Learning Commons Episode 9: Two Questions About Sharing

SUMMARY
The idea and characteristics of the learning commons are emerging, as shown in a survey of ancient libraries, examples, and web applications. Questions arise around what is common learning, how we share it, and what resources are useful.  


Emergent Design
The idea of a "learning commons" is emerging, from both the re-evaluation of traditional concepts of what a school and library should be, to what technologies (print, media, digital) will inform it.

I have been exploring the concept of the learning commons through the year.  (Please use the labels at the right to find these articles directly).

First, my series on ancient libraries tried to put the debate into context and identified seven characteristics of the learning commons that have emerged from the development of the library:

1. storage of universal knowledge for public access
2. classification of information for knowledge
3. use of knowledge for power and wisdom
4. building of knowledge for civilizing purposes
5. fostering of human imagination and inspiration
6. marriage of learning and aesthetics
7. social networks for sharing ideas

Then, I found examples from post-secondary settings to challenge secondary school notions. Subsequently, discussions about library floor plans, the role of beauty, and interdisciplinary collaboration suggested new ways of seeing the problem. Finally, investigations into a new web application invited participation in establishing an online learning commons environment.

Two Key Questions 
As teachers develop the theory and practice of the learning commons, the discussion seems to come down to two underlining questions:

1. What do educators actually have "in common." That is, what do they believe is common and commonly important, in teaching and learning.
2. To what extent are educators prepared to share and build this common learning and practice for the common good, in communal settings and through common experiences?

Question 1: Common Learning
The answer to developing ideas about commonality is simple: find its models, practice it in schools, and see where it takes you.

For instance, some staff begin by examining how teachers and the curriculum are fragmented and departmentalized. They risk and experiment with collaborative models found all over the globe. They might ask the teacher-librarian to galvanize teachers from different subjects to gather and plan deeper common knowledge-building activities. Such schools report students connecting the curriculum and better transferring personal learning for common purposes, in ways they had not imagined.

When we discuss what we have in common, barriers between teacher and learner, administration and parent break down. This process iinevitably leads to collaborating on ways to redesign physical and virtual spaces.

Question 2: Shared Learning
The answer to sharing learning is both simple and difficult: think differently about teaching.

New technologies have blurred the line forever between teaching and learning. While not always delivering quality experiences, deep thinking and common feeling, the world is connected, collaborative, social, and interdisciplinary. This is the world our students live and breathe in. But so do teachers! If you are feeling over-loaded or under-unappreciated, the vision and leadership of the library community can help. See Together for Learning for a blueprint that can start the sharing. The days of working on lesson resources in isolation, or even worse hoarding them in filing cabinet or hard drive, are over.

Resources
An emerging implication of the discussion about a learning commons—to be examined next time—is what now do we actually mean by a resource. What makes a particular resource useful, not just for the few but for the many, and not just for now but for tomorrow? I think that was a third question!