New year’s resolutions

Inspired by the great advice in Christina’s recent post, and getting pretty excited about welcoming kids back on September 6th, I offer my new (school) year’s resolutions:

  1. The first comes out of one of the roles I play at TCS: as advisor committee coordinator, I see the incredible things that some of my colleagues are doing with their advisees. While I have a great relationship with current and former (meeting two of them for coffee tomorrow!) advisees, comparison can make me feel like I don’t always measure up. This is completely applicable to my work as librarian, so my chosen mantra for 16/17 is from my current ear worm, Let it go: thank you James Bay, for suggesting that “you be you and I’ll be me”. On it!
  2. We are so very fortunate to have a beautifully and functionally renovated space within our new Cirne Commons, so I was quite surprised to find myself having trouble with the transition last spring. Who would not love and be eternally grateful for such a beautiful library?! I do love it, and I am grateful – but the kids use it differently, and more quietly. Which freaks me out  – ironic, huh? Having regained my equilibrium, I pledge to embrace the changes & identify opportunities inherent in this new space.
  3. Finding challenge and fulfillment in so much of my work does not give me the right, or the excuse, to try and do it all. I have two enthusiastic, more-than-capable and willing colleagues in my senior school library who are eager to take on pretty much anything. So I will share the wealth and delegate more.

All the best to those of you who are already in full swing, and to those who are just gearing up!

An Answer to David Wee’s “I Have No Idea What I Am Doing…”

By CD McLean (Berkeley Preparatory School)

Background:

This post is my first in a couple of years.  They don’t have a login for me yet, so the top bit says Christina, but don’t blame her if you disagree with anything in the post! Blame me (CD McLean).  I was in a bit of a quandary about what to write in my first back to blogging post. What would be the most interesting subject? What would capture AISL librarians’ attention? I thought about doing one on collaboration as I have a big collaboration project coming up with our new personal librarian program kicking off in the upper school this school year.  Then I thought, why not go topical?  Perhaps an entry on plagiarism might be thing since we had the speech kerfuffle at the Republican National Convention; we could look at the ins and outs of plagiarism and how to examine it in the classroom.  In the end though, I fell back on the tried and true for intriguing: David Wee. As most of you are whenever he posts, I was enthralled by David Wee’s post on “I HAVE NO IDEA WHAT I AM DOING…”.  And I heard his call for comments and thought, “I will answer the call.”  Also, I frequently stand in the middle of the library staring out at the students and think “I HAVE NO IDEA WHAT I AM DOING…” 😎

What does it mean to be “information literate?”

 A good question, but I think perhaps the question needs to be “what does it mean to be information literate to librarians and to administrators and to department chairs? (And perhaps should we check those people to see if THEY are information literate?) Wesleyan University defines information literacy as “ a crucial skill in the pursuit of knowledge. It involves recognizing when information is needed and being able to efficiently locate, accurately evaluate, effectively use, and clearly communicate information in various formats.” However, the American Library Association (ALA) defines it as “… 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.””

Student Looking for Book on Library Shelves (photo from wikimedia).

The difference between the two: the university librarians added the clear communication. What do you think of these two definitions? Are they enough? Is the added clear communication enough for your students? Or do you need something more?

A third definition comes from the Association of American School Librarians (AASL) and AASL has taken a more skills-based approach at the definition. Consequently, it is a bit more detailed. Their definition comes from their Standards for the 21st-Century Learner. While AASL does say that the definition of information literacy has become more complex as resources and technologies have changed” (meaning: Hey everybody, this is tough!”), I think that the closest they come to a definition that we can use is on the right hand side of their pamphlet where they define the skills for the 21st-century learner. 

Cover of the front page of AASL’s 21st-Century Learner Pamphlet (via AASL website).

Learners use skills, resources and tools to: 

  1. Inquire, think critically, and gain knowledge. 
  2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 
  3. Share knowledge and participate ethically and productively as members of our democratic society. 
  4. Pursue personal and aesthetic growth.

So, out of the three definitions, which one do you prefer? All in all, I like the AASL definition best.  IMO, it is more comprehensive. It allows for us to teach ethics (plagiarism, copyright), that the other two definitions leave out. And I really like number 4: Pursue personal and aesthetic growth.  Every year I wrack my brain for how I can help students achieve this.  This year it is my goal is to create research projects that help students pursue personal and aesthetic growth.  I’ll keep you posted.  What are your goals for the new school year related to information literacy?

