It has been brought to my attention that there are students at Memorial University who are concerned about the coffee shop being built in Queen Elizabeth II Library, specifically the noise that will come with a business operating in open space and the distraction that it will cause at The Commons area for students who are studying, doing research, tutoring, etc.
One suggestion is to construct a glass wall around the area similar to the Teachers' Legacy Rotunda work space.
The lack of consultation with students and the university community around this project is troubling especially considering it is students who are the majority users of the Library at MUN.
The Queen Elizabeth II Library Administration responded to me by stating that the concerns students have around noise from the café expansion are being heard and that they are committed to providing students with services and spaces that cultivate academic success.
They have stated that the project team considered the impact of noise around the café expansion from the inception of the project and they will continue to evaluate and monitor the space, as they do for all spaces throughout the building, to ensure noise disruption is not out of the norm.
The library is a mixture of quiet spaces, as well as areas that allow for collaboration and group work because that is now an important part of course work.
The administration stated that providing a positive learning and interactive environment is their goal and that they’re always open to discussions about their services and spaces and learn so much from hearing from students about ways they can improve and continue to evolve to meet their needs.
There is a suggestion board in the lobby to which they regularly respond.
I encourage all students who want to have a say to use the suggestion board but to also email the QEII administration directly and perhaps even get them to hold public consultation sessions at MUN increasing the amount of feedback and leaving no voice go unheard.
Matt Barter,
MUN Student,
St. John’s
