Academic Paper on Communication Commons in Academic Libraries

Browndorf, M. (2014). Student library ownership and building the communicative commons.  Journal of Library Administration, 54:2, 77-93, doi:10.1080/01930826.2014.903364

This recent scholarly paper is a must-read. Browndorf argues powerfully that prioritizing student participation within the library may be the best preparation for participation in the wider cultural commons post-graduation.” (Browndorf, M. 2014) She reviews existing literature, citing Birdsall’s 2010 “Communicative Commons” model as a means for connecting college students to a wider cultural commons and to more engaged communication. She moves on to cite Beagle’s knowledge commons (2006) as a model to which school and academic libraries can affordably aspire. Browndorf’s proposed transformations are deliberately student-centered and cost-effective: while her article is not a showcase of beautiful furniture, she focuses on how academic libraries can create a powerful shift in purpose through student engagement.

Browndorf sets up her proposed suggestions after thoroughly reviewing the origins of the use of the term “commons,” going back historically to shared grazing areas. She cites Hardin’s 1968 “Tragedy of the Commons,” in which no one takes responsibility for shared resources, resulting in their demise. She then moves though a psychological literature review regarding the positive impact of student ownership on student engagement and learning. Make no mistake: this is an academic paper. However, I can see that a teacher librarian may need to submit this to a district superintendent or wary board of trustees in order to gain support for a Learning Commons model.

Finally, Browndorf’s recommendations are sound: she proposes student advisory committees and councils as ways to create and assess learning commons models; she also recommends student creation and implementation of library orientation services, noting student-designed library web apps. This article offers a solid idea in conventional-enough packaging; it’s a good read and a potentially useful advocacy tool.

Things that keep us up at night.

Valenza, J. K., & Johnson, D. (2009, October). Things that keep us up at night. School Library Journal, pp. 28–32.         Retrieved from http://www.slj.com/2009/10/future-of-libraries/things-that-keep-us-up-at-night-the-future-of-the-school-library/

Summary: Although written almost five years ago, this article is a still timely discussion of the changing role of the school library and school librarian. Framing their argument in terms of economic changes, intellectual property shifts, the challenges of embracing the role of technology expert, and the need for advocacy from stakeholders, Valenza & Johnson describe straightforward ways to assess and improve your position as a 21st century librarian.

Evaluation:
The call to "evolve, adapt, and thrive" is inspiring and overwhelming. The authors' assertion that this is a critical time in the history of libraries resonates with me as I envision transtioning our school library to a learning commons. I appreciated their succinct discussion of the important trends and concrete ideas on how to adapt to a new role. Many of the ideas echoed strategies discussed in 233.

    

    

Design Thinking in the Classroom: From Ideas to Practices.

This blog post is about changing units of instruction to make them more engaging to students. These interactive and collaborative units are called “Design Thinking”. “Design thinking is used to solve design challenges, or units of study structured around real world problems linked with interdisciplinary academic studies”(2014). The units are broken into five parts that include Gather, Glean, Generate, Gauge and Go.  The blog describes each of these stages. Students collaborate all the way through the project and end up with a product that has real world applications.

While this blog post is geared toward classroom teachers, teacher librarians would find the information useful. These units would benefit from the collaboration with a teacher librarian. Students need a place to gather to brainstorm their assignment and the physical learning commons would be the perfect place. A virtual learning commons would allow them to gather their information in one place, for all to share.

Ott, L. & White, E. Design thinking in the classroom: From ideas to practice. Part I. P21Blogazine. Partnership for 21st Century Skills, April 24, 2014. Retrieved from http://www.p21.org/news-events/p21blog/1403-design-thinking-in-the-classroom-from-ideas-to-practice-part-i

A Student-Designed School Library

Chambers, Julia

Hohenadel, Kristin. (2014, Feb. 26). Eighth-graders design and build a school library for the 21st century. Slate [Weblog]. Retrieved from http://www.slate.com/blogs/the_eye/2014/02/26/eighth_graders_at_realm_charter_school_in_berkeley_design_and_build_their.html

This is the first example I've seen of a school library that was entirely designed (and built!) by the eight-grade students who use it. Students were given a space for a "library" and they came up with a space that greatly resembles the Learning Commons models we've been studying. Students were given free-reign as to what might go in this space, and the students chose openness, comfort, and hang-out space over stacks of books. They designed bookshelves using a "X"-shaped module theme (X as a functional shape, but also as metaphor for the algebraic unknown.)  The Berkeley charter school has run out of funding, but has plans to fundraise to realize the vision. (Watch the Kickstarter video.)

