Dr Ross J Todd

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The Learning Commons

• Dr Ross J Todd
• Director, Center for International Scholarship in
  School Libraries
• Rutgers, The State University of New Jersey
• www.cissl.scils.rutgers.edu
• rtodd_at_rutgers.edu
• www.twitter.com/RossJTodd

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LEARNING COMMONS KEY TO INTELLECTUAL ENGAGEMENT

• The Learning Commons
• the schools physical and virtual
  information-to-knowledge commons where reading,
  literacy, inquiry, thinking, imagination,
  discovery, experimentation and creativity are
  central to students learning and knowledge
  development in all curriculums, and learning for
  life
• ENABLING INQUIRY,
• BUILDING KNOWLEDGE INSPIRATION,
  EXPERIMENTATION, INNOVATION, AND CREATIVITY
• Information-Learning Specialist

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Creating the Vision

• The school library is an important part of school
  life
• School library as a knowledge commons or a
  learning commons a common place, a shared
  space for all students and the community
• A common information grounds for supporting
  learning across the school through engagement
  with information
• Knowledge-centered outcomes the development of
  deep knowledge through the provision of
  accessible resources, inquiry-based instruction,
  instructional teams.
• Emphasis on intellectual agency for developing
  deep knowledge and understanding, rather than
  that of information collection and skills of
  finding information

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Learning Commons Pedagogical Fusion

• Common place across the school for investigating
  and experimenting with information and IT,
  examining multiple perspectives and developing
  deep knowledge
• Opportunity for teams engaging in pedagogical
  experimentation to access and use information and
  web tools to empower learning through creativity,
  discovery, inquiry, cooperation, and
  collaboration
• Environment where students are guided by
  professionals to effectively utilize information
  and the most appropriate technology tools to
  support knowledge development

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Learning Commons

• Zone of intervention and socialization for
  learning how to function effectively in the
  complex informational and technological world
  beyond school.
• Balance and equity are essential dynamics
  providing for a common, equitable and stable
  information access to all, regardless of
  socio-economic status, and regardless of access
  to information technologies out of school
• Central, safe place in school that removes
  barriers and constraints to learning with
  information technology, system, network, and time
  barriers, as well as local constraints such as
  scheduling barriers.

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Dynamic Learning Space

• Flexible and dynamic learning space the learning
  intersection between digital and print
  information in and beyond school
• Development of expertise of learning with and
  through information and IT tools to create,
  produce and share knowledge
• 24/7 environment support the knowledge building
  process out of school central portal for
  knowledge development tools, techniques,
  processes, help
• Center for inquiry, discovery, creativity,
  innovation
• Ohio 2005 Information Learning Specialist

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Learning Commons Example

• Data/Info Commons - reference collection, both
  physical and virtual building background
  knowledge,
• Knowledge Commons in-depth resources targeted
  to deep learning across the curriculum (flexible
  collection)
• Leisure Commons diverse free-choice reading,
  listening stations, iPod zone, e-zines and
  e-books
• Networking Commons collaborative spaces for
  students to create, innovate, share, compare,
  display
• Tech Commons for small and large group
  instruction, information searching / retrieval
• Collective Commons flexible discussion group
  spaces
• Creative Commons production zones
• Café Commons eg Chelmsford Friday Java

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INTELLECTUAL ENGAGEMENT

• STUDENTS
• Primary focus is on building capacity for
  critical and creative engagement giving
  emphasis to thinking creatively, critically and
  reflectively with information in the process of
  building knowledge and understanding, and
  producing and sharing knowledge.
• Primary instructional role moving from finding
  information to doing something with the found
  information
• FACULTY
• A centre of learning innovation where teachers,
  ILSs are involved in creatively designing
  learning experiences by way of testing,
  trialling, and experimenting with information and
  tools to bring about the best knowledge outcomes
  for students.

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Core capabilities to be developed

• Resource-based capabilities These are abilities
  and dispositions related to seeking, accessing
  and evaluating resources in a variety of formats,
  including people and cultural artefacts as
  sources. They also include using information
  technology tools to seek out, access and evaluate
  these sources, and the development of digital and
  print-based literacies.
• Thinking-based capabilities These are abilities
  and dispositions that focus on substantive
  engagement with data and information, the
  processes of higher order thinking and critical
  analysis that lead to the creation of
  representations/products that demonstrate deep
  knowledge and deep understanding.
• Knowledge-based capabilities These are the
  abilities and dispositions that focus on the
  creation, construction and sharing the products
  of knowledge that demonstrate deep knowledge and
  understanding.

