Virtual learning commons (VLCs), as opposed to traditional school library websites, should be participatory spaces that encourage collaboration, communication, sharing, inquiry, and creation. When designing a site such as this, it's important to consider the Attention Relevance Confidence Satisfaction (ARCS) Model. What is the motivation for users to visit the VLC? What will capture their interest while they are there? What will drive them to return?
In examining several active VLCs, there seemed to be some common features to encourage user involvement including slideshows of current events, commonly-asked questions, and student work on the home pages as well as "submit a question" sections. Some VLCs had social media feeds, which I believe helps raise the bar of active user involvement, as many of our students and teachers communicate regularly over Twitter, Instagram, and other such apps. Sections on book trailers and for students to suggest materials for the library were found on one VLC and are components I would highly suggest, as they are sure to be of great interest to users. While the VLCs provided a variety of resources, many did not have sections for true collaboration or communication between users - I was surprised not to see links to library Flipgrids on self-named VLCs, although one VLC did have a Padlet wall in which students could anonymously answer librarian questions, such as "What book would you recommend?" This could be extended further to create collaborative student Padlets as well.
One VLC, the Upper Canada District School Board's (UCDSB) Virtual Learning Commons, seemed exemplary. It is easy to navigate - a crucial feature for user satisfaction - with easy-to-click tabs on the top of its page. The tabs include "zones" for three different grade bands in their district with a variety of resources, subject guides, games, places to submit questions, and more in each section, all of which are sure to attract student interest. The VLC has a virtual makerspace section as well, divided into two parts - writers and books and tech builders. The tech builders section has a great list of sandbox tools, highlights of student creations, project ideas, and ways to learn programming, although it doesn't seem to have a truly collaborative space. There is also a useful "How do I..." tab with a dropdown menu for each grade band along with a games and databases tab and even a student life tab.
The UCDSB VLC also has a section for teacher resources, which I would personally love to expand in the style of another VLC I explored, which had an entire teacher center with a place to share lesson plans, discuss educational trends, and display example work. It's crucial not to forget that as school librarians, we are serving the teachers and administration as well as the students. Overall, it certainly was the most exciting VLC that I discovered, although again, what lies at the heart of a VLC - true user-to-user communication, collaboration, and inquiry - seemed to be lacking.
In examining several active VLCs, there seemed to be some common features to encourage user involvement including slideshows of current events, commonly-asked questions, and student work on the home pages as well as "submit a question" sections. Some VLCs had social media feeds, which I believe helps raise the bar of active user involvement, as many of our students and teachers communicate regularly over Twitter, Instagram, and other such apps. Sections on book trailers and for students to suggest materials for the library were found on one VLC and are components I would highly suggest, as they are sure to be of great interest to users. While the VLCs provided a variety of resources, many did not have sections for true collaboration or communication between users - I was surprised not to see links to library Flipgrids on self-named VLCs, although one VLC did have a Padlet wall in which students could anonymously answer librarian questions, such as "What book would you recommend?" This could be extended further to create collaborative student Padlets as well.
One VLC, the Upper Canada District School Board's (UCDSB) Virtual Learning Commons, seemed exemplary. It is easy to navigate - a crucial feature for user satisfaction - with easy-to-click tabs on the top of its page. The tabs include "zones" for three different grade bands in their district with a variety of resources, subject guides, games, places to submit questions, and more in each section, all of which are sure to attract student interest. The VLC has a virtual makerspace section as well, divided into two parts - writers and books and tech builders. The tech builders section has a great list of sandbox tools, highlights of student creations, project ideas, and ways to learn programming, although it doesn't seem to have a truly collaborative space. There is also a useful "How do I..." tab with a dropdown menu for each grade band along with a games and databases tab and even a student life tab.
The UCDSB VLC also has a section for teacher resources, which I would personally love to expand in the style of another VLC I explored, which had an entire teacher center with a place to share lesson plans, discuss educational trends, and display example work. It's crucial not to forget that as school librarians, we are serving the teachers and administration as well as the students. Overall, it certainly was the most exciting VLC that I discovered, although again, what lies at the heart of a VLC - true user-to-user communication, collaboration, and inquiry - seemed to be lacking.
Thank you for this insightful post. I am always looking for examples where sites have true collaborative opportunities or activities.
ReplyDeleteI think that the difference between a VLC and traditional school library website. Personally, I find that a lot of resources (such as catalogs and online classroom tools) already have VLC's built into them, and that school library websites are simply the entrance page to these resources.
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