Libraries are becoming "learning commons"--not only repositories of print materials, realia, and computer banks, but also places where individual learning and collaboration occur in flexible spaces. This is in line with the needs of 21st century learners to become independent inquirers who are able to effectively find information, evaluate its usefulness, analyze how to use it, and work with others in sharing information and creating products to show their learning and communicate with others. Older library designs often inhibit these changes in learning, and building a facility to accommodate these needs requires planning and support.
Long-range planning for a library may start with a librarian's vision for the program, but it requires the buy-in and ongoing support of the entire learning community. The input of a library committee with representatives from all member groups--administration, teachers, students, and parents--is essential to this process. Parent groups such as the PTA can also be instrumental in supporting change and helping in funding. With a shared vision, research to support change, and an appropriate long-range plan, the teacher-librarian can meet the needs of 21st century learners in building a successful library space and programming.
Long-range planning for a library may start with a librarian's vision for the program, but it requires the buy-in and ongoing support of the entire learning community. The input of a library committee with representatives from all member groups--administration, teachers, students, and parents--is essential to this process. Parent groups such as the PTA can also be instrumental in supporting change and helping in funding. With a shared vision, research to support change, and an appropriate long-range plan, the teacher-librarian can meet the needs of 21st century learners in building a successful library space and programming.
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