Information technology needs to be incorporated into the academic library facility without being too intrusive. “Technology must be a part of a building’s fabric if it is to serve library users effectively.”[i] There needs to be collusion between a quiet comfortable place to study and an electronically equipped area to search for, retrieve and produce information. We must focus on the person using the services and what their needs are in relation to comfort and ease of operation.
Various academic libraries have merged computer centers with library functions in different ways. The concept of an “Information Commons” was defined on Dartmouth College’s resource site on “Collaborative Facilities” as follows:
Information Commons - Facilities that provide a wide variety of information tools and services to students and faculty. Tools might include digital cameras, computers, and course design software, and services could encompass traditional reference assistance as well as consulting on technology, teaching, and learning methods.[ii]
There seems to be as many models and interpretations of this concept as there are new academic library facilities. The “Information Commons” that I visited differed in terms of location within the library, provisions, staffing and which department managed the space. I viewed research computers clustered around the reference desk and rooms with just computers and peripheral devices. In some libraries each study carrel and table was wired for using computers and other electronic devices. There were sections of the library and surrounding area that were available for wireless connections. Most libraries made provisions to loan or use: laptops; digital cameras; VCR/DVD players; scanners; software; projectors; etc. The libraries had at least one and sometimes a few electronically equipped classrooms. There were media centers with digital studios or rooms with kiosks that were equipped for users to view or listen to media.
Gutman Library, Harvard Graduate School of Education
The Learning Technologies Center (LTC opened 2001) was my introduction to the innovations in technology facilities within academic libraries. I was fortunate to have been given a tour of this center earlier this year when I participated in the ACRL-New England Spring Conference at this location. It seemed like I had stepped into a set from the “Jetsons” at the time. I have since discovered that what I mistook for futuristic advancements are becoming quite common in new library construction.
Computer Classrooms 
The Learning Technologies Center includes two classrooms equipped with data projection systems to display computer or video signals and workstations for instructor use. The classrooms are separated by a moveable, acoustical wall that can be opened to provide a larger teaching space.
In addition, Classroom A is equipped with 30 Windows workstations for student use. Macintosh use can be accommodated in either classroom at via the wireless network with the LTC's collection of Mac laptops. Ten wireless Windows laptops can also be requested for student use in Computer Classroom B. [iii]
Snell Library (opened 1990), Northeastern University
InfoCommons (opened 2000) A computer lab within
the first floor of the library with 180 workstations. Most stations have Dell PCs;
there are some iMacs and a few open stations for laptop use. This lab is
managed by the ISCS, Information Services Customer Services and is not really
linked to the library in anything more than the prime location on the first
floor within the library. I could not even find information about this
InfoCommons on the library web page. A valid NU identification card is
required to enter the lab. The library reference desk is outside of this large
contained room and it seems that if a student required more than technical help
that s/he would have to exit this area for guidance. It appeared to be work
study students staffing the printing station and help area. Personally I was
disappointed that the reference librarians were in the other room staring out the
front entrance when most of the action was in the InfoCommons as evidenced by
only a few of the 180 work stations were vacant.
Inside InfoCommons:
Below is a picture of part of the Snell Library Media Center with carrels equipped with television, VCR, and DVD/CD player.
O’Neill Library (opened 1984), Boston College
The picture above was taken upon entering the main floor of
the O’Neill Library. The reference desk faces the front door and there is an Electronic Information Center with 60 computer workstations
between the reference desk and the stacks. 
The carrels for multimedia in the O’Neill Library were set up similar to the Snell Library Media Room.
All of the libraries that I have included in this study have small rooms for study groups which are wired for technology. This room is located on the second floor of the O’Neill Library.
The Academic Development Center provides free tutoring to all BC students, support services to students with learning disabilities or Attention Deficit Disorder, and instructional support for graduate students and faculty.[iv] (Opened 1991)
The library at NU had a Peer Tutoring Room and an Assistive Technology Room with adaptive equipment.
Boston College
Law Library (opened 1996)
This is the central interior staircase that connects four levels. Notice that there are tables set off from the balcony, each is fully wired. This building was extremely quiet, despite the fact that most students were typing on laptops.
This is one of two Computer Assisted Learning Centers at Boston College Law Library. They also have a Computer Center which was twice the size of this room. Below is an example of the study carrels, all are wired for Internet connection.
MacPhaidin Library (1998), Stonehill College
Below is a side view of the library. Each side has the
circular glass area. On the right is view within the circular end from the
second floor.
[v]
The MacPhaidin Library makes good use of natural light, comfortable furniture and incorporating technology into the center of the library. Computer workstations surround the reference desk in the center of the main floor, then there are stacks, more computer workstations and comfortable seating by the large circular windows on each end of the building. Every carrel and study table is wired. The stacks are low with wide aisles in between which makes the building appear spacious.
Wallace Library, Wheaton, MA (Library renovation program 1998.)
Please notice in the plan above that the Public Computing Atrium surrounds the Reference Desk at the Wallace Library. There was a similar plan at the MacPhaiden Library, Stonehill College. This layout with the reference desk central on the main floor of the library with computers surrounding desk was conducive to librarians teaching information literacy. Connections for laptops are available on seminar tables and wireless is available on all three floors. This small library also has an electronic classroom. The computer workstations and reference desk were designed from attractive matching two tone wood finishes. This coupled with good lighting made the area look more like a library than a computer lab.
Findings
I was able to visit two large university libraries, two graduate specialty libraries, and two smaller college libraries. As mentioned previously, initially I was in awe when I toured the Learning Technologies Center at Gutman Library several months ago. I was pleasantly surprised to discover five other libraries in the area that have similar advancements in technology within the library. It is disappointing that all the public college and university libraries that I have visited in southeastern Massachusetts are sorely lacking in these advancements.
Richard Bazillion states that “ubiquitous computing and campus networking are two of the strongest influences on contemporary library design.”[vi] As a result he advises libraries to plan for a more extensive grid for future use than seems necessary at the time of installation. Nolan Lushington in his latest text in reference to public libraries suggests, “Many libraries are considering designing all study carrels as potential future electronic workstations”[vii]. It seemed to me that this has already happened at the libraries I visited. Most of these libraries were able to integrate the electronic workstations along with the stacks and the comfortable chairs so it still felt like a traditional library. There were some quiet “no click” areas, but I was surprised at how quiet the libraries remained overall. The exception was Northeastern University and it was a large busy place, so it may have been more motion than actual noise. The newer libraries had made good use of natural light through ultraviolet filtered windows. The selection of colors and materials used in the interior design added to the invitation to stay and study. This was particularly true of the libraries at Wheaton and Stonehill.
The only drawbacks I observed were some point of service issues. On the bulletin board adjacent to the InfoCommons at the Snell Library there were some suggestions and complaints posted about the InfoCommons and the library reply was that they would forward them to the Information Services department. Philip Leighton had mentioned the following at USC Leavey Library, “students asked so many computer questions at the reference desk and reference questions at the computer help desk that these two service points were combined on the lower level and renamed the ‘Reference Commons’”.[viii] My sense was that in the larger libraries the students might miss the help of the reference librarian in developing information skills if they are confined to a computer room. Unfortunately I did not have the opportunity to interview students. I would like to observe a “Reference Commons”.