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

Abstract

Few 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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.