SherbyNet - /page/wikibook/entry.mu

Micron Document

<!DOCTYPE html>

<title>Learning commons</title>

</head>

Learning commons

</h1>

</header>

/* start https://en.wikipedia.org/ */

.mw-parser-output .ambox{border:1px solid #a2a9b1;border-left:10px solid #36c;background-color:#fbfbfb;box-sizing:border-box}.mw-parser-output .ambox+link+.ambox,.mw-parser-output .ambox+link+style+.ambox,.mw-parser-output .ambox+link+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+style+.ambox,.mw-parser-output .ambox+.mw-empty-elt+link+link+.ambox{margin-top:-1px}html body.mediawiki .mw-parser-output .ambox.mbox-small-left{margin:4px 1em 4px 0;overflow:hidden;width:238px;border-collapse:collapse;font-size:88%;line-height:1.25em}.mw-parser-output .ambox-speedy{border-left:10px solid #b32424;background-color:#fee7e6}.mw-parser-output .ambox-delete{border-left:10px solid #b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}

/* end https://en.wikipedia.org/ */

</style><style data-mw-deduplicate="TemplateStyles:r1248332772">

/* start https://en.wikipedia.org/ */

.mw-parser-output .multiple-issues-text{width:95%;margin:0.2em 0}.mw-parser-output .multiple-issues-text>.mw-collapsible-content{margin-top:0.3em}.mw-parser-output .compact-ambox .ambox{border:none;border-collapse:collapse;background-color:transparent;margin:0 0 0 1.6em!important;padding:0!important;width:auto;display:block}body.mediawiki .mw-parser-output .compact-ambox .ambox.mbox-small-left{font-size:100%;width:auto;margin:0}.mw-parser-output .compact-ambox .ambox .mbox-text{padding:0!important;margin:0!important}.mw-parser-output .compact-ambox .ambox .mbox-text-span{display:list-item;line-height:1.5em;list-style-type:disc}body.skin-minerva .mw-parser-output .multiple-issues-text>.mw-collapsible-toggle,.mw-parser-output .compact-ambox .ambox .mbox-image,.mw-parser-output .compact-ambox .ambox .mbox-imageright,.mw-parser-output .compact-ambox .ambox .mbox-empty-cell,.mw-parser-output .compact-ambox .hide-when-compact{display:none}

/* end https://en.wikipedia.org/ */

</style>

A learning commons (also called a scholars' commons or information commons) is a technology-rich, flexible space for collaborative study and information sharing.<a href="#cite_note-1">[1]</a> There is typically a stronger focus on digital technology in a learning commons than there is in a standard library.

They are similar to <a href="Libraries" class="mw-redirect" title="Libraries">libraries</a> and <a href="Classroom" title="Classroom">classrooms</a> that share space for <a href="Information_technology" title="Information technology">information technology</a>, remote or online education, tutoring,<a href="#cite_note-2">[2]</a><a href="#cite_note-3">[3]</a> collaboration, <a href="Content_creation" title="Content creation">content creation</a>, meetings, socialization, playing games and studying.<a href="#cite_note-things-4">[4]</a><a href="#cite_note-5">[5]</a> Learning commons are increasingly popular in academic and <a href="Research_libraries" class="mw-redirect" title="Research libraries">research libraries</a>, and some <a href="Public_libraries" class="mw-redirect" title="Public libraries">public</a> and <a href="School_libraries" class="mw-redirect" title="School libraries">school libraries</a> have now adopted the model.<a href="#cite_note-6">[6]</a> Architecture, furnishings and physical organization are particularly important to the character of a learning commons, as spaces are often designed to be rearranged by users according to their needs.<a href="#cite_note-7">[7]</a>

Learning commons may also have tools, equipment, <a href="Makerspace" class="mw-redirect" title="Makerspace">makerspaces</a>, and/or <a href="Publishing" title="Publishing">publishing</a> services available for borrowing or use.<a href="#cite_note-8">[8]</a> Along with the so-called "bookstore model," which is focused on customer service, <a href="Bookless_library" title="Bookless library">bookless</a> or <a href="Digital_libraries" class="mw-redirect" title="Digital libraries">digital libraries</a>, the learning commons or digital commons is frequently cited as a model for the "library of the future."<a href="#cite_note-redefine-9">[9]</a>

<div class="mw-heading mw-heading2"><h2 id="History_and_development">History and development</h2></div>

Learning Commons have developed across the <a href="United_States" title="United States">United States</a> and other countries in <a href="Academic_libraries" class="mw-redirect" title="Academic libraries">academic libraries</a> since the early 1990s when they were more frequently called Information Commons.<a href="#cite_note-10">[10]</a> Two early examples were the Information Arcade at the University of Iowa (1992) and the Information Commons at the University of Southern California (1994).<a href="#cite_note-11">[11]</a> By 1999, Donald Beagle had noted its emergence as "...a new model for service delivery in academic libraries,"<a href="#cite_note-12">[12]</a> and proposed that the model could be characterized by offering "a continuum of service" from information retrieval to original knowledge creation.<a href="#cite_note-13">[13]</a> This approach, often called "one-stop shopping,"<a href="#cite_note-14">[14]</a> could be facilitated, Beagle suggested, though the application of strategic alignment, a management approach adapted from IT enterprise planning.<a href="#cite_note-15">[15]</a><a href="#cite_note-conceptualizing-16">[16]</a> Increased use of the term Learning Commons had become apparent by 2004, when the University of Southern California hosted a national conference titled "Information Commons: Learning Space Beyond the Classroom."<a href="#cite_note-17">[17]</a> Beagle's white paper for this conference proposed a developmental pathway "From Information Commons to Learning Commons," based on a typology of change adapted from research by the <a href="American_Council_on_Education" title="American Council on Education">American Council on Education</a>.<a href="#cite_note-Somerville_2008_1–36-18">[18]</a> This white paper defined an Information Commons as a library-centric "...cluster of network access points and associated IT tools situated in the context of physical, digital, human, and social resources organized in support of learning."<a href="#cite_note-19">[19]</a> A Learning Commons, by contrast, was no longer library-centric, as "…when the resources of the information commons are organized in collaboration with learning initiatives sponsored by other academic units, or aligned with learning outcomes defined through a cooperative process."<a href="#cite_note-ic_to_lc-20">[20]</a> These definitions were later adopted and elaborated upon by <a href="Scott_Bennett_(librarian)" title="Scott Bennett (librarian)">Scott Bennett</a>, Yale University Librarian Emeritus.<a href="#cite_note-bennett_ic_lc-21">[21]</a> Since the late 1990s, hundreds of Learning Commons have developed and morphed in response to <a href="Web_2.0" title="Web 2.0">Web 2.0</a> technologies and the continuous evolution of libraries and librarians' functions. <a href="Web_2.0" title="Web 2.0">Web 2.0</a> technologies such as <a href="Blogs" class="mw-redirect" title="Blogs">blogs</a>, <a href="Social_networking" class="mw-redirect" title="Social networking">social networking</a> sites, <a href="Video_sharing" class="mw-redirect" title="Video sharing">video sharing</a> sites and <a href="Web_apps" class="mw-redirect" title="Web apps">web apps</a>, have radically impacted the way that information is exchanged and engaged in.<a href="#cite_note-22">[22]</a> A learning commons takes these technologies into consideration and then adapts to provide the best possible services to the new 2.0 users and students.<a href="#cite_note-23">[23]</a> A driving force for the institution to place various services in the library are caused by two major reasons. The first reason is the reduction of space used to house print materials which are of little use to students and faculty compared to digital resources rapidly accessible through internet-based services.<a href="#cite_note-24">[24]</a> The second reason for learning commons advances is the prime location on campus that most libraries have managed to secure.<a href="#cite_note-25">[25]</a> The library often frees up space through weeding of the print collections. A synergistic service can develop in support of students with other service departments.<a href="#cite_note-26">[26]</a>

