BACHELOR IN ARCHITECTURE , 6TH YEAR PORTFOLIO

FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES CASE OF UNIVERSITY LIBRARIES.

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Architecture is the will of an epoch translated into space.

Ludwig Mies van der Rohe

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DECLARATION I declare that this thesis is my original work and that it has not been presented in any other university or institution for examination or any other purposes. This work forms part of fulfillment of the requirements for the award of the degree of Bachelor of Architecture in the School of Architecture and Building Sciences, Jomo Kenyatta University of Agriculture and Technology (JKUAT) Signature Researcher.................................................... Date...................................

Mburu Nelson Gatabaki(Author)

Reg No: AB241-0780/2013.

This research project report has been submitted for examination with the approval as the university supervisor.

Signature: .................................................... Date: ………………………

Arch. Onyango Nicholas Ochieng’; B. Arch ( Hons), JKUAT 2018 (Supervisor)

Signature: .................................................... Date: ………………………

Arch Hashim, Chairman Department of Architecture, JKUAT.

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DEDICATION

I dedicate this work to; The Almighty God the creator of the Earth.

To my parents Mr.& Mrs. Mburu for supporting and laying all the foundation principles in me.

To my brother, sister and extended family for being there for me in times of need.

Thankyou all.

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ACKNOWLEDGEMENT

Foremost, I thank God for my life and the strength he has accorded me till completion I am grateful to my parents Mr. and Mrs. Mburu, for their undying support and the confidence they have in me to conduct my duties diligently. A special vote of thanks to my sibling; Kimani for his constant encouragement and his boundless love.

This thesis has also greatly benefited from the guidance and constant input of my supervisor and my gratitude goes to him for providing advice and guidance when it was needed I express my gratitude to all that helped in one way or another during the research and who aided in availing the information that was required, thank you all.

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ABSTRACT The study seeks to investigate how modern learning is affecting the space utility in informal learning spaces specifically University libraries in the country and how they can be designed to cater for this adequately meeting the user needs.Due to the rapid change in the ways of learning that is ever dynamic a flexible and adaptable approach has to be used in the design of these learning spaces to cater for the needs of the user. The user in this case is students or researchers from various fields of study and the modern library is to cater for their needs in their respective fields.Whether one to use the Library for leisure, social purposes like collaborative learning , individual learning the library should cater space for this.

The problem with most University libraries around the country they are still stuck to the traditional design of libraries. Academic libraries have historically functioned as places to retrieve warehoused materials, with expert staff ready to assist in the complex of finding these materials. These more traditional purposes led to designs intended primarily to support a single individual’s scholarly quest in quiet areas. However, contemporary curricular needs require more than individual quiet study; faculty and students expect places to support small groups and team projects. The modern library must be multifunctional, flexible, and supportive of an array of scholarly activities.

The Research made use of observation, photos, questionnaires and structured interviews as the main data collection techniques. Using the qualitative this study analyzed data from respondents in three selected case studies.

The data collected was analyzed and all the library facilities studied were found to be modern in terms of space use and overall design , flexible to use. The aim of this study is to study on how spaces in libraries can be flexible and adaptable to meet the variety of needs of the students today.

Conclusions were made on objectives, hypothesis and research problem. The research finally detailed the recommendations on the how space in these libraries can be better designed to meet the student needs in higher level learning institutions.

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TABLE OF CONTENTS DECLARATION…………………………………………………………………………………………………………………….iii DEDICATION…………………………………………………………………………………….....................................................iv ACKNOWLEDGEMENT…………………………………………………………………………………………………………...v ABSTRACT……………………………………………………………………………………….....................................................vi TABLE OF CONTENTS………………………………………………………………………………...........................................vii LIST OF TABLES………………………………………………………………………………………………………………….xiv

1.0 CHAPTER ONE: INTRODUCTION

1.1 INTRODUCTORY BACKGROUND…………………………………………………………………………………………..1 1.2 PROBLEM STATEMENT………………………………………………………………………………………………………3 1.3 PURPOSE OF THE STUDY…………………………………………………………………………………………………….6 1.4 STUDY OBJECTIVES…………………………………………………………………………………………………………..6 1.4.1 OVERALL OBJECTIVES…………………………………………………………………………………………………..7 1.4.2 SPECIFIC OBJECTIVES……………………………………………………………………………………………………7 1.5 STUDY HYPOTHESIS…………………………………………………………………………………………………………..7 1.6 DEFINITION OF TERMS……………………………………………………………………………………………………….8 1.7 VARIABLES……………………………………………………………………………………………………………………….9 1.7.1 INDEPENDENT VARIABLE………………………………………………………………………………………………,,9 1.7.2 DEPENDENT VARIABLE…………………………………………………………………………………………………..9 1.8 STUDY ASSUMPTIONS…………………………………………………………………………………………………………9 AB241-0780 /2013 MBURU NELSON GATABAKI

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 1.9 STUDY SIGNIFICANCE…………………………………………………………………………………………………9 1.10 STUDY JUSTIFICATION……………………………………………………………………………………………...10 1.11 SCOPE OF THE STUDY……………………………………………………………………………………………….11 1.11.1 GEOGRAPHICAL SCOPE…………………………………………………………………………………………12 1.11.2 THEORETICAL SCOPE……………………………………………………………………………………………13 1.11.3 METHODOLOGICAL SCOPE……………………………………………………………………………………..13 1.12 STUDY LIMITATIONS…………………………………………………………………………………………………14 1.13 STUDY ORGANISATION……………………………………………………………………………………………..15 1.13.1 FIRST CHAPTER…………………………………………………………………………………………………..15 1.13.2 SECOND CHAPTER………………………………………………………………………………………………15 1.13.3 THIRD CHAPTER…………………………………………………………………………………………………15 1.13.4 FOURTH CHAPTER……………………………………………………………………………………………….15 1.13.5 FIFTH CHAPTER…………………………………………………………………………………………………..15 2.0 CHAPTER 2 – LITERATURE REVIEW

2.0 THE INTRODUCTION………………………………………………………………………………………………………..17 2.1 LEVELS OF FLEXIBILITY IN ARCHITECTURAL STRUCTURES ………………………..........................................17 ✓ 2.1.1 SPATIAL FLEXIBILITY……………………………………………………………………………………………..18 ✓ 2.1.2 FUNCTIONAL FLEXIBILITY………………………………………………………………………………………..22 ✓ 2.1.3 AESTHETIC FLEXIBILITY…………………………………………………………………………………………..25 2.2 PRINCIPLES OF FLEXIBLE ARCHITECTURE…………………………………………………………………………..27

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 ✓ 2.21 ADAPTATION………………………………………………………………………………………………………..27 ✓ 2.22 MOBILITY………………………………………………………………………………………………………….....29 ✓ 2.23 TRANSFORMATION………………………………………………………………………………………………. ..31 ✓ 2.24 INTERACTIONS………………………………………………………………………………………………………33 2.3 THE IMPORTANCE OF FLEXIBILITY IN MODERN LIBRARIES…………………………………………………….35 2.4 THE SUMMARY………………………………………………………………………………………………………………36

3.0 RESEARCH METHODOLOGY 3.1 INTRODUCTION. ………………………………………………………………………………………………………………. 42 3.2 RESEARCH APPROACH.……………………………………………………………………………………………………… 42 3.3 RESEARCH DESIGN…………………………………………………………………………………………………………….42 3.4 RESEARCH SITUS………………………………………………………………………………………………………………. 43 3.5 SOURCES OF DATA…………………………………………………………………………………………………………….. 43 3.6 RESEARCH METHODS…………………………………………………………………………………………………………44 ✓ 3.6.1 OBSERVATION………………………………………………………………………………………………………… 44 ✓ 3.6.2 INTERVIEW SCHEDULE……………………………………………………………………………………………… 45 3.7 SAMPLING DESIGN……………………………………………………………………………………………………………..45 3.8 SAMPLING UNIVERSE………………………………………………………………………………………………………… 46 3.9 SAMPLING UNIT……………………………………………………………………………………………………………….. 46 3.10 SAMPLING SIZE......................................................................................................................................................................... 46 3.11 SYSTEMATIC BIAS ……………………………………………………………………………………………………………47 3.12 SAMPLING ERROR……………………………………………………………………………………………………………. 47 AB241-0780 /2013 MBURU NELSON GATABAKI

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 3.13 RESEARCH DATA SOURCES…………………………………………………………………………………………….. 47 3.14 RESEARCH TOOLS…………………………………………………………………………………………………………. 48 ✓ 3.14.1 NOTE TAKING…………………………………………………………………………………………………….. 48 ✓ 3.14.2 PRECODED CHECKLIST…………………………………………………………………………………………. 48 ✓ 3.14.3 PHOTOGRAPHS…………………………………………………………………………………………………….48 ✓ 3.14.4 SCHEDULE INTERVIEW…………………………………………………………………………………………..48 ✓ 3.14.5 SKETCHES………………………………………………………………………………………………………….. 49 3.15 DATA COLLECTION METHODS………………………………………………………………………………………… 49 3.16 DATA PRESENTATION, ANALYSIS AND PRESENTATION…………………………………………………………….49 ✓ 3.16.1 PRESENTATION………………………………………………………………………………………………………50 ✓ 3.16.1.1 GRAPHS……………………………………………………………………………………………………………. ..50 ✓ 3.16.1.2 BAR GRAPHS…………………….…………………………………………………………………………………..50 ✓ 3.16.1.3 COMPUTER SPREADSHEETS…………………………………………………………………………....................50 ✓ 3.16. 2 ANALYSIS AND INTERPRETATION OF DATA…………………………………………………………………….50 4.0 CASE STUDIES AND DATA PRESENTATION AND ANALYSIS……………………………………………………….. 51 4.0 INTRODUCTION………………………………………………………………………………………………………………..52 4.1.0

THE LEARNING RESOURCE CENTRE AT CATHOLIC UNIVERSITY OF EASTERN AFRICA……………………53

4.1.1 Background Information and location………………………………………………………………………………………. 53 4.1.2 Functional Provision………………………………………………………………………………………………………… 54 4.1.3 Analysis of the built Environment…………………………………………………………………………………………… 54

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4.1.4

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Access………………………………………………………………………………………………………………….58

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Organizing Principles…………………………………………………………………………………………………..59

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Circulation………………………………………………………………………………………………………………60

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Form Expression & Façade……………………………………………………………………………………………..63

Analysis of the physical Environment…………………………………………………………………………………………66 •

Lighting………………………………………………………………………………………………………………..66

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Thermal Comfort………………………………………………………………………………………………………67

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Colour and Material Choice……………………………………………………………………………………………..67

4.1.5

Applications of Flexibility and Adapability of Space……………………………………………………………………………68

4.1.6

Overview…………………………………………………………………………………………………………………………68

4.2.0

THE USIU LIBARARY AND INFORMATION CENTRE………………………………………………………………….69

4.2.1 Background Information and location………………………………………………………………………………………….69 4.2.2 Functional Provision……………………………………………………………………………………………………………70 4.2.3 Analysis of the built Environment………………………………………………………………………………………………71

4.2.4

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Access………………………………………………………………………………………………………………..72

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Organizing Principles…………………………………………………………………………………………………73

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Circulation……………………………………………………………………………………………………………75

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Form Expression & Façade…………………………………………………………………………………………76

Analysis of the physical Environment………………………………………………………………………………………..78 •

Lighting…………………………………………………………………………………………………………..78

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Thermal Comfort……………………………………………………………………………………………………..79

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Colour and Material Choice……………………………………………………………………………………………81

4.2.5

Applications of Flexibility and Adapability of Space………………………………………………………………………….82

4.2.6

Overview……………………………………………………………………………………………………………………….82

4.3 INTERNATIONAL CASE STUDY…………………………………………………………………………………………83 4.3.0 Sendai Mediatheque Background Information……………………………………………………………………………..83 4.3.1 Concept……………………………………………………………………………………………………………………….85 4.3.2 Building Specification………………………………………………………………………………………………………..87 4.3.3

Building Structure………………………………………………………………………………………………………….89

4.4 DATA ANALYSIS…………………………………………………………………………………………………………….90 4.4.1 Comparative Analysis………………………………………………………………………………………………………….90 4.4.2 Statistical Analysis………………………………………………………………………………………………………………93

5.0 FINDINGS, CONCLUSIONS AND RECCOMENDATIONS………………………………………………………….96 5.1 INTRODUCTION……………………………………………………………………………………………………….97 5.2 RESEARCH FINDINGS………………………………………………………………………………………………….98 5.2.1 FUNCTIONAL PROVISION……………………………………………………………………………………………….98 5.2.2 DESIGN BARRIERS TOWARDS FLEXIBILITY AND ADABTABILITY OF SPACE………………………………….98 5.2.2.1 RIGID STRUCTURAL SYSTEMS…………………………………………………………………………………………98 AB241-0780 /2013 MBURU NELSON GATABAKI

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5.2.2.2 SPATIAL DEFINING ELEMENTS…………………………………………………………………………………………98 5.2.2.3 SPATIAL QUALITY FOR FLEXIBILITY- CIRCULATION…………………………………………………………..98 .

5.2.2.4 RELATIONSHIP BETWEEN THE SPATIAL NEEDS………………………………………………………………….98 5.2.2.5 SPATIAL QUALITY FOR FLEXIBILITY- VISUAL APPRECIATION……………………………………………….98 5.2.2.6 FUNCTIONALITY PREFERENTIAL FOR FLEXIBILITY………………………………………………………………98 5.2.2.7 INADEQUATE SPATIAL SUFFICIENCY………………………………………………………………………………..98 5.2.2.8 RIGIDY OF FURNITURE………………………………………………………………………………………………….98 5.3 CONCLUSIONS………………………………………………………………………………………………………………99 5.3.1 CONCLUSION ON OBJECTIVES…………………………………………………………………………………………..99 5.3.2 CONCLUSION ON THE HYPOTHESIS…………………………………………………………………………………….99 5.3.3 CONCLUSION ON THE STUDY PROBLEM………………………………………………………………………………100 5.4 RECOMMENDATIONS…………………………………………………………………………………………………….100 5.4.1 STRUCTURAL FLEXIBILITY……………………………………………………………………………………………..101 5.4.2 ADAPTABLE BUILDING COMPONENTS………………………………………………………………………………101 5.4.3 ADEQUATE BUILDING SCALE………………………………………………………………………………………….101 5.4.4 APPROPIATE DETAILING FOR INCLUSION OF FLEXIBILITY AND ADAPTABILITY……………………………101 5.4.5 FLEXIBLE AND ADAPTABLE FURNITURE…………………………………………………………………………….101 AB241-0780 /2013 MBURU NELSON GATABAKI

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 5.4.6 SPATIAL ADEQUACY…………………………………………………………………………………………………….101 5.4.7 ENCOURAGE CREATIVITY………………………………………………………………………………………………101 5.4.8 COST EFFECTIVENESS…………………………………………………………………………………………………..101

5.5 AREAS OF FURTHER RESEARCH…………………………………………………………………………………….102 6.0 APPENDICES & BIBLIOGRAPHY………………………………………………………………………………………103 6.1 BIBLIOGRAPHY…………………………………………………………………………………………………………..104 6.1.1 INTERNET SOURCES………………………………………………………………………………………………105 6.2 APPENDICES……………………………………………………………………………………………………………….106

LIST OF PLATES. Plate 1.1 JKUAT Library, 2018 Plate1.2 JKUAT Library interior, 2018 Plate 1.3 JKUAT Library entrance, 2014 Plate 1.4 Map of Africa with Kenya highlighted Plate 1.5 Map of Africa with Nairobi, Kiambu Plate 1.6 Map of Nairobi County Plate 2.1 Tatami Layout Plate2.2 Tatami Layout Plate 2.3 ;Flexible room in a traditional Japanese Modular home.

Plate 2.4 Diagram illustrating Spatial flexibility in a Space Plate 2.5 Project of the city theatre of Berlin.

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 Plate 2.6 Foldable Furniture Plate 2.7 Foldable Chairs Plate 2.8 Multi Purpose table Plate 2.9 Multi Purpose Study set up Plate 2.10 Changing functions within same space (Functional flexibility) Plate 2.11& 2.12 Schaulager (Art Store), Bazel, Switzerland, Herzog and De Meuron, 2004, exterior and interior Plate 2.13 Flexible Container design.

Plate 2.14 : Mobile home for 50 scientists. Halley VI Antarctic Research Station Plate 2.15 Idea of unfolding, transformable modules by Michael Jantzen Plate 2.16 Bengt Sjostrom Starlight Theatre, Rockford, Illinois, USA, 2003, Studio Gang Architects Example of transforming the interior event into the outside one.

Plate 2.17 Adaptive Facades, the Netherlands, 2003, Kas Oosterhuis Plate 2.18 Flexible furniture Plate 2.19 Modular Furniture Figure 2.20 LeaveyLibrary at University of Southern California (USC), 2018 Plate 2.21 LeaveyLibrary at University of Southern California Plate 2.22 Zoning in libraries Plate 2.23 White space in Liberal University Plate 2.24 White Space in Stuttgart City Library Plate 3.1 Rating Scale Plate 4.1 Catholic University Library.

Plate 4.2 Catholic University of East Africa Conference Hall Plate 4.3 The LRC (Learning Resource Centre) at the Catholic University of Eastern Africa Plate 4.4 Central Monument Plate 4.5 CUEA Library Plan Plate 4.6 : CUEA Conference Centre Plate 4.7 : CUEA Conference Centre Plan Plate 4.8 CUEA Cafeteria Plate 4.9 CUEA Cafeteria Plan.

Plate 4.10 CUEA Cafeteria interior with double volume Plate 4.11 CUEA library entrance doors Plate 4.12 CUEA Learning Centre Monument Plate 4.13 Ramp AB241-0780 /2013 MBURU NELSON GATABAKI

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 Plate 4.14 CUEA Site Plan Plate 4.15 CUEA Library Plan Plate 4.16 Circulation & Function Relationships Plate 4.17 Interior Circulation types Plate 4.18 Horizontal Interior CiculationTypes.