Evaluation: I love the student-driven nature of this project and am intrigued by how closely the ideas resemble what we've been talking about as a Learning Commons space. What is absent in this picture is a librarian or information specialist. Imagine what this space could do with an innovative school librarian at the helm!

Selling the Transformation from Library to Learning Commons

Chambers, Julia

Johnson, Dean. (2013, October). Power up! The new school library. Leveraging Teacher Leadership/Educational Leadership 71(2) p.84-85. Retrieved from http://www.ascd.org/publications/educational-leadership/oct13/vol71/num02/The-New-School-Library.aspx

Summary: This article provides an overview of the physical learning commons. The author likens the Learning Commons to a kitchen in contrast to the “grocery store” qualities of a traditional school library. The transformation from one to the other requires repurposing the space to match the digital age of learning. Giving students ownership is key to the process and buy-in and can be achieved through physical comforts, accessibile hours, enabling spaces to produce and showcase work. The author suggests that the emphasis of the traditional library has shifted from teaching how to find and organize information to how to evaluate and use information for higher learning, and so the librarian needs to have a teaching space and his/her desk should be prominently placed and set up for one-on-one assistance.

Key technologies include laptops; video/laptop projection systems for computerized slideshows with accompanying sound; audio amplification; interactive whiteboards; audience response systems. The article also provides some selling points for school leaders,such as focusing more on the library program vs. space, viewing librarians as teachers who can lead the implementation of technology into existing curriculum, and recognizing the role students play in shaping this space.

Evaluation: I thought this was a great overview that sells the idea well. I’m planning on sending this article to our head of school.

Geographic Locations and the Learning Commons

Brook, Tiffany

Pace, M. (2010). North Carolina Libraries (Online), 68(2), 15-17. Retrieved on November 11, 2013, from http://web.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=f9b6d921-965c-427b-a36b-c06c27b0b715%40sessionmgr115&vid=1&hid=119

While many articles discuss libraries in the abstract, this discussion is important because it provides a concrete example of how changing physical and virtual spaces at the library effect school culture. In this example, the learning commons was built in the middle of school life, literally in the middle of a residence hall, dining areas, movie theater, and gaming arena: “With this space, the staff has the opportunity to take their expertise and resources directly to where the students live – where they eat, sleep, and play” (p. 15). This library functioned as a satellite library but because of its unique location, it truly became a part of students’ everyday lives. This library’s endeavor demonstrates the attempt to integrate academics with student recreation and life. Interesting article that also addresses the library’s integration with students' virtual lives.  

An all-digital library --BiblioTech

Lauren Frederick

Cottrell, M.(2013, September 18) Paperless libraries, American Libraries Magazine. Retrieved on September 30, 2013 from 
http://www.americanlibrariesmagazine.org/article/paperless-libraries

This article caught my eye, even though its about a public library in Texas. Bexar County opened an all-digital library, called BiblioTech. This facility is bookless and serves an unincorporated area outside of San Antonio, "offering more than 10,000 titles available for digital download and 100 e-readers on loan, as well as computer stations, digital literacy classes, and a coffee shop."

With access to technology and no print, it allows for the county to spend less money and have less space, allowing the librarian to help patrons connect with information as opposed to circulation.

The reason I thought this to be relevant to the Learning Commons, is that the learning environment is much more fluid. At The University of Texas at San Antonio they opened a digital library as well, and in this space the computer stations and modular furniture can be moved to accommodate groups. In school libraries, with the books on the wall and the stations similar to this, a Learning Commons can exist. The access to all the technology would allow for this as well. I am not sure how beneficial the lack of books would be to the schools, but upping the ante with additional e-readers and computer stations could definitely help any library.

“What I’m seeing is this movement acknowledging that these services libraries provide are as important as the books. Libraries are being acknowledged as to how central they are to communities.”

Ideas for the Development of a School or Public Library Virtual Learning Commons

Fong, Kevin

Journal Article

 

Henry, K., Lagos, A., & Berndt, F. (2012). Bridging the literacy gap between boys and girls: An  opportunity for the National Year of Reading 2012. The Australian Library Journal. 61(2), 143-150.

