I have wrestled with the idea of the learning commons since the spring, and am still frustrated that I am unable to cherry pick anything that I would find useful to adapt to my practice.
I am now tying up my research with the following conclusions (no need to agree with me, of course):1. Learning commons concepts allow the teacher-librarians to work with an advisory board of stakeholders.
2. A District-wide Learning Commons would be a good way to provide consistent service, connections and advocacy.
3. Teacher-librarians need to create powerful on and offline practices that are seamlessly integrated.
4. The learning commons constructivist “knowledge-building model” might be useful if done with much scaffolding (idea development, theory and communication). The Loertscher wiki template is a flawed platform and certain components are beyond what I consider part of my mandate.
5. I am convinced that school library programs do far more to support personal, individual subtle "learning" than public ‘“knowledge-building.”
6. Thumbs up: Flexible multi use space, moveable furniture
7. Thumbs down: Noisy, fun, Starbucks atmosphere
I g I guess I don't feel the need to re-invent the wheel; rather dig in my heels and ground myself in what I have learned to value over 35 years in school libraries. I believe that we embody humanistic, democratic values from the centre of our learning communities. Here are a few examples of how I apply my values in the 21st century
- Bust myths, e.g: digital natives and old fogey immigrants
- Find & deliver global riches
- Collect stories that speak to individual needs
- Combat de-humanization
- Provide all media perspectives
- Collaborate to embed info literacy into content
- Create systems to manage shared resources
- Create access to peer-review/copyright resources
- Build humanities - science bridges
- Develop & teach 21C research paths
- Keep on top of media isues
- Open minds to possibility/life beyond google
- Protect children digitally
- Remain unflappable in spite of information hysteria