Introduction to LIIIITES (Link to Website)

Several years ago, a group of superintendents attended a workshop that the authors were conducting that described the transition of a school library into a library learning commons. During the question and answer period, a superintendent asked, “These ideas are great, but what should I expect my librarians to contribute to teaching and learning in the school and in my district?” It was a fair question and in an age of questioning every professional specialist in any school, it often becomes a matter of value added.

Thus, the purpose of this quick guide is to amplify the ideas presented on the LIIIITES model a wide variety of initiatives that put the library learning commons (LLC) at the center of teaching and learning in the school. It is a companion publication to the recent book: We Boost Teaching and Learning (1) that concentrated on the measurement of impact of initiatives happening in the LLC. And, it is designed to create showcase LLCs across a district, state, and national levels.

Since the introduction of the learning commons concept a decade ago in: The New Learning Commons Where Learners Win! (2) the potential of transforming the library into “The Hub of the School” on steroids increases the possibilities of impact exponentially. Yet it comes at a time when the idea of a traditional library is being marginalized. Thus, the question, “Do we accept the death rattle?” or, emerge from our chrysalis into a magnificent butterfly? The latter of course!

In a 2014 article by Loertscher and Koechlin, (3) we defined defined four major characteristics of a learning commons as:

1. A collaborative physical and virtual environment that invites and ignites participatory learning
2. A responsive dynamic that is invested in school-wide improvement through an evidence-based process of design, modify, rethink, redesign, and rework.
3. Professionals who can successfully lead out front, or lead from the middle, or push from behind are great candidates to head a learning commons.
4. Participatory learning through attention to excellent instructional design, using best resources and technologies, and building personal expertise and collaborative knowledge are the work of the learning commons.

Over the past decade, we have been gratified to watch library professionals accept the notion that they had the power to rethink, reinvent and revolutionize the idea of library. The videos at the end of this introduction are but a few examples of transformative thinking.

Thus, in the LIIIITES Model and this guide, we again challenge further transformative thinking about ways to make a major difference in the whole school community. To illustrate this point, the reader should notice a few major assumptions about the LLC role as designed anew by the professional staff. Here are a few ideas to consider:

• In a major departure from traditional ideas, the idea of the LLC professional staff was widened to include any professional in the school that has an assignment across all the school. Thus, membership on the LLC professional staff, whether full or part time, would include teacher librarians, technology professionals, instructional coaches, and others such as counsellors, administrators over instruction, literacy coaches and even art or music professionals. Even though these professionals might have independent roles, they would often combine their expertise with other LLC professionals on joint initiatives happening in the LLC.
• Examples of collaborative initiatives, the counsellor might join in with the teacher librarian and the technology professional to teach career exploration units alongside classroom teachers. An instructional coach might roll up her sleeves and coteach alongside the teacher librarian and classroom teacher where a design thinking project is being rolled out. The school administrator might participate in learning experiences happening in the LLC that stress the administrative agenda of critical thinking. When the term “professional LLC staff” is used in this guide, we are referring to this wider leadership team that are a part of the LLC. As a collaborative team, we make things happen that each individual would find it difficult to do alone.

Another assumption of the quick guide is that the professional staff seeks to embed their agendas into classroom learning experiences rather than creating and delivering an independent curriculum. In order to do this, each professional needs to:

• Develop a repertoire of foundational ideas and best practices in education. This foundation includes such things as educational theories and practices, curriculum, assessment, instructional designs and current issues. Such a foundation gives us a seat at the table where both new and old ideas and initiatives are being discussed.
• A growing group of strategies that we might want to insert into a learning experience. A strategy from our list might be chosen because it undergirds the teacher’s agenda alongside our own. Examples might include the curation by students in the selection of quality information, the creative use of a technology that boosts collaborative understanding, or, the sue of a Big Think (4) metacognitive activity at the conclusion of a learning experience.
• The ability to coteach effectively with a classroom teacher where the agendas of both partners boost the effectiveness of both because students are learning skills just in time to accomplish the task before them. Suddenly we realize that two heads are better than one and that we are more effective teaching together than if we tried to teach alone.

A third assumption of the guide is that students should have a larger voice in what they are learning, how they are learning, how they can demonstrate what they know and can do. For example, students realize that in the LLC they can not only read a book but can write a book. They can watch a video or create one. They can use a database but also build one. They can use an app but also create one. School becomes not only what adults expect of us, but what we need and want to learn in a world where we need to be self-directed learners in order keep up in any career to which we are attracted. Thus, the LLC is as much about creation, invention, and making as it is about the consumption of curated information and materials.

The final assumption is that there is no such thing as a completed LLC. It is always changing, adapting, and pushing forward as the needs of both students and teachers evolve over time. By experimenting with cutting edge ideas, we avoid the pull of traditional practices that were once effective but are now a drag on new realities. Thus, this guide is an idea treasury that challenges each professional staff to develop their own pathway to excellence achieving that distinction of being the hub of the school on steroids. It is the challenge of chapter 9 of this guide.

