Learning Everywhere: The library space and lifelong learning

Though all the in person teaching I do is within the four walls of my little library where I work, our adoption of tech has made it possible for learning on the go with my students. All our students and staff are assigned their own iPad to use throughout the year for teaching and learning.  The classrooms are equipped with the tech they need to present lessons and student work. And our school even has a dedicated staff member to coach all the teachers on the use of their tech.  (Koff, koff — it’s me.  I’m the coach, the teacher, and the librarian.) I’m not just talking about me and my little school though. The schools throughout our network have the same setup and the same dedicated staff. Which brings me to my point:  I love learning.  I love it so much, that’s why I am here in the program with y’all.  

One of my goals where I work is to make my little library more accessible and comfortable for ALL and to make it a safe place to learn.  Not just the library skills I teach or the tech classes I teach, I want this space to inspire my students and show them that learning can occur anywhere and it really can be lifelong.  Mobile devices are ubiquitous.  Learning CAN happen anywhere.  During our lovely distance learning time last year and the year before, many kids were learning on the go.  Not out of want, but out of need.  I would teach classes and some of the students were at the Boys and Girls Club, the YMCA, or even their parent’s car.  I haven’t decided if this is good or bad, but it sure as heck happened anyway. 

So, now, in the present where I do have my students in person, I want my library to be a more comfortable and comforting place for them to learn. “What further differs the library from e.g. Google, Amazon or a bookstore [or my students’ parent’s cars] is the principle of free and equal access to culture, information and knowledge as well as the competencies linked to that. . . This is a key element of being able to learn all your life” (Lauersen, 2020). Librarians help make all this happen and when my students outgrow my school, I want them to know that all libraries can be places for inspiration and lifelong learning.

References

Lauersen, C. (2020). Learning, culture, community and diversity: New library strategy for Roskilde Libraries 2020

Image retrieved from http://www.clker.com/clipart-579960.html

New Models: Libraries are more important than ever.

“You can learn anything if you make it playful” – Pam Sandlian Smith

Libraries are places to learn and grow.  Libraries are safe spaces for everyone. This TED talk has really stuck with me these past few weeks. I’m a librarian and technology teacher at a K – 5 school, which means every student comes to me twice a week – one day for library and one day for tech class. I strive to make it as hygge and also as playful as possible while maintaining my school’s Covid-19 protocols. That being said, the above quote hit the nail right on the head for me. We can no longer be the cardigan-wearing, people-shushing types of librarians (though I still wear cardigans, but they’re pretty cool). We have to connect with our communities and provide what they need.  If my students need a place to be silly, they have it.  If they need a quiet space to learn, they have it. If they need a place to fall apart during an anxiety attack, or a place to tell me how sad they are because their older sister is dying of cancer, they have it.

“The great challenge is whether 21st century librarians can make themselves comfortable in that uncertain space where the community, not the library, steers an experience” (Paraschiv, 2017). We must adapt to meet the user where they are at.  We must also be forward-thinking with the tech we have and the new tech we integrate into the schools. But above all, we need to be sure to not only try to make learning playful, but to also make the library learning space as comforting as we can.  My Kinders and 1st graders don’t really know what it’s like to just “be” at school – they were quarantined for about a year and a half.  We joke that they’re all kinda feral, but what they need is lots of social emotional learning and comfort. As Pam Sandlian Smith said regarding the young homeless boy at her library, “He needed somebody to be on his side. Isn’t that what we all need?”

References

Paraschiv, P. (2017). Creating a voice for the library: storytelling, experience, and play.

Sandlian Smith, P. (2013). What to expect from libraries in the 21st century: Pam Sandlian Smith at TEDxMileHigh

The Green Screen Creation Station @ Evergreen

Introduction

21st Century learning has been in the forefront of educational technology for the past several years, though it is important to understand that teachers and school librarians should not be using ed tech because it is the next great thing, or because it is new and cool. Technology can be a tool to be used to create new things, previously inconceivable without the technology. “The SAMR Model is a framework created by Dr. Ruben Puentadura that categorizes four different degrees of classroom technology integration” (Powerschool, 2021). SAMR stands for substitution, augmentation, modification, and redefinition.

