Syllabus of Course for HE Students

Universities and Libraries as Commons-Based Innovative Environments for learning, civic engagement and democracy LibCommon 2024-1-EL01-KA220-HED-000255790 WP2: T2.5 Syllabus of Course for HE Students Table of Contents Introduction 3 Course Information 4 Module 1: Educational Commons, Democracy, and Libraries: Theoretical Foundations 5 Module 2: Commons-oriented good practices in European libraries 14 Module 3: Commons-Based Innovative Environments for learning, civic engagement and democracy 22 2 Introduction The purpose of WP2 is to assess the state of the art in the field of LibCommon and to identify gaps, issues or weak points that are going to be addressed through the project. Through tasks 2.1 and 2.2, we identified needs that will be addressed by the curriculum developed by LibCommon and interesting case studies. This task 2.5 is about creating the syllabus of the curriculum. The outcome will be a digital course about “Innovative Learning, Libraries and Educational Commons: democracy, civic engagement and youth participation”. This curriculum recognizes the crucial role libraries play as vital community hubs and information access points. However, their potential to actively cultivate democratic participation and foster educational commons is often unrealized. This curriculum moves beyond traditional library roles, positioning libraries as active agents in facilitating knowledge sharing, critical dialogue, and community-led initiatives. The focus on youth participation acknowledges their potential as both beneficiaries and co-creators of these spaces and initiatives. The curriculum will be divided into three interconnected modules, each building upon the previous one. The curriculum consists of three interconnected modules - each of which includes three lessons (nine in total) - with each building upon the previous one. The first module, Educational Commons, provides the theoretical foundations for participants. It explores the concept of Educational Commons, its relationship to libraries through a critical perspective on knowledge and learning, and the connection between libraries, democracy, and civic engagement. The second module examines case studies from LibCommon, illustrating good practices encountered during the project. Participants will analyze two cases from each country (Greece, Spain, and France), followed by a synthesis for deeper understanding. The third module focuses on innovations and solutions to address the course’s three dimensions: fostering Commons-Based Innovative Environments for learning, promoting civic engagement through libraries, and reinforcing democracy. This document aims to present the syllabus and the content associated with each part of the training programme. 3 Course Information Universities and Libraries as Commons-Based Innovative Environments for learning, civic engagement and democracy Structure The course is divided between three modules. A pre-assessment is done at the beginning of each module and a final assessment at the end. Each module has three lessons dedicated to a specific dimension of the module. Lessons are mixing videos, readings and other dynamic contents. Associated with each lesson, you will have materials to go further on the topic. Course prerequisites - None Course description This course aims to stimulate innovative learning and teaching practices in Higher Education (HE) by creating new partnerships with libraries as a commons-based resource and learning hub. This partnership between formal and non-formal education can greatly contribute to students acquiring essential competencies for today’s complex society such as civic engagement, participatory citizenship, intercultural and intergenerational skills, openness to lifelong learning, critical thinking and digital competences. Learning outcomes After completing this course, participants will: - Understand the concept of Educational Commons; - Adapt innovative approaches to other educational contexts; - Learn from libraries’ good practices in Greece, Spain, and France. Required work (time per lesson) Each lesson is about 50 minutes and you will have 10 to 20 minutes of personal work. Achievement You will be able to earn an OpenBadge if you follow the whole course and you validate each quiz (80% for each of them). Associated materials You can find additional materials related to the LibCommon project on this web page: https://www.libcommon.eu/project-results 4 Module 1: Educational Commons, Democracy, and Libraries: Theoretical Foundations Introductive video by UTh Description of the module: This module introduces the theoretical background of Educational Commons. First, we will explore the concept of Commons and Educational Commons. Then, the course will emphasize the connection to libraries and a critical approach, linking these ideas to democracy and community empowerment. Goals of the module: - Provide a clear understanding of what is Educational Commons; - Connect libraries and Educational Commons; - Highlight democratic perspective and community engagement within libraries. Timing: - Each lesson is about 50 minutes, in addition to the online videos, you will have access to additional