Values
(location, access, outlook, climate)
Whose values are reflected in the
design of this space?
• The architect - There was
obviously some attempt at
creativity with the design of
entire library, which left the
practicality of the swamp
unconsidered.
• The teachers – students
simply need a desk to sit at
and learn – there is no place
to converse and collaborate.
• The designer – the walls,
desks, carpet and
bookshelves lack any
enticing colour.
• The head TL who is
apprehensive to decorate and
enhance learning spaces
within the library.
What values are reflected in the
design of this space?
• The idea that a library is
foremost a place to store
books.
• Students need a designated
place to sit and work
quietly.
• The physical design is not
important as long as spaces
are provided.
Activities Site/System
(building structure, skin, climate
What activities are enabled by the
design of this space?
• Class groups have enough
desk space to work at a
table.
• Internet connection allows
online research
• A corner section is a
designated puzzle section.
• Individual chairs provide a
place for quiet reading
(although they are in
awkward and
uncomfortable places).
• Afterschool clubs can
access this space with prior
arrangement.
What activities are inconvenienced
or prevented by its design?
• Large desks disallow
moving or rearranging
them which prevent
movement.
• The size of the desks
inhibits group discussion.
• No projector or screen is
available to utilise
technology for class
groups.
• Easy perusal of books is
inhibited by the placement
of desks.
• Display of new resources is
hidden by the photocopier
station and work desk.
• The space is halved by an
undefined thoroughfare.
• Any sort of privacy is
Technology
control, layout, services, finishes)
What physical attributes of the site
contribute positively to users’
experience of this space?
• Students are free to use
the photocopying station
and the desks during free
periods and lunch times.
• The entrance is easily
accessible off the main
school pathway.
• The building is surrounded
with outside seating areas
and garden beds.
• The rear of the library
overlooks the lake within
the school grounds.
on users’ experience of this space?
What physical attributes of the site
impact negatively on users’
experience of this space?
• Because of the foot traffic
outside, the windows are
closed to block noise.
• Ceiling fans are set to the
highest power during
summer and cause papers
to fly about and loud
background noise.
• Natural lighting is minimal
due to blinds on windows.
• Students are frequently
walking through the
workspace to get to other
learning areas and the IT
support room.
• The long shape of the
space makes layout
What technical aspects of the
building design contribute
positively to users’ experience of
this space?
• Outside awnings prevent
direct sunlight and reduce
heat.
• Wide entrance is welcoming
• Brick structure attempts
temperature regulation.
•
What technical aspects of the
building design impact negatively
• The library is built in what
is set out as a large donut
shape with the TL
workroom in the centre.
Because of this there are
no windows on the inside
walls.
• The black feature wall is
uninspiring.
• Colours of walls, carpet,
desks and chairs are drab.
• The limited number of
windows along the outside
wall are never opened – no
fresh air.
• The library has no air-
conditioning or climate
control of any sort –
despite being in a
Queensland school.
• No power points available
for students.
 Whose values are overlooked? limited because of the open difficult.
• The students’ needs and plan.
wants.
• The teachers who are
impacted by the physical
space they work within.

What values are overlooked?

• The need for students to be
inspired by their
surroundings
• Students’ need to be social,
collaborative and flexible.
• Students are clearly not
trusted – allocated seats
where computers can only
be used (screens are
visible)

System of human relationships
What feelings, attitudes, beliefs
customs or laws does this learning
space evoke for you?
System of human activity
What processes, information
sources or support services assist
your use of this space?
System to support human
activity
For you, as learning space
designer, what are the most
inspiring features of the site?
Production of the built space
system
For you, as learning space
designer what are the most
inspiring features of the building?

• The space looks old and
tired. It embodies a library
from decades ago where it
is designed for book
storage, borrowing and
silent work. Senior
students aren’t given any
more trust or independence
and there is little to entice
students into the library for
enjoyment. The things that
are enjoyed by the
students, such as chess
boards, are hidden away.
The space is very much an empty
shell. There are desks and tables
but no technological devices such
as a projector, smart board or
teaching aids. There is:
• an online timetable for
booking the desk space.
• library assistants to help
obtain print resources
• The site of the building is
situated at the front of the
campus and therefore gets
passes by many students.
• The centrality of the site
tends to make it visible to
students and teachers.
• The area is the first seen
when you enter the library
and can make an impact.
• The tone of the library can
be set from the look of this
space.
• There is sufficient space to
change the layout.
• The wide double-door entry
is welcoming.
 This does not recognise the
chess culture of the school
or the interests of the
students.

© Raylee Elliott Burns (2003) VAST designing heuristic. Prepared using the work of Dr Tom Heath. Permission is given for this page to be copied with this footnote retained. This document may not be published in any other
form without the permission of Raylee Elliott Burns. Heath, T. (1989). Introduction to design theory. Brisbane: Queensland University of Technology. Adapted by Hilary Hughes 2013.