Welcome to a day focusing on…..
The concepts of school
library transformations into a
“Learning Commons” space!
Dream…what design will fit the needs for
the Your School Community?
A place where…INQUIRY, Information
Fluency, Imagination, & Invention meet!
… a place called … “The I-quad”???
What is a Learning Commons?
Former AASL President David Loertscher, describes a flexible,
student-centered space where students and teachers have
access to mobile technologies, digital and print resources,
and modular spaces that can be used for collaborative
activities, content creation, presentations or even
performances.
School library transformations into Learning Commons spaces
“reflects a philosophical change, from the library as a “passive
warehouse” to a more active community center, learning center,
and study center.
Source:
McLester, Susan. “Transitions to Digital Media.” District Administration, March 2013: 57-61.
These spaces include:
 Open spaces
 Chat areas
 Places for students to work independently on their laptops or tablets
 Students may work in groups to leverage use of various technologies like
videoconferencing or editing software
 Provides tools for students to explore, create, and produce – evidence of
their classroom learning (Maker-Spaces, Digital Storytelling, for ex.)
 Personnel will help students to:
 Assist students with their own personal devices to locate quality
digital resources both primary/secondary
 Provide training for teachers on best resources for a unit of study
 Connect students with peers around the world
Library Transformation
• What does a 21st century library look like?
– What are the physical components?
– What are the technology components?
– How will e-resources impact the library?
– What do kids do in the library?
– What is the teacher/facilitator’s role?
Let’s imagine…
Sources:
Ontario Library Association. “Together for Learning”,
launched January 2013.
Images:
http://www.tumblr.com/tagged/imagination
http://www.artlex.com/ArtLex/ij/imagination.html
Needs include:
 …responding to an era of complex change
 …a vision for transition & change
 …understanding that leadership for change is essential
 …a mission, to facilitate the transition of
information to knowledge creation
 Transformation of the school library into a
“Learning Commons concept”
 …supporting the evolution of the learner to a
global citizen
District Curriculum
How do we improve teaching to ensure
student success?
Gifted/Talented
ELL
Common Core
Science
Math
Language Arts
Social Studies
Special Ed
Responding to an era of complex change…
 Our schools are experiencing
significant impacts that are
dictating how students & staff
work, play, and learn.
 Schools are being challenged to
harness these exploding
mediums with opportunities to
transform learning, yet
working to ensure students
have the skills they need for
college & career readiness.
Knowledge Building
Knowledge building is a central focus of a Media Center transformation. The
focus is to use:
• the power of information and technology,
• the physical space of the media center as an extension of the classroom,
• and the curriculum of the various classrooms, to push excellence in the
school through effective collaboration.
Providing new Opportunities to:
• Incorporate the emergence of collaborative technologies,
• Create opportunities to access quality information and multimedia
resources,
• Introduce quality instructional designs,
• Allow classroom teachers to develop super learning experiences jointly
with the specialists of the school.
Informational Text
• 6-8: Balancing Informational and Literary
Texts
• CCSS recommends: 60%/40%
• What do you think the current percentage of
informational text reading is in your
classroom?
Expository Reading
The development of a learning commons concept can open doors to a
vibrant, whole-school approach, with exciting opportunities for
collaboration among teachers & students. Yet, the traditional “space” of
the library presents an opportunity to “re-configure” this learning space
where student are able to become:
 Critical consumers of information
 Effective problem solvers
 Capable decision makers & innovative communicators
…with skills and abilities that respond to change and that become
transferable to many areas that recognizes:
 A cross-curricular perspective which includes
• Literacy
• Expertise
• Knowledge
• Critical thinking
• Communication
• Application
o Where inquiry, imagination, discovery, and creativity merge
that is central to personal, academic, social, and cultural
growth
Source:
https://wiki.library.ucsf.edu/download/attachments/41196894/MakingLearningHappendiagram.png?version=1&modificationDate=1309456395000&api=v2
A. Moving from instruction to inquiry.
B. Balancing knowledge and skills.
C. Going deep.
D. Teaching teamwork.
…by the END of 8th grade
students will be
consuming 60% of their
informational text reading
from non-textbook
resources.
E. Establishing a culture of inquiry.
F. Blending coaching with teaching.
A vision for transition & change
Transformation of a “space” requires certain needs or a change of focus…
 Space needs to be fluid and flexible
 Learning is changing – students/staff are seeking a variety of information
models to acquire new information
 Functionality of the “space” is changing
 Responsive to emerging technologies and global realities
 Requires leadership
 Which comes through cooperation and collaboration of the entire school
community
 Collection aligned with Common Core/State Standards/ECS Curriculum –
but blended with school philosophy (STEM, IB, etc.)
 Responsive to 21st century learning models
 Incorporation of “flexible scheduling” models.
 Need to develop digitally responsible citizens
The school principal is key in establishing & encouraging partnerships between
staff and students and promote a cultural climate for cooperation,
experimentation, and growth.
Introducing Dave Russell
Principal Gypsum Creek Middle School
The mission: to facilitate the transition of information to
knowledge creation. (invention)
The primary mission of a “transformed” media center is to design,
facilitate, and support dynamic learning experiences that utilize the
best available resources, technologies, strategies and learning
environments.
Learners will need to move beyond merely retrieving factual information TO
constructing personal meaning & building individual and collective knowledge.
Learners will need to:
 Read
 Research
 Experiment
 Discover
 Perform
 Create
 Collaborate with others to test, confirm and enrich their learning.
Guiding learners in their journey from information to knowledge creation,
providing necessary instructional interventions, becomes the focus of all
partners in both physical and virtual learning space.
Why
Transformation of the school library into a
“Learning Commons” concept
A transformed “space” may blend new & old concepts into a seamless physical &
virtual space in which all formats can be adapted and examined.
For schools, this concept incorporates the classroom and library into real and virtual
world around them. The “space” becomes transformed into a web of global
connections, information and interactions into a network of information, people and
programs for learning within a school and beyond. Access becomes universal …
24/7. Essentially, incorporating the concepts of a school philosophy i.e.
Expeditionary Learning, IB, & Common Core and promoting their integration
throughout the school community.
School library transformations into Learning Commons
spaces “reflects a philosophical change, from the library as
a “passive warehouse” to a more active community center,
learning center, and study center.
HOW
By providing deliberate opportunities for
“constructed Inquiry.” …AND building a
culture of INQUIRY.
Constructive Inquiry
• Use 2.0 webtools to have students
demonstrate learning
– Animoto, penzu, collaborize
classroom, etc.
– http://edudemic.com/2011/11/bestweb-tools/
What
Supporting the evolution
of the learner into a
global citizen.
Our society needs citizens who have respect for others and who understand their
responsibilities in participating in a safe and lawful society. Issues such as
plagiarism, privacy, intellectual property, copyright, bias, stereotyping and gender
all require deep understanding, as reasoned acceptance or rejection.
With today’s nearly unlimited amount of information available and vast amounts
of unfettered content to be shared, these considerations have become even more
sensitive and significant.
A “transformed” school media center or “learning commons” is a critical partner
in helping students and teachers develop expertise in navigating this vast array of
information.
What are the steps toward transformation?