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Core capabilities to be developed

• Reading to learn capabilities These are the
  abilities and dispositions related to the
  transformation, communication and dissemination
  of text in its multiple forms and modes to enable
  the development of meaning and understanding.
• Personal and interpersonal capabilities These
  are the abilities and dispositions related to the
  social and personal aspects of leaning about self
  as a learner, and the social and cultural
  participation in inquiry learning.
• Learning management capabilities These are the
  abilities and dispositions that enable students
  to prepare for, plan and successfully undertake a
  curriculum-based inquiry unit.

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Key Dynamic Of Learning Commons
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Inquiry Learning

• An inquiry approach to learning is one where
  students actively engage with diverse and often
  conflicting sources of information and ideas to
  discover new ones, to build new understandings,
  and to develop personal viewpoints and
  perspectives.
• KNOWLEDGE OUTCOME
• --------------------------------------------------
  ------------
• It is underpinned by stimulating encounters with
  information encounters which capture their
  interest and attention, and which motivate and
  direct their ongoing inquiry.
• INFORMATION FOUDATION

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Guided Inquiry

• Carefully planned, closely supervised, targeted
  intervention(s) of an instructional team of
  teacher- librarians and teachers to guide
  students through curriculum based inquiry units
  that gradually lead towards deep knowledge and
  understanding.
• Constructivist approach to learning staged,
  guided
• Based on understanding of
• - How deep knowledge of a discipline is
  developed
• - Student information seeking and use
• Develops students competence with learning from
  a variety of sources goal is deep knowledge
• Students not abandoned in the research process

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INFORMATION SEARCH PROCESS (KUHLTHAU)
Information Search Process

•  
•  
• Tasks Initiation Selection
  Exploration Formulation Collection
  Presentation
• --------------------------------------------------
  --------------------------------------------------
  ------------------------------------------------?
  
• Feelings uncertainly optimism confusion
  clarity sense of
  satisfaction or
• (affective) frustration
  direction/ disappointment
• doubt
  confidence
• Thoughts vague-----------------------------------
  --?focused
• (cognitive) ---------------------------
  --------------------?
• increased interest
• Actions seeking relevant information-----------
  -----------------?seeking pertinent information
• (physical) exploring
  documenting

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INSTRUCTIONAL INTERVENTIONS

• Not formulaic not determined by a pre-existing
  information skills schema nor implemented through
  a static scope-and-sequence model of information
  literacy
• Diagnostic and based on evidence / understanding
  of what will enable students to develop deep
  knowledge and understanding at various stages of
  their inquiry

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ISP INITIATION How Might I Intervene?

• Building engagement Developing curiosity and
  motivation
• Understand real world relevance and importance of
  the enquiry
• Dealing with the affective dimensions doubt,
  uncertainty
• Task organization, time, process and effort
  management Know when, where, and how to get help
  and guidance
• Understanding knowledge requirements of task
  task analysis rubrics
• Establishing existing / prior knowledge novice
  knowledge (what I know about) - Central concepts
  and relationships concept mapping, mind mapping,
  Venn diagrams

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ISP SELECTION How Might I Intervene?

• Choosing and justifying broad topics
• Sources to build background knowledge
  appropriateness quality of sources - the are
  likely to be different sources to building deep
  knowledge
• Use of technology tools to seek, access
  evaluate sources
• Constructing a richer mental map of the knowledge
  terrain systematic recording, organizing and
  evaluating initial ideas not just random
  stockpiling of facts graphical organizers
• Selecting content based on reading ability and
  content requirements how do I know what is
  important?
• Developing openness to new ideas, diverse
  perspectives
• Engaging in inquiry through reflection I didnt
  know that I agree / disagree I wonder that
  Questions I have
• Framing questions appropriate to the discipline
  of study to guide the further investigation

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Building Background Knowledge Framing / Testing /
Questioning Ideas
I didnt know that!
Questions I have???
?
Read View Listen Connect
?
?
I agree / disagree
I wonder .
?
D. Loertscher, C. Koechlin, S. Zwann. Ban Those
Bird Units 15 Models for Teaching and Learning
in Information-Rich and Technology-Rich
Environments. Salt Lake City UT Hi Willow
Research Publishing, 2005, p. 45
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INTERVENTIONS ISP SELECTION
Topics of interest to me Intriguing factors Positives Negatives Rank 1- 5
1.
2.
3.
4.
5.
Rank your topics on a scale of 1 5 (1 of little interest 5 very interesting) Circle your two most interesting topics Rank your topics on a scale of 1 5 (1 of little interest 5 very interesting) Circle your two most interesting topics Explain your choice in your conference with your class teacher / teacher-librarian Explain your choice in your conference with your class teacher / teacher-librarian Explain your choice in your conference with your class teacher / teacher-librarian