This model can be applied to participatory services in the school library. “Participatory service and change are the heart of Library 2.0, and technology is a tool that can help us get there” (Casey & Savastinuk, 2007 p. xxii). The school librarian is in a prime position to support curriculum throughout the school, so it makes sense to include ed tech participatory spaces in the school library.

Green Screen technology has existed for decades, but now with schools moving toward 1:1 devices, the school librarian can easily and cheaply accomplish creating a green screen space, thus I propose the Green Screen Creation Station.  The inspiration for this idea came from an after school professional development session I held to help teachers integrate green screen technology within their classrooms. Students were learning about penguins and each one chose a penguin to write a report on.  Instead of a typical report, the teachers wanted the students to make it more engaging, so their idea was for the students to dress like they were in Antarctica, stand in front of a green screen and explain everything about their penguin of choice.  The background would include an Antarctic landscape. As the teachers were working, a few of them commented that it would be great to have a permanent green screen space to use whenever, not just when a project came up.  This new green screen space within the Evergreen Academy K – 5th grade school library will enhance curriculum, engage learners, and build community.

The main goals are to increase student and staff engagement in core curriculum, to enhance participatory learning in the library, and to collaborate on projects and create amazing things. It is also vital that they participate in the process of bringing the Green Screen Creation Station to life.  As Casey and Savastinuk state in Library 2.0: A Guide to Participatory Library Service, “User participation can enrich the programs and services your library offers.  When we refer to user participation, what we really mean is customer involvement in the creation and evaluation of programs and services” (Casey & Savastinuk, 2007 p. 14).  Customers = students & staff in this instance.

Goals & Objectives

The benefits of this new space in the library are that it:

  • Creates an opportunity to build 21st Century skills
  • Creates a safe space for collaborative learning
  • Inspires creativity in students and staff
  • Inspires empathy and kindness through this participatory service
  • Provides an excellent opportunity for students to reflect upon what they’ve learned when they create projects in the Green Screen Creation Station
  • Provides a space for students to practice with expressive, process-oriented work

Another facet to think about for the Green Screen Creation Station is to make sure everyone’s work and time spent is valued. “Across our communities and across cultures, understanding, empathy, and kindness matter in everything we do. Technology extends human reach but participation requires engaged participants who feel welcome, comfortable, and valued” (Stephens, 2016 p. 81).

Description of Community  

The community the Green Screen Creation Station is aimed at are the students and staff at Evergreen Academy in Bothell, Washington. The school librarian is in the unique position to create and support participatory services at this school because they are also the Lead Technology teacher and Vanguard Teacher (an instructor and coach for teachers and staff). Parents would normally be included, but due to the Covid-19 pandemic, the space is limited only to teachers and students. Parents can, however, reap the benefits of their students’ work by viewing it on their screens at home.

Action Brief Statement

The librarian will: 

Convince the administrators and teachers at Evergreen that by having a dedicated green screen space complete with ready-to-go setup they will more readily and easily integrate existing technology which will broaden teaching strategies and enhance student learning because the library isn’t just a place to house books. It is a place to learn, create, and inspire.

Evidence and Resources to Support Technology and Service

Foundational Resources

Casey, M. E., & Savastinuk, L. C., (2007).  Library 2.0. Information Today, Inc. 

Matthews, B. (2012, April). Think Like a Startup. [White paper]. Virginia Tech. https://vtechworks.lib.vt.edu/bitstream/handle/10919/18649/Think%20like%20a%20STARTUP.pdf?sequence=1&isAllowed=y

Stephens, M. (2010, March 2). The Hyperlinked School Library: Engage, Explore, Celebrate. Tame The Web. https://tametheweb.com/2010/03/02/the-hyperlinked-school-library-engage-explore-celebrate/

Stephens, M. (2016). The Heart of Librarianship: Attentive, Positive, and Purposeful Change. ALA Editions.

Evaluating Progress

Connected Learning Alliance. (2020, August). Evaluating Library Programming. https://clalliance.org/wp-content/uploads/2020/08/Evaluating-Library-Programming.pdf

Stephens, M., & Casey, M. (2008, April 15). Measuring Progress. Tame The Web. https://tametheweb.com/2008/04/15/measuring-progress/

Tech Integration

Bruyere, J. (2020, July 31). How Green Screens Bring Learning to Life. Edutopia. https://www.edutopia.org/article/how-green-screens-bring-learning-life

Carr, J. M., Kruggel, J. (2020). Lights, Camera, Student Voice: Using Technology to Address and Explore Economics within the C3 Framework. Journal of International Social Studies, 10(1). 

