Students as clients; market force

Garten, Edward D.; Williams, Delmus E. “Repurposing older libraries for new times: creating new learning space,” Library Issues 26, 4 (March 2006).

文章的重點在於怎樣把圖書館重新定位為校園內首選的學習地方； IC固然是一個流行的趨向，但圖書館應更根本的走向以讀者需求為本的方向，重視學生的喜好，與教授和其他大學部門建立深度的合作關係，認真面對現今這個市場主導的大氣候。

Electronic resources, Web, cybercafé, etc. make libraries to re-envision reallocated space to meet the needs of users.  The paper emphasizes that libraries should go beyond the IC model, explore new services relevant to students’ needs, sustain librarian-faculty collaboration, transform the environment to one that is learner-centered.  To prosper, libraries must consult broadly with their stakeholders to ensure that they become and remain one of the preferred, yet distinctive, learning environment on campus.

IC concept: Beagle’s 1999 paper

Beagle, Donald. “Conceptualizing an information commons,” Journal of Academic Librarianship 25, 2 (March 1999): p.82-89.

圖書館的組織架構建立於印刷資料為本的環境，並不能駕馭在電子化趨勢中讀者獲取和處理資料的需求，我們必要重新思考圖書館的組織架構、釐定組織範圍，從而產生了IC這種服務模式；文章描述了IC應有的設施、服務方式和跟大學發展的配合。

Library organizational design was aligned with a print tradition.  The paper explores how libraries manage service delivery in the new digital environment.  What is needed is a rethinking and reformulation of organizational structure, including an expansion of organizational scope.  This reformulation has led to the model known as the Information Commons.  The paper describes an IC in terms of physical space, patterns of service and strategic alignments.

An early implementation – Colorado State U

Cowgill, Allison, Joan Beam and Lindsey Wess, “Implementing an information commons in a university library,” Journal of Academic Librarianship 27, 6(Nov 2001): 432-439.

這個比較早期的報告，講述 CSU圖書館的計劃，在已有的電腦室，加裝微軟Office，讓它成為一個IC；過程的重點是怎樣解決員工面對改變可能產生的抗拒，和怎樣幫助他們過渡到新的服務模式和讀者需求，當中包括鼓勵員工在計劃中的參與、衡量新工作所需的知識和技術、員工培訓等。

CSU transformed it’s Electronic Information Center into an IC by adding productivity software.  A major feature in their implementation is staff involvement and training: staff participated in planning discussion, identified minimal technical competencies, organized training classes.

Currently the facility at their Morgan Library is not labeled as an IC.

Assessment at planning stage

Fagerheim, Britt Anna, Sandra J. Weingart, “Using focus groups to assess student needs,” Library Review 54, 9 (2005): 524-530.

美國猶他州立大學圖書館的 IC，計劃於零五年秋季成立；在籌備中，館員利用小組訪談的方法，招募了三組學生，由非圖書館人員主持，訪談的焦點是同學對圖書館服務的期望、空間設計的看法、使用習慣等；他們發現同學喜歡在館內研習，有個人也有小組，但他們尋求協助的習慣卻很不同，而他們最關心的是館內聲浪和座位供應的問題。

Librarians at Utah State University Libraries used focus group at the planning stage of their IC which was opening in Fall 2005.   Three focus groups facilitated by non-library people revealed a few key traits of use pattern and user needs.  The information gained forms the basis of discussions on how best to provide service in the new IC.

Utah State U Merrill-Cazier Library IC 

NCSU Learning Commons

Spencer, Mary Ellen, “The state-of-the-art: NCSU Libraries Learning Commons,” Reference Services Review 35, 2 (Feb 2007): p.310-321.

