Elementary School Library Design

Student Perceptions of a Learning Commons

Abstract

This study examined student response to a decentralized learning commons design that replaced the traditional school library in two new elementary schools. It was anticipated that this design would have an impact on students’ use of the school library-type resources and engagement with learning. Third-, fourth-, and fifth-grade students at the original schools and the new schools were surveyed about how they felt about their school, and about their experiences in and perceptions of their school library/ learning commons. Compared to the library in the old buildings, students went to the learning commons more often and were more likely to work with other schoolmatesthere. Engagement improved in one of the two schools. A learning commons supports increased use of library resources and active learning.