<div class="mw-heading mw-heading2"><h2 id="Why_a_Learning_Commons">Why a Learning Commons</h2></div>

Students appear to have natural abilities to use emerging technology.<a href="#cite_note-27">[27]</a> But the reality is, while students easily grasp the entertainment and communication value of the devices they use, they need to be taught how these tools can be used in learning and critical thought. This is a task for the Learning Commons.<a href="#cite_note-28">[28]</a>

There is growing consensus among educators that students need to learn

transferable skills in order to work efficiently and successfully in our future world.<a href="#cite_note-accessola.com-29">[29]</a>

To achieve this, students will need to become critical consumers of information, effective problem solvers, capable decision makers and

innovative communicators as well.<a href="#cite_note-30">[30]</a> They will require the skills and ability to

flow with change. And most of all, students will need to understand that

these transferable skills give them the capacity to make a difference in this

world... personally.<a href="#cite_note-accessola.com-29">[29]</a>

A Learning Commons provides boundless opportunity for growth. It is

based on a cross-curricular perspective that recognizes literacy, numeracy,

knowledge, thinking, communication, and application as foundations for

learning how to learn.<a href="#cite_note-accessola.com-29">[29]</a>

A Learning Commons becomes the physical and virtual catalyst where

inquiry, imagination, discovery, and creativity come alive and become

central to growth — personal, academic, social and cultural.<a href="#cite_note-accessola.com-29">[29]</a>

<div class="mw-heading mw-heading2"><h2 id="The_Role_of_Differentiated_Instruction">The Role of Differentiated Instruction</h2></div>

An effective Learning Commons will accommodate all learners and address multiple <a href="Learning_styles" title="Learning styles">learning styles</a> and learning levels.

In working together, teacher-librarians in partnership with others can modify the process, content, product and environment to meet the needs of a diverse student population.<a href="#cite_note-31">[31]</a> The result will be empowered learners. The learning commons model creates an ideal environment for the teacher librarian to utilize teaching methods that allow for both formal and informal learning to take place.<a href="#cite_note-32">[32]</a><a href="#cite_note-33">[33]</a>

<div class="mw-heading mw-heading2"><h2 id="Learning_Commons,_Student_Services,_and_the_Institution">Learning Commons, Student Services, and the Institution</h2></div>

A learning commons allows for academic libraries to provide wider-ranging and more cohesive services to students and users.<a href="#cite_note-34">[34]</a> Meshing numerous services maintains the traditional reference and research elements of the classic library while adding exciting new services that support new technologies and service in a larger and more integrated environment.<a href="#cite_note-Holly-35">[35]</a><a href="#cite_note-36">[36]</a> The learning commons reflects a marked shift in our conception of the library, a shift that is driven by our evolving understanding of the library's role in supporting student learning.<a href="#cite_note-37">[37]</a><a href="#cite_note-Holmgren-38">[38]</a> The emergence of the learning commons as a central element in contemporary library design offers an opportunity to transform the library's role on campus from a provider of information to a facilitator of learning.<a href="#cite_note-39">[39]</a><a href="#cite_note-Holmgren-38">[38]</a>

Often, libraries and learning commons share responsibility for delivering college-wide outcomes: developing effective research strategies, finding and evaluating the appropriateness of resource materials for a particular topic, honing effective oral and written communication skills, and promoting good study and learning habits.<a href="#cite_note-40">[40]</a><a href="#cite_note-Holmgren-38">[38]</a> The goal of a Learning Commons Librarians' work should be to encourage all students to engage in substantive ways with multiple services in the organization.<a href="#cite_note-41">[41]</a><a href="#cite_note-Holmgren-38">[38]</a> Properly implemented in an academic library, this model of library service benefits all parts of the institution.<a href="#cite_note-42">[42]</a> A cohesiveness and purpose among the diverse elements of the library allow both the library and the school to run more smoothly and efficiently and students' needs are met in an environment that is designed to provide multiple services in a single location.<a href="#cite_note-43">[43]</a><a href="#cite_note-Holly-35">[35]</a>

<div class="mw-heading mw-heading2"><h2 id="The_Digital_Divide_and_Learning_Commons">The Digital Divide and Learning Commons</h2></div>

The <a href="Digital_Divide" class="mw-redirect" title="Digital Divide">Digital Divide</a> is a very real problem in academic libraries currently and will remain so for the foreseeable future. This can be a problem in a highly technological library model but when the learning commons work efficiently,<a href="#cite_note-44">[44]</a> the needs of these students are provided for through library orientations, research/reference classes, technology courses, one-on-one assistance, effective and in-library peer assistance.<a href="#cite_note-45">[45]</a> These services should be developed online as well as in person for the maximum benefit of the student user and the school.<a href="#cite_note-Holly-35">[35]</a>

<div class="mw-heading mw-heading2"><h2 id="Importance_of_Physical_Space">Importance of Physical Space</h2></div>

New or renovated library space is now commonly repurposed to bring students together to work, study, and socialize.<a href="#cite_note-46">[46]</a> The learning commons typically offer comfortable furniture for both individual and group study, modular furnishings that allow users to customize the environment to suit their needs, access to wireless networks and electrical outlets,<a href="#cite_note-47">[47]</a> multimedia labs and support, and often a cafe accompanied by relaxed food and drink restrictions.<a href="#cite_note-48">[48]</a> The Learning Commons seeks to expand and integrate the real and virtual choices learners have to share their experiences. Safe, inclusive and welcoming environments throughout a school are imperative to meet the diverse abilities and learning styles of individuals, teams and groups.<a href="#cite_note-49">[49]</a> Virtual learning spaces increase this potential.<a href="#cite_note-50">[50]</a>

<div class="mw-heading mw-heading2"><h2 id="Learning_Commons_promotes_Inquiry_Based_Learning">Learning Commons promotes Inquiry Based Learning</h2></div>

Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer—because often there is none—but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.<a href="#cite_note-51">[51]</a>

