How can literature transform a learner?
“Knowledge sets us free, art sets us free. A great library is freedom,” Ursula K. Le Guin
*Watch this video*
A room with a view, stunning landscape, natural light, and an open invitation to create, explore or even surrender.
When we think about the learning commons in our schools we must think beyond the physical world of walls, shelves, technology and more... We need to think outside the box and encourage our learning communities to reinvent their perception of learning spaces, specialized services and collaborative efforts. If we open our doors learning specialists can work within their means and meet the needs of all learners.
Communication is an important element of design as open dialogue, questions, and frustrations can be better addressed and a greater sense of community will unfold. How do we do this? We open our doors, we use non-tradition methods of communication and we build trust. Learning specialists in our school communities can start small. Invite colleagues and students into meaningful conversations, work with one colleague on a collaborative project, open up new spaces in the school and dedicate them to spaces where students can find peace, build awareness or seek assistance.
Accessible- If we work within our means and reinvent the 'library time- table' our students, parents, colleagues and surroundings community we can make learning accessible for all. The gap between 'have' and 'have not' schools will be lessened if we learn about the many resources we have access to. The digital age of technology opens new doors, in the learning commons we can be learners and facilitators, information from various sources need to be explored. A library must offer: quiet spaces and zones for true collaboration. This can be achieved with a fluid mindset, flexible schedules and professional development opportunities. New strategies and skills must be explored in formal and informal gatherings for professional development will build stronger communities of confident learners.
With a fluid mind-set we can look beyond cuts to our library information specialists.
Can we adjust our thinking and our timetables?
Before and after school hours -Let our doors remain open
-During this time learning specialists could be invited into the classroom.
-Planning session for collaborative sessions using technology supporting inquiry based learning or troubleshooting.
Lets imagine and discuss the possibilities!
Can we share responsibilities and make better use of our time?
Do teachers and community minded parents know how to use the sign out system?
Can teachers and mature students sign up for open blocks of support when available?
Do we welcome volunteers?
* Parent helpers and students are often willing to file books and update notice boards.
* Can we work together and publish new schedules for learning commons outside of the library?
During school hours
* Lets address the needs and curriculum together.
* Quick check-outs every morning for keen readers.
* Work with multi-age groups inside and outside of the traditional library space.
* Can we take take afternoon lunch breaks and adjust prep time accordingly?
One lunch hour per week could be used to teach a new skill, highlight new resources, or plan for future projects with teachers and staff. Introduce online support tools such as Book Flix that connects various topics to well paired fiction and non-fiction resources. What could this look like in the learning commons? Could we bring in the iPad cart and teach kids about one new website, app or skill one block per month? What are our thoughts and ideas... Lets talk!
After hours
* Ensure students, community, and colleagues have access to various forms of communication and information. An open door, digital communication, links to information specialists through global websites, partnerships with local librarians and volunteer organizations.
Who contributes to this website. What area can we start on first?
With a fluid mind-set we can look beyond cuts to our library information specialists.
Can we adjust our thinking and our timetables?
Before and after school hours…
An open door is a gateway to greater opportunities.
* How can learning specialists work with classroom teachers?
* Planning session for collaborative learning opportunities with technology
* Support inquiry based learning
* Troubleshooting
Do we share responsibilities to make better use of our time?
*Do staff members know how to use the sign out system
* Are flex blocks open to learners throughout the week? Open blocks to study, work or challenge ideas...
Welcome volunteers
* Parent helpers and students are often willing to file books and update notice boards.
* Can we work together and publish flexible schedules
During school hours
* How can we collaborate and support passion projects and curriculum together?
* How do we support classrooms, students and teachers based on needs and interests?
* Can we provide quick check-outs every morning for keen readers and inquiring minds?
* Will we work with multi-age groups inside and outside of the traditional library space?
* Can we take a late afternoon lunch break and adjust prep time accordingly?
* What could this opportunity provide?
Meaningful discussions with staff. An opportunity to collaborate and document incredible learning opportunities...
One lunch hour per week could be used to teach a new skill, highlight new resources, or plan for future projects with teachers and staff. Is it time to adjust the lense on professional development opportunities?
After hours
* Do our students, community, and colleagues have access to various forms of communication and information?
An open door, digital communication, links to information specialists through global websites, partnerships with local librarians and volunteer organizations?
What does our website look like?
Do we document learning and celebrations? Lets talk about websites, blogs and topics of conversation at staff meetings.
Advocacy is the key. How can we do this together?
Budget is something we cannot ignore
We are fortunate to receive district support and in some schools a supplementary budget thanks to the volunteer efforts of students and surrounding community.Every school is unique and we cannot operate on a 'one size fits all' philosophy for we need to think about fair and equal if we truly wish to lessen the gap between 'have' and 'have not' schools'.
The list below is a starting point for professional and personal beliefs on how funds could be distributed for learners in the 21st Century. We really need to think about learning specialists and the way funds are allocated in our districts and schools. Lets talk and work together!
If we truly intend to reach the needs and interests of our learning community, we need to address this topic with input from our learners, supporting community and colleagues. Ongoing conversations and opportunities to provide feedback must be exercised throughout the year.
Time is precious and funds are surely limited.... Yet our learners still come to us with trust, open minds and a desire to learn. Our minds must remain open. We must work with our learning specialists and learn from others who have experienced success in shared learning spaces. Lets branch out and see what experts in the field have already done.
