Traditional Library to 21st Century Learning Commons Transition
I had the opportunity to support a transformation of a traditional library into a 21st century learning environment within a kindergarten to Grade 8 school. The rationale behind the transformation was to create a new space for students to learn collaboratively in a large piece of under-utilized real estate within the school. The traditional library space was used exclusively as a repository for books, read aloud, weekly library class visits and a day each week dedicated to private music lessons. It was a quiet space for independent reading and quiet working space. Prior to the transformation, the space was divided up using large shelving units that held books. There were two office spaces for the Special Education Teachers and furnishings that included large tables and stackable chairs.
In Tim Brown’s (2009) book Change by Design he discusses design as being the process of improving a product or experience, shifting a mindset of a problem to a project and the importance of assembling a team to with various expertise to collaboratively complete the project. During the transition of the learning commons, the team was created included senior administration, supervisor of plant and facilities, an architect, school principal, classroom teacher and myself.
Victor, Seidel and Sebastian (2013) sheds a light on the importance of including many different experts to ensure a breadth of information and ideas are shared. We should have expanded the team to also include a parent representative from the parent council, a student to represent the student body, janitorial staff and an educational assistant to ensure we included all stakeholders. Including all stakeholders more perspectives would have been considered, conflicting ideas and a more thorough brainstorming of needs and solutions.
There were a number of physical changes made to the space to support the needs of the school. There were two small meeting rooms created to have a private space for agencies to provide services to students and by educators for meetings, conference calls or professional development. A larger meeting room was also sectioned off to support larger meeting such as case conferences, meetings with parents or for community groups that would like to book the room. Also, the weekly music lessons can be held in the large room; this prevents the whole learning commons to be monopolized during the music lessons day. The flooring was also updated with a rubberized sheet type flooring. It is soft to reduce acoustic noise in the space when multiple classes or activities are going on simultaneously. Area carpets were also installed to define the different learning zones within the learning commons.
Flexible furnishings were purchased to create different learning zones within the space. There is a large circle that is in the centre of the room with a large medicine wheel carpet. To define the large circle soft seating and active seating, the large circle supports sharing circles, whole group instruction or read alouds. Another area within the learning commons that supports whole group instruction is a number of tables with casters on the feet and rolling chairs. These tables allow educators to create groups, or have one large table group depending on the project or activity for the whole class.
To support an independent learning space, two long counter tops were installed against a wall. The counters are at varying heights to cater to primary, junior and intermediate students. Students have the opportunity to choose their learning posture, to stand or sit on stools or one of the active seating options. Learners who are working on an independent task or are easily distracted may choose to use the counters as any activity would be behind the students back.
For students who may be independent reading, three soft seating lounge style seats were purchased. The foam soft seating is light weight and can be easily moved to any space within the learning commons. The active seating integrated into the space allows students to choose the way that they learn best. There is active seating that rocks, rolls and bounces. If a student needs stimulation, active seating can keep students in motion.
Small group instruction is supported in a small zone in the corner of the room. There is a large monitor to support instruction, sharing and collaboration. The furnishings in this learning zone are active and soft seating. There is a carpet where students can sit or lay on their bellies while working together.
Technology was integrated into the space to expand its use. In the large meeting room and both the small meeting rooms a conference call line was installed. This allows educators and agencies to undertake collaborative work within the school without physically traveling to the school. Robotics and makerspace resources were purchased to foster 21st century learning. The robotic resources are used to create centres and used with partners. Both USB and standard three prong outlets were installed to support the new technology. “Technology makes learning available in different places and times, enjoyable and engaging” (Leadbeater & Wong, 2010 p. 2). Technology is an easy entry point for students of various abilities to participate and collaborate in learning activities. Integrating technology into the learning space opens the doors for 21st century learning to occur, thus meeting the goals of the project.
I believe the next step is to harness what Leadbeater and Wong call “transformational innovation” (Leadbeater & Wong, 2010, p. 20). The notion that “some of the most telling lessons in transformational, radical innovation will come from the bottom of the pyramid, not the top” (Leadbeater & Wong, 2010, p. 20). Senior Administration will need to continue to support front line educators explore to a student lead learning environment to foster a “pull not push” system, where students enjoy and want to attend school (Leadbeater & Wong, 2010 p. 21).
