, Meetingrooms,Multimedialab,Kids’zone,Café

3.4.2.Introduction

Figure36Seattlelibrary SourceArchdaily

Designedasadestructivenew typologyofapubliclibrary,the projectaimedatredefiningthe libraryanditsrole.Rem Koolhas,theprinciplearchitect oftheproject,emphasizedthat the'curatorshipofthemass availablecontentiswhatwill makelibrariesvitalinthe future.'Theconceptwasto designthelibraryasanaccesspointofinformation-presentedinavarietyof mediums.Thelibrarywentontowinnumerousinternationalawardsandisoften attributedtotherivalofpubliclibraryarchitectureglobally.

3.4.3.(In)stability:ConceptandDesignDevelopment

Figure37Conceptdevelopment SourceArchdaily

ThearchitectsfortheSeattleCentralLibrarysoughttocultivateamorerefined approachtowardsflexibilityincontemporarylibrariesbyorganizingitintospatial compartments,eachdedicatedto,andequippedfor,specificduties.Tailored flexibilityremainspossiblewithineachcompartment,butwithoutthethreatofone sectionhinderingtheothers.Thedesignprocessstartedwithre-clubbingdifferent zonestogether.Indoingsothefunctionsandspacesofapubliclibrarywere redefined.5programmeswereidentifiedtobe'stableandcommonnontraditional programmeswereidentifiedas'unstable'.Theseunstablespaceswerere-arranged inbetweenstableprogrammesthuscreatinganinteractionamongstthem.

ZoningandMassing:

Thestackedgeometrywasaresultofatight,urbansite.Eachplatformcatersto aspecificfunctionandthusisdifferentinvolume.

Thevolumeswerearrangedinawaythattheyprovidedselfshading,triple heightedspacesaswellasopenedupuniqueviewsofthecityatdifferentlevels.

Public-Semipublic-Privatezoningcanbeobservedvertically.

3.4.4.SpatialCharacter:

Figure39SectionalAnalysis

SourceOMAArchitects,Author

Variousoverlookingmezzaninescreatevisualconnectionbetweenspaces, allowingthelevelstoflowintoeachothermoresmoothly. Hierarchyofspacesbrokenupbyhorizontalandverticalmovement,allowing usersmoretimetosoakintheambienceandspacesvisually.

3.4.5.UserExperience

Figure40Sitecontext

SourceArchdaily

Siteandcontext:Approachableatvarious levels.Theoverhangingstructureextendsto formthestreetandtheiconicgeometryhelpsit standout.

Figure41Interioroflibrary Sourcelmnarchitects

Livingroom:Uponentrance,publicfacilities suchasthecafe,auditoriumandthekids centreislocatedwhichactsasaspacefor socializingandengaging.

Figure42Interioroflibrary Sourcelmnarchitects

Readingroom:Insteadoftablesmeantfor formalstudy,thelibraryisfullofmovable, cushionedseatsallowingforinformal gatheringunderdaylight.

Figure37Bookspira

Sourcelmnarchitects

Bookspiral:itformstheheartof theproject.Situatedonthe6-10 floor,itactsasaparkinggarage fullofbooks.Itisdesignedasa continuousrampwithbook stacksarrangedintheDewey DecimalSystem.

3.4.6.Structure

Figure43Structure

Sourcelmnarchitects

Theload-bearingsystem,intheformof columnsandbeams,supportstheelevated platformscontainingprogramspaces.The seismicstructure,I-beamsteelarrangedin lattice-likegeometry,connectsplatformto platformprovidingbracingduringaseismic event.

Combinationoftrussesandcolumnsallow forlargecolumnfreespacestoenhance userexperience

Theglasscasinghelpstobringinloadsofdaylightandkeepingthespacewarm.

4.SITEANALYSIS

4.1.Introduction

TheUniversityofHyderabadislocatedintheGachibowliFinancialDistrict.The campusisspreadoveranareaof2300acres,withunorganizedblocksbuiltaround thesite.Theprojectenvisionsalearningplace,thatfosterscongregationandmultidisciplinarydiscussionsthroughoutthedifferentfaculties.

UniversityMasterplan:

Establishedin1974,theuniversityhasgrowntodevelopintoaculturalhub.Itlies justoutsideofHyderabad,andisintheprocessofbuildingnewareasto accommodateitsgrowingstudentnumbersandadvancingitsinfrastructurefacilities.

moreplacesforstudentstogather,inalearningenvironmentandfacilitatedialogue

4.3.FigureGround:

Centrality:

ThesiteliesalmostequidistanttoboththeNorth andtheSouthcampus,makingitameetingpoint betweenthetwo.

