I have a hard time answering these questions as I'm a preschool assistant with no library. I've certainly visited plenty of public libraries to see the differences. Highlands Ranch Library is great as a client side model, unlike Bemis in Littleton with librarians who tell me to not pursue this career! Leawood Elementary is so technologically advanced, unike Runyon Elementary which is just getting started but sorely lacking funding.

I am not working in a library now, but the library I am working with is not very client friendly at all. The hours do not allow students to use the library before or after school. The desks and work areas are not movable. There are just a fraction of the computers needed for an entire classroom to use the library and research on the computers at the same time, the book per student ratio is low especially in heavily used subject areas. But there is 24/7 access to a surprisingly large number of databases for students to access. But I really don't see a lot of the things talked about in the book and on this site going on in that library.

As I work within the preschool setting, I haven't really had the opportunity to know much about the library program at the school that I work at. We have worked hard to try to get more involved with the library program but have had a difficult time when trying to speak with the librarian. When we have spoken with her assistant, she has been more friendly and willing to be more on the "Client side." In looking at the differences between the two ladies (and there is definitely a stark contrast!) I see that the main librarian is far from being interested in the client side. Although she has made the library a more welcoming place with the addition of couches and bean bags, the library seems to be a very impersonal place. The librarian assistant has made a special point to be flexible with us and when we do visit the library, she has made sure to accommodate and read books that are along the same subject matter as what we've been learning. I wish that I've had more of an opportunity to see if these observations are correct, but that'll take more time... but so far, I'm thinking that it is not leaning toward the client side just yet.

The library at my school is moved to a client-side by several means. There has been provided a laptop cart to move to various classrooms instead of relying on just the computers in the library. The library is divided into various sections so different activities can be going on at the same time. The tables are manueverable into whatever format needed. The librarians work with teachers in the classtoom and the library both to make sure the students are ready to perform the taks necessary in the library.

The college worked for was very client and service based. All computers contained the most up to date software. Access to library services were available 24/7. There was online gallery where students could post there finished work. The library was very accommodating to students with disabilities as specific spots were only designated for those with special needs. There were multiple professionals available.

The library at my school has several organizational features that lead the way toward client-side structure. Tables and chairs are easy to move in order to accommodate different settings. We have desktop computers as well as laptops. The laptops foster mobility. The library is open before and after school in order to meet the needs of students, staff, and parents. We have implemented a flexible schedule and are working at maximizing use of the learning commons.

The elementary school where I work has a long way to go in becoming a client-side learning commons, but improvements are being made. We do not currently have flexible scheduling in my school. However, because I work four days a week as a para, and the music teacher acts as the media specialist one day a week, the library is now open five days a week (as well as limited hours before and after school), which is a big improvement over last year, when our library was only open 2 1/2 days a week (yikes!). Being open all day has allowed teachers and students to access the media center and computer labs at other times besides their assigned visits, and I have seen a huge increase in traffic in both places. So, some features that are being put in place to transition toward a client-side structure are:
* library hours have been substantially increased, and the library is always open during school hours
* media center staff are friendly and are encouraging collaboration with classroom and other specials teachers
* our new website is bringing us closer to being accessible 24/7/365
* we currently have wireless access for the whole school
* we have a TekNet system in place (although many are still learning how to use it)
* we are working to get more subscriptions to on-line databases
* a variety of clubs have started to meet in the library before and after school: Chess Club, Math Forum, Renzulli Club for G/T, Lego Robotics, and Student Leadership. Some of these clubs are even creating wiki spaces.
* a dependable, committed group of volunteers who reshelve books and assist with check-out, freeing the media specialist and me to focus on lessons and teaching.

We have a long way to go, but it's a start.

The organizational features we have in place at my elementary school library are as follows:
* Flexible spaces
* Multiple professionals, support personnel, and volunteers
* Accessible computer systems
* Technology teacher
* Promethean Board
* Semi-Flexible scheduling
* Administrative leadership
* Ample budget
* Centralized, open location-"Hub of the school."
* User-centric collection
I still feel much could be done to give it the real learning commons feel.