References
Brown, T. (2009) Change by design: How design thinking transforms organizations and inspires innovation. Summary by Get Abstract. Retrieved from: http://www.getabstract.com/
Leadbeater, C. & Wong, A. (2010). Learning from the extremes. Cisco. Retrieved from: http://www.cisco.com/web/about/citizenship/socio-economic/docs/LearningfromExtremes_WhitePapter.pdg
Seidel, V.P. and Fixson, S.K. (2013), Adopting Design Thinking in Novice Multidisciplinary Teams: The Application and Limits of Desing Methods and Reflexive Practices. J Prod Innov Manag, 30: 19-33. doi:10.1111/jpim.12061
Supporting Videos
Studies have shown that transforming a library contributes to importance of that space in an academic environment (Persily & Butler, 2010). Your new space sounds amazing. Do you have any before and after photos?
It was interesting when you reflected on your library transformation you thought that a member of the parent, student, educational assistant and cleaning communities should have been added to your team. I found it fascinating that the cleaning staff were considered, then I thought they do spend a great deal of time in these spaces and could give some great insight from their perspective.
Were these stakeholders surveyed before the design was set or was there a time when they did give you some feedback before the project was completed? I expect they all gave feedback after the project was complete.
Flexibility in furniture that is able to be reconfigured must make changing this space quick and easy. With all the flexible spaces and seating was there any issues with managing the groups using this space?
Has this new space increased student engagement, collaboration, flexibility and created better approaches to teaching in the library when compared to the old design?
References
Persily, G. L., & Butler, K. A. (2010). Reinvisioning and redesigning “a library for the fifteenth through twenty-first centuries”: a case study on loss of space from the Library and Center for Knowledge Management, University of California, San Francisco. Journal of the Medical Library Association, 44-48.
Thank you for your questions. The before and after photos are found within the videos attached to the post. The new 21st century learning commons space has increased traffic to the area. Students love to visit the space to complete their work. Teacher have also been brining their classes to the space and use it to provide instruction. Each learning commons transition was unique therefore the stakeholders involved were different in the four schools that participated. However the overall transitions have been positive. This year, I hope to support students engage in deep learning within the space, accesses the resources that spaces has to offer ie. green screen, robotics, coding centres and makerspace. My goal is to integrate rich, authentic learning tasks that increases student engagement and their desire to attend school.
Thanks Sarah. You have done a lot of work in these transformations and the recognition of the need to involve all stakeholders is critical. This task asked you to look at a space and think about how it could be improved based on your understanding of design from the readings to date. I can see what you have done previously but I would have liked to see you take one of these spaces or an aspect of it and re-think – how could you improve this further? This was an opportunity to try some new ideas…… I encourage you to be critical about your work and think about what else could be done or empathise from the perspective of one of the stakeholders.
Thank you for the challenge to critically evaluate the work completed within these learning spaces. An aspect that was included in the redesign that I neglected to mention was the inclusion of charging stations. The new resigned learning spaces include more outlets to charge Chromebooks and robotics. My initial thoughts about what I would do differently were primarily around the process to design these spaces. Some readings completed to date focused on evaluating the needs of the user. Moving forward with similar projects, I would seek student voice when redesigning learning spaces. I would ask students about what they need and their interests. Tim Brown discusses design should include how experiences within the learning space can be effected. I think that an active makerspace that centres on students interests and the school culture would support kinaesthetic learners and exploration. I also thought about how a garden tower or brining plants into the learning space would support brining the outdoors into an indoor learning space. Another enhancement to the learning space would be to consider the culture of the learners. There are many Indigenous students within the school board and integrating Indigenous cultural aspects into the learning space could enhance all students learning. Finally, the physical space is open, so students who would need quiet or reduced distractions may struggle. Creating a cove, cave or a quiet area to learn would support students who require a quieter learning space.
Reference
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. HarperBusiness. p.37.
Thanks Sarah 🙂