Administrative​ ​Procedure​ ​250​ ​–​ ​Appendix​ ​A

LEARNING​ ​COMMONS,​ ​STAGES​ ​OF​ ​IMPLEMENTATION

Establishing​ ​the​ ​Learning​ ​Commons​ ​Philosophy​ ​at​ ​the​ ​School​ ​Level 1. Administration​ ​team​ ​will​ ​build​ ​a​ ​shared​ ​vision​ ​with​ ​staff,​ ​students​ ​and​ ​the​ ​larger​ ​school community. Essential​ ​questions​ ​and​ ​conditions: 1.1

Shared​ ​Vision:​ ​What​ ​is​ ​the​ ​shared​ ​vision​ ​of​ ​the​ ​school​ ​learning​ ​commons?​ ​What​ ​are the​ ​opportunities,​ ​success​ ​and​ ​challenges​ ​faced​ ​as​ ​a​ ​school​ ​community​ ​in​ ​creating the​ ​learning​ ​commons?​ ​How​ ​will​ ​administrators​ ​share​ ​this​ ​vision,​ ​understanding​ ​with the​ ​current​ ​stakeholders?​ ​Can​ ​this​ ​vision​ ​connect​ ​to​ ​the​ ​school​ ​development​ ​plan?

1.2

Leadership:​ ​How​ ​will​ ​administration​ ​facilitate​ ​the​ ​shift​ ​from​ ​library​ ​to​ ​learning commons?​ ​How​ ​will​ ​individuals​ ​with​ ​pedagogical,​ ​content​ ​and​ ​technological expertise​ ​(internal​ ​and​ ​external)​ ​be​ ​accessed​ ​and​ ​utilized​ ​to​ ​move​ ​the​ ​learning commons​ ​forward?​ ​Who​ ​will​ ​champion​ ​the​ ​pedagogical​ ​shift?​ ​Is​ ​digital​ ​citizenship part​ ​of​ ​the​ ​learning​ ​commons​ ​plan?

1.3

Research​ ​and​ ​Evidence:​ ​How​ ​can​ ​current​ ​research,​ ​evidence​ ​and​ ​lessons​ ​learned inform​ ​decisions?​ ​(i.e.​ ​site​ ​visits​ ​to​ ​other​ ​learning​ ​commons,​ ​reading​ ​professional

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articles​ ​and​ ​books,​ ​participation​ ​in​ ​webinars,​ ​etc.)​ ​How​ ​is​ ​this​ ​data​ ​collected​ ​and gathered?​ ​How​ ​will​ ​this​ ​information​ ​be​ ​analyzed​ ​and​ ​shared?​ ​How​ ​will​ ​the​ ​findings inform​ ​the​ ​learning​ ​commons​ ​plan? 1.4

Resources:​ ​Are​ ​resources​ ​in​ ​the​ ​learning​ ​commons​ ​current​ ​and​ ​balanced​ ​(print, video,​ ​audio​ ​and​ ​digital)​ ​and​ ​accessible​ ​to​ ​multiple​ ​users​ ​and​ ​asynchronously?​ ​Have resources​ ​that​ ​are​ ​not​ ​traditionally​ ​in​ ​the​ ​library​ ​been​ ​considered?​ ​(i.e.​ ​open-source web​ ​resources,​ ​people’s​ ​expertise​ ​and​ ​specialized​ ​knowledge,​ ​spaces,​ ​processes and​ ​practices)​ ​Has​ ​the​ ​collection​ ​been​ ​weeded,​ ​replenished​ ​and​ ​in​ ​good​ ​repair?​ ​Are technologies​ ​current,​ ​readily​ ​accessible​ ​and​ ​inclusive?​ ​Has​ ​consideration​ ​been​ ​given to​ ​sustainability?​ ​Are​ ​knowledge​ ​building​ ​centers​ ​for​ ​the​ ​creation​ ​of​ ​knowledge building​ ​centers​ ​(Maker​ ​Centers)​ ​been​ ​considered?​ ​What​ ​opportunities​ ​exist​ ​that allow​ ​students​ ​to​ ​inquire,​ ​tinker,​ ​analyze,​ ​synthesize,​ ​communicate​ ​and​ ​create information​ ​in​ ​new​ ​and​ ​meaningful​ ​ways?