Plate 4.19 Vertical Interior CiculationTypes Plate 4.20 Stairs Plate 4.21 Stairs Plate 4.22 Exterior Faรงade of the Library Plate 4.23 Exterior Side Faรงade of the Library Plate 4.24 Interior showing the Roof design with roof chimneys above where hot air is allowed to escape Plate 4.25 Illustration of the conventional flow of Air in the Library.

Plate 4.26 Atrium and chimneys that allow escape of hot air Plate 4,27 High Thermal Mass Walls Plate 4.28 Study space Plate 4.29 Site Location Map. Plate 4.30 Site Location Map. Plate 4.31 USIU Ground Floor Plan.

Plate 4.32 First floor Plate 4.33 Second Floor Plate 4.34 USIU Library.

Plate4.35 USIU Library walkways Plate 4.36 USIU Library walkways Plate 4.37 USIU Ground Floor Plan Plate 4.38 USIU Library interior Courtyards Plate 4.39 Interior CirculationTypes.

Plate 4.40 Interior of USIU library.

Plate 4.41 Interior staircase Plate 4.42 Roof Plan Plate 4.43 Interior Roof Design Plate 4.44 External Faรงade.

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[FLEXIBILITY AND ADAPTABILITY OF INFORMAL LEARNING SPACES] January 1, 1900 Plate 4.47 Central courtyard rescieving adequate lighting Plate 4.48 USIU Section illustrating hot air escapes via stack effect Plate 4.49 USIU Library Front Faรงade.

Plate 4.50 USIU Library interior.

Plate 4.51 Sendai Mediatheque photo.

Plate 4.52 Illustration of the Form and concept Plate 4.53 Building skeleton.

Plate 4.54 The Ground Plan/ Street Level.

Plate 4.55 1st Floor/ 2nd Level.

Plate 4.56 Form and Material Concept of the building Plate 4.54 Roof Structure.

Plate 4.55 Interior Faรงade Plate 4.56 Metal column structure allowing penetration of Light.

Plate 4.57 Structural section Plate 4.58 3D Section showing the tubes

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BACKGROUND TO THE STUDY 1.1 INTRODUCTORY BACKGROUND “For centuries, people have visited libraries to find information, and the practical needs of housing collections and accommodating readers have typically driven library design.” Kathlin Smith.

With a critical mass of library-supported and freely available content available to students wherever they choose to work, current library design for public space in academic libraries must now go beyond providing effective access to print collections. In an environment where most access to library collections occurs via the web it is fair to ask if academic institutions still need physical library facilities, and if so, how those facilities serve the needs of the institution and its library’s user community? Campus students particularly in this case.

This does not mean that traditional libraries design should just be cut off. They should be modern in all aspects in space and technology ,Miller (2002) summarized many of the sub-themes of the Library as Place discussion: • the traditional library role is not obsolete, because people still need access to print collections; • the academic library is a campus center for information technology, often in partnership with other university departments; • it is a growing site for instructional activity; • it is a multi-purpose gathering place; and • it is a key partner in the learning process.

The design of most modern library buildings is based on the characteristics and service objects of library, for which the latest achievements of modern technology are made full use of. Usually, modern libraries are designed to be with various different functional zones and boundaries, and uncrossed reader, book and librarian transportation streamline.

The design ideas of “openness, factualism, containment, innovation, and people and service first” are reflected in library services via construction planning and design. Besides, library buildings are given certain functions in combination with the actual situation of

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library and readers’ needs. Different library buildings are constructed according to different design philosophies and have different utility functions.

The study is going to document the design philosophy for space utility that goes into these library designs. Looking at the various considerations taken into place due to the different users in these libraries.

In particular the study is going to be looking at University libraries and how they can be modernized in terms of their Utility in Space and function to meet the specific needs of the users. Comparisons are also going to be made between traditional and Modern libraries to realize the benefits and demerits of Modernizing a Library through flexibility and adaptability of space to meet the changing usese and needs.

What is a Modern Library? And what defines a Modern Library? Is it the users, society trends? From research a Modern Library is a library that meets the information needs of the modern society in terms of the latest formsof data which is the internet, not only does it meet this but it also allows for other means of acquiring information e.g collaborative learning space apart from the old archaic individual centred libraries.

The unique function of libraries is to acquire, organize, offer for use and preserve publicly available material irrespective of the form in which it is packaged (print, cassette, CD-ROM, network form) in such a way that, when it is needed, it can be found and put to use.

No other institution carries out this long-term, systematic work. The challenge to modern societies is that the basic resource, knowledge, is developing from information in very individual, capricious and unpredictable process. It cannot be commanded. In this age of the Internet libraries have to also cater for access to this means having computers for access. Space should accordingly be allocated.

Given the huge investments that library spaces represent, it is critical that we architects understand the kinds of spaces that members of their community want and need. Given a choice of spaces to work in within a library, or beyond it, why do they select the spaces they use? What do they do in those spaces?

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1.2 PROBLEM STATEMENT Today, there is a paradigm shift in the learning process therefore design of Libraries has to incorporate this change.With the growing number of students in Universities and the diversity of courses they are pursuing. The space in University Libraries needs to meet the the need of the user’s irrespective of their growning diversity of needs.

With the growing diversity of these needs Libraries need to start becoming adaptable to these needs in their space. Students have often expressed their dissatisfaction with Library services due to their rigidity and lack of flexibility of use .

Nowhere is the requirement for physical space changed more dramatically in recent years than in the campus library, where selfdirected learning has traditionally happened. Many behaviors for engaging with information have dramatically changed, leading to questions about which characteristics of library spaces support learning.

In spite of the decreasing necessity to go to a library building to read a book or journal, students complain when many of the traditional library spaces are open fewer hours or do not meet expectations for having access to safe, attractive, comfortable places to study, and to get help when needed. The relationship of social and physical environments to student learning experiences is complex and not well understood. Ethnographic observations and opinion surveys offer insights into student behaviors within spaces: where students choose to study, what they bring to the space, what satisfies them within the environment, what they do in the space, and even how they infer their presence in the library relates to their grades or completion of assignments.

Plate 1.1 JKUAT Library, 2018 Source: Author Picture taken

‘The modern library must be multifunctional, flexible, and supportive of an array of scholarly activities’. This is to meet to changing needs of the students.

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individually, but not as a group, this does not meet the needs of some of the students who desire to engage in discussions.There should be spaces to incorporate this to broaden the spectrum of learning outside the classroom and libraries have a critical role to play in this area.

In one of many examples of professional debate on the relationship between newtypes of library spaces and new academic teaching and learning strategies, a 2004symposium on the “Library as Place” was convened by the National Library of Medicine and the Association of Academic Health Sciences Library Directors (Dev, 2003; Dugdale, 2003; Jenkins, 2003). A primary theme of the symposium was the importance of providing spaces that support a variety of collaborative Plate1.2 JKUAT Library interior, 2018.

Source: http://jkuat.ac.ke/departments/library/jkuat-library- activities. However, there were few, if any, published studies that documented this perceived trend. Authors have, rather, challenged the goes-live-on-koha-goodbye-to-manual-system/ supposition that physical libraries are relics of the print era by pointing out numerous examples of new library construction to underscore the commitment of colleges and universities to libraries (Bahr, 2000; Miller 3 2002).

Over a ten-year period (1992-2002) academic institutions invested $449 million per year in their libraries,involving 2.9 million gross square feet of space, of which 40% represented new construction. Shill and Tonner (2003) found similar results in their study of academic library construction. They also characterized several features of new library spaces. These libraries allocated greater portions of their space to users in new or renovated spaces; and new construction also created more types of user spaces. New facilities typically offered more group study and meeting rooms, expanded public computing, and new lounge and café spaces.

A top priority for these library learning spaces is to connect students to technology, information, and co-curricular learning— learning that deliberately complements the formal classroom activities, programs, and experiences that contribute to student learning.

Ultimately, the emphasis is on holistic learning that may occur both inside and outside of the classroom. The JKUAT library has achieved this impartially only covering the Individual part of learning and not fullythe the Informal area. As shown below:

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There is only space for Individual and few space spaces for Collective learning as shown above , Collective learning is not considered this leads to misuse of space like the Entrance where there collective discussions. This is misuse of Space as the entrance should be free and clear to allow for people to enter and leave at their own free will.

Space for this kind of learning should be allocated , not only will save it on scarce learning resources the University has with the increasing number of students it will also minimize misuse of space and improve on Utility of Space.

Plate 1.3 JKUAT Library entrance, 2014 Source: http://jkuat.ac.ke/departments/library/jkuat-librarygoes-live-on-koha-goodbye-to-manual-system/

Versatility is essential to the planning and design of such library learning spaces. That is, the same space can be easily reconfigured into gathering/meeting places, classrooms/meeting rooms, or computer labs/makerspaces tosupport a wide variety of learning activities that facilitate understanding and discovery. Library projects today are about creatingopen, collaborative, versatile, and social spaces, to support the Paradigm shift in learning which is becoming more

Collaborative than Individual.This can be achieved by: •

Directly allocatingCollaborative Spaces in the design: Spaces designed for users to work together and use technologies to access information and share ideas, brainstorm, innovate, and practice presentations and work together on projects.

Collaborative learning spaces are often manifested in configurable furnishings, small group meeting rooms and/or active learning classrooms.

•

Flexibility: . Spaces can be configurable and have movable furnishings to support changing needs of users as they may define them at a moment’s notice. Spaces can be prescient, so the evolving needs of users can be met in the ever changing future.

•

Creating Large Open Spaces: Large areas with uninhibited sight lines in order to minimize physical barriers, remove enclosed rooms or private offices, and emphasize collaboration and information instructional opportunities.

Design Challenges.

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1.Noise Reduction Managing noise levels indifferent areas of the library,(e.g., providing areas forindividual, quiet study vs. areasfor groups, gathering, and loudconversations).

Solution:Adding glass enclosures, ceilingbaffles, and/or sound isolationtechnologies to manage noise levels,while building enough physical spacebetween loud and quiet areas.

2. Sharing Space with Learning Partners Providing a coherentstudent services space forcampus-wide learningpartners (e.g., writing center, IT, ESL instruction,and reference).

Solution:Assessing partners’ needs early on so that librarians and the Designer (Architect) areaware of the furnishings, squarefootage, and management needs oflearning partners they will be sharingspace within the library.

1.3 PURPOSE OF THIS STUDY. The purpose of the study is to propose flexibility in the design of spaces and furniture arrangement in Modern Libraries to create a place where students with different learner needs can freely and comfortably use to promote better use of these libraries and also adapt to accomodate the upcoming modern means of learning in terms of technology.

1.4 STUDY OBJECTIVES 1.4.1 General Objectives The ultimate objective of this study is to determine flexible architectural responses to design spaces in libraries that are flexible and adaptable depending on the user needs.

1.4. 2 Specific Objectives/ Procedures •

To understand flexibility and adaptability and how it can be applied in the context of the libraries.

•

To establish the level of flexibility in design of libraries.

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•

To recommend the flexible architectural solutions required to be applied to Libraries as a means to respond to the changing academic and non-academic needs of the users.

•

To identify ways which technology can be incorporated in the design with adaptability of the future in mind.

1.5 STUDY HYPOTHESIS. The theoretical and practical task for inquiry in this study is renderered into a testsable , relational, non directional hypothesis. It is a proposition- a declarative statement that is of a tentative and conjectural nature. The is about concept, and its formulated for empirical testing (Emory 1985, Cooper and Emory 1995 , Fraenkel and Wallen, 2000). The hypothesis is represented below as a scientific hypothesis, given especially its translation into a null hypothesis (H0). Its alternative (H1) is to be rejected or accepted through statistical testing, within conventional levels of significance and error. The hypothesis of this study therefore is as follows: Null Hypothesis (H0): There is no need for flexibility and adaptability in the design of spaces in Modern Libraries.

Alternative Hypothesis (H1) There is need for flexibility and adaptability in the design of spaces in Modern Libraries.

Data in this Research is primarily of the form of scaled Opinionnaires and Observation checklists. This type of data assumes the Ordinal scale of data measurement. Tests of relationship here rely on the Spearman’s rank correlation coefficient analysis. The significance of rejection or acceptance of hypothesis that ties in with this statistical test of association is the alpha – or beta level of error or significance.. The alpha level represents the probability of rejecting a true hypothesis, while the beta error is the probability of accepting a null hypothesis that is false.

This study fully recognizes that this is not possible. That null hypothesis can never be full accepted; that in research, one only disapproves (rejects) it or fails to reject. The term acceptance of a null hypothesis therefore is only used here for convenience of expression (Emory 1985, Cooper and Emory 1995).

In this study spatial utility supplies the Independent variables, while flexibility in spatial design and correlation provides the dependent surrogates. These concepts and their respective external variables are appreciated in greater depth within the literature review. Their likely relationships acquire clarity in the resulting conceptual framework.

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1.6 DEFINITION OF TERMS. Spatial Planning Spatial planning refers the organization and planning of spaces within a building or a facility.

Spatial Utility Refers to the functional use of a space to a user. The study is to investigate if flexibility in spatial design will meet the functional needs of the user.

Spatial Design Spatial design is a relatively new conceptual design discipline that crosses the boundaries of traditional design specialisms such as architecture, landscape architecture, landscape design, interior design and service design as well as certain areas of public art.

It focuses upon the flow of people between multiple areas of interior and exterior environments and delivers value and understanding in spaces across both the private and public realm. The emphasis of the discipline is upon working with people and space, particularly looking at the notion of place, also place identity and genius loci. As such the discipline covers a variety of scales, from detailed design of interior spaces to large regional strategies.

Flexibility and Adaptability Flexibility is the potential for spaces to be used in a variety of ways without altering the building fabric. Adaptability is the potential for the fabric of a place to be modified with relative ease to accommodate change. The study is to study whether a flexible approach can be applied to the design of spaces in libraries to meet meet the variety of needs of the users.

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1.8 VARIABLES 1.8.1

Independent Variable.

Spatial Utility in Modern libraries This variable determines which flexible approach is to be adopted in relation to the arising needs of students in these libraries.

1.8.2

DependentVariable.

Flexible Approach in Design of Space The dependency of this variable to Spatial Utility is owed to the use of the space for its intended purpose being the dictator of the appropriate flexible approach to be applied.

The attributes of Flexible approach in design of space are: • • • • • • •

Adaptable structure e.g Columns or demountable walls Adaptable furniture layout e.g Zoning.

Partial Partitions Collapsable fittings and foldable furniture Adapatable space.

Movable furniture; chairs and tables.

An adaptable structure – e.g. columns or demountable walls - an adaptable furniture layout – e.g. zoning - a neutral décor – e.g. not gender and age specific.

1.9 STUDY ASSUMPTIONS. I.

II.

Most College libraries at the current time have not included in their design architectural approaches of flexibility in design of spaces to meet the current user needs and trends.

The diversity of user perception to space and utility.

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III.

The Cost Implication this architectural approaches of flexibility in space have on the academic institution.

1.10

STUDY SIGNIFICANCE.

Design flexibility can allow a building to evolve over time as the user needs change. The flexibility of a building or elements of its design can allow it to be used efficiently despite changes in operational requirements, whereas an inflexible building might become obsolete.

Flexibility might include active flexibility, such as moveable partitions, but can also include the provision of features that are inherently flexible, such as multi-use spaces, open plan study areas, large floor-to-ceiling heights and high-capacity service voids. It might also include broader characteristics such as a room’s ability to expand or to use a range of different energy sources, deconstructability, and so on. This can include consideration of very fundamental design options; for example, it might be relatively straight forward to make a linear building larger or smaller by adding or removing a bay, whereas a circular building may be very difficult to change without affecting the integrity of the design.

In the case of Modern Libraries it will allow for the library to meet a broader spectrum of user needs, as the user will be provided with a variety of ways of using the library.

It will also allow the library to evolve with Modern times and trends. It will be easy to change and adapt to any future modern advancements.

It will improve the use of libraries as a whole, there’s been a decline in the use of libraries as they do not meet the user needs. Making it flexible will broaden the user’s choice for using it, the library must be a place for people to freely interact; flexibility and adaptability – the library must be modifiable to reflect people’s changing interests.

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1.11 STUDY JUSTIFICATION. Looking into more developed countries in the West, Europe and the East, the issue of flexibility in the design of facilities have already been embraced to high standards especially in Japan and United States of America. The shift towards embracing flexibility in the design of space and buildings as a whole in this case libraries is purely attributed to the varying user needs that change with trends.

Just as humanbeings have kept changing every other day with respect to technology so has architectural response been forced to follow suite so that current designs remain relevant in the days to come, where more learning times seem to be be going more towards the interactive way and as wireless as possible. This translates into Library spaces that are fore-designed to be put into better use both user centred and interactive in the same means.

The following are the study justifications: •

This is a collaborative and adaptive research design that lends itself to use in work or community situations.

•

Design focuses on pragmatic and solution-driven research outcomes rather than testing theories. The Collaborative Learning Space Inclusion will come with its own pragmatics and problems , I’ll analyze both and balance out the scales to see its beneficial.

•

It has the potential to increase the amount they learn consciously from their experience; the action research cycle can be regarded as a learning cycle. Can be learning cycle to help learn how it can incorporated into the design and the solutions to the problems it causes.

•

Action research studies often have direct and obvious relevance to improving practice and advocating for change. How changes can be incorporated into the design to incorporate the Collaborative Space into the design.

•

Approach excels at bringing us to an understanding of a complex issue through detailed contextual analysis of a limited number of events or conditions and their relationships.

•

Using a case study design to apply a variety of methodologies and rely on a variety of sources to investigate the research problem.

•

Make wide use of this research design to examine contemporary real-life situations and provide the basis for the application of concepts and theories and the extension of methodologies. And find out if it can be applied in real life situations.

