Just as a room full of books is not a library, a room full of books, comfy chairs and technology is not a learning commons.
I’ve been thinking about what it takes to make a learning commons. What is that special something that takes a room with comfortable furniture and useful resources and transforms it into a quality learning environment? A space that supports the community in a multitude of ways?
I recently attended the VTLA Winter Tonic, a gathering of teacher-librarians in Vancouver. Whenever I am around teacher-librarians, I am energized by their enthusiasm for learning and sharing their practices and knowledge. Their intellectual discourse into the role of the teacher-librarian and collective inquiry into the transformation of educational practices through the third space of the school library is inspiring. I witnessed rich conversations that reflect a professional community with strong pedagogical principles. I listened to people who work in an education context where they have a hybrid role for enhanced service and support of all learners.
And like all libraries, school libraries are transforming to stay relevant in this global information economy and support the growing and changing needs of the learners. In addition to traditional roles of information literacy and providing the best resources to support curriculum, teacher-librarians support digital literacy and innovative learning practices – inquiry-based, project-based – for students and teachers. They actively connect learning to technology and resources, and facilitate knowledge creation for the school community. They are on a continuing quest to find new ways of supporting students in their learning. The role is multi-faceted, challenging, ever-evolving, and ultimately highly rewarding because the impact can be so significant.
As librarians, we have learned a lot about the effect of the physical environment in supporting community. Many school libraries are transforming to a learning commons model. (See the video, Learning Commons in BC.) And as they seek to improve the facilities by bringing in the comfy chairs, collaborative work spaces, quiet study spaces, and providing zones for different types of activities, the role of teacher-librarians is changing. They are becoming facilitators of what happens in that new space.
This brings us back to the whole issue of the shifting role of the librarian. I called up Simon Neame, director of the Irving K. Barber Learning Centre at UBC, to ask how these role issues have played out in the post-secondary libraries. After all, the learning commons movement developed originally and rapidly in the academic library realm when electronic collections became the mainstay.
There is a fair amount of coverage in professional literature about the shifting role of academic librarians. Simon told me that the idea of bringing in professionals from other backgrounds has been a big issue for academic librarians. Education technology specialists, writing specialists, student services, peer coaches and tutors, teachers of life skills and those who provide other areas of support and expertise all add to the synergy of experiences in a learning commons.
So the librarian is coordinating a diverse group of people, bringing in other experts and professionals to create that “cluster of services” in a space that is open to sharing all those different cultures. Simon emphasized that this is not about “getting rid of librarians,” but rather about transforming and expanding the service. Creating new spaces that may or may not include the physical collection allows for an invigorated learning space that can give learners a sense of ownership and engagement.
The reality is that a learning commons is not purely a library; the library is just one component. A learning commons is not built around physical collections. Nor is it a typical library environment. A learning commons is a whole new type of library.
And that brings us back to the students. The magic happens when the facilitated space brings in kids who wouldn’t otherwise see themselves in, or feel comfortable in, a traditional library. A learning commons is more inclusive and relevant. A learning commons does not reduce the impact of a library; in fact, it expands it, and takes it to new places and new people.
And that reflects the world the kids are living in. I am continually inspired by a 1913 quote by Bengali poet (the first non-European to be awarded the Nobel Prize for Literature), Rabindranath Tagore, when he said: “Don’t limit a child to your own learning, for he was born in another time.” True then, true now, and true for every generation to come.
How does all of this translate into the school library setting, with its smaller space and staff complement? How do we leverage the strengths and gifts of the school community in supporting the whole student?
It takes a growth mindset and careful planning to make it work – being open to creating welcoming spaces and facilitating new ways of learning. It takes true engagement with the teachers, students and wider school community to make the connections, relationships and innovations that can make a difference for learners. It’s really about the program and services – and the remodeled space supports that.
The whole idea remains the same – to encourage people to read, enjoy, explore, and engage with learning.
There’s more to this than funky furniture decisions, technology infusion and collaborative learning spaces. Anyone who doesn’t see the need for professional facilitation of the space needs to be reminded about what is going on in that space. Anybody can create a study hall or maintain a room of books, but a teacher-librarian with an open mindset, a solid grasp of the curriculum, expertise in digital literacy and facilitation, and collaboration skills to support knowledge creation is needed to perform the wizardry that truly creates a learning commons.
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Great post!
I’m a learning commons teacher in Calgary and we have been transforming our library to learning commons over the past three years. One thing we have come to understand, is that it is the postion of the learning commons teacher that really helps with that transformation. Also another key part we are finding is that the staff and students need to be educated around the learning commons philosophy too. As we all begin to understand what the learning looks like in this amazing learning space, the better we are utilizing it to its potential.
The addition of an extra staff member is a huge hurdle for a lot of school! It’s great to have posts like yours that highlight that importance.
Thanks for sharing!
Steve Clark
I appreciate hearing from a “learning commons teacher”! Thank you for reading and taking the time to comment, Steve.