美國的北卡萊羅納州立大學圖書館的LC走在前沿，在零七年初開幕，面積逾14,000平方呎，有過百台電腦，設計迎合讀者不同的需要，服務包括可供外借的各種手提電腦和多媒體器材；在文中，負責這個項目的總監談到他對 LC的期望，包括不斷的與讀者聯繫以了解他們的需要，以及參考服務的新模式。

The NCSU Libraries has been a leader in many areas of library services. In this interview, the Director of its Learning Commons, Joe Williams, described the creation and the vision of the LC. Besides details of physical facilities, main features and ideas are:

• To engage students; outreach is an ongoing effort
• large role for instruction
• service model is one that is less “desk bound”; less about the desk and more about working with the users right there in their space
• staff training is continuous

Note the web site functionality, and diversity of furniture, workstations and group space: NCSU Library LC

Needs assessment

Spurlin, Joni E. “Using Needs Assessment as a Holistic Means for Improving Technology Infrastructure,” Contributed by EDUCAUSE Learning Initiative, White Papers 3 (06/20/2007)

文章闡釋了大學在技術基礎架構方面的需求評估的方法，技術基礎架構不單指硬件、軟件等，更泛指所需的人力、工序和政策；評估分四個階段：

1. 找出需要改善的學生學習成果項目
2. 認定能幫助改善到達該成果的教學法
3. 找出要支援該教學法的技術架構
4. 檢視單位目前在這類技術架構的提供有否不足、又怎樣填補不足之處

文章提出了例子、幫助評估的表格和其他工具。

Written by the University Director of Assessment, North Carolina State University, the paper describes the process that institutions can follow to assess technology infrastructure needs so as to achieve particular learning outcomes:

1. identify particular outcomes that need focus on
2. identify pedagogies that best support the outcomes in step 1
3. determine current and desired technology that facilitate the pedagogies
4. evaluate the available technology resources and infrastructure

This is not to create a wish list, but to provide analysis for decision makers to make improvements given the budget and other priorities.

U. of Guelph: Partnership model

Schmidt, Nancy and Janet Kaufman, “Learning commons: bridging the academic and student affairs divide to enhance learning across campus,” Research Strategies 20 (2007): 242-256.

加拿大安省U. of Guelph的IC ，在與其他學生服務單位合作模式上，樹立了一個很突出的典範；他們以支援學生學習為宗旨，服務遠超一般圖書館的傳統範圍，在服務的設計和提供上，更大量參考有關教育理論和學生學習過程的研究，以求更適切地輔助學生的學習。文章亦羅列了服務評核方法，和他們遇到的挑戰及得著。

Unlike most papers on IC, this one focuses on the services rather than facilities. The U. of Guelph Learning Commons is distinguished by:

• partnership model between different service units
• theoretical perspectives to guide program design
• conceptual model to service delivery
• peer education

They provide a variety of programs beyond traditional library support. Researches on education and learning become the basis of their service. Peer helpers and student IT consultant play a key roles in their service delivery.

Describes also evaluation, challenges and opportunities.

Useful reference list

U of Guelph LC

Collaborative learning space at Indiana State University

Gabbard, Ralph, et. al., “Redesigning a Library Space for Collaborative Learning,” Computers in Libraries 27:5 (May 07), p.7-11.

文章詳細介紹了在ISU的小組工作間的建立經過。這不是一全方位的IC，但值得參考的是他們怎樣設計、挑選、測試適合的傢俬和硬件，還有用了哪些軟件，及成績的檢討 。

Librarians at ISU started in 2002 to investigate how to provide support that makes effective collaborative learning possible. 3 prototypes of collaborative workstations were developed and tested. Finally a semi-circle table with dual monitors were chosen. Prices and software information were listed in the paper. The workstations remained popular through the years.

The ISU site

Commons 2.0

Sinclair, Bryan “Commons 2.o: Library Spaces Designed for Collaborative Learning,” Educause Quarterly no. 4 (2007).

很多早期的IC意念都著重於電腦的購置，這篇文章提出了在IC服務模式發展上一個很重要的概念－－Commons 2.o；隨著大學教育的演進，加上通訊和電腦科技的不斷更新，IC要走向一種更靈活創新的服務思維，以支援現代學生的學習需要。

文章解釋 Commons 2.o的意思、敘述其組成元素、及列出五個原則性指引：開放、自由、舒適、有啟發性、實用。

With changing expectations and technologies, the information commons must also evolve from a space for students to gather and work with technology to one that fosters student learning in a new and creative ways — Commons 2.0.  This insightful paper describes what Commons 2.0 is about, what it should look like, and list its 5 guiding principles: open, free, comfortable, inspiring and practical.