From School Media Center to Learning Commons: Accessing Tomorrow’s Future

Keishauna Banks

School Library Media Administration

ISTC601

May 15, 2014

Introduction

The Learning Commons concept requires that schools LC Media Centers (SLMC) evolve from

merely a repository of books with some computer to transform into a multi-purpose learning

space, incorporating technology, and allow for a range of experiences. The Learning Commons

design must be generated through a collaborative process involving the input of the community

that it will serve. By building a productive collaborative system, the Learning Commons will

meet the needs of the community that it serves by modeling the skills necessary for college and

career readiness pathways.

While planning the layout of the Learning Commons (LC) there are many design

elements that have to be incorporated. The design team must evaluate the needs of the LC

community. According to the Maryland Standards for Facilities Design for Library Media

Programs, five main areas must be included in the LC space: Administrative Area, Study and

Research Area, Video Production Area, Informal Reading Area and Instructional Areas. Each

of these areas have specialized needs and facilitate specialized synergistic functions in the LC.

(Figure 1)

Next, the SLMS will have to evaluate the educational goals of the library. “School Library

media programs are recognized as integral to student achievement because they provide all

students and staff members with equal and timely access to ideas and information. Through an

integrated instructional program, SLMS ensure that their students are effective users of ideas and

information.” (1998, MSDE) The goals of the LC should be for all students and staff to have

equitable access to facilities, learn research skills, support classroom instruction through

interdisciplinary partnerships, improve reading, aid in staff development, and support initiatives

to increase student achievement.

The SLMS needs to evaluate the types of patrons that will access the LC. The goal of the

LC is to include all staff, teachers, students and community members.

– Students working with a classroom teacher

– Students completing independent research/study

Learning Commons

Adminstrative Areaofficestorageworkroomciculation

Video Production Areatv studioav storagevideo editing

Study and Research AreaTablesCollectiona and stacksReference desk

Instructional Areaseatingwhite boardsmartboardstoragemobile laptop carts

Informal Reading Area

comfortable seatinginformatl reading material such as magazines

Figure 1- Learning Commons Components

– Students checking out and browsing materials

– Students working/reading in an informal setting

– Staff receiving or giving professional development

– Community groups

The LC must allow for the following activities; OPAC/Card catalog, independent reading

areas, reference stations, information desk, areas for students to collaborate, locate materials,

areas for independent work and periodicals. There should be areas for students to access

information digitally. There should be computer access in the LC for students who do not have

access at home. The SLMS is responsible for teaching information literacy skills to the 21st

century learners who will utilize resources in the LC. All activities in the LMC should support

Common Core State Curriculum across content areas, the best practices established by the

American Association of School Librarians, and the Baltimore County Public Schools

curriculum across content areas. The LC should also support all standards established by the

American Association of School Librarians for the 21st Century Learner.

Finally, when designing a LC the SLMS should assess the needs of the school. This

should be done through active participation in developing and implementing the School Progress

Plan (SPP) through team building with the Curriculum and Instruction and School Improvement

Professional Learning Communities. The SLMS can also assist the Assessment Professional

Learning Community by analysis and the review of assessment data and in collecting climate

data through the use of Gallop Polls. The socio-economic traits of the student and parent

population will affect the collection development of the school. The SLMS should also assess

the staff needs, i.e. professional development, in order to maintain a collection that reflects the

needs of the staff in order to provide appropriate professional development as needed.

Floor plan design

The sample floor plan, Figure 2, has a variety of design details integral for the success of

the LC program. This LC is designed for a Middle School Library. There two doorways into the

LC to allow for the SLMS to monitor patrons as they enter and exit the library. There are doors,

which can be locked to the SMLS office, the tv studio, the teacher work room, the storage room,

teacher study room, instructional room, and outdoor learning commons. It is necessary for these

areas to be locked at all times to protect the equipment and patrons.

Educational Specifications

The LC space must be a flexible space that has the ability to be transformed according to

the needs of the school community. A well planned LC space will allow for multiple activities to

take place simultaneously and will be centrally located in the building to promote the sense of

community and LC as a common space uniting the school community.

MSDE suggests that a school LC have designated spaces for study and research,

instruction, production and group projects, informal reading, and an administrative area. These

areas should be designed with student achievement in mind, as the media center is a place where

the students can become effective and responsible users of ideas and information. (MSDE, 1998)

The proposed design includes all of these areas with the addition of an Outdoor Learning

Commons, Teacher Research Room and a Gaming Room.