online resources to go further on the subject. Methods used: - Lecture using specific examples, self-paced learning and evaluation, exercises, problem-solving, and quizzes Pre-assessment: - Online Quiz (10 questions) 5 Module 1 - Lesson 1 Title: Understanding the Educational Commons Description of the lesson: In contemporary educational discourse, the paradigm of the commons has emerged as an alternative value system that challenges dominant market-driven and state-centered models of knowledge. Educational commons are collective arrangements for the co-production and co-management of the learning path from and for the learners. They also self-govern and share the knowledge resources across formal and non-formal learning settings. They encompass diverse practices such as collaborative project work, content peer to peer creation, socialization, and play. At the same time, they provide equitable access to information and participatory opportunities that enable learners to critically engage with knowledge, shape the conditions of their learning, and collectively decide how educational resources are organized, maintained, and used. In this way, educational commons support not only shared learning activities but also the collective management and democratic governance of the learning process itself. Central to the educational commons is the active participation of communities in shaping the governance of their shared resources and the processes of interaction through which knowledge circulates. By foregrounding cooperation, inclusivity, and democratic participation, educational commons offer a framework for rethinking education as a shared cultural and social practice rather than a commodified good. This lesson introduces students to the conceptual foundations, innovative logics, and analytical tools of the educational commons, enabling them to critically examine its potential to transform educational theory and practice. General Aim: Familiarization of students with the emergent, innovative, and applied inclusive model of educational commons. Learning outcomes: ● Grasp the fundamental principles underlying the concept of the commons. ● Recognize and explain the responsibilities of individuals acting as commoners. ● Apply the principles of the commons within educational contexts. ● Comprehend the idea and practices of educational commons. ● Examine how educational commons can contribute to reducing social and educational inequalities. ● Explore ways to co-create and share governance and learning practices within education. 6 Learning Units: LU1 What Are the Commons? LU2 The Idea of the Educational Commons: Theory and Origins LU3 Commons as a Framework for Learning and Participation LU4 Reclaiming Learning: Barriers and Pathways to Commons-Based Education References: Bollier, D., & Helfrich, S. (2019). Free, Fair and Alive: The Insurgent Power of the Commons. New Society Publishers. Bourassa, G. N. (2017). Towards an elaboration of the pedagogical common. In A. Means, D., R. Ford & G. Slater (eds). Educational commons in theory and practice (pp. 75–93). New York, NY: Palgrave Macmillan. Collet-Sabé, J., & Ball, J. S. (2022). Beyond School. The challenge of co-producing and commoning a different episteme for education. Journal of Education Policy, 1–16. De Lissovoy, N., Means, A., and Saltman, K. (2015). Toward a new common school movement. Boulder, CO: Paradigm Publishers. Kioupkiolis, A. (2023). Common education in schools. Gauging potentials for democratic transformation: A case study from Greece. Frontiers in Education, (8), 1209816. Korsgaard, M. T. (2018). Education and the concept of commons. A pedagogical reinterpretation. Educational Philosophy and Theory, vol.50. Means, A., Ford, D. R., & Slater, G. (eds.) (2017). Educational commons in theory and practice. Palgrave Macmillan. Pechtelidis, Y., Kozaris, I., Pantazidis, S., & Botonaki, A. (2023). Sowing the Seeds of Commons in Education: Three Case Studies from the Horizon Project 2020 SMOOTH. Social Sciences, 12 (10), 581. https://doi.org/10.3390/socsci12100581 Pechtelidis, Y. & Kioupkiolis, A. (2020). Education as Commons, Children as Commoners. The case study of the Little Tree community. Democracy & Education, 28 (1), Article 5. Available at: https://democracyeducationjournal.org/home/vol28/iss1/5 7 Module 1 - Lesson 2 Title: Library, Knowledge Commons and Critical Information Literacy Description of the lesson This lesson aims to connect Educational Commons with Knowledge Commons from a critical information literacy approach. According to the American Library Association (ALA), Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ALA, 1989). “To be information literate, then, one needs skills not only in research but in critical thinking”.1 Since Zurkowski (1974) libraries are recognized as a major role in information literacy training contributing to make the library an open space for the creation of collaborative and community knowledge in support of democracy. Critical information literacy questions the power relations linked to informational capitalism as well as all forms of discrimination and inequality, including access to information. As places of citizenship education, libraries