D. Loertscher, C. Koechlin, S. Zwann. Ban Those
Bird Units 15 Models for Teaching and Learning
in Information-Rich and Technology-Rich
Environments. Salt Lake City UT Hi Willow
Research Publishing, 2005,
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INTERVENTIONS ISP EXPLORATION

• Building a bigger picture, establishing
  interconnections
• Encountering multiple viewpoints and
  perspectives
• dealing with conflicting knowledge
• Respecting and appreciating diverse cultural
  knowledges
• Verifying and clarifying existing ideas
• Develop self-discipline to work alone or in teams
  as needed

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INTERVENTIONS ISP FORMULATION

• Focusing the knowledge building task
• Developing the focus question(s) and formulating
  personal knowledge outcomes
• Develop real world justifications for research
  choices
• Constructing the abstract / knowledge plan /
  statement of intention of the inquiry
• Planning the structure of the inquiry
• Feedback loops

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INTERVENTIONS ISP COLLECTION

• Knowledge building
  interventions
• Selection of sources pertinent, complex
  information rather than superficial information
  matched to specific focus
• Collecting data from disciplinary specific modes
  of inquiry interviews, surveys, experiments,
  observation, journaling
• Identification of central ideas and mapping
  relationships complex relational note taking not
  fact gathering
• Transforming other peoples ideas into personal
  knowledge
• Use of a variety of analytical methods
  cause/effect pro/con error analysis
  compare/contrast to sort, organize and structure
  ideas
• Identification of arguments and evidences,
  counter arguments and counter evidences
• Forming evidence-based opinions / viewpoints
• Develop conclusions positions posit actions,
  implications and solutions reflect on these in
  terms of original knowing

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INTERVENTIONS ISP PRESENTATION

• Representation of new knowledge what does
  good history, science, economics knowledge
  like? How is it typically presented in the real
  world?
• Principles / criteria for applying modes of
  representation textual, visual, graphical
  discipline requirements
• Structuring ideas into a coherent, integrated
  body of knowledge
• Using ICT tools to construct appropriate
  representations of new knowledge
• Using ICT tools, techniques and critical thinking
  skills to communicate new knowledge in
  appropriate ways appropriate to the discipline

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Hall of Fame Research Greatness

• Where/when born, died, lived
• Education/Jobs/Career
• Challenges overcome
• Qualities that led to greatness
• Awards/Commendations
• Political offices held
• Best remembered for what
• Connection to NJ

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Critical thinking and Deep Knowledge?

• Walt Whitman (Camden) Considered by many to be
  the most influential poet in U.S. history

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Instructional Interventions

• Class blog personal viewpoint on greatness
• Creative writing My dream of greatness
• Sharing writing on class wiki
• Class blog synthesis of responses what seems
  to be the idea of greatness in the class
• Matching personal dreams with NJ database search
  skills
• Building background knowledge life and times of
  people of interest selecting focus
• Creative knowledge building interventions
  putting ideas together Using variety of
  analytical methods Forming evidence-based
  opinions / viewpoints Developing conclusions
  positions positing actions, implications and
  solutions reflecting on these in terms of
  original knowing
• Wiki to share final products group review and
  reflection

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Lonely, Nervous, Brave, Determined,
Sassy Daughter of parents who filled their house
with music Music must have filled her loneliness
when her father died Moved to New York for a
better life. Who loved the night magic of Harlem,
Who loved the celebrities and begging for
autographs with her friends Who really loved
singing and scatting Who loved her Aunt that
took care of her as a child. Who felt loss, when
her mother died Who felt anger when she was put
in an orphanage Who felt trapped in those walls
but they couldnt keep her down because she felt
the pull of her song and the night magic of
Harlem. Who felt nervous and fear at
auditions Who feared not being able to sing
because she had no one to care for her Who
feared dying from diabetes and possibly going
blind, Who feared whom she would pass her
singing crown down to Who wanted to see someone
take over her singing crown Who would have liked
to have spent more time with her late parents Who
wanted to work with the best bands Who changed
the world of jazz and swing Who was very proud of
her awards and achievements She was The First
Lady Of Song she was Sassy and a Legend of
Jazz Born in Virginia, grew up in New York,
adopted by the world. Ella was great Fitzgerald
Ella
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The Future is Overdue

• When it comes to the future, there are three
  kinds of people those who let it happen, those
  who make it happen, and those who wonder what
  happened
• (John Richardson Jr)