Top Shelf

Back in September, Cushing Academy in Massachusetts made the news by announcing that they were removing all of the books from the library in order to make room for digital information sources. This move prompted librarians and education bloggers around the country to write and wonder about the place that print resources have in a 21st century library. A great response came from Brian Kenney, editor of School Library Journal, in his editorial from the October issue.

In this month’s issue of Teacher Librarian though, David Loertscher puts it all in perspective with this list:

Ten Things Worse Than a Library Without Books:

1. A library without a credentialed teacher-librarian.

2. A library without information in the format users prefer.

3. A library that restricts access to information in any format.

4. A library that most teachers ignore.

5. A library that most students Google around.

6. A teacher-librarian who is afraid of, or ignores the impact of technology.

7. A library that only deals in print materials.

8. A library of antiquated computers and computer networks.

9. A library where tech directors have a big sign behind their desks reading: Just say NO!

10. An empty library.

He makes a great point – what’s the point of having a library (with or without books) at all, if students and teachers aren’t using it?

In a time when information is plentiful and easy to get, users have to believe that coming to the library adds value to their information experience or they will get what they need elsewhere. What are you doing to add value to your students’ and teachers’ experiences in the library?

For the past several years, librarians in my district have been talking about change and transformation.

We started several years ago, just by dipping our toes into RSS and blogging.

Then we talked about collection development and how it looks different now that so much information can be found through subscription databases and on the free web.

We all went through the “23 Things” and learned about web 2.0 technologies.

Then last year we started trying to put all of that learning together by writing a new vision statement for the library program.

A fabulous group of librarians met several times last year for this project. They took their task very seriously and had many brain-busting sessions in order to get it just right. They put together a profile of our current library program that included the history of Library Services in the district, previous vision statements, an assessment of the current services offered, and demographic information. They compiled information from current research about the characteristics and best practices of effective library programs. They also surveyed teachers and administrators in the district to get their perspective on what the library currently offered and what they wanted from the library program.

All of this information was synthesized and distilled into the following vision statement that was presented to the whole group at our first meeting of the year:

MISD librarians envision a 21st century library program that increases students’ achievement and potential for future success.

• The 21^st century library has two distinct manifestations. The physical library features an inviting, friendly atmosphere staffed by a certified professional who works to help teachers and students navigate an increasingly complex information environment; the virtual library provides access to library resources and tools 24 hours a day, 7 days a week. Both physical and virtual libraries promote intellectual freedom and provide equitable access to the resources and tools required for learning.

• In the 21^st century library, reading is a foundational skill for learning, personal growth and enjoyment. It is encouraged at all grade levels through various promotional and instructional activities designed to develop successful readers.
• In the 21^st century library, inquiry provides a framework for learning. Students are taught to locate, select, evaluate and use information appropriately and effectively.
• In the 21^st century library, collaboration is fundamental. Teachers and librarians work together to deliver instruction that focuses on critical thinking skills, literacy skills and curriculum connections.
• In the 21^st century library, learning is social, customized and personalized. Students are connected with information and each other, while creating new understandings and celebrating accomplishments.
• In the 21^st century library, technology is ubiquitous. Library users employ technology to locate materials and information, circulate items, collaborate with each other and create products. Librarians provide leadership and training for teachers and students in the use of current and emerging technologies.
• In the 21^st century library, the collection is varied, balanced and current. It features information in multiple formats for all needs and interests, supports the curriculum and is appealing to library users.
• In the 21^st century library, systems and routines are established that break down barriers and allow students and teachers to use the library independently and at point of need.

What is does your vision for the 21st century school library look like?

Image citation: Forward by Bruce Berrien.

Twitter is everywhere these days and people are using it to talk – about librarians. On Tuesday, there was a long conversation about the role librarians should play in schools today and if they are even capable of playing it!

Joyce Valenza responded to the conversation with some very perceptive comments, as usual. She said:

Being an information (or media) specialist today means being an expert in how information and media flow TODAY!  It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms.  It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools.

In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today.

Joyce also pointed out that the Twitter conversation took place out in the open where anyone could follow it. If these are the kinds of things people are saying in public, what are they saying in private?

