Making a Middle School Learning Commons
Through our research of middle school learning commons, we came across this essential question: “How can we change our library from a quiet place where kids get books to a heavily used and exciting place where kids learn?” (Steele, 2015).
The traditional library model needs to be updated for 21st Century learners , and there are a variety of ways to do this. Finding information is in the school librarian’s job description, and in the modern age, much of a child’s search for knowledge and information does not involve books on the library shelves, although books in the library should certainly not be lost. Bell and Shank (2004) refer to this concept as the “blended librarian,” which is defined as: “an academic librarian who combines the traditional skill set of librarianship with the information technologist’s hardware/software skills, and the instructional or educational designer’s ability to apply technology appropriately in the teaching-learning process.” There must be a shift in how the school library should serve its students. Combining the traditional library with both today’s technology and the expectations of the modern classroom equals today’s learning commons.
“Here is what I knew: I wanted to create a Learning Commons for ALL kids. A place where it didn't matter what students had, where they came from, how many parents were at home, or what they did or didn't have for breakfast. A place where the playing field is leveled, where every idea is valued, and any student can be successful” (Steele, 2015). A learning commons creates this goal. It is a place where a variety of students from a variety of backgrounds with a variety different learning styles can be successful.
From firsthand experience, we have seen “readers” love the library – they have supportive parents, they know their way around a library, and they check out books and materials with ease. Other children feel lost in the library. Why? Maybe they are insecure around so many books they feel they cannot read? Maybe they are English language learners? Maybe they are intimidated to ask the librarian for help? Maybe they know the library as a place where the old, strict librarian tells them to be quiet? Many of these students may want to learn, but they do not have the tools to do so, and they find themselves confined to options like obsessively playing internet games or checking social media on the computer. With the new learning commons model, we hope to reach all students and expose them to the information that interests them. They can hopefully use the new learning commons space to learn independently, collaborate with peers, and effectively ask their teachers for help.
The options for building a learning commons depends upon the school and it’s funding. Basically, “How much space do we have?” and, “How much money do we have?” We’ve divided these possible options (that can be included into a theoretical learning commons) into two categories: must have and may have. Obviously, the “must have” items are things we think that all learning commons should have; and then, depending on the school and its students, the “may have” items would certainly enhance the learning opportunities in your space.
Must have:
- Computers/lab/technology: preferably in the form of laptops, iPads, or other portable devices with Wi-Fi; simply because older desktop models take up more space. Rather than have a computer lab, a learning commons can have a laptop cart, for example, that can be transported to a variety of settings in the learning commons (Bentheim, 2013).
- High-interest reading material: books, magazines, and other print materials housed in a “reading room.” This room could also be a “quiet zone” to cater to students who want a quiet work space and who enjoy the library as a calm, quiet space. Also, books can be dispersed to other classrooms, so students can have access to books outside of the library. There should be no check-out limits! It has been shown that strict check-out limits do not mean more lost books, and the more books students check out the more they read. “Teachers shared with me daily about how excited their students were to come to the LMC-and many students simply couldn't believe that there was no longer a checkout limit for books! The books do not belong to me as the librarian-they belong to the students and school community” (Bentheim, 2013).
- Computers/lab/technology: preferably in the form of laptops, iPads, or other portable devices with Wi-Fi; simply because older desktop models take up more space. Rather than have a computer lab, a learning commons can have a laptop cart, for example, that can be transported to a variety of settings in the learning commons (Bentheim, 2013).
- Artwork/Color: Rather than having strictly white walls, different walls and areas could have different, bright colors. Also, local and student artwork on the walls could further create pride and ownership of the learning space (Stephenson & Stone, 2014).
- Varied Learning Spaces: Performance spaces (for presentations or performances), meeting rooms (for small group collaboration), individual/quiet desks, research areas, support spaces for students with special needs (Mueller, 2015) (Bentheim, 2013).
- Comfortable reading area: couches, chairs, desks, etc. near a window or in a quiet corner for students to lose themselves in the love of reading.
- Mobile/movable, dynamic furniture: Bentheim (2013) writes about how she was tired of the “antiquated” circular tables that take up space but do not allow many students to work at one table. She ordered “hourglass” tables that can be interchanged and moved like puzzle pieces – they are more conducive to groupwork and they are visually attractive to the students. We have also seen triangular tables that can fit together in groups of four to create one big workspace.
- Lounge: A social/gathering place for students to meet with peers to relax and socialize. It may have: occasional food, gaming, TVs, computers, comfortable chairs. Maybe with a catchy name like “The Spot.” Could also be a place for artistic collaboration or performance (poetry jam, book club, art gallery, etc.) (Mueller, 2015).
May have:
May have:
Advanced technology: graphics services, color imaging, audio and video recording and editing (Sinclair, 2009), SMART boards/notebooks (Cartier, 2014), publishing, podcasting/radio station (Waskow, 2011).
Makerspace: perhaps with 3-D printers and scanners and laser cutters, but overall it would be a place to encourage students to problem solve in groups with tools and technologies to expand STEM skills; according to Ko (2016), $1,300 is needed to get started building a makerspace from scratch.
Two-story learning space: for performances/presentations, to fit more than one class at a time (Bentheim, 2013).
“Brand”: rather than call it the “library,” overhaul the name (like a abbreviation, the “LMC”), logo, signage, and website to create a modern and attractive perspective for today’s learner (Bentheim, 2013).
Conclusion:
Today’s youth use and utilize technology in remarkable amounts, and today’s learning commons must accommodate the ways in which these new students learn, both for their present and for their future. However, what must not be lost is fostering the love of reading in a child. Reading a book helps a young mind develop in a variety of invaluable ways, and although we, in in the field of education, must adapt to new technologies and learning styles, we must not lose the books we’ve grown to love in our traditional libraries.