The School Library of tomorrow: Towards new collaborative resource and creation spaces that promote the ”Living, Doing, and Learning Together” (original) (raw)
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In the learning society, the traditional instructive process has radically changed: it is not still restricted to children and teenagers, but it concerns all lifetime. Every citizen is supposed to acquire new skills and to use new technologies, not only in his professional framework, but also in his personal and social circle. In the world of knowledge, libraries (public institutions and multimedia laboratories) become a privileged place for elaborating information and learning. Only in libraries it is possible to select, personalize and analyze information and web data. Traditional services (loan, reference, preservation) are supported by new technological instruments, that are meant to satisfy individual needs. The social framework, that library naturally creates, is extremely important because it causes many informal educational processes that complete and fortify students curriculum. Many formative stages can take place in Italian universities libraries, before and after taking a degree. The trainer acquires many technical skills (data banks, audio and video storage mediums, electronic journals) that are always included in a social framework where the librarian gets the role of a tutor in order to simplify learning process. The teaching program is based on a tutorial workshop strategy, where students elaborate personalised projects, set themselves aims suited to their interests and studies; trainer’s motivation is the most powerful cognitive variable. The key of a library stage’s success is the problem oriented setting; that kind of trainings, in fact, are concretely integrated in educational academic programs. The concrete presence in the library is really crucial: that is because learning is a intrinsic form of the job itself. Library becomes a “learning environment” where students can apply different learning techniques: they practise specific tutorial projects or they collaborate together in small teams. Strategies are always related to the constructivism pedagogical theories.
The School Library as a Space for Learning
School Libraries Worldwide, 2003
The alni of thts artlcle 1s to presentflndlngs about tlze rneanzizg of the sclzool ltbrary as a space for learntng as experienced by students This cotizplex alnz zmpltes a theorettcal fratizezuork that consists of a soclocultl~ral perspectls~e on leartzti~g and a plzetzu~n~olog~cal perspectls~e of space Data were collected through observations, ~nters~iews, and qiiestlolzlzalres in ses~en schools (8-to 19-year old students) durtng one year Aniong the zlarzous meatzlngs of the school llbrary etizergltzgfro~n the data analys~s are a warehouse fol books, a place of le~sure and refuge, a place of strrct order and quret, arzd a servlce area The school 1lbrat-y also appears as an opaque lnformatlon systenz Co~zclitsions are that the ltbrary has potential to support an alternative dlscursts~e practlce 111 a school prov~ded that the predornlnant rneanlng of tlze school llbrary as a svarehousefor books 1s challenged by other rnean~tzgs such as a spaceforfree discoltrse and ~ntellectiial ncttsIity, as well as a spacejor collectls~e rather than ~?zdzs~tdunl action
Textbooks and digital resources: current transformations in France
2017
Many discourses emphasize the great educational potential of digital technologies. These technologies can renew both the activities carried out with students, the management of their learning paths, working methods, etc. In theory, this will be beneficial for education. But the evolution of these technologies in the field of education does not necessarily lead to idyllic results. In reality, the changes observed in these areas are slow and are based on very localized, rarely convergent, and often incomplete. Several elements are likely to determine the uses of computer technologies: the strategies of publishers and links with «EdTech» companies; political choices (in terms of curricula, equipment, examinations, etc.); materials (tablets, smartphones, etc.); educational resources, their modes of production and exchange, the place of free educational resources; changes in national and European legislation about digital matters. In this paper, we will try to show how the French publishing landscape and access to educational resources is currently undergoing important changes, starting from a configuration where textbooks are central to sketch out the current situation, where the supply of online digital resources seems to open up alternatives. We will rely in particular on the case of a portal of resources financed by the Ministry of National Education and published by consortia bringing together publishers and EdTech structures.
Is the 21th-century school library a fiction or a tangible reality?
