From School Library to Learning Commons

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

more share options
Embed For WordPress.com

Without related presentations

Hello – My name is Valerie Diggs and I am here to tell you a story. My story is one of transformation, the transformation of the Chelmsford High School Library to the Chelmsford High School Learning Commons.First, let me tell you something about my background. I am a former classroom teacher who has been in the field of school librarianship since 1991. I have served at all levels, and am currently the Director of School Libraries for the District of Chelmsford, as well as the Department Head of Libraries for all grade levels. I have an almost impossible job. I began my work at Chelmsford High School in 2001. At the time, I inherited a tired library facility and even more tired library program. I had my work cut out for me. With a student population of 1850 students, and approximately 140 staff members, it took me awhile to build relationships based on trust, respect, and professional expertise. Which brings me to the question of library vs. learning commons. What is the difference and how do you get from library to learning commons??

We must create programs and spaces that support not only our professional goals, but those of the institutions that house us. This can only be accomplished by creating a “service” oriented environment that adapts and adopts new pedagogies, educational trends, and supports the larger goals of our organizations.Keep abreast of new technologies, be the first to present them to your teachers and administrators, and fight for the use of networked media. Become an online presence and expand your knowledge of information finding beyond the traditional databases to include Twitter, blogs, wikis, nings, etc. Be connected and have an online presence.Funding and budgets are tight – adapt, adopt, and survive. Evolve and grow, and you will not become obsolete. we need to move beyond what Joyce Valenza calls the grocery store model – where our students and staff come to us to just get “stuff”. We must be the place where students use the “stuff” they find to create meaning and new knowledge, to ask questions that are theirs and theirs alone. In the minds of many staff members, any computer lab can be used for research and for finding “stuff” – we need to be the places where creativity sparks new ideas and new creations.

The descriptors Learning Commons, Information Commons, Knowledge Commons, have been used in institutions of higher education for approximately ten to twelve years as these institutions began to think of new ways to attract students to work in what they formerly called libraries. Why the change? Students were being lost to the computers they brought to campus, to online resources, and to the comfort and casualness of their dorm rooms and lounge areas. Why go to the library, where they were asked to be quiet, where cell phones were prohibited, where computing was tied to desktops, and mobile devices that accessed the Internet were banned. When they were thirsty and hungry, they had to head for the cafeteria or local fast food joint.Changes needed to be made in the vision, mission, and programmatic direction of these spaces. Slowly, many schools of higher education became enamored with the idea that by creating spaces that were appealing to students, giving them a place where they felt comfortable working, could exchange ideas freely, use mobile technology, work collaboratively, and have a snack or drink when they wanted, they could attract and keep many more students.These ideas and philosophical parameters for the use of libraries has slowly trickled down to schools educating our students in grades K-12. From David Loerstcher to Ross Todd and others, the idea of a “commons” area in schools has begun to build momentum.

During this session, I will be talking about the learning commons model as defined by: Program, facility, and community (both the school community and the community in which the school resides, whether it is town, city, or another form of community). It is essential to discuss the concept of a learning commons in the context of all three:a solid program creating the foundationa facility design that worksand in a community that buys in to the concept Program, facility, and community are the cornerstones of a successful learning commons model.The precise definition of “Learning Commons” can be complex, as the terminology can mean many different things in different spaces and schools.

I like to think of a Learning Commons as a place of …Read list – As much as I feel strongly about a Learning Commons encompassing all of these concepts, I feel even more strongly about what a Learning Commons is not …

It is most definitely not ..Read list

Each of us here has a different concept of what “learning commons” might mean to us. At the grand opening of the Chelmsford High School Learning Commons, held on December 5, 2008, Massachusetts State Senator Susan Fargo had this interpretation of the meaning of the word “commons” as having originated from our forefathers…

Program comes first. A Learning Commons is not defined solely by facility design, but largely by the programs that the space and the staff in that space provide for their users. You might ask, “If I renovate my school library, or build a new school library, can’t I call it a Learning Commons? You can. However, stop and ask yourself what really makes a school library a Learning Commons.The answer is program and function. What happens in that space, who controls what happens, and who in the community is involved provide the foundation for a true Learning Commons. Is your space the center of teaching and learning? Do students come to not only find “stuff” but collaborate, network, and produce products based on the transformation of information and data into knowledge? Is your space one that can be described as the center of community in your school? Do you contribute to school culture? Is learning happening not only with students, but for staff through professional development? Is your signage friendly and thought-provoking, or do you have rules posted for students as they enter??

