Learning Commons inside the library of Tec de Monterrey, Mexico City

Learning commons, also known as scholars' commons, information commons or digital commons, are learning spaces,[1][2] similar to libraries and classrooms that share space for information technology, remote or online education, tutoring,[3][4] collaboration, content creation, meetings, socialization, playing games and studying.[5][6] Learning commons are increasingly popular in academic and research libraries, and some public and school libraries have now adopted the model.[7] Architecture, furnishings and physical organization are particularly important to the character of a learning commons, as spaces are often designed to be rearranged by users according to their needs.[8]

Learning commons may also have tools, equipment, makerspaces, and/or publishing services available for borrowing or use.[9] Along with the so-called "bookstore model," which is focused on customer service, bookless or digital libraries, the learning commons or digital commons is frequently cited as a model for the "library of the future."[10]

History and development

Students learning to work with Wikipedia at the learning commons of Tec de Monterrey, Mexico City

Learning Commons have developed across the United States and other countries in academic libraries since the early 1990s, when they were more frequently called Information Commons.[11] Two early examples were the Information Arcade at the University of Iowa (1992) and the Information Commons at the University of Southern California (1994).[12] By 1999, Donald Beagle had noted its emergence as "...a new model for service delivery in academic libraries,"[13] and proposed that the model could be characterized by offering "a continuum of service" from information retrieval to original knowledge creation.[14] This approach, often called "one-stop shopping,"[15] could be facilitated, Beagle suggested, though the application of strategic alignment, a management approach adapted from IT enterprise planning.[16][17] Increased use of the term Learning Commons had become apparent by 2004, when the University of Southern California hosted a national conference titled "Information Commons: Learning Space Beyond the Classroom."[18] Beagle's white paper for this conference proposed a developmental pathway "From Information Commons to Learning Commons," based on a typology of change adapted from research by the American Council on Education.[1] This white paper defined an Information Commons as a library-centric "...cluster of network access points and associated IT tools situated in the context of physical, digital, human, and social resources organized in support of learning.”[19] A Learning Commons, by contrast, was no longer library-centric, as “…when the resources of the information commons are organized in collaboration with learning initiatives sponsored by other academic units, or aligned with learning outcomes defined through a cooperative process.”[20] These definitions were later adopted and elaborated upon by Scott Bennett, Yale University Librarian Emeritus.[21] Since the late 1990s, hundreds of Learning Commons have developed and morphed in response to Web 2.0 technologies and the continuous evolution of libraries and librarians’ functions. Web 2.0 technologies such as blogs, social networking sites, video sharing sites and web apps, have radically impacted the way that information is exchanged and engaged in.[22] A learning commons takes these technologies into consideration and then adapts to provide the best possible services to the new 2.0 users and students.[23] A driving force for the institution to place various services in the library are caused by two major reasons. The first reason is the reduction of space used to house print materials which are of little use to students and faculty compared to digital resources rapidly accessible through internet based services.[24] The second reason for learning commons advances is the prime location on campus that most libraries have managed to secure.[25] The library often frees up space through weeding of the print collections. A synergistic service can develop in support of students with other service departments.[26]

Why a Learning Commons

Students appear to have natural abilities to use emerging technology.[27] But the reality is, while students easily grasp the entertainment and communication value of the devices they use, they need to be taught how these tools can be used in learning and critical thought. This is a task for the Learning Commons.[28]

There is growing consensus among educators that students need to learn transferable skills in order to work efficiently and successfully in our future world.[29]

To achieve this, students will need to become critical consumers of information, effective problem solvers, capable decision makers and innovative communicators as well.[30] They will require the skills and ability to flow with change. And most of all, students will need to understand that these transferable skills give them the capacity to make a difference in this world... personally.[29]

A Learning Commons provides boundless opportunity for growth. It is based on a cross-curricular perspective that recognizes literacy, numeracy, knowledge, thinking, communication, and application as foundations for learning how to learn.[29]

A Learning Commons becomes the physical and virtual catalyst where inquiry, imagination, discovery, and creativity come alive and become central to growth — personal, academic, social and cultural.[29]

