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My Mission Statement
To cultivate creative, inclusive, participatory, flexible environments that inspire lifelong learning. Where student agency and collaboration empowers learners critical thinking and research beyond the LLC.
My LLC Vision Statement
The Library Learning Commons will act to encourage lifelong learners through its prioritization of student agency based processes and collaborative practices shaping its impact as the heart of the school community(LaGarde)(Roucaud). It will support learners through community collaborations within codesign and actively developing the physical-virtual space in collaborative philosophy and practice promoted in the Leading Learning standards(Canadian School Libraries); (Hider et al.). The program will foster community partnerships which will work to co-plan and guide authentic learning experiences that connect curriculum with real world practicality(Hider et al.; Canadian School Libraries). The community would be invited to contribute to the LLC’s growth in the initiative to be intentionally designed with learners, ensuring student voice, lived experiences, curiosity, and creativity actively shape the program. Technology will also be thoughtfully integrated as a tool supporting digital, media, and information literacy explorations throughout LLC learning opportunities; Encouraging students to navigate information with inquiry, responsibility, and awareness. It will be an exploratory, inclusive and dynamic space that continually evolves to allow for students empowerment and engagement(Ekdahl & Zubke). Students will be encouraged to contribute through its collaborative hub design and influence allowing students, educators, families, Indigenous communities, and wider community partners to learn, design, and grow with and from each other(Hider et al.);(Canadian School Libraries). The program’s agency-driven, participatory learning opportunities would encourage learners to build confidence in their own learning processes, research, creation and problem solving leading to their growth as informed lifelong learners and citizens(Baker);(Hider et al.);(LaGarde).
Core Principles of the Space
- Practices and design: Rooted in UDL considerations, inclusive design and overall equitable access(Canadian School Libraries); (IFLA).
- Collections, programming, and physical-virtual environment: Reflect the identities, cultures, languages, and perspectives of a global community while honouring local knowledge, Indigenous ways of knowing and supporting Truth and Reconciliation. (Canadian School Libraries); (TDSB)
- Universal goal: Every learner belongs and sees themselves represented within the space.
Mission Statement Keyword Table:
| Keyword | Rationale | Related Source |
| Participatory Learning | Participatory learning is proven to ensure students are actively engaging with and growing from learning experiences. This is especially important in LLC design and learning experiences to ensure they actively consider students actual contribution and involvement.Participatory learning environments transform learners from passive recipients of information into active participants in knowledge creation (Baker);(Canadian School Libraries).Students can better be, “active partners in their own learning”(Canadian School Libraries).Flexibility in space, furniture and community members’ mindsets are crucial in the transformation of a participatory space(Baker).Participatory learning environments is part of the 5 Leading Learning Standards of Practice for School Library Learning Commons in Canada and Supporting Student Success in the Library Learning Commons: Essential Elements (Canadian School Libraries) | (Baker)(Canadian School Libraries) |
| Inclusive / UDL (Universal Design for Learning) / Equity & Access | UDL and inclusive learning designs / environments promote flexible learning experiences that aim to reduce barriers and ensure access for equitable participation for all learners which is emphasized throughout the course resources, descriptions on what an LLC is and is needed in a successful, welcoming, collaborative and community based LLC.Inclusive design is a concept highlighted by CAST and in the overarching foundation of what an LLC aims to achieve in its frameworking especially highlighting accessibility.The Leading Learning framework states that, “all learners are different and learn in different ways. Library learning spaces, resource collections, and instructional practices need to accommodate the needs of all learners, following… [UDL principles], giving all students opportunities to participate and be successful in meaningful learning”(Canadian School Libraries, 12).Integrating inclusive practice, design, UDL considerations and perspectives responds to the statement that, “What is necessary for some is good for all” (Canadian School Libraries, 12).