Figure46Figuregroundandinversefigureground

SourceAuthor

Thesiteliesinthemiddleoftheuniversityspine,accessiblefromallfaculties. Thesouthendofthesiteliesundevelopedandmostofthedevelopmentinthe universityisunorganized. Italsohastheadvantagesofabluespace.

Figure47Siteevolution SourceGoogleearth,Author Mappingthechanges

Figure48Hyderabadlanduse

Sourcehmda.gov.in

Figure49CDAControls

Sourcehmda.gov.in

Nobuildingactivityapartfromrecreationalpurposestobecarriedoutwithin9metres oftheboundaryofalake.

Landscape/greenspaces: Forallresidential/institutional/industrialplotsabove750sqm,5%areahastobe developedastot-lot/landscapedareaandtreesplantedandmaintained.Such organizedopenspacecouldbeinmorethanonelocationandshallbeofregular shape.

4.6.MappingtheSite Pathways

ImmediateContext:

Figure51Sitecontext

SourceAuthor

Figure52Sitesections

SourceAuthor

Sitetopography: Mostlyflatsurfacewithmediumupheavals,thusmakingiteasyforconstructionof largespacesandhalls.Themaximumtominimumslopedifferenceis1.5metres throughoutthesite,withasteepslopetowardsthelakeedge.

4.7.ClimateStudy

Figure54ClimateStudygraphs

Sourceen.climate-data.org

InHyderabad,thewetseasonisoppressiveandovercast,thedryseasonismostly clear,anditishotyearround.Overthecourseoftheyear,thetemperaturetypically variesfrom61°Fto102°Fandisrarelybelow55°Forabove107°F.Temperaturesin themorningsandeveningsaregenerallycoolerbecauseofthecity’smoderate elevation.

4.8.Architectureoftheuniversity

Figure55Imagesfromtheuniversity

SourceAuthor,googleimages

TheuniversityarchitectureismainlybuiltinanIndo-Europeanstyleofarchitecture, withgaugeIslamicsizearches,andacolonial-stylecolonnadedverandah.

Astheolderbuildingsliedullandattimesdilapidated,thenewerarchitectureofthe universityisquitevibrantincomparison.

4.9.SWOTAnalysis

A.STRENGTH

CentrallylocatedintheUniversity.

SiteiswellsurroundedbyvariousotherUniversities,makingitaccessiblefor anumberofstudents.

Siteliesinanareafrequentedbystudentsandvisitorsforrecreational purposes.

Proximitytolakecouldserveasapointofattraction.

B.WEAKNESS

Theroadsaroundthesitearenotdevelopedtherebycausingapooraccess tosite.

Long,complicatedpedestriancommutefromtheUniversitygate,hencemight discourageuserstoexplore.

C.OPPORTUNITY

Aconnectionbetweenacademicandrecreationalspaces.

Nearbylaketoprovidevisualenhancementtotheusers.

D.THREAT

Thelandhasdensewildvegetationatplaces,whichwillhavetoberemoved fromthesite

Fewfunctionsoftheproposedprojectoverlapwiththeexistingbuildings.

4.10.InferencesandDesignConsiderations

Inference

DesignConsideration

Orientation

ThesiteisNE-SW oriented.Amajorpartof thesitefacestheSWend withharshsun

Massing

Ventilation

Constructionofmassto giveavisualexperienceto thestudents.

Hotwindsfromwest duringsummersand humidwindsfromwest duringmonsoon.Slight continuousbreezefelton thesiteduetotheBuffalo lake.

Orientationofthebuilding complementingthe boundaryofthesite keepingthesmaller facadetowardstheSW endoftheside.

Massingtobedoneto enhancebothvisualand physicalconnecttothe nearbylake.

Orientatingthemassing andprovidingfenestration inthenorthwesternand easternareastoensure maximumventilationand channelingofwinds. Creatingamassto maintaintheinterior environmentqualityofthe community.

LightingandShading

Ampleofdaylightis available.Nostreetlight onaccessroadsorsite.No buildingblocksinthe vicinityofsitethatmay provideshading.

Noise

Vegetation

Siteisalienatedfromany typeofartificialsounds, henceismostlyanoise freezone.Slightsounds fromwaterbodyare evidentonthewestern endofsite.

Presenceofwildgrowthin andaroundthesite. Densevegetationfoundin severalplaces.

Table3Inferenceanddesignconsiderations

Additionofstreetlightsto makeaccessofsitesafer andamplelightsforthe structuretofacilitate activitiesinandaroundthe builtblock.Shadingfrom harshsunfromsouth-west sidetobeprovided.