<div class="mw-heading mw-heading2"><h2 id="Challenges_to_Learning_Commons">Challenges to Learning Commons</h2></div>

The challenge is discovering how to reconfigure our current spaces both inside and beyond a school and a school library's walls to reflect this new reality. Access to the technology that makes it possible, obviously, is critical.<a href="#cite_note-52">[52]</a>

<div class="mw-heading mw-heading2"><h2 id="Role_of_the_School_Library">Role of the School Library</h2></div>

The school library, a key component of a Learning Commons, has an

integral and transformative role to play in implementing this fresh and

innovative vision for education.<a href="#cite_note-53">[53]</a>

Every member of a school's population will ultimately participate in the

creation of a Learning Commons, but the concept's early coordination and

leadership will rest with school library expertise.<a href="#cite_note-54">[54]</a>

Where properly developed, a school's library is already the hub for

networking and information access.<a href="#cite_note-55">[55]</a> As the Learning Commons' concept grows, a school library's collection-based facilities will continuously change and expand, creating access-based services suited to a school community's needs.

This process will mean changes in the operations of a school's library.<a href="#cite_note-56">[56]</a> Resource collections will need to be reshaped even more rapidly and readily than they are currently to reflect their communities as well as the world at large. It is the only way a library's access to the global, interconnected and

interactive communication networks of the future.<a href="#cite_note-accessola.com-29">[29]</a>

<div class="mw-heading mw-heading2"><h2 id="Learning_Commons_Transformative_Model_(LCTM)">Learning Commons Transformative Model (LCTM)</h2></div>

/* start https://en.wikipedia.org/ */

.mw-parser-output .side-box{margin:4px 0;box-sizing:border-box;border:1px solid #aaa;font-size:88%;line-height:1.25em;background-color:var(--background-color-interactive-subtle,#f8f9fa);display:flow-root}.mw-parser-output .infobox .side-box{font-size:100%}.mw-parser-output .side-box-abovebelow,.mw-parser-output .side-box-text{padding:0.25em 0.9em}.mw-parser-output .side-box-image{padding:2px 0 2px 0.9em;text-align:center}.mw-parser-output .side-box-imageright{padding:2px 0.9em 2px 0;text-align:center}@media(min-width:500px){.mw-parser-output .side-box-flex{display:flex;align-items:center}.mw-parser-output .side-box-text{flex:1;min-width:0}}@media(min-width:720px){.mw-parser-output .side-box{width:238px}.mw-parser-output .side-box-right{clear:right;float:right;margin-left:1em}.mw-parser-output .side-box-left{margin-right:1em}}

/* end https://en.wikipedia.org/ */

</style><style data-mw-deduplicate="TemplateStyles:r1237033735">

/* start https://en.wikipedia.org/ */

@media print{body.ns-0 .mw-parser-output .sistersitebox{display:none!important}}@media screen{html.skin-theme-clientpref-night .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}

/* end https://en.wikipedia.org/ */

</style><div class="side-box side-box-right sistersitebox"><style data-mw-deduplicate="TemplateStyles:r1126788409">

/* start https://en.wikipedia.org/ */

.mw-parser-output .plainlist ol,.mw-parser-output .plainlist ul{line-height:inherit;list-style:none;margin:0;padding:0}.mw-parser-output .plainlist ol li,.mw-parser-output .plainlist ul li{margin-bottom:0}

/* end https://en.wikipedia.org/ */

</style>

<div class="side-box-text plainlist">Wikimedia Commons has media related to <a href="https://commons.wikimedia.org/wiki/Category:Learning_Commons" class="extiw external" title="commons:Category:Learning Commons">Learning Commons</a>.</div></div>

</div>

Developed by Dr. Alexander Jones, the LCTM sets clear goals with specific criteria of importance to measure the correlation with teaching outcomes and use of space and technology.<a href="#cite_note-57">[57]</a> The LCTM model includes Knowledge Building, Collaborative Engagement, Integrative Learning, Fostering Literacy, Creativity and Expression, the Development of Positive Social Maturation, Efficient use of Space and Enhanced Teaching.<a href="#cite_note-58">[58]</a>

<div class="mw-heading mw-heading2"><h2 id="Educational_Commons">Educational Commons</h2></div>

Educational commons are a concept related to the learning commons, focusing on the shared <a href="Governance" title="Governance">governance</a>, <a href="Open_access" title="Open access">open access</a>, and collaborative creation of educational resources. Defined as the process of learning, the transmission, and acquisition of knowledge, and the methods of governing this process are collectively managed and co-constructed by the entire educational community.<a href="#cite_note-59">[59]</a> While educational commons focus on the process and resources themselves such as <a href="Textbook" title="Textbook">textbooks</a>, <a href="Curriculum" title="Curriculum">curricula</a>, and <a href="Digital_learning_assets" title="Digital learning assets">digital learning materials</a>, the learning commons focuses on the physical or virtual spaces where collaboration and resource-sharing occur, ensuring that they are freely available and co-managed by <a href="Community" title="Community">communities</a>.

The educational commons framework builds on principles of <a href="Open_access" title="Open access">open access</a> and <a href="Public_participation" title="Public participation">community participation</a>, base on the work of <a href="Elinor_Ostrom" title="Elinor Ostrom">Elinor Ostrom</a> on <a href="Commons-based_peer_production" title="Commons-based peer production">commons-based</a> resource management, aligned with the goals of democratizing education and reducing systemic inequalities by treating <a href="Knowledge" title="Knowledge">knowledge</a> as a shared public good rather than a private commodity.<a href="#cite_note-60">[60]</a>

One of the key applications of educational commons is through <a href="Open_educational_resources" title="Open educational resources">Open Educational Resources (OER)</a>, which are freely accessible teaching, learning, and research materials, often made available through online platforms. OER initiatives, such as those championed by <a href="UNESCO" title="UNESCO">UNESCO</a>, aim to bridge the gap in educational access by removing financial and geographical barriers to learning.<a href="#cite_note-61">[61]</a> For example, in rural and underserved areas, OER can provide students and teachers with access to high-quality educational content without the need for costly textbooks or proprietary software.<a href="#cite_note-62">[62]</a><a href="#cite_note-63">[63]</a>

The concept of educational commons complements the goals of learning commons by emphasizing the importance of collaboration not just in how resources are used, but in how they are created and governed. Both frameworks followed the principles of the commons in the educational and knowledge sector that aimed for foster inclusivity, equity, and community engagement, however, commons focuses more broadly on the systemic level of resource accessibility and management.

