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Three-Step Plan: Access, Inquiry, Collaboration

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Three-Step Plan: Access, Inquiry, Collaboration

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Step One: Open Access

• Early access before the start of the school day. Providing time at the start of the school day is a great way to welcome families in, further connecting the community.

• Open at lunch. This provides students with a safe place and an opportunity to form new connections and friendships. It also provides free time to explore all that the LLC has to offer.

• Open blocks. Providing open blocks in the schedule for classes or teams to gather and collaborate is a necessary part of creating an LLC. Our space is more than large enough to host multiple divisions and/or groups at a time.

• After Hours. Providing a space for staff meetings, Pro-D, PAC meetings, and more, is a great way to encourage the use and benefits of the LLC. It will also be a great way to advocate for the goals of the program, while people from all areas of the learning community are making use of the space as it is evolving.

Step Two: Promote inquiry and exploration through the creation of a Makerspace

This process will not be completed overnight, as it will require a significant investment of time and money.  Eventually, the goal is to provide the learning community with:

* A Makerspace that includes high and low tech (building materials, art supplies, coding devices, a green screen area, 3D printers, recording equipment, and more).

* Furniture with the ability to adjust to various learning needs and styles  (tables of varying heights, shapes, sizes, seating for working and reading, storage for Makerspace items, ideally most furniture will be moveable and multi-purpose).

* Creation of zones in the LLC to serve multiple purposes and learning styles. A Makerspace, a collaborative working space, a story time space, and a quiet work space.

Step Three: Support collaboration and connection

• Develop a Library Advisory Committee (LAC). Perhaps one of the most important ways to support the entire school community will be to develop an LAC.  As a primary teacher with minimal experience in intermediate classrooms, creating an LAC with (hopefully) one or two intermediate colleagues will give voice and perspective to their unique needs. Having a member from the Parent Advisory Committee could also provide insight and help promote events in the LLC to the learning community outside of the school.

• Promote the LLC, its upcoming events, programs, and goals during monthly staff meetings.

• Inquire with colleagues about upcoming units of study and areas of focus in the curriculum where they are wanting support. Purchase and develop necessary resources and materials.

• Schedule time for co-teaching and collaboration. Dedicating time in the schedule to work alongside colleagues or provide release time to work with another colleague to support connections and collaboration.

• Design a space that is flexible and welcoming. Creating a welcoming environment within the LLC that is open and accessible and designed to promote collaboration in various forms will be vital in fostering connection and collaboration among students, staff, and other members of our learning community.

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Key Resource: Leading Learning- Standards of Practice for School Library Learning Commons in Canada

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Key Resource: Leading Learning- Standards of Practice for School Library Learning Commons in Canada

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"The Standards of practice for school library learning commons in Canada are framed around five core standards of practice that put school libraries at the centre of school improvement. They are intended as a guide for the journey from the more traditional school library program to the whole-school learning commons approach of participatory learning. The deep and enduring value is realized when the whole school moves through the process together – participants supporting each other and building on each other’s thoughts and ideas to push further than each team member could individually. Whereas the focus of the library program in the past was on building strong collections of resources and assisting users to find and use them effectively, the goal now is to build learning communities and make connections among learners, thus facilitating knowledge creation in the school community."

Canadian School Libraries, 2014

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This website constitutes the current version of Leading Learning: Standards of Practice for School Library Learning Commons, continuously updated with new resources.

The Canadian Library Association transferred ownership of the Leading Learning project to Canadian School Libraries in 2016.

Citations for Leading Learning should reflect its current content and status. Please follow the instructions on this page: Citing Leading Learning

The PDF version of Leading Learning is no longer supported.
Print copies of Leading Learning can be purchased from The Library Marketplace.

Leading Learning is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Leading Learning - Standards of Practice for School Library Learning Commons in Canada

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This website constitutes the current version of Leading Learning: Standards of Practice for School Library Learning Commons , continuously updated with new resources. The Canadian Library Association transferred ownership of the Leading Learning project to Canadian School Libraries in 2016. Citations for Leading Learning should reflect its current content and status.