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1.12 SCOPE OF THE STUDY. 1.12.1 GEOGRAPHICAL SCOPE. The study was carried out in College Institutions within 2 Counties Nairobi and Kiambu Counties. The two counties were selected as they are both counties that are greatly developed and exposed more compared to other counties. It was also due to a number of factors including , limited time frame available for completion of the study coupled with budget constraints. Nairobi is also a metropolitan county giving it a true reflection of the entire country as concerns population distribution in terms of social cultural attributes of the entire nation. Nairobi also prides itself as the centre of knowledge with respect to the high number of Tertiary Institutions within its boundaries ranging from Universities, colleges and other Informal learning centers, Kiambu been the same in terms of proximity and also having a number of these Tertiary Institutions.Owing to all these advantages, Nairobi County and Kiambu County are better placed as the center for this research as the findings on the flexibility approach to space design in Libraries can be applied in other regions of the country.

Plate 1.4 Map of Africa with Kenya highlighted Source: https://en.wikipedia.org/wiki/Map of Africa

Plate 1.5 Map of Africa with Nairobi, Kiambu Counties highlighted in Red and Purple Respectively Source: https://en.wikipedia.org/wiki/Map of Nairobi and Kiambu Counties.

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Plate 1.6 Map of Nairobi County Source: https://en.wikipedia.org/wiki/Map of Nairobi County

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1.12.2 THEORETICAL SCOPE. The issues of flexibility in design having emanated from the Utility principle in architecture as captured by the Greek master builder and philosopher Vitruvius (Rowland & Howe, 2011), remains to be the major source of the theories that will guide the entire study.

Other sources of theories are issues of spatial design and sustainability, briefly summarized as: • • • •

• •

Adjustable Components: The design incorporates plug and play elements, non-fixed elements, user control freedom.

Links between spaces. A flexible modern libraries is going to incorporate a number of spaces and these spaces need linkage between each other e.g Corridors and buffer spaces to separate Individual reading space from the collaborative learning space.

Good Circulation space. A good circulation system to allow for movement from one space to another without interfering with other user’s activities.

Response to Technology and its effect on Space. The effect of Technology use on the design of space and the necessary architectural responses that will be applied for it to be incorporated fully and be comfortable for use. In terms of furniture and acoustics required. Computer technology continues to affect the way libraries function and, as a result, the way they are planned and designed. As a result, the electric and wiring needs of modern-day public libraries must accommodate changing technology. Today, public libraries must be able to support wired and wireless connections to digital communications from networks within and from outside the library.

Ease of Access and use for the Physically Challenged. A modern library will have to incorporate measures to meet all the needs of its users even the physically challenged who are often left out in most design of these buildings. They will also need to be considered.

Green Space. A modern library has to be a sustainable library thus it will be of vital importance to include green space into the design. There are many ways to define a green library, but there are a number of central themes that run through all of them, including, minimizing the negative impact the building will have on the local environment, and if possible having a positive impact. Reducing the use of water and energy by designing in a way that maximizes the use of natural and renewable resources. Integrating actual greenery and vegetation into the building and site design; Preferably, using drought resistant and/or native vegetation. And, maintaining high standards of indoor air quality to help ensure the health of the people who inhabit the building.

1.12.3 METHODOLOGICAL SCOPE To achieve the set of objectives, the study employed various methods of data collection, which included literature review that entailed extensive analysis of materials written by reliable authorities that included peer reviewed journals, magazines, books, newspapers.

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These archival materials were intended to create a broader understanding of the flexibility aspects in architecture I proposed to include in University libraries and their implications.

Structured Interviews were conducted in the form of questionnaires and direct interaction with respondents who included user of libraries and librarians. Case Studies were employed to ascertain the level to which some Universities had gone to make their own libraries flexible in design of their spaces and use. Plus the hindrances that have hindered them from doing so in some aspects.

Data collection methods employed included; photography which were used as a method of recording visual physical observations and more so inaccessible research sites due to their location, sketches especially where some of the observed information was to be recorded. The methods were then used to test the study’s alternative hypothesis.

1.13 STUDY LIMITATIONS. •

Time Wastage due to Institutional bureaucracy is likely to affect the overall research as each of the chapters has a very tight schedule pinned to their completion failure to meet might render the research findings null and void, thus it was always a rush against time and to also deliver in terms of quality of work.

•

Interviewees (Students and staff) in most institutions are not well versed with architectural knowledge to allow them to respond to the architectural questions as requested by the researcher thus was inclined to simplify the important questions to their understanding level hence reducing the significance of the responses, which hindered accuracy in data results in some cases.

•

Overreliance on the Internet for materials concerning flexibility approaches in Library space design and case studies do not exhaust the researcher’s demands for the same information. The Internet is broad and doesn’t focus so much on the areas key to the requirementsof the research leaving wide gaps of information shallowly studied.

•

Transport to the identified Case studies in Europe and USA presented a great challenge as the researcher did not have the funds to go visit and research on these places.

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1.14.1 THE FIRST CHAPTER The first chapter details the research problem and serves as introduction to phenomena under the study. This part also spells out the objectives of the study, the study variable, hypothesis, study assumptions, significance of the study, the scope of the study and its limitations.

1.14.2 THE SECOND CHAPTER The second chapter involves the critical and analytic view of the relevant literature ( books, magazines, journal and the internet).

It involves a deep insight into the flexibility approach to design of spaces in libraries with respect to the ever changing needs of the users with education trend and technological advancement. Flexible approaches applied in different around the World have been considered and documented.It will also look at the evolution of Library spaces over time and pick the positives and negatives of each design coming forward to current modern designs.

1.14.3 THE THIRD CHAPTER The Third Chapter comprises of the research design and the methods applied in the design. It also includes the research strategies, sampling procedures, data collection techniques and interpretation techniques used.

1.14.4 THE FOURTH CHAPTER. This focuses on data analysis and interpretation. It goes into details of various case studies in an attempt to study how others have attempted to deal with related topic of interest in the past and how they succeeded or failed in some aspects. Local and International case studies have also been included to show how possible it is to incorporate in our own local setup.

1.14.5 THE FIFTH CHAPTER. This chapter will comprise the findings, conclusion and recommendations of the study. Areas for future research are also highlighted and conditions for effective application of the findings made clear.

The references and bibliography give an insight into the literature materials that are related to the study.

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CHAPTER 2 : LITERATURE REVIEW

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2.0 INTRODUCTION. This chapter provides an in-depth theoretical analysis of the topic delving deeper into the available literatures on the subject. The analysis aim in capturing the real meaning of flexibility and adaptation and how it can be applied in learning spaces in this case University Libraries.

The discussion bases more on the Industry available approach to flexibility in unraveling design problems that meet architects across the globe. “Because the outside world of today affects us in the most intense and disparate ways, our way of life is changing more rapidly than in previous times. It goes without saying that our surroundings will undergo corresponding changes. This leads us to layouts, spaces, and buildings of which every part can be altered, which are flexible, and which can be combined in different fashions”31 – such stated Walter Benjamin necessity of flexibility in architecture.

Kronenburg (2007) defines flexible architecture as fluid architecture that becomes complete once people inhabit it and use it. Indeed the concept is tightly bound tour living reality, both mental and material. Flexible architecture aims to embrace the changes and challenges of the modern dynamic World. Flexible Architecture aims to embrace the changes and challenges of the modern dynamic World.Flexible architecture requires design which is shaped by attitude to integrate the requirements of the present with possible changes of the future with technological advancements and trends.Different situations, functions , patterns of use, individual users’ requirements for today for tomorrow – these are the main criteria that outline the design of flexible architecture. Kronenburg further identified four key factors that characterize flexible architecture. Kronenburg further identified fourkey factors that characterize flexible architecture: Adaptation, Mobility, Transformation and Interaction.

The study is first going to look at the levels of how Flexibility is incorporated into architectural structures.

2.1 LEVELS OF FLEXIBILITY IN ARCHITECTURAL STRUCTURES. 2.1.1 SPATIAL FLEXIBILITY. This refers to the capacity of change in the spatial structure of a building (Eldonk & Fassbinder, 1990), spatial flexibility realizes theusers’ needs and desries to make changes in the compositions & arrangement of the space. Italso provides the building with greater flexibility and open systems, which ultimately afford users with more control over the configuration and utilization of space(s) the AB241-0780 /2013 MBURU NELSON GATABAKI

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concept is borrowed from the traditional Japanese single family dwelling, an open cubic structure which was further divided into smaller spaces by means of sliding wall in a ratio of ‘tatami mats’. (Eldonk & Fassbinder, 1990)

Tatami Mats are very thin but versatile mats that were traditionally used by Japanese for a variety of functions depending on whether they were folded or not , meaning that they captured the flexibility Plate 2.1 Tatami Layout. theme in the Source:https://www.pinterest.com/pin/118571402662390577/?l traditional Japan as p=true their uses ranged from cushions, stools and sleeping mats.

This tatami have different sizing depending on geographical location of the structure, Kyoto style tatami are 6.3 ft. by 3.1 ft, Nagoya tatami are 6 ft by 3ft and Tokyo (Edoma) are 5.8 ft by 2.9ft.

These differences relate to the regional perception of space or lack thereof Plate2.2 Tatami Layout.

(Emamgholi, 2011). The ideology behind traditional tatami in the Japanese culture Source: http://www.tatami.com.my/prod01c.htm captures the concept of stability and moveability of spaces as key major roles played by the flexible designs in practice.

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It is used here to demonstrate the multiple use of one space and its conversion from a dining room to a bedroom. Below, the sliding doors are shown to open to create a living dining space.

Note that the furniture used in this space is modular and easily stored.

Plate 2.3 ;Flexible room in a traditional Japanese Modular home.

Source; https://www.sah.org/publications-and-research/fellowshipreports/brooks-fellow-reports/brooks-report-detail/sahblog/2017/03/08/cities-and-celebrations-in-snow-an-introduction-totourism-in-japan is altered when in use.

The Stitchting Architecten Research (SAR) through influential architects N.J. Habraken in 1960’s, the spatial flexibility theme was born with a distinguished difference between support and infill in the entire framework of the building. Habraken refers to the product that comes forth as an open building, which in totality meant the separation of the ‘base building’ and the interiors support refers to what is not changeable by the individual users and this may include mainly the vertical and horizontal structural systems, in this case the columns and beams (Emamgholi, 2011). The column by their nature of transmitting loads both live and dead to the ground may weaken the structural strength of the building in an event their position

Infill is what the individual client can decide and change during use periods of the structure, this includes but not limited to slabs, walls, services and many more others (Eldonk & Fassbinder, 1990) The level of their change is supposed to be a well thought about process right from the design in order to avoid unnecessary and changein design and aimed at prolonging the imagery of the building and at the same time providing a platform for achievement of sustainability in buildings.

In this spatial flexibility analogy, the structure and exterior shell is fixed and designed to accommodate the flexible and changeable infill systems based on users’ needs and desires (Emamgholi, 2011). Plans tended toward large rectilinear or square layouts that are subdivided to smaller spaces by moveable interior partitions.

Similar to the Japanese traditional houses, flexible infill is achievable by means of sliding interior panels and foldable partitions ( Eldonk & Fassbinder, 1990). In his writings of entangled with structure, Stephen Kendall (1999), that employment of lightweight partitioning materials into the structure of a house gives one space to lay out the interior prior to occupation based on its own spatial AB241-0780 /2013 MBURU NELSON GATABAKI

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needs with no disturbance in the main structural layout.

Eldonk & Fassbinder (1990) notes that spatial flexibility realizes the user’s needs and desires to make changes in the composition & arrangement of the space. They furtherargue that it provides the building with greater flexibility and open systems, which ultimately afford users with more control over the configuration and utilization of space(s) spatial flexibility considers the capacity of change in the spatial structures of buildings both in the long-term and short-term.

Plate 2.4 Diagram illustrating Spatial flexibility in a Space.

Source: http://studiolaya.com/?page_id=418

Spatial flexibility is responsive to momentary changes in the users’ needs and wants; therefore it accommodates change in short term.

Spatial flexibility allowas unfolding of different functions within a singular space; therefore, it considers long-term change in spatial needs. In this system, the plan shoul be divided into spaces that change and spaces that do not. The alterable spaces are divided with the use of sliding, folding, retracting, collapsing and moveable walls that can be reconfigured and rearranged according to user’s wishes. This idea overlaps with Japanese traditional housing where the large rectangular plan may be easily & readily subdivided into smaller space with different mutations possibly ( with minimal effort and limited disruption). Consideration needs to be given to geometries beyond the rectilinear and to constructions beyond the orthogonal. Contemporary building technologies offer extraordinary potential.

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Plate 2.5 Project of the city theatre of Berlin. (stage rotate 180 degree) Source: http://studiolaya.com/?page_id=418 The comprehensive project of the City Theatre of Berlin designed by Walter Gropius, did put into use the concept of spatial flexibility in a way that the space remained relevant for hosting of various musical and demonstrative programs by introducing little changes in the middle of the Theatre that gave it the capability of making a half turn, equal to 180 degrees.

2.1.1.1 FLOW AND ORDERING OF SPACES IN SPATIAL FLEXIBILITY. The flow of spaces in a building’s floor layout is a crucial element of spatial flexibility before any adjustment to spaces is carried out.

It is important to consider flow of space in all iterations, to delineate which space is being shared, and to pay attention to the circulation between those spaces (Sinclair ,2012).

Dr. Sinclair (Sinclair, 2012) argues that in a flexible plan, there should be little or no definite hierarchical order between the spaces.

He further argues that in Spatial flexibility the focus is on the three dimensional (horizontal &vertical) organization and sequencing spaces in a way that allows for differing compositional arrangements. According to his critique, the spatial order changes as the users alter the plan and volumetric configurations to meet their needs.

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2.1.2 FUNCTIONAL FLEXIBILITY. Functional flexibility refers to the capacity of the infill to allow different functions to unfold and be accommodated (Mulder, 1999). In the design of buildings, functional flexibility allows different activities/uses to unfold and be accommodated within the same structure with minimum amount of difficulty, disruption and demolition ( Schneider & Till, 2007). Gerrit Rietveld in an attempt to provide solutions for future changes in buildings with minimal demolitions, he proposed a system of prefabrication of blocks with an all inclusive services such as plumbing,sinks, toilets and chimneys were to be concentrated leaving the rest of the plan with an ability of free modification (Mulder, 1999).

The functional flexibility came into limelight as a response to the increasing demands for different types of functional spaces especially after the Worl War 1. The escalating land values and scarcity of land in the cities due to Industrialization, forced architects and other designers to think open building in terms of functional flexibility (Schneider & Till, 2007). Most plans were divided into rooms that were multi-functional; bedrooms at night, living rooms in the evening and on weekends, study areas during the day for children and teenagers of the Family (Mulder,1999). Built in and transformable furniture were intergrated into the buildings making it possible for the rooms to be easily reconfigured for different purposes at different times, this has always had a negative influence on the form due to the preference of standardization.

2.1.2.1 MULTI-PURPOSE EQUIPMENT-FOLDING FURNITURE. Maximum & optimum utilization of the space require multipurpose design of furniture in the space as combined and easily moving.

Today lots of furniture id designed using folding patterns or drawer included with mechanical or electrical features. Space limitations and constraints of the modern generation made manufacturing of furniture as simple and efficient as possible and provide features such as easily moving, folding, shrinking and combining with other applications to be accepted by the public. Industrial design such tools with the aim of maximum efficiency take place through ergonomic and human fitness.

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Plate 2.6 Foldable Furniture Source: http://studiolaya.com/?page_id=418

In achieving functional flexibility, owing to its ability to accommodate a wider range of programs in a singular space, there is a need for this approach to be achieved through larger divisions incorporating stackable furniture, mutable fittings and reconfigurable fixtures. Another keey aspect in achieving functional flexibility lies in the assemblies and systems, having them respond to the human scale and ergonomically sensitive.

Kronenberg (Kronenberg, 2007) argues that buildings with functionally flexible plans are productive as they address day and night cycles, ever changing number of occupants, different age groups’ spatial requirements and different programs’ need for space. They promote constant & optimal usage of space which is specifically efficient in terms of plethora of operational considerations , such as for example energy use.

Plate 2.7 Foldable Chairs Source: https://www.pinterest.com/pin/505529126907630152/ AB241-0780 /2013 MBURU NELSON GATABAKI

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Plate 2.9 Multi Purpose Study set up Source: https://www.pinterest.com/pin/505529126907630152/

Fortyn(2004), argues that functional flexibility appreciates users of the space. It respects the dynamic nature of occupants and the fact that their spatial requirements change over time- in case of residential sector, the spatial requirements change even from day to night.

Rooms designed with this mindset are bedrooms at night, living rooms in the evening and study rooms during the day. Fuctional flexibility also preferences value above cost; considering life cycle impacts and extending the financial efficiency and project viability beyond more conventional approaches.

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Plate 2.10 Changing functions within same space (Functional flexibility) Source: https://www.educause.edu/ir/library/pdf/PUB7102.pdf

2.1.3 AESTHETIC FLEXIBILITY. Aesthetic Flexibility refers to the capacity of altering form, façade arrangement and identity of the building (Friedman, 2002).

Friedman continues to argue that applying aesthetic flexibility provides the building with a sense of character and quality of expression that can change, that can communicate with neighbours, that can more meaningfully animate the greater context ( Friedman, 2002).

In his crtic towards the relashionship of form and function in the adaptable buildings, Herman Hertzberger (1992) cited without changing the external fabric, the buildings could lose the meaning regarding holding different functions. This he argues that every occupancy will have its lifespan and thus there is need to delineate clearly to the users the relevance and efficiency of the flexible designs. In reference to Hertzberger’s assertions it’s clear that this principle reintroduces the user as an actor for whom the building should facilitate the performance. The actor should be able to determine the character of the surroundings from the exterior to interior inclusive.