What does it mean to be “college ready?”

Short bad answer: a diploma.  Real librarian answer: Well, that’s the rub, isn’t it? At several of our conferences, we have had panels of lovely college librarians tell us what they are looking for in their  college freshmen.  I think the part of the problem lies with us.  Are we passing on the information we receive?  By passing on, I mean, adding this info to our scope and sequence?  Do we go back and talk with department chairs and then redesign projects?  We are certainly not the only people responsible for making our graduates college ready, but I think we do bear responsibility for making them information literate and able to research at the college level. We are part of the team.  We need to help our team be the best it can be and part of that responsibility is passing on information about how we can redesign or look at projects differently so that our students can be better able to succeed in college. 

One group activity that we all might do is a quick survey of our own graduates and then share that information with the list (or, share it with me and I will compile it for my next post mcleacd@berkeleyprep.org put in the subject heading graduate survey).  The end goal of the task would be to take the results and then publish them in an NAIS, AASL or another publication so that we are disseminating the information discovered.  This survey is something I did with my former students. It was quick and dirty, essentially, I asked them to send me research assignments that they had been given.  I also asked them to tell me whether they felt that they had been adequately prepared by the library department.  I also asked about how they conducted their own research in college and what resources they used, if they felt there was something we should have taught them, but didn’t, if there was something that we did teach them that they were thankful for.  On the whole, they said, we did a great job on the humanities side, but we needed more upper level science writing/research assignments because that was what they were encountering in school and they didn’t know how to do it.  In particular, one graduate spoke of a free science database (the PDB) that they were using for a science research project. Because of this info, I was able to go to the Upper Division Director and ask about the state of research in the Upper Division.  The library had been off the curriculum committee for two years.  I think it is because of this that we have been reinstated for this coming school year.  If any of you remember my talk from the Tampa conference, energetic persistence is my first game plan. If that doesn’t work, then having an elephant’s memory does.  I never forget what I have asked for and I ask for it year after year until I get it.

Are colleges truly doing a good job of preparing young adults to be thoughtful and productive citizens?  

IDK.  I think it depends on the college and the student.  If that is the mission of the school, then yes, but for the majority, no.  

If no, do we continue to build PK-12 curriculum around helping students be “college ready” or do we bravely go where other schools have not?

I think this all comes back to your school’s mission statement.  Ours is that we put students into the world who make a positive difference.  So from a Berkeley Prep perspective, we are invested in making sure that our graduates have a solid character and service learning foundation.  My school has added a director of community service and she has done amazing things with our students.  Or rather, I should say, she has been able to spotlight the amazing things our students have been doing.  Our Global Scholars Program is doing more community service oriented items.  Even in the library, where we did fundraising in the past, we have kicked it up a notch and have embarked on a major community service learning project with middle division that we hope will connect with upper division in time.  Our student library proctors are leading the charge on this effort and will be mentors to the 8th graders. 

How much of my collection should be eBooks vs. print vs. databases vs. audiobooks?

OMGosh.  I have nightmares about this question.  I also have tours that come through the library with tour guides who say, “One day print…” you know how that sentence ends!  We will be renovating our library in the Spring and it will be all packed up and we will be completely electronic for at least five months, perhaps more.  So, we are facing this question of purchasing more databases for this year to use. The question being, what if we like them?  Do we keep them?  What does that do to my budget?  

A very tiny survey of Battle of the Books students from several Bay area schools showed that the majority of them preferred print books to electronic or audio, but we are still putting our money on Overdrive and audiobooks. I think this is a “If you have them, they will use them” situation. Our entire collection isn’t electronic, but it’s a slow slide.

What platforms should I use to host my eBooks and audiobooks? 

IMO whatever works for your situation. Currently, we use Overdrive for fiction and audiobooks because they have a consortium price that is amazing; they have collections for both lower and middle and upper; and when we did the original research, we liked them best.  So, most of our kids are trained on this device.  Our public libraries use this platform as well.  

How many eBook and audiobook platforms is too many?

