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Learning commons
Learning commons, also known as scholars' commons, information commons or digital commons, are educational spaces, similar to libraries and classrooms that share space for information technology, remote or online education, tutoring, collaboration, content creation, meetings and reading or study. Learning commons are increasingly popular in academic and research libraries, and some public and school libraries have now adopted the model. Architecture, furnishings and physical organization are particularly important the character of a learning commons, as spaces are often designed to be rearranged by users according to their needs.
Learning commons may also have tools, equipment, makerspaces, and/or publishing services available for borrowing or use. Along with the so-called "bookstore model," which is focused on customer service, bookless or digital libraries, the learning commons or digital commons is frequently cited as a model for the "library of the future."
==History and Development==
Learning Commons have developed across the United States and other countries in academic libraries since the early 1990s, when they were more frequently called Information Commons. Two early examples were the Information Arcade at the University of Iowa (1992) and the Information Commons at the University of Southern California (1994). By 1999, Donald Beagle had noted its emergence as "...a new model for service delivery in academic libraries," and proposed that the model could be characterized by offering "a continuum of service" from information retrieval to original knowledge creation. This approach, often called "one-stop shopping," could be facilitated, Beagle suggested, though the application of strategic alignment, a management approach adapted from IT enterprise planning. Increased use of the term Learning Commons had become apparent by 2004, when the University of Southern California hosted a national conference titled "Information Commons: Learning Space Beyond the Classroom." Beagle's white paper for this conference proposed a developmental pathway "From Information Commons to Learning Commons," based on a typology of change adapted from research by the American Council on Education. This white paper defined an Information Commons as a library-centric "...cluster of network access points and associated IT tools situated in the context of physical, digital, human, and social resources organized in support of learning.” A Learning Commons, by contrast, was no longer library-centric, as “…when the resources of the information commons are organized in collaboration with learning initiatives sponsored by other academic units, or aligned with learning outcomes defined through a cooperative process.” These definitions were later adopted and elaborated upon by Scott Bennett, Yale University Librarian Emeritus. Since the late 1990s, hundreds of Learning Commons have developed and morphed in response to Web 2.0 technologies and the continuous evolution of libraries and librarians’ functions. Web 2.0 technologies such as blogs, social networking sites, video sharing sites and web apps, have radically impacted the way that information is exchanged and engaged in. A learning commons takes these technologies into consideration and then adapts to provide the best possible services to the new 2.0 users and students. A driving force for the institution to place various services in the library are caused by two major reasons. The first reason is the reduction of space used to house print materials which are of little use to students and faculty compared to digital resources rapidly accessible through internet based services. The second reason for learning commons advances is the prime location on campus that most libraries have managed to secure. The library often frees up space through weeding of the print collections. A synergistic service can develop in support of students with other service departments.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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