<div class="mw-heading mw-heading3"><h3 id="Examples_of_educational_commons">Examples of educational commons</h3></div>

<ul><li>Open access platforms like <a href="Khan_Academy" title="Khan Academy">Khan Academy</a> and <a href="OpenStax" title="OpenStax">OpenStax</a>, which provide free educational materials to learners worldwide.</li>

<li>Community-driven initiatives where local educators collaboratively develop and share curricula tailored to their region's needs.</li></ul>

<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

/* start https://en.wikipedia.org/ */

.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}

/* end https://en.wikipedia.org/ */

</style><div class="reflist">

/* start https://en.wikipedia.org/ */

.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("./mw/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("./mw/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("./mw/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("./mw/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}

/* end https://en.wikipedia.org/ */

</style><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://er.educause.edu/articles/2013/10/a-new-architecture-for-learning?">"A New Architecture for Learning"</a>. EDUCAUSE Review. Retrieved 2025-05-18.</cite>

</li>

<li id="cite_note-2"><a href="#cite_ref-2">^</a> <cite id="CITEREFSabinHiggs2007" class="citation book cs1">Sabin, Mihaela; Higgs, Bryan (2007). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1145/1324302.1324314">"Teaching and learning in live online classrooms"</a>. <a rel="nofollow" class="external text" href="https://scholars.unh.edu/cgi/viewcontent.cgi?article=1024&context=unhmcis_facpub">Proceedings of the 8th ACM SIGITE conference on Information technology education</a>. New York, New York, USA: ACM Press. p. 41. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1145%2F1324302.1324314">10.1145/1324302.1324314</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-59593-920-3</bdi>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:15515607">15515607</a>.</cite>

</li>

<li id="cite_note-3"><a href="#cite_ref-3">^</a> <cite id="CITEREFRaisinghani,_Mahesh_S.2013" class="citation book cs1">Raisinghani, Mahesh S. (2013). Curriculum, learning, and teaching advancements in online education. IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA). <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-4666-2950-9</bdi>. <a href="OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/1014184835">1014184835</a>.</cite>

</li>

<li id="cite_note-things-4"><a href="#cite_ref-things_4-0">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20130903130341/http://net.educause.edu/ir/library/pdf/eli7071.pdf">"7 things you should know about the modern learning commons"</a> (PDF). Educause Learning Initiative. April 2011. Archived from <a rel="nofollow" class="external text" href="http://net.educause.edu/ir/library/pdf/eli7071.pdf">the original</a> (PDF) on 3 September 2013. Retrieved 1 August 2013.</cite>

</li>

<li id="cite_note-5"><a href="#cite_ref-5">^</a> <cite id="CITEREFWatters2011" class="citation news cs1">Watters, Audrey (23 November 2011). <a rel="nofollow" class="external text" href="http://blogs.kqed.org/mindshift/2011/11/libraries-and-museums-set-to-become-hands-on-learning-labs/">"Libraries and Museums Become Hands-On Learning Labs"</a>. KQED MindShift. Retrieved 1 August 2013.</cite>

</li>

<li id="cite_note-6"><a href="#cite_ref-6">^</a> <cite id="CITEREFOverly2013" class="citation news cs1">Overly, Steven (21 July 2013). <a rel="nofollow" class="external text" href="https://www.washingtonpost.com/business/capitalbusiness/the-download-digital-commons-the-library-of-the-future/2013/07/19/e62bfde0-effe-11e2-a1f9-ea873b7e0424_story.html">"The Download: Digital Commons, the library of the future?"</a>. Retrieved 1 August 2013.</cite>

</li>

<li id="cite_note-7"><a href="#cite_ref-7">^</a> <cite id="CITEREFSomervilleHarlan2008" class="citation cs2">Somerville, Mary M.; Harlan, Sallie (2008), "From Information Commons to Learning Commons and learning spaces: an evolutionary context", Learning Commons, Elsevier, pp. 1–36, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fb978-1-84334-312-7.50001-1">10.1016/b978-1-84334-312-7.50001-1</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-84334-312-7</bdi></cite>

</li>

<li id="cite_note-8"><a href="#cite_ref-8">^</a> <cite id="CITEREFBorkman,_Thomasina.1999" class="citation book cs1">Borkman, Thomasina. (1999). Understanding self-help/mutual aid : experiential learning in the commons. Rutgers University Press. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>0-585-32560-X</bdi>. <a href="OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/45843137">45843137</a>.</cite>

</li>

<li id="cite_note-redefine-9"><a href="#cite_ref-redefine_9-0">^</a> <cite id="CITEREFAttis" class="citation web cs1">Attis, David. <a rel="nofollow" class="external text" href="http://digitalcommons.mcmaster.ca/cgi/viewcontent.cgi?article=1000&context=lookingforward">"Redefining the academic library: managing the migration to digital information services"</a>. Looking forward: reimagining the academic library's role in teaching, learning and research. McMaster University. Retrieved 28 July 2013.</cite>

</li>

<li id="cite_note-10"><a href="#cite_ref-10">^</a> <cite id="CITEREFBergeMckean2015" class="citation journal cs1">Berge, Erling; Mckean, Margaret (2015-09-18). <a rel="nofollow" class="external text" href="https://doi.org/10.18352%2Fijc.650">"On the commons of developed industrialized countries"</a>. International Journal of the Commons. 9 (2): 469. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.18352%2Fijc.650">10.18352/ijc.650</a>. <a href="Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/10535%2F9906">10535/9906</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1875-0281">1875-0281</a>.</cite>

</li>

<li id="cite_note-11"><a href="#cite_ref-11">^</a> <cite id="CITEREFBailey,_D._Russell.2008" class="citation book cs1">Bailey, D. Russell. (2008). Transforming library service through information commons : case studies for the digital age. American Library Association. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-4416-1901-3</bdi>. <a href="OCLC_(identifier)" class="mw-redirect" title="OCLC (identifier)">OCLC</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/oclc/435528717">435528717</a>.</cite>

</li>

<li id="cite_note-12"><a href="#cite_ref-12">^</a> <cite id="CITEREFBeagle1999" class="citation journal cs1">Beagle, Donald (March 1999). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1016/s0099-1333(99)80003-2">"Conceptualizing an information commons"</a>. The Journal of Academic Librarianship. 25 (2): 82–89. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fs0099-1333%2899%2980003-2">10.1016/s0099-1333(99)80003-2</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0099-1333">0099-1333</a>.</cite>

</li>

<li id="cite_note-13"><a href="#cite_ref-13">^</a> <cite class="citation book cs1">"INFORMATION RETRIEVAL IN THE SERVICE OF GENERATING NARRATIVE EXPLANATION - What we Want from GALLURA". Proceedings of the International Conference on Knowledge Discovery and Information Retrieval. SciTePress - Science and Technology Publications. 2011. pp. 487–492. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.5220%2F0003688304870492">10.5220/0003688304870492</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-989-8425-79-9</bdi>.</cite>

</li>

<li id="cite_note-14"><a href="#cite_ref-14">^</a> <cite id="CITEREFEley1993" class="citation journal cs1">Eley, Joanna (January 1993). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1108/eum0000000002223">"One-stop Shopping for One-stop Shopping"</a>. Facilities. 11 (1): 20–22. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1108%2Feum0000000002223">10.1108/eum0000000002223</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0263-2772">0263-2772</a>.</cite>