Complete Proposal

 Berndt, F., Henry, K. & Lagos, A. (n.d.). Book Quest; a reading adventure for boys. Retrieved from http://bookquest2120.wordpress.com/contact/

 Video Trailer

Berndt, F., Henry, K. & Lagos, A. (n.d.). Book Quest; a reading adventure for boys trailer. Retrieved from http://bookquest2120.wordpress.com/book-trailers/

 

The article; Bridging the Literacy Gap between Boys and Girls presents not only an overview of  the issues of  literacy amongst boys but also a number of strategies to improve their literacy that culminates in the authors’ presentation of their suggested reading program for boys. Overall the article is too brief and does not fully express the complexities that encompass the low literacy levels of boys. With that being said; the article does accomplish its secondary purpose of providing an impetus for further thought on what needs to be done to improve the literacy levels amongst boys.

 

The authors' original program proposal; Book Quest: A Reading Adventure for Boys from which this article is based is a more appropriate expression of their research and thoughts on improving the literacy levels of boys which included  elements such as the use of technology to create book trailers, weekly gaming activities and participation in a reading advisory service for their peers that could be easily be implemented in the development of a school or public library VLC. In addition the authors produced a video trailer that both captures the imagination of the viewer and raises their curiosity about the program.

Moving to a digital-only school library collection

Sinclair, Kimberly

Corbett, T.  (2011).  The changing role of the school librarian’s physical space.  School Library Monthly, 27, 5.  Retrieved from http://www.schoollibrarymonthly.com

         In this article, Corbett discusses the transformation of the physical library space at Cushing Academy, a private high school in Massachusetts, whose staff unanimously voted to focus on building a 21^st Century Leadership curriculum—a decision equated with moving towards becoming “bookless,” as accomplished through three major phases:

o   Moving away from the traditional Integrated Library System toward a newer, better integrated software platform

o   Developing an improved acquisitions policy that capitalizes on the best aspects of digital content

o   Transforming the library's physical space into a collaborative work area for students and staff

            This radical decision was made after staff documented that, although the Cushing library previously maintained a collection very balanced between digital and physical resources, students significantly and consistently bypassed the print materials in favor of accessing the library’s computers and digital materials. While such a drastic shift initially strikes as sacrilegious to most librarians, Corbett reports that, to date, the Cushing library is experiencing a large degree of success since the transformation of its physical library space: database usage by students has increased exponentially, participation and circulation is thriving, and the library has developed an interactive website for the learning commons that appears to be effective and popular amongst users. He also adds that, with more than 175,000 copyrighted academic e-books and 1,000 popular reading titles recently added to the collection, the school’s circulation statistics prove that reading “long-form reading and digital resources are not mutually exclusive” of one another (Corbett, 2011). While the successes listed by Corbett are impressive, he does acknowledge that the school’s library continues to have room for improvement. Specific issues requiring further attention include: overcoming barriers to using copyrighted, subscription-based resources rather than the (simpler) default of free resources on the Internet; increasing student instruction regarding more vigorous selection/evaluation of digital information sources; and managing finances to guarantee there are a sufficient number of e-readers for all students available.

            Although I can readily acknowledge the benefits of e-readers and other digital resources in terms of space and 24/7 accessibility, I cannot help but think that a complete switch to these formats in place of physical materials, is rash, considering sufficient time has not elapsed since the widespread emergence of e-readers for researchers to gauge the long-term effects of primarily reading books on e-readers as opposed to print. I feel extremely old-fashioned even stating this doubt, but am simply being the devil’s advocate by pointing out the lack of evidence supporting such a drastic switch. While I have not come yet come across any hard evidence indicating that reading books primarily on e-readers has a detrimental effect, I have heard a little about some early studies that suggest e-readers may be a distraction, at least among younger students still acquiring reading fluency. In these instances, children tended to focus on the capabilities of the e-reader device itself, rather than on the content of the text, resulting in less information recall afterwards. However, the study (which, unfortunately, I have as yet been able to locate again!) admittedly only identified a correlation—rather than a causal relationship—between the presence of the e-readers and a decline in reading attention/factual recall; the negative correlation could be the result of various other causes. For example, the decline in attention could stem from the fact that the students with lower recall were already struggling readers who may have used the device as a distraction, resulting from an already-existing lack of engagement. Alternately, those students who focused more on the e-reader device than the text may have come from homes less technology-rich than the children who remained focused, such that their distraction resulted out of the e-reader being a much more novel and attractive device.