IASL Annual Conference Proceedings, 2019
The digital era challenges the school library which loses connection with generation Z who speaks a different digital language to all other generations. The underfinanced school libraries with little or no budget for new acquisitions are no longer information centers, the least “information authorities” for youngsters. We need the secret elixir to convert the museum-like school libraries into creative learning spaces. In times of budget cut our creativity enables us to welcome various forms of the digital language Generation Z is a native speaker of. By implementing simple social media like activities into our library programs we might fill the old collections with a new vibe. The objectives of the presentation The audience will get an insight into the possibilities and the threats Hungarian school libraries are facing with. Instead of mourning over the gloomy reality the presentation aims to focus on creative possibilities which can help school librarians to give the...
Creative strategies for the learning spaces of the future
Academia Press eBooks, 2022
The paper discusses the role of learning spaces as an integral part of the larger educational ecosystem. Covid-19 pandemic accelerated the trends of digital transformation in education by liberating educational content in time and space and radically reformulating the process of teaching and learning. However, the current spatial archetype of the learning environment still features traditional plans with segregated classrooms and auditoriums. This model is obsolete and does not meet the new requirements of the 21 century education which is student-centred, knowledge and skill-oriented, technology-enabled, collaboration-based and personalized. The role of the teacher is also profoundly changed from transmitting knowledge towards facilitating the educational process that predetermines the wide variety of activities performed in the classroom. The main objective of the paper is to explore how interior design can be aligned to the new learning theories and technological advances, and to propose strategies for the re-design of the traditional learning spaces. Based on the data obtained in a survey conducted with students to gain insight on their specific learning styles and needs, and a survey conducted with university lecturers to understand their teaching approaches and spatial necessities, six types of spaces were proposed. The study followed the principles of grounded theory to construct a hypothesis on the spatial qualities of each space and relate it to the pedagogical and technological requirements.
The future of the library as a place of learning: A personal perspective
New Review of Academic Librarianship, 2010
As the twenty-first century unfolds and we move to a new economy based not on knowledge but on ideas will the Library as a place disappear? In a connected world where users have extensive access to vast amounts of information why would they go to libraries and, more importantly, are there reasons for us to construct new library buildings in the twenty-first century? While the power of technology makes libraries more able to deliver improved services, digitization and remote access may conspire to make them irrelevant as places. However the real impact of technology is how it affects the practice of teaching and learning. The importance of creating a national learning infrastructure that benefits as many people as possible is more important than ever before for global competitiveness. Libraries focused on their contribution to learning will not merely be important places as the learning society develops but will be essential to its success. To be part of that picture, Libraries need to consider how they can support the ideas economy and provide facilities that become essential to the lives of twenty-first century learners.
Progress in Education, Volume 55, 2019
Many contemporary classrooms are now being designed to be flexible and open. Such designs reflect designs that were trialed in classrooms during the mid 1960s to the late seventies when the open plan classroom became popular. Many of these spaces reverted back to closed traditional classrooms with the experiment failing. Starting in the early 2000s such open plan flexible learning spaces again came into vogue. This time around technology played a big part in the use of such spaces. The underlying pedagogical approaches to teaching and learning have also developed from a teacher-centred to a more student-centred approach. This chapter explores the initial open plan movement in the sixties and seventies and then investigates some of the changes that now shape the practices within contemporary learning spaces.
19 The American University of Paris Library in the Student Life and Learning Commons
New Libraries in Old Buildings, 2021
The American University of Paris (AUP) is a private liberal arts institution with an urban campus in the 7 th arrondissement of Paris. AUP had been searching for some time for an appropriate building to house its library and expanded student services. The AUP Library commenced in the 1960s in the basement of the American Church in Paris, located on the Quai d'Orsay. In 2017, the University purchased a generic 10-storey office building on the Quai d'Orsay, directly in front of another AUP building and a few metres from the American Church. The renovation and extension of the building focused on linking all student services including the library. The combined Student Life and Learning Commons incorporating the library opened in March 2019. The design of the new spaces entailed three main elements: restructuring the office building, including updates for fire codes and accessibility; constructing a link to the existing AUP building behind it; and an interior fit-out that would spatially express the identity of an institution evolving to meet the challenges of 21 st century higher education. The story of the transformation of a 1950s office building into a dynamic, student-centred library and learning commons is the subject of this chapter.