From Library to Learning Commons: A Metamorphosis.

Olsen, Kristina

Diggs, V., & Loertscher, D. V. (2009). From Library to Learning Commons: A Metamorphosis. Teacher Librarian, 36(4), 32–38. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=502975209&site=ehost-live&scope=site

Summary: A teacher-librarian transforms her school library over the course of several years from an ordinary library into a vibrant learning commons. The article has commentary throughout her description of the process that point out the ways that the steps she took could be translated into any library. The secret appears to be to create client-side focused programming to bring patrons in.

Commentary: According to the article, "There is much more to this transformation than just a name change, new paint, carpeting, and furnishings." However, that always seemed to be what articles prior to this one indicated: a facelift will transform the culture of your library. Like other articles, it has an anecdotal story about how one library changed from a tired, worn-out, unused space into a learning commons where everyone in the school goes to learn. However, unlike those other articles, the commentary detailed why things worked and how the specific actions taken by that teacher librarian could be applied in other situations. The most important takeaway is probably that the program is much more important than the space. Once the programs are in place, people are more likely to want to transform the environment. The article helped me see that I don’t have to have "all the things" so much as having the desire to better serve the school and community and creating the programs to do that.

The Future of Libraries

McGuire, Morgan

Future Rooms:  The Intelligent use of Space. (2015, January 15) Tech Learning. Retrieved from: http://www.techlearning.com/resources/0003/future-rooms-the-intelligent-use-of-space/69818

The Future of Libraries

Library collections today are all about strong connections.  Both collections and connections are heavily influenced by technology.  It’s not just about the books anymore.  Technology has a big influence on how people connect to information and to one another.  Successful libraries know that patrons and students want to access collections on-line. Information is being made accessible via the Internet and online catalogs.   Librarians are incorporating technology into collections, and it’s important for patrons to know that connections, to and through technology, are a big part of information services today.  When I came across this article about technology and libraries and space, I had to stop and listen.

According to author Ellen Ullman, educational trends are shifting.  Libraries, and in particular school libraries, are not what they used to be.  The days of the quiet libraries and study halls with rows of books are fading.  The library is no longer a place to sit quietly.  Rather libraries are incorporating more elements of learning commons.  Library space is less about owned items and more about shared collections and connections.  The library as place is about experimentation, creativity, collaboration, and 21^st century skill sets. 

So what are 21^st century skill sets?  The physical aspects of the library are no longer driven by silent reflection and study, but rather 3D printers, maker spaces, spaces for creating art with video, and music labs.   Libraries that are able, are dedicating space for patrons and students to create and learn through experimentation.  Judging from the article, school libraries will still promote reading, but the learning experience is much more tactile, much more hands on.

According the article, students, educators, and administrators that have incorporated “maker-space” and “learning common” space into the physical library have been pleased with the results.  Some school libraries have been redesigned all together and no longer appear to fit the definition of library; “other projects include turning the high school library into a media center with a TV studio, recording studio, and café”. The library of the future is not about passivity, but about engagement and hands on learning.

Connection + Collaboration = Successful Integration of Technology in a Large High School: Formula for Success

Mitchell, Ruth

Lankau, Louise. (2015). Connection + collaboration = successful integration of technology in a large high school: Formula for success.  Knowledge Quest, 44(2), 66-73.

This article focuses on ways to use technology in the high school learning commons to create connections.  It recognizes that the library media teacher is co-teaching with a few teachers and has connected students to the subscription databases but that there is more to do.  It encourages the library media teacher to continue to connect with more teachers through school leaders such as administrators, instructional coaches, and respected teachers.

The author recommends two technology tools:  Symbaloo and QR codes.  Both of these tools can be used in the learning commons and created for teachers for use in the classroom.  She also offers strategies for meeting with department leaders and a variety of services you can support them with. This article subscribes specific strategies to make you, the library media teacher, the best resource available.

Reference in transition: A case study in reference collection development

Bullard, Sherrie

Detmering, R., & Sproles, C. (2012). Reference in transition: A case study in reference collection       development. Collection Building, 31(1), 19-22. doi:10.1108/01604951211199146

Summary: The purpose of this article is to describe the ongoing process of weeding, streamlining, and transforming a very large, print‐based reference collection at the University of Louisville's William F. Ekstrom Library, focusing in particular on the various issues involved in developing a timelier, focused, and electronic‐oriented collection. Over the years, the Ekstrom Library reference collection evolved into a large, neglected, print‐based collection that ignored current space needs and user preferences for digital sources. To address this, the reference department developed a new, cooperative approach to reference collection development and weeding to improve the user experience and address serious space issues. To achieve a more usable reference collection, the reference department needed to rethink the philosophy behind the collection and completely rewrite the collection development policy. These changes have facilitated the creation of a smaller, more user‐friendly collection that embraces the digital environment.

Evaluation:  The article highlights problems and approaches to refocusing a reference collection in a time of transition, as physical library spaces continue to evolve and the value of a traditional reference collection appears increasingly uncertain. This is a great article on how to transform a library space into a learning commons and on the process of improving the user experience.

Labels: Academic Libraries, Collection Development, Collections Management, Reference Collections, Weeding, Learning Commons

Dr. Loertscher Article on Collection Development

Terry Funk

CA

Loertscher, D. V. (2014). The Library Learning Commons Collection Is Core--Or Is It. Teacher Librarian, 41(4), 48.

Summary: The author identifies 18 shifts in collection development from traditional practices to what can be achieved in a Learning Commons. These are:

·         From ownership to “access to”
·         From balanced collections to focused collections
·         From what the critics prefer to what users prefer and will use
·         From librarian selected to collaboratively selected
·         From tight budgeting to focused budgeting by curricular need
·         From an isolated collection to a networked collection
·         From static holding to elastic responsive collections
·         From availability from a central place to access 24/7/365
·         From single format to multiple formats on preferred devices
·         From controlled cataloging to curated crowd tagging
·         From central storage to distributed storage and retrieval
·         From only commercially published to student and teacher created
·         From down the hall to the hand held device
·         From classified collections to tagged and mobile collections
·         From general collections to chunked collections supporting specific curricular targets
·         From book budgets to collection chunks supported by a variety of sources
·         From bloated textbook budgets to well-supported information blocks where the library is the common core
·         From hoping to make a difference to measures demonstrating impact on literacy and curricular understanding

Evaluation: From my experience in a Special Collections department, I see a tradition of storing printed material versus the desire to have the collections available digitally in the future. A limited number of directories, maps and newspapers are available on library databases and the department is part of a much larger library and the San Diego Circuit.  Most of the materials must be viewed in person and cannot be checked out. Having the means to go digital – that is purchasing technology for older, fragile printed materials, plus the cost of staffing such a project seems ambitious. Libraries seem to be in some transition between the traditional and the shifts listed above.