Learning Commons in School Libraries - Term Paper Example

Literature Review In: Learning Commons in School Libraries Name Course Tutor Date Introduction A library in a school environment that makes it possible for the interested parties including staff that is both teaching and subordinate, students, parents, and the public to get admittance of a multiplicity of resources is referred to as a library or a school media centre. In most cases, the parents and the public pay for these services if the learning institution is private whereas they access the same services freely if the library is in a state or public school. This concept was developed towards the end of nineteenth century with the establishment of the American Library Association (ALA). This was the brainchild of the current American library movement. Among the pioneers of this idea was Melvin Dewery one of the greatest librarians in the history of the US. The Development of technology and civilization led to the advancement of this idea to a more supple and receptive approach that now aids learning institutions to share information. This is what we call the learning commons. This approach broadens the process of getting knowledge by making sure that both the students and those disseminating the knowledge are not tied to a specific zone through venturing into fundamental aspects. This is made practical because a learning commons is a system that considers enthusiasm and encompasses the entire school parties. It provides an opportunity for mutual associations among these parties. These relations result in the development of relationships that did not exist before among the students, educators, and librarians. This is directly linked to the realization and use of new technologies (Alan 2008). This assures the society of a bright future as all the parties learn something from the technology. A learning commons in school libraries offers a mutual learning and schooling atmosphere. Most of such environments consist of an assistant librarian whose role is to corroborate the learning process and in the process a cordial teacher-librarian relationship. The time table is very flexible in a way that allows students to schedule their classes to accommodate groups, individuals, and classes every time (Bennett 2009). A learning commons is a form of a tutoring space that classifies activities but since it is an advanced form of traditional libraries it is not confined to the walls. The teachers and students integrate the digital and real methodologies of accessing information from across the world. This is in addition to experts making presentations giving the students a chance to interact with professionals. Its description includes creating digital stories and a classic environment for picking the necessary books for reading. Learning commons are always equipped and provide an enabling atmosphere for groups to study together as well as individual student studies. The resources availed are meant to support all the features stated above. The learning commons has advanced the meaning and relevance of a school library. It has made it a place to make inquiries, support the learning exercise to make it more practical, develop and impart significant thinking abilities in students, permits the incorporation of technology and carrying out tests, and a home of learning for both the teachers and students. The development of technology allows a learning commons to augment the modern exceptional and vibrant learning and teaching dynamics as the education system continues to evolve (Christensen, Horn & Johnson 2008). The importance of learning commons Modern working environments call on the students to acquire knowledge and skills that are transferrable. This enables to be successful at the workplace and increases efficiency and in the process their output. The success of this relies on the degree of the students to receive knowledge in an effective manner to give them adequate skills to address confronting issues in their future. The students can only become part of change that is dynamic if they equip themselves with the right skills that swims in the direction that change flows in addition to with the best communication skills. Acquiring these skills will make them relevant as their individual contribution will make a mark on continued technological evolvement of the world. The opportunity to attain these skills is provided by a learning commons. It gives an unlimited chance for growth and development based on multi-curricular perceptions. This covers in entirety numeracy, judgment, literacy, skills, communication, and use as the basics of how to gain knowledge. The personal growth along with innovation, thoughts, creativity, and inquisitive capability are transformed to become corporeal fundamental catalysts courtesy of a learning commons. A student develops wholesomely through his or her cultural, academic and social life. Following on the same, learning institutions have undergone an enormous pact of change that has also been felt in other areas of life including the political, economic, and social phenomena (Booth & Roswell 2007). All these changes have components of scientific authenticity that is influenced by developments in communication and information technology. A learning commons takes the opportunity to harness the new developments within the learning institutions in an incredible and fascinating way and in the process makes sure the parties within the a school befit from the same. A properly developed learning commons becomes the focal point for networking and centre for access of information. It grows the learner’s academic power based on individual needs as it gives them an opportunity to explore their interests. A learning commons gives the student the right tools to address problems in a manner that encourages them to think creatively and finally equipping them fully for the world (Fullan 2008). It does this by enabling them access more information that is relevant. The rate at which technology grows brings implausible change as it adjusts the nature and connotation of access to information across the world. Digital technology allows the students and the teachers to interact socially and the knowledge acquired is permanently imparted in them. The students remain in constant touch with each other bearing in mind the fact that at their age, they are very social. A learning commons which is fully digitized