help to forge a literacy of knowledge commons based on a set of skills, knowledge and ethical dispositions that enable individuals to participate actively, responsibly and critically in the creation, management and sustainable use of knowledge commons. Participants will explore these theoretical frameworks, which transform professional practices in libraries by promoting a more inclusive, ethical, and democratic approach to information management and dissemination. General Aim: Familiarization of participants with the framework of the Knowledge Commons and with the critical perspective of the library. Promotion of an ethical perspective within libraries. Learning outcomes ● Understand the fundamental principles of critical literacy as applied to the concept of the commons ● Assess the advantages of critical literacy in the field of common goods in order to build collaborative spaces in an ethical manner that respects each individual’s uniqueness. ● Comprehend the challenges of Knowledge Commons as a common good enriched by a community. Learning Units: 1 https://literacy.ala.org/information-literacy/ 8 LU1 Knowledge society LU2 Critical information literacy, critical thinking LU3 Ethics and responsibility within libraries and Knowledge Commons LU4 Transformation of current practices within libraries ● Articulation between Education and Libraries ● Library quality approach References: American Library Association (ALA) (1989), Presidential Committee on Information Literacy: Final Report. https://www.ala.org/acrl/publications/whitepapers/presidential#importance Cervetti, G., & Hiebert, E. H. (2015). Knowledge, Literacy, and the Common Core. Language Arts, 92(4), 256‑269. https://doi.org/10.58680/la201526914 Cuevas-Cerveró, A., Colmenero-Ruiz, M.-J., & Martínez-Ávila, D. (2023). Critical information literacy as a form of information activism. The Journal of Academic Librarianship, 49(6). https://doi.org/10.1016/j.acalib.2023.102786 Drabinski, E., & Tewell, E. (2019). Critical Information Literacy. In The International Encyclopedia of Media Literacy (p. 1‑4). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118978238.ieml0042 Hess, C., & Ostrom, E. (Éds.). (2007). Understanding Knowledge as a Commons : From theory to practice. MIT Press. https://doi.org/10.7551/mitpress/6980.001.0001 Larson, J., & Moses, G. H. (Éds.). (2017). Community Literacies as Shared Resources for Transformation. Routledge. https://doi.org/10.4324/9781315277318 McElroy, K., & Pagowsky, N. (Eds.). (2016). Critical library pedagogy handbook. 2 : lesson plans (1st ed.). Association of College and Research Libraries, a division of the American Library Association. North, J. (2023). Criticism as a Practice of the Commons. PMLA/Publications of the Modern Language Association of America, 138(1), 151‑157. https://doi.org/10.1632/S0030812922000992 Roy, B. (2016). Towards a Global Critical Literacy : Literature, Community Engagement and the Global Commons from an American Perspective. Higher Learning Research Communications, 6(2). https://eric.ed.gov/?id=EJ1132792 9 ● Collaborate with libraries and librarians to collectively develop services that meet the needs of learners. ● Understand LCs as hubs for active engagement and community learning Learning Units: LU1 Reinventing the Library: Why It Matters and How It’s Changing LU2 Introduction to Learning Commons and how Educational Commons can Empower the Learning Commons Model LU3 Case Study – Public Central Library of Veria LU4 Case Study – Goethe-Institute (Athens) Library References: Bennett, S. (2003). Libraries designed for learning. Washington, DC: Council on Library and Information Resources. Garoufali, A. (2020). Collaborative learning environments in Greek libraries: The effects of remodelling academic library’s physical space on the users’ new needs (Master’s thesis, International Hellenic University). Garoufali, A., & Garoufallou, E. (2022). Transforming libraries into learning collaborative hubs: The current state of physical spaces and the perceptions of Greek librarians concerning implementation of the “learning commons” model. Library Management, 43(3), 161–177. https://doi.org/10.1108/LM-04-2021-0142 Loertscher, D. V. (2012). The learning commons: Its role in fostering creativity, innovation, and inquiry. School Library Monthly, 28(5), 5–7. Loertscher, D. V., Koechlin, C., & Zwaan, S. (2008). The new learning commons: Where learners win! Salt Lake City, UT: Hi Willow Research & Publishing. Next Generation Learning Challenges. (2025, April 17). The collaborative learning commons: Physical space and educational philosophy. Next Gen Learning Commons. https://www.nextgenlearning.org/articles/collaborative-learning-commons-space-anded-philosophy Oblinger, D. (2006). Learning spaces. Louisville, CO: Educause. Panepistimio Thessalias, Fundació Universitaria Balmes, Université de Lille, & Regional Centre for Information and Scientific Development Ltd. (Eds.). (2025). Overview of the relevant literature (A. Garoufali, Ed.). Zenodo. https://doi.org/10.5281/zenodo.15638375 16 University of Thessaly, Universitat de Vic - Universitat Central de Catalunya, Université de Lille, & Regional Center for Information and Scientific