Jayne Germer, Collection Development Librarian, Perkins Library – Doane College; Valerie Knight, Reference Librarian, Conn Library – Wayne State College; Ronald Wirtz, Coordinator of User Services/Assistant Director of the Learning Commons for the Library, Calvin T. Ryan Library – University of Nebraska-Kearney
This panel discussion will address planning, barriers, opportunities, and outcomes some academic libraries have experienced -- or are in the process of experiencing -- as they transition to the Learning Commons model of service.
Is There Anything Common about the Learning Commons?: The Evolution from Library to Learning Commons
1. Is There Anything Common
about the
Learning Commons?
The Evolution from Library
to Learning Commons
Jayne Germer, Doane College
jayne.germer@doane.edu
Valerie Knight, Wayne State College
vaknigh1@wsc.edu
Ron Wirtz, University of Nebraska-Kearney
wirtzrl@unk.edu
2. A little
background
information
Information Commons:
provides technology and
services for students to
access information
Learning Commons:
provides technology and
supporting services for
students to encourage
collaborative knowledge
creation
Bennett, S. (2003). Libraries designed for learning.
Council on Library and Information Resources.
http://www.clir.org/pubs/reports/pub122/pub122web.pdf
3. Shining
stars
NCSU Libraries Learning
Commons
Penn Libraries Weigle
Information Commons
Utah Knowledge
Commons
UIC IDEA Commons
Learning Space Toolkit, 2014.
http://learningspacetoolkit.org
Penn
NCSU
UIC
4. Some
resources
Beagle, D. R. (2006). The
information commons handbook.
Neal-Schuman.
Bennett, S. (2003). Libraries
designed for learning. Council on
Library and Information
Resources.
http://www.clir.org/pubs/
reports/pub122/pub122web.pdf
Learning space toolkit. (2014).
North Carolina State University.
http://learningspacetoolkit.org/
6. Main campus in Crete NE
Approx. 1100 students at
Crete; College total FTE=2230
Perkins Library is the only
library for all 4 campuses
7. Why are we
doing it? Trustees’ Ad hoc Committee
on Technology & Learning
recommendation
Students want 24/7 access
to computers & study space
Building identified as most
in need of attention on
campus
Frankly, funds became
available!
9. Opportunities
Librarians can support
Writing Center staff with
student research questions
Students will have on-the-
spot help with IT
More group study areas
Updated technologies
available to students
Art gallery will be
showcased in hall across
from auditorium
11. Timeline
2010-2011: ad hoc committee study
2012-2013: weeding!
Spring 2013: funds became available
Summer 2013: architectural plans
drawn
Jan. 2014: offices demolished; archives
workroom constructed; compact
shelving installed
Feb.-Mar. 2014: periodicals,
reference & computers moved
Mar.-Apr. 2014: shelving & general
collection moved to ground floor
May 19: construction begins
Aug. 25: Learning Commons opens!
12. Outcomes
Students will have IT support where they work
Writing Center will be more centrally located
Art Gallery will have increased visibility
Information literacy classroom will help library
in its mission
13. Lessons
learned
•No such thing as “over-
informed” faculty
•Know who needs to be in the
loop
•Students are accommodating
with mid-semester changes
•Student workers can be trusted
to move books
•Fire marshal has final approval
•Design needs to match tasks
15. About WSC’s Conn Library
• WSC FTE = 2,951
• 1956 –Constructed
original 40, 880 sq ft
building
• 1970 – Built a 27,988
sq ft addition
• Interior Improvements:
• 2006 - Jitters
Coffee Shop
• 2011 - Nordstrand
Art Gallery
Original
Addition
16. Current
Integrated
Services
Writing Help Desk (WHD)
– First Level
Tutoring Services (limited subjects)
– First Level
Teaching Resource Center (TRC)
& Multimedia Lab
– Lower Level (now displaced)
Instructional Resource Center (IRC)
– Second Level
17. Library Program Statement
• Developed in 2011-12
• Involved library staff, Network &
Technology Services, Holland
Academic Success Center, Art
Gallery personnel, VP for
Administration & Finance,
architect, library consultant
• Determined the Purpose/
Objectives of a Library
Remodel:
1. Infrastructure
Renovation
2. Impact on
Student Learning
3. Iconic Function
This is a resolve that the library will function
not only as a key academic resource but also
as a fully engaged partner of the classroom
faculty in fostering learning excellence and
student success (Conn Library Program
Statement, p. 7).
Paradigm Shift:
We [now] choose to treat students as self-directed
learners rather than as consumers; view the
library building as one of the chief places on
campus where students take responsibility for and
control over their own learning; and employ library
staff to enact the learning mission of the college
through being active educators. Planning for the
US Conn Library aims at this … choice and a design
practice strongly centered on learning (Conn
Library Program Statement, p. 10).