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Key Resource: From School Library to Library Learning Commons

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Key Resource: From School Library to Library Learning Commons

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"From School Library to Library Learning Commons: A Pro-Active Model for Educational Change” (2017) summarizes the work, over three years, of two groups of Vancouver teacher-librarians — one elementary and the other secondary — engaged in teacher inquiry. The inquiry groups have described, in both personal and professional terms, the continuum of change by which a school library becomes a Library Learning Commons in BC. They have been joined by voices of teacher-librarians throughout BC who have successfully undertaken similar initiatives."

BCTLA, 2017

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From School Library to Library Learning Commons: A Pro-Active Model for Educational Change" (2017) summarizes the work, over three years, of two groups of Vancouver teacher-librarians - one elementary and the other secondary - engaged in teacher inquiry. The inquiry groups have described, in both personal and professional terms, the continuum of change by which a school library becomes a Library Learning Commons in BC. They have been joined by voices of teacher-librarians throughout BC who have successfully undertaken similar initiatives.

Additional Learning Commons Resources

Videos

Links

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From School Library to Library Learning Commons: A Pro-Active Model for Educational Change" (2017) summarizes the work, over three years, of two groups of Vancouver teacher-librarians - one elementary and the other secondary - engaged in teacher inquiry. The inquiry groups have described, in both personal and professional terms, the continuum of change by...

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Articles and exemplars supporting the transition from a traditional library space to an SLLC. 

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Key Resource: journal articles supporting the transition from a traditional library to an SLLC

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Key Resource: journal articles supporting the transition from a traditional library to an SLLC

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A 3 Year Plan for Creating a 21st Century Learning Commons

https://journal.canadianschoollibraries.ca/a-3-year-plan-for-creating-a-21st-century-learning-commons/

A Teacher Initiated Library Learning Commons and the Transformative Outcomes It Can Produce

https://journal.canadianschoollibraries.ca/a-teacher-initiated-library-learning-commons-and-the-transformative-outcomes-it-can-produce/

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What is a Makerspace? Is it a Hackerspace or a Makerspace?

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A makerspace is a collaborative work space inside a school, library or public/private facility for making, learning, exploring and sharing. Maker Education

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Makerspace Resource: The Case for School Makerspaces, According to those Who Use Them  

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Makerspace Resource: The Case for School Makerspaces, According to those Who Use Them  

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"When asking students to describe their school makerspace, the overwhelming response was “fun!” Educators utilizing these spaces realize that there is a tremendous amount of learning and skill-building embedded in that fun. Employers who need workers with critical thinking skills have begged educators to promote them in schools. These critical thinking skills are the basis for success in makerspaces. When working on a project, students establish a goal, create a plan for how to get there, and problem solve using trial and error in real-world scenarios".

Erin Gohl, 2017

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Inside a makerspace at Indian Trace Elementary School in Broward County, Florida, some kids are sitting, working by themselves. A group of others stand together staring intently at something, talking, and moving their arms energetically. Students are doing without adult direction. There's an overall sense of purpose that is visceral. The energy feels more like that of a trendy dot-com startup than an elementary school media center.

This environment is part of a larger maker movement that acknowledges 21st Century natives need to learn in settings that are very different than the musty libraries or classroom rows of their parents. Makerspaces are areas where students come to explore, build, create, and tinker. Students are learning without turning to the front of the room for directions or receiving steps from the teacher at the center. They are the ones directing the action. They use a variety of materials from paper and cardboard to Legos to high-tech robots. It's a mixed bag of art supplies, erector sets, paper mache, 3-D printers, green screens, drones, and more. Each space has its own unique set-up and feel based on the needs, interests, resources and goals of the community.

