A Collaborative Journey: The Learning Commons

Stallings, Tayci

CO

KOLOD, L., & UNGAR, B. (2016). A Collaborative Journey The Learning Commons. Teacher Librarian, 43(4), 22-27. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=114825284&site=ehost-live&scope=site

The article discusses the collaboration of teachers and librarians in creating a new way to deliver library skills. It cites that integrating technology into the fiber of how teachers and students learn and need to be accomplished on a fixed schedule. It also presents the collaborative efforts to guide the students learn the crossover activities which began in research.

This article has a good example of this particular schools journey.

How This School Library Increased Student Use By 1000 Percent

Christina Young
CO

Gonzalez, Jennifer. (2016). How this school library increased student use by 1000 percent.  Cult of Pedagogy, transcript retrieved from: https://www.cultofpedagogy.com/episode-38/  

Summary
In this podcast a principal and an administrator from Ohio are interviewed about their transformation of an underused library to a widely used "learning center". Highlights include personalized learning prescriptions and flexible spaces.

Reaction
The reason I tagged this under collaboration / co-teaching is because on of the red flags for me about this article was how their model of co-teaching had very little to do with common teaching and planning and seemed to me like the media specialist was less a collaborating teacher and more of an instructional babysitter. I am really interested in how people balance this in their own libraries.

One of the major things our library is used for is for teachers to bring whole classes for a week or more at a time so that the classroom teacher and the librarian can co-teach units often with different stations. This is what teachers in my school want to do and it is also what I was hired to do, but reading about other schools, like this one in Ohio, where students from all different classes come with a “prescription” for what they are working on seems exciting and useful too. That would allow more teachers (and hence students) to use the library in the context of what they are already doing (rather than as a special unit), but it would also limit the teachers who love the co-teaching model. I worry that in a model like the learning center in Ohio, the teacher librarian is instructional babysitting but not really co-teaching in a meaningful way.

KOHOUT, J., & GAVIGAN, K. (2015). The Years of Our Learning Commons. Teacher Librarian, 43(2), 18-23. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=111875239&site=ehost-live&scope=site

The following article discusses the journey from inspiration to innovation as several librarian are inspired by our own professor David Loertscher.  This article discusses how two librarians who had attended a conference decided they were going to implement what they learned in their own school district. It outlines their project from the idea stage to full implementation within several libraries within their district and what they did in order to bring their idea to life.

What to expect from libraries in the 21st-century

Kourtney Andrighetto

IL, Z

What to expect from libraries in the 21st-century: Pam Sandlian Smith at TEDxMileHigh (December 16, 2013). TEDx Talks. [youtube]. Retrieved from https://www.youtube.com/watch?v=fa6ERdxyYdo

In this TED talk, Pam Sandlian views the evolving role of libraries in the 21st-century through the lens of empathy and compassion and supports the belief that libraries are more essential to build community than ever before. Sandlian Smith provides examples of how libraries are the hub of communities and encouraging patrons to create, innovate, and dream. She provides a brief tour of her library in Colorado and an overview of the various programs available to patrons in efforts to build a community of life-long learners.

Evaluation:

This is truly an inspirational video to view and reiterates why libraries are essential in building communities of innovation and compassion. One crucial point that Sandlian Smith makes is how the mission of libraries is to create happiness before education. This idea can be applied to educational theories that support developing the whole child rather than focusing strictly on academic developments. If people feel unappreciated, ignored, and unsafe in their environment, how can learning possibly take place? I highly recommend this resource to anyone who supports this philosophy.

The Blended Librarian in the Learning Commons

Andrighetto, Kourtney

ET- Blended Learning, Learning Commons
IL- 21st-Century Learning

Sinclair, B. (2009). The blended librarian in the learning commons: New skills for the blended library. College & Research Libraries News, 70(9), 504-516.

According to Steven Bell and John Shank, the term “blended librarian” is what 21st-century librarians must aspire to in order to remain relevant, which is taking more initiative to immerse themselves in co-teaching opportunities, unit planning, and thinking as the user, or “design thinking.” The blended librarian must develop technology literacies and learn how to use and teach emerging technologies to enhance instruction and learning. This article also addresses how blended librarians may function within a learning commons library model. This article is an informative resource explaining the role of librarians in the 21st-century learning commons and how technology integration is imperative to the sustainability of libraries.

Implementing Learning Commons

By: Amy Bush

Implementing Learning Commons

Kolod, L. & Ungar, B. (2016). A collaborative journey: The learning commons. Teacher Librarian. 43(4).

This was a very interesting article about how a school library went through reconstruction to become a learning commons. Kolod and Ungar discuss the process that the school went through including; grants, planning, physical transformation and curricular change. This article also addresses the importance of co-teaching and how it is an intricate piece of this school’s learning commons. I highly suggest reading this article because comprehensive and concise. 

CO-A Collaborative Journey: The Learning Commons

Emily Ratica

CO

Kolod, L., & Ungar, B. (2016). A collaborative journey: The learning commons. Teacher

Librarian, 43(4), 22-27.

