1. Information Commons: An Overview Elizabeth Winiarz, UMass Dartmouth, Claire T. Carney Library

2. Library Role is evolving Library and IT may be combined into one unit Collections are moving to electronic format, space is being freed up – everyone wants to move into the library building To maintain/increase gate counts libraries may be relaxing rules on food/noise Educause may guide the evolution

3. Students have evolved Have had web access all their lives Many students who reach university have not read more than 10 books in their lifetime! Cell phones, text messaging, Facebook are normal Helicopter parents

5. Learning styles have evolved Students multi-task – while searching google on a computer they may be texting and listening to an i-Pod at the same time Undergraduates work in groups most of the time They like to google or search, look at links, search more, then prepare a powerpoint show They must look at images frequently

9. University Policy may have changed Customer service model Competition for students Interdisciplinary programs

10. So...... What is an information commons and why should we have one?

11. A venue for delivery of information literacy A place for students to do their work where services are all in one place A place for student/student, student/faculty and faculty/faculty interactions A one-stop shop to serve customers

12. The Information Commons supports : the mission of the college or university the mission of the library active learning learning through conversation

13. What may be found in an information commons? Fully loaded workstations, plus wireless access and tables to bring laptops Lots and lots of electrical outlets Research assistance – reference librarian (call it research assistance?) Technical assistance – IT help Group work tables, noise permitted and encouraged Single workstations for individuals Practice rooms for presentations Comfy, cosy areas, flexible furnishings Food, cafe Seminar rooms Instruction rooms Multimedia area Scanners, printers Consultation service for faculty – Center for teaching and learning, Faculty space for brainstorming for grant opportunities Language lab Videoconferencing facilities Digilab – Playground for faculty to practice using Wii and other technologies Binoculars to birdwatch through the library window, 3D goggles – walk through ancient Rome

30. What the Information Commons should not be: Just another computer lab Just a social space

33. Librarian role Librarians MUST be part of the Information Commons Market the role of librarians to students who have never been to libraries Work with IT to demonstrate how the librarian’s knowledge complements IT capabilities

35. Service desks Service points need to be clearly labeled No perception that one is more in charge Decide how much cross training will be provided

36. Keep mission in mind To support learning overall To support production To support active learning Invite appropriate units to move to the information commons before someone else grabs the space!!

37. Don’t Forget! Not everyone prefers group study all the time Allocate and clearly mark areas of the building for quiet study

38. New ideas to bring in students Have a screen showing current news feed Have a collection of foreign newspapers for foreign students Have contests offering prizes e.g. UPenn had a mashup contest. Create a parody of a hollywood film. Prize was an expensive video camera. Movie night showed al the entries Promote collections – use a digitized image from the print collection as a screen saver Create a library or librarian blog Display student work Lockers with electrical outlets to charge laptops while in storage

39. Design and Aesthetics Is the space engaging? Use colour and light Post adequate signs Art New styles of furniture Build in flexibility – moveable furniture, place the electrical grid in the ceiling so that outlets can move if you reconfigure the furniture below

40. Assessment UMass Amherst “Learning Commons Assessment” worked with Provost’s office Georgia Tech – google Georgia Tech and Learning Commons U Rochester report Foster & Gibbons “Qualitative Study” Use more than Gate Counts Look at how you are partnering with learning and research goals

41. Vinaka Thank you