Though makerspaces began outside of schools, a growing number of educators have seen the value in creating these kinds of spaces in school media centers and classrooms in recent years. Transforming parts of a school into a makerspace is often a difficult step given ever-shrinking school budgets and an increasing focus on state standards and test scores.

I recently talked with some innovative educators who have created these spaces in their elementary schools. I also observed and heard from some of their students to better understand what they gain from these makerspaces. Collectively, they noted the academic benefits, development of 21st-Century Skills, and the ability to get students to approach learning with a growth mindset.

Academics: "A place to ignite and activate creative, design thinking"

When asking students to describe their school makerspace, the overwhelming response was "fun!" Educators utilizing these spaces realize that there is a tremendous amount of learning and skill-building embedded in that fun. Employers who need workers with critical thinking skills have begged educators to promote them in schools. These critical thinking skills are the basis for success in makerspaces. When working on a project, students establish a goal, create a plan for how to get there, and problem solve using trial and error in real-world scenarios. Lynne Oakvik, Curriculum Supervisor, Library Media for Broward County Public Schools, describes media center makerspaces as "a place to ignite and activate creative, design thinking." Identifying a problem or goal, analyzing and evaluating the issues involved, and devising creative possible solutions is the work of makerspaces.

Though sometimes confused as solely open play and contemporary arts and crafts, educators have found that makerspace projects provide more engaging opportunities to reach standards-based expectations than yet more textbook or worksheet time. D onna Kouri, who is the Library Media Center Director and led the creation of a makerspace at Longwood Elementary School in Naperville, IL described a project where 5th-grade students worked together to create a video game. In creating the game, the students had to create characters, design the setting, and write the plot. They programmed the video game and wrote a how-to guide for teachers to play the game. This single project built English Language Arts, writing, and coding skills, in a way that was exciting and engaging for the students. Dr. Lisa Milenkovic, who has led the creation of STEM-based makerspaces in Broward County Public Schools, noted that "Students get to a higher depth of knowledge because they are applying what they are learning to a real problem."

Twenty-First Century Skills: "When they're creating, they just start talking!"

Educators know that in order for today's students to be college and career ready, they need to develop 21st Century Skills including collaboration, creativity, and communication. Finding authentic ways to accomplish this in a classroom setting can be challenging. Makerspaces lend themselves to developing these skills in organic and productive ways. Projects often benefit from the input and thinking of multiple students. Dione Mila, Library Media Specialist for Indian Trace Elementary explained that "Collaboration and teamwork happen naturally. You don't have to push it. You just give them a challenge and it will happen." Teamwork is essential to the success of projects. Engaging and productive work is the best antidote to differences and fear.

Educators note that this environment also allows students who are not always successful in traditional classrooms to shine. Thinking outside of the box can be integral to success in a makerspace. Kouri noted that in her makerspace, "I'll see students who don't necessarily get along talking and helping each other. When they're creating, they just start talking." Second only to commenting on the "fun" of makerspace projects, students mentioned the opportunity to help each other on projects as their favorite thing about their makerspace time.

Growth Mindset: "Failure is part of the process."

Learning is a process. A traditional approach to education has been to tell students what they should know. Makerspace environments value process along with product. Oakvik notes that these spaces give students an opportunity for "inquiry and discovery." And sometimes that discovery happens in the "un-making" of things. Cynthia Felton, who worked to create a makerspace at Gator Run Elementary School also in Broward County, Florida, explained that students love the "Deconstruction Zone" where they are able to "disassemble old electronics, toys, and other household items. As they remove the screws and layers, their curiosity builds. They ask questions, and investigate how they work." These makerspace students explore, experiment and discover. In short, they learn how to learn.

