Learning commons

A learning commons (also called a scholars' commons or information commons) is a technology-rich, flexible space for collaborative study and information sharing. There is typically a stronger focus on digital technology in a learning commons than in a standard library.

Learning commons are similar to libraries and classrooms that share space for information technology, remote or online education, tutoring, collaboration, content creation, meetings, socialization, playing games, and studying. They are increasingly popular in academic and research libraries, and some public and school libraries have also now adopted the model.

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. Learning commons may also have tools, equipment, makerspaces, and/or publishing services available for loan or use. Along with the so-called "bookstore model," which is focused on customer service, bookless or digital libraries, the learning commons is frequently cited as a model for the "library of the future."

History and development

Learning commons have developed across the United States and other countries in academic libraries since the early 1990s, when they were more frequently called "information commons." Two such early examples were the Information Arcade at the University of Iowa (1992) and the Information Commons at the University of Southern California (1994).

By 1999, Donald Beagle had noted the emergence of the learning commons as "a new model for service delivery in academic libraries," and proposed that it could be characterized by offering "a continuum of service" from information retrieval to original knowledge creation. This approach, often called "one-stop shopping," could be facilitated, Beagle suggested, though application of strategic alignment, a management approach adapted from information technology (IT) enterprise planning.

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." Beagle's white paper at this conference proposed a developmental pathway "From Information Commons to Learning Commons," based on a typology of change adapted from research by the American Council on Education.