In this course, we\u2019ve considered the physical library setting, print and digital resources and the role of the teacher librarian. All of these aspects weave together to make the library learning commons what it can be:<\/p>\n
\u201ca whole school approach to building a participatory learning community.\u201d (p. 5 Leading Learning).<\/p>\n
cc image Giulia Forsythe Flickr Stream<\/p><\/div><\/blockquote>\n
I\u2019ve known several librarians who have worked hard and felt like they were swimming upstream as they drastically weeded resources and radically shifted the physical space, moving towards providing makerspace opportunities, increasing access to digital resources and creating an online, virtual presence to support students in conducting inquiries and knowledge construction. Some are fortunate enough to be a part of a supportive and collaborative school culture or are skilled (and supported) enough to help shift the culture. For these lucky TL\u2019s, the hours of work (and working through some resistance) seem to pay off. \u00a0For those, however, who haven\u2019t seen the shift in student learning or school culture they\u2019d hoped, it can be disappointing or even disillusioning. Their library may be a beautiful, engaging and physically comfortable space, but they just don\u2019t feel like they\u2019re making the difference they\u2019d hoped. Teachers are \u2018using\u2019 the library as a separate space where they drop their students during prep time rather than engaging with the librarian in co-planning and co-teaching. Of course, I\u2019ve also been a teacher in schools where I want this kind of support but am disappointed to find the teacher librarian is more focussed on facilitating book exchange, developing a stand along program of library instruction and leaving at 3pm than working together to transform learning opportunities. As mentioned in a post in Module 5, Riedling\u2019s librarian reminds me more of the latter while the Leading Learning librarian is the former. I hope to be the former (but perhaps with a bit of Riedling\u2019s obviously vast knowledge about reference materials ;D).<\/p>\n
\u201cActive and knowledgeable involvement in participatory learning is a necessary competence for today\u2019s learners.\u201d (Leading Learning p.19)<\/p><\/blockquote>\n
Like our learners, librarians need to be involved in participatory culture. A librarian can\u2019t simply \u2018build it and hope they come\u2019, but must help lead the change and model a new way of teaching and learning in a school. But how? I\u2019d suggest they might start with engaging the school community in applying a human-centered design thinking approach to moving the library and the school forward<\/a> during a time of curriculum change. Staying abreast of research and effective pedagogies (such as design thinking) can place the librarian as one who is seen to lead learning in the school. I love this example of teens engaged in tranforming a local library – what an opportunity!<\/p>\n
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