Echoing several comments already listed, I would have to report that our school and entire school district is moving in the right direction to the client based ideal for a school learning commons, but we are far from that goal. We do have a staff school wide that already works collaboratively with the teacher librarian and terrific library support team, that puts students' success above all else. The facility itself is used for many activities and does have furnishings that can be reconfigured easily and data drops available through out the area for all types of set up. Flexible access has been a feature of our program for the past decade. We are still learning how to best use web 2.0 tools for our elementary population and some of us are definitely more forward than others in that regard.

Our librarian has made it clear on many occasions that the main reason for having a library is so that it is used by students and teachers. Therefore, I think our library is extremely client centered.

We have flexible scheduling, but we also have a staff that will go above and beyond to make sure you get what you need - even when you come in at the last minute.
Students have access to all our databases from school or from home - the library webpage is VERY well maintained.
The librarian is not only willing to collaborate, she encourages it and finds ways to collaborate, even when teachers weren't planning to collaborate. She is also very active in in-services - she shows us all the resources and gives us time to work with them.

To be honest, the fact that our library is so student/teacher centered is one of the main reasons I decided I could be a librarian!

I also like the list format. At our school in the Brighton 27J District, we are getting closer to the Learning Commons client side structure in that we:

- flexible scheduling
- regular collaboration between library staff and faculty
- regular contact and cooperation between the library staff and administrators
- in house tech support
- association and partnership between libraries and district tech support
- regular district wide meetings for elementary and secondary school librarians
- uninterrupted access to database materials from school intranet and home internet links
- Open and friendly environment for students
- Extended library hours before and after school
- school-wide professional development opportunities
- built-in safety features limit and control student internet access
- librarian mangaged schedules to use library areas
- collaboration with literacy coach and AVID coordinator
- facutly led sessions to share success stories
- assessment data reflecting student performance available to faculty and staff
- Central location for scheduling use of AV equipment, including SMART boards and Clickers
- Central location to share subject area links and pertinent information sources

Even though there is still room to grow, we feel we are started down the right path. Our principal and administrative team are very supportive.

Our school librarian has been working steadfastly over the past two years to make the library a client centered place. She has advocated the need for more computers, for student access to those computers, and has implemented a system whereby a student cannot come into the library without a specific reason for being there. She insists upon students coming to the library with a plan for what they intend to accomplish and how they will do so on their own.

Before I started taking classes to become a teacher-librarian, I had no idea that there were on-line resources available in my district. This summer I completed an assignment that required me to find a reading program at a library and interview the lead librarian who organized the event. I was lucky enough to find a program designed and implemented by the director of library services for our school district. During our interview, she told me about the many resources available to all teachers in our district. Some of these resources included virtual libraries with access to kid-friendly search engines powered by EBSCO. A wide variety of world book on-line, streaming videos from Discovery, and virtual encyclopedias and dictionaries. We even have citation builders to help students cite their sources during research projects. I work in a Dual Immersion program, and our Spanish teachers are always desperately searching for resources in Spanish. Come to find the virtual library provided by our district has world books in Spanish as well! We have many resources within our virtual library. It just takes time and know-how to find and use these resources in the classroom!

This is my first year at this school and as a TL.

~Thanks to my district we have access to online databases and library catalog 24/7/365 :)
~Updated computers for student use: 3 laptop carts (48 laptops) for 24 classrooms and 465 students for checkout (My school does not have a computer lab.)
~Flexible teaching schedule and flexible checkout schedule (This is very new to my school this year! The teachers have embraced the change!)
~ Teacher librarian, Instructional Leaders, and Staff working together (I am even collaborating with the social worker at my school to integrate technology into her small groups.)
~Currently with my flexible teaching schedule I am working with the high intermediate students (and teachers) to integrate technology into their literacy seatwork.
~Classroom area in the library with smartboard and a cart of laptops that is on a flexible schedule
~Friendly environment (Our districts theme this year is Teaching and Learning are a team sport. My title 1 elementary school has a ‘wellness’ theme this year. My theme in the library is sports. It is decorated in every sport possible. The kids at the beginning of the year walked in the library and was in awe at how kid friendly it looked.
~Good tech support. Thanks to my district my school gets 10 hours of tech support a week.

