Theoretically, the library has always been a space where much is going on. In the learning commons, collaborative learning activities co-existing simultaneously from early morning, after school, and even extending into the evening is an essential element. One of the reasons for clearing out as much storage space as possible is to make room for these collaborative experiences to happen, whether for individuals, small groups, or large groups, and to work side by side in a very busy environment.
We have assembled here a variety of articles that describe such collaborative experiences as classroom teachers, teacher librarians, teacher technologists, and other specialists working together to build great learning experiences. These collaborative experiences test the notion that two heads are better than one. And, when a learning experience comes into the learning commons with its adult mentors, a rich information and technology environment, more can be done than if a teacher tried to “go it alone” in the classroom.
Sample the various articles and please add your comments, experiences, reflections, and resources either in the comments section below or on the blog.
- Andy Greene, a principal in New York City, has this to say about a collaborative community: http://connectedprincipals.com/archives/8717
- Jean Sausele Knodt discusses how the cultivation of curious minds can create an open-inquiry environment in the learning commons. Jean Sausele Knodt
- Joy Mounter shows how elementary students can take on the responsibility for their own learning in the learning commons. Joy Mounter
- Rebecca Haslam-Odowardi discusses the challenge of working with advanced readers in the learning commons.
- Christopher Lamb, Winnie Porter and Carol Lopez discover that three adult coaches can make a huge difference together.
Christopher Lamb, Winnie Porter, and Carol Lopez
- Sharon Swarner discovers that adult coaches can turn learning experiences around when they collaborate.
- Sara Poinier and Jennifer Alvey discover that when collaborating with classroom teachers, they can demonstrate their impact.
Sara Poiner and Jennifer Alevy
- Carol Koechlin and Sandi Zwaan describe Big Thinks as a strategy to measure the effectiveness of collaboratively taught learning experiences.
Carol Koechlin and Sandi Zwaan
- Allison Mackley examines the general idea of collaborative communities and how they behave.
- Keith Curry Lance, et.al. discuss the impact of collaboration in their Idaho research study. Keith Curry Lance, Marcia J. Rodney, and Bill Schwarz
- Kathy Kaldenberg describes her role as a teacher librarian in a collaborative community.
- Gino Bondi, District Principal of Specialty Programs for Vancouver School Board discuss the many benefits to learning in his blog post, The “Why” Behind A School’s Learning Commons.