Arriving as I did in 2001 to Chelmsford High School to a tired program and facility, I focused initially on relationships with teachers; on building trust, building a foundation of support and help, and making myself available to all requests.Here is one of my social studies staff members, this picture being taken many years ago. I was working with his class – and worked hard to be able to do so. Trust is earned, as is respect. Without either, collaboration is superficial, at best. It took years to build relationships – yet I am a firm believer that the foundation of any strong program is based in helping students learn, and know how to learn, and what it really is they want to learn.

Here are some pictures taken from 2001 – 2007 of students and staff in our old space – teaching and learning came first. This picture is of our old computer area – rows of computers tethered to tables and wires.

Here we see students at work – in the area behind the main desk – the bright yellow followed them everywhere -

Success with some of the teaching staff meant that I worked even harder to reach more teachers. This is an ongoing project – a mountain without a peak. However, after a while, I began to believe that both teachers and students were beginning to feel comfortable in the library. I wanted to offer them more – to become and create community and culture. Our high school was accredited in 2002, and in our final report, we were asked to create more opportunities for interdisciplinary and cross-departmental interactions. I asked myself, “which department do I almost never see?” The music and performing arts teachers. I approached them with the idea that we needed to find a venue for our student body to showcase their talent to their peers and teachers. Listening Lunches were born.The students named the events “Listening Lunches”, and they began to be held one or two Fridays each month during all three lunch blocks. The mantra became: bring your lunch and bring your friends. They came by the droves –performers, students, and staff. With an old duck-taped carpet, the administration did not see the need to worry about spills, and approved the events. We had the jazz band perform, the drama club performed the first act of the play on tap for the holiday as a teaser, open mic Listening Lunches featured guitar soloists, duets, poetry, etc. These events were great successes and drew huge crowds. Community was born.

As we continued to hold these events on Fridays, we began offering coffee, hot chocolate, tea, etc. for sale, proceeds going to a fund for new books for the library. The Java Room was born. Partnering with local businesses to purchase coffee at a discounted price and obtain day-old products as donations, a new venture was born. This became such a popular offering, that we now serve coffee every Wednesday morning from 6:45am to 7:24am, when our first class starts. Staff, students, and administrators come and enjoy a hot drink, a bagel, yogurt, cereal bars and other morning food items while listening to classical music and browsing through strategically placed new titles. This has become part of the culture of the school, a builder of community crossing all borders.In addition to musical performers, we also held poetry slams and readings. The bottom right picture shows one of our Spanish teachers performing a poem in Spanish.

Waiting in anticipation for the next performer, the library is set up with tablecloths on our round tables, flower vases, and plenty of chairs.

Here we have a display of audience appreciation for the performers – open mic was the theme this day.

Students in a variety of poses, as well as a view of the space behind the central desk.

Three years into my tenure at Chelmsford High School, I began to think more and more about the facility. Good things were happening, the staff and students were comfortable using the space, and more and more activity was generated. Our events grew, teaching and learning opportunities grew, but the space deteriorated even more.The duct tape that striped the carpet and created random patterns began to lift and tear. New and better duct tape was found. The insurance inspectors were coming and something had to be done. Super duct-tape was the answer. I grew tired of the old, dirty carpet, the bright yellow 84” high metal shelving that blocked all the natural light in the room, and the tables with peeling formica tops. In 2006, the Town of Chelmsford appropriated 13 million dollars for renovations and/or construction projects at the schools. When discussions began as to how these monies were to be spent, I submitted a proposal for 220,000 dollars for some renovations in the high school library. My request was denied. I had asked for new shelving, furniture and carpet, but it was not to be.As projects such as new roofs, boilers, floors, a performing arts center at the high school, a new science wing, and more were underway, I felt as if no one was paying any attention to the tired, old facility we were in. About a year later, the Town of Chelmsford hired a new Town Manager, Paul Cohen. One afternoon, in desperation, I called his office and invited him to visit the library at the high school. During his interview process with the town, Paul was taken to see all of the other municipal buildings, the other libraries, both school and public, but was never brought near the high school library. He accepted my invitation. Why did I go directly to the town manager? Our superintendent was retiring, and no one had the power to do anything with my old, fraying, yellow library. Only Paul.He came, he saw the yellow walls, old furniture, and duct-taped carpet. We talked over coffee, I expressed my concerns, but more importantly, I expressed my vision for what this library could be, and how I envisioned the space being used. That fall, Paul place a request for 270 thousand dollars to renovate the high school library.

