Ein „Dauerbrenner“ unter meinen Blogbeiträgen ist der zur Klassenraumgestaltung. Dabei geht es mir in erster Linie um Schulbibliotheksgestaltung. Man kann nahezu alles aus den Klassenraum-Überlegungen, vom Grundsätzlichen bis zum Detail, darauf anwenden.
Schulbibliotheksenthusiasten kämpfen mit widersprüchlichen Anforderungen. Sie wollen die Bibliothek als Lernort, als digitales Klassenzimmer etablieren. Das Konzept erreicht (zurzeit) weder Eltern noch Bildungspolitiker noch die Journalisten. In den Köpfen herrscht der Bücherhort, das gute Buch, das Schmöker- und Ausleihzentrum vor.
Aber noch nicht einmal dafür, für eine einladende, zum Lesen motivierende Umgebung reichen Platz oder Geld.
Manchmal sind es nur Details, die geändert werden sollten; auf eine Grundsanierung zu warten, wäre falsch. Bei Grundsanierungen werden oftmals (von wem eigentlich?) Regale bestellt, die besser ins Lager von Zalando passen. Farben der Möbel und Wände passen eher in ein Krankenhaus, manchmal aber auch eher in ein alternatives Café in Kreuzberg.
Hier ein Mut machender Artikel aus Singapur.
(Google Translate übersetzt nur rudimentär, daher habe ich darauf verzichtet.)
„…First, design puts the user at the centre. Although students are the end users of schools and the education system, more often than not, school buildings and curricula are designed for industrial-style, efficient education rather than student-centric education. But listening to students as end users of schools and the education system might help us see how to move away from cookie-cutter methods of school building and instruction to customise education for each school.
When I wanted to find out why students did not make much use of the school library, despite it being a place commonly associated with reading, I turned to observations at the library and talked to the students so as to understand their perspectives as end users. That helped me to understand their need for comfortable spaces in school and that the school library was not one of those spaces.
The design of the school library did not encourage readers to sit and read and the lacklustre (etwa: lustlos) book displays did little to encourage students to pick up books. While the school made efforts to renew its library collection, students were often unaware of the new books. The fact that the space was used for lessons, meetings and detention signalled that it was not a dedicated space for student reading and learning. Unfortunately, this is the norm rather than the exception in many Singapore secondary schools.
Next, design thinking requires thinking out of the box and looking beyond disciplinary boundaries. The recent revamp of Pasir Ris Public Library at White Sands exemplifies how rethinking the library as a space for teenagers transformed its physical design and programmes. Taking the cue from the retail sector, the library has its books displayed front-facing to inspire teens to take them from the shelves and the shelves are aligned to consumer heights to allow library users to reach all books. A doodle wall facilitates collaborative discussions, a mezzanine space legitimises „hanging out“ and cosy corners allow quiet reading. Marketing principles applied to library design help make reading „cool“ and permission to be (somewhat) noisy makes the library a more „homely“ place for teens. Today, a teenage team organises programmes that appeal to other teens.
Not all library redesign projects require major renovation. In a brainstorming session with a teacher from a neighbourhood school about how to encourage reading, we realised that the placement of more armchairs around the library was a simple way to encourage students to linger and read. Strangely enough, most school libraries possess only one sofa set, usually placed beside the magazines section. By creating more comfortable reading nooks, we increase the likelihood of students sitting down to read.
Finally, design is not for design’s sake. Good design is functional and must meet the needs of the community and individuals. When it comes to education, design must meet the curriculum and pedagogical expectations of each school. Rather than implementing piecemeal programmes or organisation of space, asking an essential question that gets at the heart of the learning aim helps to frame the design. For example, how can we encourage students to be self-motivated and independent readers? Reading research demonstrates that it is engaged reading, rather than just reading, that correlates to academic achievement and contributes to lifelong learning. So generating ideas for how to cultivate self-motivated and independent readers is more precise than just trying to think about how to improve reading…
The writer is assistant professor in the English Language and Literature Academic Group at the National Institute of Education.
(aus: The Straits Times, Singapur)