Cordell, D., Eckhardt, S., Hauser, J., & McGriff, N. (2012, October). Educational Technology in Schools. [White paper]. American Association of School Librarians. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/positionstatements/AASL_Ed_Tech_WhitePaper.pdf

Powerschool. (2021, April 13). SAMR Model: A Practical Guide for K-12 Classroom Technology Integration. https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Mission, Guidelines, and Policy

The current mission, vision, and values statement of the school and school library would remain in effect and there is already an acceptable use policy and parent / student agreement in place for the school technology, so no changes will be needed there. These policies highlight the innovative, caring, and personalized learning practices at Evergreen, while maintaining compliance with safety protocols. The Instructional Leadership Team at Evergreen, which consists of the Principal, Assistant Principal, Lead Tech/Vanguard, and the Instructional Mentor will set the examples for the staff and students to be inspired by. If Evergreen were to allow volunteers, there are protocols in place for bringing them in (ex. background checks, scheduling, sign-in process).

Items Needed and Funding Considerations

The items needed for this project are:

  • A green screen
  • iPads with iMovie installed
  • Tripod for iPad
  • Lighting

Since the school already has a 1:1 iPad program in place and already possesses the rest of the items, there will not be any up-front costs associated with the Green Screen Creation Station. However, the library might consider purchasing additional apps like DoInk Green Screen for a more kid-friendly experience. Additionally, it is important to consider what to do in case of accidental damage or if there were an instance where staff would like outside professional development. If purchasing additional apps, supplies, and PD time for this project is not feasible for the school, the Organization of Parents and Teachers allows grant money for projects such as this. As stated though, additional funding is not necessary to begin this project.

Action Steps & Timeline

The Green Screen Creation Station project is to be presented at a staff meeting.  Admin and staff will need to be on board and be willing to help out with the physical aspect of putting this project together. Once the basic ideas are finalized, the whole process of assembling the physical space and planning for professional development can begin. The librarian is already in the process of book weeding to make room for the more circulated items in the library and also to re-claim some space which will be used for the Green Screen Creation Station. This process can be accomplished within a 4 week period.

The steps are as follows:

  1. Librarian will complete their book weeding project to make room for the green screen and associated technology.  This should take about two weeks.
  2. A “work party” will be scheduled to move shelving and hang the green screen and create signage for the station.  This could be completed in one after-school session.
  3. Professional development will be scheduled for anyone who wants to learn how to use the space and the iMovie app to create the chromakey effects. The professional development could be done in one after-school session and it can be ongoing. Additional time can be scheduled with the librarian.
  4. The first session will be scheduled in the school library calendar so that the librarian can be available to help out. One session will be at least 30 minutes and can go longer depending on the schedule for the day.
  5. A mini-evaluation of the first session will occur and any changes can be made at that time. This can be done at the next staff meeting.
  6. Promotion of the program will occur. This can be done via newsletter and social media.
  7. Further scheduling of the space and a final evaluation period will occur.

Staffing Considerations

The librarian will already be familiar with using a green screen and can schedule time with anyone who would like to learn the technology.  Existing staff can schedule PD time or sessions with the librarian to familiarize themselves with the use of the Green Screen Creation Station. They will use their own iPads, so equipment checkouts from the library are not necessary. Once staff is comfortable with the use of the station, they will no longer need direct assistance from the librarian; they may use the space on their own time with their students. As Evergreen is a K – 5 school, students will need to be supervised by staff, but can also have the flexibility to learn the technology and work independently or in groups.

Training

Training sessions can be scheduled with the librarian. Further resources will be communicated to the staff by the librarian so that they may research ideas ahead of time. All staff and students should be familiar with iPad technology. Since Evergreen Academy is an Apple Teacher school, this will not be an issue.