Check out the following websites!
“Knowledge sets us free, art sets us free. A great library is freedom,” Ursula K. Le Guin
*Watch this video*
A room with a view, stunning landscape, natural light, and an open invitation to create, explore or even surrender.
When we think about the learning commons in our schools we must think beyond the physical world of walls, shelves, technology and more... We need to think outside the box and encourage our learning communities to reinvent their perception of learning spaces, specialized services and collaborative efforts. If we open our doors learning specialists can work within their means and meet the needs of all learners.
Communication is an important element of design as open dialogue, questions, and frustrations can be better addressed and a greater sense of community will unfold. How do we do this? We open our doors, we use non-tradition methods of communication and we build trust. Learning specialists in our school communities can start small. Invite colleagues and students into meaningful conversations, work with one colleague on a collaborative project, open up new spaces in the school and dedicate them to spaces where students can find peace, build awareness or seek assistance.
Accessible- If we work within our means and reinvent the 'library time- table' our students, parents, colleagues and surroundings community we can make learning accessible for all. The gap between 'have' and 'have not' schools will be lessened if we learn about the many resources we have access to. The digital age of technology opens new doors, in the learning commons we can be learners and facilitators, information from various sources need to be explored. A library must offer: quiet spaces and zones for true collaboration. This can be achieved with a fluid mindset, flexible schedules and professional development opportunities. New strategies and skills must be explored in formal and informal gatherings for professional development will build stronger communities of confident learners.
With a fluid mind-set we can look beyond cuts to our library information specialists.
Can we adjust our thinking and our timetables?
Before and after school hours -Let our doors remain open
-During this time learning specialists could be invited into the classroom.
-Planning session for collaborative sessions using technology supporting inquiry based learning or troubleshooting.
Lets imagine and discuss the possibilities!
Can we share responsibilities and make better use of our time?
Do teachers and community minded parents know how to use the sign out system?
Can teachers and mature students sign up for open blocks of support when available?
Do we welcome volunteers?
* Parent helpers and students are often willing to file books and update notice boards.
* Can we work together and publish new schedules for learning commons outside of the library?
During school hours
* Lets address the needs and curriculum together.
* Quick check-outs every morning for keen readers.
* Work with multi-age groups inside and outside of the traditional library space.
* Can we take take afternoon lunch breaks and adjust prep time accordingly?
One lunch hour per week could be used to teach a new skill, highlight new resources, or plan for future projects with teachers and staff. Introduce online support tools such as Book Flix that connects various topics to well paired fiction and non-fiction resources. What could this look like in the learning commons? Could we bring in the iPad cart and teach kids about one new website, app or skill one block per month? What are our thoughts and ideas... Lets talk!
After hours
* Ensure students, community, and colleagues have access to various forms of communication and information. An open door, digital communication, links to information specialists through global websites, partnerships with local librarians and volunteer organizations.
Who contributes to this website. What area can we start on first?
With a fluid mind-set we can look beyond cuts to our library information specialists.
Can we adjust our thinking and our timetables?
Before and after school hours…
An open door is a gateway to greater opportunities.
* How can learning specialists work with classroom teachers?
* Planning session for collaborative learning opportunities with technology
* Support inquiry based learning
* Troubleshooting
Do we share responsibilities to make better use of our time?
*Do staff members know how to use the sign out system
* Are flex blocks open to learners throughout the week? Open blocks to study, work or challenge ideas...
Welcome volunteers
* Parent helpers and students are often willing to file books and update notice boards.
* Can we work together and publish flexible schedules
During school hours
* How can we collaborate and support passion projects and curriculum together?
* How do we support classrooms, students and teachers based on needs and interests?
* Can we provide quick check-outs every morning for keen readers and inquiring minds?
* Will we work with multi-age groups inside and outside of the traditional library space?
* Can we take a late afternoon lunch break and adjust prep time accordingly?
* What could this opportunity provide?
Meaningful discussions with staff. An opportunity to collaborate and document incredible learning opportunities...
One lunch hour per week could be used to teach a new skill, highlight new resources, or plan for future projects with teachers and staff. Is it time to adjust the lense on professional development opportunities?
After hours
* Do our students, community, and colleagues have access to various forms of communication and information?
An open door, digital communication, links to information specialists through global websites, partnerships with local librarians and volunteer organizations?
What does our website look like?
Do we document learning and celebrations? Lets talk about websites, blogs and topics of conversation at staff meetings.
Advocacy is the key. How can we do this together?
Budget is something we cannot ignore
We are fortunate to receive district support and in some schools a supplementary budget thanks to the volunteer efforts of students and surrounding community.Every school is unique and we cannot operate on a 'one size fits all' philosophy for we need to think about fair and equal if we truly wish to lessen the gap between 'have' and 'have not' schools'.
The list below is a starting point for professional and personal beliefs on how funds could be distributed for learners in the 21st Century. We really need to think about learning specialists and the way funds are allocated in our districts and schools. Lets talk and work together!
If we truly intend to reach the needs and interests of our learning community, we need to address this topic with input from our learners, supporting community and colleagues. Ongoing conversations and opportunities to provide feedback must be exercised throughout the year.
Time is precious and funds are surely limited.... Yet our learners still come to us with trust, open minds and a desire to learn. Our minds must remain open. We must work with our learning specialists and learn from others who have experienced success in shared learning spaces. Lets branch out and see what experts in the field have already done.
Check out the following websites!