Eeek! My new school and district are very FFFFFFFFFAAAAAAAAAAARRRRRRRRR from being considered a client-side organization. We have a completely fixed schedule for the library and the computer lab. We do not have a certified technology person in the building, and our teacher librarian does not have the know-how or the time in her schedule to take on this role too. Our library catalog is only accessible in the library, and as far as I know, we do not have access to any additional databases. Teachers have a couple of computers in their classrooms, but because of a VERY rigid schedule imposed by the district, I don't know when we could actuallly get kids on these computers or what we would actually be allowed to do on them.

I am trying to think of something that makes it not sound so dismal! We actually have a certified teacher librarian, which is not always the case at other schools that I have worked in. Our fundraising money this year is going towards technology, and the district is wanting to do more with technology. Our district, though, is facing huge money issues (along with everyone else it seems), so I don't know how far any of this money for technology will go. I have heard rumors that a limited number of white/promethean boards are going to be available for classrooms. Although it sounds like only about 2 teachers in each building will get one, I have high hopes that those teachers classrooms will be sort of like a make-shift Experimental Learning Center. I envision teachers coming to observe those classrooms to see how the boards can be used, maybe even switching classrooms so that other teachers could try out the technology. WOW--maybe we will even encourage some collaboration to get more people up to speed on these new technology pieces!

It seems that we have a long way to go in my district. First step may be convincing the administration what a difference the library/librarian can have on student achievement.

The library in which I teach is on its way to becoming a client side library. I have allowed the library to become a flexible library. Last year before I became the Teacher-Librariaan it was not considered a flexible library. The teachers had to make an appointment to come in and check out book. It was not a place where collaboration happened. Students had to have a specific reason to come to the library. They were never allowed to just browse and enjoy a good book. I have also developed a client-side equipment google doc. Teachers and administrators now can access the on-line google doc and reserve equipment such as smartboards, laptops, wireless tablets, cameras, and other related technologies. Teachers are required to type in their unit question next to the piece of equipment that they would like to reserve which in turn helps me collaborate and keep track of what lessons are being taught. Our school has also developed Professional Learning Communities that contribute to the client-side stucture.

I, too, feel that our library is far from a Learning Commons, but we do have some organizational elements which allow for a client based environment. We have (relatively) flexible scheduling. But as I say this, the flexibility is growing more inflexible. As part of my contract, I teach an English class, which means that as the Teacher Librarian, I am unavailable to work with classes for about 5 hours a week. Also, our paraprofessional hours keep getting cut; I am supported by a 17.5 hour para, which means that I am really only "available" for about 12 hours a week. Otherwise, I am stationed to check in/out books. I feel that this is the greatest downfall to establishing a client based focus. But, I digress. :) We have two online databases that are accessible 24/7. We have a small community of libraries which is very supportive and always willing to share resources. Our library has very distinct areas for learning: a wireless station where students can use their laptops, a small instructional room away from the main section of the library, a self contained computer lab which is great for team-teaching a split class. We use online signups for AV equipment so while the materials are stored in the library, teachers can come and go, getting what they need without having to "go through" the librarian. While I am working hard to shift the paradigm of some staff, for the most part, I work with people who want to collaborate and see the library as a vibrant learning community.

The elementary school library that I volunteer in has a few features leading it towards a client side structure. First of all, there are the many volunteers like myself that take on the shelving and circulation needs so that the librarian can spend her time working on lessons with the students. Also, her desire to collaborate with teachers is another key feature. There are also accessible and safe computers, although they are located separately from the library. There is help for students with homework or technology problems available during school hours, though after school the help is limited. There are a few websites with teaching games available to the students at any time, but nothing like the online help center described in the book.