They also learn how to fail. People often think of school as being graded on whether you are right or wrong. Getting it completely right the first time is viewed as the pinnacle of success. But this is not the way the real world works. A much more useful skill than simply getting something right is learning how to react productively when something goes wrong. Makerspaces provide students with real problem-solving opportunities that require this resilience. As Kouri put it, "failure is part of the process." A natural part of solving a problem is trying something that does not work. Kids working on projects in makerspaces can fail in a safe environment. Kouri explained that, in her school's makerspace, students must "stick with the thing they start." With that, they can learn the satisfaction and success of persisting to find another option.

Beyond Makerspaces

A fourth-grade student describing his makerspace experience said, "It doesn't feel like school work. It feels like I'm playing." The "playing" this student was talking about involved collaborating with a group of peers to program and test a robot.

These makerspace projects far surpass the shoebox dioramas of the last generation. However, it is the experience, rather than the product, that truly moves learning forward. The process of creating, setting goals, working with peers, and problem-solving until success is achieved engages students in a way that few traditional classroom experiences allow. The educators creating and promoting these spaces are ensuring that their learners are truly prepared to explore, ask questions, collaborate with others, and ultimately solve the challenges they will meet when they leave these schools.

For more, see:
Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update

Erin Gohl is a Getting Smart columnist, and an independent writer focusing on issues of equity, engagement, and technology in educational policy and practice. Connect with her on Twitter: @eringohl

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The Case for School Makerspaces, According to Those Who Use Them

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Inside a makerspace at Indian Trace Elementary School in Broward County, Florida, some kids are sitting, working by themselves. A group of others stand together staring intently at something, talking, and moving their arms energetically. Students are doing without adult direction. There's an overall sense of purpose that is visceral.

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Makerspace catalogues such as Schooloutfitters.com provides lots of ideas and inspiration when sourcing materials for the Makerspace. While these resources and materials can be purchased elsewhere (price shop for the best deal), it is nice to have a curated space with the latest and greatest resources.

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Helpful Video Links: Transitioning Your Library To A Learning Commons: The Physical Space 

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Helpful Video Links: Transitioning Your Library To A Learning Commons: The Physical Space 

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What is an LLC: The Evolution of the Library
BCTLA, 2019

https://www.youtube.com/watch?v=5sadWGKFs4k

Makerspace video: Learning Problem Solving and Growth Mindset in a Makerspace
Edutopia, 2018

https://www.youtube.com/watch?v=oQvcbLmNfok

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Transitioning Your Library To A Learning Commons: The Physical Space

What is a Learning Commons and how is it different from a library?
The school library is not a separate entity to a Learning Commons, rather it is embedded within. The school library has always existed as a space that brings students together to access information and provide networking opportunities.

Why is the transition to a Learning Commons important?
The emergence of the Learning Commons model has evolved out of the need to provide our students with the skills necessary to be successful in the 21st century. Our world continues to change and evolve with information and technology, and this means that the way we educate and prepare our students for the future must change as well.

While we could be confident in naming certain careers that will still be around in the future, imagine for a minute what careers are still unknown. This leaves the question, 'How do we prepare our students for the unknown?' What remains constant in the research, is that transferable skills such as collaboration, critical thinking, problem-solving, innovation and decision-making are skills that are more critical than ever.

The Learning Commons then exists as a hub for our students, teaching them how to learn by integrating all curricular-areas and providing opportunities that permeate far beyond its walls. LLC (Library Learning Commons) teachers create relationships with students, classroom teachers, community members and experts, all working together to create authentic opportunities for students to be active participants in their leaning.

Where do I start?
It all starts with a vision. If our goal is to help students become effective collaborators, critical thinkers, problem-solvers, innovators and decision-makers then we need a physical space that promotes this learning and a means to make it happen.

How do I transform my space?
Transforming your space does not need to involve unlimited funds from your school budget. Each school's budget is unique, and this may mean an investment can be made for restructuring, furniture, shelving, etc. However, if this is not the case, we must work within our means to create change with what we have.

Your Learning Commons space should be inviting, open, flexible, safe, inclusive and promote inquiry and collaboration.