Display Area

Upon entering the facility, there are two prominently placed display cases promoting

recreational reading and to showcase school and community events. Our display areas and

bulletin boards throughout the facility will help to meet those needs. (AASL, 1998)

wide shelving allows presentation of school accolades, book collection and school and community announcements.Administrative Area

The administrative area consists of the librarian’s office, the circulation desk, a LC media

workroom, a storage room and a room to house the special collection. Staff must have a

designated workspace free of interruptions. Also, an area is needed to unpack materials, keep

supplies and book carts, and make repairs as needed. (Baule, 1999) The librarian’s office is

located to have good visibility for all work areas. The circulation desk is located in the center

front of the LC to provide visibility for SLMS, it is designed to provide easy access for all users

with an OPAC computer in the front at a lower level than the others to meet ADA requirements.

Other OPAC computers are centrally located at a standing height, as is suggested by Baule.

(Baule, 2007) The teacher work room is located in the front right entrance of the LC. It houses a

copier, work table, teacher laptop and desk so that teachers can perform a range of visual and

technological tasks. The storage room located adjacent to the teacher workroom. Currently it

houses the school server and audio visual equipment (Baule, 2007)

Traditional wood finish. This desk not only has book display built in but also the return book slot.

Mobility impaired accessible circulation desk. This desk also has book display space built into the area.

Instructional Area

Two areas for instruction with interactive whiteboards are available for group instruction.

These areas contain tables and seating for 30 students. One area is a dedicated classroom space

with a smart board, 2 laptop cards, storage, an audio visual docking station, tables and seating

and white boards for collaboration. They may be used for instruction by the SLMS, classroom

teacher or a co-teaching collaboration between classroom teachers and or SLMS. Information

literacy, research skills and instructional technology instruction will occur in these subspaces.

Through this demonstration students learn to access, retrieve, analyze and present information.

(MSDE, 1998) Instruction will help to support the Common Core State Standards and Maryland

Teacher Technology Standards.

These “puzzle tables” allow for flexible working spaces

Most tables can be adapted to include outlets for charged and hard wire internet access

Media cart provides access to document camera, remote access to the projection device and the ability to remotely

Laptop carts to securely store

mobile technology.

Study and Research

Study and research can be conducted using the printed reference materials, periodicals,

individual devices or the computers in the instructional room. The research stacks are located

along the sides of one of the instructional areas for ease of access in locating information.

Students may work or collaboratively in the break-out room. Students can use their mobile

devices, check out a mobile device from the SLMS and use the white boards. Teachers also have

a teacher study room which has seating and houses the Professional library.Conducting research

with the assistance of peers, SLMS involves inquiry and collaborative interactions which are 21st

century skills. These standards, among require students to inquire, explore, think critically, and

gain access knowledge across curriculum and through an array of resources. (AASL)

Collaborative work

Tables for group work are placed throughout the space, thereby allowing for the students

to work on projects collaboratively. Students can also work in the break out room. Students may

also work together using the computers for research and to have access to the internet. The LC

staff is critical for students’ motivation and enthusiasm towards using information resources to

learn. (AASL) Equipment for video recording and the production of videos will be housed in the

storage room.

flexible seating for group work These tables can be moved according to student needs

Outdoor Learning Commons

The LC extends past the interior and includes an exterior space. Whether it includes

students reading outside or exploring for a science class, the outdoor LC allows for the learning

opportunities to be boundless. Moreover the space is accessible form the interior fof the LC

extending learning opportunities.

Gaming Room

The gaming center allows students to access gaming opportunities whether it be console

or board game or simply cards. Furnished with a rug bean and lounge chairs, students will be

comfortable. Amenities such a game console, plasma tv and room to play allow students the

opportunity to learn appropriate social interactions.

Professional LC

Included is a small teacher study room to use as a professional LC for the purpose of

research and collaboration. The LC media program models and promotes creative, effective, and

collaborative teaching. (AASL)

Informal Reading Area

Storage and organization toolsGaming room

Promoting literacy and reading for leisure are supported through the comfortable,

informal reading areas. These areas are strategically placed around the perimeter of the facility

for privacy, and noise and distraction reduction. Padded benches, bean bags and colorful area

rugs will adorn the reading nooks along the windows. The other informal reading areas near the

front of the LC will be furnished with relaxing couches and chairs that will invite students to

slow down and take a moment to read.

Bean bag chairs are comfortable for relaxing and reading

small stools provide a flexible option for seating

cushion in gaming room

couches for one of two static reading nooks Chairs for information reading area near magazines

Video Production Area

The Television studio should contain many components. First, there needs to be secure

storage of all materials. Next, it should contain up-to-date technology that allows students to

create presentations that are as professional as possible. These materials would include at least

two video cameras, a Green Screen, a sound board, and computers with video production/editing

software. This would also be a good place to store a mobile computer lab. The TV Studio

should not have any window or natural light, as this may affect the picture or video. The studio

should have multiple electrical outlets in every wall to allow for equipment. It should also have

Ethernet connections in every wall, so the studio may be re-arranged as needed. In the Video

Production room, there should be a large table and 4 computers to allow for students to edit

video. There should be multiple electrical and Ethernet connections in the Video Production

room as well.