Develop a philosophy/vision for the space (should include a focus on: “Why? How? & What?”)
which involves deep involvement of school leadership.

Establish “alignment points” with existing District Curriculum models, District instructional
practices, state standards, and national Common Core.

Gathering support by the creation of a building advocacy team.
 Determine partnerships – total school community (parents, staff, students)
 Design “how” this new focus will be communicated to the greater school community
 What “data” is available that brings support for new “space” (student assessment, teacher
performance & needs, student product or demonstration of learning, common core specifics,
etc.”)

Determine how a “culture of inquiry” may be promoted.

Analyze the existing collection, then weed and acquire to meet state recommendations.

Conduct a “technology site review” to determine infrastructure needs.

Determine a final design for the space.

Establish timelines for technology, maintenance, FF&E completions.

Define the “skill set” for the facility management & how will staff support the ongoing promotion
and development of site experiences.

Establish guidelines & timelines for staff/student training for new culture.
• Regardless of the system in place, it's
likely that you will have something new
to learn and something to unlearn.
Kendall, 2011
Eagle County Curriculum Changes/Impacts




Shift to Common Grade Level – Units of Study
Integration of newly developed Colorado Standards
Shift toward support of the National Common Core
Aging collections – resulting in informational text that is
poorly aligned in a myriad of ways
 Elimination of highly qualified teacher/librarians
 Providing minimal amount of collection equity with a Phase
One focus on Middle & High Schools
Demographics:
 6,400 students PK-12
 49.6% Hispanic/Latino population
 43.4% Free & reduced lunch
 With – 2 High Schools + 1 Alternative HS + 1-5-12 Ski &
Snowboard Academy
3 Middle Schools
1 K-8 + 8 Elementary Schools
ECS Curriculum Model
• Adoption of the Rigorous Curriculum Design Model
• Curriculum teams worked to break down the CDE Standards into “Units of
Study”
• Examination of what content / themes emerged from “Units of Study”
Grade 6
Science
Key Concepts
Essential ?s
Atoms, Compounds and Molecules
Characteristics of Matter
Forces and Motion - Foundation
[8/29-9/30]
5 weeks
[10/10-11/11]
5 weeks
[11/28-1/12]
5 weeks
*Atomic model (foundation of
chemistry, evidence based
scientific explanation)
*Elements and compounds
(similarities, differences)
*Substances (such as water)
[state, characteristics,
particles]{arrangement, motion}
*Particle model of matter
*Gravity
*Acceleration (changes)
*Weight
*Mass (quantities) *Volume
(quantities)
*Density
*Why are atoms considered the
building blocks of all matter? If all
matter is made of atoms, why
doesn't everything look the same?
*What are the similarities and
differences of elements and
compounds?
*What determines whether
matter is in the form of a solid,
liquid, or gas?
*What is the kinetic molecular
theory? How does temperature
affect the behavior of particles in
a substance?
*What is the relationship between
mass, volume and density?
*How are mass, weight, and
acceleration related?
Water Transformation and
Resources
Show- Common Units of study - Major Work of the Grade
[1/23-3/02]
5 weeks
Water circulation patterns (local,
world-wide)
Water distribution patterns (local,
world-wide)
Renewable resources (types,
availability)
Non-renewable resources (types,
availability)
How is water cycled on Earth?
How does the lack or abundance of
water impact human civilizations
and populations?
Should people make responsible
choices about the resources we use
on a daily basis?
Collection Analysis Report
ECS School Library Media Centers
School
Average Collection
Age
# of books
per pupil
need
Shortage
Titles needed for a
balanced
collection
BMHS
1995-17 yrs old
13/20
5,583
6,230
EVHS
1998-14 yrs old
15/20
3,583
5,257
BCMS
1995-17 yrs old
23/20
855
EVMS
1992-21 yrs old
39/20
122
GCMS
1999-13 yrs old
29/20
355
HPS
1995-17 yrs old
44/20
830