Desirablenaturalsounds canbeusedtoenhance qualityofsocialspaces.

Planningofproper landscapedareas.Trees onsouthernendtobe usedasbuffertoblock harshsunlight

4.11.Programming

4.11.1.Flowchart

Figure56Flowchart

SourceAuthor 4.11.2.BubbleDiagram

Figure57Bubblediagram

SourceAuthor

4.11.3.ProximityChart

4.11.4.AreaProgram

Table4AreaAnalysis SourceAuthor

5.CONCEPT

5.1.PhilosophicalConcept

5.1.1.TheProblem

Excerptsfromtheinterviewsconductedinthecampusinpersonandthroughcalls indicatedavarietyofresponses.Thechoiceofplaceofstudyvariedvastlyamong thestudents.Whilemostresearchscholarsandphdstudentspreferredthelibraryfor itscollectionofbooksandthequietenvironment,mostothersfeltthelibrarytobe ‘boring’andtobeonlyvisitediftheneedarises.

“ThroughthecourseofmyMBA,Inevervisitedthelibrary.Althoughitwasright acrossmydepartment,Ididn’tfeeltheneedtogotheresinceallourmaterialis availableonline.”

-NikhilYelisetty,Alumni

“Ipreferstudyinginmyownhostelroom,orafriends,sinceIliketotakefrequent breaksandsnackswhilestudyingorIenduplosingfocus.Iusedtogotothelibrary inthebeginningofcollegebutI’verealizedIstudybetterinamorerelaxed,laidback environment.”

-JessyNicolas,Alumni

“idogotothelibraryquitefrequently,actually.Ourlibraryhasagreatcollectionof booksandImostlyvisittoborrowandreturnbutIpreferreadingoutdoorssinceour campusisverybeautiful.”

-Khurram,BachelorsinLinguistics,IIyear

Anothermajorproblemthatwasencounteredduringthestudywasinregardsto collaborationamongstudents.Giventhattheuniversityissowidespread,andthe campusdividedintonorthandsouthzones,mostofthestudentsinterviewedsaid thattheyhadlittletonointeractionwithstudentsofotherdepartments.Especially whenthestudentssurveyedwereday-scholars.

Inatimewherecollaborativelearningyieldsunimaginableresults,andinaplacethat harborssomanydisciplinesandskills,withthetitleofUniversityofExcellence, interactionsandlearningthroughthemisofutmostimportance.

5.1.2.TheSolution-LIVINGROOMOFTHEUNIVERSITY

S.R.Ranganathan’sfinallawofhis“FiveLawsofLibraryScience,”statesthata “libraryisagrowingorganism.”Thebenefitsthatalibraryhastoofferaredirectly relatedtotheneedsandexpectationsofitsusers.

Academiclibrarieshaveseenmajorchangesinthelastdecade.Withadventof technologyandavailabilityofalmosteverythinginthepalmofone’shands,library attendeeshavedeclined.Where,atonetime,librarieswerequietandrelatively under-occupiedbuildingswithindividualreaderssurroundedbybooksinpersonal carrels,therealitytodayisoneofbustle,socialinteractionandknowledgeexchange.

Theprojectimagineslibraryasthelivingroomoftheuniversity,wherestudentsstudy aloneortogether,congregate,relax,orsimplyreflectandrefuel.

DEFININGTHELEARNINGEXPERIENCE

LEARNINGBYEXPOSURE

KnowledgeHub:Readingareas,ReferenceandArchives,MainLibrary

LEARNINGBYOBSERVING

ExhibitionSpaces,Openairtheatre,Sculpturegarden

LEARNINGBYDOING

Workshops,Makers’space,DigitalLabs,Conferencerooms

LEARNINGBYINTERACTION

Lounge,Cafe,Exhibitions,SeminarHalls,Events

5.1.1.Translatingthequalitiesofalibrarytoarchitecture

FLEXIBLE

Spacescanbeconfigurablewithmovablefurnishingstosupportneedsofusers.A relatedconceptis"versatility,"whichisdefinedasaspacethatmotivatesusersand inspiresdifferentuses.

Figure58Flexible

ArchitecturalTranslation: Largecolumnfreespaceswithflexible utilities

INTER-DISCIPLINARY

Thespaces,equipment,andservicessupportingarangeofinterdisciplinarylearning needsacrossagivencampusfromartsandhumanitiestoscience,technology, engineering,whichmakesthespaceisactive.