Promotion & Marketing

Once the steps in the timeline are complete, teachers and admin may include details about the Green Screen Creation Station with parents and students. The librarian will write a blurb and provide pictures of students at work for the school’s social media channels. The Organization of Parents and Teachers may also share this via their social media channels.

A benefit to promoting these types of participatory programs at Evergreen is increased enrollment. The neighboring public school districts are considered to be some of the best in the state, so it is vital that Evergreen Academy sets itself apart from those districts in many ways. Not only will the students and staff benefit as stated above, the school as a whole will benefit from the optics of having this space in the library which prospective parents and students will see on their tour of the school.

Evaluation

“The most difficult part of 2.0 librarianship is not the creation of new services nor even the job of convincing those in charge to let you try those new ideas. No, the hardest part is often the reexamination of ideas” (Casey & Stephens, 2008).

To evaluate the Green Screen Creation Station, a short Google Form will be sent to all staff and the 3rd – 5th grade students to survey their satisfaction with this new program.  Staff will receive this via email and students will receive this through their Technology Course in Schoology, the current learning management system at Evergreen.  K – 2nd grade will also get a chance to chime in through the use of their learning management system, Seesaw.

Additionally, any social media comments from the school’s social media channels and also the Organization of Parents and Teachers’ channels will be considered as well as how many hours per week the space is utilized.

Information about how to evaluate such services can be found in Evaluating Library Programming by the Connected Learning Alliance. “As library staff, you have much knowledge and insight about your patrons that can be integrated into the process of systematically collecting and analyzing data” (Connected Learning Alliance, 2020 p. 38).

References

Casey, M. E., & Savastinuk, L. C., (2007).  Library 2.0. Information Today, Inc.

Connected Learning Alliance. (2020, August). Evaluating Library Programming. https://clalliance.org/wp-content/uploads/2020/08/Evaluating-Library-Programming.pdf

Powerschool. (2021, April 13). SAMR Model: A Practical Guide for K-12 Classroom Technology Integration. https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Stephens, M., & Casey, M. (2008, April 15). Measuring Progress. Tame The Web. https://tametheweb.com/2008/04/15/measuring-progress/

Stephens, M. (2016). The Heart of Librarianship: Attentive, Positive, and Purposeful Change. ALA Editions.

Reflection Post #3: The Hyperlinked School Library

I believe the school library is at the heart of a school.  It is interesting that of all the other schools in my company, I have the only library (that I know of). Whenever the principal takes prospective parents and students on a tour of our campus, they always stop by my library, and they are always so happy to see it. It’s a good selling point for us because not only do all our students get dedicated time in the library with me, but they also come back to this space for technology class.  Typically, I have tables spread out, but due to Covid-19, I had to remove them.  I was told I’d have to travel to classrooms.  Um, no thank you.  I had small round cushions that I could space out safely on the floor and I purchased lap trays for the students to use while they worked.  Bingo.  Classes are back in my library.  Where the heart of my school is.  But the bigger point here is, the kids are thrilled to be there to learn and while reading the articles that went along with the hyperlinked school library CYOA, each one really spoke to me and I also thought back to the Library 2.0 text by Michael Casey and Laura Savastinuk.  “Your organization will keep the Library 2.0 momentum going by encouraging your staff and customers to be a part of the process on a continual basis” (Casey & Savastinuk, p.128).  Yes!  This is happening pretty much organically at my school!  Our Education Managers are behind this whether they know it or not by providing all the tech we need which I coach teachers and admin to integrate within core subjects.  And the kids are the winners here.

One of the many things I teach to students in my library is digital citizenship.  What I struggle with was exactly spelled out in the Livingstone article, Digital Natives or Naïve Experts. “The main dilemma this research presents is the disconnection between the children’s familiarity with a range of internet-related concepts, and their possession of the practical skills these concepts refer to” (Livingstone 2019).  There is a gap.  The kids all know the difference between personal and private information and what should be shared and what shouldn’t, the trick is filling that gap.  I think all I can do is move forward and teach and lead by example.  Parents really do need to be partners here as well, but I feel that I can make a difference in my little ol’ 2.0 K – 5th grade school library.

References

Image from https://www.teachwire.net/news/how-keeping-up-with-technology-can-make-your-school-library-a-more-powerful-place-for-learning

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Medford, N.J: Information Today.