Aesthetic Flexibility also changes the client’s roles in design processes; it requires more public participation during design phases (Forty,2000). Future tenants, in this approach, can participate in designing the infill as well as influencing the disposition and appearance of forms and facades (Kronenburg, 2007) AB241-0780 /2013 MBURU NELSON GATABAKI

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This participatory approach encourages the greater regulatory milieu to reduce its role as much as possible and to let regional authorities and local companies perform a greater extent in bona fide decision making ( Forty, 2000). Globally a growing number of projects that are far more flexible in character & expression –public participation is playing a key role in the planning and design of such projects.

Advancements in technology have opened up new opportunities around this concept. The idea of ‘cybernetics’ and ‘mechatronics’ allows for highly responsive and interactive skins and infill. By the means of sensors, the responsive architecture can today more readily react to users’ desires and wishes as well as responding to viable environmental conditions.

Aesthetic Flexibility envisions/sepouses the capacity of change in form and façade; it brings about unique identity that can reflect the users’ personalities, communicate with surroundings and activate the context (Jonathan, 2003). Le Cuyer (2008) argues that advancements in digital technology and next generation cybernetics have now enabled extremely dynamic facades that are often married with clean energy generation techniques and sculptural shifts in form, which further rationalizes this approach. He bases this on the high performance skins that harness solar energy, provide shading and at the same time allow for appropriate day lighting are becoming more available/accessible. Digital facades that act as urban-scale messaging vehicles or ‘ building-as-billboard’ attractions are a trend. According to Morrogh, (200) Buildings with facades populated with minuscule wind turbines and equipped with LEDs and small photovoltaic contribute energy while creating a more performativity milieu within the City.

‘We now see facades in which the automated shading apertures constantly change; not only to provide comfort for the users but also to create interesting dynamic & poetic patterns. Small wind collectors populate whole facades to generate energy while their aggregations and wings animate building skins’ The three captions captures a modern material used on the façade of an earlier rectilinear façade changing its shape in an organic form.

The use of specialized material known as PVC ( Polyvinyl chloride) fabric Hiraoko sd-4180 gives a fabric façade. Theses illustrates the possibility of achieving aesthetic flexibility in any building by use of lighter and more tensile materials. The form of a building can therefore be altered without any change in the spatial layout of the structure, giving the building a longer lifetime with numerous kinds of occupancy ranging from offices, institutional , residential amongst others.

Besides the material being of cutting edge in façade definition, IT flood light into the building yet provide occupants with cool connection to the outdoors.PVC fabric also provides benefits of high tensile strength and durability. This enables the occupant to minimize on the electricity bills during the daytime as most of its spaces have a direct link to the exterior hence the organic principle of merging the external and internal space character as defined by Morrogh, (2003).

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rectilinear facades. The center piece of the park from the Front elevation, merges well into the two covered pieces on the extreme points enhancing the façade’s aesthetic value. The material in use here are PTFE (polytetrafluroethlyene). The material presents with its easier methods of removal and fixing hence making it possible for the user to capture flexibility in an aesthetically pleasing manner.

‘Aesthetic Flexibility’ provides a balance between standardization of dwelling patterns and individual interpretation of living and working (Jonathan, 2003). Such ‘aesthetic flexibility’ is about ‘customization’ and ‘design on demand’ which is not necessarily more expensive than the status quo – such inventive systems provide remarkable accessibility and further empowerment to users. Mechanisms for customization & characterization introduce tremendous design opportunities and ensure more flexibility over time (both short and long term)

2.2 Principles of Flexible Architecture Human beings are incredibly flexible. They move about at will, they manipulate objects, they operate in a wide range of environments, determined to fulfil their desires. People adapt and adopt spaces, and they long for buildings to be adaptable as well. Buildings are exploited by different kinds of people in their own individual ways. Their custom-made space is changing from space to place, from dwelling to home. And the period

of use generates the unique essence of place that is necessary for established architecture to exist.

Flexible architecture by Kronenburg’s definition is a “fluid architecture that becomes complete once people inhabit it and use it.”33 Indeed the concept is tightly bound to our living reality, both mental and material. Flexible architecture aims to embrace the changes and challenges of the modern dynamic world. Flexible architecture requires design which is shaped by attitude to integrate the requirements of the present with the possible changes of the future. Different situations, functions, patterns of use, individual users’ requirements for today and for tomorrow - these are main criteria that outline the design of flexible architecture. Kronenburg identifies four key factors that characterize flexible architecture: • • • •

Adaptation, Mobility, Transformation, Interaction.

2.2.1 Adaptation Charles Darwin said: “It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is most adaptable to change”. One of the most important lessons we can learn from nature is adaptability, it is ability to alter to changes or be AB241-0780 /2013 MBURU NELSON GATABAKI

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changed to fit current circumstances.

Adaptability in architecture is defined as an ability to recognise “ that the future is not finite, that change is inevitable, but that a framework is an important element in allowing that change to happen” Adaptable buildings are designed to adjust to the different functions, defined by users’ activities. Buildings, while having one distinct purpose, can operate for all kind of different others. It is architecture that sometimes is called open building, with loose-fit space that can be easily accommodated at the later stage. The open building strategy considered the most formalized strategy for adaptable architecture. The process of change can be continuous and ongoing, as it involves different participants to interact in the design of desired space and at different times of building existence. This process is seen as the most momentous attribute to adaptable architecture. The flexibility of the possible layouts gives freedom for users and inhabitants to choose own designer, and freedom for the designer to create the desired space the client needs.

Plate 2.11& 2.12 Schaulager (Art Store), Bazel, Switzerland, Herzog and De Meuron, 2004, exterior and interior Source: https://www.herzogdemeuron.com/index/projects/complete-works/351-375/351-barranca-museum-of-modern-and-contemporary-art.html

Schlaulager (Art Store) in Basel is example of adaptable building with different facilities – gallery, warehouse and educational space.

Adaptable architecture also makes room for all the technological innovations that can improve the previous installations of the building. Such flexible updating in communication, security and other service systems allow changing layouts and functional specifications of the building. At the same time the technological advances allow for the creation of self-optimizing buildings, rather AB241-0780 /2013 MBURU NELSON GATABAKI

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than merely best-fit compromises. Adaptability in architecture is also recognised as an essential component in creating sustainable architecture. Preserving and adaptive reuse of a building instead of demolishing it and erecting a new one in its place contributes significantly to the environmental sustainability.

Plate 2.13 Flexible Container design Source: https://www.researchgate.net/figure/Different-designs-of-flexible-containers-a-laminar-container-of-the-RPIVLTDE94_fig14_281946481

Buildings with adaptive systems use less energy, offer more occupant comfort, and feature better overall space efficiency than static building. Adaptable buildings are designed to be changeable, with multi-purpose space, freedom of use.

2.2.2 Mobility “I’m for portable houses and nomadic furniture. Anything you can’t fold up and take with you is a blight on the environment, and an insult to one’s liberty.” Andrei Codrescu here defines Mobile architecture as an architecture that represents physical movement, architecture that changes places within a time range. “Mobility” refers to buildings that can physically relocate from one place to another. Kronenburg describes mobile architecture as an architecture that “rolls, floats or flies” AB241-0780 /2013 MBURU NELSON GATABAKI

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There's nothing new about mobile architecture. Nowadays there are still plenty of nomadic communities who take their dwellings with them. Mongolian yurts, Bedouin tents and American trailers are among the numerous examples. Many demountable buildings that are produced commercially today are already widely used in a number of fields – in commerce, industry, military, education, health care, housing, where they fulfil their individual roles.

The advantage of such temporary buildings lies in the flexibility and diversity of their purposes, as well as the fact that they can be reused and therefore regarded as non-disposable. The mere fact that they are reusable “means that they can be an efficient use of materials and resources and therefore be designed with care – high quality products tuned to a specific need if not a specific location”.

Recycling potential provides the opportunity to experience changes in accordance to needs.

Relocation according to specific needs is the basic idea behind mobile structures all over the world. These mobile structures allow us to compare and understand the effects of different local environments on society and how these produce specific requisites among the people who live in them.

Primarily exemplified by the mobile home, mobile architecture presents a courageous effort in promoting movement, and flexibility of place. The mobile home embodies many shortcomings that often overshadow its advantages. Marketed as a low-income housing option, mobile homes are typically equated with low standards of living. As evidenced by the typical consumption method of the mobile home – prefabrication, delivery, permanent placement – just because something can move, doesn’t mean it will. Mobile architecture that remains static is ultimately immobile and permanent.

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Plate 2.14 : Mobile home for 50 scientists. Halley VI Antarctic Research Station by London-based Hugh Broughton Architects, project 2005.

Source: http://nora.nerc.ac.uk/id/eprint/16427/1/halleyvi_draft_cee.pdf

Mobile architecture is also linked with the possibility of establishing temporary lodgings in acute and emergency situations; for example in war and conflict areas or in relation to natural disasters. This new direction within architecture, focused on creating futuristic living spaces in unusual environments, often affected by climate change, has the potential to incite projects and ideas that have been unimaginable until now.

2.2.3Transformation “I want to reinvent the built environment in order to extend the reach of consciousness.” In this way Michael Jantzen voiced his idea of transformation. Transformable buildings are able to change their shape, space, appearance by the physical alteration to their structural components, outer shell or internal surfaces. ”Truly transformable architecture must enable a dramatic alteration in the character of the whole architectural environment. This is architecture that opens, closes, expands or contracts.”

Introducing transformation characteristics to a stationary building brings something magical about this performance – a building becomes kinetic at a touch of a button. By simple or more complicated operation building changes its form and gives the impression of being alive.

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Plate 2.15 Idea of unfolding, transformable modules by Michael Jantzen Source: https://inhabitat.com/michael-jantzen-launches-transformable-m-velope-shelters-made-from-sustainably-grown-wood/

At the same time the transformation process may prove to be a challenging issue. The mechanisms used to enable movement have to be reliable, robust, maintenance-minimum, easy operable. Important features of mechanical movements of building parts are opening and closing joints. They have to be designed thoroughly to avoid any unexpected faults. New materials that help to maintain flexibility and integrity over prolonged time and new strategies employed by industries can help to solve this problem.

The important additional aspect of transformable architecture is ability of the building to interact with external environment and respond to climatic situations. Roofs, windows or other parts of the facade can be opened for example for light or closed for any other atmospheric reasons. This kind of control removes the barrier that buildings usually have between inside and outside, and again contributes to environmental sustainability.

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Plate 2.16 Bengt Sjostrom Starlight Theatre, Rockford, Illinois, USA, 2003, Studio Gang Architects Example of transforming the interior event into the outside one.

Source: https://inhabitat.com/michael-jantzen-launches-transformable-m-velope-shelters-made-from-sustainably-grown-wood/

2.2.4 Interaction In an architectural world interactive architecture positioned as a type of architecture that performs interaction between the building, people and appliances. It merges physical interaction of environment with people and interactive design, where the mind moves through abstract spaces. To a great extent, the interactive design depends on the technological system employed in the creation of the interactive building.

“Intelligent building systems are used to create interactive architecture that responds to users’ requirements in automatic or intuitive ways. It is architecture that is receptive to people’s needs to alter their environment and has mechanisms in place to do so easily sensors operate actuators that can trigger a wide range of actions – kinetic systems that physically alter space, services that alter the AB241-0780 /2013 MBURU NELSON GATABAKI

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environment or materials that alter their state.”

Buildings “interact” when they respond to the user’s requirements in automatic or intuitive ways, and when people become participants instead of users.

Plate 2.17 Adaptive Facades, the Netherlands, 2003, Kas Oosterhuis Source:https://www.researchgate.net/publication/312071345_Disappearing_Architecture_Part_II_Kas_Oosterhuis_A_New_Kind_of_Building_IS BN_978-3764372750

Facades that are programmed for change represent the process of creating dynamic spaces and objects capable of performing a range of pragmatic and humanistic functions. This type of architecture includes contribution from the world of architecture, industrial design, computer programming, engineering and physical computing.

Interactive architecture is still an up-and-coming design arena. It nevertheless absorbs the inspiration from other industries, such as for example car manufacturing. Developing technologies contribute to the possibility of new and better constructional and operational strategies.

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2.3 The Importance of Flexibility for Modern Library Buildings With the technological advances allowing people to have a wealth of information without leaving their home, it has been questioned whether libraries will become obsolete. This dismal prophecy has obviously failed to come true; libraries still exist all around the world, and university students still depend on them for information and study spaces. Now, libraries house both printed and digital information as the “hybrid library” is becoming more and more common. While this has made libraries more accessible and convenient, it has also increased the need for libraries to be more flexible—including with their furniture.

2.3.1 The Changing Library Environment Today, libraries are experiencing the development of a new service concept as a place of learning and study. They are also a place of both collaborative and self-study. Learning centers should be able to cater to different learner styles while providing continued network access to the library’s database. For example, the most effectively flexible libraries include:

Plate 2.18 Flexible furniture Source: https://www.pinterest.com/EurocasaSA/flexible-furniture/

• • • • • • •

Designated group study areas with ICT capabilities Varied zones for study accommodation and social spaces Training facilities and help desks Computer workstations and wireless LAN laptop dock-in facilities As few permanent internal walls as possible Systematic zoning and re-configuration of areas as requirements change Maximization of available space

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The ability to do all of this at once may seem like an arduous task, but many libraries are able to accommodate all of these needs and more just by installing the right furniture.

The Modular Construction Principle Hybrid libraries are able to meet all the needs of library users because their modular and flexible furniture 1) Easily meets a wide variety of their needs 2) Allows them to re-configure their space at the drop of a hat.

Library furniture includes study tables and carrels, computer tables, collaborative desks, circulation desks, chairs, shelving, lounges, and more. It’s easy for these types of furniture units to be customized to your exact specifications; however, “customized” doesn’t always mean “more expensive” if you choose the right furniture. Since the 21st century library is a place of constant change, the Plate 2.19 Modular Furniture Source: https://www.pinterest.com/EurocasaSA/flexible-furniture/ key to the most effective, useful furniture is reusability, flexibility, portability, and adaptability in every piece. The most important factor in finding a company to design your furniture is creativity and insight along with skilled craftsmanship and an inclusion of the end-user throughout the process.

Collaboration Spaces Qualities of Collaborative learning spaces.:

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1. ADAPTABILITY. Libraries generally can’t afford the square footage that would support a customized space for each possible activity type (nor is that necessary or even wise). Flat or declining budgets mean leveraging every square foot to its fullest. Yet libraries strive to be all things to all users and continually evolve as personal definitions of library relevance change.

Because of this inevitable, ongoing evolution, designers have promoted flexibility as good library design practice. A storytime room in the morning might be an interactive play area in the afternoon. A static study table from last year might be a Wii station this year. What is often missing, however, is scalability of flexibility, from the building infrastructure scale to furniture Figure 2.20 LeaveyLibrary at University of Southern California study space (USC), 2018 Source https://libraries.usc.edu/locations/leavey-library/leavey-libraryspaces:

scale and everything in between.

Ideally, libraries should be able to adapt their interiors in both large and small ways, for large and small groups, and for short and long timeframes. With today’s technology and product

offerings, libraries can enable users to make a space their own.

Spaces can be designed so that users can change the lighting, reconfigure the walls, add pin or marker boards, switch up the furniture layout, and even change access to power or the temperature of the space.

Providing a range of adaptability is critical with collaborative spaces, as the nature of collaboration continues to evolve and the requirements are expanding over time.

Library customers collaborate in a wide variety of ways, and new tools are constantly being developed and enhanced. For example, software packages that allow for seamless and intuitive collaboration and sharing of digital information from multiple inputs were an expensive novelty only a few years ago. This same software is now more economical and more prevalent.

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The more adaptable a library’s collaborative spaces are, the better able the library will be to accommodate these changes gracefully and economically. Spaces prepared to accept inevitable innovations in technology — infrastructural as well as informational — will ensure viability.

2. LEVEL FIELD FOR KNOWLEDGE SHARING. To be equal contributors to a discussion, individual participants must have equitable access to the knowledge pool, as well as the ability to share their knowledge. Each person brings a unique point of view, experience and special knowledge to contribute.

Plate 2.21 LeaveyLibrary at University of Southern California Source: https://libraries.usc.edu/locations/leavey-library/leavey-libraryspaces

Effective collaboration requires that knowledge sharing occurs in a transparent and accessible way to the entire group. The nature of what we collaborate on is also evolving. Collaboration involves all the senses now, not merely sight and sound alone.

Projects may require a place with not only space for the participants, but also the infrastructure and tools to move fluidly through various mediums in order to illustrate, share, research and debate ideas.

Figure 2.3LeaveyLibrary at University of Southern California (USC), 2018 Many simple methods exist to facilitate knowledge sharing, each with its own space implications.

Simply talking to one another requires a room with acoustic privacy and perhaps the capacity to hold a phone or video conference. Pin and marker boards (digital or physical, localized or dispersed) are another simple way to facilitate knowledge sharing. Users can also use software to work-share and co-edit in real time while in the same room or scattered around the globe.

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These tools have become mainstays of culture, business and education. When libraries offer them, it ensures that people without regular access can learn about and use them.

3. ZONING. Zoning the library is key because, while offering collaborative spaces is a necessity, they are just one of many types of spaces in a library. Variety and choice in experience are necessary, but attention to acoustics is also vital, as many people still come to the library for quiet and respite. Acoustic conflicts can be avoided by strategically locating the library’s collaborative areas.

Zone your library interior to separate active, noisy activities from quiet ones. Consider human nature when planning the locations of collaborative spaces.

For example, many people talk louder than usual when on a conference call, and makerspaces often generate excitement and boisterous sharing of experiences and ideas. Choosing finish materials for your collaborative areas that refract or absorb sound can help provide a buffer for quieter areas.

Plate 2.22 Zoning in libraries Source:https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1006&c ontext=jlams

4. WHITE SPACE Myriad technologies, furniture, accessories and options in a space can prove distracting. Our brains are wired to search for patterns to make sense of our visual worlds and can become fatigued and overwhelmed when they encounter too many things to process.

Removing some of those distractions can help provide clarity and focus.