Television studio equipment

Green Screen

Environmental Considerations

Heating and Cooling: The HVAC and ventilation systems should be separate from the rest of

the building. A year round temperature should be between 72-76 Degrees with a constant air

volume with humidity between 40% and 50%. Special consideration must be made for audio

visual and computing equipment which produce heat.

HVAC

Plumbing: In the teacher workroom, there should be a small sink and

drainage.

Telecommunications: High speed fiber optic cable should run to each

computer station and smart board in the library. There should be a server in

the LC to maintain the high speed internet access needed throughout the LC.

There should also be wireless access in all areas of the LC. The SLMS should

have access to a phone with an outside line.

Ventilation: The LC should contain mechanical ventilation. This would

include air conditioners and heaters that circulate air on a regular basis. It is

important that the LC is not humid to mold from growing within the book

collection. Windows to the outside will allow for natural ventilation when

needed.

Special Lighting Natural lighting is preferred with large windows in the LC to the exterior

of the building. All windows will have adequate shades which may be drawn as needed for

use of Smart Boards and in the computer lab. Fluorescent lighting will be used in all areas of

the library. Each area of the LC will have separate light switches to control lighting

throughout the LC sections based on the needs of the users.

Power Requirements: There should be 5 amps per 20 amp

circuit. Each circuit will include approximately 4 computers.

There should be surge protectors for each computer, AV

equipment and smart boards. There are also power units in

docking stations the group tables located near the reference section. The best solution would

be for all electrical outlets to be near the floor, rather than on the floor because they may not

be protected during cleaning and maintenance. There will need to an uninterrupted power

supply where the computer server is located in case of a power outage.

Acoustics: Since there will be multiple groups using the LC concurrently, while planning the

LC there needs to be consideration to the amount of noise that 100 people may make in a

library. All chairs should have felt or soft bottoms so they do not make noise as they move.

This can also be achieved through using shelving to divide the space and having doorways

the close to dedicated spaces. Laminate flooring couples with a wood ceiling will aid in noise

reduction.

Flooring: The floor will be laminate flooring to allow for easy movement of wheelchairs, is

aesthetically appealing resembling hardwood at a fraction of the cost. Carpet is not preferred

due to the cleaning requirements as per Maryland standards.

laminate flooring samples

Accommodations for Special Learners

All public schools must have policies that align with the American with Disabilities act

(ADA), and follows the Maryland Accessibility Code. The LC must be compliant with all local,

state, and federal policies and laws.

All equipment that is fixed must have a minimum clear aisle width of 36 Inches. The LC

should include assistive technology for those who are deaf or hard of hearing. These would

include assistive listening devices for books on tape and videos. Students should have access to

materials if they are blind. These would include having Braille books available, and signs that

are written in Braille. If students require a service dog, then accommodations will be made to

limit loud noises, since they will disturb the service dog.

According the ALA, there should be resources for students who process information

differently. These materials may include electronic dictionaries, access to computers for word

processing, computers that allow for speech input and output, for example Kurzweil Software,

audio books, and videos that can have closed captioning available.

All tables within the LC should have enough room (36 inches) between them to allow for

movement of wheelchairs. There should also be 36 inches between stacks of books. All

doorways should be at a minimum of 36 inches. It would helpful if one of the main doors has an

automatic open option to allow students who use wheelchairs to easily enter the library.

Relocation and Moving Plans

In order to have an effective moving plan, the SLMS must have a complete and accurate

inventory of all materials in the LC. This not only includes books, but also AV equipment,

furniture, signage and displays. When packing for renovation, this is a great opportunity for the

SLMS to weed the book collection as well as remove any out of date technology. For example,

VHS players or overhead projectors that are no longer used should be inventoried and sent to

warehouse.

When moving AV equipment, it is necessary that they are moved and stored properly to

prevent the breakage of equipment. Equipment must be stored in a cool area, so the heat does

not damage equipment. All books and paper materials must be stored in a water proof area or in

water proof containers to prevent mildew damage from prolonged storage. It will necessary for

the SLMS to train personnel on proper packing of all materials to ensure they are kept in proper

order for quick unpacking.

Signage and Displays

Within the LC there should be signage that allows for patrons to quickly and easily

access materials. These would include signs that designate areas (instructional classroom,

computer lab etc) as well as signs that show the location of pieces within the collection (fiction,

non-fiction, audio-books, reference books). All signs should be visible from the circulation desk

and front entry to the LMC and all hanging signs should be two-sided. All signs should have

clear fonts and be mounted permanently.