Livingstone, S. (2019). Digital Natives or Naive Experts?

Participatory Service in the Elementary School Library

Whenever I dig into any of our readings, I find myself trying to make connections to the library where I work.  I’m a K – 5th grade librarian (obviously not credentialed yet…) and technology teacher at the small private school where I work. It’s a for-profit private school and I am the only librarian in our company.  In fact, there have been times in my company/school, in their push to enroll more students (students = $), it was rumored that they would take my library and turn it into a classroom.  As in, remove all my books and materials and have no library whatsoever in lieu of more small bodies on our campus.  I’ve had to fight to keep it and my principals have always had my back, but it’s exhausting.  The thing is the company sometimes loses sight of what this library brings to our students.  It’s not just books that they want, they want space to just “be” and create and innovate. I’ve been planning a huge weed soon to make room for what the students really want.

They want more time with the 3D printer.  They want more time for collaborative art. These are the things I’d like to focus on this school year. Three items in Schneider’s The User Is Not Broken: A meme masquerading as a manifesto popped out for me (Schneider, 2006).

  • The most significant help you can provide your users is to add value and meaning to the information experience, wherever it happens; defend their right to read; and then get out of the way.
  • Meet people where they are – not where you want them to be.
  • We have wonderful third spaces that offer our users a place where they can think and dream and experience information. Is your library a place where people can dream?

I want my library to make my students feel like it is a place where they can dream, create, and ”be”. I want my kiddos to value their experience in my library. My school’s theme for this month is ”Everyone has a story. Make yours worth telling.”  That’s what I want and I love that our course readings inspire all kinds of ideas that I can use! As Erik Boekesteijn says, ”libraries should keep stories, share stories, and make stories” (Stephens, 2019 p. 92). As I mentioned, I’m planning on a big ol’ weeding which will create space for the stories the kids want.  I’m going to share out a Padlet to them so that they can share what they are reading or doing to inspire others and to create stories of their own to share. Yay for the participatory library!

References

Schneider, K. (2006). The User is Not Broken

Stephens, M. (1019). “Telling Stories” in Wholehearted Librarianship p. 91

Image retrieved from https://www.wilder.org/articles/youth-participatory-evaluation-how-start

A Whole New Mind and the Hyperlinked Library

This book has been in my TBR (to be read) pile for ages, so I was quite pleased to see it in the list of Context Book Report suggestions. Daniel Pink is a prolific writer of many books about work, creativity, and behavior.  He’s been an editor for several publications such as Fast Company and Wired and his articles and essays have appeared in Harvard Business Review and The New York Times to name a few.  Heck, he was even Al Gore’s chief speechwriter in the mid 90’s. While this book was published in 2005, it practically screams Library 2.0. The concepts, described by Pink as senses, offer a look at how important the connections (dare I say hyperlinks) are between “left brain” and “right brain” dominant traits. What are these senses and how do these senses relate to the Hyperlinked Library model?

Pink describes the 21st Century as the Conceptual Age where the main players are the folks who have mastered “right brain” or R-Directed Thinking (the previous two Ages being the Industrial and the Information Age, largely dominated by L-Directed folks whose traits were physical strength and high proficiency knowledge). As we move through this Conceptual Age, Pink suggests we keep three questions in mind:

  1. Can someone overseas do it cheaper?
  2. Can a computer do it faster?
  3. Is what I’m offering in demand in an age of abundance?

Keeping our focus on the hyperlinked library, I’d like to offer these questions, which I will dive into later:

  1. Can an Amazon-type retailer do it better?
  2. Can a computer replace a library?
  3. Is what the library is offering in demand in an age of information overload?

The Six Senses

A Whole New Mind outlines the six “senses” that Pink proposes will serve us well in this Conceptual Age: Design, Story, Symphony, Empathy, Play, and Meaning which at its heart is very R-Directed thinking.

Design
This photo was taken at the Woodinville Library in the King County Library System.  Doesn’t it look inviting?  The chairs seem comfy and the windows allow lots of natural light and a beautiful view. Can’t you just see yourself settling down with a book here? This is definitely designed to make one feel that way.  Design is an important aspect in the hyperlinked library.  I’d even bring a nice throw blanket and get all hygge with it. This is a far cry from the utilitarian tables and uncomfortable wooden chairs and a scowling librarian shushing you from the circ desk. A user-centered, inviting design makes all the difference. Users will want to visit the library, and once they are there, they will learn about what else the library has to offer. “Today it’s economically crucial and personally rewarding to create something that is also beautiful, whimsical, or emotionally engaging” (Pink, 2005 p. 65).

