By Maria Falgoust and Jon French, ISB Librarians
As librarians, we know that the library can be a refuge: familiar, ordered, consistent, and reliable. Just as we strive to make students feel safe and seen, the physical space itself can either support that mission or work against it. But how do we know which one it is doing?
When we walk into the library every day, it feels like home to us. That familiarity, however, can become a blind spot. We are often comforted by our past choices, even though it can be challenging—scary, actually—to admit that decisions we made years ago may no longer be serving our students.
For us, this realization did not come all at once. It grew out of everyday conversations, observations, and even—dare we say—complaints shared between classes or over lunch: “I wish adult members of the community weren’t high-fiving students during my library lesson? The library is quite overstimulating! Why do some students feel it is okay to run in the library. Why did an 8th grader feel compelled to do a cartwheel?” These gripes, as trivial as they might seem, became a starting point for recognizing that change might be necessary. More importantly, they reminded us that articulating our needs: to administration, the learning support team, and our library committee co-chairs was the first step toward actionable change.
So, over the summer, the ISB Library got a fresh redesign. In order to make it even more cozy and conducive to learning for every student, our community came together to makeover one of our favorite spaces. It was, without question, a labor of love.
1. Breaking the “Runway” Effect
One of the biggest hurdles we faced was the physical flow of the library. Because of its location, the space often felt like a thoroughfare—a “runway” where students and staff were constantly passing through on their way to the nurse’s office or other classrooms. There was no boundary, no sense of “stepping into” a sanctuary of learning.
Working with Assistant Director of Preschool and Lower School Pedagogy Selena Lynn, we began to examine how our physical space was shaping instruction and student behavior. The solution came in the form of lighting and furniture zones. By using softer lighting in certain areas to signal “cozy down” time and keeping other areas bright and stimulating for research, we created a more intentional atmosphere. Shifting our shelves allowed us to “block off” the main walkway from instructional areas. The result was better classroom management and significantly fewer distractions from hallway foot traffic.
2. The IB Classroom Influence: Zones of Collaboration
As an International Baccalaureate (IB) school, our library needed to mirror the inquiry-based magic happening in our classrooms. A key tenet of the IB model is agency and collaboration. In the old layout, we basically had two options: one giant, immovable conference table or a tiny table tucked in the back. Now, we’ve introduced “middle zones.”
Mobile trapezoid tables replace the old rectangle ones, grouping naturally to encourage small-group discussion and flexible configurations. Previously, if a teacher was sitting at the large central table, students felt like they were interrupting if they sat down. Our new, varied table shapes break that barrier, making the space feel truly communal for faculty and students alike.
Left: First grade students enjoy having greater choice in where they can enjoy their weekly check-outs. Smaller, module tables make for cozier areas for our studentss. Right: During preparation for their 5th Grade Exhibition, 5th graders saw the library transformed into a learning lab, with small intimate spaces for three students set up throughout the library.
During preparation for their 5th Grade Exhibition, 5th graders saw the library transformed into a learning lab, with small intimate spaces for three students set up throughout the library.
We were also fortunate to work closely with Student Support Coordinator Bernard Mithieux, whose guidance pushed us to think more intentionally about how the library could better support neurodivergent learners. His perspective helped us consider how elements like clearer sightlines, calmer checkout spaces, and reduced visual clutter could make a meaningful difference for students who benefit from a more structured, predictable environment.
3. Strategic “Shopping”: Sightlines and Circulation
If you want kids to read, you have to make the books easy to find. We made some tactical shifts that have already paid off. Graphic novels—our most popular section—now sit directly in the sightline of the circulation desk, meaning we have eyes on half the class at any given time just by watching the browsers.
ISB parents Rebekah and Jason designed a whole new arrangement of the book sections to give nonfiction and early chapter books more “play.” While we did have to move biographies to the hallway to make it work, we actually gained more display space overall, a net win for both discoverability and the visual appeal of the space.
4. Walls That Teach
We’ve embraced the idea that walls should be “Learning Walls,” not just “Display Walls.” Selena shared with us a golden piece of advice: If you ask a student to close their eyes and describe what’s on the wall, and they can’t remember—it’s time to take it down. Following this philosophy, we’ve added push-pin felt tiles that allow us to display real-time “evidence of learning.” One recent favorite: a bulletin board where students pinned their “Favorite New Word” (in the language of their choice) learned that week. It turns a static wall into a living conversation. New display spaces throughout the library mean student work is celebrated more prominently than ever before.
5. The Tech Upgrade
During the redesign, we also decided to upgrade some tech with an Apple TV. Going wireless has made our instruction feel infinitely smoother. Whether we’re mirroring a student’s iPad to share their work with the class or projecting a research find, the absence of constant plugging and unplugging has removed the friction from our lessons in a way that’s hard to overstate.
It Takes a Village
None of this happened by accident—or by the hands of just two librarians. This project was a true community effort, and we are deeply grateful to everyone who gave their time, talent, and energy.
ISB parent Eileen, consulted a professional interior designer/planner and created official layouts, while her designer husband, Kevin updated the library map. PA Library Committee Co-Chairs Rebekah and Athena, along Melissa Mak, Amrita, and George, all helped move ISB’s vast collection of books into their new homes—a two-day job that required equal parts muscle and meticulous care.
A special shout-out to our Tech and Facilities Teams for helping make the dream a reality. And a big thank-you to ISB alums Penny, Lulu, and Emma, who came back to help iron out some final details before a new generation of students arrived for the 2025–2026 school year.
A New Chapter
After ten years, it felt like time to spice things up. While we did have to give up some floor space that once hosted large grade-level author visits, the trade-off has been worth it. The library is quieter, the flow is calmer, and students are more engaged in their zones.
Maria Falgoust is the Head Librarian at International School of Brooklyn (ISB), an IB school with immersion programs in French and Spanish, where she works with students from pre-K through eighth grade. With over two decades of experience in independent schools, she is passionate about building community through books, fostering curiosity, and creating inclusive, joyful library spaces. Maria is especially interested in bringing unique programs, meaningful conversations, and a sense of humor into the library.
Jon French is a librarian at International School of Brooklyn (ISB), where he supports a student-centered, inquiry-driven library program grounded in the IB framework. He partners closely with teachers to integrate information literacy, research skills, and educational technology into classroom learning, while curating a diverse, academically and personally relevant collection that supports a strong culture of reading and curiosity.