I was going to say not more than one.  But then I realized that we have Overdrive for fiction and for reference eBooks, we have Gale, Ebsco, and so on and so on.  We also have ACLS Humanities Ebooks, which is a completely separate platform and we have onesies out in the Destiny collection from other sources.  So, in an effort not to be a hypocrite, you should have lots!

Should I have my own “library research process” like Big6 or ISP or should we be aiming to contextualize library skills/concepts/tasks into a broader framework like Design Thinking?  

Please let me know on this one.  We don’t have my own library research process.  But we are working with history to come up with one that is similar to Guided Inquiry for this year so that we can have a process that follows our scope and sequence. Lower Division has committed to Guided Inquiry.  I feel like Guided Inquiry is the closest one that will allow me to design projects that achieve that #4 skill AASL talks about (see above definition).

Is it okay to rip the DVD of our legal copy of Supersize Me so students can view it within Vialogues on our Moodle site? Guidelines don’t count. I want someone to tell me yes or no and if they’re wrong, they get fired or sued instead of me.

Look.  If people can’t even tell if there is one monkey making three faces or three monkeys making one face, then how can we really know the answer to anything? 42.  Either way, I’m not going to answer that question or David’s.

Is the return on investment for EBSCO Discovery worth it by measurably getting many more student eyeballs on my expensive database content or is it still a not-quite-ready-for-prime-time thing that everybody is excited about and signing on for until two years from now when we’ll all want to move on to something else that is still not-quite-ready-for-prime-time?

We aren’t going there…bleeding edge and all that…

I know library research skills are necessary and important for students’ future success, but how do I get teachers to believe what I believe?

Energetic persistence and an elephant’s memory (“Why, Martha, are you still doing that luau project in March?  I have just the thing for you!  If you come by tomorrow, when I have your favorite snack in my office, we can chat about it.”)

Why do we have to change libraries into “Learning Commons” rather just calling them libraries and adding/evolving the functionality and work that happens within a “library?” (Modern hospitals seem to still be called “hospitals” without the messy historical baggage associated with the fact that physicians used to use leeches to suck blood from sick people. Things change, people, move on!).  

I’m a librarian and I work in a library. End of story.

Is coffee bad for me or is it good? What about salt? Butter? I’m a librarian. If I can’t figure out what to eat or not eat, how am I supposed to teach students in a health class what sources of information are to be believed?  

Coffee good. Coffee with chicory, better! I’ll stop there. And I want coffee in the LIBRARY…;-)

MLA 8 has landed. Should I stay with MLA 7 for this year or make the jump in August?

Now you might look at my comment on bleeding edge and have bet that I would arguing sticking with MLA 7 for this year.  You would be wrong.  MLA 8 is out.  The books are out.  Whether the English department likes it or not, MLA 8 is here to stay.  One way that you can make yourself indispensable to your English department is to point out that you and your library staff has MLA 8 books and are all trained on MLA 8.  Additionally, you would be OVERJOYED  to give them all a brief primer on how to teach the new MLA 8 style to their students.  MLA 8 is not bleeding edge, it is concrete, here to stay, in your face, deal with it, change.  Be the happy, helpful librarian that those overwhelmed teachers need to help them deal with that one more thing they didn’t want to learn! 

Easybib Schools got murdered. Easybib Scholar didn’t look worth the cost difference for my school needs so we planned to migrate to NoodleTools, but now Easybibwhatever it is called now is, supposedly, free. Go or stay?

I am biased.  We have been a Noodletools house for 14 years.  In those 14 years we have had exceptional service and service that has grown from not just a works cited generator, but a research platform for students. I have gone from one or two history teachers, to a committed history department.  It connects with Google docs, allows for notecards, outlines and also allows for all of those to be printed as well.  Everything is electronic, paperless and allows for teachers to grade online, at the bank while waiting in line for a teller (which my US History teacher tells me he does). Photos can be saved, colors can be used, everything can be moved around and shifted according to the neatness or messiness of your process.  We happen to love it.  We have complaints at the beginning of the process from those complainer kids, but when it comes to the end and they put their notecards together and they see what they have and realize that their paper is all there, they are converts. Amazing converts. My answer is go.  We love it.  And it will be updated to MLA 8. 

