Learning Commons Grant Application
School Fleetwood Park Secondary Date June 11 2012
LEARNING COMMONS DESIGN TEAM:
Teacher-Librarian:
Lisa MacDougall
Principal:
Sue Knox
Learning Resource Contact:
Sabrina Symons
Other Staff Members:
Dave Peacock - LST Department Head
Rob Walshe - Social Studies Department Head
Dawn Wheeler - Tech Facilitator
Brandi Britney - English Department Head
Ellen Hall - Home Economics Department Head
Carolyn Elliot - Visual & Performing Arts Department Head
Tracy Ferrill - Connections
Nancy Champagne - Humanities
Nick Day - Planning & PE
Courtney Nash - English & Geography
Marley Stewart - Social Studies, Music
Dave Peacock - LST Department Head
Rob Walshe - Social Studies Department Head
Dawn Wheeler - Tech Facilitator
Brandi Britney - English Department Head
Ellen Hall - Home Economics Department Head
Carolyn Elliot - Visual & Performing Arts Department Head
Tracy Ferrill - Connections
Nancy Champagne - Humanities
Nick Day - Planning & PE
Courtney Nash - English & Geography
Marley Stewart - Social Studies, Music
CONNECTION TO EXISTING WORK:
How will the team members’ work on this project connect to and extend ongoing priorities and passions at
your school?
As its first school goal, Fleetwood Park Secondary strives to “improve achievement, work habits and personal accountability by increasing student engagement in learning.” To this end, creating a learning space where students have increased access to resources will undoubtedly foster newly empowered learners who are capable of navigating the boundless information available.
Prior to applying for the Learning Commons Grant, conversations between administrators, department heads and several teachers were held. In addition, students were canvassed and encouraged to share their thoughts on improving library services. Many reported that Fleetwood Park is already moving to eliminate the barriers that define a traditional library. Resources flow freely from the library as entire resources carts are often found in the classrooms for the duration of a project. The following represents just a few of the thoughts that were gleaned from those conversations. These informal interviews reflect a school-wide desire to carry on with the already blossoming movement to further incorporate new individualized learning among staff, students and the entire Fleetwood Park school community.
Nancy Champagne:
Information Literacy has become integrated into our Grade Eight curriculum. Nancy Champagne, a Humanities teacher, works with grade eights as part of their Life Skills rotation. For her part, Ms Champagne introduces students to both the Information Technology and Health and Career Education components of the curriculum. Every grade eight student completes a session in the library where online researching skills are introduced and then applied to a researching situation. Through this library lesson, students become more familiar with the on-line resources available through the library catalogue. More importantly, in other classes, students now turn to the catalogue and its databases to begin research. Establishing a Learning Commons will further our goal of creating students who are able to embark on a varied learning model.
Marley Stewart:
As a Social Studies and Music teacher, Marley was able to offer a unique perspective. Her comments reflect a desire to work with new technology in a cross-curricular fashion. The move towards a Learning Commons must reflect the notion that learning itself spans a multitude of disciplines simultaneously. As members of the Ontario School Library Association point out, "a Learning Commons provides boundless opportunities for growth. It is based on a cross-curricular perspective that recognizes literacy, numeracy, knowledge, thinking, communication, and application as foundations for learning how to learn" (3). Further to this, Ms Stewart pointed out how technology enables teachers and students to utilize multiple learning modalities. Her video interview highlights the desire to have access to the tools that will push students further in their music endeavors. In another follow-up interview Ms Stewart reflected on her own learning experiences as an LST student. She noted how providing learning opportunities in a variey of modalites unlocked her own potential. Finally, Ms. Stewart's comments also reflect the potential and desire for the Learning Commons to engage students in an active participation in citizenry. As the Earth Club sponsor teacher, Ms Stewart champions the library as the hub of the school where students will connect to the global village.