“Universal design for learning is about inclusion and… differentiation. The school library is an inclusive space, and the largest differentiated classroom in the school: the design of the physical and virtual spaces of the library should be accessible to all; resources should be available in multiple formats and include accessibility features where appropriate, and learning opportunities should be designed to engage and empower all students”(Canadian School Libraries, 12).The LLC’s inclusivity related goals reflect UNESCO’s sustainability goals for inclusive and equitable quality education and safe learning environments(Canadian School Libraries).The IFLA School Library Manifesto (2021) states that, “equitable access to the learning commons… environments, resources, and differentiated instructional opportunities for all learner needs and abilities must be ensured” (IFLA, 1) | (CAST)(Canadian School Libraries)(IFLA) |
| Flexible environment / learning space | A flexible environment or design is responsive to learners’ evolving needs and the idea that an LLC is never “finished.”(Ekdahl and Zubke) It is constantly changing and adapting to learners’ needs in order to properly support key goals including encouraging and achieving collaboration, creativity, independence and flexibility within engaging with or presenting information.Ekdahl and Zubke describe an LLC as continually changing and not one finished product(Ekdahl and Zubke).The LLC develops based on who is using it, community inclusions and research around equitable design.In order to be collaborative and equitable an LLC needs to have flexible, accessible seating options, space design and technology inclusions.“The LLC is constantly adapting to new learning needs and new technologies”(BCTLA). | (Canadian School Libraries) (Ekdahl and Zubke)(BCTLA) |
| Lifelong learning / Learner | The LLC is meant to support learners’ understanding of the possibilities within learning experiences in and beyond the LLC. It is meant to encourage skill building and independence through curiosity and agency driven opportunity which can be carried on within other environments.“The LLC strives to empower students to be inquiring citizens and lifelong learners”(BCTLA).The literacy base of an LLC should also inspire learners through literature, projects and displays to explore new genres, information and research as one of the 5 Leading Learning standards includes, “fostering literacies to empower life-long learners” (Canadian School Libraries). | (Canadian School Libraries)(American Association of School Librarians) (BCTLA) |
| Student agency/ Student Voice | Student agency means learners are given opportunities to actively participate and take actions in library policy and practice through processes like, selecting new resources, expanding diverse inventories, self-checkout/in, and directly influencing the possibilities of having multiple means of showcasing learning or general engagement practice.Jennefer LaGarde explains that student agency occurs when learners are empowered “to act on those thoughts by developing, implementing and reflecting on them” (LaGarde). Proving student agency to be meaningful participation and shared ownership within learning experiences as necessary in a student-centered LLC design. (Baker)Student agency is meant to develop confidence in sharing ideas, independence in creation, and authentic engagement, encouraging students to take ownership in their learning. | (LaGarde)(Baker) |
| Collaboration / Collaborative design | Collaboration is rooted in the LLC framework through the Leading Learning topic, Facilitating collaborative engagement to cultivate and empower a community of learners.This inclusion represents an inherent need for collaboration in almost all LLC processes, in partnerships, daily collaborations, student learning, and community involvements.The Leading Learning subtopic, “Design for collaboration” also showcases collaboration’s role in the actual LLC designing which should be approached through the idea of creating with learners actually involved in this space and the broader community which can be achieved through meaningful codesign considerations.(Hider et al.)Collaborative design also plays a role in responding to the Leading Learning framework’s emphasis on being responsive to the actual needs and voices of the community using the space as these can be directly integrated through collaborative practice. | (Hider et al.)(Canadian School Libraries) |
| Critical thinking | Critical thinking is elaborated on in most of the LLC resources we have been looking at as it is a big part of what the LLC is meant to influence for learners. The LLC’s careful considerations and frameworking work to develop students critical thinking skills in allowing them agency in their learning, opportunities for inquiry, problem solving, experimentation and collaborative participation.Information literacy and knowledge building in general require active critical thinking skills and are a huge part of daily LLC use.As learners engage in learning experiences that encourage agency and participation students will need to use critical thinking to successfully contribute and expand on their knowledge in creative, exploratory ways(American Association of School Librarians). | (Canadian School Libraries) (American Association of School Librarians) |
