Tag Archives: learning commons

Final Vision Project and Summary

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This presentation is a proposal supporting the development of a 21st century learning commons within the new building my school is meant to move into during the 2015/2016 school year. I outline some arguments in favor of working within a learning commons, in the context of changing educational philosophies, which focus on critical thinking, collaboration, and digital citizenship. I make suggestions on the physical space as well as the technology must-haves that allow students and teachers the scope to explore, connect, and create their own digital footprints as they learn. The final section is on how teacher-librarians can support their staff in making the move to being comfortable working within the model and using various Web 2.0 tools to allow students a variety of mediums to demonstrate their learning. I stress the idea of collaboration (surprise!) and also that we will inevitably move to a more connected style of learning. While we have the opportunity to start from the ground up, we should take it to create the most suitable, well-equipped space possible.

21st Century Learning: The Learning Commons Model

**In an unfortunate twist, the audio commentary which accompanies my presentation is not able to be heard. To post it to the blog, I had to use Slideshare.com and, as it turns out, it’s platform only shows my slides. I attached it to a message on the class discussion board, in the blog section.**

The process of putting the presentation together was useful to help me more fully find where I could fit as a teacher-librarian in a learning commons. As I’ve mentioned previously, I share my job with someone else who has been in the library for the past decade. It can be difficult to make changes or experiment without feeling like I am overstepping in my role. There are established routines and expectations that I would look at tweaking if I were at the helm. Doing this exercise and looking at the important role a well-supplied and well-managed learning commons can play was actually quite encouraging and has given me the confidence to start implementing some changes to our existing layout. It is quite exciting knowing we will eventually have a new space, though how much input we will actually have in the end is debatable. Perhaps my presentation can prompt some discussion.

It was useful to look at what other schools in Canada and around the world are doing in terms of designing and working in a learning commons. Exploring the myriad of Web 2.0 tools that are available to teachers was also useful, though somewhat overwhelming. It is understandable that people can feel reluctant to use a new tool, when the choice is wide and taking the time to explore them all is just not reasonable. I started the delicous.com page with the idea of continuing to build data banks. I will look at having it linked to our library web page.

My future in the library is uncertain at this point as I am in a term position. If I end up back in the classroom in September, I have a whole new arsenal of tools at my disposal and I look forward to doing some experimentation with some of the Web 2.0 tools I have run across during the course. I want to encourage my students to use technology productively, as responsible digital citizens, and to engage in more dialog about their process of learning and problem solving, be that with peers in the room or online. I’m ready as well to give up some of the control that I’ve held in the past when it comes to being the expert in the room. I want to work with my students in their learning journey rather than dictate which pathway it must take.

Final Vision Contents

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As I started to work on assembling my project, I wondered what format this should take. After exploring many different web 2.0 tools this semester, I figured there was probably an interesting platform out there waiting for me. I played around with a few different ones with varying results. I looked at recommendations and reviews. I considered Prezi, but have read many commentaries on privacy issues with the provider so I decided against it. I also tried one called EWC Presenter (Visme), which seemed quite easy to use. Unfortunately, unless you get a subscription many tools are unavailable. This seem to be the case with many of the programs. In the end, I have decided to go with the tried and true PowerPoint. I hear your collective sigh, but for they type of information, videos, and pictures I want to deliver, this program will useful. One of the advantages I see is that I can record commentary over my slides. Once the learning commons actually exists, I’ll move on to my promotional video!

Mapping Media to the Curriculum - Updated August 22, 2012

Creative Commons licensed image courtesy Wesley Fryer

I’ve also started collecting links on a delicious.com site that I am going to share with my staff. Once we start the dialogue and they have done some exploration on their own, I see phase 2 beginning. Then it will be time to put myself at the staff’s disposal, to show them how the learning commons can work for them, and to look at different web 2.0 tools that can work within their curriculum. I’d like to make myself an “expert” on some of the more widely used tools and apps and be able to offer support in building lessons and units in such a way that the technologies are useful and not burdensome. This presentation is about marketing an idea which, to fully implement, requires a fundamental shift in thinking on the part of staff and administration.

One of the challenges I am facing is simply streamlining my information. These are enormous topics. I’ve decided to focus mostly on the learning commons itself: why do we need this, what should it look like, what can we do there, what will the TL’s role be, what will the classroom teacher’s role be, what supports/resources can I offer? The last topic and the link list I’m creating will be a little teaser for the staff, leading the proverbial horse to water so to speak.

This is the fourth library course I’ve taken and in each one the topic of self-advocacy arises. I see this presentation as self-advocacy. I need to convince the powers that be that a well-equipped learning center is key to student success in the 21st century, to help improve digital literacy skills, and to help students connect with and be curious about the wide world outside our small community.  I also have to gently remind them that a trained teacher-librarian/media center/learning center specialist will also make the transition easier for everyone involved.

Final Vision: Rationale

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The plan to build a new facility to house my school has been discussed for the last 15 years. Finally, after a 5 year consultation process, construction is set to begin this spring. Initially the building was meant to reflect the unique needs of our community, a truly home-grown design. Alas, the powers that be ended up changing the plan due to budget constraints and the new facility, though still a great improvement (reliable heat, clean air, no creatures), will basically be a traditional school setting. The challenge to my colleagues is to implement the 21st century learning models regardless of the physical structure in which we work. Provision has been made for greatly improving the technology capabilities so this is why I think it is still possible to move toward a learning commons model within the new school.