Here are his words, delivered at the grand opening event on December 5th, 2008.

The wheels were now in motion, and I jumped into action. There wasn’t a minute to waste. Capital funds are released in April, and I really wanted the renovation complete by the following September.The first thing I did was to ask my business manager if I could hire a consultant for the project. I gave many reasons why this was a prudent move, and he agrees. Thus, Carolyn Markuson and Rolf Erickson became my guideposts and sounding board for process, procedure, and design. One layout after another was decided on, yet in the end, it was the program that drove the design of the space. I also created a committee of parents, teachers, students, community members, and administrators to help guide the renovation. The meeting were exciting, and the surveys generated by the group where even more so. Ideas for what all constituencies wanted in a new space came in fast and furious. Do not underestimate the abilities of your colleagues. I discovered that one of the English teachers on staff was (in a former career) an Interior Decorator. She willingly offered her assistance, and our plans were underway. And plan we did – for 4 months we met with consultants, furniture vendors, carpet sales people, to name just a few. Our quest for the best deals drove our planning, and as we delved deeper into the process we left no stone unturned. My days were consumed by the process, but in June, when we began to set our plans in place, there was a feeling of excitement in the air.

Here we were – the entrance to our library, just prior to our demolition efforts. Notice that the yellow permeated not only the walls, but the ceiling as well. Duct tape was everywhere.

My teaching space, again about to be upended. Notice the iron gates on the small room at the back – these rooms were originally created to be group work areas, but were “gated” by some untrusting librarian in the schools’ past and filled with discarded AV equipment, broken shelving, and a stack of old, folded boxes. Notice that the teaching area was defined by rows of metal cabinets full of old microfiche and film.

Demolition begins. The last week of June, 2008. The line of duct tape represents a cement half-wall that was taken down on a weekend day in June, the beginnings of our prep work. These half-walls artificially divided the space, leaving no room for flexibility, and often creating barriers to the optimal use of the space. The only walls we left in place is the V-wall you see here, with glass enclosures above. This was left to create a backdrop for the main information desk.The tables were away to classrooms, the career center, and other nooks and crannies in the school absorbed what was left. The 180 heavy wooden library chairs were also distributed among the classrooms, career center, and other areas in need of chairs. 30 of the chairs were saved, and are now being sanded, decorated, and sealed by our Studio art students. We will be auctioning them off this fall to raise monies for our school.

Getting emptier and emptier, we wheeled the old fiche and film machines right out the doors!

It was beginning to look like a ballroom – notice the glass-enclosed rooms painted in primary colors!

As we emptied the space it began to grow before our eyes, all 12,500 square feet. Where did all the books go? And the shelving? I had received a quote for $17,000 to pack and move my collection, which, incidentally, after a thorough weeding, I had reduced in size from 30,000 titles to just under 19,000 titles. Old, dated, and unattractive books where removed. Why buy expensive shelving that takes up floor space with old books? It made no sense to me.So, who packed up and moved our books? The football team, the lacrosse team, the softball and baseball teams, and more. The students athletes were great, they came in after finals were over in June, I gave the group a 10-minute orientation to packing books, and off they went. Within two days, all 18,000 volumes were packed and put away in my workroom.And the metal shelving? I contracted with a scrap metal dealer and had dumpsters place on the lawn near the back entrance. Students, with the help of the tech ed instructors, disassembled the shelving and placed it in the scrap metal dumpsters. We made over 2,000 on scrap metal!!

Here you can see the layout of the new information desk on the floor. We plotted and planned every inch and step of the way.

The books in the workroom all stacked to the ceiling. I am not sure how the floor didn’t collapse that summer!

Now, for the fun part (mostly). By the second week in August, the library was ready to begin shelving out books. The end panels were held up due to factory error, and our chairs were late from the factory. We made the best of the bumps in the road and arriving and began shelving books. One person at a time for non-fiction, fiction, reference - it was a long summer.

Boxes everywhere – moving them wasn’t easy – but our custodial staff was great – and removed the empty boxes for us each evening as we worked.

Moving, anyone?

Extra help to shelve was much appreciated, as the task seemed endless.

Our reference section starting to come together. Notice the carpet tiles. We chose three different patterns, this being the most prevalent.

Another view of the reference area and the far window corner, which previously had been blocked by the yellow 84” high shelving.