helps the student to define themselves as they habitually use the internet. The media is one of the technologically most advanced industries, and considering the fact that a learning commons is a media centre for any learning institution, it enables the learners to grow in a media-saturated atmosphere where information and ideas constantly and can be accessed easily. The same is shared with limited restrictions and without any delays. It is also an entertainment centre for the students as they watch videos, play games, listen to music and browse the internet. In all these activities they make use of multiple technologies and sometimes apply the same to communicate with their families. A learning commons produces to the world a multifaceted individual who can easily multi-task. A person can surf the internet, listen to music, chat using a cell phone, do his or her homework, and send messages all at the same time. It integrates both the new and old technologies through a flawless substantial and implicit space using a format of incorporation of disseminating knowledge and skills (Glaze2006). The learning commons puts together, the students, teachers and the library to link the students to the world and along the same lines developing them to maturity. A network of people, information, and programs is created that is helpful to the members within the school and those beyond the learning institution. This makes the learning process a continuous process that is not restricted by time and national boundaries. Challenges The first of these challenges that face a learning commons within the school library pertains to integration. A learning commons and the digital technology that is installed are two developments that were developed approximately one hundred years apart. It is therefore, an obvious problem that amalgamating the two concepts behind the technologies is difficult. The complexity originates from the fact that for a very many years the structure of the learning commons has remained the same without undergoing any structural overhaul (Glaze2007). This structure was adopted across the United States following the campaign by the American Association of librarians. Proper utilization of the learning commons requires the structure to be overhauled to suit the modern digital technology. This will avoid creating confusion among the students where they find a different system within the learning institution and what they use when outside the school. Students will easily draw a connection between what they are taught and what they experience in the outside world and as such continue the learning process. Technology improves the rate at which work is delivered. However, efficiency still remains on the capacity of an individual to think (Hay & Foley 2009). The challenge remains on the ability of the student to think radically. Most of them become complacent the moment they get access to internet and become fully computer compliant. The danger of this scenario is that the world is likely to receive a population that does not employ its brains to work putting the organization or institution into a quagmire when systems collapse. A learning commons provides tools that help in carrying out decisions. To enable the students fit into the expanding and inclusive markets with outstanding speed and delicacy, they must offer honored skills that are time conscious with the capacity to cover sociological aspects as well. Another challenge is posed by the ability to adapt to the twenty first century methodology of learning. Striking a balance between acceptable voices within the library and interests of institution by management of the library is the biggest problem. In most cases, the school has competing interests for instance it allows the teams, groups, and individuals to use the learning commons at the same time. This is a challenge considering the fact that most of these structures are built in an old fashioned design that does not automatically fit into the modern digital technology. This challenge can however, be addressed by reinventing the learning commons. It is transformed through its physical and virtual space that brings together the students, librarians, and teachers to work in a manner that necessitates the achievement of learning institutions (Fullan 2008. P. 123). The result of these has seen the library become no longer only used to address and verify out books. It is a centre where students learn to be decisive thinkers and where their distinctiveness as learners can be explored. The learning commons has the student as the focal point and works as a learning laboratory for practical knowledge and skills making it a prerequisite foundation of all learning at the school. Main components of learning commons Physical and Virtual space Incorporation and expansion of authentic and virtual occasions of the learners is one of the most key components of the learning commons. This is done by making the learning atmosphere safe, cordial, welcoming, and easy to share information. The all-inclusive environment within the learning institution caters for the varied abilities, talents, and approaches of getting knowledge as pertains to specific groups, individuals, and teams without restrictions (Krashen 2004. P. 254). The physical and Virtual learning spaces do effectively increase this prospective within the learning commons. They are comparatively open structures that allow interactions among all those participating and give access to a broad variety of resources. Students can access resources independently; they also have a chance to pursue what pertains to their knowledge, and can share materials available without straining. All these opportunities are supplemented by the sufficient communication services availed by the physical and virtual spaces in the learning commons. It is of essence to identify that the physical and virtual spaces are built based on the modern digital technology. This allows the educators and learners to engage in discussions either with specific students or groups thereby making learning a participatory process where everybody involved learns (DuFour 2004. P. 79)). The focus is shifted from teaching to learning which is all-inclusive as opposed to the latter. The original confines of defining learning environments of time, place, and space are expanded to cover technology, control, and interaction. Accessibility Virtual resources are very