Learning_Commons_Wordle_2

I think my presentation could be relevant to department staff as, ultimately, they hold the purse strings, school staff, students, and parents. Besides financial matters, the greatest challenge I see in making this shift, lies with the staff. It is a large and diverse group, with varying experiences and philosophies of education. I predict some people are willing to adapt and modify to embrace the possibilities of a learning commons model. Others, though, will take more convincing. I want to highlight some of Richardson’s ideas, along with the AASL Standards for 21st Century Learning and invite discussion amongst staff. By providing a current, ever-evolving, vetted collection of Web 2.0 tools, instructional methods and resources, and current discussions on LC models, I feel I can support my staff during this time of change. My role will be to help them navigate the new tools, just as their roles change from information deliverer to information guide for students. The list could be linked to our First Class (email) staff conference.

Students and their parents should also be part of this discussion. Students will be the ones interacting with their peers, instructors, and technologies within the space. They need to understand our motivations for wanting to refocus their school experiences. Parents also need to buy-in and feel comfortable asking questions about the structure of the education their children are receiving.

Once I float ideas about how the space should function, I want to discuss some needs of the physical layout, including furniture, resource housing, and technological hardware. Very little of the old furniture etc. is coming to the new building so we have a chance to choose the most suitable pieces to meet our needs.

I came across a great article on what a learning commons can be with some work. My district is literally starting from the ground up. While there isn’t much flexibility on square footage, there is a an opportunity to build a space for learning and innovation that will meet the needs of all the different users of our learning commons.

Future Vision – Brainstorming

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Because my school is on the verge of a major transformation (new building)  I thought it would be useful for me to think more specifically about what the new library/learning commons might look like. Since we are starting with a blank canvas, we have the opportunity to create a facility well-suited to the needs of our students and staff, which incorporates technology with flexible learning spaces and access to suitable resources, in both digital and print form. By implication, this means the role of the teacher-librarian must also evolve.

First, I am going to look at the physical layout of the new space and how we can best integrate technology into the space. Currently our library acts as a study space, a social space, and a computer lab. I want to look at ways to accommodate as many potential uses as possible, thinking in terms of layout, resource housing, furniture, and technology availability.

Secondly, I want to look at the pedagogy of collaborative teaching and learning. How can I support my colleagues in the transition to a learning commons-style of education from a traditional classroom model of education? What sort of resources and expertise can they expect from me during this shift? What sort of digital tools can we use to encourage inquiry and support the student learning experience? What roles will TLs and classroom teachers have within the learning commons? In this section, I will look at the use of iPads in the library and classroom, and some Web 2.0 tools that teachers can begin introducing as they move away from “old school” techniques. I’d like to be able to offer resources/links/information for my staff on this topic, perhaps through a wiki or delicious.com page.

We recently had a visit from an outside teacher who oversees 150 school libraries in her district. It was great to see the varying stages her schools are at in their transition to LCs. It was a relief as well to be assured that every step closer we take, no matter how small, make a difference.

This is a great example from Medicine Hat AB of a high school learning commons. This is the type of space I envision for our school’s new facility.

https://www.youtube.com/watch?v=lo0gaTzU0qw

https://www.youtube.com/watch?v=nVipfjDk6A8

 

Looking back on phase 2

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As one of my group pointed out, collaboration has been a recurring theme throughout my posts. As a teacher-librarian in a high school, I always wish I could have more opportunities to actually teach. I have tried hard to lure my colleagues into letting me work with them to introduce new resources or technologies, and I’m finally feeling like I am making some headway. Through the course so far, I’ve been exposed to new ideas and perspectives on technology use in classrooms and libraries and it has given me some tools to present to my staff to help ease them into the realm of digital learning.

As we have explored different topics, one of my key takeaways is the importance of relationships between staff, students, and parents. Building trust between all parties will help us move more comfortably into an increasingly connected learning space. Students need teachers to facilitate learning and exploration. Teachers need to let students take some responsibility in formulating their learning. Staff need to feel supported by their administration and technical experts (teacher-librarians?) in this role. Parents need to trust teachers as guides in the digital realm.

My second takeaway is really a sense of relief that a personal learning network does not have to be complicated. I’m becoming more savvy using Twitter and managing my Feedly account. In the future, I would like to join the discussions on Classroom 2.0. These informal PD activities can spark great ideas and discussions with colleagues.

My third takeaway is how much potential there is for using mobile devices in the classroom and library. At my school, the debate is ongoing, with some teachers encouraging use and integrating devices into their lessons, while others refuse to allow a phone in sight. Through my readings and speaking to colleagues, I think that it depends on the subject matter and the group dynamics as to whether or not the device helps or hinders a lesson. You have to ask yourself if using a device just an adjunct to a lesson or a critical piece?

Creative Commons licensed image courtesy William M Ferriter

I’d like to put this poster up on my staff room wall! I think this course has helped me better understand how technology is going to fit in a future classroom. There are so many tools available that we need to work together to tackle the exploration.

Thinking on a global scale, the applications for mobile technology in the developing world are enormous. More people than ever are gaining access to vast storehouses of information. The projects profiled by my group members were inspiring and reinforce again how privileged Canadian students are when they attend school, in terms of the technology that has become part of their daily lives.

Finally, all of these pieces come together to create a learning commons. In my district, ideas are floating and small pieces are coming together in isolation of each other. Physical, technological, attitudinal, and infrastructure elements must all converge in unison before we truly create a learning commons. Along with this, the role of teachers and TLs is and must change with these developments. We need to be flexible and open to new ideas and technologies that can support a variety of learning styles. I will go back to where I started and mention again the importance of building relationships. This is my key takeaway from this section. All of these great things we are doing and will do with technology still rely on creating relationships, be they in person or on-line.