This slide needs no explanation - for the pictures here speak volumes -

The gates that formerly barred our group workrooms were removed to form a

More welcoming atmosphere

Our main information desk, with the “ask” signage in place around the front. In the back, the words “think” and “create” complete the picture.

More traditional library tables were paired with modern, strong, but light-weight chairs. With frames guaranteed not to bend, thick molded plastic patterned seats, and a neat hole in the back of the chair for sliding them in and out, they were a hit with both students and staff.

Here we see the transition from heavy wood to the modern, lightweight plastic and steel

Another view of the back of the chair

Samples of our desks and tables. Notice the wheels on one of the tables – these were also a great find, as they can be moved and “ganged” together to form different configurations.

The end panels finally arrive at the end of October – nothing ever goes smoothly! Also – we changed the final placement of the reference shelving to leave more room for large groups and events.

Our café area was an immediate hit with staff and students alike. The countertop was custom-made. The restaurant booths were actually ordered from a restaurant supply company. When I arranged for the shipping, the manufacturer couldn’t believe that they were actually going to a high school library! The fiction collection is on sloped shelving on the walls in-between the booths.

Here are students using the booths and really enjoying the seating arrangement

Students use the comfortable seating areas in a variety of ways on this slide and the next, during classes, before school, for club meetings, and more.

Another view of our café area and information desk. These paperback spinners are sturdy and attractive.

One of our Spanish teachers at the main desk, booking his class into the learning commons.

Students in the café area – a popular spot before, during, and after school.

Another view of the entryway – the before-school scene!

Our AP European History teacher took to meeting with his class in the Learning Commons whenever possible – both he and the students enjoy the relaxed atmosphere and the circular seating arrangements conducive to group interactions.

Another view through the reference shelving to the main information desk -

And our programs – they grow and thrive -

The Java Room evolves into the Common Grounds Café, one name change after the other - here is a picture of the café just getting some early-morning business.

Our student helpers – faithfully coming in early to help out each Wednesday – those community service hours add up quickly!

More customers at the desk

Ready to power up for school – we are busier than ever -

Coffee or hot chocolate??

And listening lunches? Well, they are bigger and better than ever. Our venue changed from the back corner of the library to the window corner of the Learning Commons –

Crowds gather to see their peers perform – almost all the students are respectful of the space. The administration has little to say about food on the carpet now – we have become too popular with both staff and students.

More crowds enjoying the show.

The after-school book club at the first meeting of the year – bring on the multiple copies!

In October of 2008, Chelmsford High School participated in the National Student/Parent Mock Election. Of our 1,650 students, over 1,400 voted that day. The students in the study skills classes ran the election by holding up signs for free voting “machines” and by checking off on the class lists those who voted.

Vote, anyone?

700 plus students gathered in the Learning Commons for this historic event – it was an unforgettable day.

Stay healthy and well was the message at our annual Wellness Fair in March. Participants from all sides of health care set up booths, many of them interactive, for the students, from chiropractors, to health clubs, our local hospital, police, fire, ambulance, CPR, hula-hoops for health, among many other. The Leraning Commons is jam-packed and humming all day long.

Two of my staff members with the ever-popular biodots, a quick barometer of your level of stress.

CPR on dummies – what could be better?

Professional development in our space, from outside providers to in-house sessions, the Learning Commons encourages these events and will assist in the planning

Library legislative day gave me the chance to bring some of our students to the state house to testify for continued support of libraries, in particular, school libraries.

In front of the state house with the “crew”

Chelmsford High Schools Students with Massachusetts State Senator Susan Fargo on the balcony of the State House in Boston, usually a forbidden place, but offered up to our students that day!

The students testified in the hall of flags. They did so with much enthusiasm. In fact, the four boys here began an acapella group for the purpose of performing in the Learning Commons! How proud we were and pleased that they accompanied us to the State House and performed for the legislators. They were dancing in the aisles!

Technology changed – while we still have a “computer area” with 38 desktops, 30 laptops are now available for students to check out and use anywhere in our space with our new wireless router. They are ever-popular.