Carolyn Elliot:
Art teacher Carolyn Elliot also spoke about the ways that a Learning Commons model will engage students on in a global context. We talked about various applications that will allow students to tour art galleries from around the world. Ms. Elliot was also reminded of a pen pal project that she used to do. She would work with a teacher in a different country and they would each teach the same lesson. Each teacher would mail samples of their students' work to be critiqued by the other school. Imagine being able to do the same critique, but in real time. With tools like Facetime students will be able to see their penpals and have a real conversation. In addition to extending the lines of communication, Ms Elliot also stressed the importance of visual literacy as students will be invited to discuss art and techniques through their greater access to it.
Tracy Ferrill & Dave Peacock
In charge of the Connection program, Ms Ferrill's students are not often found in the library. While this past year has seen greater use of the space by her students, our library is still striving to make the space welcoming to our most vulnerable patrons. By adopting a Learning Commons model, at-risk students, including, but not limited to those in the Connections program will feel a greater sense of ownership over the space. It is my hope that through greater access to more varied resources, including materials catering to lower reading levels, all students will take advantage of the virtual and physical space.
Prior to applying for the Learning Commons Grant, conversations between administrators, department heads and several teachers were held. In addition, students were canvassed and encouraged to share their thoughts on improving library services. Many reported that Fleetwood Park is already moving to eliminate the barriers that define a traditional library. Resources flow freely from the library as entire resources carts are often found in the classrooms for the duration of a project. The following represents just a few of the thoughts that were gleaned from those conversations. These informal interviews reflect a school-wide desire to carry on with the already blossoming movement to further incorporate new individualized learning among staff, students and the entire Fleetwood Park school community.
Girls, Grade 10
These students commented on how a Learning Commons would mean greater access to resources. Informally, they mentioned that sometimes they come to the library from their class and are unable to access a computer. While the Fleetwood Park Library already has a class set of 30 computers, we are usually booked and computers are used for those classes and the grade 12 students studying on their study block. Additionally, the girls mentioned that textbooks are often only to be used in their classrooms. In a short time textbooks will be available on mobile devices, further shifting the traditional vision of the library into that of the learning commons.Nancy Champagne:
Information Literacy has become integrated into our Grade Eight curriculum. Nancy Champagne, a Humanities teacher, works with grade eights as part of their Life Skills rotation. For her part, Ms Champagne introduces students to both the Information Technology and Health and Career Education components of the curriculum. Every grade eight student completes a session in the library where online researching skills are introduced and then applied to a researching situation. Through this library lesson, students become more familiar with the on-line resources available through the library catalogue. More importantly, in other classes, students now turn to the catalogue and its databases to begin research. Establishing a Learning Commons will further our goal of creating students who are able to embark on a varied learning model.
Marley Stewart:
As a Social Studies and Music teacher, Marley was able to offer a unique perspective. Her comments reflect a desire to work with new technology in a cross-curricular fashion. The move towards a Learning Commons must reflect the notion that learning itself spans a multitude of disciplines simultaneously. As members of the Ontario School Library Association point out, "a Learning Commons provides boundless opportunities for growth. It is based on a cross-curricular perspective that recognizes literacy, numeracy, knowledge, thinking, communication, and application as foundations for learning how to learn" (3). Further to this, Ms Stewart pointed out how technology enables teachers and students to utilize multiple learning modalities. Her video interview highlights the desire to have access to the tools that will push students further in their music endeavors. In another follow-up interview Ms Stewart reflected on her own learning experiences as an LST student. She noted how providing learning opportunities in a variey of modalites unlocked her own potential. Finally, Ms. Stewart's comments also reflect the potential and desire for the Learning Commons to engage students in an active participation in citizenry. As the Earth Club sponsor teacher, Ms Stewart champions the library as the hub of the school where students will connect to the global village.
