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While previous columns have discussed new developments in library architectural design and technology integration, this one turns to the actual process of developing the cybrary. Following in the spirit of the UNLV articles, the author summarizes some of their key points and argues that advanced planning and continual dialogue with individuals both internal and external to the library system is essential. Finally, he provides some discussion about his visit to the new UNLV library. The article is the first in a series of five that will discuss how best to effectuate library planning.

After examining recent developments in library architecture in major European and US institutions, the author examines the creation of a “cybrary” on a new university central campus in San Diego, California, USA. He argues that smaller universities that are under tight budget and resource constraints need to prioritize their services, so that they can best determine where technology will have the optimum effect. To decide their priorities, planners need to examine what kind of facility they have and what kind of clientele they wish to serve. National University in San Diego has only recently developed a centralized campus structure; for 30 years it has had a unique program of catering to students at remote locations. The planners decided that the technology needed to enhance their off‐site delivery system, while also providing adequate on‐campus resources. The National University experience demonstrates that the cybrary model is not restricted to large academic or national libraries with large budgets and staffing resources. Establishing priorities enables planners of small library systems to stay on the cutting edge of technological integration.

The development of the “cybrary” within the last 15 years represents both a conceptual and a structural change in traditional library design. Clients now conceive of libraries as more than book repositories, and expect that planners will incorporate many of the multifaceted features they want in their designs. The challenge for many planners rests, however, in bringing the design plan to realization. In this article, the author discusses these issues with Dr Harold Shill of PSU‐Harrisburg, who was responsible for coordinating its new library design and construction project.

The author takes on the assertion posed in recent educational articles that technology is driving down book circulation and contributing to the decline of reading‐center learning. In his interview with Richard Cochran, Dean of the Ferris State University Library for Information, Technology, and Education, the two discuss the importance of incorporating technology to support all types of learning, and using faculty buy‐in to insure that as many media as possible are integrated into the final building design.

Library planners often have the problem of finding institutional or organizational support to assist them with their building projects. The Society for College and University Planning (SCUP) is a professional association composed of university planners, architects and administrators. SCUP addresses three campus planning‐related functions: academic planning, institutional decision making and resource planning, and facilities planning. The centerpiece of its activities is a large yearly conference in which members convene to share innovative ideas and developments in planning. This year’s conference in Boston was highlighted by a discussion on the future of resource planning in non‐traditional universities like The University of Phoenix.

The architect’s role in any building project cannot be overstated. It is crucial for library planners to bring the architect early into the design process and work continuously with him/her throughout the entire building phase. Thomas A. Findley, an award‐winning architect from the firm of Leo A. Daly, spoke with the author at length about his role in enabling library planners to develop the kinds of buildings that will both satisfy present demands and enable future needs to be met.

One way to think of a cybrary is as a smart organizational structure in a smart building. What administrative implications does the creation of a cybrary have for its host university or institution? A cybrary leader needs always to be examining where technology is going, and how it will have an impact on the services the organization provides. The multifaceted features of the cybrary strongly suggest that leadership must come from something beyond a traditional library director position.

As part of my on‐going investigation into the ways library planners are integrating learning technologies into their buildings’ architecture and facilities, I visited the libraries of four professional/technical universities in the UK. All of these institutions have only become fully fledged universities within the past ten years and all of them have opened libraries within the past four. In each instance, the buildings modify the traditional understanding of a “library” as an information resource by integrating technology training labs, multimedia resources, and other support services. The British consider these to be “hybrid” libraries, although these buildings are also indicative of the future of information resource accessibility for academic institutions across the board. This article will analyze the features of each of the four libraries and seek to demonstrate how their “hybrid” qualities are fitting into developing trends of library design and technology design already identified by this author in previous articles.

Library design and planning has undergone a significant change since the beginning of the 1990s. Library spaces and services have been reconfigured to satisfy the demands of an increasingly diverse array of customers, no longer simply the traditional academic researcher. These trends, along with flexible design elements to allow for technology upgrades, has produced a paradigm shift in our understanding of the form and function of library facilities. Moving away from the traditional “repository” conception of library as storage centers for materials, the new facilities are more complex, enhanced interactive and research environments many of whose spaces can assume a multitude of functions. This article surveys the paradigm shift, and presents new developments – especially the incorporation of a “learning café” within library facilities.