| Creativity / Innovation | Creative learning experiences and opportunities guide participation and engagement within LLC practice in many ways.Creative approaches allow for strengthened student agency through deciding how to showcase or engage in different learning like STEM, tech or makerspace.Creative learning opportunities encourage curiosity, experimentation, design thinking, and authentic problem solving practice(Baker).The environment’s layout should demonstrate creativity through collaborative spaces, flexible seating and inclusive, accessible design in mind or codesigned(Canadian School Libraries). | (Baker)(Canadian School Libraries) |
Vision Statement Keyword Table:
| Keyword | Rationale | Related Source |
| Library LearningCommons /heart of the school | The school library environment and program has been reframed and named as the Library Learning Commons to reshape and imagine these as an updated, responsive model that acknowledges nuanced views and research on what these need to consider and act on. “A Library Learning Commons is a hub and the heart of learning in a school’s community”(Roucaud).“A learning commons is a whole school approach to building a participatory learning community”(Canadian School Libraries).The library learning commons is the physical and virtual collaborative learning hub of the school”(Canadian School Libraries). | (Canadian School Libraries) (Roucaud) |
Participatory Learning | Participatory learning is proven to ensure students are actively engaging with and growing from learning experiences. This is especially important in LLC design and learning experiences to ensure they actively consider students actual contribution and involvement.Participatory learning environments transform learners from passive recipients of information into active participants in knowledge creation (Baker);(Canadian School Libraries).Students can better be, “active partners in their own learning”(Canadian School Libraries).Flexibility in space, furniture and community members’ mindsets are crucial in the transformation of a participatory space(Baker).Participatory learning environments is part of the 5 Leading Learning Standards of Practice for School Library Learning Commons in Canada and Supporting Student Success in the Library Learning Commons: Essential Elements (Canadian School Libraries) | (Baker)(Canadian School Libraries) |
Inclusive / UDL (Universal Design for Learning) / Equity & Access | UDL and inclusive learning designs / environments promote flexible learning experiences that aim to reduce barriers and ensure access for equitable participation for all learners which is emphasized throughout the course resources, descriptions on what an LLC is and is needed in a successful, welcoming, collaborative and community based LLC.Inclusive design is a concept highlighted by CAST and in the overarching foundation of what an LLC aims to achieve in its frameworking especially highlighting accessibility.The Leading Learning framework states that, “all learners are different and learn in different ways. Library learning spaces, resource collections, and instructional practices need to accommodate the needs of all learners, following… [UDL principles], giving all students opportunities to participate and be successful in meaningful learning”(Canadian School Libraries, 12).Integrating inclusive practice, design, UDL considerations and perspectives responds to the statement that, “What is necessary for some is good for all” (Canadian School Libraries, 12).“Universal design for learning is about inclusion and… differentiation. The school library is an inclusive space, and the largest differentiated classroom in the school: the design of the physical and virtual spaces of the library should be accessible to all; resources should be available in multiple formats and include accessibility features where appropriate, and learning opportunities should be designed to engage and empower all students”(Canadian School Libraries, 12).The LLC’s inclusivity related goals reflect UNESCO’s sustainability goals for inclusive and equitable quality education and safe learning environments(Canadian School Libraries).The IFLA School Library Manifesto (2021) states that, “equitable access to the learning commons… environments, resources, and differentiated instructional opportunities for all learner needs and abilities must be ensured” (IFLA, 1) | (CAST)(Canadian School Libraries)(IFLA) |