In consultation with your school administrator:

1. De-clutter! Scan your space for unused or bulky furniture, and eliminate it. You will be surprised at just how much this one change can make. If it has been a number of years since weeding your book collection, this will also help to free up space on your shelves or even eliminate one.

2. Get Creative with your design and/or Seek Student Input for the Re-Design of your Learning Commons. Students love to be included, and feeling ownership over their learning space could be very empowering.

3. Organize your furniture to promote active, participatory learning. Classroom carpets can be used to define spaces and are easy to move. Table heights could be adjusted to accommodate your youngest learners all the way to your oldest learners. Open spaces on the floor are important for S.T.E.A.M., Coding and Building activities.

4. Incorporate flexible seating into your LLC. Flexible seating is inclusive, relaxing, comfortable and promotes talk. These seating options seem endless, ranging from mini floor carpets, a large utility ball in a crate and beanbag chairs to wobble chairs, nesting chairs or couches.

5. Update the visual appeal of your library. Remove any posters, displays or objects that are no longer current. Replace these with engaging book displays (e.g. 'Let's Celebrate Black History Month') and bulletin boards or walls could have terminology reflective of skills or learning experiences (e.g. Create, Collaborate, Inquiry, Innovation, Explore, Question, Problem-solve, S.T.E.A.M., Maker Space, Coding, etc.)

6. Know what is in your cupboards. Purge materials that have not been used in years to make room for new materials such as: Technology (e.g. Dash & Dots, Sphero, OSMO, Ozobots, etc.) Maker Space Bins or S.T.E.M. Bins.

Starting from the beginning can be a daunting task among your other teaching responsibilities. Make the most of your release time and remember that you are not alone. You have a Learning Commons Coach that is ready to support you! @NicoleHooperLCC

Where to next?
If you are looking for more information to help you transform your space to a Learning Commons, please follow the links below.

Together For Learning: School Libraries and the Emergence of the Learning Commons
Twitter @T4LOntario

Leading Learning: Standards of Practice for School Library Learning Commons in Canada
Twitter @CSL_Learning

Check back for our next Learning Commons Blog.

Share your journey with us as you transition your Library to a Learning Commons on Instagram and Twitter @LKelempro #EngageLK

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Transitioning Your Library To A Learning Commons: The Physical Space

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Transitioning Your Library To A Learning Commons: The Physical Space What is a Learning Commons and how is it different from a library? The school library is not a separate entity to a Learning Commons, rather it is embedded within. The school library has always existed as a space that brings students together to access information and provide networking opportunities.

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Local TLs supporting LLC programs; sharing resources and their learning

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Colleen Macdonell's 2004 article listing required documents for school libraries initially felt overwhelming and antiquated (MacDonell, 2004). However, just like giving a mouse a cookie, when you give a TL a document, another document is soon required. Just when one piece of thinking is made tangible, another piece is conceived to support it. Please click here for a better view of the Hive Thinking graphic.

Getting my own thinking straight, required research around the following essential question: "What sorts of tech education are appropriate in an elementary SLLC and in a gradual release of responsibility, where should each milestone with tech learning lie?"

So, which came first - the pedagogy or the schedule? The schedule or the program? The plan or the pedagogy? Actually, it no longer matters as each one needs the others to breathe life into The Hive.

The pedagogy or, "The Developmental Hive Guide". was spurred on to explain the schedule, and was developed to explain why all things "Hive related" work the way they do in our context.

This is the schedule for 2021-2022 which illustrates the distribution of Hive Time.

Here is the link to The Hive's current 3-year plan .

Currently, the following three documents seem to stand on their own. They are yet to be developed but are mentally taking shape. It is possible they may eventually be amalgamated, but right now they feel separate and their development will be allowed to progress independently until each is solid enough to blend.

Hive Program - This will be closely connected to the Developmental Hive Guide and will include lessons, topics, and themes tied to the curriculum at each grade level.

