Thanks, Diane, for the Jamie McKenzie reference. You don't seem to concur with his conclusions, although I agree with you that when we seek to engage with adolescent learners we start with whatever works. I've found more of his work on fno.org. In particular, I'm interested in his planned session on "Every Student a Thinker" before NECC in DC next month. He quotes the New Zealand curriculum as follows: "Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions." We want our Learning Commons to foster such thinking.

Humanitas is a program throughout most high schools in LAUSD. It is interdisciplinary, including up to four teachers from various disciplines. In the 1980s it was originally funded with a Ford grant, and has received accolades continuously since then. I am in the process of writing to the coordinator of the program to inform her of how Humanitas would be well-served by stretching its collaboration to include the library in a lively and technological way. The Learning Commons and Humanitas would certainly be a good fit.

I so much appreciate Dr. Loertscher's comments in Ch. 7 of his new book "Learner's Win" where he expresses so completely the utter frustration I have felt as a school librarian and teacher in California: "[P]rofessionals without support personnel get tied to organizational systems that distract from their real work. The result has been little impact for dollars expended with the conclusion being that neither the library or computer labs earn their keep." Then Dr. Loertscher drills it to the core with the analogy that "[i]t is as if the school was to buy a school bus without wheels and then wonder why kids are not getting to school" (p. 73). This expresses my feelings so perfectly and gives me *words* to use with others as I continue on my course to respect students, teachers, administrators and community -- while building the bridges to unite and connect us.

The concept of multiple intelligences would be most beneficial to the learning commons because by implementing a new teaching style and an outlet for students to be able to express their expertise which will allow them to shine in a environment which they may feel a lot more comfortable. Some students have gone through their educational careers and have not been able to express their expertise, by giving students another option this will allow them to become leaders in their own right and help others to follow.

Gardner's Multiple Intelligences are highly supported by the Learning Commons concept. As long as students are allowed face-to-face collaboration with each other, and are highly supported by live educators and, an online Learning Commons could be the perfect place to allow students with different learning styles to flourish. The world online can be isolating, despite myriad opportunities to connect. Students who learn best collaboratively need more support than a strictly online learning experience can provide. This situation is often neglected when constructing information literacy classes or planning units or courses revolving around online tools and concept; the collaborativer learner can feel isolated and lost. To avoid this, support for every level of prior knowledge must be considered and inserted into the learning experience.

I liked Jamie McKenzie's "Mental Softness" checklist. This is the world in which teens operate...especially "...fascination with the story, the play, the drama...we're talking pulp fiction." (p91). Adolescence=drama. That's one of the reasons working with teens is so powerful. So how do we as educators tap into that? There's nothing wrong with a little flash if it gets them into the library and literacy. Isn't that what library programs are all about?

Dr. Henry Jenkins and his work regarding participatory culture and collective intelligence - and his Project New Media Literacies. He talks a great deal about new modes of technology and students as creators of content and knowledge. I think his work fits well with the Learning Commons vision. He has also done work on evolving notions of copyright and fair use in the remix/mashup age. All very important and relevant issues for teacher librarians.

The concept of Multiple Intelligences pioneered by Howard Gardner is discussed a lot in the field of Education. It seems that many connections could be made between the multiple intelligences and how different learners learn differently and the concept of the Learning Commons.

The work of Will Richardson is highlighted in this chapter. I heard him speak at the CUE Conference held in Monterey in November of 2007. He is a very powerful, informative speaker. His book “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms,” is a great resource for teachers. It includes screen captures of many of the examples mentioned in the text, which are very helpful for visual learners. He also talks about how, "Teaching is conversation, not lecture," which is very appropriate to the discussion of the New Learning Commons.