Abstract:

At a private metropolitan school, the Learning Commons (LC) becomes the focus for students and faculty engagement with technology and support. This synthesis of modern technology fused with a traditional source for knowledge was transformed by the use of the Learning Commons Transformative Model (LCTM). The researcher sought to measure the newly designed space and the influence it has 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. Documentation analyzed consisted of faculty and staff interviews and the elements of the research site mission, vision, and goals. Findings from the interviews suggest that the LCTM elements provided an effective evaluation tool for this specific school’s LC. An analysis of the mission, vision, and goals in relation to the elements of the LCTM further indicate a positive correlation with teaching outcomes and use of space and technology. The findings presented in this study indicate the assessment of the LCTM’s implementation and its respective alignment with the mission, vision, and goals of the school do in fact promote improved instruction within the LC environment.

Keywords:

Information, Education, Technology, Leadership, K-12, Information Commons, Digital Commons, Learning Commons, Learning Commons Transformative Model, Library.