This article discusses both the impediments that many schools are facing in establishing a "learning commons" and the steps that can be taken to overcome those impediments. Many schools are attempting to establish a 21st century skills based curriculum with more technology integration, more access to information, and better inquiry and project based learning. However, space issues, lack of proper funding, no support from site or district administration, and a myriad of other problems often block the efforts of enterprising individuals to create a collaborative space on campus. These educators are inspirational in their attempts. They began small, with a specific plan in place, but relatively no funding, and have gone on to create something functional, useful, and fitted to their specific campus needs.  

I love how these educators sought buy-in from every area of their school. They asked students, parents, teachers, specialists, and administrators for input in order to create a space that everyone could use. They branched out everywhere, thus insuring total participation from everyone. They demonstrated how a learning commons is truly supposed to be a place where all can see themselves working together, regardless of subject area or grade level. The started with an empty classroom and Legos, and through their efforts, were able to obtain funding and support to create a Learning Commons with a Story Lab, Makerspace, Tech Lab, Media Studio, and Research Lab. Their experience gives me hope that as I start this process in my own library, that I too can transform my traditional space into a collaborative commons for my entire school.

Nicole Ogden
ET

Palin, R. R. (2014). Looking for Peace and Quiet. Knowledge Quest, 42(4), 16-21. http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=94845349&site=ehost-live&scope=site

Summary:

Palin discusses the value of a learning commons design but argues that there is a need to create quiet zones within the learning commons. While many students will benefit from the collaborative learning environment in a commons, the controlled chaos does not work for everyone. He offers not only a rationalization for the creation of quiet nooks but also offers concrete suggestions for how to create these spaces in the learning commons.

Evaluation

This article acknowledges the value of the learning commons but also draws attention to a population who is not always served by the commons design. He articulates the problem clearly and brings practical solutions  to the reader. A good resource for those who are interested in transitioning their library into a learning commons.

Components and Factors in Integrating Information Literacy Instruction in Elementary Education Using a Virtual Learning Environment

Posted by Karen Kotchka

IL

Kingsawat, K, Kwicien, K. & Tuamsuk, K. (2015). Components and Factors in Integrating Information Literacy Instruction in Elementary Education Using a Virtual Learning Environment. Libres: Library & Information Science Research Electronic Journal, 25 (1), 50-77.

Summary

This research article relates the results of a study in Thailand that implemented a Virtual Learning Environment to give all students access to information literacy skills.  The authors review both the standards and indicators that are important for students to learn in information literacy and the factors that influence the success of an online instructional environment.

Evaluation

The article did not give a lot of detail about how the Virtual Learning Environment worked or what the specific units of instruction were.  One point I did find valuable was that the authors said the virtual learning environment could support synchronous or asynchronous learning but the most important point was the quality of the teacher and learner reflection.

7 Things You Should Know About The Modern Learning Commons

CO = Collaboration

Friel, Holly

Educause Learning Iniative. (2011). 7 Things You Should Know About The Modern Learning Commons. Educause. Retrieved from http://www.educause.edu/library/resources/7-things-you-should-know-about-modern-learning-commons

Summary:

A Learning Commons “evolved from a combination library and computer lab into a full-service learning, research, and project space.” The Learning Commons model transforms a traditional school library from a place where students and staff come to seek out information, typically working individually, into a space where in addition to that type of research, informal and formal collaboration can occur.  The nature of collaboration that a Learning Commons encourages goes beyond traditional student-to-student or staff-to-staff collaboration: “Its strength lies in the relationships it supports, whether these are student-to-student, student-to-faculty, student-to-staff, student-to-equipment, or student-to-information.” In addition to being a space where students can meet, study, and borrow materials, the Learning Commons serve as “libraries, labs, lounges, and seminar areas in a single community gathering place.”   

Review:

This short article provides a good foundation for understanding what a Learning Commons is, as well as some of the possibilities and challenges in creating and maintaining one

Creating Ever-Evolving, School-Specific Learning Commons

Rachel Sandoval

CO

Reference
Kincaid, K, & Pfau, P. (2015). Creating ever-evolving, school-specific
     
         learning commons. Teacher Librarian, 42(4), 8-14.

Summary

This article briefly introduces the reader to the the history and some of the main concepts of the learning commons. It describes a variety of schools their their interpretations (physical and theoretical) of the learning commons and how they have been implemented. Beginning with the physical space, specifically the information desk, the author gives an overview for librarians to begin thinking the different spaces in the library and to perhaps think of new ones that aren't in the library now. Each with a short description that gives the reader a jumping off point to begin imagining it in their library.

The remainder, and bulk, of the article deals with the conceptual/theoretical aspects of a learning commons. Providing answers, views and their solutions, different libraries answer some of the following: 

Is the Learning Commons and extension of the classroom?

How is library space used based on the schools goals and/or focus?

What about Makerspaces?