The Role of Differentiated Instruction

An effective Learning Commons will accommodate all learners and address multiple learning styles and learning levels. In working together, teacher-librarians in partnership with others can modify the process, content, product and environment to meet the needs of a diverse student population.[31] The result will be empowered learners. The learning commons model creates an ideal environment for the teacher librarian to utilize teaching methods that allow for both formal and informal learning to take place.[32][33]

Learning Commons, Student Services, and the Institution

A learning commons allows for academic libraries to provide wider ranging and more cohesive services to students and users.[34] Meshing numerous services maintains the traditional reference and research elements of the classic library while adding exciting new services that support new technologies and service in a larger and more integrated environment.[35][36] The learning commons reflects a marked shift in our conception of the library, a shift that is driven by our evolving understanding of the library's role in supporting student learning.[37][38] The emergence of the learning commons as a central element in contemporary library design offers an opportunity to transform the library's role on campus from a provider of information to a facilitator of learning.[39][38]

Often, libraries and learning commons share responsibility for delivering college-wide outcomes: developing effective research strategies, finding and evaluating the appropriateness of resource materials for a particular topic, honing effective oral and written communication skills, and promoting good study and learning habits.[40][38] The goal of a Learning Commons Librarians’ work should be to encourage all students to engage in substantive ways with multiple services in the organization.[41][38] Properly implemented in an academic library, this model of library service benefits all parts of the institution.[42] A cohesiveness and purpose among the diverse elements of the library allows both the library and the school to run more smoothly and efficiently and students’ needs are met in an environment that is designed to provide multiple services in a single location.[43][35]

The Digital Divide and Learning Commons

The Digital Divide is a very real problem in academic libraries currently and will remain so for the foreseeable future. This can be a problem in a highly technological library model but when the learning commons work efficiently,[44] the needs of these students are provided for through library orientations, research/reference classes, technology courses, one-on-one assistance, effective and in-library peer assistance.[45] These services should be developed online as well as in person for the maximum benefit of the student user and the school.[35]

Importance of Physical Space

A dedicated learning commons space can enhance learning experiences

New or renovated library space is now commonly repurposed to bring students together to work, study, and socialize.[46] The learning commons typically offer comfortable furniture for both individual and group study, modular furnishings that allow users to customize the environment to suit their needs, access to wireless networks and electrical outlets,[47] multimedia labs and support, and often a cafe accompanied by relaxed food and drink restrictions.[48] The Learning Commons seeks to expand and integrate the real and virtual choices learners have to share their experiences. Safe, inclusive and welcoming environments throughout a school are imperative to meet the diverse abilities and learning styles of individuals, teams and groups.[49] Virtual learning spaces increase this potential.[50]

Learning Commons promotes Inquiry Based Learning

Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer—because often there is none—but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.[51]

Challenges to Learning Commons

The challenge is discovering how to reconfigure our current spaces both inside and beyond a school and a school library's walls to reflect this new reality. Access to the technology that makes it possible, obviously, is critical.[52]

Role of the School Library

The school library, a key component of a Learning Commons, has an integral and transformative role to play in implementing this fresh and innovative vision for education.[53]

Every member of a school's population will ultimately participate in the creation of a Learning Commons, but the concept's early coordination and leadership will rest with school library expertise.[54]

Where properly developed, a school's library is already the hub for networking and information access.[55] As the Learning Commons’ concept grows, a school library's collection-based facilities will continuously change and expand, creating access-based services suited to a school community's needs.

This process will mean changes in the operations of a school's library.[56] Resource collections will need to be reshaped even more rapidly and readily than they are currently to reflect their communities as well as the world at large. It is the only way a library's access to the global, interconnected and interactive communication networks of the future.[29]

Learning Commons Transformative Model (LCTM)

Wikimedia Commons has media related to Learning Commons.