1.5

Professional​ ​Growth:​ ​Are​ ​their​ ​opportunities​ ​for​ ​certificated​ ​and​ ​non-certificated​ ​staff to​ ​stay​ ​informed​ ​with​ ​the​ ​learning​ ​commons​ ​vision?​ ​How​ ​can​ ​opportunities​ ​be provided​ ​to​ ​support​ ​pedagogical​ ​and​ ​technological​ ​interests?​ ​What​ ​opportunities exist​ ​for​ ​professional​ ​learning​ ​to​ ​occur​ ​in​ ​the​ ​learning​ ​commons?

1.6

Time:​ ​How​ ​can​ ​teachers​ ​be​ ​given​ ​time​ ​to​ ​support​ ​the​ ​implementation​ ​of​ ​the​ ​learning commons​ ​vision,​ ​to​ ​work​ ​with​ ​the​ ​learning​ ​commons​ ​librarian​ ​to​ ​find​ ​relevant curricular​ ​material,​ ​etc.?​ ​Will​ ​timetabling,​ ​scheduling​ ​of​ ​staff​ ​be​ ​adapted​ ​to​ ​support the​ ​learning​ ​commons​ ​vision?​ ​Do​ ​the​ ​hours​ ​of​ ​the​ ​learning​ ​commons​ ​support multiple​ ​users?​ ​Are​ ​teachers​ ​and​ ​students​ ​aware​ ​of​ ​the​ ​24/7​ ​access​ ​to​ ​the​ ​virtual learning​ ​commons,​ ​where​ ​it​ ​supports​ ​access​ ​to​ ​resources​ ​anywhere,​ ​anytime?

1.7

Stakeholder​ ​Engagement:​ ​How​ ​are​ ​stakeholders​ ​supporting​ ​and​ ​enhancing​ ​the learning​ ​commons?​ ​(Parents/legal​ ​guardians,​ ​school​ ​council,​ ​students,​ ​members, business,​ ​industry​ ​and​ ​post-secondary​ ​institutions​ ​partners).​ ​Is​ ​there​ ​a​ ​learning commons​ ​communication​ ​plan​ ​developed​ ​that​ ​provides​ ​information​ ​through​ ​a​ ​variety of​ ​formats​ ​for​ ​a​ ​variety​ ​of​ ​audiences?

2. Setting​ ​up​ ​the​ ​Learning​ ​Commons​ ​team Essential​ ​questions​ ​and​ ​conditions: 2.1

Team:​ ​In​ ​order​ ​to​ ​support​ ​the​ ​Learning​ ​Commons​ ​vision,​ ​has​ ​a​ ​team​ ​been established?​ ​Members​ ​would​ ​include​ ​the​ ​learning​ ​commons​ ​librarian,​ ​an administrator,​ ​staff​ ​members​ ​that​ ​are​ ​invested​ ​in​ ​learning​ ​commons​ ​services,​ ​and perhaps​ ​parent/legal​ ​guardian​ ​and/or​ ​student​ ​representation​ ​to​ ​help​ ​development​ ​the school​ ​learning​ ​commons​ ​vision​ ​and​ ​program​ ​plan

2.2

Member​ ​Roles:​ ​Have​ ​the​ ​roles​ ​of​ ​administration,​ ​learning​ ​commons​ ​librarian, teachers,​ ​support​ ​staff​ ​and​ ​students​ ​been​ ​established​ ​and​ ​communicated?​ ​What guidelines​ ​are​ ​in​ ​place​ ​to​ ​ensure​ ​that​ ​roles​ ​are​ ​being​ ​implemented​ ​successfully?

3. Implementation Essential​ ​questions​ ​and​ ​conditions:​ ​Once​ ​there​ ​is​ ​a​ ​common​ ​understanding​ ​of​ ​the​ ​school learning​ ​commons​ ​vision,​ ​there​ ​are​ ​a​ ​number​ ​of​ ​elements​ ​to​ ​consider: Calgary​ ​Roman​ ​Catholic​ ​Separate​ ​School​ ​District​ ​No.​ ​1 Administrative​ ​Procedures​ ​Manual

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3.1

Physical​ ​-​ ​Resources:​ ​How​ ​will​ ​you​ ​design​ ​your​ ​learning​ ​commons​ ​given​ ​the resources​ ​available​ ​within​ ​your​ ​learning​ ​community?​ ​Have​ ​dated​ ​resources​ ​been weeded​ ​from​ ​the​ ​current​ ​collection?​ ​Are​ ​materials​ ​available​ ​in​ ​the​ ​space​ ​to​ ​allow students​ ​to​ ​tinker,​ ​create​ ​and​ ​play​ ​with​ ​to​ ​showcase​ ​curricular​ ​outcomes​ ​and learning?