What am I not doing that I should be doing? I don’t know what I don’t know…

You are way ahead of the game, Mr. Wee.  Because you are a seeker of knowledge, you may be in the  13.5% of people who are early adopters or you may be in the early majority, two key early adopter groups from the bell curve for the adoption of technology chart that explains the innovation adoption lifecycle.  Or we could look at the more humorous and more likely scenario of the Pencil Metaphor put out by Australian teachers.  

The Pencil Metaphor: I believe Mr. Wee is one of the Sharp Ones.

Hello LA!

Welcome to Los Angeles, and a huge thank you to the Committee for planning an organized conference with diverse programming! Even though I’ve only been involved in AISL for 4 years, every time I enter the hospitality suite at the start of a conference, I feel like I’m finally with my “tribe.” Here’s my takeaways from day one.

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Willows – maker space signage

After an hour exploring first-hand the highway system of LA, we all got the LA native experience to start the day. The Willows School has model STEAM and library programs, and everything they shared showed that theirs is a culture that fosters collaboration. You know you are in the right place when the headmaster starts the day by saying, “The library is the heart and soul of the school.”

Part One: The Willows School

Maker Spaces and STEAM Curriculum

The three maker teachers shared their own backgrounds and their belief that you can come to the maker world through literacy, science, or the arts and all learn from each other. One of the presenters, Mr Wittenburg, talked about the transformations and “aha moments” that come with agency and ownership in a makerspace. At Willows, they teach maker classes in co-units with teachers as well as doing projects before and after classroom subject lessons. I liked the analogy that the easiest way to do start collaboration is to take two courses and basically build a Venn diagram about what overlaps. The presenters advocated that maker spaces provide opportunities for authentic interdisciplinary learning. Students are motivated to solve problems that they have identified in their work, and they don’t think in terms of specific classes. The librarian is in a unique position to oversee collaboration and resource and to make sure that there is a scope and sequence followed between grades.

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Willows – bracing with newspaper

To consider: Specific recommendations include Google Drive, Scratch, iMovie, GarageBand, and Makey Makey.

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Willows – STEAM project

Creating Ever-Evolving, School-Specific Learning Commons

The second session discussed the idea of a learning commons and how libraries are evolving in today’s educational landscape. A team of architects led the session. As learning becomes more project-based and interdisciplinary, and as digital resources become more vital to library collections, libraries don’t have to be limited by physical location. Learning commons are adaptable and may be satellites for the “library” or may replace the traditional library model entirely.

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Willows – Fun color-changing lights (loved them!)

If your school is considering making structural changes and brings in an architect, here’s what to expect. Designers need to be asking school personnel and students a lot of questions. They should also survey the space to see what works and what doesn’t. Then they will talk with the librarian! So, you should visit places (not just schools but also companies and other areas of interest-explore) to figure out what inspires you. The architects will work with you to translate your inspirations and the school’s educational philosophy in the library-learning commons transition. Though it’s obvious, the architects also need to know the budget considerations and work within the school’s budget. This may involve a multi-stage plan.

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Willow – ideas on whiteboard wall

To consider: How will acoustics work, especially if you have combined group and silent workspaces? Do you have enough electrical outlets? Is the furniture comfortable, and do you want some of the furniture to be mobile so that the space can easily transition uses? Who will be responsible for the management of common spaces?

Part Two: Marlborough School

The Marlborough School is a 7-12 girls’ school located in the beautiful Hancock Park neighborhood. As we lunched underneath the enormous skylight and watched the palms wave outside the window, we learned about their transition from library to Academic Resource Center (ARC). There is a large open central space, stacks, 2 computer labs, and 3 group study rooms. Future plans call for more collaboration space, better sightlines, and a makerspace. The space is already lovely, and I hope I’m able to return one day to see what they’re able to do.

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Marlborough – first tech defense

Integrating a Library Program with Information Technology Department

The librarians and technology staff have been one department at Marlborough since 2009. They all attend all team meetings, and thus are crosstrained across departments and have many opportunities for conversation. It keeps the librarian from being limited as the “book person” and helps teachers realize the librarian’s role in teaching both teachers and students. Noise and acoustics were mentioned as a concern, and that’s something to always consider when you have increased collaborative use of the library.

I loved that this presentation included both the student and teacher perspective on the 7th grade Digital Citizenship Project and Tech Tools classes. I highly recommend this conference to anyone, and if you attended, you know that seeing the class lessons and projects on the school’s Haiku site provided plenty of ideas. They are models for providing interactive, student-centered 21st century information literacy lessons!

