12 virtual learning commons

Virtual Learning Commons: a new image of a school library

Dana DukicHKU SPACE

Email: [email protected]

CITES2011: Building Communities for Technology Enhanced Learning

30. June 2011. CITERS2011: Virtual Learning Commons

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Outline

What is VLC? Major features of VLC From school library website to VLC A model of VLC in a HK secondary school Implementation of VLC to school environment


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What is Virtual Learning Commons?

David Loertscher*(2008), the initiator and enthusiastic advocate of Virtual Learning Commons describes it as

“both a giant, ongoing conversation and a warehouse of digital materials — from e-books to databases to student-generated content — all available 24/7 year-round”.

And further he says

“Thanks to social-networking software, information can flow not just from teachers to learners but in multiple directions: among students, from students to classroom teachers, from teacher-librarians to classroom teachers and students.”

* David Loertscher is a professor at the School of LIS at San Jose State University, USA.


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VLC - major features Learning oriented and Learner centered

allows students to access a variety of online resources and services for learning support

helps them to develop skills to locate, evaluate, manage and use information effectively

facilitates a transition from dependent to independent learner School wide

the resources in VLC are available to whole school community Flexible

learning from school, from home, on computer desktops or portable devices, as frequently as desired, 24/7

Collaborative partners in the learning commons share responsibility for teaching and

learning Community-building

facilitates a creation of virtual communities through email, asynchronous discussion groups and synchronous chat groups


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Components of VLCVirtual Learning Commons is a space

to access resources access to library digital collections, subscription databases, e-

books, references resources from the Internet, resources created by students and teachers etc.

for teaching and learning access to instructional materials and activities developed and

structured by teacher-librarians and teachers

for communication access to collaborative teaching and learning tools

for a school's instructional archive (repository) a collection of school’s best teaching and learning practices:

lessons, activities, rubrics, handouts, organizers, research scaffolds, etc.


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Driving forces behind VLC Changes in educational concepts

Inquiry based learning Collaborative learning Moving from teacher-centered to learner-centered learning culture One-to-one laptop programs

Changing role of school libraries Changed focus from collections to learning within and beyond a formal

curriculum

Development of Web 2.0 technology Interactivity, collaboration, social networking

Needs and habits of library users Changed manner in which learners relate to each other and to content Digital natives, the rise of the Google generation


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VLC - more than a website

A Virtual Learning Commons has a potential to become an integral part of the instructional culture of the school

VLC starts with good web design but it includes much more than a conventional school library website

VLC replaces the one-way form of communication exemplified by a traditional library web site


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School library’s presence on the Web With the development of Internet school

librarians become conscious of the importance of a school library web presence

First school library websites emerged in1994

During 1995 and 1996, the number of school Web sites increased rapidly


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From a traditional library website to VLC A transition from a traditional school library website

to VLC can be observed through content analysis studies conducted in the past 15 years

There are two studies of school library website are particularly interesting because they demonstrate this transition: Anne L. Clyde’s (2004) longitudinal content analysis of

school library website practice from 1996 to 2002 Joyce K. Valenza’s content analysis (2007)


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Anne Clyde’s studies Anne Clyde’s (2004) longitudinal content analysis described

school library website practice in 1996, 1999, and 2002

A major change since 1996 has been the use of the school library Web site to provide access to commercial online information services collections of Internet links school library’s OPAC and the catalogues of other libraries

In 2002 most significant new feature observed was a remote access to commercial online information services and to OPAC

Through these changes the school library Web site turns into a gateway to quality resources: school library collections through OPAC fee-based and free information services available via the Internet.


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Joyce K. Valenza’s study

Valenza’s study consists of content analysis of 10 school library websites representing effective practice

The goal of the study was to develop descriptive taxonomies for effective school library website

She used a Delphi panel to help in selection of 10 websites for content analysis and to develop two preliminary taxonomies used as analytical tool in her research: one looked at site content – the "what" of library websites other looked at site characteristics – the "how" of library websites


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Content Taxonomies

Information access and delivery Learning and teaching

OPAC Subscription databases Links to Web search tools Links to Web reference Pathfinders Virtual reference service

Learning activities Searching guidance Citation generator Services for faculty

Books and reading Program administration

Book talks and discussions Reading programs Readers’ advisory Links to book-related database

Contacts, hours, staff, policies, Mission, goals Promotional materials Feedback tools: surveys, forms

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Research findings: Website Content Research results indicated to certain discrepancies

between the features that the Delphi panel expected to be present in exemplary sites and what actually existed in practice.

These discrepancies were especially evident in taxonomies for Learning and Teaching

Absence of instructional focus in most of websites If teacher-librarians are expected to be engaged in teaching,

they need to embed instruction into digital landscape Program Administration

Most of libraries failed to take advantage of available tools for communication, feedback, and promoting library resources and services


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Characteristics Taxonomies

Curriculum connectedness Interactivity & collaborative elements

Databases, Pathfinders Support of reading Evidence of collaboration

Supply of opportunities for collaboration, feedback, and involvement

Web 2.0 tools

Navigation & Freshness Aesthetics & Appeal

Is the site logically structured and organized and easy to use?

Do the links on the site work? Is there a site index?

Is the site attractive, professional looking?

Does it include graphics, animations, videos etc.?

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Research findings: Website Characteristics

Most sites in the sample displayed connection to curriculum in their collections of databases, pathfinders for particular assignments, and promotion of reading.

Most displayed evidence of collaboration with the learning community and support of reading.

