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Transforming Carmichael
Library


Creating the Learning Commons
http://picasaweb.google.com/rharneson/LibraryLearningCommons?feat=directlink
The Learning Commons Defined

• Physically located in the library
• Access to traditional library services
• Technology-rich environment
• Integrated resources
• Productivity software
• Collaborative learning and work spaces
• Owned and overseen by library staff
• Continuum of service – information
  search and retrieval, packaging,
  presentations, and production in all
  media
• Requires cross-training for most staff
An Environment that Engages
Learners
•Provides a range of services to support student
learning

•Atmosphere that facilitates debate, discussion,
collaboration, exploration, and cooperation

•Offers instruction and assistance in the use of
technology and digital and print resources
Characteristics
• Flexible
• Comfortable
• Convenient
• Social
• Quiet, sort of
Requirement
• Learning Commons must be clearly and
  explicitly aligned with the institution’s
  vision and mission
Common Elements
• High-touch and high-tech
• Varied, adjustable, collaborative work
  spaces
• Emphasis on the creation and
  construction of knowledge
Many Commons Include
• Center for faculty development
• Integration with course management
  system
• Writing center, tutoring, other support
  services
• Tech help integrated with library service
  point
Lessons Learned
• The students will tell you where they
    want things to be
•   Be flexible
•   Consider retail models – Starbucks,
    Barnes & Noble
•   Planning must be collaborative
•   Expect high demand for services/spaces
Assessment
• Begin planning with an evaluation
  program in place
• Collect hard data, not anecdotes
• Listen carefully to students
Design
• FLEXIBILITY
• Varied learning environments
• Consider sound/sound-absorbing
  features
• Plenty of wifi
• Clear sightlines
• Make the locations of important services
  obvious
Equipment
• Modular furniture
• Support wireless computing
• Low sites
• Loaner laptops
• Multimedia creation
• Heavy-duty printers
Other
• Budget for replacement of equipment &
    furnishings
•   Develop clear governance structures
•   Be visible
•   Proactively recruit partners
•   Be tuned into what is new in students’
    world
Theory/Concept
• Recognize that the information
  commons is a building block for
  information literacy
• The commons will change how the
  library is perceived and used
• To produce the best service model,
  focus on user needs
Transforming Library Service through
  Information Commons: Case Studies
  for the Digital Age.
      D. Russell Bailey and Barbara Gunter
      Tierney. Chicago: ALA, 2008.
Next Steps
• Learning spaces survey
• See Studying Students for ideas on
  planning
• Planning committee – must include
  students!
• Governance issues – Sungard, Student
  Affairs, Writing Center, Malone Center
“Any building design imagines its users.
   A good design imagines them as they
   are, a great one as they hope to be.”

Richard A. O’Connor. “Seeing duPont within Sewanee
    and Student Life.”
Transforming Carmichael Library2

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Transforming Carmichael Library2

  • 3. The Learning Commons Defined • Physically located in the library • Access to traditional library services • Technology-rich environment • Integrated resources • Productivity software • Collaborative learning and work spaces
  • 4. • Owned and overseen by library staff • Continuum of service – information search and retrieval, packaging, presentations, and production in all media • Requires cross-training for most staff
  • 5. An Environment that Engages Learners •Provides a range of services to support student learning •Atmosphere that facilitates debate, discussion, collaboration, exploration, and cooperation •Offers instruction and assistance in the use of technology and digital and print resources
  • 6. Characteristics • Flexible • Comfortable • Convenient • Social • Quiet, sort of
  • 7. Requirement • Learning Commons must be clearly and explicitly aligned with the institution’s vision and mission
  • 8. Common Elements • High-touch and high-tech • Varied, adjustable, collaborative work spaces • Emphasis on the creation and construction of knowledge
  • 9. Many Commons Include • Center for faculty development • Integration with course management system • Writing center, tutoring, other support services • Tech help integrated with library service point
  • 10. Lessons Learned • The students will tell you where they want things to be • Be flexible • Consider retail models – Starbucks, Barnes & Noble • Planning must be collaborative • Expect high demand for services/spaces
  • 11. Assessment • Begin planning with an evaluation program in place • Collect hard data, not anecdotes • Listen carefully to students
  • 12. Design • FLEXIBILITY • Varied learning environments • Consider sound/sound-absorbing features • Plenty of wifi • Clear sightlines • Make the locations of important services obvious
  • 13. Equipment • Modular furniture • Support wireless computing • Low sites • Loaner laptops • Multimedia creation • Heavy-duty printers
  • 14. Other • Budget for replacement of equipment & furnishings • Develop clear governance structures • Be visible • Proactively recruit partners • Be tuned into what is new in students’ world
  • 15. Theory/Concept • Recognize that the information commons is a building block for information literacy • The commons will change how the library is perceived and used • To produce the best service model, focus on user needs
  • 16. Transforming Library Service through Information Commons: Case Studies for the Digital Age. D. Russell Bailey and Barbara Gunter Tierney. Chicago: ALA, 2008.
  • 17. Next Steps • Learning spaces survey • See Studying Students for ideas on planning • Planning committee – must include students! • Governance issues – Sungard, Student Affairs, Writing Center, Malone Center
  • 18. “Any building design imagines its users. A good design imagines them as they are, a great one as they hope to be.” Richard A. O’Connor. “Seeing duPont within Sewanee and Student Life.”