The 21st Century Library Learning Commons

When it comes to converting a school library to a learning commons there is a lot to learn and there needs to be an understanding that it is a process that happens and evolves over time, probably years. In undertaking such a process there are many stages the teacher-librarian will need to go through, and much like any process these stages will likely cycle back and forth. In my research I attempted to find valuable resources that would address some of the different stages of a change-over.

Justification

I can be difficult to get some staff members and members of the community on board with major changes, often encountering the “If it isn’t broken….” attitude. However, a traditional library no longer addresses the educational needs of 21st century learners.

1) BCLibraries. (2011, October 18). Learning Commons in BC [video file]. Retrieved from https://www.youtube.com/watch?v=LglFl1BYfFs 

This video is a description of the core values of a library learning commons and a justification for change. It could be really useful when presenting an action plan to administrators and educating staff about changes that will be made to convert a school library to a learning commons. It covers the history of the library learning commons, how they originated in universities and also shows clips from current secondary and elementary library learning commons.

2) Bondi, G. (2012, December 14). The “Why” Behind A School’s Learning Commons [Blog post]. Retrieved from http://learningthenow.com/blog/?p=2222

“The ‘Why’ Behind A School’s Learning Commons” is a great blog post on Learning the Now that also helps with the justification of a conversion. An easy read, the post describes what traditional school libraries do and compares them to the goals of a school library learning commons. The effect is that we are moving from a very prescribed, shallow use of the library to a rich, learner-centred environment that allows students to develop learning skills.

Background 

Of course, before any major project is undertaken it is important to have a good basis in research and background knowledge.

3) Canadian School Libraries (CSL). 2018.  “Leading Learning: Standards of Practice for School Library Learning Commons in Canada.” Retrieved from   https://llsop.canadianschoollibraries.ca/library-learning-commons/

This page, from Leading Learning, “What is a Library Learning Commons?” defines what a learning commons is. A very useful and concise definition that is a great starting point for teacher-librarians starting from scratch with their conversions. This site really emphasizes the importance of the focus being learner-driven. It lists a number of different “focus” areas such as collaboration, creativity, innovation and opportunity.

Process

Perhaps the most extensive category is the actual process of a changeover. Where to begin? What does it look like? What to do when encountering problems?

4)BCTLA. 2017. “From School Library to Library Learning Commons”. Retrieved from https://bctladotca.files.wordpress.com/2018/02/from-school-library-to-library-learning-commons.pdf 

This document,  published by the BCTLA, called “From School Library to Library Learning Commons” is an attractive publication with a lot of functional information. It provides an analogy about the different levels of service ranging from “a room with books” (p. 6) all the way up to a functioning library learning commons which is helpful when analyzing what the space might need for growth. It provides a proactive model for change and a list of criteria to be met in a functioning library learning commons.

5) Mueller, L. (2015, 10). From library to learning commons. Teacher Librarian, 43, 12-17. Retrieved from http://ezproxy.library.ubc.ca/login?url=https://search-proquest-com.ezproxy.library.ubc.ca/docview/1721911745?accountid=14656 

This article walks the reader through the real-life process of one secondary library in it’s conversion to a learning commons. It documents both successes and hurdles. Having resources such as this one provides the teacher-librarian with useful tips about what worked and what didn’t so that they might emulate the successes and avoid some hardships. Having a few documents such as this one would prove very useful in a transitional period. One of the take-aways that I really appreciated from this article was the admission from the author that the transition is an on-going process. Even though they feel like they are in a comfortable place, they need to continually reflect and evaluate what is needed by the learners.

There are more resources on this topic than anyone could ever possibly read. My goal was to source out some great resources that covered different aspects of the topic. This is merely a sample of the research that would need to happen in the actual process, but I believe it’s a good jumping-point.