Development. (2025, July 4). Comparative background analysis. Zenodo. https://doi.org/10.5281/zenodo.15805914 17 Module 2 - Lesson 2 Title: Good practices in Spain: Garcia Márquez Library and rural Bibliobuses Description of the lesson: García-Márquez won the 2023 World Prize for the best public library. Its philosophy, spaces, and uses are oriented toward the common good, community engagement, and diversity’s inclusion. The “bibliobuses” for rural areas provide library access to small and remote areas that can not have their own libraries, in order to guarantee the right to culture for each person, regardless of where s/he/them live. This syllabus has been designed to provide library professionals with a comprehensive framework to better understand and debate the role of libraries in the province of Barcelona as spaces for the common good. Based on the practical experiences of the Barcelona library network, this document identifies key challenges and provides concrete resources available through the institutional ecosystem. General Aim: ● Facilitate knowledge exchange between library professionals and students from different contexts ● Strengthen institutional and inter-territorial collaboration networks Learning outcomes ● To better understand the Diputació de Barcelona Libraries model and its implications at the urban and rural levels ● To know the process to co-create library infrastructures and services from the common good approach. Learning Units LU1 Libraries as a common good LU2 Community Co-creation Project Design and sustainability LU3 Democracy and Civic Engagement LU4 Diversity, Inclusion and Territorial Equity 18 Module 2 - Lesson 3 Title: Good practices in France: Lilliad and la Petite Bibliothèque Ronde Description of the lesson: This lesson delves into the French context, exploring two dimensions of the evolving role of libraries in fostering societal connections: Open Education and Open Science. Two cases will be presented in order to illustrate these dimensions: one from an academic library (Lilliad in Lille University) and one from a children’s library (La Petite Bibliothèque Ronde). The lesson will include: an overview of French libraries (typology, missions, evolution of library use), a presentation of open education and open science in European libraries with a special focus on the French context and the two case studies. General Aim: The main goal of this course is to explore new dimensions of Educational Commons within libraries: Open Science and Open Education. This perspective contributes to building opportunities to mix various audiences (all ages, all sociological backgrounds beyond the traditional library’s users). Learning outcomes: ● Participants will gain a deeper understanding of the French context. ● This lesson will provide an understanding of the French context in relation to European and international policy promoting knowledge commons ● Participants will be able to analyze case studies to identify good practices and challenges in fostering Educational Commons, in promoting social justice and equitable access to information. ● Participants will be able to transfer lessons learned to their own needs. Learning units LU1 Open education and Open science in European libraries LU2 Overview of the French situation LU3 Case study: LiIliad (Lille University) LU4 Case study: La Petite Bibliothèque Ronde References: Inspection générale de l’éducation, du sport et de la recherche (2021). « La place des bibliothèques universitaires dans le développement de la science ouverte ». Rapport n°2021-022 19 Europe, S., & Librarians, E. N. of O. E. (2024). SPARC Europe Open Education Strategy 2024-2026. https://doi.org/10.5281/zenodo.10564737 Mitchell C., Chu M. (2014) Open Education Resources: The New Paradigm in Academic Libraries, Journal of Library Innovation, Volume 5, Issue 1, 2014 UNESCO, Commonwealth of Learning (2011, 2015) “A Basic guide to open educational resources (OER)”. OpenMed project - Open Education: fundamentals and approaches: A learning journey opening up Teaching in Higher Education: https://course.openmedproject.eu/ 20 Conclusion of Module 2 Short synthesis of Module 2 Module 2 explored examples associated with Educational Commons and showed good practices in three countries related to civic engagement, learning and educational commons, and democracy. Final assessment for this module: - 15 questions, five per lesson Participants must achieve a score of at least 80% to validate this module. Completing the first module is required before starting the second 21 Module 3: Commons-Based Innovative Environments for learning, civic engagement and democracy Introductive video by partner ULille Description of the module: This last module explores concrete solutions and approaches to tackle challenges faced by libraries and formal/non formal education environments. The first part will go through the question of democracy, then civic engagement to finish by the question of learning. Goals of the module: - This module aims to support the dissemination of innovative approaches to foster the creation of Commons-Based Environments. - A dedicated focus will be done on learning, civic engagement and democracy. Timing: - Each