Awesome overview of a sophisticated and often misunderstood practice. I think like most things, change is unnerving so it generates anxiety and excitement. I find it interesting that BC, despite cuts, is again progressive. As I recently posted, http://ksslibrary.wordpress.com/2013/02/14/lc-design-is-more-than-arborite-and-chrome-its-acoustics-too/ my concern is that the function gets lost in the form. If he organic nature of programs is not considered, shiny facade, no matter how nice is not sustainable or ethical use of funds. What is exciting, is that there are school, college and public programs vibrant enough in old clothes to strife for a refurbished more effective model.
thx it is so reassuring to have a voice of wisdom and clarity so near the top. Take care
So true, Al – form follows function!
Hi Jacqueline
Vancouver TLs were delighted that you were able to attend our recent Winter Tonic. I have forwarded to our VTLA members both your note of thanks and your blogpost.
The conversation amongst TLs on the BCTLA Ning has been lively; it is typical of the professional commitment of those who work to keep pace in school libraries with the changing nature of learning. We are certainly grappling with the demand for and challenges of dynamic learning spaces and responsive programs. We appreciate your support and encouragement for our creating workable environments that enable students and school staffs to explore technology-enhanced and collaboratively designed learning in managed and manageable contexts with a goal of ensuring engagement and quality programs. Given the demand for what we are developing, your voice in support of qualified and sufficient TL staffing in a school-wide and respectful process will be important.
I agree and know well from experience: ”The role is multi-faceted, challenging, ever-evolving, and ultimately highly rewarding because the impact can be so significant.” As well, I agree: ”The magic happens when the facilitated space brings in kids who wouldn’t otherwise see themselves in, or feel comfortable in, a traditional library. A learning commons is more inclusive and relevant. A learning commons does not reduce the impact of a library; in fact, it expands it, and takes it to new places and new people.” it is clear to me that, while we create new possibilities for many learners, what we do is perhaps most important for those who are too often sidelined by constraints of socioeconomics, ability, and other factors that impair equitable access to learning. There is no question that we are undertaking an important learning project but the lack of shared understandings, as pointed out by the Calgary LC Teacher, about our spaces and roles requires attention to both the process of transformation and the professional protocols, as Al has so clearly identified.
Thank you again for joining us both at Winter Tonic and in the on-going conversation.
Sent from my iPad
Moira Ekdahl
It’s my pleasure to be a part of the conversation, Moira. Thank you for your thoughtful and articulate comments. I am so very appreciative of your patient and generous sharing of wisdom and experience!
Hi Jacqueline,
Fantastic! The word that stood out to me in your post, and in some of the comments, is — “conversations”. I’ve always thought of librarians (myself included) as builders of connections to knowledge. Often that connection has been between a person and the knowledge contained within a book. But another kind of powerful connection is between a person who wants to know something and someone that knows something about it — brought together in a conversation of learning. While connecting people to books will continue to be an important role for librarians, bringing people together, facilitating conversation, is increasingly important. And with emerging online social networking tools, building these connections is more possible than ever.
Kevin
Kevin, I love the alchemy of bringing together people for meaningful conversations – thank you for articulating that. There’s never been a more exciting time to be a librarian!
An eloquent defense of the continuing relevance of the library to the contemporary BC classroom. Thank you for being such an passionate spokesperson!
I particularly appreciate the balance you strive for in your description of a library/learning commons, a space that strives both to maintain its core mission of supporting literacy and to embrace learning technologies.
In my own case, yes, I try to make my library a digital hub for students (a cart of Chromebooks, tutorials on cloud storage, a lab devoted to Adobe Creative Suite, etc.), but in the dark hours of the night, when the glow of all the digital fun I’ve had earlier in the day has faded, I am confronted by the fact that reading comprehension remains the most significant challenge for BC students and that libraries/learning commons must keep their focus on addressing that concern.
Goodness knows, I’ve taught enough students how to take a project all the way from research to youblisher.com, but that success must be measured against some hard numbers. According to “A New Focus on Reading” from the BC Ed Plan site, 46% of grade 7 students are reading below grade level. I’ve run all my grade 9 students through STAR assessments and the numbers get worse as the students get older.
And that’s why for all the excellent and much needed talk of digital literacy, of helping kids navigate the data smog, of showing them how to manage their digital footprint, etc., I don’t think the fundamental mission of school libraries has changed: to support and develop early childhood literacy and adolescent reading comprehension. It is that mission, more than any technology initiative I can dream up, that makes the library supremely relevant to the life of my school community.
Andrew
Andrew – very well said. So important that we never lose sight of the basics. Thank you for taking the time to comment and share your thoughts and experiences.
Teacher-Librarianship is at the centre of the Commons movement. Where other librarians are out to ‘toss out the ref desk’.. TLs have never worked that way. Where the higher ed libraries try to eek out a place in assessment TLs are well underway. A commons is not about space as you so rightly put it.. The shift is critically important and a powerful gift from the lighthouse traditions around Teacher-librarianship — an extensively rich BC – incarnation of the profession.
As librarians, we all have so much to learn from each other. Thanks for your comments, Maryann.
Here, in Quebec, the Learning Commons idea doesn’t seem to have taken hold yet. With our educational reform, I think that it would work well. I also think that it would revitalize libraries as the heart of any school. As you say so well, it’s an attitude and not necessarily just another changing around of the furniture.
Thank you for reading and taking the time to comment, Ellen. So true that the learning commons model is a terrific match with new ways of approaching the education system to meet the needs of learners for the 21st century. All my best wishes for Quebec school libraries!