Building Participatory Culture Through Virtual Learning Commons

Just as we think about how the physical spaces of our libraries affect the ways in which those spaces are utilized, we must also consider the way that our virtual spaces are designed and the ways in which that design affects the engagement with and value of those spaces. The ideal virtual learning space is well-designed to serve multiple purposes, contains timely, relevant, and usable resources, and encourages the development of participatory learning communities.

  

During my exploration of library websites, I found that while many utilize the language of learning commons (sometimes following the language used for their physical spaces), many were more traditional informational type sites.  Indeed, some of them were very sparse, only including a handful of links with no annotation, organization, or design.

The following are two excellent examples of virtual learning commons:

BPS Virtual Learning Commons

This is the learning commons for Boston Public Schools.  It contains links and activities for students, teachers, and families from K-12, along with links to the individual library websites/learning commons for individual schools.
One thing that I really liked was the key for the sidebar that could be found at the bottom of the page:

This key explains what each section is. This is very helpful, especially when you are looking for something specific.

Upper Canada District School Board Virtual Learning Commons

This virtual learning commons for the Upper Canada District School Board has a multitude of resources for this school community, including local school information, digital literacy, information literacy, academic resources, and so forth.  One thing I liked (though the design was so-so) was the large "Start here!" button, which has resources for students new to the virtual learning commons.
In addition, there were also a number of ways for students to engage and contribute, such as this digital makerspace focused on writing:

Best features of virtual learning commons (in no particular order): 

• Regularly updated - the commons is a living site
• Student work - products of student work and research available to see and share
• Serves all members of the school community - including students, staff, families, etc.
• Numerous relevant resources - working links, various types for multiple purposes (work, research, reading, play), multiple levels
• Opportunities to contribute - places to contribute works or research, and/or to socialize for multiple purposes (book reviews, etc.)
• Usable design - links are navigable, the site functions without being too busy, spare, or outdated