"Build your program first."
~V. Diggs
Learning Commons programs are supervised and facilitated by the Teacher Librarian. It is important to “build your program first” (Diggs, 2009) because it is unrealistic to think that merely purchasing new furniture will be enough to create a culture shift around the library. This is actually good news for school librarians embarking on the learning commons journey. The programs that become associated with the library can also help with rebranding and shifting attitudes about the space. Showcase and workshop programs demonstrate that the space is about more than just books. Diggs provides examples of listening lunches, poetry slams, and project fairs and displays that help reshape perceptions about the library and become part of the communal identity.
The following Padlet provides a few examples of showcasing and workshop programs in learning commons. What are some programs or ideas that you can add?
The following Padlet provides a few examples of showcasing and workshop programs in learning commons. What are some programs or ideas that you can add?
It is important to remember, however, that Teacher Librarians hold teaching credentials for a reason. We “are called to be the learning leaders in the school communities” (Moreillon, 2017). The teaching program in the learning commons, from mini-lessons to “one-shot instruction” to co-teaching, is an excellent way to demonstrate leading and teaching by example. TLs model interdisciplinary, multi-modal instruction for students, teachers, parents, administrators, and all school visitors to experience innovative lessons.
Many learning commons now also incorporate makerspaces. This is a logical pairing because, as Weisgrau (2015) observes they are both interdisciplinary by nature and encourage users to develop their own solutions for the projects and problems they encounter. A TL provides supervision and support to learners in their information seeking processes.
Many learning commons now also incorporate makerspaces. This is a logical pairing because, as Weisgrau (2015) observes they are both interdisciplinary by nature and encourage users to develop their own solutions for the projects and problems they encounter. A TL provides supervision and support to learners in their information seeking processes.
References
Diggs, V. (2009, October 21). From Library to Learning Commons [Slide Share slides].Retrieved from https://www.slideshare.net/valeriediggs/from-library-to-learning-commonsnyslideshare
Hooper, B. (2017, March 1). Oregon library offering “Adulting 101” classes for Millennials. United Press International. Retrieved from http://www.upi.com/Odd_News/2017/03/01/Oregon-library-offering-Adulting-101-classes-for-Millennials/9121488398320/
Moreillon, J. (2017). The Learning Commons. Teacher Librarian, 44(3), 21-25.
Weisgrau, J. (2015, September 24). School libraries and makerspaces: Can they coexist? [Web log]. Retrieved from https://www.edutopia.org/blog/school-libraries-makerspaces-coexist-josh-weisgrau
Hooper, B. (2017, March 1). Oregon library offering “Adulting 101” classes for Millennials. United Press International. Retrieved from http://www.upi.com/Odd_News/2017/03/01/Oregon-library-offering-Adulting-101-classes-for-Millennials/9121488398320/
Moreillon, J. (2017). The Learning Commons. Teacher Librarian, 44(3), 21-25.
Weisgrau, J. (2015, September 24). School libraries and makerspaces: Can they coexist? [Web log]. Retrieved from https://www.edutopia.org/blog/school-libraries-makerspaces-coexist-josh-weisgrau