The revolution begins !

Books and Articles about the Learning Commons

Books

1. David V. Loertscher, Carol Koechlin and Sandi Zwaan; The New Learning Commons Where Learners Win! Reinventing School Libraries and Computer Labs

ISBN: 978-1-933170-40-4; Hi Willow Research and Publsihing; 2008; $25.00 (avialable at: http://lmcsource.com It is time to reinvent the entire concept of the school library! For 50 years, we have been guided by a great conceptual base; however our students have changed their information habits totally in the explosion of the Internet. They Google around us. They network socially. Web 2.0 tools change the face of ICT literacy. It is just a different world. Loertscher, Koechlin, and Zwaan team up in this book to rethink everything about the function and role of school libraries and computer labs. It is often a case of 180 degree reconsideration. What does this mean? The profession has been on a command and control model: If we build it, they will come. We build a website and expect students and teachers to use it on our terms. They Google, instead. We expect teachers to appreciate the collections we build. They want classroom collections. We open our doors during the school day. Our patrons want 24/7-365 service. The turn-around suggested is to think about and construct a client-side organization built around the idea that: If THEY build it, THEY will use it. This means competing with Google. It means collaboratively constructing a virtual learning commons that replaces the library web site. It means incorporating Web 2.0 tools that really boost teaching and learning. But we get ahead of ourselves. The authors recommend that the school library be converted into a learning commons. What is that? It is both a physical and virtual place consisting of two major spaces: the Open Commons and the Experimental Learning Center each governed by its own calendar. The Open Commons is not only a flexible access space; it is a flexible physical and virtual space where exemplary teaching and learning is demonstrated for all to see. The Experimental Learning Center is the center of professional development for the entire school. This physical and virtual space is where students and teachers work to improve the quality of teaching and learning. It is the place for all new educational initiatives, professional learning communities, experimental technology, action research. It is the hub of school improvement. Chapters in the book first justify the reasons for a change in foundational thinking. This is followed by a tour of the new learning commons with its Open Commons and Experimental Learning Center in full operation. We then take a look at knowledge building where learners are using their social networking skills linked to inquiry to build world-class excellence. Then we look at the range of new literacies required with reading as one central element. How do learners turn from struggling to meet required minimums to wanting to develop world-class abilities? We then turn to the world of technology and away from the concrete walls of administrative computing into the world of instructional computing where technology becomes the slave of the learners and teachers, not the other way around. Next, we look at the role of collaboration, not just from the point of view of the librarian, but from the point of view of all the specialists in the school such as literacy coaches, technology specialists, nurses, counselors, Physical education teachers, art, music, etc. who have wonderful dreams about change but are locked out of the classroom. We examine the elements of the learning commons organizational structure that turns the physical and virtual spaces from kingdoms into a personal extension of each learner and teacher. Finally, we make connections to major ideas and leaders across education that push us toward the reinvention of the school library. You are sure to have an opinion about this re-conceptualization; It is controversial. And, you will be invited to lodge comments and discuss new directions on the book's companion wiki. It is a major shift in ideas about who we are and what we do. We are already being reinvented in the educational literature. Isn't the best defense a strong offence? Come with us on a journey of new ideas.

2. David V. Loertscher, Carol Koechlin, and Sandi Zwaan. Beyond bird units! Thinking and Understanding in Information-Rich and Technology-Rich Environments. Hi Willow Research and Publishing; 2007; ISBN 978-1-933170-37-4; $35.00 (available form http://lmcsource.com)  At the heart of the learning commons are impressive high-think and co-taught learning experiences. The authors of the popular Ban Those Bird Units have joined their talents once more to provide more ways to create very high-level think units when teachers bring learning activities into the information-rich and technology-rich environment of the learning commons. The new volume adds three new models to the original 15, provides planning sheets for each model, presents all new learning activities, and concentrates on the culminating high-think activities of a teacher/librarian collaboration. If you already own Ban Those Bird Units, this volume will add many new ideas to your repertoire. If not, then acquire this volume for an introduction to significant learning activities where plagiarism is no longer an issue. The book also includes additional (18 in all) think models and planning guides, plus fresh unit ideas.

3. Robin T. Williams and David V. Leortscher.In Command! Kids and Teens Build and Manage Their Own Information Spaces and Learn to Manage Theselves in Those Spaces. Robin T. Williams and David Loertscher; Hi Willow Research and Publishing; 2008; Refresh Edition; ISBN 978-1933170-36-7; $25.00

Thoroughly updated for 2008! Most school libraries have a web site or blog that provide a wealth of resources and links to information. However, young people may be saying, “We love you, library, but we love Google more.” This book and accompanying website takes a new approach in the battle to capture the attention and serve student needs: It asks each child and teen to construct their own home page using iGoogle, and construct three sections of their own information space:

Personal Space (with assignments, calendars, hobbies, and other critical personal tools). This is a very tightly controlled space that the student can change regularly. If the school library has a blog, then information can be fed to every student via an RSS feed. Thus the librarian can notify a class about a particular library assignment, offering helps and deadlines that will assist the student in their daily work

Group Space for doing projects with others often using web 2.0 tools. For example, a class may be doing a project with another class in a foreign country. A ning, a wiki, and blogs can be used to collaboratively share information, do joint planning, and share expertise on a variety of subjects. This capability has really developed over the past 5 years. The concept that multiple students can be seeing and adding to the same page in a word processor is a totally new concept whose time has come.

Outer Space (controlled access to the larger Internet) Students will want to create ways of accessing the entire internet but also learn how to manage those explorations to avoid dangers and pitfalls. Thus, they learn to manage their own information space. But, even more importantly, they learn to manage themselves within that space. The time has come to offer young people a gift of a lifetime – control over the voices clamouring for their attention and the tools they need to emerge as truly information literates. Unique.

What does it mean to control ourselves within our information space? It would seem that the rules of the road, crossing the road, driving a car safely and other rules that help us go through life need to be taught in information space as well. We learn to cross the street safely, we learn to navigate through information space knowing that there might be predators trying to divert our attention. Thus the librarian and technology staff help kids and teens develop responsibility - the idea is to give every kid or teen a fishing pole rather than a fish. Tech directors may immediately say “no” to such a radical idea. We are betting that developing individual control is far superior to being managed.

Articles:

• David V. Loertscher. "Flip this Library: School Libraries Need a Revolution," School Library Journal, November, 2008. at:

http://www.schoollibraryjournal.com/article/CA6610496.html?q=flip+this+library This article challenges the status quo and encourages 180 degree thinking to reinvent the school library into a learning commons.

• Diggs, Valerie. "From Library to Learning Commons: a Metamorphisis," Teacher Librarian, April, 2009, p. 32-38. Valerie Diggis of Chelmsford High School, Chelmsford, MA details her five year journey to transform her library into the band new and very popular learning commons.

• Koechlin C., Loertscher D., Zwaan S. 2008 The Time is Now: transform your school library into a learning commons Teacher Librarian Volume 36 Number 1. In this article teacher librarians are encouraged reinvent their school library and computer labs; listen to clients; build learning partnership teams; infuse the best teaching science ; lead the journey in creating a school wide Learning Commons.