The main characteristic of a learning
commons is collaboration. The activities that go on in a learning
commons are impossible to number. The rules and activities within it
are flexible. The authors of the article put out by the Ontario
School Library Association says that new relationships between
learners can be formed as well as new technology tools being realized
and used. The authors also feel that a reason to establish learning
commons is so that students can learn those needed transferable
skills in order to be a successful citizen in their future. Since
most activities are based on cross-curricular designs, the students
become more familiar and comfortable with inquiry, using their
creativity and discovery abilities. It is a very exciting concept.
With the library media center usually
being the largest classroom in the school building, it is a logical
place to begin sharing this philosophy with the school. The author
Koechlin describes ways to tackle quite a few limitations to the
space. We must be flexible and the smaller the library space the
more flexibility is needed. It's a good idea to try and put things
on wheels for ease of movement. Place bookshelves against the walls
when possible. Koechlin even feels that its very important to
consider the weeding policy of your library and tighten the strings
on what is considered valuable. Loaning out large sets of books to
rotate throughout the classrooms in the building is also a logical
way to free up needed space. Then the space will be available in the
commons area of the library.
Educause.com's article called “7
Things You Should Know About the Modern Learning Commons” lists a
realistic downside to learning commons. Since there is no specific
model of what a learning commons should follow it allows for much
flexibility. Though that might be seen as a good thing, it also
might cause administration/teachers to make educated guesses as to
what will work in the space. If things don't work as planned, time
will be wasted reconfiguring the common's possibilities. Even when a
design is well decided and facilitated, the success of the space can
also be a downfall with areas that are overcrowded that will require
a scheduling process which will take away some of the philosophies
behind a learning commons environment.
The article written about the
Chelmsford High School in Massachusetts was very inspiring. The
before and after pictures speak volumes even without the text. I
understand that promoting the library and it's services is like a
business. The article mentioned the “bait and switch” technique.
You come for one reason and leave with something not expected. My
favorite activity mentioned in the article is the Listening Lunches
program. Giving students and teachers the opportunity to share their
talents whether they sing, play instruments or any other positive
fine arts talent. Students and teachers coming in for an hour or
more, being social, eating their lunches, listening to great talent
-all in the library- is very exciting. I wish I had the time and
money to make this happen in my school. It's definitely appropriate
for high school level.
Overall, I love the idea of a learning
commons. On a small scale, there are many varied things that happen
in the library. From baby showers to staff meetings, we've hosted
lots of activities for the staff/faculty. However, getting students
in the library on a collaborative basis is where I need to focus.
This topic has inspired me to work harder on preparing great
collaborative activities that are outside the box and not expected.
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