Developed by Dr. Alexander Jones, the LCTM sets clear goals with specific criteria of importance to measure the correlation with teaching outcomes and use of space and technology.[57] The LCTM model includes Knowledge Building, Collaborative Engagement, Integrative Learning, Fostering Literacy, Creativity and Expression, the Development of Positive Social Maturation, Efficient use of Space and Enhanced Teaching.[58]

References

  1. 1 2 Somerville, Mary M.; Harlan, Sallie (2008), "From Information Commons to Learning Commons and learning spaces: an evolutionary context", Learning Commons, Elsevier, pp. 1–36, doi:10.1016/b978-1-84334-312-7.50001-1, ISBN 978-1-84334-312-7, retrieved 2021-05-24
  2. ↑ Jandric, Petar; Peters, Michael Adrian. The Digital University A Dialogue and Manifesto. ISBN 978-1-4331-4514-8. OCLC 1030850756.
  3. ↑ Sabin, Mihaela; Higgs, Bryan (2007). "Teaching and learning in live online classrooms". Proceedings of the 8th ACM SIGITE conference on Information technology education. New York, New York, USA: ACM Press. p. 41. doi:10.1145/1324302.1324314. ISBN 978-1-59593-920-3. S2CID 15515607.
  4. ↑ Raisinghani, Mahesh S. (2013). Curriculum, learning, and teaching advancements in online education. IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA). ISBN 978-1-4666-2950-9. OCLC 1014184835.
  5. ↑ "7 things you should know about the modern learning commons" (PDF). Educause Learning Initiative. April 2011. Archived from the original (PDF) on 3 September 2013. Retrieved 1 August 2013.
  6. ↑ Watters, Audrey (23 November 2011). "Libraries and Museums Become Hands-On Learning Labs". KQED MindShift. Retrieved 1 August 2013.
  7. ↑ Overly, Steven (21 July 2013). "The Download: Digital Commons, the library of the future?". Retrieved 1 August 2013.
  8. ↑ Somerville, Mary M.; Harlan, Sallie (2008), "From Information Commons to Learning Commons and learning spaces: an evolutionary context", Learning Commons, Elsevier, pp. 1–36, doi:10.1016/b978-1-84334-312-7.50001-1, ISBN 978-1-84334-312-7
  9. ↑ Borkman, Thomasina. (1999). Understanding self-help/mutual aid : experiential learning in the commons. Rutgers University Press. ISBN 0-585-32560-X. OCLC 45843137.
  10. ↑ Attis, David. "Redefining the academic library: managing the migration to digital information services". Looking forward: reimagining the academic library's role in teaching, learning and research. McMaster University. Retrieved 28 July 2013.
  11. ↑ Berge, Erling; Mckean, Margaret (2015-09-18). "On the commons of developed industrialized countries". International Journal of the Commons. 9 (2): 469. doi:10.18352/ijc.650. hdl:10535/9906. ISSN 1875-0281.
  12. ↑ Bailey, D. Russell. (2008). Transforming library service through information commons : case studies for the digital age. American Library Association. ISBN 978-1-4416-1901-3. OCLC 435528717.
  13. ↑ Beagle, Donald (March 1999). "Conceptualizing an information commons". The Journal of Academic Librarianship. 25 (2): 82–89. doi:10.1016/s0099-1333(99)80003-2. ISSN 0099-1333.
  14. ↑ "INFORMATION RETRIEVAL IN THE SERVICE OF GENERATING NARRATIVE EXPLANATION - What we Want from GALLURA". Proceedings of the International Conference on Knowledge Discovery and Information Retrieval. SciTePress - Science and Technology Publications. 2011. pp. 487–492. doi:10.5220/0003688304870492. ISBN 978-989-8425-79-9.
  15. ↑ Eley, Joanna (January 1993). "One‐stop Shopping for One‐stop Shopping". Facilities. 11 (1): 20–22. doi:10.1108/eum0000000002223. ISSN 0263-2772.
  16. ↑ "Integrating Enterprise Risk Management and Enterprise Performance Management", Strategic Business Management, Hoboken, NJ, USA: John Wiley & Sons, Inc., p. 111, 2017-11-03, doi:10.1002/9781119449492.part5, ISBN 978-1-119-44949-2, retrieved 2021-05-24
  17. ↑ Beagle, Donald (1999). "Conceptualizing an Information Commons". Journal of Academic Librarianship. 25 (2): 82–89. doi:10.1016/S0099-1333(99)80003-2.
  18. ↑ Beagle, Donald (December 2004). "Learning beyond the Classroom: Envisioning the Information Commons' Future: Conference Report". Library Hi Tech News. 21 (10): 4–6. doi:10.1108/07419050410577514. ISSN 0741-9058.
  19. ↑ Information technology. Integrated services digital network (ISDN) primary access connector at reference points S and T, BSI British Standards, doi:10.3403/00327105u, retrieved 2021-05-24