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Marlborough – graduation dress display

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Marlborough – a great idea for students and alums

1:1 Transition

If I could only say one thing about this panel discussion, it’s that there’s no one path to successful 1:1, but there are a lot of questions you should ask along the way. The panel was both positive and honest, sharing the experiences of their schools with 1:1, which ranged from 3 to 20 years.

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Marlborough – coloring station

Questions to ask:
Do you want to purchase devices or have students bring their own? If the school purchases, will the students be allowed to make their own in-device purchases? What is a succession plan for new devices in future years?
Have you considered a pilot program for one grade or faculty before a school-wide implementation?
Do you have a technology plan for device maintenance? This should include a schedule for replacing devices, funding for this, and staff for tech support.
What is the purpose of the devices? iPads and computers have different functions, particularly as they relate to research, paper writing, and citations.
Will the school offer charging stations, and will the librarian play a role in this? What happens if students forget their devices or if they are being repaired?

Suggestions, Ideas, and Thoughts:
The role of the library might change, but there are many opportunities for mobile integration.
The school may want to require cases. Students have been known to damage devices. 🙂
Keep searching for and trying new apps. New apps appear daily.
It’s fine to have downtime from tech. No one should feel compelled to use technology in every lesson.
Students will be on social media. Educate parents and teachers about appropriate use, and offer monitoring suggestions.
Train teachers so that they are comfortable with devices. If funds permit, the school might want to offer money for teachers to purchase technology programs, apps, or training.
The computer labs will likely see less use, so you may want to consider alternate uses for them.
Students may use their devices to contact teachers all hours of the day and night. Consider boundaries and expectations for these interactions.

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Marlborough – I want glassed-in group study spaces so badly!

Specific recommended programs include Google Drive, Nearpod, TouchCast, Turnitin, Geometer’s Sketchpad, and Artsonia.

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LA Central Library – Original Card Catalog

Part Three: Central Branch of the LA Public Library

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LA Central Library – Zodiac Chandelier

We finished our day with 3 sessions at the downtown art deco masterpiece that is the Central Branch of the Los Angeles Public Library. They offer tours daily for visitors, and they offer reading programs, tutoring services, technology classes, STEAM projects, performances, and life skills courses for youth throughout the city. Whether you’re a local or a tourist, it’s worth a visit!

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LA Central Library – Augmented Reality Display

In case you’re wondering what life is like in the day of an AISL conference attendee or what you’ll learn, this is my snapshot for day one. Next up are informal dinners with librarians throughout the city and time for exploring the city. In my case, that means an evening at a superfun used bookstore, The Last Bookstore.  Thanks for sharing my notes.

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LA Central Library – Children’s Room(s)

Conference attendees, please feel free to add your own observations from the day in the comments below. And definitely follow #aisl16la on twitter and instagram!

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LA Central Library – Puppet Premiere of The Tortoise and the Hare

From one-room library to learning commons

 

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What do YOU think of when you read that word?

Me? I get giddy with excitement! In my first year as the Lower School Librarian at Carolina Friends School, I was given the privilege (and let’s not kid ourselves, the enormous responsibility) of re-designing and re-imagining not only our library space but also our library program. In this post, I’ll share with you a small fraction of my thoughts and considerations in designing the physical space.

Our Lower School library serves 120 students, first through fourth years.

I started the 2014-15 school year with 8,000 print volumes nestled in this 600 square-foot space.

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Our storytime area could comfortably seat a handful of students, though I often had 10-12 students at a time.

Space was an issue from that very first day I arrived. But for a year, I made it work. (That’s an entirely different post!)

Plans were already in the making before I arrived to increase the library space as a part of a larger Lower School renovation. I was beyond thrilled. After looking at the architect’s drawings, though, I realized that the library would only be gaining a few feet of space. This couldn’t be right!

After much research and consideration, I presented my proposal to increase the library space to the entire 1,800 square-foot building to my staff. Yes, the library would be tripling in size, but it would still be well below the state recommendations for an elementary school library (see resources at end). This was not an easy presentation to make, especially since I was brand new and had yet to develop working relationships with any of my teachers. Nonetheless, the proposal was approved!

