L & G Zine individual pages

L&GZine
APR2017
L
earn
&
G
row
in the school library
© Katie Contreras 2017

what the research says:
FOUR ASSUMPTIONS OF
PHYSICAL ENVIRONMENT
EFFECT ON ATTITUDE AND
BEHAVIOR FROM
ENVIRONMENTAL
PSYCHOLOGISTS
1. School environment
indirectly impacts
student learning.
2.School environment
does not impact all
students in the same
way.
3.There is not one
optimal setting for
learning.
4.Physical environment
has as great of an
impact on learning as
curriculum and
technology.
McCunn, Lindsay, and Robert Gifford. “Teachers’ Reactions to Learning
Commons in Secondary Schools,” Journal of Library Administration, vol. 55,
no. 6, Sept. 2015, pp. 435-458. EBSCOhost, Library and Information Science
Source, doi:10.1080/01930826.2015.1054760.

STUFF
Choosing
the
“Measure twice, cut once.”
TEACHERS
STUDENTS
ACTION RESEARCH CYCLE
1- Identify purpose & problem
2- Collect background info
3- Review current literature
4- Formulate questions
5- Collect multiple data points
6- Organize data
7- Interpret data
8-Draw conclusions & make plans
9- Start process again
ADMINISTRATOR
BOARD
EHarper, Meghan, and Liz Deskins. “Using Action Research to Assess and Advocate
PARENTS
COMMUNITY
for Innovative School Library Design.” Knowledge Quest, vol. 44, no. 2, Nov./
Dec. 2015, pp. 24-33. EBSCOhost, Library and Information Science
Source,search.ebscohost.comlogin.aspxdirect=true&db=lls&AN=110493158&site=ehostlive.

add A makerspace
Using
Categories
- build on existing resources
-start with tactile categories:
cutting, gluing, sewing, binding,
etc.
-work toward carts to meet goals
such as: crafting, engineering,
coding, creating circuits,
digital design, and sewing
Fontichiaro, Kristin. “Help! My Principal Says I Need to Start a Makerspace in
My Elementary Library!” Teacher Librarian, vol. 44, no. 1, Oct. 2016, pp.
49-51. EBSCOhost, Library and Information Science Source, search.ebscohost.com/
login.aspxdirect=true&db=lls&AN=119117883&site=ehost-live.
Sullivan, Margaret. “Maker, Thinker, Hacker? Active Learning Spaces in K-12
Libraries.” Library Media Connection, vol. 33, no. 5, Mar./Apr. 2015, pp. 16-17.
EBSCOhost, Library and Information Science Source, search.ebscohost.com/
login.aspxdirect=true&db=lls&AN=101297566&site=ehost-live.

flexible
Furniture should be able
to adapt to different
needs:
1.noise
silent/quiet/working
2.height
floor/table/counter
3.purpose
independent/collaborative/
instructional
4.interest
erasable/moveable/comfortable
Graves, Colleen. “Teen Experts Guide Makerspace Makeover.”
Knowledge Quest, vol. 42, no. 4, Mar./Apr. 2014, pp. 8-13.
EBSCOhost, Library and Information Science Source,
search.ebscohost.comlogin.aspxdirect=true&db=lls&AN=94845347&sit
e=ehost-live.
Mitchell, Tamara, and Fran Potvin-Schafer. “The Creation of the
Edgewood Experiential Lab and Learning Commons for the 21st-
Century Learner.” Teacher Librarian, vol. 39, no. 4, Apr. 2012,
pp. 14-21. EBSCOhost, Library and Information Science Source,
search.ebscohost.com/login.aspx?
direct=true&db=lls&AN=74693671&site=ehost-live.
FURNITURE

consumer
CREATOR
m
Aim for high-level
learning expectations
from students:
~ SYNTHESIZE ~
create
experiment
tinker
use
paraphrase
summarize
read
See where their imaginations go!
Koechlin, Carol, et al. “The Time is Now: Transform Your School Library
into a Learning Commons.” Teacher Librarian, vol. 36, no. 1, Oct. 2008,
pp. 8-14. EBSCOhost, Library and Information Science Source,
search.ebscohost.com/login.aspx?direct=true&db=lls&AN=502956741&site=ehostlive.
Loertscher, David, et al. “Makerspaces in the School Library Learning
Commons and the Utec Maker Model.” Teacher Librarian, vol. 41, no. 2, Dec.
2013, pp. 48-51. EBSCOhost, Library and Information Science Source,
search.ebscohost.com/login.aspx?direct=true&db=lls&AN=92991119&site=ehostlive.

T
E
A
C
H
E
R
S
Adapt current lessons to
fit inquiry based
learning:
1.allow for authentic
questions that come
from the student (which
may require preresearch
time)
2.allow for the
possibility of openended
conclusions
instead of one predetermined
goal
3.allow students time
for research, critical
thinking, and active
comprehension
4.expect synthesis of
information- students
don’t just summarize or
paraphrase but create
new work from their own
ideas
Fontichiaro, Kristin. “What’s Inquiry? Well, I Know It When
I See It.” School Library Monthly, vol. 31, no. 4, Feb. 2015,
pp. 49-51. EBSCOhost, Library and Information
Science Source, search.ebscohost.com/login.aspx?
direct=true&db=lls&AN=101766385&site=ehost-live.

COMMUNITY
-community members are
an asset to school
libraries
-seek the input of the
community in making
decisions
-find community experts
who can act as
“sherpas” to help
answer questions
-expand to the digital
community as needed
-inform the community
about projects to
protect their
investment
involvement
Range, Ellen. “Explore, Plan, Create: Developing a Makerspace for Your School
Community.” School Library Monthly, vol. 30, no. 7, Apr. 2014, pp. 8-10.
EBSCOhost, Library and Information Science Source. search.ebscohost.com/
login.aspx?direct=true&db=lls&AN=97266188&site=ehost-live.