lesson is about 50 minutes, in addition to the online videos, you will have access to additional online resources to go further on the subject. Methods used: - Lecture using specific examples, self-paced learning and evaluation, exercises, problem-solving, and quizzes Pre-assessment: - Online Quiz (10 questions) 22 Module 3 - Lesson 1 Title: How to create innovative libraries’ activities and functions using participatory methods and educational commons Description of the lesson: This lesson turns the educational-commons framework into hands-on design. Building on the theory (Module 1) and the European good practices/cases (Module 2), participants will learn how to co-create new library activities and functions like learning circles, intergenerational story labs, repair cafés or maker sessions, community archiving, zine presses, through inclusive, participatory processes. What are the processes that can facilitate the way of thinking for creating commons-based library activities? How do we do it? In this 50 minutes we’ll delve into the patterns, the resources and the “tricks” on how to become a creative, participatory content and activity creator. General Aim: Familiarization of the participants with the processes of developing innovative, inclusive and commons-based activities for their library and universities tailored to their local context. Learning outcomes: ● Identify local learning needs and shared resources through participatory techniques (e.g., community mapping, world café). ● Design a commons-oriented library or university function (purpose, audiences, partners, space/online format, access). ● Identify and implement patterns of drafting governance and stewardship rules (roles, transparency, reciprocity, care/maintenance). ● Plan facilitation steps for a pilot session, including inclusion strategies for underrepresented groups. ● Select open licensing for materials and outline a workflow for sharing/archiving community outputs. Learning Unites: LU1 Grounding & Mapping Needs Discovery LU2 How to be informed and up-to-date about commons-based communities and libraries LU3 Demonstration of how to design Commons-Oriented Functions Methods Used: ● Case-based learning & guided discussion ● Participatory design methods: community mapping, world café, open-space micro-rounds, and mini design sprints. 23 References: Pechtelidis, Y. & Kioupkiolis, A. (2020). Education as Commons, Children as Commoners. The case study of the Little Tree community. Democracy & Education, 28 (1), Article 5. Available at: https://democracyeducationjournal.org/home/vol28/iss1/5 Means, A., Ford, D. R., & Slater, G. (eds.) (2017). Educational commons in theory and practice. Palgrave Macmillan. Ostrom, E. (1990). Governing the Commons: The evolution of institutions for collective action. Cambridge: Cambridge University Press. International Federation of Library Associations and Institutions (2022). The IFLA–UNESCO Public Library Manifesto IDEO, Aarhus & Chicago Public Libraries (2014). Design Thinking for Libraries (toolkit). Foster, N. F. (Ed.). (2012). Participatory Design in Academic Libraries: Methods, Findings, and Implementations. Council on Library and Information Resources. Fargo, H. and Young S. (2023). Participatory Design as an Approach for Library Assessment and student engagement. Journal of Radical Librarianship. ECNL (2024). “Participatory budgeting: A tool to build trust in institutions and consider the needs of communities” 24 Module 3 - Lesson 2 Title: Social engagement through the university library: rethinking commons-oriented spaces and practices Description of the lesson: This lesson explores how a university library can become a commons-based environment that supports collaborative learning, civic engagement and a democratic academic culture. Using the UVic Library as a shared scenario (even for participants from other universities), students will imagine and design small-scale but meaningful interventions that strengthen social connections, inclusion and participation. The lesson introduces different transformation pathways (models) to orient practical design decisions, allowing each student to choose the approach that aligns best with their context and interests. General Aim: To enable students to identify participatory practices and spatial interventions that enhance community life and democratic engagement in a university library setting. Learning outcomes: By the end of this lesson, students will be able to: ● Recognize the university library as a social and democratic space. ● Identify different commons-oriented approaches to library transformation. ● Reflect on the academic library as a potential environment for civic engagement. ● Outline a small, realistic proposal to foster social engagement in a university library. Learning units: LU1 The university library as a place of belonging, connection, and shared academic life. LU2 Different pathways for Commons-Based Transformation. LU3 Imagining the UVic Library as a civic engagement environment. LU4 Outlining a microproposal. References: Association of College and Research Libraries. (2018). Standards for Libraries in Higher Education. http://www.ala.org/acrl/standards/standardslibraries 25