Sahira Wadley

MEDT 6461

Project 6C

Reidsville Middle School (Current Facility Floor Plan)

Academic ENTER EXIT

Coach Office Media Specialist’s
Media Storage/Workroom
Office

Professional
White Board
Reference Circulation
Table Desk

NEW BOOKS Computer Center

N P P
a a Table
O Table
N p p Table F
Chair
- e e i
Game Table
F r r c
I b b table Table t
C Table a a Table i
Center
T c c o
I k k chair c n
O s s a
N r
NON-FICTION OPAC OPAC chair chair Windows t Fiction Books
 Reidsville Middle School (Renovated Facility Floor Plan)

Academic ENTER EXIT

Coach Office Media Specialist’s
Media Storage/Workroom
Office

Professional
Reference White Board

Circulation Desk

Table Table Table

NEW BOOKS

chair
P P
a a Computer Center Fiction Books
Game p p
e e
table Fiction Books
r r
Center b b
a a NON-FICTION
chair
c c
k k
Cart s s OPAC OPAC Windows NON-FICTION
 Rationale Narrative

Reidsville Middle School media center accommodates grades sixth through eighth. The

media center is comprised of a professional, reference, fiction, non-fiction, and new book

sections. Also, it has a whiteboard, student work area, a small computer lab, a game center, two

online public access catalog terminals, academic coach and media specialist offices, and a media

storage and teacher workroom. Currently there is limited spacing in the media center, which is

one of the major issues I based the changes on. After viewing the current floor plan, I made the

following renovations:

 The computer center was moved in front of the circulation desk to allow the media

specialist and clerk the ability to be more accessible for guidance and to monitor

students’ internet activity on a constant basis (Woolls, Weeks, and Coatney, 2014).

 The game center was moved to the other side of the library instead of in the middle to

allow the non-fiction and fiction book sections to be located closer to one another which

will enable students to more easily locate the genres.

 The student work area was relocated in front of the whiteboard so when necessary, the

media specialist will have access to the whiteboard to teach a lesson pertaining to the

Common Core standards. Also, a divider was placed between the student work area and

the fiction book section to prevent disturbances while studying or teaching is occurring

simultaneously as books are being checked out (Woolls, Weeks, and Coatney, 2014).

 The 5 rectangular tables were replaced with 3 round tables. The new book section was

moved down a few inches, and the 2 square tables were replaced with 1 round table. All

of aforementioned changes were made to allow more space for students to circulate the
 media center, which research has proven to be a very important aspect of the media

center design (Woolls, Weeks, and Coatney, 2014).

 One of the sitting chairs was eliminated, while the other chair was relocated next to the

reference section to provide seating for faculty and staff while reading and browsing the

professional section, or for students retrieving and reading reference materials. According

to Woolls, Weeks, and Coatney (2014), this type of area may be available in a media

center.

 The chrome book cart was moved behind the game center because it is only serving as

storage to keep the chrome books charged until needed. Access to this cart needs limiting

until needed according to Woolls, Weeks, and Coatney (2014).

 References

Woolls, B., Weeks, A.C., & Coatney, S. (2014). The School library manager. (5th ed.).

Westport, CT: Libraries Unlimited.