Flexible environment / learning space | A flexible environment or design is responsive to learners’ evolving needs and the idea that an LLC is never “finished.”(Ekdahl and Zubke) It is constantly changing and adapting to learners’ needs in order to properly support key goals including encouraging and achieving collaboration, creativity, independence and flexibility within engaging with or presenting information.Ekdahl and Zubke describe an LLC as continually changing and not one finished product.(Ekdahl and Zubke)The LLC develops based on who is using it, community inclusions and research around equitable design.In order to be collaborative and equitable an LLC needs to have flexible, accessible seating options, space design and technology inclusions.“The LLC is constantly adapting to new learning needs and new technologies”(BCTLA). | (Canadian School Libraries) (Ekdahl and Zubke)(BCTLA) |
Lifelong learning / Learner | The LLC is meant to support learners’ understanding of the possibilities within learning experiences in and beyond the LLC. It is meant to encourage skill building and independence through curiosity and agency driven opportunity which can be carried on within other environments.“The LLC strives to empower students to be inquiring citizens and lifelong learners”(BCTLA).The literacy base of an LLC should also inspire learners through literature, projects and displays to explore new genres, information and research as one of the 5 Leading Learning standards includes, “fostering literacies to empower life-long learners” (Canadian School Libraries).TL’s act as models of lifelong learning practices using experiences and transparency(American Library Association). | (Canadian School Libraries)(American Association of School Librarians) (BCTLA) |
Student agency/ Student Voice | Student agency means learners are given opportunities to actively participate and take actions in library policy and practice through processes like, selecting new resources, expanding diverse inventories, self-checkout/in, and directly influencing the possibilities of having multiple means of showcasing learning or general engagement practice.Jennefer LaGarde explains that student agency occurs when learners are empowered “to act on those thoughts by developing, implementing and reflecting on them” (LaGarde). Proving student agency to be meaningful participation and shared ownership within learning experiences as necessary in a student-centered LLC design. (Baker)Student agency is meant to develop confidence in sharing ideas, independence in creation, and authentic engagement, encouraging students to take ownership in their learning. | (LaGarde)(Baker) |
Collaboration / Collaborative design | Collaboration is rooted in the LLC framework through the Leading Learning topic, Facilitating collaborative engagement to cultivate and empower a community of learners.This inclusion represents an inherent need for collaboration in almost all LLC processes, in partnerships, daily collaborations, student learning, and community involvements.The Leading Learning subtopic, “Design for collaboration” also showcases collaboration’s role in the actual LLC designing which should be approached through the idea of creating with learners actually involved in this space and the broader community which can be achieved through meaningful codesign considerations.(Hider et al.)Collaborative design also plays a role in responding to the Leading Learning framework’s emphasis on being responsive to the actual needs and voices of the community using the space as these can be directly integrated through collaborative practice. | (Hider et al.)(Canadian School Libraries) |
Critical thinking | Critical thinking is elaborated on in most of the LLC resources we have been looking at as it is a big part of what the LLC is meant to influence for learners. The LLC’s careful considerations and frameworking work to develop students critical thinking skills in allowing them agency in their learning, opportunities for inquiry, problem solving, experimentation and collaborative participation.Information literacy and knowledge building in general require active critical thinking skills and are a huge part of daily LLC use.As learners engage in learning experiences that encourage agency and participation students will need to use critical thinking to successfully contribute and expand on their knowledge in creative, exploratory ways(American Association of School Librarians). | (Canadian School Libraries) (American Association of School Librarians) |
| Community Partnerships | Community partnerships are directly related to an LLC’s collaborative frameworking as they both represent shared responsibilities, perspectives and knowledge that is shared within the program.Partnerships between educators, students, families, Indigenous communities, and community organizations strengthen authentic learning experiences and ensure community inclusions.These partnerships also play a big role in connecting curriculum concepts or work to real-world experiences.These practices also influence participation by making learning relevant and relatable: “Bringing in community experts… helps bring to light the relevance and real-world connections; and potential career pathways. [These] trigger more student engagement”(Roucaud).Partnerships influence constructivist learning as students can learn through active experience, real world knowledge and agency driven practice(Roucaud).“Teachers and teacher-librarians can collaborate through partnerships and use the LLC to extend the learning going on in the classroom.” (Roucaud). | (Hider et al.) (Canadian School Libraries)(Roucaud) |