  20. ↑ Beagle, Donald (2004). "From Information Commons to Learning Commons". University of Southern California. Retrieved 29 November 2016.
  21. ↑ Bennett, Scott (2008). "The Information or the Learning Commons: Which Will We Have?". Journal of Academic Librarianship. 34 (3): 183–187. doi:10.1016/j.acalib.2008.03.001.
  22. ↑ Talaei, Shahin (2021-05-23). Peer-To-Peer Multimedia And Information Sharing In Social Networking Web Sites (Thesis). doi:10.32920/ryerson.14657298.v1. S2CID 208232791. Retrieved April 13, 2022.
  23. ↑ "School's resources important for helping children of immigrant families succeed in the classroom". American Psychological Association. 2008. Retrieved April 13, 2022.
  24. ↑ Watson, Alex (July 2011). "Library Newsletters in Print and Digital Formats: Faculty Preferences in a Hybrid Format". Internet Reference Services Quarterly. 16 (4): 199–210. doi:10.1080/10875301.2011.623040. ISSN 1087-5301. S2CID 62572556.
  25. ↑ "Libraries as Learning Commons", Linking Literacy and Libraries in Global Communities, Routledge, pp. 69–88, 2016-05-06, doi:10.4324/9781315592480-8, ISBN 978-1-315-59248-0, retrieved 2021-05-24
  26. ↑ Morgan, Steve (June 1998). "Weeding Library Collections:4th edition987Stanley J. Slote. Weeding Library Collections: Library Weeding Methods 4th edition. Englewood, Colorado: Libraries Unlimited 1997. 240 pp, ISBN: 1 56308 511 9 £52.95". Library Review. 47 (4): 242–243. doi:10.1108/lr.1998.47.4.242.7. ISSN 0024-2535.
  27. ↑ Petkov, Valerii (October 2020). Technology Of Individual Abilities Development Of Students In The Physical Education Process. European Proceedings of Social and Behavioural Sciences. pp. 890–897. doi:10.15405/epsbs.2020.10.05.119.
  28. ↑ Bober, Magdalena; Hynes, Deirdre (2018), "Tools for Entertainment or Learning? Exploring Students' and Tutors' Domestication of Mobile Devices", Networked Learning, Cham: Springer International Publishing, pp. 149–166, doi:10.1007/978-3-319-74857-3_9, ISBN 978-3-319-74856-6, retrieved 2021-05-24
  29. 1 2 3 4 5 "Together for Learning: School Libraries and the Emergence of the Learning Commons" (PDF). Ontario School Library Association. 2010. Archived from the original (PDF) on April 24, 2015. Retrieved April 13, 2022.
  30. ↑ Drew, Christopher T. (February 14, 2005). Critical Thinking and the Development of Innovative Problem Solvers (Thesis). Defense Technical Information Center. Archived from the original on May 3, 2022. Retrieved May 2, 2022.
  31. ↑ Evans, Rhiannon (2011). "Can social and emotional learning interventions accommodate heterogeneous needs? A process evaluation of student assistance programmes". PsycEXTRA Dataset. doi:10.1037/e734362011-106. Retrieved May 2, 2022.
  32. ↑ Loertscher, D (2014). "Makers, Self-Directed Learners, and the Library Learning Commons". Teacher Librarian. 41 (5): 35–38.
  33. ↑ Repetto, Manuela (2013), "Networked informal learning and continuing teacher education", Using Network and Mobile Technology to Bridge Formal and Informal Learning, Elsevier, pp. 183–207, doi:10.1016/b978-1-84334-699-9.50007-0, ISBN 978-1-84334-699-9, retrieved 2021-05-24
  34. ↑ Freund, LeiLani S. (2012), "Services in the information commons", Meeting the Needs of Student Users in Academic Libraries, Elsevier, pp. 11–35, doi:10.1016/b978-1-84334-684-5.50002-2, ISBN 978-1-84334-684-5, retrieved 2021-05-24
  35. 1 2 3 Heitsch, Elizabeth K.; Holley, Robert P. (2011). "The Information and Learning Commons: Some Reflections, New Review of Academic Librarianship". New Review of Academic Librarianship. 17 (1): 64–77. doi:10.1080/13614533.2011.547416. S2CID 15830321.
  36. ↑ Redmond, Mary; Stanton, Lee (2019-12-05), "Reference Service to State Government: The New York State Library Program", Reference Services and Public Policy, Routledge, pp. 131–148, doi:10.4324/9780429353383-9, ISBN 978-0-429-35338-3, S2CID 241778466, retrieved 2021-05-24
  37. ↑ Hunt, Gary A. (2008), "Transforming library space for student learning: the Learning Commons at Ohio University's Alden Library", Learning Commons, Elsevier, pp. 227–277, doi:10.1016/b978-1-84334-312-7.50006-0, ISBN 978-1-84334-312-7, retrieved 2021-05-24
  38. 1 2 3 4 Holmgren, Richard A. (April 2010). "Learning Commons: A Learning-Centered Library Design". College & Undergraduate Libraries. 17 (2): 177–191. doi:10.1080/10691316.2010.481598. S2CID 62643703.