Although far from being a learning commons, several great building blocks are in place
*A great classroom area with smartboard that could very easily have its own calendar implemented.
*Great volunteers that serve as knowledgeable support staff that free the TL for students.
*Friendly environment
*Good tech support
*Flexible use of space
The library I help out in has several great things that could be taken just one step further. The result would be significant in its reflection of a learning commons philosophy.

As far as organizational features, we currently have flexible scheduling where the paraprofessionals are largely in charge of book check out so that the Teacher LIbrarian can be instructing around information literacy standards. The library is the center of resources and technology, for sure. There is a lot of collaboration going on with input from classroom teachers. Can't say that we have an ample budget but that would be a great goal for the school!

The library that I am currently working in applies the following organizational features that lead it toward a client side structure:

-Empowering Learners
-Totally flexible spaces
-Multiple professionals and support personnel
-Accesible yet safe instructional computer systems
-Empowering Teachers
-Professional development
-User-centric collections
-On-demand technology assistance
-School-wide activities
While we may not do all of the things listed above in the exact way that the book lays out, we do touch on each of the organizational features in a way that seems to work best for our individual school and library.

I am thinking in list form tonight:

Flexible scheduling
Teacher librarian that embraces collaboration
Teacher technologist that models the use of technology (could be located within the library and not in an alternate wing of the building)
Access to materials 24/7/365 from multiple environments
The current librarian is willing to go to great lengths to attain materials ASAP that students requested as fast
Students can access technology information by connecting through multiple means (websites, software, cell-phones)
Strong Wireless connection for laptops along with a decent sized desktop computer collection
Safe-computing abilities (Though perhaps a bit limiting when it comes to accessing video and social software)
Students (some) that are wanting to be involved to a level high enough to facilitate a client-side based philosophy

I think that the library I get to see everyday is far from being a "learning commons", but I would still call it a great library based on all that the current staff and the collection they maintains supports students. Greater resources (mostly budgetary) could be earmarked to make the library more client-based for teachers.

This is difficult to answer, not currently being in a school. I will respond through my observations at a Power Library and the high school I am working in partnership on some other projects
The Power Library I observed has a flexible library schedule; the library is open all day and students, teachers, and support staff can come anytime for whatever needs they have. The library has been recently updated and renovated, so one feature that encourages flexibility was book shelves on wheels. This allows the library to transition into a great large group meeting area and makes the uses for the library flexible and help create a client side structure environment.
At the high school, students and classes are continually coming through the library for technology support, researching, and class projects. The school has also established Professional Learning Communities that promote a client side structure.

At our library we already have a flexible schedule morning. The first hour children may come and go as they please, checking out new books and using the computers. The rest of the morning’s schedule is based on student and teacher needs. During this time we work primarily with small groups, teaching lessons that either provide additional support or that are enrichment activities. Since our school is only k-3 all the classes still have a weekly library time, which are scheduled in the afternoon. One other nice thing about the open morning schedule is it allows for other specialist in our building to utilize the library space. Sometimes there will be a few small groups working in the space at the same time.

The alumni and parents of current students are two active groups involved in the development of the school. The faculty and staff are also very committed to the evolution of the school. All of these people and the energy and ideas they contribute to making the school better are just one aspect of the support needed in order to make the services of the library and other services of the school more of a client-side structure. The administration actively supports and encourages teachers to attend In-Service and other opportunities to learn how to incorporate technology into the curriculum. The school has expanded the capacities of the wireless network. Previously, wireless connections within the library were unreliable. Now the wireless connection is reliable which has resulted in more and more students bringing their own laptops to school. The school is also planning to enhance the computing capabilities within the library by adding laptop computers to the desktops already available. These laptops will also provide more flexibility in terms of the number of students that can be serviced at one time in the library.