Creating space for productive collaboration
Since commencing in the role of TL at the beginning of this year, I have developed programs of Library lessons for the current Year 7 and Year 9 cohorts, supporting the English teaching program and integrating elements from the Information Fluency Framework, Cross Curriculum Priorities and General Capabilities. Opportunities for collaboration have been embedded in these lessons. As the Year 7 Library program comes to a close and I reflect on its successes and areas to improve for next year, the need to enhance the physical space in the Library used for the delivery of these lessons has become clear.
The present teaching space provides very limited flexibility, consisting of ten tables that sit four students each and are not easily manoeuvrable. Ideally, this space would have a variety of furniture options, allowing for students to distance themselves from the group when focusing on specific individual tasks but easily able to come together for planning and discussion, creating an area that is “both differentiated and integrated” (Lippmann, 2015). Addressing the need for a library space that functions as an area for effective collaboration supports General Capabilities from the Australian Curriculum, particularly in the area of Personal and Social capability. Collaborative learning tasks help students to work productively in groups, contributing to decision-making, communicating with peers, and overcoming challenges.
Additionally, the wider school community would benefit from a library space that enhances collaboration. At non-class times, this space would enhance the role of the library as a “third space” for students (Lehmann, 2024). During Senior Study periods, this space would also serve as an alternative study area for small group study, ensuring these students did not disturb students undertaking independent quiet study. Given the current focus for NSW DoE schools on HPGE, the creation of a space more conducive to collaboration could allow for an alternative teaching space for classroom teachers to provide an adjusted learning environment to better meet the needs of their students.
References
ACARA. (2025). F-10 Curriculum | V9 Australian Curriculum. Australiancurriculum.edu.au. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability?element=0&sub-element=PSCSEAA
Lehmann, S. (2024). Reimagining the library of the future. From social condenser to community hub to regenerative design. Public Library Quarterly, 43(2), 223-259.
Lippman, P. (2015b). Designing collaborative spaces for schools. The Education Digest, 80(5), 39-44.
NSW Department of Education. (2023, October 6). Differentiation adjustment tool. Education.nsw.gov.au. https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/supporting-educators/implement/differentiation-adjustment-strategies
New South Wales Department of Education. (2022). Information Fluency framework. New South Wales Department of Education. https://education.nsw.qov.au/teachinq-and-learninq/curriculum/school-libraries/teachinq-and-learninq