Shifting from a Traditional School Library to a

Shifting from a Traditional School Library to a Learning Commons Model CCSD Pilot – December 2013

Overview Purpose for Viewing: How are the Learning Commons models that are depicted in the video different from your current school library? �http: //youtu. be/y. YIJRJo-_Yc

What is a Learning Commons? � A full-service learning, research, and project space � A flexible environment built to accommodate multiple learning activities � Brings together the functions of libraries, labs, lounges, and seminar areas � Empowers active and collaborative learning and a participatory culture � Invites students to devise their own approaches to their work and to transfer what they learn in one course to the work they do for another, ” (Educause, 2011).

A Learning Commons… “…liberates the exploration of ideas and concepts, encouraging inquiry, imagination, discovery and creativity through the connection of learners to information, to each other and to communities around the world. ” “Media Literacy and Learning Commons in the Digital Age: Toward a Knowledge Model for Successful Integration into the 21 st Century School Library, ” by Dr. Paul Mihailidis.

What does that look like?

What does that sound like? “…alive with the voices of students working together, establishing the kinds of connections that promote active, engaged learning, ” (Educause, 2011). � Interaction � Dialogue � Online videos � Voice over recordings � Video conferencing capabilities � Collaboration among peers, teachers, and community members

What does that feel like? � � � � � Welcoming Comfortable Accommodating Free to interact Trusting Flexible Mobile Non-threatening Helpful “The focus is one in which a collaborative environment can help reframe the library away from a place where there should be no interaction, noise, or dialogue to one that is open, friendly, creative, and interactive, ” (Mihailidis, 2012).

Key to Success “And yet the successful learning commons does not depend solely upon adaptable space configuration or the latest technological gear. 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, ” (Educause, 2011).

Step #1: Focusing on the Needs of the User � “A commons starts with an analysis of student needs and the kind of work they will be doing, ” (Educause, 2011). � “…Focus on the needs of the users, rather than on pre- existing policies or philosophies, ” (Harland, 2011). � Materials ranging from books, databases, and devices to makers’ materials like scissors, paper, and glue-sticks � “. . . learning how to become an active, engaged, expressive, and empowered media user in everyday life, ” (Mihailidis, 2012).

Step #1 A: Change in Mindset… “We must stop the longstanding and much respected practice of preserving and protecting resources. We must instead move toward better ways of focusing on users’ needs by trusting them, becoming more flexible, and reducing barriers to resources and information. All of these steps require a change in traditional librarians’ philosophy, ” (Harland, 2011).

…and an Increased Focus on Practice! �“School librarians…meet regularly with departments and individual teachers to plan lessons, integrate technology into learning and exploring, share resources, and discuss general ways to enhance student learning in a digital age, ” (Mihailidis, 2012). �Shift in physical space, but ALSO in pedagogy, from passive to active