Story
“When facts become so widely available and instantly accessible, each one becomes less valuable. What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact” (Pink, 2005 p. 103). Also known as storytelling. It’s fairly well known that humans are wired for story.  Story is how we make sense of information. Using L-Directed thinking, we’re memorizing facts, but using R-Directed thinking we are hyperlinking these facts with context which increases understanding. What might this look like in a hyperlinked library?

What better way to learn about the real-life science behind the fictional Star Trek universe?  Dr. Wong, who is a Post-Doc at the University of Washington, studies planetary atmospheres, habitability, biosignatures and the emergence of life. All of this placed within the context of the Star Trek universe.

Symphony
This sense focuses on combining disparate pieces into a whole and understanding one thing in terms of another. 

Here’s another Star Trek example: The Next Gen episode entitled Darmok. Our hero, Captain Picard, is captured and trapped on a planet.  He isn’t alone though; he is trapped with a captain from an alien planet.  This alien captain’s language is not compatible with the universal translator, thus Picard cannot understand him.  He speaks in metaphors and they both must learn to communicate with each other before the “big bad” kills them both. Spoiler alert: Captain Picard is able to focus on the disparate pieces of the alien captain’s language to understand what he is communicating to him and vice versa. The hyperlinked librarian will also need this skill/art to connect in a real way with the user. It’s as simple as that.

Empathy
“What will distinguish those who thrive [in the Conceptual Age] will be their ability to understand what makes their fellow woman or man tick, to forge relationships, and to care for others” (Pink, 2005 p. 66). One of the most beautiful libraries in the world is in Aarhus, Denmark. The Dokk1 library and cultural center is located on a former industrial harbor.  Talk about design!  One of my favorite factoids I learned in this program was there is an art installation there known as The Gong. It isn’t just any ol’ piece of art – all the art at Dokk1 is meant to compliment the architecture of the building and its spaces.

This particular installation is a very special working gong.  Whenever a child is born at a nearby hospital, the parents can tap a button there which sends a signal that rings the Gong at Dokk1. This beautiful piece of art symbolizes new life. Can you imagine being there when it rings, knowing that a new baby has just entered this world? Seeing the reaction of everyone around you knowing the same thing and perhaps imagining how happy those parents are in the moment?

Play
All work and no play makes Jack a dull boy, right? Of course, there are times to be serious but Pink wants us to know “too much sobriety can be bad for your career and worse for your general well-being” (Pink, 2005 p. 66). I was recently at my annual back to school professional development where my principal said to us “be more dog”. Librarians are already good at this, I think.  Many libraries across the country already have programs in place for play. From toddler time to D & D night at the library.

Meaning
As I stated earlier, humans are wired for story. Story combined with the other five senses can help us find meaning in our lives, which the hyperlinked librarian can help folks achieve. Pink discussed his experience walking a labyrinth and compared it to walking a maze. “Mazes are analytic puzzles to be solved; labyrinths are a form of moving meditation” (Pink, 2005 p. 228). As our world becomes more fast-paced, it is easy to imagine people losing meaning in their lives. Pink’s experience with a labyrinth illustrated how calming they are and how, after a time, one begins to think inwardly. 

The public library in Bozeman, Montana installed a labyrinth back in 2019.  It was designed by a homebuilder, David Kingman, from Minnesota who moved to be with his son after his wife passed away. During her illness, David found peace and solace in labyrinths, so David pitched the idea to the Bozeman library in 2016 and it was built in 2019.

“Labyrinth proponents claim walking a labyrinth can lead to deeper relationships, a stronger sense of community, a feeling of being on a spiritual journey, a sense of inner reflection and connection to sources of guidance, a sense of living in the present, greater creativity, and stress reduction” (American Nurse, 2010). How wonderful would it be if more libraries had labyrinths?