The author also lists questions prompting the reader to consider current and future library issues, such as changes in curriculum, technology, green/outdoor spaces, lighting, etc.

Ending the article, the author highlights the UC Berkley library's implementation of a learning commons during its remodel in 2008. 

Evaluation

This is a good general article for a person learning about learning commons and attempting to re-imagine their own library with a learning commons. It does start with the emphasis on school libraries, but ends with a university libraries experience, demonstrating that learning commons are not limited one type of library nor are they limited to one type of interpretations. It touches upon the ideas that each library/school needs to understand what their users needs are now and in the near future with the and asks the library to analyze its role.

Free Technology for Teachers: 100 Practical Ed Tech Tips Videos

Beverly Rupe
IL

Byrne, R. (2015, April 21). Free technology for teachers: 100 practical Ed Tech tips videos [Web log post]. Retrieved from http://www.freetech4teachers.com/2015/04/100-practical-ed-tech-tips-videos.html?m=1

Free Technology for Teachers: 100 Practical Ed Tech Tips Videos

Richard Byrne's blog (http://www.freetech4teachers.com/) is a great resource for teachers and librarians. I seem to always find something personally useful, or useful to someone else at work. This is a link to just one very practical example, but every visit to this blog is always worthwhile. A must-add to any PLN.

Kemper, Haley

CA

Lewis, K., & Loertscher, D. V. (2014). The Possible Is Now. Teacher Librarian, 43(3), 48-52.
(Found on the King Library's LISTA Database)


Article Summary:
This article, printed in Teacher Librarian, and authored by our very own Dr. Loertscher and Kathryn R. Lewis takes a look at how teacher librarians can, and should, be at the center of Common Core teaching throughout all schools. They begin the article by stating that the time is "now" for librarians and libraries to be the common learning spaces for all school levels. Libraries are where students research, read, write, discover new information and technology, and use technology to look at new texts and other information platforms. Within the article, Loertscher and Lewis propose a set of ten initiatives aimed at transforming the library into a school's central resource for CCSS. Alongside these ten initiative, the authors demonstrate examples of how the librarian can work with classroom teachers to better teach students the CCSS. These examples are a wonderful tool that can be used by classroom teachers and school librarians across the United States. 

Evaluation: 
For those unfamiliar with some of the Common Core Standards (like myself), this article provides wonderful information regarding some of the key standards, as well as learning opportunities for teachers, librarians, and students alike. While we have discussed and learned the importance of the library being a meeting grounds and learning center/learning commons, this article outlines ways to go about making it happen, as well as providing constructive ways of collaborating with classroom teachers. 

Library Website Redesign Process

Jack, Gordon

Becker, D., & Yannotta, L. (2013). Modeling a Library Website Redesign Process: Developing a User-Centered Website Through Usability Testing. Information Technology & Libraries, 32(1), 6-22.  Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=89093592&site=ehost-live

Summary

Most library users begin their information search using search engines rather than library websites.  In an attempt to drive more users to their Hunter College Library site, Becker and Yannotta redesigned their website with the following goals in mind:  

1. Users should be able to locate high-level information within three clicks
2. Eliminate library jargon from navigational system using concise language
3. Improve readability of site
4. Design a visually appealing site
5. Create a site that was easily changeable and expandable
6. Market the libraries services and resources through the site

The authors describe their redesign process and place emphasis on the importance of small, iterative user focus groups to provide feedback.  In the study, the authors observed users “thinking aloud” as they performed the following tasks on their site:

1. Find a book using online library catalog
2. Find library hours
3. Get help from a librarian using QuestionPoint
4. Find a journal article
5. Find a reference article
6. Find journals by title
7. Find circulation policies
8. Find books on reserve
9. Find magazines by title
10. Find the library staff contact information
11. Find contact information for the branch libraries

By following user feedback, the authors were able to redesign the library website to increase users ability to successfully complete all areas listed above.

Evaluation

I found this article helpful in describing a process for library website redesign.  As we try to make our sites adhere to the Virtual Learning Commons template, it is important to beta test these changes with our users to ensure they help them find the information they need.  Simplicity, both in language and in design, seems critical here.  Excessive graphics, while visually appealing, may slow down page download times.  Library terminology (e.g. “LibGuides” instead of “Research Guides”) also seem to make it harder for users to find information quickly and easily. 

Loertscher, D. V., & Koechlin, C. (2012).  Theory and research as the foundational elements of a learning commons. Teacher Librarian 39(3): 48-51. Retrieved from http://edition.pagesuite-professional.co.uk//launch.aspx?eid=c6559c6d-0532-401b-ac7b-45caa6628163

The article provides information from organizations and researchers in support of the learning commons. The research provided is based on guiding principles: [1] A sense of urgency to utilize technology to make a difference, [2] The learning commons is a "giant collaborative," [3] "The redesign of learning experiences toward higher-level thinking and creativity is essential," [4] "Virtual space can have a profound effect on learning," [5] "Personal learning networks and envrionments are grwoing as essential elements in learning and global competitiveness.'