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Provide both literal and figurative white space with the following: •

Offer views to nature. Research shows that just 40 seconds of focus on nature resets our brains and clears the deck for innovation and “aha” moments.

•

Offer gadget-free collaborative experiences.

•

Use layering to pack more in while allowing for visual quiet when required. For example, use sliding panel or Murphy-bed-like hardware to conceal or reveal pin and marker boards and technology.

•

Provide closets for storage of additional furniture or accessories.

• Design lighting to allow tiered customization to ambient, daylight and task lighting.

Include window shades. Views outdoors increase productivity, but window shades screen out the outside world when inward focus is desired.

Plate 2.23 White space in Liberal University Source:https://scholarsarchive.library.albany.edu/cgi/vie wcontent.cgi?article=1006&context=jlams

Plate 2.24 White Space in Stuttgart City Library Source: https://www.archdaily.com/193568/stuttgart-city-library-yi-architects AB241-0780 /2013 MBURU NELSON GATABAKI

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CHAPTER THREE : RESEARCH METHODOLOGY

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3.1 INTRODUCTION. The research set out to establish the influence of flexible architectural design in creation of adaptable spaces and their functionality in Informal Learning facilities particularly libraries. This objective coupled with the relevant information from the literature review formed a basis for the selection of suitable research methods. This Chapter describes the research design and methods used. It outline and discusses the methods of data collection, the target population, the sampling design, data interpretation and analysis methods and tools. The limitations of each method and its contribution to the research are also discussed.

3.2 RESEARCH APPROACH. Owing to the aim of this research attempting to establish the influence of flexible architectural design in creation of adapatable spaces and functionality in tertiary institutions, the study uses the scientific method characterized by the following elements; Observations, Questionnaires, Hypotheses, Analyses and Conclusions as the main research Approach. The testing of hypothesis will be carried out using descriptive methods.

3.3 RESEARCH DESIGN Kothari (Kothari, 2004) defines research design as the arrangement of conditions for collection and analysis of data in a manner that aims to combine relevance to the research purpose with economy in procedure . This definitions bring out research design as being the conceptual structure within which research is conducted; it constitutes the blueprint for collection, measurement and analysis of data (Mugenda & Mugenda 2008). As such the design includes an outline of what the researcher will do from writing the hypothesis and operational implications to the final analysis of data.

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Owing to the descriptive nature of this research and it belonging to social science class, the researcher’s appropiate research design for it drew together, case study, Cross-sectional sample survey and descriptive research design resources (Kothari 2004; Mugenda & Mugenda 2008; Maringa 2005)

The above amalgamated research design not only provides the researcher with a platform for efficiency of collecting very credible data from the field. Furthermore, the purpose of the whole research design of facilitation of data acquisition while employing the most appropiate resources without doubt well captured.

3.4 RESEARCH SITUS The research setting of this study is restricted to two Counties namely Kiambu and Nairobi Counties. The Natural settings of the locations are ideal owing to both housing most Technological advanced Campuses in the country. The situs or setting will kept natural, in this research, a University Library so as to offer the unique opportunity to observe phenomena as is instead of using construed setting that cannot recreate real life environments.

3.5 SOURCES OF DATA The sources of Information that were used are categorized as follows:

Primary Data-this is a direct description of any occurrence by an individual who actually observed pr witnessed first hand. To achieve this the use of interview schedules, questionnairres and unobtrusive observation,

Secondary data-these are publications by authors who were not direct observers or participants in the events described. This includes information from books, journals, research papers, essays and internet postings.

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3.6 RESEARCH METHODS Research Methods refer to the methods in which the researcher uses in performing research operations. It involves all the methods which are used by the researcher during the course of studying the research problem (Kothari 2004). The three main research methods utilized I this study are discussed below: ➢ Observation ➢ Interviews ➢ Archival

3.6.1 OBSERVATION Observing behaviour unobtrusively entails systematic watching of those making use of the Library facilities in various facilities, being students, researchers , lecturers , librarians and even guests . The researcher gets the feeling of how the situation is characterized through clearcut observation. Key on the observation is the manner in which the library spaces are put into use, the sitting and furniture arrangement, the shelf arrangement, the digital application in the library and the level of comfort that the spaces provide while carrying out a non-academic function.

Observation, especially participant observation allowed one to get into a setting: to understand nuances that the users of the Library spaces feel what they want more from the library for their different needs. Observing behaviour in a physical setting helped generate data about alternative activites that took place in libraries , regularities of behaviour, expected uses, new uses and misuse of space, (Zeisel, 2006) . This alsohelped give new insights into how flexibilty and adaptability can be implemented in Libraries to improve their overall user experience.

Careful observation and reporting carefully authentic descriptions is employed to omit details and transfer untested feelings.

Hawthorne effect was reduced strategically choosing unobtrusive observation vantage points that included secret outsider, recognized

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outsider, marginal participant, or a full participant. The different observations were direct, empathetic and dynamic. Capturing and recording of the field data was done while the library use went on. Capturing and recording of the field data was done by use of annoted diagrams and photographs.

3.6.2 INTERVIEW SCHEDULE. Standardized Interview schedules are utilized in identifying regularities amon the users perception on the transit spaces provided, their attitudes and values towards the spaces. Interview schedules were useful in quantifying data.

A short, well-structured and all-inclusive interview schedule that take less time and efforts from the students and tutors were used. The use of semantic scales in interview schedule allowed for the accurate measurement of attitudes and concepts towards the existing spcaes.

3.7 SAMPLING DESIGN Sampling in this research blends in carefully randomization and fragmental approaches, to pick ot the University Library Facility for critical investigation. The survey of the facilities in study are in the county of Nairobi are grouped into their geographical regions owing to the geographical scope of the study.

TABLE 3.1 SHOWING SELECTED CASE STUDIES.

University Library

Location

Population

USIU Library

Nairobi

4500

Catholic University of East Africa

Rongai , Nairobi

6000

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The respondents are also picked out of case studies using a similar application of the complex random sampling approach, to diversify gender. Equal numbers of men and women are therefore interviewed. Other aspects of the status of the population such as age, year of study and department that are more difficult to ascertain prior to the inquiry are not pursued in the sampling process (Maringa 2005;Miller 1991).

3.8 SAMPLING UNIVERSE Sample Universe is the total number of items for investigation. Within the Geographical scope pf the research Nairobi and Kiambu County, there are three University with Modern libraries that are being studied, namely, Kenyatta University Library, USIU Library and Catholic University of East Africa Library.

3.9 SAMPLING UNIT. A sampling unit can refer to any single person, animal, plant, product or ‘thing’ being researched In the context of this design research, the sampling unit is the user of University libraries which is the University students mostly.

3.10 SAMPLING SIZE A sample size refers to the number of items to be selected from the universe to constitute a sample. To obtain success, the sample size selected must be adequate. Since distinct samples for the basic solid sets in which homogeneity commonly entails have been developed, normality is necessary for probability theory to apply. This requires 25 to 30 people to be interviewed or issued with the standardized questionnaire or structured interviews (Glyn, James et al.). The sampling size will include the two Librarians from each of the Libraries and 25 students from each of the Institutions. A total of 81 respondents drawn from the three institutions shall be interviewed .

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This result from errors in the sampling procedures. The respondents will be selected in such a way that it will be representative of the universe from which the sample is drawn. The questions to the respondents will beas appropriate as possible to the issues under investigation without inclination towards any of the particular ones. As much as possible, the researcher will try to interview the number included in the sample. This will ensure that adequate responses from individuals are received for authentic data analysis. To tackle natural bias in reporting of data, the researcher will administer structured interview schedule to clarify each questionnaire. The responses received will then be analyzed to establish a relationship.

3.12 SAMPLING ERROR Sampling errors are the random variations in the sample estimates around the true population parameters. Since they occur randomly and are equally likely to be in either direction, their nature happens to be of compensatory type and the expected value of such errors happens to be equal to zero (Kothari 2004)

3.13 RESEARCH DATA RESOURCES Research data will be collected using primary, secondary and tertiary sources. Primary sources include direct observation of the aspects under investigation. This will follow the rules of naturalistic observation. Here, data will be collected through pre-coded checklists, annoted diagrams and interview schedules. This will ensure that the data collected is first hand, and that the aspects are investigated in their natural setting.

Secondary data sources will be obtained from literary materials like published books and journals. The internet will also be probed for necessary information. Literature Investigation will reveal recorded information about the issues under investigation. It will ensure that there is no unnecessary duplication of data. It will also assist in the formation of the framework within which the research findings are to be interoreted.

Tertiary Sources will also be probed. This will assist in obtaining records from such sources as unpublished manuals, journals and academic papers. It will provide a base of knowledge to back up the concepts and issues under investigation. Archival data will also be looked into, to form part of the Tertiary Data sources.

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The Research Tools used to collect the required data included note taking, pre-coded checklists, photographs , interview schedules, and maps and sketches. This are discussed as follows; 3.14.1 NOTE TAKING This involves taking notes during interviews. This provides records of interviews that are available for reference and clarification of salieint points that the researcher may forget or overlook.

3.14.2 PRE-CODED CHECKLIST This enables the researcher to know in great detail how often an activity takes place especially when observation of humanactivities and of physical traces is employed. The existing facilities and their functioning will also be looked at in detail.

3.14.3 PHOTOGRAPHS Photographs are usefulbecause of their illustrative quality. They were used to capture the qualities and construction details of the case studies.

3.14.4 SCHEDULE INTERVIEW Due to the research being descriptive in nature , rating scales were used in these interview schedules. The scales sought to obtain an evaluation or quantitative judgement of personality, group, or institution characteristics based upon personal judgements . The rater placed the person or subject being rated at some point along the continuum or in one of ordered series of categories; a numerical value was attached to the point or the category. Each scale was divided into Five categories as shown below.

Strongly Agree

Agree

Indifferent

Disagree

Strongle Disagree

( 1)

( 2)

( 3)

( 4)

( 5)

Plate 3.1 Rating Scale Source : Author, 2018

Each respondent was asked to place a check or tick on the blank between pairs of bi-polar adjective that best described how the aspect of the building in question was percieved. The total set of responses will then provide a direction to be taken in design. This is achieved after proper analysis of this data.

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3.14.5 SKETCHES. They were used to capture details suchas the spatial organization of the Libraries, recording also the spatial relationships of spaces and understanding the circulation spaces.

3.15 DATA COLLECTION METHODS. 3.15.1 OBSERVATION Observing behaviour will involve systematically watching students , researchers and other guests use of the Library facilities for their own learning purposes. Participant observation will be employed as it allows researchers to move into the setting and understand users of that setting respond to the different elements present in the setting. The research will be carried out in the research situ. The research situ is the natural setting, as existing in the sampled cases. A natural setting is important because it offers the unique opportunity to observe real life phenomena that contrived settings cannot create. Critical elements, the relationships and dynamics can in this case be observed without certain proportions being excluded from the study as they might be if the situations were transferred to a contrived setting (Zeisel, 1984). All observations thus adhere to the rules of naturalistic observation.

3.16 DATA PRESENTATION, ANALYSIS AND INTERPRETATION. This section shows how the data collected from the field will be presented, analysed and interpreted.

3.16.1 PRESENTATION Data collected from the field will be presented using the following methods.

3.16.1.1 GRAPHS This will be employed to highlight the salient features and trends within the data.

3.16.1.2 BAR CHARTS

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By drawing the variable elements versus the data, we get an easy way to interpret respresentation of which element in the variable are dominant and trend it respresents.

3.16.1.3 COMPUTER SPREADSHEETS. Due to the great difficulty that would be encountered in manually analyzing the data, computer spreadsheets will be employed to sort the data.

3.16.1.4 ANALYSIS AND INTERPRETATION OF DATA. Data analysis is important in systematic representation of the data and in showing the existing relationship between the measured variables. This is a summary of the data collected from the field. The Statistical Package for Social Sciences (SPSS) will be used in data analysis and interpretation. The data collected will be represented in terms of graphs, pie charts and frequency diagrams.

Comparisons and articulation of relationships will be carried out as the data is analyzed. Descriptive data will be generated for distributions and dispersions, using node and percentile indices, the pertinent measures for data that come come in form of the ordinal scale of measurement (Kothari 1996; Maringa 2005; Ochieng’2006)

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CHAPTER 4: CASE STUDIES AND DATA PRESENTATION & ANALYSIS.

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4.0 INTRODUCTION. In this study cases of University Libraries that have adopted modern Spatial and Furniture fittings and arrangement to accommodate different modes of learning in Libraries.

The three selected Local Case Studies were: •

Catholic University of East Africa Library.

•

USIU Library.

Reasons for Study of these Libraries.

These University Libraries have adopted modern Spatial design and furniture fittings to accommodate modern learning and incorporation of Modern Technology.

Each of the chosen Case Studies is to be analyzed under the following: 1. Background Information and location.

2. Functional Provision.

3. Analysis of the built Environment.

•

Access

•

Organizing Principles.

•

Circulation.

•

Form Expression & Façade

4. Analysis of the physical Environment.

•

Lighting

•

Thermal Comfort

•

Colour and Material Choice.

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5. Applications of Flexibility and Adapability of Space.

6. Overview.

4.1.0 THE LEARNING RESOURCE CENTRE AT CATHOLIC UNIVERSITY OF EASTERN AFRICA. 4.1.1 Background Information and Location Architect & Environmental Design Experts: Musau Kimeu, Architect Location: Karen.

The LRC (Learning Resource Centre) at the Catholic University of Eastern Africa in Karen is an inspiring development. It is an example of ecologically sustainable design in the region. This project is in line with the position that the architecture of the 21st Century is about environmental design in terms of architectural thought, innovation and also environmentally friendly-solutions that are easy to realise.

Plate 4.1 Catholic University Library Source: Author Photo taken

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Plate 4.2 Catholic University of East Africa Conference Hall Source: Author Photo taken

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The LRC offers a new paradigm for future projects. It is as a touchstone of environmental design quality and relevance. It demonstrates convincingly that it is possible to design and put up green buildings in the region. Here below are the sustainable design strategies used in the development that make it the first convincingly green building in the region.

4.1.2 Functional Provision.

The LRC consists of three buildings namely a 3000 seater ultra modern Library, a 1200 seater state-of-the-art Conference facility and a 500 seater Cafeteria, all arranged around a 50m by 40m central Square and tied together by a covered walkway with outdoor seating.

Plate 4.3 The LRC (Learning Resource Centre) at the Catholic University of Eastern Africa Source: http://www.archidatum.com/projects/catholic-university-of-east-africalearningresource-centre-musau-kimeu/

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The Square Measuring approximately 50mx40m, the Square acts as the datum, dictating placement of different elements within the site. Its 6m wide paved walkway is finished with a combination of patterned Njiru blue stone, a hard grey stone and cut mazeras paving. The walkway’s roof drains towards the buildings. To the inside of the walkway is a storm water drainage filled with smooth river bed round stones.

The central area of the Square is planted with grass and on one corner of the Square is the fountain of the Professor and the student and diagonally juxtaposed is a three metre high statue of Pope Paul VI by Ugandan artist Leonard Kateete. Pope Paul reigned from 1963 to 1978.

Plate 4.4 Central Monument Source: http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centremusau-kimeu/

The Library With a seating capacity of 3000 users on five floors and being the only building in the original brief, the Library building is the focal structure of the development, placed inbetween the Conference hall and the Cafeteria. It is inviting, with a totally glazed framed entrance shaded by a 8.4m high canopy projecting above the entrance floor level. Raised 2 metres above the natural ground level, the flight of steps to the main entrance gives it a clear commanding sense of entry, while side ramps direct you to the entrance and to the Lower ground level.

Plate 4.5 CUEA Library Plan.

Source: http://www.archidatum.com/projects/catholic-university-of-east-africalearningresource-centre-musau-kimeu/

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The Conference Hall The conference hall seats 1200 people, 400 of whom sit in the 7 breakout rooms, all inter-linked using the latest conferencing technology to ensure that one can follow an event in the main hall while seated in any of the rooms. This facility achieves several firsts. It is arguably the largest conference hall in the region with excellent acoustic design. The voice of a person speaking on stage is crystal clear to the audience seated at the rear row of seats in the gallery, 40m away and the person at the back of the gallery can clearly communicate with someone on stage without use of any public address system! Talk of going back to the basics in verbal communication. If you are in doubt, find time and visit the facility! The level of clarity is just amazing. In addition, the Conference hall is the second and the largest ROCK BED cooled naturally ventilated building in Africa. Universal access especially for the physically challenged is provided for in the auditorium seating area and stage using ramps. From the gallery, one can walk out to the side balconies for a break.

Plate 4.6 : CUEA Conference Centre.

Source: http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centre-musau-kimeu/

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Plate 4.7 : CUEA Conference Centre Plan.

Source: http://www.archidatum.com/projects/catholic-universityof-east-africalearning-resource-centre-musau-kimeu/

The

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Cafeteria In this development, the Cafeteria is the only building, which is not sunken into the ground. The Cafeteria boasts of a high-ceiling double volume immediately after the entrance door with two spiraling chandeliers on its white ceiling.

Plate 4.8 CUEA Cafeteria Source: http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centre-musaukimeu/

Plate 4.9 CUEA Cafeteria Plan.

Source: http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centre-musau-kimeu/

Sustainable design strategies The cafeteria building uses high thermal mass and horizontal aluminium louvred sun-shading system to cut down on direct solar radiation. Air intake into the building is through double-sided louvred openings with inbuilt mosquito or insect proof wire gauze. Warm air is then exhausted to the outside at high level through the roof using the ‘stack effect’ principle. The Cafeteria does not have any vertical sun-shading fins in front of the glazed windows so as to avoid blocking of views.

Plate 4.10 CUEA Cafeteria interior with double volume.

Source:http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centre-musaukimeu/

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Analysis

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of the built Environment. •

Access

The access is centrally located , provides for access with stairs and also ramps which caters for the disabled who need to use the library. The entrance porch itself is 8m wide by 5m allowing adequate space for movement in and ou of the Library. The central square also has a monument that greets somebody before they enter the library. There’s also a colonnade that links all building facilities around the central square.

