Learning Commons Philosophy
"A learning commons is a place where creativity, collaboration, and innovation happen every day. Moving your traditional library forward to this kind of place is a win-win situation for all the members of your school community." (Developing a Learning Commons, 2015, p. 48) Unlike the traditional libraries of the past this space is built to encourage a more participatory learning environment, allowing students to pursue what interests them in their own ways.
"The vision of the learning commons would be that it would do many jobs for many groups--it would be a place to make learning visible, allow groups and classes to meet and use the space, be flexible, house a middle school library collection, work in flow with the lower school library, and serve as a third space for a "lab model" of student creation and production of content." (Stephenson & Stone, 2014, p. 46)
"The vision of the learning commons would be that it would do many jobs for many groups--it would be a place to make learning visible, allow groups and classes to meet and use the space, be flexible, house a middle school library collection, work in flow with the lower school library, and serve as a third space for a "lab model" of student creation and production of content." (Stephenson & Stone, 2014, p. 46)
Components of a Learning Commons
Included here are photos of learning commons in different places around the world. Click on the pictures to learn about the different components that make up a learning commons and how they contribute to the learning commons philosophy.
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Above: Virtual Learning Commons for the Toronto District School Board
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The 4 key characteristics of a learning commons are: collaborative environments, responsive dynamics, professional leadership, and participatory learning (Loertscher & Koechlin, 2014). All of the elements above contribute to these characteristics in some way, but it is also critical to have a trained librarian who is open to this type of change from tradition to be successful.
References:
Developing a Learning Commons. (2015). Teacher Librarian, 42(5), 48-50.
Loertscher, D. & Koechlin, C. (2014, March/April). Climbing to excellence: Defining characteristics of successful learning commons. Knowledge Quest, 42(4).
Northeastern University Libraries. (n.d.). Digital Media Commons | Northeastern University Libraries [Technology space with transparent barrier]. Retrieved March 16, 2017, from http://www.lib.neu.edu/snippets/wp-content/uploads/2015/07/circle1-31.jpg
Stephenson, C., & Stone, J. (2014). Why a Middle School Learning Commons?. Teacher Librarian, 41(5), 45-49.
Toronto District School Board. (2014). Virtual Library. Retrieved March 16, 2017, from http://www.tdsb.on.ca/library/HOME.aspx?schoolno=5555
Wikimedia Commons. (n.d.). File:Learning CommonsITESMCCM05.JPG [Digital image of flexible seating]. Retrieved March 16, 2017, from https://upload.wikimedia.org/wikipedia/commons/6/68/Learning_CommonsITESMCCM05.JPG
Loertscher, D. & Koechlin, C. (2014, March/April). Climbing to excellence: Defining characteristics of successful learning commons. Knowledge Quest, 42(4).
Northeastern University Libraries. (n.d.). Digital Media Commons | Northeastern University Libraries [Technology space with transparent barrier]. Retrieved March 16, 2017, from http://www.lib.neu.edu/snippets/wp-content/uploads/2015/07/circle1-31.jpg
Stephenson, C., & Stone, J. (2014). Why a Middle School Learning Commons?. Teacher Librarian, 41(5), 45-49.
Toronto District School Board. (2014). Virtual Library. Retrieved March 16, 2017, from http://www.tdsb.on.ca/library/HOME.aspx?schoolno=5555
Wikimedia Commons. (n.d.). File:Learning CommonsITESMCCM05.JPG [Digital image of flexible seating]. Retrieved March 16, 2017, from https://upload.wikimedia.org/wikipedia/commons/6/68/Learning_CommonsITESMCCM05.JPG