            In spite of any personal apprehension about chucking out a library’s entire print collection (although, to be fair: the Cushing Academy donated these materials to local schools and libraries, happily), I readily admit that this scenario represents a very intriguing experiment. And, as much as I mention there not being sufficient data to warrant a “e-reader only” approach to academic materials, I also understand that experiments such as this have to be taken in order for researchers to have data to analyze, so I am far from considering it a wholly negative model. However, I cannot help but think that, while relying wholly on digital materials may be economically feasible for a small, private high school setting such as Cushing Academy, this set-up still smacks as unrealistic for the average elementary school (where young readers are still learning how to wash their hands without prodding and how to handle materials responsibly) and/or public school library in a lower socio-economic neighborhood. In the latter scenario, a student may be able to repay the seven dollars needed to replace a lost chapter book, but can their family be expected to repay the hundred plus dollars to replace a lost or damaged Kindle? Until e-readers become far more affordable and much more durable than they currently are, it seems doubtful that moving to a digital only collection is an efficient—or even realistic—goal for the majority of public schools. 

Overview and History of the Learning Commons

Shared by Julianne McCall-Bramley
Permalink to the article:
http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=502987882&site=ehost-live

 

Accardi, M.T., Cordova, M. & Leeder, K. (2010).  Reviewing the Library Learning Commons: History, Models, and Perspectives.  College & Undergraduate Libraries, 17(2/3), 310-329.

 I hit the jackpot with this article,  just wish that I had found it earlier in the semester.  This article contains an enormous wealth of information.  Here are just a few things it has to offer:

·         Depicts the Learning Commons as consistently evolving

·         Shows how the LC works to blend the traditional library with technology support and instruction.

·         Here’s the best part: Contains an annotated bibliography of articles that show the growth of the LC going all the way back to the 1980’s.

·         As the article become more recent (last 7-8 years), there is an abundance of ways to create LC space, how to evaluate the space & what happens within it, case studies, etc.

·         How an LC meets students’ needs

·         Of course, how the librarian must evolve along with the library!

This is a great starting point to understanding the Learning Commons and its growth throughout the years.  Excellent & comprehensive gathering of materials.

Starting the Journey of Building a Learning Commons

--> Wong, Mary

White, B. (2011). Towards a learning commons: my journey; your journey. Teacher Librarian, 38(3), 27-30.

The author shares about his "shifts in direction or signposts" as he describes the transformation of his school library towards a learning commons.  As a teacher librarian at the beginning of my journey, I found these signposts to be helpful guides in seeing what changes and challenges to expect throughout the process.  The five signposts the author goes into detail are: explore a new vision, transform your own expertise, transform your library's physical and virtual spaces, change your role with teachers, and disregard any sign that says you have arrived at your destination.  One particular question the author posed that stood out for me was whether or not teachers consider us indispensible and at the center of teaching and learning.

Safety on the Internet--from 4th graders!!

This is a great blog post from Shannon Miller, the librarian at Van Meter school. Her fourth graders created Animoto "videos" about Internet safety, addressing password issues, talking to strangers, the age requirement for Facebook, and being careful of what you say online. It's great to see that young kids are learning these things and then sharing them in interesting and creative ways. This is a great inspiration and certainly a fun use for Animoto. I am curious about what led up to this in terms of teaching the information, what it means, and how to use Animoto.

Miller, S. (2012, Nov. 20). No title. Retrieved from
http://vanmeterlibraryvoice.blogspot.com/2012/11/our-4th-graders-created-awesome-lets.html

post by Allyson Bogie

Toward a Learning Commons: Where Learners are Central by P. Harland

 posted by Julianne McCall-Bramley

Harland, P.  (2011).  Toward a Learning Commons: Where Learners are Central.  Teacher Librarian, 38 (4), 32-36.

This article focuses on changing the traditional library model. This particular school realizes that they need to redefine their current library to meet the needs of the school and its students. They know they must prepare students for a certain type of learning the learning of the future, so they decide to get rid of what's old and not being used and welcome the new. The new space or learning commons must reflect the types of technologies that students utilize. This school district had help from a professor from Plymouth State University who has been involved in creating Learning Commons areas in other schools.  With all the changes that they made, they have succeeded in making their space learner centered and incorporating all kinds of new technology into this new learning. They felt they had succeeded when a group of visitors came in and felt that their space looked like an “information mall” since there were kids everywhere and everyone was working, learning, and doing something different, and most importantly: utilizing all areas of the library.

Yesterday's libraries, tomorrow's libraries - 12 differences

1.  Posted by Gonzales, Charlotte

2.  APA Citation: Johnson, D. (2010, March 02). Yesterday's libraries, tomorrow's libraries - 12 differences [weblog post]. Retrieved from http://doug-johnson.squarespace.com/blue-skunk-blog/2010/3/2/yesterdays-libraries-tomorrows-libraries-12-differences.html.