Carolyn Elliot:
Art teacher Carolyn Elliot also spoke about the ways that a Learning Commons model will engage students on in a global context. We talked about various applications that will allow students to tour art galleries from around the world. Ms. Elliot was also reminded of a pen pal project that she used to do. She would work with a teacher in a different country and they would each teach the same lesson. Each teacher would mail samples of their students' work to be critiqued by the other school. Imagine being able to do the same critique, but in real time. With tools like Facetime students will be able to see their penpals and have a real conversation. In addition to extending the lines of communication, Ms Elliot also stressed the importance of visual literacy as students will be invited to discuss art and techniques through their greater access to it.
 |
| Screen shot for Art Authority an app that allows users a virtual tour of the world's most famous galleries. |
In charge of the Connection program, Ms Ferrill's students are not often found in the library. While this past year has seen greater use of the space by her students, our library is still striving to make the space welcoming to our most vulnerable patrons. By adopting a Learning Commons model, at-risk students, including, but not limited to those in the Connections program will feel a greater sense of ownership over the space. It is my hope that through greater access to more varied resources, including materials catering to lower reading levels, all students will take advantage of the virtual and physical space.
PROJECT DESIGN – SPACE:
How will the equipment provided by the grant program be deployed?
What additional changes to the space will be made?
Floor Plan (Present)
Our current design functions very well. Students use the sitting area to read the newspapers, flip through magazines and read. Fleetwood Park is also fortunate in that the space is large enough allow a teaching area and 30 computers.
Floor Plan (Future)
As the diagram above illustrates, little will need to be done in order to adapt the Learning Commons space. Simply shifting some of the Reference materials from the back wall and extending an already existing shelving unit will allow for a white board to be installed. We presently have an adjacent room that can easily be transformed into a movie making studio, accompanyed by the green screen and lighting. As this room locks and is tucked away, it will be a quiet space for students to create their works. Conveniently, there is also a lockable room next to the office and circulation desk that will house the iPad cart.
Cosmetic Changes.
The painted signs indicating the sections of the library: videos, periodicals, reference will need to be removed. I will not be replacing them as I would prefer to have the flexibility to make further changes as the need arises.
Given the cost of the equipment, all mobile devices will be barcoded and students may sign them out using their GoCards. iPads will only be used in the Learning Commons and must be returned prior to leaving.
ACTION PLAN – PROMOTION AND IMPLEMENTATION:
How will the Library Commons be promoted to the school community?
It is critical that the entire school feel invested in the creation of a Learning Commons. The space will no longer be to simply find reading material or the answer to a question. Rather, the space will necessarily become a knowledge sharing hub,where learning is creative, elastic and social. It is paramount that teachers take on a coaching or mentoring role so that students themselves may take ownership of their learning. Polls and satisfaction surveys will be administered to both teachers and students to ensure that the services provided are meeting the needs of the population.
Staff meeting, which are currently held in a classroom, will be moved to the Learning Commons. Taking a cue from Clayton Heights' Lisa Domeier de Suarez and Jennifer McLean, library science students will pilot applications and programs and report their findings to staff. These reports may be included in the Library Newsletter, staff meetings, or during a tutorial session hosted by the students themselves. New tools and lessons piloted by teachers will also be shared at departmental meetings and among departments at the month Department Head meetings. My longer term goal is to try to work on inter-disciplinary projects. Consider for example that during the History 12 unit on World War II, the English 12 teacher is doing a unit on Elie Wiesel's Night. At the same time, Social Studies 11 classes are working on the Holocaust unit, with a guest speaker scheduled to present. The Learning Commons will then promote the resources available in multiple formats, uploading documents, photos and video content to both the Learning Commons Homepage as well as the iPads. Finally, I envision the walls of the library further coming down as parents and other community members are welcomed into the space. We will continue to advertise the online resources available to parents and siblings of our school members. Even longer term, I would love to see community members invited to speak in the school's Learning Commons in a sort of Philosopher's Cafe style series. I have already made contacts with Kwantlen Polytechnic Sociology instructor Kyle Mitchell to speak about the commodification of water, English PhD (SFU) David Gaertner to discuss Canadian aboriginals and the Truth and Reconciliation Commission, and Entrepreneur James Milligan to speak on Fair Trade. I am truly excited for the possibilities for our school.
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