3.2

Physical​ ​-​ ​Space: 3.2.1

Zones:​ ​When​ ​designing​ ​the​ ​learning​ ​common,​ ​are​ ​zones​ ​created​ ​that​ ​are student​ ​centered?​ ​How​ ​will​ ​the​ ​learning​ ​commons​ ​support​ ​student engagement​ ​and​ ​achievement?​ ​Creativity​ ​and​ ​innovation?​ ​Collaboration? Leadership?​ ​Critical​ ​thinking​ ​and​ ​problem​ ​solving?​ ​How​ ​will​ ​students​ ​be encouraged​ ​to​ ​showcase​ ​their​ ​own​ ​learning?

3.2.2

Flexibility:​ ​Can​ ​all​ ​users​ ​reposition​ ​furniture​ ​and​ ​shelving?​ ​Is​ ​the​ ​furniture flexible​ ​enough​ ​to​ ​allow​ ​for​ ​a​ ​variety​ ​of​ ​learning​ ​configurations?​ ​Does​ ​it move?​ ​Are​ ​you​ ​storing​ ​unused​ ​furniture​ ​and​ ​resources?​ ​Does​ ​it​ ​look​ ​like​ ​a knowledge​ ​warehouse​ ​or​ ​a​ ​knowledge​ ​creation​ ​center?​ ​Have​ ​you​ ​considered the​ ​long-term​ ​sustainability​ ​of​ ​purchases?​ ​Is​ ​the​ ​space​ ​technology​ ​rich?

3.2.3

Open​ ​Commons:​ ​How​ ​will​ ​shared​ ​ownership​ ​of​ ​the​ ​learning​ ​commons​ ​be established​ ​by​ ​the​ ​team?​ ​Do​ ​teachers​ ​and​ ​students​ ​have​ ​an​ ​equal​ ​voice​ ​in developing​ ​the​ ​policies​ ​and​ ​guidelines?​ ​Is​ ​the​ ​leadership​ ​of​ ​the​ ​learning commons​ ​distributed​ ​among​ ​the​ ​stakeholders?​ ​Is​ ​the​ ​learning​ ​commons​ ​a place​ ​where​ ​knowledge​ ​can​ ​be​ ​socially​ ​constructed?​ ​Is​ ​it​ ​inviting​ ​and​ ​have​ ​a collaborative​ ​atmosphere?​ ​Does​ ​the​ ​space​ ​run​ ​its​ ​own​ ​calendar​ ​to​ ​avoid chaos​ ​and​ ​overcrowding?​ ​Are​ ​individuals,​ ​small​ ​and​ ​large​ ​groups​ ​able​ ​to​ ​the facility​ ​at​ ​the​ ​same​ ​time​ ​in​ ​a​ ​variety​ ​of​ ​ways​ ​through​ ​a​ ​shared,​ ​flexible schedule?​ ​Has​ ​an​ ​equitable​ ​and​ ​flexible​ ​means​ ​of​ ​sharing​ ​space​ ​and resources​ ​by​ ​individuals​ ​and​ ​groups​ ​been​ ​established?​ ​Do​ ​users​ ​know​ ​the difference​ ​between​ ​booking​ ​a​ ​space​ ​is​ ​not​ ​“owning”​ ​a​ ​space?​ ​Do​ ​staff understand​ ​that​ ​the​ ​open​ ​commons​ ​will​ ​have​ ​a​ ​buzz​ ​and​ ​rich​ ​and​ ​active learning​ ​environment?

Virtual: 3.2.4

Educational​ ​Technologies:​ ​Does​ ​the​ ​school​ ​technology​ ​plan​ ​support​ ​a​ ​variety of​ ​devices,​ ​such​ ​as​ ​portable​ ​and​ ​student​ ​owned​ ​devices?​ ​Does​ ​the​ ​space have​ ​the​ ​necessary​ ​infrastructure​ ​to​ ​support​ ​educational​ ​technology​ ​devices? Are​ ​technologies​ ​available​ ​in​ ​the​ ​space​ ​to​ ​allow​ ​students​ ​to​ ​tinker,​ ​create​ ​and play​ ​with​ ​to​ ​showcase​ ​curricular​ ​outcomes​ ​and​ ​learning?