essential when it comes to redistributing the manner in which the learning resources can be accessed. There has been a serious problem concerning the way information can be accessed and retrieved in the rural areas and the urban centers. The latter has enjoyed greater advantage partly due to the encouragement by the teachers to the students to study independently and self-thinking by searching various sources (Exemplary school libraries 2009). The inequities have expanded to increase the gap between the rich and the poor, small and large as accessibility was based on the financial ability to get the technology. Learning commons have tried in earnest to improve accessibility to towards achieving equality in information access. Learning Partnerships The mutual association among the students, educators, and librarians is a result of the space brought by learning commons. The changes introduced in the way learning is conducted, the learning process has become nonstop, all-round, and a natural part of a student life. This has made the education system student centered. Through this, the aims of learning which include delivering to the world able individuals who are consistent but at the same time dynamic (Glaze 2007. P.56). This gives an equal opportunity to children from all and sundry power and a chance to access information. This is a pivotal role in enlightening the world by removing illiteracy. Learning partnership offers an opportunity for the students to get a face to face support. This comes from either the instructors or other experts who are endowed with different abilities. This support shifts the system towards media relationships and in the process builds team hard work. The outcome of partnership is felt when face to face lessons are blended with virtual classes and as such students are accorded a wider spectrum that avails options that include interactive discussions and enough for individual studies. Learning partnerships take advantage of digital technology to equip the learners with knowledge that is consistent with the modern dynamic markets. In this case, theory is matched with practical to produce an all-round citizen ready to take on the challenges in the market (Head & Eisenberg 2009. P. 37)). This system of learning is augmented and produces a wholesome student. The partnerships expand the opportunities introducing new and diverse learning activities that are beneficial to all the stakeholders. The process of getting knowledge changes from teaching to learning. Technology in learning Students of the twenty first century do not understand anything about a world without technology. This means that they enjoy technology and consider getting the same knowledge a necessity. However, the tendency to by the same group to overindulge in communication and entertainment aspects is high and therefore failure to learn what is very relevant is very probable (Ontario School Library Association2010). The learning commons provides an educational approach to getting the right skills for the market. These skills are taught to all with precise concentration on the universal and dynamism of the economic markets. The crucial tools used in decision making and those that aid in critical thinking is given at the learning commons. Developing Empowered learners Learning through the learning commons develops a culture within students making it a natural part of them. They end up learning how to learn. The empowerment is a result of various methodologies that are utilized in different levels of learning. The styles transform the course to become motivating, enlightening, personalized and to a greater extend individualized (DuFour2004). They seamlessly combine technology to enhance compatibility. The atmosphere is made elastic and welcoming and most importantly allows equal distribution to information across all the students’ diverse cultures and levels. The role of librarians in the learning commons Librarians fall in the category of personal learning communities whose role is mainly to help the learning institutions to establish valuable policies that are in tandem with change and progress ( Alan 2008. P. 89). They provide of the right constructional support that enables the sharing of visions and values in order to tap the general creativity. They enhance success within the learning commons by supporting leadership, guiding decision-making matters, and sharing of duties. This becomes a remedy necessary to help in the challenges that arise. This support is very important to the learning commons. The main role of librarians stems from their input towards logistical accomplishment (Kuhlthau, C2010). Their duties include, Work hand in hand with technology experts also called specialists to make possible the use of technology Incorporate other specialist educators who have expansive school attitude Develop a corporeal and virtual proficient library association with all staff within the learning commons Create virtual deliberations with professionals and other learning group of people by way of Internet and interactive video symposia Create virtual opportunities for online deliberations and research using Web tools (Johnson, 2007. P. 41) Enhance cross-curricular and inter-grade links and representation of curriculum sharing The role of the library in the learning commons The library is important in shifting the outlook and center of attention of the learning institution during the creation of a learning commons. It guarantees and facilitates learning partnerships. The students are empowered through the use of facilities and services offered in the library. The library is an existing physical and virtual space that drives the focus of the learners within the institution that supports all the requirements of learners (Songsaengchan., Chansawang, & Prapinpongsakorn, 2008). It furnishes the chances of effective learning that are intrinsic to the learning institutions and in the same line facilitate the development of a learning commons. Providing the physical and virtual space in itself offers a wider spectrum of teaching and learning practices. This expands the level of participative learning pursued by learning institutions. Libraries corroborate learning spaces to make them colorful, enthusiastic, comfortable, cordial, and playful with respect to specific levels. This makes learning to be fluid and participatory and in the process eliminating the restrictions that would