Amalgamating Information Technology With Library Services In The School Environment: A Learning Commons Transformative Model

<p>At a private New York City school, a library becomes the nucleus for students and faculty engagement with technology and support. This synthesis of modern technology fused with a traditional source for knowledge emerged a hub of creativity, collaborative activity, and participation known as the Learning Commons (LC).</p> <p>This study was inspired by the need to explore the teachers’ and staff perceptions of the new LC, or implementation of the Learning Commons Transformative Model (LCTM). The researcher sought to evaluate the newly designed space and the influence it had on teachers’ instruction and subsequent student learning outcomes. This model set the stage for this study by distinctly aligning clear goals with specific criteria of importance. These criteria included Knowledge Building, Collaborative Engagement, Integrative Learning, Fostering Literacy, Creativity and Expression, the Development of Positive Social Maturation, Efficient use of Space and Enhanced Teaching.</p> <p>Documentation of the LCTM characteristics was analyzed in relation to the school’s mission, vision and goals. Second, interviews were conducted of faculty and staff about their perceptions of LCTM elements. An analysis of the mission, vision, and goals in relation to the elements of the LCTM indicate a strong alignment between those goals and many aspects of instructional space and technology provided within that space. Findings from the interviews suggest that the LCTM elements were evident to staff along several criteria of importance.</p> <p>The elements provided an effective evaluation tool for this specific school’s Learning Commons. Participants reported examples of collaborative engagement, integrated learning, fostering literacy, and enhanced teaching, with a strong focus on use of technology within the LC. They reported few examples of direct evidence of enhancement of knowledge building and creativity. Implications of the study include recommendations for action, which are: Expand on fostering literacy, designate space for efficient use, promote creativity, and foster social development and safe space. </p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2017

Author dc:creator

• Jones, Alexander Tabor

Contributors dc:contributor

• Michelle Collay
• Erin Connor
• Steven Dewolf

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://dune.une.edu/theses/126

OAI identifier oai:identifier

oai:dune.une.edu:theses-1125