Ramps around the facilities allow for the movement of even the physical Plate 4.11 CUEA library entrance doors Source:http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centre-musaukimeu/

challenged in, out and within the building. With an extended cantilever and high volume entrance a visual transparent entrance is created by use of glass that gets shaded by the cantilever. The transition between the outside and

the inside is more of security but the experience is that of continuity, where the outside is brought into the inside with a small garden right at the foot of an atrium that bakes the interior spaces with natural and diffused light.

Plate 4.12 CUEA Central Monument Source: http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centre-musau-kimeu/ AB241-0780 /2013 MBURU NELSON GATABAKI

Plate 4.13 Ramp Source: http://www.archidatum.com/projects/catholic-university-ofeast-africalearning-resource-centre-musau-kimeu/

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Organizing Principles.

The learning centre constitutes three buildings, the library, the conference hall and the cafeteria. They are all organized around a central square courtyard with a colonnade that allows for good circulation and access between the three buildings. The central courtyard has a monument that allows for good aesthetics. The organization looks a bit symmetric and axial for the arrangement of the buildings around the courtyard.The picture below illustrates the arrangement.

Plate 4.14 CUEA Site Plan Source: http://www.archidatum.com/projects/catholicuniversity-of-east-africalearning-resource-centremusau-kimeu/

For the Library the organizing principle is more or less axial just like the arrangement of the buildings. The design can be split into two by a central axis. With the reading space in the centre and the circulation space around the periphery.

There are also wet areas in the corners and the access is from the cntre giving it a balance feel and nature when one enters. It also has a rectilinear square grid for columns to make it structurally stable. Stairs and an elevator at the centre and there also stairs for fire escape at every corner of the building. The librarian desk is centrally placed , allowing for easy and quick access.

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Plate 4.15 CUEA Library Plan Source: http://www.archidatum.com/projects/catholic-university-ofeast-africalearning-resource-centre-musau-kimeu/

Circulation.

Plate 4.16 Circulation & Function Relationships Source: Author

Circulation of the Learning facility starts from outside where there is a colonnade that links all the buildings within this facility. It’s the relationship between all three. The entrance to the Library has stairs and ramps for the disabled.

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Plate 4.17 Interior Circulation types Source: Author

The interior circulation can be divided into two ; Horizontal and Vertical as shown above.

Plate 4.18 Horizontal Interior CiculationTypes.

Source: Author

The horizontal interior circulation is clearly atticulated using the following shown above.

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Plate 4.19 Vertical Interior CiculationTypes.

Source: Author

Plate 4.20 Stairs.

Source: Author photo taken on site.

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Plate 4.21 Stairs.

Source: Author photo taken on site.

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The Vertical Interior circulation is versatile in that it accommodates a number of means for quick circulation of people in the Library thus allowing for flexibility of use as one can change their activity and witch to another place for another use i.e there individual and collaborative spaces which one can switch from when they require quickly without wastage of time.

Form Expression & Faรงade.

This project just serves do demystify green buildings by its use of local, seemingly simple materials to create a master in terms of function, aesthetic and most important environmental design. This type of architecture shows how technology can be merged with local levels of skills and how local materials can be intelligently used to serve the functions of the more expensive conventional materials.

This project is one of the three facilities in the Catholic Learning Resource Centre the other being a cafeteria and a library. There is so much more to this Plate 4.22 Exterior Faรงade of the Library Source: http://www.archidatum.com/projects/catholic-university-of-eastafricalearningresource-centre-musau-kimeu/

project than meets the eye. Its form from the exterior fits into the immediate context of simple rectilinear forms but the detailing of the hall is what takes it to

the next level. In order for the architect to ensure that the walls have good acoustic performance he uses not single but double walls that are not straight but wavy so that even the windows are located looking away from the stage. The walls are insulated between them

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with uneven stone work on the inside surface both acting as sound absorbing surface to limit reflection of sound and also insulate for heat gain into the auditorium.

The physical design of the library, including the other two facilities in the development, a cafeteria and a conference hall, manifest to all, a conscious effort to separate the automobile from the pedestrian with the main focus on the pedestrian. It’s a type of design aware of the needs of the human being as the main factor; as a user of the space, influence to the space and part of the space.

Ramps around the facilities allow for the movement of even the physical challenged in, out and within the building. With an extended cantilever and high volume entrance a visual transparent entrance is created by use of glass that gets shaded by the cantilever. The transition between the outside and the inside is more of security but the experience is that of continuity, where the outside is brought into the inside with a small garden right at the foot of an atrium that bakes the interior spaces with natural and Plate 4.23 Exterior Side Façade of the Library Source: http://www.archidatum.com/projects/catholic-university-ofeastafricalearning-resource-centre-musau-kimeu/

diffused light.

Most projects would make use of a polycarbonate or glass roofed atriums to allow in light into their deep plan spaces but fail by allowing all the direct light into the space which at afternoon times may lead to comfort levels of the building being exceeded or

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excessive and unnecessary light being allowed in. The Architect of the project by use of timber louvers below the atrium roof allows diffused light into the spaces and the space are lit without unnecessary heat gains or unmanageable levels of illumination. The timber louvers also serve as insulation from the direct sunlight. Through the use of this atrium and the location of the spaces around it the library uses only natural light during the day which most buildings of the same scale would not.

Passive cooling of the building is done by the use ventilation cows (chimneys) placed at strategic places within the building that allows warm air to be sucked up and out of the building allowing in fresh air from the lower operable windows. The immediate experience that one gets inside the library is that of being in an enriched extension of the external natural environment in an internal proper articulated space.

Plate 4.24 Interior showing the Roof design with roof chimneys above where hot air is allowed to escape Source: http://www.archidatum.com/projects/catholic-university-of-east-africa-learning-resourcecentre-musau-kimeu/

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4.1.4 Analysis of the Physical Environment.

•

Lighting.

With the Library’s long axis along East – West, its window openings are located on the North and South facing facades, with minimal windows on the East and West-facing facades except for lobbies to the wet areas. The Library building is exceptionally lit naturally throughout daytime using the atrium roof glazing and side windows. So well is the natural lighting in the interiors that the users do not need to turn on artificial lights throughout daytime and thus cutting on running costs significantly.

The Library interiors are light-coloured to render both natural and artificial light sources more effective. The combination of clear glass, light finishes, and Nairobi’s natural bright sky provides good natural lighting in the interior spaces. The library central atrium has a barrel-vaulted roof whose 2 metres wide central section is raised up along the entire length of the library. The raised section is fully glazed with laminated glass to admit natural lighting into the building through the atrium. However, to reduce direct solar radiation through the glazed atrium roof, large aluminium aerofoil louvres have been installed below the glazed roof to sun-shade and cut off glare from entering into the library.

•

Thermal Comfort & Natural Ventilation.

Plate 4.25 Illustration of the conventional flow of Air in the Library, Source: http://www.archidatum.com/projects/catholicuniversityAB241-0780 /2013 MBURU NELSON GATABAKI of-east-africa-learning-resource-centre-musaukimeu/

Plate 4.26 Atrium and chimneys that allow escape of hot air Source: http://www.archidatum.com/projects/cath eoslciacpuen oivf ehrosti tayi-ro,f east-africa-learning-resource-centre-musau-kimeu/ 66

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A combination of high thermal mass ‘250mm thick hand dressed Njiru blue stone walls’ and extensive concrete sun-shading in the Library and Conference hall moderates temperature extremes. The sun shading is made of pre-cast concrete vertical elements combined with in-situ concrete horizontal sun shading elements and a concrete deep roof eave overhang around the Library building.

The sun shading devices were calculated and properly sized for effective sun shading throughout daytime. To reduce heat gain and noise through the roof, 50mm thick Styrofoam was installed throughout the entire roof beneath the roofing tiles and GCI waterproofing. We should note that Styrofoam is composed of 98% air and thus has excellent insulating properties.

•

Colour and Material Use.

Extensive concrete has been used on the buiding façade dressed with Njiru blue stone walls that give the building a high thermal mass moderating the temperatures. In terms of colour there’s minimal cream painting for the columns and awning for the colonnade connecting the facades, otherwise a dull stone finish of grey is the dominant colour.

4.1.4 Application of Adaptation and Flexibility.

The Library in its design has tried to incorporate Flexibility in the Learning spaces in creating a a variety open to the users depending on their needs. As follows; Plate 4,26 High Thermal Mass Walls Source: http://www.archidatum.com/projects/catholic-university-ofeastafrica-learning-resource-centre-musau-kimeu/ AB241-0780 /2013 MBURU NELSON GATABAKI

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•

User Centred Learning space, by providing individual reading pods where one who wants to study alone can go.

•

Collaborative Learning space.Provision of movable furniture and tables that can allow for people to sit down and discuss.

•

And also the Conference hall and the

restaurant been at a close proximity to the Library also satisfy other user needs.

•

The Library has also adopted

adaptability to future trends in terms of incorporation of Technology, a computer area for people who require to access data logs that are in soft or require to use the computer.

Plate 4.27 Study space, Source: http://www.archidatum.com/projects/catholic-university-of-east-africalearningresource-centre-musau-kimeu/

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4.2.0 THE USIU LIBARARY AND INFORMATION CENTRE. 4.2.1 Background Information and Location.

Team: Beglin Woods Architects Tom Oketon QS Geomax Services Engineers Area: 10 000 sqm Value: $6 million Status Completed 2005

Plate 4.28 Site Location Map, Source: Google Maps

Plate 4.29 Site Location Map, Source:https://www.beglinwoods.com/projects/educational/ item/usiu-library

The USIU library is located at the heart of the USIU university which is located in Kasarani Area, off Thika Road.

Its central location at the heart of the University allows for easy access from all points around the University thus erving the University adequately.

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Functional Provision.

The building has an area of 10,000 sq. m •Sitting capacity of over 1200 users.

•Can house up to 300,000 information materials •Provides accommodation for the university library on four floors.

•State of the art library building, infrastructure and facility that is conducive for study and research.

The building has three levels anda basement below, going to analyze the functional facilities per level.

Ground Floor The library entrance leads to the exhibition area and an open lounge.

The services located on this floor include:Information and control desk check in/ checkout counter, self-check out stations, periodical collection, reference collection, course text section, Online Public Access Catalog (OPACS), conference room, courtyards and reading space.

University Librarian office and Senior Librarian User services office are also on this floor.

First Floor This floor houses all the circulating collection from A to Z. The Short- loan section /Media Center, Instructional Room, Reference/Instruction Librarian’s office, Online Public Access Catalogs (OPAC’S), Study Carrels Plate 4.30 Ground Floor Plan, Source:https://www.beglinwoods.com and information desk are also on this floor. /projects/educational/item/usiulibrary

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Plate 4.31 First floor Source:https://www.beglinwoods.com/proj ects/educational/item/usiu-library 70

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Second Floor The second floor houses the Special collections. These are the Africana, American Studies and UN collections. This floor has the Multimedia Research Center which has been set up for the purpose of research. More study carrels and reading space.

Information desk, Online Public Access Catalogs (OPACs), Faculty room, card operated copiers and additional photocopying facility are also available on this floor.

Study Carrels.

A mixture of small and large study rooms destined to promote collaborative learning are Plate 4.32 Second Floor Source:https://www.beglinwoods.com/project s/educational/item/usiu-library

available on the first and second floors of the library. Three of the study carrels on the first floor are fitted with video viewing workstations. Head phones are provided to ensure quiet listening 4.2.3

Analysis of the built Environment. โ ข

Access

The entrance greets one with a great faรงade which is something to adore. The entrance is covered with an awning roof design of aluminium supported with aluminium cladded columns. The entrance meets the spatial requirements of the University which has over 7000 Plate 4.33 USIU Library.

Source:https://www.beglinwoods.com/projects/educational/item/usiu-library AB241-0780 /2013 MBURU NELSON GATABAKI

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students. Defined walkways lead to the Library, as shown

Plate4.34 USIU Library walkways Source:https://www.beglinwoods.com/projects/educational/item/usi u-library

•

Plate 4.35 USIU Library walkways.

Source:https://www.beglinwoods.com/projects/educational/item/usiulibrary

Organizing Principles.

The plan is organized around two central courtyards which other spaces are arranged around. This is advantageous in that it allows for good ventilation and lighting to all areas in the library creating a conducive environment for the users in the library. The courtyards also create a place where people can sit and relax allowing for Flexibility of use in the Library apart from just reading. It can also be used for discussions.

Plate 4.36 USIU Library Ground Floor Plan Source:https://www.beglinwoods.com/projects/educational/ item/usiu-library AB241-0780 /2013 MBURU NELSON GATABAKI

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The garden is a focal point in the building .It is at the centre with a stairway running between the two ‘gardens’ .The gardens have trees and flowers giving the library an outdoor effect .Benches are strategically placed to provide library users with a place to relax and unwind or hold controlled discussions due to the open set-up .The plants give the library an ambience and homely feeling.

Plate 4.37 USIU Library interior Courtyards Source:https://www.beglinwoods.com/projects/educational/item/usiulibrary

•

Circulation

Circulation will be studies in two ways:

Plate 4.37 Interior CirculationTypes.

Source:Author

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The Horizontal circulation are Hallways, defined corridors between the reading desks and the shelves, the entrance lobby and even the central courtyards to an extent which bridge both sides of the building. They are clearly defined with green ceramic floor tiles thus making it easy for people to circulate the place.

Plate 4.38 Interior of USIU library. Source: https://www.beglinwoods.com/projects/educational/item/usiu-library

Vertical Circulation is stairs mostly as illustrated. The stairs are centrally placed making easy and flexible to access different areas of the library.

Plate 4.39 Interior staircase Source: https://www.beglinwoods.com/projects/educational/item/usiu-library AB241-0780 /2013 MBURU NELSON GATABAKI

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Form Expression

The building itself has a rectilinear shape. With spaces arranged two central courtyards. The structural geometry is a a rectilinear grid with the columns evenly spaced and strategically placed to allow for open space that allows for maximum utility of space . The central space with the courtyards is open to an autrium above that provides necessary lighting and adequate ventilation . It also has carpeted floors that muffle noise creating a conducive environment for people to study. •

Roof The Library has series of low gabled iron sheet roofs with a central curved roof with an atrium for providing light into the library. The flat areas of the roof help with water harvesting that is drained to an underground tank to be used for other purposes e.g watering the lawns.

Plate 4.40 Roof Plan Source:https://www.beglinwoods.com/projects/educational/item/ usiu-library

The atrium as shown provides adequate natural lighting into the interiors of the library. The atrium also allows for escape of warm air through stack effect then cool air enters through

Plate 4.41 Interior Roof Design Source:https://www.beglinwoods.com/projects/educational/item/usiulib rary

louvred openings on the lower floor, thus keeping the library cool and conducive for working.

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Facade

The faรงade of the library is impressiveto behold. It is here to make a statement. It has an imposing staircase next to a glass faรงade with the roof held by large metallic columns.With a large reflecting glass windows which give a neat and modern look

Plate 4.42 External Faรงade.

Source:https://www.beglinwoods.com/projects/educational/item/usiu-library

The lounge has all those tiny, artsy seats you expect in a marketing company. The place is well-stocked, at least with regard to current affairs publications.

Design was at the forefront of considerations. The walls are decorated with paintings of the great and good. Maathai and Luther King stare back at you from the wall next to an uplifting quote they once made. The library is both spacious and airy, with Plate 4.43 Interior Faรงade Group study area Source:https://www.beglinwoods.com/projects/educational/item/usiulibrary

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light flooding in from every corner.

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Analysis of the physical Environment.

Lighting.

The Library has a a large atrium that allows for adequate natural light to enter the library. It also has a vast array of windows that allow for adequate penetration of light from the sides as well.

The windows are double glazed solar windows that embrace aesthetic reflections and green energy by glazing to provide sunlight, shading and security.

Plate 4.44 Roof Atrium Source:https://www.beglinwoods.com/projects/educational/item/usiulibrary

As illustrated in the image , theres adequate natural lighting and the painting and texture of the walls helps in diffusing this light .There’s also artificial lighting that provides lighting during the night.

Plate 4.45 Central courtyard rescieving adequate lighting.

Source:https://www.beglinwoods.com/projects/educational/item/usi ulibrary

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Thermal Comfort.

Plate 4.46 USIU Section illustrating hot air escapes via stack effect.

Source:https://www.beglinwoods.com/projects/educational/item/usiulibrary

The design of the building allows for passive stack ventilation where warm air rises and escape through the louvred openings at roof and cool air enters via the mechanized openings that are at lower levels of the building. This helps in maintaining the temperatures in the building keeping it cool.The above section illustrates how stack ventilation occurs in the building.

The windows are also double glazed which hinders penetration of UV rays and excess heat thus maintaining internal temperatures and keeping it cool. They also have a reflective surface on the outside that reflects away excess heat.

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Colour and Material Use. Masonry is the main material used in the construction of the walls. The walls have a pinkish cream plaster finish with steel encased reflective windows which are double glazed are used to light the interior with an atrium above which also allows light penetration into the library. There are few partitions in the interior but

Plate 4.47 USIU Library Front Facade Source:https://www.beglinwoods.com/projects/educational/item/usiulibrary

glass encased partition are used for partitioning giving the library a good feel of transparency.

The entrance door is also a steel encased glass door which provides both security and good aesthetics.

Columns on the outside supporting the protruding aluminium roof are made of steel.

In the interior columns supporting the floor slabs on each floor are made reinforced concrete. Plastered and painted with a pink cream colour. The floor finish majorly used in the interior is ceramic tiles with carpeting for the circulation spaces like corridors to minimize noise.

Plate 4.48 USIU Library interior Source:https://www.beglinwoods.com/projects/edu cational/item/usiu

For the suspended ceilings gypsum tiles are used which absorb any noise and keep the place quiet and conducive for working. They are also fitted with good lighting which provide adequate soft lighting conducive for reading.