(This is where I have to pause and cheer for my co-workers and administration because they were incredibly supportive and open to my suggestions and ideas to increase the library space.)

So, now what?

Well, after performing an in-depth collection analysis using TitleWise by Follett, I realized that the collection needed to be weeded immediately. Or rather, 20 years ago. I know that weeding in your first year is highly frowned upon, but my options were limited. I would have to either box up all 8,000 musty books and place them on brand new library shelves, or I would have to confidently cull the collection. I chose to cull.

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I was conservative in my weeding efforts. Only 2,000 volumes were whisked away to find better homes. The rest were meticulously boxed up near the end of the school year. I boxed everything in shelf order and labeled and numbered each box so that they could easily be unpacked by volunteers. This is where thinking ahead saved me from a ton of work later in the summer!

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Emptying this tightly-packed library was no easy feat, but I had loads of help from staff, staff kids, and extra workers we employed for the renovation. Remember, the whole Lower School was packing up, too! The boxes were hauled to a Pack Rat, which was then transported to a climate-controlled warehouse.

But I’m getting ahead of myself. Throughout the school year, I was planning and designing and researching library spaces. I knew that we were heading for some BIG changes. I do not exaggerate when I say that all of my “free” time was devoted to designing the new library. I visited other school libraries and took notes on what worked and what didn’t. I read books about 21st century library design. I spoke with experts in the field. I talked to anyone who would listen and provide feedback!

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A common theme was emerging from my research – the space had to be exactly what it was not in the past. It had to be FLEXIBLE. Bookshelves on wheels. Tables on wheels. Lightweight furniture.

Because our needs are many and varied, so our space would need to accommodate them. Can I fit a whole class in the library? A half class? Small groups? Are there quiet reading areas? And loud ones too? Cozy nooks for students to get lost in a book?

These considerations and more were on my mind when I met with our furniture and design consultants to select shelving units, tables, chairs, lounge pieces, wall colors, furniture fabrics, tabletop finishes, carpet designs, and more.

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So, when I say that I re-designed our library, I mean it! I selected every new piece, every new color and textile. This is not something that everyone will feel comfortable doing, but I think I must have been an interior designer in a former life. I had my say in every last detail.

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Once all of the hard work of planning for this renovation had been done, it was time to renovate! Luckily, I could now sit back and enjoy my summer.

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When I returned in August 2015, the library was nearly transformed! Okay, nearly might not be the right word. If you’ve ever lived through a renovation, personal or school, you know that timelines are not always, or ever, accurate. We started the school year with most of our spaces ready enough for students.

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It’s now November, and the library is almost finished. I still have furniture on back order. And of course, there’s the work of adding artwork and bulletin boards and signage. That will be ongoing throughout this school year.

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But the end result? It’s simply breathtaking. The comment I hear most often is, “It looks like a real library!” Well, thank you. We have moved from the one-room “library” to a true learning commons.

 


 

 

Bibliography (or, the sources I consulted to aid me in the redesign)

Bitterman, A., Gray, L., and Goldring, R. (2013). Characteristics of Public Elementary and Secondary School Library Media Centers in the United States: Results From the 2011–12 Schools and Staffing Survey (NCES 2013–315). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved 21 Aug. 2014 from http://nces.ed.gov/pubsearch.

“Educational Specifications for the School Library Media Center.” IMPACT: Guidelines for North Carolina Media and Technology Programs ~Information Access and Delivery. NC DPI, 2006. Web. 21 Aug. 2014. <http://www.ncwiseowl.org/impact/info.htm#LMCspecs>.

Erikson, Rolf, and Carolyn Bussian. Markuson. Designing a School Library Media Center for the Future. 2nd ed. Chicago: American Library Association, 2007.

Hart, Thomas L. The School Library Media Facilities Planner. New York: Neal-Schuman, 2006.

Harvey, Carl A. The 21st Century Elementary Library Media Program. Santa Barbara, CA: Linworth Pub., 2010.

PowerPoint presentation from Designing School Libraries for 21st Century Learners by Peg Sullivan, Standards and Guidelines Implementation Task Force Member, at AASL National Conference in Charlotte, NC.

Sullivan, Margaret. Library Spaces for 21st-century Learners: A Planning Guide for Creating New School Library Concepts. Chicago, IL: American Association of School Librarians, 2013.