One more idea to think about: It is amazing to us the number of educational initiatives that seek to recognize excellence in teaching and learning. However, we have yet to find one of these initiatives that include the library or the library learning commons as any factor of success. Why? That is the million dollar question. For example, a recent parallel that seems perfect for us is worth your time to inspect: First, watch the video "What is School For?" at https://modernlearners.com/response-to-prince-ea/ Then, see the Innovation Playlist at: https://teddintersmith.com/innovation-playlist/

So, join us as we suggest a plethora of ways to shape the impact of the LLC and use the flames of illumination to make you visible!

ACCEPT THE CHALLENGE!

Our major goal for this publication is to challenge teacher librarians to prepare their library learning commons initiatives to showcase their impact in their school, district, community and even internationally. The need for places where outsiders can visit is critical in today's efforts to raise a generation who can compete successfully in a changing world. If your are ready to showcase your efforts, or, would like to spend a year or so preparing to do so, please read the last section of this website for details on the page titled CHALLENGE.

As always, the authors appreciate feedback and suggestions:

• David Loertscher at: reader.david@gmail.com
• Fran Kompar at: fkompar@gmail.com

Footnotes

(1) Loertscher, David V. We Boost Teaching and Learning. Learning Commons Press, 2018. Available from LMCSource.com

(2) Loertscher, David V., Carol Koechlin, and Sandi Zwaan. The New Learning Commons Where Learners Win!. Hi willow research & publishing, 2008. A second edition was published in 201

(3) Loertscher, David V. and Carol Koechlin. "Climbing to Excellence," Knowledge Quest, A Knowledge Quest | Library Spaces — Online Exclusive, 2014, 10 p

(4) The Big Think is a metacognitive activity for learners and adults after every learning experience and is outlined in hte book: Loertscher, David V., Carol Koechlin, and Sandi Zwaan. The Big Think: Nine Metacognitive Strategies That Make the End Just the Beginning of Learning. Hi Willow Research & Publishing, 2009. Available from LMCSource.com

Resources

• Loertscher and Koechlin on the learning commons: https://www.youtube.com/watch?v=o7nX2cj7Dqo&t=1s
• Research study video defining a learning commons model https://www.youtube.com/watch?v=tYvoF9m2soU
• Video definition of a library learning commons: https://www.youtube.com/watch?v=Bz7PA5cm_N8
• A video tour of a middle school transition to the library learning commons: https://www.youtube.com/watch?v=hLH2oGpgKb0
• A video tour of a high school library learning commons: https://www.youtube.com/watch?v=GTSv4S_RnKA
• Learn how to transform your library space on any budget: https://knowledgequest.aasl.org/transform-library-space-budget/
• Book: Loertscher, David V. and Carol Koechlin. The Elementary School Learning Commons: A Manual. Learning Commons Press, 2015. Available from LMCSource.com
• Book: Loertscher, David V. and Carol Koechlin.The Secondary School Learning Commons: A Manual. Learning Commons Press, 2015. Available from LMCSource.com
• Website: The School Library Learning Commons - Future Forward: https://sites.google.com/site/schoollearningcommons/home
• Explore Canadian School Libraries http://www.canadianschoollibraries.ca/ for implementation supports, research, journal articles, and many examples of Learning Commons in action in Canada as well as Leading Learning: Standards of Practice for School Library Learning Commons in Canada http://llsop.canadianschoollibraries.ca/

Library as Learning Commons from Demco

Learning Commons explained by Knowledge Quest

https://www.edutopia.org/blog/21st-century-libraries-learning-commons-beth-holland

From Dr. Loertscher, SJSU

The library learning commons is a place to consume knowledge and there should be room for the creation of knowledge.

• IBM's Design thinking and agile thinking model: https://www.youtube.com/watch?v=pXtN4y3O35M&t=10s
• A quick overview of design thinking: https://www.youtube.com/watch?v=a7sEoEvT8l8&t=18s
• Another short video about design thinking with kids: https://www.youtube.com/watch?v=LhQWrHQwYTk
• The Umbrella Creation Model Tutorial: https://sites.google.com/s/0B0m38BPSK4PmUTRHWG5YbUJSUXc/p/0B0m38BPSK4PmRUduRVBLeDF1NWM/edit
• The short version of design thinking, Guided Mastery, creative confidence, and self efficacy by David Kelley: https://www.ted.com/talks/david_kelley_how_to_build_your_creative_confidence/transcript
• The long version: The head of IDEO is interviewed about design thinking...a bit long but worth it: https://www.youtube.com/watch?v=ASvd2toIA6s&feature=em-subs_digest-vrecs

Posted to CALIBK12 by Dr. Loertscher on 11-02-17