3.2.5

Online​ ​Databases:​ ​Has​ ​considerations​ ​been​ ​given​ ​to​ ​the​ ​utilization​ ​of resources​ ​using​ ​Destiny,​ ​Learn360​ ​and​ ​Learn​ ​Alberta?

3.2.6

Wireless​ ​Infrastructure:​ ​Does​ ​the​ ​school​ ​technology​ ​plan​ ​support​ ​a​ ​variety​ ​of devices,​ ​such​ ​as​ ​portable​ ​and​ ​student​ ​owned​ ​devices?​ ​Does​ ​the​ ​space​ ​have the​ ​necessary​ ​infrastructure​ ​(wireless​ ​ports​ ​and​ ​electrical​ ​outlets)​ ​to​ ​support educational​ ​technology​ ​devices?

4. Maintenance:​ ​Analyze,​ ​Adapt​ ​and​ ​Evolve

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Essential​ ​questions​ ​and​ ​conditions:​ ​The​ ​learning​ ​commons​ ​is​ ​an​ ​ongoing​ ​process.​ ​As​ ​the learners’​ ​needs​ ​change​ ​and​ ​grow,​ ​so​ ​is​ ​the​ ​learning​ ​commons​ ​to. 4.1 Next​ ​steps: 4.1.1

Analyze:​ ​How​ ​has​ ​the​ ​learning​ ​commons​ ​been​ ​supporting​ ​teaching​ ​and learning​ ​in​ ​a​ ​meaningful​ ​way?​ ​What​ ​does​ ​the​ ​data​ ​suggest?​ ​What​ ​feedback have​ ​you​ ​given​ ​or​ ​received​ ​from​ ​those​ ​using​ ​the​ ​learning​ ​commons?​ ​Where has​ ​the​ ​learning​ ​commons​ ​been​ ​successful?​ ​What​ ​elements​ ​should​ ​be further​ ​developed?

4.1.2

Adapt:​ ​Is​ ​the​ ​learning​ ​commons​ ​supporting​ ​the​ ​changes​ ​teachers​ ​are attempting​ ​to​ ​implement​ ​and​ ​students​ ​are​ ​asking​ ​for?​ ​Are​ ​the​ ​zones​ ​within the​ ​learning​ ​commons​ ​functioning​ ​as​ ​envisioned?​ ​Can​ ​simple​ ​changes improve​ ​functionality?

4.1.3

Evolve:​ ​What​ ​plans​ ​are​ ​in​ ​place​ ​to​ ​reflect​ ​the​ ​dynamic​ ​learning​ ​commons environment?​ ​How​ ​will​ ​it​ ​change​ ​to​ ​reflect​ ​student​ ​needs,​ ​pedagogical understandings,​ ​curriculum,​ ​parental​ ​and​ ​community​ ​input?

5. Contact​ ​Instructional​ ​Services,​ ​Instructional​ ​Media​ ​consultant,​ ​403​ ​500-2696​ ​for​ ​further assistance. 6. District​ ​Standards​ ​Resources:​ ​(​intranet/default.asp?V_ITEM_ID=649​) ● Calgary​ ​Catholic​ ​School​ ​District​ ​Library​ ​to​ ​Learning​ ​Commons​ ​Implementation​ ​Guide ● Weeding​ ​School​ ​Libraries:​ ​updated ● Collection​ ​Development ● Learning​ ​Commons​ ​Services​ ​on​ ​the​ ​district​ ​intranet 7. Additional​ ​Resources: ● Alberta​ ​Education’s​ ​Learning​ ​Commons/School​ ​Libraries ● Focus​ ​on​ ​Inquiry​ ​(PDF),​ ​2004​ ​–​ ​Information​ ​and​ ​supports​ ​to​ ​assist​ ​teachers​ ​in implementing​ ​inquiry​ ​based​ ​learning​ ​activities​ ​in​ ​the​ ​classroom. ● Canadian​ ​Library​ ​Association​​ ​--​ ​Leading​ ​Learning Approval​ ​Date:

April​ ​12,​ ​2016

Reference:

Section​ ​18,​ ​20,​ ​39,​ ​60,​ ​61,​ ​96,​ ​113,​ ​117​ ​School​ ​Act Guide​ ​to​ ​Education​ ​ECS​ ​to​ ​Grade​ ​12 Focus​ ​on​ ​Inquiry Learning​ ​Commons​ ​Policy​ ​and​ ​Guidelines

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