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4.2.5 Applications of Flexibility and adaptability Various ways have been used to achieve flexibility and adaptability for the future in this Library as follows; •

The open plan design with few partitions. This can allow for future changes for use in the Library to be adopted quickly without any problems and minimal costs incase theres need for expansion.

•

Infusion of technology in every almost every aspect of the library.

•

Adoption of green space in the library.The two central courtyards in the Library with plants create a good green space also with the use of the atrium theres adequate penetration of natural lighting and good ventilation into the Library saving on energy costs in now and in future.

•

Adoption of flexible furniture in the Library which allows for flexibility of use and incase of change of use can easily be moved to create room for another purpose.

•

Good Circulation, theres adequate circulation in the Library to allow for good circulation between spaces thus allowing for easy flexibility of use as one can access different places in the Library for different purposes.

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4.3 INTERNATIONAL CASE STUDY. 4.3.0 Sendai Mediatheque • Architects : Toyo Ito & Associates • Location: Sendaishi, Japan • Land Area: 3,948 m2 • Floor Area:2,844 m • References : Toyo Ito, Ron Witte, Rob Gregory • Project Year : 2001

Designed by the architect Toyo Ito and inaugurated in 2001, the Sendai Mediatheque is one of the first projects to demonstrate the new roles of the library. Ito explains the project in the following way: “Up to now, public facilities have been conceived as buildings with clearly defined spaces in which people act in a preestablished manner. The sole concern has been to optimize the efficiency of the building, and in doing so it was considered inevitable that restrictions should be imposed on users’ behaviour. But in the street, people behave in a manner which is more free and happy, so why can’t there be more freedom of action in a public building? I adopted the barrierfree concept to refer also to freedom with respect to the restraints imposed by the Administration , to provide a space without barriers”. (Ito, 2001) Thus we can see how users’ freedom had enormous significance in the conception of the building. Their lack of restriction within the library and the fact that they can behave “as if they were in the street” forms part of a strategy to bring the library nearer to the public and make it more open. “Destroy the isolation typical of a conventional library” he would go on to say.

Plate 4.49 Sendai Mediatheque photo Source: Forgemind ArchiMedia; licence: CC BY 2.0) AB241-0780 /2013 MBURU NELSON GATABAKI

This library’s collection may be found essentially in the reading rooms, but the building’s design grants significant relevance to the spaces where user activity takes place. These are diaphanous, flowing spaces, of uncertain character, that suggest certain flexibility of use and are open to future layout changes. The author speaks of “diffuse architecture”. The Sendai Mediatheque is one of the first libraries to bring digital technology to the fore and make it the argument of the project, not only for the presence of computers in the rooms to access 81

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and employ the information, but also for its constant use of technology to transform spatial perception. “The Mediatheque had to find the way to redefine the library and the art museum [which is also housed in the building] – institutional forms that have remained basically unaltered for a century – through the introduction of new IT resources [...] that the Mediatheque would contribute to transforming current, everyday installations and challenging the preconceived ideas of space and the way it is organized”. (Ito, 2001) 4.3.1 Concept.

The main idea which is built on the Sendai Mediatheque is an open and fluid space, where the space is not predetermined. So that the architect made five wishes for your work:

•

I want not to create together

•

I want not to create beams

•

I want not to create walls

•

I want not to create room

•

I want not to create architecture Plate 4.50 Illustration of the Form and concept Source:https://en.wikiarquitectura.com/building/sendaimediatheque/

This last wish is perhaps the most conditional work, despite being the most problematic. Toyo Ito comes this far in this sense that this idea is reflected not only the work but also how it is installed in the city. The building is dematerialises not think of interior-exterior, architecture in tune with nature for their perfect harmony, it is necessary to create a softer contours that merge inside with outside.

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4.3.2 Building Specification.

The Media is a glass 50 × 50 meters, 36 meters, with several plants and a series of pillars patio flowing through it from first to last.

The technology is very present in this building, both internally and in the construction of the entire box. Plants are divided by use of forged steel base plates and beams in the middle as a “sandwich”, and the pillars are tubular metal soldiers. The latter are perhaps the most important aspects of the work since the run from the first to the floor and far from being orthogonal, they have a circular section that is changing as increasing in height, varying in each well one of the plants.

It is a multifunctional building, open and dynamic, with many micro environments whose activities are coordinated by the furniture. Their Plate 4.51 Building skeleton Source: https://en.wikiarquitectura.com/building/sendaimediatheque/https://en.wikiarquitectura.com/building/se ndai-mediatheque/

deployment on the streets is such that its presence does not interrupt the flow of the user, the building can go through the ground floor and is not a solid box.

Given the shape of the building might raise the question whether the media

really has a concrete, apparently could pass through a cube, but its limits are so widespread and transparent and it so dynamic and ambiguous, ever-changing, it is difficult to assign one way.

Toyo Ito of this desire not to create forms as expressed in the phrase “… what attracts me is not see the wind, but think how wonderful it would be if there could be an architecture that did not take shape, as the light wind.”

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Functional Spaces.

•

The street level, open square called, contains the reception, a café

and a store of books and magazines. It is completely extroverted to the street.

•

The second level is the children’s library, internet room and

administration. This is a very free, where is the furniture that defines the space. A very interesting aspect is that the separation between the public area of Reading and the Private area of administration is simply a translucent curtain, resembling a floating wall.

Plate 4.52 The Ground Plan/ Street Level Source: https://en.wikiarquitectura.com/building/sendaimediatheque/

•

At the third level and fourth level, the room is actually a

mezaninne are the area of lending books and reading rooms.

•

In the fifth and sixth floor exhibition galleries are located, used

by the citizens of Sendai. Here, mobile rectilinear panels can be accommodated according to the needs of the exhibition, a clear reference to the sliding doors of Japanese architecture.

•

The seventh floor is located a film and conference rooms, which

are wrapped in a wall, or as Ito called a “membrane”, matte glazed Plate 4.53 1st Floor/ 2nd Level Source: https://en.wikiarquitectura.com/building/sendaimediatheque/

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curvilinear shapes that are placed with their surroundings.

•

Here are also an area of loan and audition tapes and DVD’s and

meeting areas, whose furniture is curved and organic.

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4.3.3 Building Structure.

•

Formal Concept

1. The platforms in number 7, are the support functions where they settle. With a thickness of 80 cm, is actually a grid of metal beams welded to two metal plates too, similar to those used in shipbuilding. This grid can also be seen on the roof crowning the composition of the building.

2. The tubes are 13 bundles of steel tubular structures coated on glass, resembling a twisted structure like a seaweed, and maintain cross platforms to stand on the roof.Scattered freely in the building, varying in shape, Plate 4.53 Form and Material Concept of the building Source: https://en.wikiarquitectura.com/building/sendai-mediatheque/

diameter, inclination and size, while equipped with light inside. The tube houses the largest vertical circulation

that connects the different levels of the media. Despite his frail appearance and transparent, these structures confer flexibility, strength and horizontal and vertical stability to the building in an area of high seismic activity and typhoons constant.

3. The skin is a transparent membrane that allows fluid communication with the interior’s visual exterior, and at times the boundary between the two seems to be fading.

The building’s structural system is made up with two of the three basic elements for the design of the building, the floor are sheets of metal, and pipes, which are columns in the form of tubes combined.

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The structure of the cell is built with reinforcements embedded between two steel plates. At each point of the plates the force is exerted on it is different in the tubes were placed in a radial reinforcements. The columns are made of steel tubes are hollow and have 2 to 9 meters in diameter.

At the time of the building to achieve the three above items are added others, such as walls, doors, elevators, Plate 4.54 Roof Structure Source: https://en.wikiarquitectura.com/building/sendai-mediatheque/

•

escalators, etc.

Materials.

Based on the materials, steel and glass are predominant. Are forged steel and pipes, while the skin, both external and covering the pillars-yard, is made of glass.

•

Façade.

Ito suggested different facades according to the vocation of the environment they face. For example, the main facade, located on the south side facing the boulevard is a double layer of glass, very useful in the winter months, strong winds, is the most external and extends the effect of slightly increasing lightness of the building.

The west side façade, which faces a lot, is opaque, coated with a metal frame which leaves the emergency staircases in the north and east facades, creating paths to neighborhood streets, they have different finishes on each floor: glass polycarbonate and aluminum.

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Interior Facade Upon approaching the Sendai Mediatheque, the public is led into a continuation of the surrounding city into the double height hall of the main entrance through large panes of glass. This open square includes a cafe, retail shop, and community space that is capable of supporting film screenings and other events.

Another aspect unique to this building is the involvement of many designers, as the interior of each level incorporated another person. Kazuyo Sejima designed the ground floor, placing the administrative offices behind Plate 4.55 Interior Facade Source: https://www.archdaily.com/118627/ad-classicssendai-mediatheque-toyo-ito

a translucent screen.

The gallery space of the fourth and fifth levels contain a flexible exhibition

space with moveable walls, and also a more static space with fixed walls and a rest area with seating designed by Karim Rashid. Ross Lovegrove took charge of the sixth level, adding a 180 seat cinema and green and white furniture fitting to the audio-visual multimedia library.

The tree-like nature of the metal columns of the Mediatheque are continuous with the natural surroundings of the area, as the design is found on a street lined with trees.The building changes along with the seasons, it's openness reflective of the summer green and also the streets during winter.

Plate 4.56 Metal column structure allowing penetration of Light.

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Structural Flexibility

An element, and perhaps the most representative of this project, are called "tubes", Thirteen hollow steel elements shaped similar to a tree trunk dimensions and shape and in all their development, vertically penetrating the entire building and which form the supporting structure of the plates. These voids, as wells, are unique in that, also houses inside the vertical communications, lifts, ducted air conditioning and power, being almost empty to let in natural light.

These steel columns possess organic form, great symbolic as, if the media library is similar to a big box, Water tank, tubes unequivocally remind sinuous image of algae, a powerful imagery that is connected with the idea as staff Ito, than it has to be an enclosure-container new electronic media: almost liquid fluid space.

Plate 4.57 Structural section Source: http://arquiscopio.com/archivo/2013/03/28/mediatecaThe tubes contain the vertical communication and facilities, allow plants de-sendai/?lang=en

to not have to compartmentalize, therefore ensures that users feel at a park, where everyone can choose the place that suits you freely. These vertical structures scattered throughout the plant, inadvertently act as a magnet for people and have the great virtue of creating an architecture of places and no room.

With the invention of this particular structural system architect, reinterprets and takes a step forward spatial language inherited from Mies' Barcelona Pavilion, where matter vanishes, Exceeding the free plan of Le Corbusier and the concept of space "served and servant" of Louis Kahn. The last element that makes up the work is that glass skin, several sheets that wraps Plate 4.58 3D Section showing the tubes around the whole and that simply defines the boundaries between the Source: http://arquiscopio.com/archivo/2013/03/28/mediateca- outside and the inside of the enclosure. de-sendai/?lang=en AB241-0780 /2013 MBURU NELSON GATABAKI

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4.4 DATA ANALYSIS Comparative and Statistical analysis was used to analyze data collected from the field via the observation checklist, questionnaires and interview schedules . The data is presented in terms of tables and graphs indicating the results of the study.

4.4.1 COMPARATIVE ANALYSIS. (SPATIAL QUALITY) 1. Lighting

2. Circulation

3. Spatial Flexibility and Adabtability.

CUEA Learning Resource Centre • Adequate natural lighting little use of Artificial lighting.

• Roof Atrium and large windows provide adequate lighting.

• Corridors and reading areas are well lit naturally.

• Adequate Horizontal (Corridors )and Vertical Circulation.(Stairs) • Mechanized Vertical Circulation i.e elevator allows for good circulation also considering the disabled.

• Flexible and adaptable using light movable furniture and partitions.

• Good zoning for the Individual and Collaborative Learning space allowed for flexibility of use.

4. Indoor and outdoor Spatial Relationship.

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Apart from the colonnade which linked the three facilities in the Learning Centre there was a poor link with indoor and outdoor spaces. ( Partially successful)

USIU University • Adequate natural lighting • Roof Atrium and Windows allow for adequate natural lighting.

• Green space( Central Courtyards) and reading areas are well lit naturally.

• Adequate Horizontal and Vertical Circulation.

• Lack of mechanized vertical Circulation thus a hindrance for the disabled to move from floor to floor with ease.

• Flexible and adaptable using light movable furniture and partitions.

• Good zoning of space and breaking the monotony in the design with the two central courtyards allowed for people to relax while they can read at the same time.

•

Good indoor and outdoor relationship within the Library with the use of the two central courtyards which gave the place a good relaxed feeling.

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5. Ventilation.

• •

6. Material Finishes

• • •

Good Natural Ventilation using the stack effect.

The openings were also fitted with Louvres which allowed for good ventilation.

Floors; Ceramic Tiles Walls; whitish cream paint lack of flexibility with colours lots of white.

Ceiling ; Soft board ceiling tiles fitted with good lighting.

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• • •

•

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Good Natural Ventilation also using the stack effect.

Large mechanized sliding windows allowed for good circulation.

Floor; Ceramic Tiles layed with Carpets in the Circulation areas for Sound Insulation, and mazeras in the two central courtyards.

Walls; played around with a variety of colours in different areas of the library even art paint in some areas, very creative.

Ceiling; soft board ceiling tiles fitted with good artificial lighting.

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4.4.2 STATISTICAL ANALYSIS •

SPATIAL QUALITY.

( CUEA Learning Resource Facility) 100 90 80

Adequate

70 60

Fair

50 40

Inadaequate

30 20 10 0 Flexibility of Circulation Space

Flexibility of Space Adequate Fair Inadaequate

Outdoor spaces

Circulation

60% 24% 16%

Lighting

Ventilation

Outdoor spaces 80% 44% 25%

12% 18% 95%

Lighting

Ventilation 65% 28% 7%

70% 20% 10%

Graph 01 ( Source Author) Flexibility of space and outdoor spaces were felt like they were not well addressed. Respondents were more or less satisfied with the lighting and ventilation.

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( USIU LIBRARY) 90 80 70 60 50

Adequate

40

Fair

30

Inadaequate

20 10 0 Flexibility of Space

Flexibility of Space Adequate Fair Inadaequate

Circulation

Outdoor spaces

Circulation

55% 20% 25%

Lighting

Ventilation

Outdoor spaces 80% 30% 10%

60% 30% 10%

Lighting

Ventilation 75% 20% 5%

80% 10% 10%

Graph 02 ( Source Author) Flexibility of space and outdoor spaces were felt like they were not well addressed. Respondents were more or less satisfied with the lighting and ventilation.

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EFFICIENCY/SPACE ADEQUACY OF THESPACES PROVIDED

( CUEA Learning Resource Facility)

Space Adequacy Insufficient 10%

Partially Sufficient 30%

Sufficient 60%

Space Adequacy Sufficient Partially Sufficient Insufficient

60% 30% 10%

Graph 03 ( Source Author) Most of the respondents felt the space provided was adequate for their activities.

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(USIU LIBRARY)

Space Adequacy Insufficient 10% Partially Sufficient 20%

Sufficient 70%

Space Adequacy Sufficient Partially Sufficient Insufficient

70% 20% 10%

Graph 04 ( Source Author) Most of the respondents felt the space provided was adequate for their activities.

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CHAPTER 5: FINDINGS, CONCLUSIONS AND RECCOMENDATIONS.

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5.1 INTRODUCTION With the technological advances allowing people to have a wealth of information without leaving their home, it has been questioned whether libraries will become obsolete. This dismal prophecy has obviously failed to come true; libraries still exist all around the world, and university students still depend on them for information and study spaces. Now, libraries house both printed and digital information as the “hybrid library” is becoming more and more common. While this has made libraries more accessible and convenient, it has also increased the need for libraries to be more flexible—including with their space , planning and furniture .

The Changing Library Environment Today, libraries are experiencing the development of a new service concept as a place of learning and study. They are also a place of both collaborative and self-study. Learning centers should be able to cater to different learner styles while providing continued network access to the library’s database. For example, the most effectively flexible libraries include: • • • • • • •

Designated group study areas with ICT capabilities.

Varied zones for study accommodation and social spaces.

Training facilities and help desks.

Computer workstations and wireless LAN laptop dock-in facilities As few permanent internal walls as possible.

Systematic zoning and re-configuration of areas as requirements change.

Maximization of available space.

The ability to do all of this at once may seem like an arduous task, but many libraries are able to accommodate all of these needs and more just by good planning of space and adoption of the relevant furniture.

The aim of these research is to find to establish the ideal built environment for a University library that allows for flexibility and adaptability depending on the user needs and future technological advancements. The research in formation derived from the literature review and the case studies shall be analysed in this chapter so as to give conclusive recommendations and conclusions.

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5.2 RESEARCH FINDINGS. 5.2.1 FUNCTIONAL PROVISION. This study established that most of the case studied libraries did not provide adequate space for other activities apart from studying in the libraries. Only the USIU library strived in having courtyards where people could sit down relax and socialize. The libraries should provide more space for other social and recreational activities to make the them flexible in terms of use, in line with the contemporary needs of the users.

5.2.2 DESIGN BARRIERS TOWARDS FLEXIBILITY AND ADABTABILITY OF SPACE. 5.2.2.1 RIGID STRUCTURAL SYSTEMS. The static nature of some of the structures in study , the structural grid column placements would make it difficult to adopt flexibility and adaptability of space in future.

5.2.2.2 SPATIAL DEFINIG ELEMENTS. Some walls in the case studies had been permanently fixed hence it would make it difficult for space to be made larger like through sliding of walls and fit out panels. The open plan in the general reading area and light fit out panels for partitions in some would make it use to make adaptability of the space in future possible.

5.2.2.3 SPATIAL QUALITY FOR FLEXIBILITY- CIRCULATION Proper and easy flexible circulation was not achieved in some of the case studies, especially catering for the disabled. Some adopted the use of ramps for entry and elevators to different floors some didn’t. Proper circulation within a space which is quick and easily adaptable to would allow the users to perceive the space as satisfactory for flexibility in functionality.