What are people saying about the librarians in our district? Initiatives like 23 Things and other staff development sessions that we offer are designed to help our folks be the kind of information specialists that are required in the 21st century.

Is it making enough of a difference? How would teachers and administrators in our district answer the central question of this week’s Twitter conversation: What’s the point of having a media specialist if they aren’t specialists in the media forms of the day?

Since 2004, a group called The New Media Consortium has published an annual Horizon Report,

a research-oriented effort that seeks to identify and describe emerging technologies likely to have a large impact on teaching, learning, or creative expression within higher education.

New this year is a Horizon Report, specifically geared to K-12 that follows the same format – a panel of experts from around the world identify and organize new technologies by their “adoption horizon” or how long they think it will take before those technologies are adopted in K-12 schools.

These are the technologies that are predicted to be seen in wide use within the year:

• collaborative environments – virtual workplaces where students and teachers can communicate, share information, and work together
• online communication tools – put students in touch with distant family members, practicing experts, and their peers, wherever they may be located

Within 2-3 years, we might expect to see:

• mobile devices – the new ability to run third-party applications represents a fundamental change in the way we regard mobiles and opens the door to myriad uses for education, entertainment, productivity, and social interaction.
• cloud computing – computing resources resulting from very large “data farms” — specialized data centers that host thousands of servers. Many of us use applications that run in the cloud daily without even being aware that they are cloud-based. Image editors, word processors, social networking tools, and others are examples of cloud-based applications.

In 4-5 years:

• smart objects – link the virtual world and the real: a smart object “knows” about itself and its environment, and can reveal what it is for, who owns it, where and how it was made, and what other objects in the world are like it. Libraries are an obvious place where smart objects come in handy, for purposes like collection tracking and checking materials in and out.
• personal web – a term coined to represent a collection of technologies that confer the ability to reorganize, configure and manage online content rather than just viewing it; but part of the personal web is the underlying idea that web content can be sorted, displayed, and even built upon according to an individual’s personal needs and interests.

The full report gives lots of examples of how these technologies could be used in K-12 and schools. Very interesting stuff and worth a look.

For their 10th birthday, Google asked 10 of their top experts this question: What’s going to happen in the next ten years? How will this phenomenal technology evolve, how will we adapt, and (more importantly) how will it adapt to us?

Here are some of the predictions made:

In the next decade, around 70% of the human population will have fixed or mobile access to the Internet at increasingly high speeds, up to gigabits per second. We can reliably expect that mobile devices will become a major component of the Internet, as will appliances and sensors of all kinds. Many of the things on the Internet, whether mobile or fixed, will know where they are, both geographically and logically. As you enter a hotel room, your mobile will be told its precise location including room number. When you turn your laptop on, it will learn this information as well–either from the mobile or from the room itself. It will be normal for devices, when activated, to discover what other devices are in the neighborhood, so your mobile will discover that it has a high resolution display available in what was once called a television set. If you wish, your mobile will remember where you have been and will keep track of RFID-labeled objects such as your briefcase, car keys and glasses. “Where are my glasses?” you will ask. “You were last within RFID reach of them while in the living room,” your mobile or laptop will say.

Pretty incredible, huh? For more predictions, read the whole post here.

Google is always creating and doing cool things, and their interactive timeline is no exception. Another little project created to celebrate their 10 year anniversary, the timeline tracks company milestones, products released, definitions of Google terms, statistics, and the development of Google “culture.” Especially fascinating are the year end looks at Google search trends. Who knew pokemon was so popular in 1999?

Photo citation: Its Future is in our Hands, uploaded on July 8, 2007 by aussiegall.

The Blue Skunk Blog has an interesting discussion going on. It started with this post, in which Doug Johnson defines postliterates as “those who can read, but chose to meet their primary information and recreational needs through audio, video, graphics and gaming.” He then suggests that, even though the term “postliterate library” seems like an oxymoron,

our best libraries are already postliterate, increasingly serving sets of users who communicate, recreate and learn using media other than print. And the attitude we as professional librarians adopt toward the postliterate may well determine whether our libraries continue to exist.

In part 2 of the discussion, Johnson lists 10 hallmarks of a postliterate library and touts librarians as leaders on the campus that can encourage the use of new technologies and resources.

Some very thought-provoking ideas here. What do you think?