  39. ↑ 임형연 (September 2014). "Evolution of Public Library from Information Commons to Learning Commons - The Cases of Japan Public Library -". Journal of Korean Library and Information Science Society. 45 (3): 441–462. doi:10.16981/kliss.45.3.201409.441. ISSN 2466-2542.
  40. ↑ "Developing relationships for learning", Promoting Behaviour for Learning in the Classroom, Routledge, pp. 24–44, 2014-10-17, doi:10.4324/9781315753980-3, ISBN 978-1-315-75398-0, retrieved 2021-05-24
  41. ↑ "Why Should You Engage in Goal Pursuit?", Goal Pursuit in Education Using Focused Action Research, Palgrave Macmillan, 2015, doi:10.1057/9781137505125.0007, ISBN 978-1-137-50512-5, retrieved 2021-05-24
  42. ↑ Hinnebusch, Mark (October 1992). "Integrated Library Systems: The Z39.50 EXPLAIN Service". Academic and Library Computing. 9 (10): 12–14. doi:10.1108/eb027503. ISSN 1055-4769.
  43. ↑ YeonOk Lee (March 2007). "School Library Information Services for Satisfying Academic High School Students' Information Needs". Journal of Korean Library and Information Science Society. 38 (1): 107–134. doi:10.16981/kliss.38.1.200703.107. ISSN 1225-0902.
  44. ↑ Chen, Chih‐Ming; Chen, Chia‐Chi (2010-02-16). "Problem‐based learning supported by digital archives". The Electronic Library. 28 (1): 5–28. doi:10.1108/02640471011005414. ISSN 0264-0473.
  45. ↑ Marrall, Rebecca M. (2016-09-23). "For Your Enrichment: Assistance Animals in the Library: How One Academic Library Developed Best Practices". Reference & User Services Quarterly. 56 (1): 8. doi:10.5860/rusq.56n1.8. ISSN 1094-9054.
  46. ↑ Appleton, Leo; Latimer, Karen; Christie, Pat (2017), "New, renovated and repurposed library spaces: responding to new demands", The Handbook of Art and Design Librarianship, Facet, pp. 263–276, doi:10.29085/9781783302024.032, ISBN 978-1-78330-202-4, retrieved 2021-05-24
  47. ↑ Keiny, Shoshana (2007-01-01), "Collaborative learning", Teachers Learning in Communities, BRILL, pp. 61–74, doi:10.1163/9789087901783_007, ISBN 978-90-8790-177-6, retrieved 2021-05-24
  48. ↑ Ayto, John, ed. (2002), "pousse-café", An A-Z of Food and Drink, Oxford University Press, doi:10.1093/acref/9780192803511.013.0994, ISBN 978-0-19-280351-1, retrieved 2021-05-24
  49. ↑ "Learning Styles and Diverse Learners", Your Science Classroom: Becoming on Elementary / Middle School Science Teacher, London: SAGE Publications, Inc., pp. 204–224, 2013, doi:10.4135/9781544308623.n9, ISBN 978-1-4129-7522-3, retrieved 2021-05-24
  50. ↑ Cronjé, Johannes (2013), "Real learning in virtual environments", Digital Literacies for Learning, Facet, pp. 34–41, doi:10.29085/9781856049870.005, ISBN 978-1-85604-987-0, retrieved 2021-05-24
  51. ↑ "Inquiry-based Learning: Explanation".
  52. ↑ Crispin, Jennifer (2009). Discovering the social organization of school library work (Thesis). University of Missouri Libraries. doi:10.32469/10355/9879. hdl:10355/9879.
  53. ↑ Horrell, Andrew; Mulholland, Rosemary (2017-04-07), "The role professional learning communities play in school-based curriculum development", Transformative Learning and Teaching in Physical Education, Routledge, pp. 109–119, doi:10.4324/9781315625492-8, ISBN 978-1-315-62549-2, retrieved 2021-05-24
  54. ↑ Kirkland, Anita; Koechlin, Carol (2021-02-22). "Collaborative Leadership in School Library Learning Commons". IASL Annual Conference Proceedings: 211–227. doi:10.29173/iasl7500. ISSN 2562-8372.
  55. ↑ Dempsey, Lorcan (January 1999). "The library, the catalogue, the broker: Brokering access to information in the hybrid library". New Review of Information Networking. 5 (1): 3–25. doi:10.1080/13614579909516933. ISSN 1361-4576.
  56. ↑ "The Norm Lieberman Video Library of Troubleshooting Process Operations", Troubleshooting Process Plant Control, Hoboken, NJ, USA: John Wiley & Sons, Inc., p. 219, 2008, doi:10.1002/9780470432259.oth2, ISBN 978-0-470-43225-9
  57. ↑ Jones, A.; Ginop-Jones, T. (2018). "Practical Use of the Learning Commons Transformative Model (LCTM) in a Private Metropolitan K-12 School". INTED2018 Proceedings. 1: 1514–1522. doi:10.21125/inted.2018.0026. ISBN 978-84-697-9480-7. ISSN 2340-1079.
  58. ↑ Jones, Alexander (2017-07-01). "Amalgamating Information Technology With Library Services In The School Environment: A Learning Commons Transformative Model". All Theses and Dissertations.