</li>

<li id="cite_note-15"><a href="#cite_ref-15">^</a> <cite class="citation cs2"><a rel="nofollow" class="external text" href="https://dx.doi.org/10.1002/9781119449492.part5">"Integrating Enterprise Risk Management and Enterprise Performance Management"</a>, Strategic Business Management, Hoboken, NJ, USA: John Wiley & Sons, Inc., p. 111, 2017-11-03, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1002%2F9781119449492.part5">10.1002/9781119449492.part5</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-119-44949-2</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-conceptualizing-16"><a href="#cite_ref-conceptualizing_16-0">^</a> <cite id="CITEREFBeagle1999" class="citation journal cs1">Beagle, Donald (1999). "Conceptualizing an Information Commons". Journal of Academic Librarianship. 25 (2): 82–89. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2FS0099-1333%2899%2980003-2">10.1016/S0099-1333(99)80003-2</a>.</cite>

</li>

<li id="cite_note-17"><a href="#cite_ref-17">^</a> <cite id="CITEREFBeagle2004" class="citation journal cs1">Beagle, Donald (December 2004). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1108/07419050410577514">"Learning beyond the Classroom: Envisioning the Information Commons' Future: Conference Report"</a>. Library Hi Tech News. 21 (10): 4–6. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1108%2F07419050410577514">10.1108/07419050410577514</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0741-9058">0741-9058</a>.</cite>

</li>

<li id="cite_note-Somerville_2008_1–36-18"><a href="#cite_ref-Somerville_2008_1–36_18-0">^</a> <cite id="CITEREFSomervilleHarlan2008" class="citation cs2">Somerville, Mary M.; Harlan, Sallie (2008), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1016/b978-1-84334-312-7.50001-1">"From Information Commons to Learning Commons and learning spaces: an evolutionary context"</a>, Learning Commons, Elsevier, pp. 1–36, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fb978-1-84334-312-7.50001-1">10.1016/b978-1-84334-312-7.50001-1</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-84334-312-7</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-19"><a href="#cite_ref-19">^</a> <cite class="citation cs2"><a rel="nofollow" class="external text" href="https://dx.doi.org/10.3403/00327105u">Information technology. Integrated services digital network (ISDN) primary access connector at reference points S and T</a>, BSI British Standards, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.3403%2F00327105u">10.3403/00327105u</a> (inactive 12 July 2025), retrieved 2021-05-24</cite><code class="cs1-code">{{citation}}</code>: CS1 maint: DOI inactive as of July 2025 (link)

</li>

<li id="cite_note-ic_to_lc-20"><a href="#cite_ref-ic_to_lc_20-0">^</a> <cite id="CITEREFBeagle2004" class="citation web cs1">Beagle, Donald (2004). <a rel="nofollow" class="external text" href="https://www.researchgate.net/publication/263444112">"From Information Commons to Learning Commons"</a>. University of Southern California. Retrieved 29 November 2016.</cite>

</li>

<li id="cite_note-bennett_ic_lc-21"><a href="#cite_ref-bennett_ic_lc_21-0">^</a> <cite id="CITEREFBennett2008" class="citation journal cs1">Bennett, Scott (2008). "The Information or the Learning Commons: Which Will We Have?". Journal of Academic Librarianship. 34 (3): 183–187. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fj.acalib.2008.03.001">10.1016/j.acalib.2008.03.001</a>.</cite>

</li>

<li id="cite_note-22"><a href="#cite_ref-22">^</a> <cite id="CITEREFTalaei2021" class="citation thesis cs1">Talaei, Shahin (2021-05-23). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.32920/ryerson.14657298.v1">Peer-To-Peer Multimedia And Information Sharing In Social Networking Web Sites</a> (Thesis). <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.32920%2Fryerson.14657298.v1">10.32920/ryerson.14657298.v1</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:208232791">208232791</a>. Retrieved April 13, 2022.</cite>

</li>

<li id="cite_note-23"><a href="#cite_ref-23">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.apa.org/news/pre">"School's resources important for helping children of immigrant families succeed in the classroom"</a>. American Psychological Association. 2008. Retrieved April 13, 2022.</cite>

</li>

<li id="cite_note-24"><a href="#cite_ref-24">^</a> <cite id="CITEREFWatson2011" class="citation journal cs1">Watson, Alex (July 2011). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1080/10875301.2011.623040">"Library Newsletters in Print and Digital Formats: Faculty Preferences in a Hybrid Format"</a>. Internet Reference Services Quarterly. 16 (4): 199–210. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F10875301.2011.623040">10.1080/10875301.2011.623040</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1087-5301">1087-5301</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:62572556">62572556</a>.</cite>

</li>

<li id="cite_note-25"><a href="#cite_ref-25">^</a> <cite class="citation cs2"><a rel="nofollow" class="external text" href="https://dx.doi.org/10.4324/9781315592480-8">"Libraries as Learning Commons"</a>, Linking Literacy and Libraries in Global Communities, Routledge, pp. 69–88, 2016-05-06, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4324%2F9781315592480-8">10.4324/9781315592480-8</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-315-59248-0</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-26"><a href="#cite_ref-26">^</a> <cite id="CITEREFMorgan1998" class="citation journal cs1">Morgan, Steve (June 1998). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1108/lr.1998.47.4.242.7">"Weeding Library Collections:4th edition987Stanley J. Slote. Weeding Library Collections: Library Weeding Methods 4th edition. Englewood, Colorado: Libraries Unlimited 1997. 240 pp, ISBN: 1 56308 511 9 £52.95"</a>. Library Review. 47 (4): 242–243. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1108%2Flr.1998.47.4.242.7">10.1108/lr.1998.47.4.242.7</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0024-2535">0024-2535</a>.</cite>

</li>

<li id="cite_note-27"><a href="#cite_ref-27">^</a> <cite id="CITEREFPetkov2020" class="citation conference cs1">Petkov, Valerii (October 2020). <a rel="nofollow" class="external text" href="https://www.researchgate.net/publication/346507568">Technology Of Individual Abilities Development Of Students In The Physical Education Process</a>. European Proceedings of Social and Behavioural Sciences. pp. 890–897. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.15405%2Fepsbs.2020.10.05.119">10.15405/epsbs.2020.10.05.119</a>.</cite>