The biggest trend in terms of characteristics is in the area of opportunities for collaboration, feedback, and involvement.

Usage of various interactive strategies demonstrates the growing importance of Web 2.0 tools for synchronous and asynchronous communication with online audiences.


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VLC for Wah Yah College

A model of VLC for a secondary school in HK is created by students in Master of Science in Library and Information Management - Teacher Librarianship (Spring 2011)

Chan, Siu Wun Betty, Chan, Yuk Lin Samantha, Lee, Tin Lok Ada, Tong, Hon Kei John

Students developed a model for VLC at Wah Yah College, a secondary school in Hong Kong, by using Wikispaces as a virtual platform


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Main purpose of VLC

“The main purpose for developing a virtual learning commons is to provide a space where the librarian, teachers, students and parents can collaborate with one another to co-construct the curriculum and formulate the whole school’s knowledge base.” (Chan, S.W.B., Chan, Y. L. S., Lee, T. L. A., Tong, H. K. J. 2011)

“In this virtual space, new knowledge can be discovered, existing knowledge can be captured, and both tacit and explicit knowledge can be shared and applied” (Chan, S.W.B., Chan, Y. L. S., Lee, T. L. A., Tong, H. K. J.

2011).


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WYC Virtual Learning Commons Contents

Information access and delivery Library catalogue Databases Curriculum Teachers’ Resources Parents’ Resources

Learning and teaching Information Literacy (includes research skills, research process, research tools,

and research ethics) Books and reading

Reading Zone Program administration

Home About the Library Discussion Board Your Comments School Homepage


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WYC Virtual Learning Commons Characteristics

Connectedness to curriculum and learning Databases, Curriculum, Information Literacy, Reading Zone

Interactivity and collaborative elements various Web 2.0 tools are applied to create a collaborative virtual

space for students, teachers and librarians Wikispaces as a virtual platform Proboards Forum (online discussion forums) Google Form (users’ opinion form) AddThis web widget is used to provide social bookmarking

and sharing service Meebo Me web widget is used for IM reference service


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WYC Virtual Learning Commons Characteristics

Connectedness to curriculum and learning Databases, Curriculum, Information Literacy, Reading Zone

Interactive and collaborative components various Web 2.0 tools are applied to create a collaborative virtual

space for students, teachers and librarians Wikispaces as a virtual platform Proboards Forum - online discussion forums (Picture 1.) Google Form - users’ opinion form (Picture 2.)

AddThis web widget is used to provide social bookmarking and sharing service (Picture 3.)

Meebo Me web widget is used for IM reference service (Picture 4.)


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Picture 2. The Opinion Form – Google Form

Picture 1. Discussion Board - Proboards

Interactive and collaborative components


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Picture 3. Instant Messenger - Meebo

Picture 4. AddThis Buttons

Interactive and collaborative components


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WYC Virtual Learning Commons Characteristics (cont.)Four web widgets are used in the Reading Zone as to

engage students in collaborative reading activities and also to grow a whole school reading community.

Two social networking sites and virtual bookshelves aNobii and Shelfari

Two other reading promotion tools Book Trailers

inform users of the latest young adult book trailers available on YouTube

Literature Quote of the Day presents a different quote each day from a famous author,

complementing it with a photograph and linked Google search.


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WYC Virtual Learning Commons Characteristics (cont.) Navigation

Menu on the left hand side Table of Contents on each page Snap Shots widget is used to display thumbnail previews of

the websites linked in the VLC Aesthetics/Appeal

Emphasize the visual elements and clear visual organization (graphics, embedded widgets etc.)

Freshness Regular update


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Implementation of VLC

Like any innovation, the development and implementation of new learning spaces requires effective change management Hunter(2006).

The implementation of an VLC should be carefully considered because it includes many changes in a whole school culture


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Change management strategies Visionary

Shared school mission and support from principle and SLT Shared sense of purpose and ownership

“It is not, ‘If we build it, they will come.’ It is: ‘If they build it, they will use it.’“ David V. Loertscher (2009)

Appropriate and timely staff development Changes in teaching, learning, using a library

Evaluation and dissemination of good practice of using VLC

Managing expectations Flexibility, realistic expectations, avoiding overselling of the

innovation Measuring the effectiveness of VLC

Users’ feedback


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References Chan, S.W.B., Chan, Y. L. S., Lee, T. L. A., Tong, H. K. J. (2011). VLC at

Wah Yah College. In Wikispaces. Retrieved June 10, 2011, from http://mlim6209project.wikispaces.com

Clyde, L. A. (2004). School library Web sites: 1996-2002. The Electronic Library, 22(2), 158-167.

Hunter, B. (2006). The Espaces Study: Designing, Developing and Managing Learning Spaces for Effective Learning. New Review of Academic Librarianship, 12(2), 61-81. Routledge.

Keating, S., and Gabb, R. (2005) Putting Learning into the Learning Commons: A Literature Review. Melbourne, Australia: Melbourne Postcompulsory Education Centre, Victoria University.

Loertscher, D. (2008). Flip this library: School libraries need a revolution, not evolution. School Library Journal, 54(11), 46-48.

Loertscher, D. (2009). If they build it, they will use it. School Libraries in Canada, 27(2 ), 22-23.

Valenza, J.K. (2007). School Library Websites. In Wikispaces. Retrieved June 10, 2011, from http://schoollibrarywebsites.wikispaces.com/WebQuest+on+School+Library+Websites

12 virtual learning commons

Education

school vlc

school library collections

school library websites

school library web site

school library web presence

school of lis

school environment

learning access