Final Thoughts

It is clear that an information professional who keeps the hyperlinked library in mind will be worth their weight in gold.  Revisiting those questions from earlier:

  1. Can an Amazon-type retailer do it better?  No, an information professional can do it better. That’s not to say the user won’t end up using Amazon to purchase a book or some sort of document. I’d like to think they received help from an information professional to inform their decision.
  2. Can a computer replace a library? No. Libraries are magical places thanks to hyperlinked information professionals who keep Pink’s six senses in mind. Yes, there are computers there, but the heart of the library is the information professional and the community they serve.
  3. Is what the library is offering in demand in an age of information overload? Yes, but the trick is to convince the stakeholders of this. The Hyperlinked Librarian always keeps the user in mind and is one of the best teachers and supporters around.

A Whole New Mind was an inspiration. Information will continue to bombard us, and it’s the job of the hyperlinked librarian to make sense of how to work with teammates, users, and stakeholders to create the best space for the information community at hand.

References

American Nurse article Walking the labyrinth: An exercise in self-healing retrieved from https://www.myamericannurse.com/walking-the-labyrinth-an-exercise-in-self-healing-2/

Bozeman Library Labyrinth photo retrieved from the article Lingering in the Library Labyrinth: https://bozemanmagazine.com/articles/2019/09/01/103300-lingering-in-the-library-labrynth

D&D at the library photo retrieved from https://slpl.bibliocommons.com/events/5aad540ceefe59260038d770

The Gong at Dokk1 photo retrieved from:  https://www.flickr.com/photos/aakb/sets/72157668074145883

Pink, D. (2005). A Whole New Mind. Riverhead Books. Cover photo from https://www.danpink.com/books/whole-new-mind/

The Science of Star Trek photo retrieved from: https://kcls.bibliocommons.com/events/5f99e67f9aadc72f00582f3a

Woodinville Library reading nook photo retrieved from https://foursquare.com/v/kcls-woodinville-library/4a94cb6df964a520772220e3

Reflection Blog – Foundational Readings

Library 2.0 Word Cloud

Prophetic is a bit of a strong word when it comes to the Buckland text. Perhaps relevant and meaningful are more accurate. As I read, I couldn’t help but think of my local library system, the King County Library System here in Washington State. It was a pretty magical place to visit when I was much younger (heck, my Kindergarten teacher even worked there). My 8 year-old self would have never dreamed of what is available and accessible now.

I ended up reading the whole Buckland text and found it perhaps more relevant now than when it was originally published in 1992. In the Foreward, Michael Gorman, who was the Dean of Library Services at Cal State, Fresno, states “The use of digital electronic documents can go well beyond that of simply reading a text or seeing an image. This flexibility (conferred by the ability to edit, merge, add to, make subsets of, rearrange, etc., electronic documents) will have profound, and not invariably benign, effects of libraries, library users, and library service” (Buckland, 1992). Yes, yes, yes. Library 2.0!

Furthermore, this has not only had profound effects on library service, which by the way I appreciated Buckland’s focus on the user, but educational technology as well. I couldn’t help but make connections between this text and Dr. Ruben Puentedura’s SAMR model. Without going into extensive detail, SAMR stands for Substitution, Augmentation, Modification, and Redefinition. Integrating technology into library service and education has changed the whole user and student experience. Substitution would be simply reading an electronic book instead of a paper one. Augmentation would be perhaps doing a book report PowerPoint with videos embedded. Modification would be the same presentation the multiple students could collaborate on at once. Redefinition would be all of the above, but maybe the author has been invited to collaborate via video real time. Redefinition essentially is working on a learning task that would be inconceivable without the use of the tech tools available.

This is all great, but we must also consider equity and accessibility issues that go along with the advances in technology, but fortunately there are information professionals like us who are able to keep this at the forefront.


References

Buckland, M. K. (1992). Redesigning library services a manifesto. American Library Assoc.

Word cloud created with Word Art https://wordart.com/create

Hi, All!

Hi there everyone! I’m Rose Holck and I’m excited to be here learning with y’all. I’m from the beautiful PNW and I’m a librarian and technology teacher at a small private school. I love all things Star Trek and have an amazing husband and two awesome daughters who are in college as well.

Looking forward to a great semester!

–Rose

Skip to toolbar