</li>

<li id="cite_note-28"><a href="#cite_ref-28">^</a> <cite id="CITEREFBoberHynes2018" class="citation cs2">Bober, Magdalena; Hynes, Deirdre (2018), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1007/978-3-319-74857-3_9">"Tools for Entertainment or Learning? Exploring Students' and Tutors' Domestication of Mobile Devices"</a>, Networked Learning, Cham: Springer International Publishing, pp. 149–166, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2F978-3-319-74857-3_9">10.1007/978-3-319-74857-3_9</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-3-319-74856-6</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-accessola.com-29">^ <a href="#cite_ref-accessola.com_29-0">a</a> <a href="#cite_ref-accessola.com_29-1">b</a> <a href="#cite_ref-accessola.com_29-2">c</a> <a href="#cite_ref-accessola.com_29-3">d</a> <a href="#cite_ref-accessola.com_29-4">e</a> <cite class="citation web cs1 cs1-prop-unfit"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20150424223657/https://www.accessola.org/web/Documents/OLA/Divisions/OSLA/TogetherforLearning.pdf">"Together for Learning: School Libraries and the Emergence of the Learning Commons"</a> (PDF). Ontario School Library Association. 2010. Archived from the original on April 24, 2015. Retrieved April 13, 2022.</cite>

</li>

<li id="cite_note-30"><a href="#cite_ref-30">^</a> <cite id="CITEREFDrew2005" class="citation thesis cs1">Drew, Christopher T. (February 14, 2005). <a rel="nofollow" class="external text" href="https://apps.dtic.mil/sti/citations/ADA464378">Critical Thinking and the Development of Innovative Problem Solvers</a> (Thesis). Defense Technical Information Center. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20220503012748/https://apps.dtic.mil/sti/citations/ADA464378">Archived</a> from the original on May 3, 2022. Retrieved May 2, 2022.</cite>

</li>

<li id="cite_note-31"><a href="#cite_ref-31">^</a> <cite id="CITEREFEvans2011" class="citation journal cs1">Evans, Rhiannon (2011). <a rel="nofollow" class="external text" href="https://www.sciencegate.app/document/10.1037/e734362011-106">"Can social and emotional learning interventions accommodate heterogeneous needs? A process evaluation of student assistance programmes"</a>. PsycEXTRA Dataset. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1037%2Fe734362011-106">10.1037/e734362011-106</a>. Retrieved May 2, 2022.</cite>

</li>

<li id="cite_note-32"><a href="#cite_ref-32">^</a> <cite id="CITEREFLoertscher2014" class="citation journal cs1">Loertscher, D (2014). "Makers, Self-Directed Learners, and the Library Learning Commons". Teacher Librarian. 41 (5): 35–38.</cite>

</li>

<li id="cite_note-33"><a href="#cite_ref-33">^</a> <cite id="CITEREFRepetto2013" class="citation cs2">Repetto, Manuela (2013), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1016/b978-1-84334-699-9.50007-0">"Networked informal learning and continuing teacher education"</a>, Using Network and Mobile Technology to Bridge Formal and Informal Learning, Elsevier, pp. 183–207, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fb978-1-84334-699-9.50007-0">10.1016/b978-1-84334-699-9.50007-0</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-84334-699-9</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-34"><a href="#cite_ref-34">^</a> <cite id="CITEREFFreund2012" class="citation cs2">Freund, LeiLani S. (2012), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1016/b978-1-84334-684-5.50002-2">"Services in the information commons"</a>, Meeting the Needs of Student Users in Academic Libraries, Elsevier, pp. 11–35, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fb978-1-84334-684-5.50002-2">10.1016/b978-1-84334-684-5.50002-2</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-84334-684-5</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-Holly-35">^ <a href="#cite_ref-Holly_35-0">a</a> <a href="#cite_ref-Holly_35-1">b</a> <a href="#cite_ref-Holly_35-2">c</a> <cite id="CITEREFHeitschHolley2011" class="citation journal cs1">Heitsch, Elizabeth K.; Holley, Robert P. (2011). <a rel="nofollow" class="external text" href="https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1075&context=slisfrp">"The Information and Learning Commons: Some Reflections, New Review of Academic Librarianship"</a>. New Review of Academic Librarianship. 17 (1): 64–77. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F13614533.2011.547416">10.1080/13614533.2011.547416</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:15830321">15830321</a>.</cite>

</li>

<li id="cite_note-36"><a href="#cite_ref-36">^</a> <cite id="CITEREFRedmondStanton2019" class="citation cs2">Redmond, Mary; Stanton, Lee (2019-12-05), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.4324/9780429353383-9">"Reference Service to State Government: The New York State Library Program"</a>, Reference Services and Public Policy, Routledge, pp. 131–148, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4324%2F9780429353383-9">10.4324/9780429353383-9</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-0-429-35338-3</bdi>, <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:241778466">241778466</a>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-37"><a href="#cite_ref-37">^</a> <cite id="CITEREFHunt2008" class="citation cs2">Hunt, Gary A. (2008), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1016/b978-1-84334-312-7.50006-0">"Transforming library space for student learning: the Learning Commons at Ohio University's Alden Library"</a>, Learning Commons, Elsevier, pp. 227–277, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1016%2Fb978-1-84334-312-7.50006-0">10.1016/b978-1-84334-312-7.50006-0</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-84334-312-7</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-Holmgren-38">^ <a href="#cite_ref-Holmgren_38-0">a</a> <a href="#cite_ref-Holmgren_38-1">b</a> <a href="#cite_ref-Holmgren_38-2">c</a> <a href="#cite_ref-Holmgren_38-3">d</a> <cite id="CITEREFHolmgren2010" class="citation journal cs1">Holmgren, Richard A. (April 2010). "Learning Commons: A Learning-Centered Library Design". College & Undergraduate Libraries. 17 (2): 177–191. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F10691316.2010.481598">10.1080/10691316.2010.481598</a>. <a href="S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:62643703">62643703</a>.</cite>

</li>

<li id="cite_note-39"><a href="#cite_ref-39">^</a> <cite id="CITEREF임형연2014" class="citation journal cs1">임형연 (September 2014). <a rel="nofollow" class="external text" href="https://doi.org/10.16981%2Fkliss.45.3.201409.441">"Evolution of Public Library from Information Commons to Learning Commons - The Cases of Japan Public Library -"</a>. Journal of Korean Library and Information Science Society. 45 (3): 441–462. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.16981%2Fkliss.45.3.201409.441">10.16981/kliss.45.3.201409.441</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2466-2542">2466-2542</a>.</cite>

</li>

<li id="cite_note-40"><a href="#cite_ref-40">^</a> <cite class="citation cs2"><a rel="nofollow" class="external text" href="https://dx.doi.org/10.4324/9781315753980-3">"Developing relationships for learning"</a>, Promoting Behaviour for Learning in the Classroom, Routledge, pp. 24–44, 2014-10-17, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4324%2F9781315753980-3">10.4324/9781315753980-3</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-315-75398-0</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-41"><a href="#cite_ref-41">^</a> <cite id="CITEREFPiggot-Irvine2015" class="citation cs2">Piggot-Irvine, Eileen (2015), "Why Should You Engage in Goal Pursuit?", Goal Pursuit in Education Using Focused Action Research, Palgrave Macmillan, pp. 13–30, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1057%2F9781137505125_2">10.1057/9781137505125_2</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-137-50512-5</bdi></cite>

