What was once a book room just fifty years ago, is now a multi-faceted, dynamic, inclusive (and let’s be honest, comfortable) space for students and staff alike to work together on common or separate projects. The learning commons is no longer the library. Or maybe it is(!), because the space is not in its name but in what it represents to those who use it. I am sure, however, that the librarian is no longer the book categorising, quiet space promoting, no-more-than-two-to-a-table pusher, force in the library. The librarian is the guide, facilitator, and support to every student’s success, whether it be in exploring books, discovering apps, or coding robots. Yes, that last one sounds fake, but I assure you it is not.
“Dash” the robots all ready to go at my school’s Learning Commons
Imagine a space where students can be students, but also engineers, artists, and authors. That is the ideal learning commons, and our 21st century schools are faced with two choices: push forward to create a learning commons or stay put in whatever space is already in use. The push forward involves recognizing that learning commons are both physical and virtual spaces. The physical and virtual go hand in hand; a learning commons with every technology can be great but without the right physical space or furniture, can also be restricting and overwhelming. Conversely, a learning commons with comfy sofas and team building work spaces can only go so far without the right technology.
A typical day in our Learning Commons
A learning commons that is really quiet can be eerie. A space that is designed for students to learn how to learn…now how can that be a space of quiet? The only way I can visualize a quiet learning commons is if the robots have finally taken over… but seriously, there is so much to touch and tackle in the learning commons that students can be over-stimulated and l o u d. It is so important for the librarian and classroom teacher to co-plan and take their learning commons time seriously. Any time taken for granted in the learning commons is valuable time gone forever. An efficient way to maximize learning commons time with your class is to have a goal, or several goals, for students to keep in mind. Perhaps students need to be able to tell you the purpose of an app, maybe students race to complete a digital escape, or maybe students are encouraged to write a blog post about new school initiatives. It is possible, however, that students “tinker” and explore, which is never time wasted.
Students escaping a break out box in the Learning Commons
What I can say with certainty, is a learning commons should be flexible enough to hold a class meeting and as easily maintained for a full-blown dance party using the music students made themselves. I feel like that last sentence really holds its own in this blog post.
Further Reading:
https://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999
https://www.accessola.org/web/Documents/OLA/Divisions/OSLA/T4L/LeadingtheWay.pdf
http://schoolweb.tdsb.on.ca/Portals/strategyplanning/docs/4.%20Creation%20of%20Edgewood%20Exp%20Lab.pdf