| Inquiry Learning | Inquiry learning approaches encourage learners to ask questions, investigate problems, and construct understanding through curiosity, exploration and collaboration which is highlighted as a key factor in LLC learning experiences(Canadian School Libraries).Inquiry allows for student agency to flourish and influences students’ confidence in learning explorations as they have the opportunity to practice and try new ways of learning or representing this.In this way inquiry learning can also have a positive impact on student engagement as students have more choice and flexibility in their learning experience.Providing resources that develop inquiry is part of a TL’s role(IFLA). | (Canadian School Libraries)(IFLA) |
| Technology Integration | Technology inclusions expand accessibility, promote creativity, collaboration and students ability to practice digital citizenship.These tools support students’ learning in presentation abilities, general research, resource exploration, tool accessibility expansion and showcasing learning digitally (International Association of School Librarianship). According to Roucaud, “students’ inquiry and exploration of technology and STEAM… can… act as a catalyst for deeper engagement, learning, and in turn: joy and well-being”(Roucaud).These can therefore encourage participation and involvement in learning activities within and beyond the LLC, even in allowing students new ways to showcase learning(Roucaud).Roucard explains that technology use encourages creativity and collaboration both key in the Leading Learning standards stating that students, “are tapping into their creativity, being hands-on, given the opportunity to think critically and go deeper in their learning by collaborating with their peers and their teachers/teacher librarians acting as a guide and support as they explore [technology in education](Roucaud).Educators are needed to encourage and influence appropriate and effective technology use making the TL and LLC a great environment for this opportunity: “It is… our job as educators to harness… students’ enthusiasm for technology into learning, sharing ideas and evolving as 21st century students”(Baker, 7). | (Canadian School Libraries) (American Association of School Librarians)(Roucaud)(International Association of School Librarianship) |
| Digital Literacy / Media literacy / Information literacy | Students need to learn how to evaluate, create, and communicate information responsibly in digital environments in order to build safe digital citizenship skills.Media literacy enables learners to critically analyze media information and become informed digital citizens.(AASL)An LLC plays a unique role in allowing further access to technology and proper guidance for exploration which is so needed in our rapidly developing technology based atmospheres.Students need opportunities to engage with and understand online safety in a guided, comprehensive way. Like digital and media literacy, information literacy allows learners to find, evaluate and ethically use or share information in physical and digital ways which is part of a TL’s role in competencies of instruction(Canadian School Libraries, 27).These are crucial skills that students will take with them throughout their education and beyond as lifelong learning and play a role in shaping informed citizens. | (American Association of School Librarians)(Canadian School Libraries) |
| Representation / Diversity | Learners should feel belonging within a space encouraged by representation and diverse resources.An effective LLC should reflect learners’ identities, cultures, languages, and experiences while also allowing for engagement with those different from their own which is one of the core pedagogical activities highlighted in the Canadian School Libraries Framework for Success, highlighting the inclusion of an, “appreciation of literature and culture”(Canadian School Libraries).Representation and diverse literature collections are a necessary part of an LLC and play an important role in exposing students to broader perspectives, global knowledge and feeling agency within relating to library materials (Canadian School Libraries). | (IFLA) (Canadian School Libraries) |
| Indigenous Ways of Knowing | Indigenous ways of knowing are a core part of our community, land, education systems and curriculum making it a necessary and greatly expansive inclusion in the LLC.Honouring and appropriately integrating Indigenous knowledge systems supports Truth and Reconciliation while creating respectful and culturally responsive learning environments that influence student, educator, family and community member awareness.These practices follow FPPL (First Peoples Principles of Learning) and reflect community, collaboration and agency tying directly to the Leading Learning frameworking of an effective LLC. | (Canadian School Libraries)(FNESC) |