confine students. The library configures the learning process to include social; connectivity, tagging, and personalized approaches (Loertscher, Carol & Zwaan, 2008). This increases their collegiality and rational growth. The library provides similar tools that ensure a well distributed use of such knowledge making the process of gaining knowledge personal and all round the clock. The qualified library staff serves students and other members on need basis as opposed to the old pre-planned system of service in the library. This makes the use of the library practical and as such, the accessing information becomes a resource in itself. The setup and collections within the library reflect the differentiated manner in which the library puts itself in a position to disseminate its services to the school community. The library has transformed the methodology of education from teaching to make it a learning process as everyone involved learns. (Head, & Eisenberg, 2009) Challenges in this perspective are rearranging the spaces that are built in the traditional style to suit the modern authenticity. This is meant to ease the access to technology which is a prime component of a learning commons. Building knowledge and creation in students The learning makes use of the best available technology and resources in a modern way to structure, maintain, and assist the learning process that is dynamic (Krashen, 2004).This calls for utilization of the bets strategies and provision of safe and serene atmosphere. The students learn, undertake research, perform, and discover through practical demonstrations of the skills as they work closely with their educators. Developing resources for information and mastering technological submissions to gain knowledge is just the start of this expedition. When teaching associates propose higher order thinking learning experiences that take advantage of the social dimensions of learning, the possibility for deeper comprehension and the constructions of collective knowledge is facilitated. When students take responsibility for learning — when they begin building their own personal learning network. Encouraging students to pursue their own interests and passions and are free to choose from a rich collection within an inviting environment, they are motivated to read and their reading and depth of understanding improvement (Johnson, 2007). The Learning Commons can nurture good reading habits among students. Connecting individual students to ‘right learning resource plays the following roles, Providing opportunities for learners to see themselves reflected in what they read Providing incentives and celebrating individual reading achievements Giving titles and varieties to meet particular individual interests Honoring student choices and views with physical and virtual displays Promoting a wide variety of reading materials through book talks, readers’ choice displays, among many more (Learning for the 21st C 2003). Issuing an open and inviting substantial and virtual space. Organizing and leading online and face-to-face book clubs Encouraging students to prepare and share book talks and critical reviews in several mechanisms Utilizing social networking tools to activate discussions for instance social Bookmarking sites and Interactive Video Conferencing, inviting authors, illustrators, poets and experts to work with learners partnering with public libraries to promote their resources and literacy programs Connecting with other community resources such as inter-generational and buddy groups together for Learning within school Libraries and the Emergence of the Learning Commons Selecting the best resources and technology tools to support differentiated instructions Implementing sustained silent reading programs Celebrating reading through special events Building a physical and virtual collection of professional reading materials and websites Facilitating professional learning communities (Loertscher, Carol, & Zwaan, 2008. P.213). Conclusion It is very clear from the description above that a learning commons within the schools offers an exceptional opportunity for the students to get the necessary knowledge for the dynamic markets. Educators are also put in a position to advance their skills as they are part of a learning process as much as they impart knowledge among the students. However, serious structural adjustments are needed to make the libraries conform to the modern demands for learning commons (Kulthau, 2007). This is supposed to put in mind the diverse nature of all the partakers within the learning institutions. More instructors are needed or the special technology should be introduced to the teachers while in training to make their easier. Resources should be channeled towards this goal both from the private sector and the government institutions. This will make education and the whole learning a system to be enjoyed by both the learners and the teachers. References Alan, B. (2008). 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Finding common ground: Character development in Ontario schools, Ontario, Ontario publications. Glaze, A (2007). Finding common ground in school: Character development in Ontario schools. Toronto: The Ontario Library Association Hay, L., & Foley, C. (2009). School libraries building capacity for student learning in 21C: Ontario, Ontario publications Kuhlthau, C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, New York: Educational publications. Ontario School Library Association. (2010). Together for learning: School libraries and the emergence of the learning commons. Toronto, ON: Ontario Library Association. Songsaengchan, S., Chansawang, B., & Prapinpongsakorn, S. (2008). Teacher Librarians’ roles in information literacy instruction in Bangkok secondary schools. Head, J. & Eisenberg, B (2009). Finding context: What today’s college students say about conducting research in the digital age. Washington: University of Washington press. Johnson, D. (2007). Classrooms and libraries for the net generation. San Francisco: John Wiley and Sons, Inc. Krashen, .D (2004). The power of reading: Insights from the research. Portsmouth: Heinemann. Kulthau, C (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited. Learning for the 21st Century. (2003). The Partnership for 21st Century Skills. Portsmouth: Heinemann. Loertscher, D, Carol, K & Zwaan, S (2008).The New Learning Commons: Salt lake City: Hi Willow. Read More