Communicate information? How?This 60” digital display is the best ever, providing a medium on which to display student work, running PowerPoint presentations, DVDs, and even TV (rarely). The hands represent a music video done in the graphic arts lab. The idea behind the display is to provide a showcase student medium on which to showcase student talent and devotion to us. The prepared frame with thelion does not always have to be on the screen, as I can run a DVD or a continuously looping PowerPoint -

Faculty, students and parents must buy-in to our school and programs. Giving up control of the space came slowly, as did sharing it with others…. Here are some voices from our community of users -

More buy-in with class instruction, a revolutionary war re-enactor, and our Jazz Choir with their instructor – Which all leads to letting go -

Here is my letting –go chart, This can be used to begin your journey from library to “Learning Commons” , remembering that keeping the space close to you will not allow others to see their contributions and how they can make a difference. Just one collaborative experience with a teacher, one club or faculty meeting, a specialist uses the space for instruction, the braille room is in the Learning Commons and these students use adaptive technologies on to certain computers; students by the 100’s come in before and after school, and all the while we have more and more fun. Respect the students and they respect you right back – let us not worry about a small spill on the carpet and offer coffee or hot chocolate in the morning – the students in your school will be ever-grateful.

I could not resist a chart – my message her being that you must have vision – and a voice to convey that vision – best of luck building your program, I am sure that you have some wonderfully creative ideas of your own. Build the program first, and the concept and ideals of a true Learning Commons will be your for life. Not your alone, but your to share with your entire school community. Start with one small step at a time, the road has no end.

Thank you for taking the time to attend this online presentation. Please feel free to contact me. The Learning Commons banner is a link to the homepage. My contact information is there.

Favorites, Groups & Events

From School Library to Learning Commons - Presentation Transcript

fromlibraryto learning commons
Valerie Diggs
Chelmsford High School
Chelmsford Massachusetts
questions and challenges for today
defining the future of school libraries
in the times of:
educational change
technological change
funding reductions
Valerie Diggs
10/27/2009
In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. - Eric Hoffer
why learning commons and not library?
Valerie Diggs
10/27/2009
learning commons as defined by
program
facility
school community
Valerie Diggs
10/27/2009
a learning commons…
is a place of
teaching and learning
group work
collaboration
professional development
creativity
change
inquiry
communication
Community
Knowledge-building
Valerie Diggs
10/27/2009
and is not…
a place designed primarily for
finding information
a place where students only come to
use the copy machine
a place where the “librarian” is in charge
a place where students are greeted with
rules as they enter
a place where bookshelves with outdated material fill open space
Valerie Diggs
10/27/2009
learning commons
as defined through history
Senator Susan Fargo
speaking at the
grand opening
of the
Chelmsford High School
learning commons
10/27/2009
Valerie Diggs
build your program
first
Valerie Diggs
10/27/2009
Participatory culture shifts the focus of literacy from one of individual expression to community involvement. The new literacies almost all involve social skills developed through collaboration and networking.
Jenkins, Henry. Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. 2006.
Valerie Diggs
10/27/2009
teaching and learning
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
events
Listening Lunches
Valerie Diggs
10/27/2009
Java Room
Poetry Slam
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Students in our space
Valerie Diggs
10/27/2009
facility designdriven by program
Valerie Diggs
10/27/2009
Chelmsford Town Manager
Paul Cohen
speaks
at the
grand opening event
about the now-famous
phone call
10/27/2009
Valerie Diggs
biblioTECH Consulting
library renovation committee
in-house expertise
plan …. plan …. plan
Valerie Diggs
10/27/2009
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
books everywhere
Valerie Diggs
10/27/2009
putting it back together
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
from the old to the new
Valerie Diggs
10/27/2009
from “keep-out”
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
to welcome…
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
our programs continue
Valerie Diggs
10/27/2009
Common Grounds Café
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Listening
Lunches
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
Valerie Diggs
10/27/2009
inauguration january 2009
Valerie Diggs
10/27/2009
poetry slam
Valerie Diggs
10/27/2009
wellness fair
professional development
Valerie Diggs
10/27/2009
the
learning commons
beyond
space
Valerie Diggs
10/27/2009
with Senator Fargo
Valerie Diggs
10/27/2009
testifying
in the
state house’s
hall of flags
10/27/2009
Valerie Diggs
changes in technology
After
Before
Valerie Diggs
10/27/2009
and in communication
Valerie Diggs
10/27/2009
learning commonsandcommunity
Valerie Diggs
10/27/2009
faculty and student buy-in
Valerie Diggs
10/27/2009
letting go . . .
Valerie Diggs
10/27/2009
from library to learning commons
Valerie Diggs
10/27/2009
Tomorrow’s library will not be literally a library without walls and, for the foreseeable future, it will certainly not be a library without books.
—John Rayoa
Valerie Diggs
10/27/2009
Thank you
Valerie Diggs
10/27/2009
Valerie Diggs
Chelmsford High School
Learning Commons