18. Library
Design Phase
Occurred from 2012-2013
Finalized December 2013
Major Redesigns -
A Complete Overhaul!!
◦ New Entrance Addition
◦ New North Entrance near Studio Arts
& Peterson Fine Arts
◦ Art Gallery Enlarged & Moved
◦ Jitters Moved, Enclosed & Enlarged –
Red Mango Yogurt!
◦ Basement Opened Up and Compact
Shelving Installed
◦ More Study Rooms! Both Individual &
Group
◦ Addition of Classroom in IRC
◦ Addition of Archives
◦ Learning Factory on 2nd floor
◦ Holland Academic Success
Center moves to library
◦ Academic Commons
19. Learning Factory
Previously Hidden
in Basement
Will Move to
Second Level
Featuring:
◦ Two Pedagogy
Labs
◦ Multimedia Lab
◦ Video Studio/
Presentation
Room
◦ Nearby Staff
Offices
20. Academic Commons
Previously – Some
services… spread out
New plan places
support services to
the side of student-
owned spaces
Featuring:
◦ Writing Help Desk
◦ Tutoring Access
◦ Interchangeable
Service Desk
(Reference, IT, etc)
◦ Flexible, movable
furniture intermixed
with technology
21. Construction Progress
Pre-Phase (Mar-May 2014) – Network Distribution Rooms built in Basement
& Attic
Phase I (May 2014 – Apr 2015) – Original Basement Renovation, Jitters
Relocation, New Main Entrance Addition, New North Entrance
Phases II & III (2015-16) – Original Building Remodel of 1st and 2nd floors
including the development of the Learning Factory and the relocation of the
art gallery
Phase IV (2016-17) – Addition Building Remodel (all floors) including
Academic Commons and addition of Holland Academic Success Center
22. Challenges & Opportunities
Furniture… Modern vs Classic – How Long will it Last?
Changing Technology Needs… Printing?
Keeping it Open & Usable… Phased Construction – Noise vs Access
Changes… Keep Flexible, Expect the Domino Effect & Prepare Ahead
Testing it Out… Start Collaboration Early
Unexpected Impacts… Removing the Silos in Website Design, News…
23. The UNK Library &
Learning Commons
Ron Wirtz, Ph.D.
Coordinator of User Services
Assistant Director for the Library,
UNK Learning Commons
27. The UNK Learning
Commons combines
a Place with People
and Programs
Subject Tutoring
UNK Subject Tutoring offers student-to-student assistance for most General
Studies (100 and 200 level) courses on a walk-in basis. Subjects tutored
include: Accounting, Art, Biology, Chemistry, Computer Science, Finance,
French, German, Management, Math, Physics, Psychology, Spanish, and
Statistics. Like most other college tutoring programs, our greatest demand
falls in mathematics and the natural sciences. All tutors prepare for their work
through College Reading and Learning Association (CRLA) certified training.
Tutor selection requires faculty recommendations and a formal interview.
Supplemental
Instruction is an
international program that
provides peer-facilitated
academic support outside
the regular classroom.
SI Leaders plan and lead
three hours of SI sessions
each week in partnership
with the course instructor
Learning Commons Language Tables help many UNK
students, faculty and staff to enhance their language skills in a casual academic
environment through games, activities and conversation.
28. The UNK Learning
Commons combines
a Place with People
and Programs for a
unified Purpose.
The UNK Learning
Commons was initially the
product of a “serendipitous
conversation” between the
Dean of the Library and the
Dean of Student Affairs, to
create a “one stop shop”
for all student academic
support services.
Since that time, planning has become
much more purposeful, with a longer-
range proposal in the University
master plan to bring more student
services (counseling, advising, even
student health) into the shaded area
on the main floor of the Library. A
formal Advisory Board has been
constituted, and strategic planning
sessions, including a SWOT analysis,
is currently under way.
Notes de l'éditeur
Information commons around since 1990s though concept took shape in 1980s. Harlan Cleveland mentions the information commons in his 1985 book The Knowledge Executive – seen as a virtual commons; others like Shirley Hufstedler addressed access issues; but none addressed how and where, never considered libraries as the social and access place; Don Beagle defines IC as cluster of network access points & associated IT tools situated in the context of physical, digital, human & social resources organized in support of learning; problem is that technology
When physical, digital, human and social resources supporting the IC are organized in collaboration with learning initiatives sponsored by other academic units, or aligned with learning outcomes defined through a cooperative process, then you get learning commons
Collaborative, active learning is where it’s at
Scott Bennett in Libraries Designed for Learning (2003)
The Learning Commons at North Carolina State University is a 14,500-square foot state-of-the-art learning space comprised of a large open area with clusters of PC and Mac workstations, ample comfortable seating, and flexible furniture. Two enclosed group study rooms, a Presentation Practice room, and a Digital Media Lab are also housed within the LC. The Learning Commons includes a popular technology lending service, gaming, student-run workshops, and professional and student staff who provide research, software, and multimedia support.