Link:  Yesterday's libraries, tomorrow's libraries

3.  Summary:  Contrasting libraries of the past to libraries of the future.  

4.  I thought this blog post was a short and sweet way to show where libraries will be going in the future and what roles librarians will have to ensure libraries meet these goals.

Space Matters: Designing a High-School Library for Learning

Student Name:
Duff, Marina

Bibliographic Citation: 
Nelson, B. and McConachie, L. Space matters: designing a high school library for learning.  Educational Facility Planner (Online), 44 (1), 21-24.
http://media.cefpi.org/efp/EFP44-1Nelson.pdf

Descriptive Summary:

I found this article while searching for ideas about school libraries. It clearly presents five design elements and considerations for school libraries that embrace 21st century students. First, one must value creating learning spaces more than book storage when designing the library. Second, the space must be flexible and adaptable for different teaching styles, learning styles, and groupings. Third, the library collection development policy must be closely aligned with what student patrons need and use. Fourth, the digital collection is just as important as the print collection and should be updated and promoted heavily. Fifth, all students of all backgrounds should feel welcome, safe, and inspired in the library space. Overall, the library must be able to serve many purposes from "social hub" to study hall. One should be able to work on homework alone or work on a group project collaboratively. The lighting, acoustics, air circulation, and bookshelf & seating arrangement must allow for proper supervision yet also make students feel free and independent.

Evaluation:

This article shared how designing a school library is really more about the students' academic and social needs and less about book storage and beauty. The library needs to attract all types of learners so that they feel welcome, safe, and "inspired" in the space whether they are alone or in a group. Moreover, everything from the seating to the books should be chosen with careful consideration and using an authentic community analysis. Flexibility seems to be the key in accomplishing the task of creating a space that can appeal to different people, situations, and technological advances. This article has made me re-evaluate these five elements as they exist in my own library. Though there are some design elements that are not flexible, there are still plenty of items that are moveable such as the table and chair arrangement, book displays, and computer & laptop set up. I think the big idea here is to design and re-design one's library in ways that put the students' need first, and I think it is never too late to shake things up.

Reflections on the AASL Standards for the 21st Century Learner

Crompton, Marc

American Library Association. (2010). Position Statement on the Common Core College- and Career-Readiness Standards [Brochure]. Author. Retrieved October 10, 2012, from http://www.ala.org/aasl/aaslissues/positionstatements/collegecareerstandards

I feel kind of awkward posting on a required reading like this, but it strikes me that this document is worth discussing.  It is, by far, the most dense of our course readings and I think that there is a lot to consider here.  I couldn't help but thinking, as I re-read it, that this is like a masterwork of art in that every time I come back to it, I get something different.  I may bring different experiences and ideas to reflect in it, but I come out with something unique each time.

The first thing that hits me about the AASL standards are the four key elements: Skills, Dispositions in Action, Responsibilities, and Self-Assessment Strategies.  This is not a document about teaching; this is a document about learning.  It puts the responsibility squarely on the shoulders of the learners.  It doesn't talk about curriculum in terms of what we need to teach; it talks about the kind of person that the learners strive to become.  I would venture to say - and this is not stated in the document - that this applies to ALL learners in the school community, regardless of age or position.

This emphasis on the learner allows those in coaching positions (traditionally, the teachers) to see the students for who they are in order to help them grow to where they should be.  This is an individualistic approach.  It does not say that students need to be collaborative.  It says that one of a learner's responsibilities is to "Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community" and that they "Assess [their] own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints."  While the end point is the same, we recognize that learners arrive at different times and take different paths. 

Finally, it puts the library/media centre/learning commons square in the middle of learning.  Not by forcing it there as some documents seem to, but by simply recognizing that there is no better place in the school to learn than at this physical and virtual hub.  I think that it is easy in this day and age of digitization for us to fear for our personal futures and cling to the past.  We get defensive about our roles and talk a little too desperately about how things "should" be.  If we simply recognize how things are and that the learning commons is the natural centre of any learning community, there is no advocacy, there is only statement of fact.  I read each point in this document thinking about how else learners develop these skills, dispositions, responsibilities and strategies.  It is true that many are supported in a variety of places in a learning community, but there is no place in the school that addresses them all and I would venture to say that there are many (most?) that are addressed best in the learning commons.

This is a logical document to be developed by the AASL but it is one that should be adopted by schools, not just libraries.  Libraries then are the ideal place in the learning community to foster these ideals and drive their development.

Today marks the second anniversary of the release of this document.  I hope that it has been well circulated and adopted throughout the educational community.

OK, there's my two cents worth.  What do YOU think?