Hive Initiatives - this will be based on the list of monthly themes/events from the BCTLA as well as external events such as collab with the public Library.

Hive Menu of Support - starting places for collaboration between teachers in The Hive.

Research suggests that in the early years, we should primarily model the use of tech as a tool for learning, connecting and collaborating without students 1:1 on a device. If students are engaging with a device (1:1 or small group) it should be in service of those three processes and should not be tied to play or playful learning that could otherwise be accomplished through physical play or in-person interaction with peers (Gov't of BC, 2019).

Three ministry documents informed this work:

Teacher Librarians have illustrated what teaching about tech, digital citizenship and online safety can look like:

2. "From Library to Learning Commons " by the BCTLA acknowledges the need for and supports different programming in elementary and secondary SLLC's. (BCTLA, 2017).

Tech Companies have even provided some support:

Together, these documents suggest our approach at CQE is appropriate based on the information gained about suggested tech use at each developmental stage. Thus, The Developmental Hive Guide has been updated with the information gained from this coursework.

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Colleen Macdonell's 2004 article listing required documents for school libraries initially felt overwhelming and antiquated (MacDonell, 2004). However, just like giving a mouse a cookie, when you give a TL a document, another document is soon required. Just when one piece of thinking is made tangible, another piece is conceived to support it.

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Bibliography: a growing list of helpful sites and sources

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Bibliography: a growing list of helpful sites and sources

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BCTLA, (2011). Learning Commons In BC. https://www.youtube.com/watch?v=LglFl1BYfFs retrieved August 7th, 2021.

BCTLA, (2017). From School Library to Library Learning Commons: A Proactive Model for Educational Change. https://bctla.ca/wp-content/uploads/2018/02/from-school-library-to-library-learning-commons.pdf retrieved August 7th, 2021.

CSL, (2014). Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian School Libraries. https://llsop.canadianschoollibraries.ca/growth-stages/ retrieved August 7th, 2021.

CSL, (2018). A 3-Year Plan for Creating a 21st Century Learning Commons. Canadian School Libraries. https://journal.canadianschoollibraries.ca/a-3-year-plan-for-creating-a-21st-century-learning-commons/

CSL, (2018). A Teacher Initiated Library Learning Commons and the Transformative Outcomes It Can Produce. Canadian School Libraries. https://journal.canadianschoollibraries.ca/a-teacher-initiated-library-learning-commons-and-the-transformative-outcomes-it-can-produce/

Edutopia, (2018). Learning Problem Solving and Growth Mindset in a Makerspace. https://www.youtube.com/watch?v=oQvcbLmNfok retrieved August, 7th 2021.

Gohl, E. (2017). The Case for School Makerspaces, According to Those Who Use Them. Getting Smart. Retrieved August 8th, 2021.

lkelempro.blogspot, (2019). Transitioning Your Library To A Learning Commons: The Physical Space. LKDSB Elementary Program Department. http://lkelempro.blogspot.com/2019/02/transitioning-your-library-to-learning.html

Makerspaces.com. What is a Makerspace? https://www.makerspaces.com/what-is-a-makerspace/ retrieved August 8th, 2021.

RichmondSD38, (2019). The Evolution of the Library. https://www.youtube.com/watch?v=5sadWGKFs4k

School Outfitters. Makerspace and Stem Room. SchoolOutfitters.com https://www.schooloutfitters.com/catalog/default/cPath/CAT2690?kw_cid=makerspace%20school&sc_cid=makerspace%20school%7CPPCsearch%7Cp%7C201583999187%7CSOGLONG1007243%7CMakerspace%7C(Makerspace)Makerspace%7CGoogle%7C&gclid=EAIaIQobChMI_s7OgPSk8gIVkwh9Ch1auQbfEAAYAiAAEgJt1vD_BwE

Smith, J. (2021). Why Are Things the Way they Are? https://connectedhive.blogspot.com retrieved August 9th, 2021.