5.2.2.4 RELATIONSHIP BETWEEN THE SPATIAL NEEDS. From the interviews and data analysis some of the case studies had not satisfactorily met the needs of majority of the users. Some of the interviewees , users had alternative needs that were inadequately or rarely meet with the spaces provided in the library and some would prefer some to others.

5.2.2.5 SPATIAL QUALITY FOR FLEXIBILITY- VISUAL APPRECIATION.

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With regard to the users interviewed some felt that the space did not visually appeal them in terms of aesthetics and colours some termed it as boring and rigid , others even called upon flexibility in the visual appearance of different spaces in the library to break the monotony.

5.2.2.6 FUNCTIONALITY PREFERENTIAL FOR FLEXIBILITY. Some of the spaces in the library were designated for certain functions with no thought of change of use in future they were just required to meet their present day function.

5.2.2.7 INADEQUATE SPATIAL SUFFICIENCY. From the field study carried out , most of the people interviewed felt that the current spaces were not enough to carry out any other non-academic functions. Most of the people interviewed viewed the space even insufficient in meeting its intended purpose and worried if flexibility of use could be applied due to the space insufficiency.

5.2.2.8 RIGIDY OF FURNITURE. Most of the people interviewed felt that the furniture in the rigid furniture in the library, namely tables , chairs and shelves would not make it easy for application of flexibility of space for another use.

5.3 CONCLUSIONS. 5.3.1 CONCLUSION ON OBJECTIVES. The specific objectives of the study were; •

To understand flexibility and adaptability and how it can be applied in the context of the libraries.

•

To establish the level of flexibility in design of libraries.

•

To recommend the flexible architectural solutions required to be applied to Libraries as a means to respond to the changing academic and non-academic needs of the users.

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To identify ways which technology can be incorporated in the design with adaptability of the future in mind.

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The combination of data from the field and the information from scholarly material on flexible and adaptable architecture has broadened the understanding of the strategies on achieving spatial flexibility and adaptability in Libraries.

The findings from the research has deduced that there exists a relationship between spatial adaptability and utility of space. The relationship points out to the need for adaptable and flexible strategies in design of space in Libraries.

5.3.2 CONCLUSION ON THE HYPOTHESIS. The hypothesis as laid down in this research were; Null Hypothesis (Ho) :There’s no need for flexibility and adaptability of space in Libraries.

Alternate Hypothesis (H1): There’s need for flexibility and adaptability of space in libraries.

The study investigated the two main variables, flexibility& adaptability and spatial utility in Libraries and went to analyze people’s responses on the same thing in quantifiable parameters. From the findings on the research, it is evident that there is a relationship between both variables as space which is flexible and adaptable will allow for different of one space thus meeting different user needs.

For this reason , the null hypothesis is rejected and alternative hypothesis is accepted.

5.3.3 CONCLUSION ON THE STUDY PROBLEM The study problem was that today libraries with their rigid planning of space was leaving space underutilized and discouraged students to go there as a a number of their of their needs were not met. Today, there is a paradigm shift in the learning process therefore design of Libraries has to incorporate this change. With the growing number of students in Universities and the diversity of courses they are pursuing. The space in University Libraries needs to meet the the need of the user’s irrespective of their growing diversity of needs.

With the growing diversity of these needs Libraries need to start becoming adaptable to these needs in their spaces. Students have often expressed their dissatisfaction with Library services due to their rigidity and lack of flexibility of use .

The findings from the study respondents expressed their dissatisfaction with libraries as they failed to meet some of their needs and at times it was better reading in their rooms as the Library wasn’t comfortable enough for them to do their reading and research. This therefore translates to the need for an architectural thought out solution for the design of libraries that are adaptable enough to carry out all their functions without any of the users experiencing usability hitches.

5.4 RECOMMENDATIONS.

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This recommendations are geared towards responding to the objective on the best architectural solutions in achieving flexible architecture in design of Libraries which are adaptable to the emerging functions.The recommendations will focus on factors that dictates flexibility in buildings.

5.4.1 STRUCTURAL FLEXIBILITY. There is a need for structural flexibility in buildings, i.e. design and construction of adaptable buildings which can be modified time to time based on requirements. The structure can put into considerations provisions for movement and adjustments of the building elements such as slabs, walls , roofs and ceilings. The structural grid should be open with moveble partitions if necessary.

5.4.2 ADAPTABLE BUILDING COMPONENTS. Adaptable building components are building components that are capable of adapting to future change in use. Adaptable buildings need to be constructed from components with varying services e.g structural, openings, circulation, partitions/ walls, ceilings, these components need to be designed in such a manner that they are adaptable to future change.

5.4.3 ADEQUATE BUILDING SCALE. The building scale both in spatial layout and volume has to embrace modular units for easier interchange while responding to flexibility of use of space and adaptability.

5.4.4 APPROPIATE DETAILING FOR INCLUSION OF FLEXIBILITY AND ADAPTABILITY. The design team has to put into consideration inclusion of joinery details for the adaptable building components so that they flexible to perform depending on the change of use. E.g inclusion of rollers for movable walls or partitions.

5.4.5 FLEXIBLE AND ADAPTABLE FURNITURE. For the space in the library to be flexible the building needs to be fitted with retractable furniture fittings which adopts to change of use of the space.g Foldable chairs and tables.

5.4.6 SPATIAL ADEQUACY. The study has established that the changing consumer needs are not usually not provided for. The spatial arrangement used in most of the library case studies doesn’t allow for flexibility of space to accommodate new changes to the user requirements. Provision of adequate space will allow easy inclusion of flexibility of space for a variety of uses.

5.4.7 ENCOURAGE CREATIVITY.

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Part of the Library’s goals should also be to encourage creative development. It will enhance flexibility of space. The project development process and final design can help achieve this through several ways: • Carefully consider interior colours and textures. Design the Libraries to communicate a sense of fun but use restraint ( e.g nautral tones for backgrounds and ceilings, with warm colours for accents). Consider wall murals in some common areas.

• Provide a gallery area to display various works of students , projects and artworks .

• Design display areas to be easily changed and updated, minimize permanent graphics.

• Provision of an audio room or space where people who want to listen to audio books and music can go with appropriate acoustic design to prevent noise from interfering with other peoples activities.

• Provision of green space to allow people to interact with nature , a place they can go sit down and relax and socialize with plants and good ventilation and even a water feature to make it relaxing.

5.4.8 COST EFFECTIVENESS. These facilities should be designed with the objective of achieving the lowest life cycle cost over a long period. To do so, the project’s design program must adequately define the scope and performance requirements andmatch those needs against a a budget.

Conversely, the budget must adequately an appropriate and high quality program and the performance requirements outlined.

5.5 AREAS OF FURTHER RESEARCH. It is prudent to state that although a lot of effort has been put into this study, more research needs to be done in the area of flexible and adaptable space in libraries. The study has explained various architectural design strategies to achieve this but further research can be explored and understood.

Another area of study would be research on how a place library in this case, can be made flexible for use by different students studying varying courses.without any conflict of interest. The varying user needs need to be considered in the design of flexibility of space for it meet these varying needs.

Technology in the current world though unpredictable at a very large scale needs a research carried out to achieve results and recommendations on how flexibility and adaptability can be used to counter its effect in not only learning space but architecture as a whole.

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CHAPTER 6: APPENDICES AND BIBLIOGRAPHY.

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6.1 BIBLIOGRAPHY Emamgholi. A. (2011). Flexible Spaces in Architecture. Abhar: Islamic Azad University.

Forty Adrian, (2000). Words and buildings. London: Thames & Hudson Forty, A. (2004). Words and buildings: A vocabulary of Modern Architecture. London: Thames & Hudson.

Cetkovic’, A. (2012). Flexibility and its relevance for the ubiquitous house, Technoetic Arts: A Journal of Speculative Research 10: 2 +3, p 213-219 Eldonk, J and Fassbinder, H. (1990). Flexible Fixation: The paradox of Dutch Housing Architecture. Assen: Eindhoven University of Technology.

Friedman, A ( 2002). The adaptable house : Designing Homes for change. New York : Mc Graw Hill.

Khoo, M. J., Rozaklis, L., Hall, C., & Kusunoki, D. (2016). “A really nice spot”: Evaluating place, space, and technology in academic libraries. College & Research Libraries, 77(1), 51–70 Bailey, D. R., & Tierney, B. (2008). Transforming library service through information commons: Case studies for the digital age.

Chicago, IL: American Library Association.

Bennett, S. (2009). Libraries and learning: A history of paradigm change. Portal: Libraries and the Academy, 9(2), 181–197.

Blackmore, J., Bateman, D., O’Mara, J., & Loughlin, J. (2011). Learning spaces literature review. Centre for Research in Educational Futures and Innovation, Faculty of Arts and Education: Deakin University.

Foster, N. F., & Gibbons, S. (Eds.). (2007). Studying students: The Undergraduate Research Project at the University of Rochester.

Chicago, IL: Association of College and Research Libraries.

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Bennett, S. (2007). First questions for designing higher education learning spaces. The Journal of Academic Librarianship, 33(1), 14– 26.

6.1.1 INTERNET SOURCES. Head, A. J. (2016 December 7). Joan Lippincott: Libraries as the intellectual crossroads of a campus. Project Information Literacy Smart Talk Interview, no. 26. http://projectinfolit.org/joan-lippincott-smart-talk.html Heitsch, E. K., & Holley, R. P. (2011). The information and learning commons: Some reflections. New Review of Academic Librarianship, 17(1), 64–77. https://doi.org/10.1080/13614533.2011.547416 Irwin, B., & Leventhal, A. (2015). The State of Academic Librarian Spaces. Sasaki Associates, Inc. Retrieved from http://librarysurvey.sasaki.com/ Khoo, M. J., Rozaklis, L., Hall, C., & Kusunoki, D. (2016). “A really nice spot”: Evaluating place, space, and technology in academic libraries. College & Research Libraries, 77(1), 51–70. https://doi.org/10.5860/crl.77.1.51 Kranich, N., & Schement, J. R. (2008). Information commons. Annual Review of Information Science and Technology, 42(1), 546– 591. https://doi.org/10.1002/aris.2008.1440420119 Latimer, K. (2011). Collections to connections: Changing spaces and new challenges in academic library buildings. Library Trends, 60(1), 112–133. https://doi.org/10.1353/lib.2011.0035 Lippincott, J. K. (2012). Information commons: Meeting Millennials’ needs. Journal of Library Administration, 52(6–7), 538– 548. https://doi.org/10.1080/01930826.2012.707950 Lippincott, J. K., & Duckett, K. (2013). Library space assessment: Focusing on learning. Research Library Issues: A Report from ARL, CNI and SPARC, 284, 12–22.

Somerville, M. M., & Collins, L. (2008). Collaborative design: A learner‐centered library planning approach. The Electronic Library, 26(6), 803–820. https://doi.org/10.1108/02640470810921592

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Yoo‐Lee, E., Heon Lee, T., & Velez, L. (2013). Planning library spaces and services for Millennials: An evidence‐based approach.

Library Management, 34(6/7), 498–511. https://doi.org/10.1108/LM-08-2012-0049

6.2 APPENDICES. CASE STUDY OBSERVATION CHECKLIST. FACILITY: 1. SPATIAL REQUIREMENTS a) b) c) d) e) f) g)

List the spaces provided in the Libraries.

Document the dimensions area of each space.

Document Headrooms and volumes of each space.

Indicate Window sizes and provision of Lighting.

Indicate the corridor size.

Indicate the height of columns.

The depth of the plans.

2. MATERIALS AND TECHNOLOGY. a) Columns. b) Beams. c) Roof structure Indicate the materials and their conditions in the building below. a) b) c) d)

Roof Walls Columns Ceilings

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e) Trusses f) Floor

3. NOTE THE CIRCULATION WITHIN THE SPACE. a) Vertical b) Horizontal 4. FLOOR PLAN ORGANIZING PRINCIPLES. a) Grid Layout. b) Circular Layout. c) Rectilinear Layout.

5. NATURE OF THE STATE OF FIXTURES. Fixed a) Chairs ( ) b) Tables ( ) c) Steps ( ) d) Book Shelves ( ) e) Wall Partitions ( )

Movable ( ) ( ) ( ) ( ) ( )

LIBRARIAN INTERVIEW SCHEDULE This questionnaire will aid in the research on Flexibility and adaptability of Learning Space in University Libraries for the completion of Bachelor of Architecture. Please fill in appropiatelly and answer all the questions any information provided will be used for the benefit of the research and hence will remain confidential.

Age: 18-27( )

28-37(

Gender:

)

Male (

)

PART A : PERSONAL INFORMATION 38-47( ) 48 and above ( Female (

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)

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This section will focus on the respondents from the various Library Faculities in order to ascertain how the spaceshave been put to use not only for academic purposes but for other external uses.

You are asked to gauge the various qualities using the scale of 5 steps given. You are requested to tick( you feel the quality lies (1) Extremely ‘N’

(2) Very ‘N’

(3) Neither ‘N’ or ‘Y’

(4) Very ‘Y’

) in the choice which

(5) Extremely ‘Y’

1. What is the current student population in the University?

1000-2000(

)

2000-4000( )

4000-6000(

)

6000-8000(

)

8000-10000(

)

2. Do you consider there’s adequate space for the students using Library Facilities.

Insufficient 1( )

2( )

3(

)

4( )

5(

) Sufficient

3. (a)Apart from reading and research are there any other activities that take place in the Libraries?

Yes (

)

No (

)

(b) If yes tick appropriately. i.

Group Discussions.

Strongly Agree 1( )

ii.

2( )

3(

)

4( )

5(

)

Strongly disagree

)

2( )

3(

)

4(

)

5(

)

Strongly disagree

Strongly Agree 1( )

2( )

3(

)

4( )

5(

)

Strongly disagree

Gallery Exhibition Strongly Agree 1(

iii.

Audio Rooms

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iv.

Relaxing and Socializing Strongly Agree 1( ) Seminars

2( )

3(

)

4( )

5(

)

Strongly disagree

v.

Strongly Agree 1(

2( )

3( )

4( )

5(

)

Strongly disagree

)

4. How often do non-academic activities take place in your spaces?

Daily ( )

Weekly ( )

Monthly (

)

Yearly (

)

5. Do you have to rearrange rooms to accommodate non-academic activities?

Yes(

)

No (

)

6. Do you have to rearrange the rooms and furniture after the above events take place?

Yes(

)

No (

)

7. Judging from past experiences with large groups attending non-academic functions in your spaces, were the spaces sufficient?

Yes( ) No ( ) 8. Have you in the past five years ( 5 ) years done alterations to the rooms that involved demolitions of walls to increase room sizes?

Yes( ) 9. How often do you replace the following elements (In years) Building Element Time Years 0-2 3-5 Doors Windows AB241-0780 /2013 MBURU NELSON GATABAKI

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6-8

)

9 and above

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Furniture Fittings Book Shelves 10. What are the most reported complaints on the following fittings i.

Book shelves Too high Strongly Agree 1( ) 2( ) 3( ) Too low Strongly Agree 1(

)

2( )

Cost of Repairs Expense Very Expensive ( )

3( )

4( )

5(

)

Strongly disagree

4( )

5(

)

Strongly disagree

ii.

Fair (

)

Cheap (

)

iii. Adequate Natural Lighting Insufficient 1( ) 2( )

3( )

4(

)

5(

)

iv.

Adequate Ventilation Insufficient 1( ) 2( )

3( )

4(

)

5(

) Sufficient

v.

Adequate Circulation Space.

Insufficient 1( ) 2( )

3( )

4(

)

5(

)

Sufficient

Sufficient

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STUDENT’S INTERVIEW SCHEDULE. This questionnaire will aid in the research on Flexibility and adaptability of Learning Space in University Libraries for the completion of Bachelor of Architecture. Please fill in appropriately and answer all the questions any information provided will be used for the benefit of the research and hence will remain confidential.

AGE: 18-22 ( GENDER:

) MALE (

STUDENTS BIO DATA 28-32 ( ) 33 and above (

23-27( ) )

YEAR OF STUDY : 1-2 ( )

FEMALE ( 2-3 (

)

)

) 4-6 (

)

DEPARTMENT:……………………………………………………………..

COURSE:……………………………………………………………..

You are asked to gauge the various qualities using the scale of 5 steps given. You are requested to tick( you feel the quality lies (1) Extremely ‘N’

(2) Very ‘N’

(3) Neither ‘N’ or ‘Y’

(4) Very ‘Y’

) in the choice which

(5) Extremely ‘Y’

1. Do you think your Libraries are adequate for your Course needs?

Inadequate 1( )

2( )

3(

)

4( )

5(

) Adequate

2. Apart from reading and research have you used the Library for other purposes?

Yes(

)

No (

)

3. Kindly state the activities, ……………………………………………………………………

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…………………………………………………………………… …………………………………………………………………… ……………………………………………………………………

4. If yes, please was the space sufficient?

Strongly Agree 1(

)

2( )

3(

)

4(

)

5(

)

Strongly disagree

5(

)

Strongly disagree

5. Do you require to change or rearrange furniture to conduct this activity?

Yes ( ) 6. Are the furniture fittings in this Space easier to maneuver when moving?

Strongly Agree 1(

)

2( )

3( )

No (

)

4( )

7. If we made this space bigger by removing walls, what function would you like it serve Reading Area.

Strongly Agree 1(

)

2( )

3( )

4( )

5(

)

Strongly disagree

Group Discussion Area Strongly Agree 1( )

2( )

3( )

4( )

5(

)

Strongly disagree

Gallery Strongly Agree 1(

2( )

3( )

4(

)

5(

)

Strongly disagree

3( )

4( )

5(

)

Strongly disagree

)

Green Space , for socializing and relaxing.

Strongly Agree 1( ) 2( )

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