Learning Commons: Evolution and Collaborative Essentials

Citation

Fourie, I. (2009), "Learning Commons: Evolution and Collaborative Essentials", Library Hi Tech, Vol. 27 No. 3, pp. 483-484. https://doi.org/10.1108/07378830910988612

Although the University of Southern California opened its Information Commons in 1994, it is only more recently that a number of publications have been appearing in this field of growing interest to academic libraries in particular. Drawing on extensive international expertise, Barbara Schader's collection makes a timely contribution to stimulate interest in the building of Information or Learning Commons, to share ideas and experiences and to offer the necessary motivation.

In this collection contributors from the USA, Canada, Scotland, Australia and New Zealand explore issues of concern. These include a reflection on the move from Information Commons (IC) to Learning Commons (LC) and learning spaces; a planning model for a collaborative Information Commons; a case study on the building of an IC at the University of Calgary; a reflection on the synergy of space, technology and collaboration in building an LC; the LC concept at the Saltire Centre (Glasgow Caledonian University); the transforming of the library space for learning as it happened at Ohio University's Alden Library; supporting the LC concept in real life; Victoria University of Technology's effort to put learners at the centre when building an LC; attempts to improve student life, learning and support through collaboration, integration and innovation; the IC at the University of Auckland; and approaching the LC as a social network.

Learning Commons: Evolution and Collaborative Essentials covers a wide spectrum of theoretical issues and case study reports. In addition it shares guidelines on computer competencies required, planning documents, an IC feedback form, a policy document on using the laboratories, a policy document on checking out laptops, examples of floor plans, photos, etc. If read with a very practical guideline such as Transforming Library Service through Information Commons: Case Studies for the Digital Age (ALA, Chicago, 2008), LIS professionals should be well equipped to face the challenges of building a learning commons. And if these are not enough, each chapter offers a good list of references to the subject literature – especially the introductory chapter by Mary Somerville and Sallie Harlan.

Learning Commons: Evolution and Collaborative Essentials is highly recommended to all LIS professionals involved in learning commons to benefit from the practices and experiences of others, and also for all who intends embarking on this road. It should also offer good supplementary reading for students in the field.