Figure59CommonGround

SourceAuthor

ArchitecturalTranslation: Addinganexhibitionspaceexclusivelyto displayworksofvariousfacultiesacross campus.

TRANSPARENT

Anapproachtoshowcasinglearningactivitiestakingplaceinaspacethroughopen concepts,lowprofiletechnologyandfurnishings,andlimitingphysicalbarriersthat mightotherwiseobstructauser'sopenview.

Figure60Atrium

SourceAuthor

ArchitecturalTranslation: Spacesinterconnectedwitheachother throughsplitlevelsandatriums.

FUNCTIONAL

Functionaldesigncanbeaprocessandanoutcome.Asaprocess,functionality referstoasetofpracticesguidedbyprinciplethatproducepositiveoutcomes,asan outcomeitdescribesdesignsthatworkwellandhelpusersperformtheirassigned tasks.

Figure61Functional SourceAuthor

ArchitecturalTranslation: Addingalliedactivitiessuchasworkshops, digitallabs,etc.Bookstackstobeathuman level.

COLLABARATIVE

Thesearespacesdesignedforuserstoworktogetherandusetechnologiesto accessinformationandshareideas,brainstorm,innovate,andevenpractice presentationsandworktogetheronprojects.

Figure62Collaborative SourceAuthor

ArchitecturalTranslation: Commonspacesasinteractivemeeting grounds.Manifestedthroughspillout/break-outspaces.

ACTIVELEARNING

Thismodeofconstructivelearningencouragesstudentstosolveproblemswhile engaginginunderstandinganddiscoverythroughinteractivediscussionsand learning

Figure63HybridClassroom SourceGoogleImages

ArchitecturalTranslation: Provisionofhybridclassrooms.

WELCOMING

Warm,friendly,intuitive,andinvitingspaceswithinalibrary,oftenatthepointofentry createawelcomingenvironmentforcollaborativelearning.

Figure64Welcoming SourceAuthor

ArchitecturalTranslation: Inculcatinggreensinthebuiltform. Additionofbrightcolourstospaces.

OPEN

Largeareaswithuninhibitedsightlinestominimizephysicalbarriers,remove enclosedroomsorprivateoffices,andemphasizecollaborationandinformation opportunities.

Figure65ClearSightlines

SourceAuthor

ArchitecturalTranslation: Naturallylitandbrightspaceswith clear,unobstructedpassages.Double heightedspaces.

SOCIAL

Socialspacesaremixed-usespacewhereconversation,collaboration,andinformal learningareencouraged,facilitated,andexpected.

Figure66SocialSpace

SourceGoogleimages,Author

ArchitecturalTranslation: Provisionofcommonspacessuchasasquare, cafeteria,makerspace,exhibitionarea.

FRAGILE

Aspacethatisdesignedtoberapidlyandeasilytransformedoften,sothatabroad rangeofuserneeds,bothanticipatedandnot,aresupportedandserved.

Figure67Configurablespaces SourceGoogleimages

ArchitecturalTranslation: Provisionofconfigurablefurnishings.

5.2.MorphologicalConcept

5.2.1.Zoning

1.Thezoningisbasedontheviewpointsfromthesite,thenoisezonesand accessibilityonthesite.

2.Duetoharshsunfromsouth-west,heavyfoliagetreesareplantedonthatside.

3.Existinglowheighttreesaroundthelaketobekeptuntouched.

4.Majorcirculationonthesitetobefreefromvehicularcirculation.Onlyonedropof pointneartheexhibitionareasincemoststudentstravelonfootoronbicycles.

Figure68Zoning

SourceAuthor

5.2.2.Massing

EXTRUDE

Buildingmassisextrudedalongthe geometryofthesite.

VISUALAXIS

Amainvisualaxisiscreatedby splitingthemiddlesection throughout,thuscreatinga welcomingentrancetothe buildingsfrombothsides.

TERRACING

Toincreasethedegreeof interaction,andprovidebreak outspacesforstudents, terracinghasbeenappliedon themass.Thetwomainblock havebeenconnectedthrougha bridgeforeasyaccess.This alsohelpscreatedesirable viewsofthecontext.

SCOOPINGTHEVOIDS

Thevoidscreatedinthemass allowwindstodirectlyenterinall thethreezonesandspread throughoutthewholearea. Courtyardsactaspassive coolersaswellasgathering space.

PROGRAMME

Thesiteisdividedintothethree programesbasedonthe concept,namely,theMixing Chamber,theExhibitionareas andtheLibrary.Thethreeare placedinsuchamannerto increasefootfallinthelibrary, thusrealisingthe“accidental discovery”concept.

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