Teachers’ Collaborations in a Secondary School Learning Commons: Designing for Success

IF 1 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE

Journal of Library Administration Pub Date : 2023-10-24 DOI:10.1080/01930826.2023.2262366

Lindsay J. McCunn

{"title":"Teachers’ Collaborations in a Secondary School Learning Commons: Designing for Success","authors":"Lindsay J. McCunn","doi":"10.1080/01930826.2023.2262366","DOIUrl":null,"url":null,"abstract":"AbstractFew studies focus on secondary school teachers’ reactions to learning commons with respect to their collaborations with each other, and with teaching librarians—especially before and after a retrofit. The present case study gathered data from Canadian teachers about their former library, as well as a new learning commons. Teachers’ attitudes about the learning commons were significantly more positive compared to the previous library. Technology, communication, and flexibility were aspects noted to predict satisfaction. Teachers were concerned with the loss of desktop computers. This study showcases the importance of (and a method for) asking teachers how a learning commons affects their work.Keywords: Learning commonsteacher satisfactionteacher collaborationlibrarysecondary school AcknowledgementsSpecial thanks to Graham McLaren for his support and enthusiasm for environmental psychology at the participating school. Thank you to Alex Bjornson, undergraduate Research Assistant at Vancouver Island University, for his assistance during site visits.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was partially funded by Vancouver Island University’s Research, Scholarly Activity, and Curriculum Development Grant.","PeriodicalId":46427,"journal":{"name":"Journal of Library Administration","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Library Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/01930826.2023.2262366","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}

引用次数: 0

Abstract

AbstractFew studies focus on secondary school teachers’ reactions to learning commons with respect to their collaborations with each other, and with teaching librarians—especially before and after a retrofit. The present case study gathered data from Canadian teachers about their former library, as well as a new learning commons. Teachers’ attitudes about the learning commons were significantly more positive compared to the previous library. Technology, communication, and flexibility were aspects noted to predict satisfaction. Teachers were concerned with the loss of desktop computers. This study showcases the importance of (and a method for) asking teachers how a learning commons affects their work.Keywords: Learning commonsteacher satisfactionteacher collaborationlibrarysecondary school AcknowledgementsSpecial thanks to Graham McLaren for his support and enthusiasm for environmental psychology at the participating school. Thank you to Alex Bjornson, undergraduate Research Assistant at Vancouver Island University, for his assistance during site visits.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was partially funded by Vancouver Island University’s Research, Scholarly Activity, and Curriculum Development Grant.

查看原文本刊更多论文

中学学习共享中的教师合作:成功的设计

摘要很少有研究关注中学教师之间以及与教学馆员之间的合作对学习公地的反应，特别是在改造前后。本案例研究收集了加拿大教师关于他们以前的图书馆以及一个新的学习公地的数据。与之前的图书馆相比，教师对学习公地的态度明显更加积极。技术、沟通和灵活性是预测满意度的几个方面。老师们担心台式电脑的丢失。这项研究展示了询问教师学习公地如何影响他们的工作的重要性(以及一种方法)。关键词:学习共性教师满意度教师合作图书馆中学致谢特别感谢Graham McLaren在参与学校对环境心理学的支持和热情感谢温哥华岛大学本科生研究助理Alex Bjornson在实地考察期间的协助。披露声明作者未报告潜在的利益冲突。本研究部分由温哥华岛大学的研究、学术活动和课程发展基金资助。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Library Administration INFORMATION SCIENCE & LIBRARY SCIENCE-

CiteScore

2.70

自引率

21.40%

发文量

期刊介绍： The Journal of Library Administration is the primary source of information on all aspects of the effective management of libraries. Stressing the practical, this valuable journal provides information that administrators need to efficiently and effectively manage their libraries. The journal seeks out the most modern advances being made in professional management and applies them to the library setting.