Downloaded 30 times
Uploaded byCITE
12 virtual learning commons
The document discusses the concept of a Virtual Learning Commons (VLC), which aims to transform the traditional school library website into a collaborative online space. It outlines the key features of a VLC, including being learning-oriented, school-wide, flexible and collaborative. An example of a VLC developed at a Hong Kong secondary school is presented, which utilizes various Web 2.0 tools to engage students, teachers and librarians. Effective implementation of a VLC requires change management strategies such as visionary leadership, staff development and managing expectations.
More Related Content
Similar to 12 virtual learning commons
12 virtual learning commons
- 1. Virtual Learning Commons: a new image of a school library Dana Dukic HKU SPACE Email: dana.dukic@gmail.com CITES2011: Building Communities for Technology Enhanced Learning
- 2. Outline What isVLC? 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
- 3. What is VirtualLearning 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.
- 4. VLC - majorfeatures 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 C ollaborative 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
- 5. 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.
- 6. Driving forces behindVLC 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
- 7. VLC - morethan 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
- 8. School library’s presenceon 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
- 9. From a traditionallibrary 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)
- 10. Anne Clyde’s studiesAnne 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.
- 11. Joyce K. Valenza’sstudy 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
- 12. Content Taxonomies Learningand teaching Information access and delivery 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
- 13. Research findings: WebsiteContent 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
- 14. Characteristics Taxonomies Interactivity& collaborative elements Curriculum connectedness 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.?
- 15. 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.
- 16. VLC for WahYah 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
- 17. Main purpose ofVLC “ 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).
- 18. WYC Virtual LearningCommons 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
- 19. WYC Virtual LearningCommons 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
- 20. WYC Virtual LearningCommons 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.)
- 21. Interactive and collaborativecomponents Picture 2. The Opinion Form – Google Form Picture 1. Discussion Board - Proboards
- 22. Interactive and collaborativecomponents Picture 3. Instant Messenger - Meebo Picture 4. AddThis Buttons
- 23. WYC Virtual LearningCommons 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.
- 24. WYC Virtual LearningCommons 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
- 25. Implementation of VLCLike 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
- 26. Change management strategiesVisionary 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
- 27. 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