The David B. Weigle Information Commons at the University of Pennsylvania in Philadelphia combines a variety of informal learning spaces and staff expertise to support the collaborative study needs of students and both individual and group activities using the latest technologies. The Commons is comprised of ten group study rooms, twelve “data diner” booths, alcove meeting areas, a seminar room, presentation practice rooms and the Vitale Digital Media Lab. Staff provide technology workshops and assistance for individuals and groups. The Commons hosts regular student assistance services from three campus partners focused on student success, public speaking and writing. The Commons hosts occasional programming and assistance sessions from a large number of academic support centers on campus.
The University of Utah J. Willard Marriott Library Knowledge Commons integrates traditional and contemporary research service with advanced technology assistance. The Knowledge Commons staff supply access to high quality knowledge, coupled with high-technology services which offer students opportunities to be “smart for life”, with a solid grounding in critical thinking. Mac, PC, and Linex computers, study rooms, presentation rooms, and moveable chairs provide student learning and study spaces within the Knowledge Commons.
The University of Illinois at Chicago’s Daley Library IDEA Commons is a high-tech, interactive learning space for students. The Commons has open work areas, seminar spaces, a 40-seat computer classroom, and places for tutoring and group work. Technology includes wireless computing, printing, fixed computing, SMARTboard, and fixed LCD displays and projection. Furniture is a mixture of fixed and flexible options. Fixed and mobile whiteboards are popular with students. Librarians and technologists are available at a centralized reference desk to help students conduct research and produce papers and presentations for classes. By integrating information resources, technology, and expertise, the IDEA Commons maximizes the learning and social environment for UIC students.
ADA issues with library entrance on lower floor and no public elevator
Other depts considered: CETL, academic Success (tutoring), performance area
Entrance will move from ground floor to 1st floor
All service points & offices on 1st floor
1st floor to house only media, current periodicals, new books & popular reading
All circulating books moved to ground floor
24/7 computer lab incorporated
No such thing as “over informed” – faculty were informed of upcoming weeding at faculty meetings, lists were sent to them, they were invited to offer feedback on weeding and still we had complaints
Students are accommodating with mid-semester changes – computers moved, collections moved one or two times
Know who needs to be in the loop -- events office hadn’t been informed; building is used for summer events and they weren’t kept in the loop
Fire marshal has final approval – older building that needs to be updated for fire code; added a lot of expense
Design needs to match tasks – circulation desk not at security gate; issue with media check outs
Students can be trusted to move books – worried student workers would not keep books in order; they were great!
In developing UNK’s Learning Commons we made an effort to dismantle the silo mentality so common on many university campuses. We originally envisioned it as an equal partnership between Academic Success, Library resources and services, and Technology Resources.
An area of approximately 4800 square feet was located next to the reconstructed Writing Center and Peer Tutoring offices on the second floor of the Library building. It was subdivided by cubicle walls and rows of large study carrels, and had been under-utilized for quite some time. The proposal was made to remove the cubicles and reconfigure the space to create a more open area as a multi-use Learning Commons.
This took longer than expected, and the Learning Commons operated for a year in a similarly-sized space at the west end of the Library’s second floor.
The Learning Commons would not be meaningful without people to provide services and administration. This past semester the Learning Commons employed 62 students, who worked as subject or writing tutors or staffed the welcome desk. The LC also has three full-time employees – a co-Assistant Director, who also serves as head of the Writing Center, a Tutoring and Assessment Specialist, and an Office Associate. I also work for the Learning Commons part time as the co-Assistant Director for the Library, and spend from 20 to 25 percent of my time on Learning Commons business in a normal week – sometimes considerably more. One other librarian is also assigned as a liaison to the Learning Commons, and attends all management and planning meetings.
The UNK Learning Commons currently has four programs: the Writing Center provides face-to-face and online assistance at any point in the writing process. Reference librarians can provide service with this, but we have struggled a bit with implementing the reference consultation process.
Librarians are not directly involved in subject tutoring or supplemental instruction, we do participate in all the training and certification sessions for tutors.
Currently, I am helping to coordinate the Learning Commons Language Tables. We offer conversation tables in Spanish, French, German, Chinese and Japanese – these last two are a bit unusual, since the last two languages are not even taught formally on the UNK campus. In the future, we hope to add Korean and an English conversation table to assist ESL learners.
Language table leaders are required to have at least two conversation sessions per week, plus a one-hour planning session with the other tutors and table coordinators in the language. Over the coming year, we will be adding semi-monthly meetings with all other language table personnel to plan sessions and activities, discuss successes and problems, and to better share resources and techniques.