Display for special collections

Display of student work

There will be a display for special books (i.e. Black

Eyed Susan Books, African-American History Month

etc). This display should be in the front of the library.

This will draw students into a special topic that will

relate to the programs offered at the library. At the

entry of the LC there will be a display of student work

that was completed in the library. This display should

be behind glass so others cannot tamper with student

products. At the entry and exit of the library, as well as

many other areas, signs should be available in Braille in

accordance with ADA regulations.

Outcomes and Responsibilities

Through the planning of the LMC, the Media

Specialist will be able to directly display leadership

techniques. The SLMS will demonstrate the key roles

they have within a school. First, the SLMS will

demonstrate their role as a teacher. This is through

direct instruction in the instructional classrooms and

computer labs. As a teacher, the SLMS will support the

BCPS curriculums and the Maryland state curriculum.

In their roles as an instructional partner, the SLMS will

aid staff in developing lessons that integrate technology

and digital resources available. As an information

specialist, the SLMS will aid students in research, digitally and with print resources, guide

reading activities and aid in increased student achievement.

Finally, the SLMS will satisfy their role as a program administrator. The SLMS will

create a LC that supports the 21st Century Learner. It is vital that the SLMS works

collaboratively with the school administration. This is done through advocacy of LC programs.

One key element is demonstrating the role the media center plays in the School Progress Plan

and district initiatives such as Blue Print 2.0 and STAT.

To best aid in all roles, the SLMS will provide ongoing professional development

programs to staff throughout the building. These professional development programs should

include Web 2.0 tools, online databases, research techniques and OPAC usage.

References

ALA (American Library Association). (2010). Patrons who are deaf or hard of hearing: what you

need to know library accessibility tip sheet 10 Retrieved from

http://www.ala.org/ala/mgrps/divs/ascla/asclaprotools/accessibilitytipsheets/tipsheets/10-Deaf.pdf

ALA (American Library Association). (2010) Learning differences: what you need to know. Retrieved from http://www.ala.org/ala/mgrps/divs/ascla/asclaprotools/accessibilitytipsheets/tipsheets/2-Learning_Differenc.pdf

Baule, Steven M. (1999). Facilities Planning for School Library Media and Technology Centers.

Worthington, OH: Linworth Pulblishing, Inc.

Baule, Steven M. (2007). Facilities Planning for School Library Media and Technology Centers.

Worthington, OH: Linworth Pulblishing, Inc.

COMAR Online Services (2011) COMAR Retrieved from http://www.dsd.state.md.us/comar/

Center, L. M. (n.d.). West Towson Educational Specifications.

Dunn, J. (2012, March 27). The End of Teaching As We Know It. Edudemic.

Edwards, B. (2009). Libraries and learning resource centers. Oxford, UK: Architectural Press.

Education, M. S. (1998). Facilities Guidelines for Library Media Programs. Baltimore: Facilities Guidelines for Library Media Programs.

Erikson, R. (2007). Designing a school library media center for the future. United States: American Library Association.

Herman Miller, Inc. (2010). The Once and Future Library. Retrieved May 6, 2014, from NCEF Resource List: http://www.hermanmiller.com/MarketFacingTech/hmc/research/research_summaries/assets/wp_Once_and_Future_Library.pdf

Johnson, S. (2010, September 17). Where Do Good Ideas Come From? Retrieved May 6, 2014, from You Tube: http://www.youtube.com/watch?v=NugRZGDbPFU

Lamb A. (2010) Program administration: facilities management Retrieved from http://eduscapes.com/sms/administration/facilities.html

La Marca, S. (2008). Reading Spaces. International Association of School Librarianship. Selected Papers from the ... Annual Conference,1-12.  Retrieved May 3, 2014, from ProQuest Education Journals. (Document ID: 1561214071).

Loertscher, D., & Koechlin, C. (2012, May). Physical Learning Commons. Retrieved May 6, 2014, from Learning Commons Bootcamp: https://sites.google.com/site/calgarylc2012/physical-learning-commons

Maryland State Department of Education. (2000). Standards for school library media programs in maryland. Retrieved May 1, 2014 from http://www.marylandpublicschools.org/NR/ rdonlyres/EC67FB12-FE6B-464A-A2AD-D0C6307773E3/13092/SLMStandards.pdf

Reynolds, P. H. (n.d.). Above and Beyond. Retrieved May 6, 2014, from Partnership for 21st Century Skills: http://www.p21.org/tools-and-resources/above-aamp-beyond-animation

Somerville, M (2008). Collaborative design: a learner-centered library planning approach. The Electronic Library, 26(6), 803-820.  Retrieved May 3, 2014, from ProQuest Education Journals. (Document ID: 1600814301).

Sullivan, M. (2009, November 6). Designing School Libraries for 21st Century Learners. Library Resource Group LLC.