At Eagle Valley Middle School we decided to utilize ebooks
because it is both cost efficient and practical.
The challenge has been getting teachers to use them. Many of
our kids have totally switched over to e-reading. Other than
hard copy books that are assigned in class, lots of kids only read
off an e-reader. Some kids even prefer to purchase the ebook
themselves and read it on their device rather than use a hard
copy book in class.
I believe that we are on the cusp of e-books taking off and
almost entirely taking over hard copy for our next generation.
The challenge is getting the adults to buy in!
Another challenge is technology. There is a lot of hardware and
infrastructure that needs to be in place in order to really make
e-books take off. But, I firmly believe that this is the direction in
which we are heading, so I did not hesitate to make an
investment in e-books last year.
Katie Jarnot
Principal
Eagle Valley Middle School
In regards to e-resources…
Mike Gass, Executive
Director Student Services
“First, it will totally mess with overdue fines!...and there will be zero PE credits for
heavy backpacks anymore!” 
“Second, it will add access and portability to the educational process.
It should enhance learning with increased mobile devices & infrastructure expands.
I would hope that collaboration will become the norm and products/projects from
students will be the results versus tests.”
Need Ideas?
Shannon McClintock
Miller
Check out
Shannon’s blog:
VanMeter Library
VoiceBlog
Working Bibliography
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•
Davis, Michelle R. “Digital Shift.” Digital Directions, Winter 2013: 42-44.
“Empire State Information Fluency Continuum – Benchmark Skills for Grades K-12 – Assessments and Common
Core Alignment.” Developed by the New York City School Library System. Published under Creative Commons
Attribution-Noncommercial-ShareAlike 3.0 Unported License, 2010.
http://schools.nyc.gov/NR/rdonlyres/1A931D4E-1620-4672-ABEF-460A273D0D5F/0/EmpireStateIFC.pdf . Web.
Fineke, Jaclyn. “Media Literacy and Learning Commons in the Digital Age: Toward a Knowledge Model for
Successful Integration into the 21st Century School Library.” The Journal of Research on Libraries and Young
Adults. 30 April 2012. http://www.yalsa.ala.org/jrlya/2012/04/media-literacy-and-learning-commons-in-thedigital-age-toward-a-knowledge-model-for-successful-integration-into-the-21st-century-school-library/ . Web.
Flanagan, Robin L. “Digital Storytelling.” Digital Directions, Winter 2013: 12-14.
Hay, Lyn and Dr. Ross J. Todd. “A School Libraries Futures Project: School Libraries 21C.” NSW Department of
Education and Training. 2010. Web.
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf
Kirkland, Anita Brooks. “Imagine your Library.” Blog: http://www.bythebrooks.ca/imagine-your-library/
.YouTube: http://www.youtube.com/watch?v=w0F0vR4WGIg&feature=player_embedded . Web.
Loertscher, David and Carol Koechlin. “The School Learning Commons Knowledge Building Center.”
http://www.schoollearningcommons.info/ . Web.
“Manufacturing Maker Spaces.” American Libraries. Web.
http://americanlibrariesmagazine.org/features/02062013/manufacturing-makerspaces
McLester, Susan. “Transitions to Digital Media.” District Administration, March 2013: 57-61.
Miller, Shannon McClintock. “Van Meter Library Voice.” Blog. http://vanmeterlibraryvoice.blogspot.com/ . Web.
Newman, Bobbi. “It’s about more than access.” CAL Presentation (personal notes), October 2012.
“New York State Education Department." Bringing the Common Core to Life. Nysed.gov, n.d. Web. 01 Feb. 2013.
“Together for Learning: School Libraries and the Emergence of the Learning Commons.” Ontario School Library
Association, January 2013. http://www.accessola.com/data/6/rec_docs/677_olatogetherforlearning.pdf . Web.
"Read the Common Core Standards:." Common Core State Standards Initiative. Web. 31 Jan. 2013.
Reiss, Dawn. “Textbooks to Tablets.” District Administration. Feb. 2013: 60-63.
“Talking Common Sense About Common Core." Renaissance Learning. Web.
Thank You!
Barbara Romersheuser
barbara.romersheuser@eaglevalleyschools.net