| Truth and Reconciliation | School libraries have a responsibility to provide authentic Indigenous resources, and opportunities for ongoing learning and reconciliation.The Foundation of Equity by the Toronto District School Board showcases the integration of Truth and Reconciliation Calls to Action and what the LLC should strive for in being an open, welcoming space. | (Canadian School Libraries)(FNESC)(TDSB) |
| Creativity | Creative learning experiences and opportunities guide participation and engagement within LLC practice in many ways.Creative approaches allow for strengthened student agency through deciding how to showcase or engage in different learning like STEM, tech or makerspace.Creative learning opportunities encourage curiosity, experimentation, design thinking, and authentic problem solving practice(Baker).The environment’s layout should demonstrate creativity through collaborative spaces, flexible seating and inclusive, accessible design in mind or codesigned(Canadian School Libraries). | (Baker)(Canadian School Libraries) |
| Learning with / Actively developing | Hider et al., explains the importance in shifting our focus as educators from “designing for” to “designing with” to properly acknowledge and include active, real change or influence, not just input.There is an authentic partnership built in this perspective of inclusion which also means community having actual agency on their. learning or space not just a voice(Baker).This is also important in considering establishing collaboration before a space even exists; heightening its very function and community base, being a codesign factor in establishing a truly successful LLC space(Hider et al.).This approach and perspective reflects the ongoing efforts needed in an LLC due to its continually evolving nature and response to diverse needs(Ekdahl & Zubke).The best collaborative environments are designed with their communities(Hider et al.). | (Hider et al.) (Baker)(Canadian School Libraries)(Ekdahl & Zubke). |
References
American Association of School Librarians. “National School Library Standards for Learners, School Librarians, and School Libraries.” ALA Editions, 2018. https://standards.aasl.org/.
“Roles and Strengths of Teaching Librarians.” Association of College & Research Libraries, American Library Association, 28 Apr. 2017, https://www.ala.org/acrl/standards/teachinglibrarians.
Baker, Patricia. “The Benefits of a Participatory Learning Environment in the School Learning Commons.” Canadian School Libraries Journal, 2020, https://researcharchive.canadianschoollibraries.ca/.
Canadian School Libraries. “Library Learning Commons.” Leading Learning: Standards of Practice for School Library Learning Commons in Canada, https://llsop.canadianschoollibraries.ca/library-learning-commons/.
Canadian School Libraries. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian School Libraries, 2014, https://llsop.canadianschoollibraries.ca/.
Ekdahl, Marlene, and Sandra Zubke, editors. From School Library to Library Learning Commons: A Pro-Active Model for Educational Change. British Columbia Teacher-Librarians’ Association, 2014, https://www.davidloertscherlibrary.org/wp-content/uploads/2020/05/2014-From-School-Library-to-Library-Learning-Commons.pdf.
First Nations Education Steering Committee. First Peoples Principles of Learning. First Nations Education Steering Committee, https://www.fnesc.ca/first-peoples-principles-of-learning/.
Hider, Philip, et al. “Designing for Communities with Communities: A Public Library Codesign Project.” Journal of the Australian Library and Information Association, vol. 73, no. 2, 2024, pp. 148–176. Taylor & Francis Online, https://doi.org/10.1080/24750158.2024.2332973.
International Association of School Librarianship. “Media/Information
Literacy (MIL)”. International Association of School Librarianship, https://www.iasl-online.org.
International Federation of Library Associations and Institutions. IFLA-UNESCO School Library Manifesto 2025. International Federation of Library Associations and Institutions, 2025, https://repository.ifla.org.
LaGarde, Jennifer. “From Student Voice to Student Agency: Creating Library Spaces for Kids, by Kids.” Library Girl, 26 Aug. 2019, https://www.librarygirl.net/post/from-student-voice-to-student-agency-creating-library-spaces-for-kids-by-kids.
Roucaud, Victoria. “Increasing Student Engagement and Well-being through STEAM in the LLC and Beyond.” Canadian School Libraries Research Archive, 2025, https://researcharchive.canadianschoollibraries.ca/wp-content/uploads/2025/01/TMC8_2025_Roucaud.pdf.
CAST. Universal Design for Learning Guidelines Version 3.0. CAST, 2024, https://udlguidelines.cast.org/.