</li>

<li id="cite_note-42"><a href="#cite_ref-42">^</a> <cite id="CITEREFHinnebusch1992" class="citation journal cs1">Hinnebusch, Mark (October 1992). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1108/eb027503">"Integrated Library Systems: The Z39.50 EXPLAIN Service"</a>. Academic and Library Computing. 9 (10): 12–14. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1108%2Feb027503">10.1108/eb027503</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1055-4769">1055-4769</a>.</cite>

</li>

<li id="cite_note-43"><a href="#cite_ref-43">^</a> <cite id="CITEREFYeonOk_Lee2007" class="citation journal cs1">YeonOk Lee (March 2007). <a rel="nofollow" class="external text" href="https://doi.org/10.16981%2Fkliss.38.1.200703.107">"School Library Information Services for Satisfying Academic High School Students' Information Needs"</a>. Journal of Korean Library and Information Science Society. 38 (1): 107–134. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.16981%2Fkliss.38.1.200703.107">10.16981/kliss.38.1.200703.107</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1225-0902">1225-0902</a>.</cite>

</li>

<li id="cite_note-44"><a href="#cite_ref-44">^</a> <cite id="CITEREFChenChen2010" class="citation journal cs1">Chen, Chih-Ming; Chen, Chia-Chi (2010-02-16). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1108/02640471011005414">"Problem-based learning supported by digital archives"</a>. The Electronic Library. 28 (1): 5–28. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1108%2F02640471011005414">10.1108/02640471011005414</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0264-0473">0264-0473</a>.</cite>

</li>

<li id="cite_note-45"><a href="#cite_ref-45">^</a> <cite id="CITEREFMarrall2016" class="citation journal cs1">Marrall, Rebecca M. (2016-09-23). <a rel="nofollow" class="external text" href="https://doi.org/10.5860%2Frusq.56n1.8">"For Your Enrichment: Assistance Animals in the Library: How One Academic Library Developed Best Practices"</a>. Reference & User Services Quarterly. 56 (1): 8. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.5860%2Frusq.56n1.8">10.5860/rusq.56n1.8</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1094-9054">1094-9054</a>.</cite>

</li>

<li id="cite_note-46"><a href="#cite_ref-46">^</a> <cite id="CITEREFAppletonLatimerChristie2017" class="citation cs2">Appleton, Leo; Latimer, Karen; Christie, Pat (2017), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.29085/9781783302024.032">"New, renovated and repurposed library spaces: responding to new demands"</a>, The Handbook of Art and Design Librarianship, Facet, pp. 263–276, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.29085%2F9781783302024.032">10.29085/9781783302024.032</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-78330-202-4</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-47"><a href="#cite_ref-47">^</a> <cite id="CITEREFKeiny2007" class="citation cs2">Keiny, Shoshana (2007-01-01), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1163/9789087901783_007">"Collaborative learning"</a>, Teachers Learning in Communities, BRILL, pp. 61–74, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1163%2F9789087901783_007">10.1163/9789087901783_007</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-90-8790-177-6</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-48"><a href="#cite_ref-48">^</a> <cite id="CITEREFAyto2002" class="citation cs2">Ayto, John, ed. (2002), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1093/acref/9780192803511.013.0994">"pousse-café"</a>, An A-Z of Food and Drink, Oxford University Press, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1093%2Facref%2F9780192803511.013.0994">10.1093/acref/9780192803511.013.0994</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-0-19-280351-1</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-49"><a href="#cite_ref-49">^</a> <cite class="citation cs2"><a rel="nofollow" class="external text" href="https://dx.doi.org/10.4135/9781544308623.n9">"Learning Styles and Diverse Learners"</a>, Your Science Classroom: Becoming on Elementary / Middle School Science Teacher, London: SAGE Publications, Inc., pp. 204–224, 2013, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4135%2F9781544308623.n9">10.4135/9781544308623.n9</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-4129-7522-3</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-50"><a href="#cite_ref-50">^</a> <cite id="CITEREFCronjé2013" class="citation cs2">Cronjé, Johannes (2013), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.29085/9781856049870.005">"Real learning in virtual environments"</a>, Digital Literacies for Learning, Facet, pp. 34–41, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.29085%2F9781856049870.005">10.29085/9781856049870.005</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-85604-987-0</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-51"><a href="#cite_ref-51">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.thirteen.org/edonline/concept2class/inquiry/">"Inquiry-based Learning: Explanation"</a>.</cite>

</li>

<li id="cite_note-52"><a href="#cite_ref-52">^</a> <cite id="CITEREFCrispin2009" class="citation thesis cs1">Crispin, Jennifer (2009). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.32469/10355/9879">Discovering the social organization of school library work</a> (Thesis). University of Missouri Libraries. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.32469%2F10355%2F9879">10.32469/10355/9879</a>. <a href="Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/10355%2F9879">10355/9879</a>.</cite>

</li>

<li id="cite_note-53"><a href="#cite_ref-53">^</a> <cite id="CITEREFHorrellMulholland2017" class="citation cs2">Horrell, Andrew; Mulholland, Rosemary (2017-04-07), <a rel="nofollow" class="external text" href="https://dx.doi.org/10.4324/9781315625492-8">"The role professional learning communities play in school-based curriculum development"</a>, Transformative Learning and Teaching in Physical Education, Routledge, pp. 109–119, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.4324%2F9781315625492-8">10.4324/9781315625492-8</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1-315-62549-2</bdi>, retrieved 2021-05-24</cite>

</li>

<li id="cite_note-54"><a href="#cite_ref-54">^</a> <cite id="CITEREFKirklandKoechlin2021" class="citation journal cs1">Kirkland, Anita; Koechlin, Carol (2021-02-22). <a rel="nofollow" class="external text" href="https://doi.org/10.29173%2Fiasl7500">"Collaborative Leadership in School Library Learning Commons"</a>. IASL Annual Conference Proceedings: 211–227. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.29173%2Fiasl7500">10.29173/iasl7500</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2562-8372">2562-8372</a>.</cite>

</li>

<li id="cite_note-55"><a href="#cite_ref-55">^</a> <cite id="CITEREFDempsey1999" class="citation journal cs1">Dempsey, Lorcan (January 1999). <a rel="nofollow" class="external text" href="https://dx.doi.org/10.1080/13614579909516933">"The library, the catalogue, the broker: Brokering access to information in the hybrid library"</a>. New Review of Information Networking. 5 (1): 3–25. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F13614579909516933">10.1080/13614579909516933</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1361-4576">1361-4576</a>.</cite>

</li>

<li id="cite_note-56"><a href="#cite_ref-56">^</a> <cite class="citation cs2">"The Norm Lieberman Video Library of Troubleshooting Process Operations", Troubleshooting Process Plant Control, Hoboken, NJ, USA: John Wiley & Sons, Inc., p. 219, 2008, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1002%2F9780470432259.oth2">10.1002/9780470432259.oth2</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-0-470-43225-9</bdi></cite>