Further reading

  • Beagle, Donald. (1999) Conceptualizing an Information Commons, Journal of Academic Librarianship, 25:2, p. 82-89
  • Beagle, Donald. (2006) The Information Commons Handbook. New York & London: Neal-Shuman Publishers.
  • Beagle, Donald. (2011) From Learning Commons to Learning Outcomes: Assessing Collaborative Services and Spaces. EDUCAUSE Center for Analysis & Research. Available at: https://web.archive.org/web/20140512221515/https://net.educause.edu/ir/library/pdf/ERB1114.pdf >
  • Bennett, Scott. (2008) The Information or the Learning Commons: Which will we have? Journal of Academic Librarianship, 34:3,183-187.
  • Birdsall, William F. (2010): Learning Commons to Communicative Commons: Transforming the Academic Library, College & Undergraduate Libraries, 17:2-3, 234-247
  • Diggs, Valerie (2009): Teacher Librarian;36, 4; Research Library pg. 32
  • Heitsch, Elizabeth K. & Holley, Robert P. (2011): The Information and Learning Commons: Some Reflections, New Review of Academic Librarianship, 17:1, 64-77

from library to learning commons: a metamorphosis

  • Holmgren, Richard A. (2010): Learning Commons: A Learning-Centered Library Design, College & Undergraduate Libraries, 17:2-3, 177-191
  • Oblinger, D.G. (2006): Challenging traditional Assumptions and Rethinking Learning Spaces,
  • Somerville, Mary M.; Harlan, S. (2008) From Information Commons to Learning Commons and Learning Spaces: An Evolutionary Context. In Schader, Barbara (ed.) Learning Commons: Evolution and Collaborative Essentials. London: Chandos Publishing, 1-36.
  • Stark, Megan & Samson, Sue (2010): Organized Spontaneity: The Learning Commons, College & Undergraduate Libraries, 17:2-3, 260-272.
  • Woo, E., Serenko, A., and Chu, S. (2019) An exploratory study of the relationship between the use of the learning commons and students’ perceived learning outcomes. Journal of Academic Librarianship 45:4, 413-419.
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