</li>

<li id="cite_note-57"><a href="#cite_ref-57">^</a> <cite id="CITEREFJonesGinop-Jones2018" class="citation journal cs1">Jones, A.; Ginop-Jones, T. (2018). <a rel="nofollow" class="external text" href="https://library.iated.org/view/JONES2018PRA">"Practical Use of the Learning Commons Transformative Model (LCTM) in a Private Metropolitan K-12 School"</a>. INTED2018 Proceedings. 1: 1514–1522. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.21125%2Finted.2018.0026">10.21125/inted.2018.0026</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-84-697-9480-7</bdi>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/2340-1079">2340-1079</a>.</cite>

</li>

<li id="cite_note-58"><a href="#cite_ref-58">^</a> <cite id="CITEREFJones2017" class="citation journal cs1">Jones, Alexander (2017-07-01). <a rel="nofollow" class="external text" href="https://dune.une.edu/theses/126">"Amalgamating Information Technology With Library Services In The School Environment: A Learning Commons Transformative Model"</a>. All Theses and Dissertations.</cite>

</li>

<li id="cite_note-59"><a href="#cite_ref-59">^</a> <cite id="CITEREFCappelloSiinoFernandesArciniega-Cáceres2024" class="citation cs2">Cappello, Gianna; Siino, Marianna; Fernandes, Natália; Arciniega-Cáceres, Mittzy (2024), Cappello, Gianna; Siino, Marianna; Fernandes, Natália; Arciniega-Caceres, Mittzy (eds.), <a rel="nofollow" class="external text" href="https://link.springer.com/chapter/10.1007/978-3-031-51837-9_1">"Introduction"</a>, Educational Commons: Democratic Values, Social Justice and Inclusion in Education, Cham: Springer Nature Switzerland, pp. 1–9, <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2F978-3-031-51837-9_1">10.1007/978-3-031-51837-9_1</a>, <a href="Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/10447%2F637733">10447/637733</a>, <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-3-031-51837-9</bdi>, retrieved 2024-12-13</cite>

</li>

<li id="cite_note-60"><a href="#cite_ref-60">^</a> <cite id="CITEREFField1992" class="citation journal cs1">Field, Barry C. (1992). <a rel="nofollow" class="external text" href="http://www.jstor.org/stable/3146384">"Review of Governing the Commons: The Evolution of Institutions for Collective Action"</a>. Land Economics. 68 (3): 354–357. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.2307%2F3146384">10.2307/3146384</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0023-7639">0023-7639</a>. <a href="JSTOR_(identifier)" class="mw-redirect" title="JSTOR (identifier)">JSTOR</a> <a rel="nofollow" class="external text" href="https://www.jstor.org/stable/3146384">3146384</a>.</cite>

</li>

<li id="cite_note-61"><a href="#cite_ref-61">^</a> <cite id="CITEREFUNESCO2015" class="citation book cs1">UNESCO, ed. (2015). Rethinking education: towards a global common good?. Paris: UNESCO Publishing. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-92-3-100088-1</bdi>.</cite>

</li>

<li id="cite_note-62"><a href="#cite_ref-62">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://edtechbooks.org/openedreader/the-access-compromise-and-the-5th-r">"EdTech Books"</a>. edtechbooks.org. Retrieved 2024-12-13.</cite>

</li>

<li id="cite_note-63"><a href="#cite_ref-63">^</a> <cite id="CITEREFFriesen2009" class="citation journal cs1">Friesen, Norm (2009-11-06). <a rel="nofollow" class="external text" href="https://www.irrodl.org/index.php/irrodl/article/view/664">"Open Educational Resources: New Possibilities for Change and Sustainability"</a>. The International Review of Research in Open and Distributed Learning. 10 (5). <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.19173%2Firrodl.v10i5.664">10.19173/irrodl.v10i5.664</a>. <a href="ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/1492-3831">1492-3831</a>.</cite>

</li>

</ol></div></div>

<div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2></div>

<ul><li>Beagle, Donald. (1999) Conceptualizing an Information Commons, Journal of Academic Librarianship, 25:2, p. 82-89</li>

<li>Beagle, Donald. (2006) The Information Commons Handbook. New York & London: Neal-Shuman Publishers.</li>

<li>Beagle, Donald. (2011) From Learning Commons to Learning Outcomes: Assessing Collaborative Services and Spaces. EDUCAUSE Center for Analysis & Research. Available at: <a rel="nofollow" class="external free" href="https://web.archive.org/web/20140512221515/https://net.educause.edu/ir/library/pdf/ERB1114.pdf">https://web.archive.org/web/20140512221515/https://net.educause.edu/ir/library/pdf/ERB1114.pdf</a> ></li>

<li>Bennett, Scott. (2008) The Information or the Learning Commons: Which will we have? Journal of Academic Librarianship, 34:3,183-187.</li>

<li>Birdsall, William F. (2010): Learning Commons to Communicative Commons: Transforming the Academic Library, college & Undergraduate Libraries, 17:2-3, 234–247</li>

<li>Diggs, Valerie (2009): Teacher Librarian;36, 4; Research Library pg. 32</li>

<li>Heitsch, Elizabeth K. & Holley, Robert P. (2011): The Information and Learning Commons: Some Reflections, New Review of Academic Librarianship, 17:1, 64–77</li></ul>

from library to learning commons: a metamorphosis

<ul><li>Holmgren, Richard A. (2010): Learning Commons: A Learning-Centered Library Design, college & Undergraduate Libraries, 17:2-3, 177–191</li>

<li>Oblinger, D.G. (2006): Challenging traditional Assumptions and Rethinking Learning Spaces,</li>

<li>Somerville, Mary M.; Harlan, S. (2008) From Information Commons to Learning Commons and Learning Spaces: An Evolutionary Context. In Schader, Barbara (ed.) Learning Commons: Evolution and Collaborative Essentials. London: Chandos Publishing, 1-36.</li>

<li>Stark, Megan & Samson, Sue (2010): Organized Spontaneity: The Learning Commons, college & Undergraduate Libraries, 17:2-3, 260–272.</li>

<li>Woo, E., Serenko, A., and Chu, S. (2019) <a rel="nofollow" class="external text" href="http://www.aserenko.com/papers/Woo_Serenko_Chu.pdf">An exploratory study of the relationship between the use of the learning commons and students' perceived learning outcomes.</a> Journal of Academic Librarianship 45:4, 413–419.</li></ul></div><div><div class="zim-footer">

This article is issued from <a class="external text" title="Last edited on 2025-07-12" href="https://en.wikipedia.org/wiki/?title=Learning_commons&oldid=1300086354">Wikipedia</a>. The text is available under <a class="external text" href="https://creativecommons.org/licenses/by-sa/4.0/deed.en">Creative Commons Attribution-Share Alike 4.0</a> unless otherwise noted. Additional terms may apply for the media files.

</div>

</div></div>

</div>

</main>

</div>

</body></html>