This document describes a project-based learning unit where students work in groups to design and create original board games. They go through the design process of asking, imagining, planning, creating, improving, and sharing their games. Students use tools like 3D printers, 3D design apps, Google Apps, and iPads. They develop game ideas, create prototypes, get feedback, and refine their designs. The culminating activity has groups create commercials to advertise their games at a family game event. The document provides examples of student work and outlines how the teacher structures the project using checklists, rubrics, and collaborative documents to guide the process.
This document discusses trends and issues facing libraries in the digital future. It notes that users and expectations will continue to diversify, content will be dominated by non-text formats, and devices will focus on collaboration and creation. Libraries will need to focus on strategic alignment and reduced roles in organizing knowledge. Key shifts include e-learning moving to the cloud, increased content fragmentation across formats and licenses, and the rise of non-text content like video and 3D objects. Technologies and user environments will also continue fragmenting across different devices, platforms and demographics. The future of libraries lies in focusing on niche users, experimenting with new models like mobile cohorts, and designing services that are frictionless across all devices and user experiences.
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.
Making that Matters: MURSD Ed Tech Teacher Summit PresentationDave Quinn
This document summarizes a presentation about making projects for real world audiences. It discusses the core values of empathy, audience, relevance, social aspects, reflection, iteration, and "hard fun". Examples of maker projects discussed include connected composting with an entrepreneurial approach, a game makers collaborative unit where students design board games, a video tour exchange between schools in different countries, and a high altitude balloon launch carrying student experiments. The presentation aims to provide opportunities for making across schools to increase engagement for students.
Participatory learning space designing for school librariansHilary-Hughes
The document discusses participatory learning space design for school librarians. It emphasizes including diverse stakeholders in the collaborative design process to create spaces that support learning, teaching and student wellbeing. A participatory approach values inclusion and assumes diverse perspectives improve social, emotional and educational outcomes. The document provides guidance on evaluating existing spaces, imagining design possibilities with users, and assessing spaces after implementation through ongoing participation.
Overcome the hurdles_presentation_97_03versionesegreto
Based on the responses provided, the main barriers that prevented teachers from collaborating more with their school librarians were lack of time, lack of prior planning, and other duties taking priority over collaboration. Effective collaboration requires intentional planning and commitment of time and resources from both teachers and librarians.
This document discusses evaluating technology for early learners. It begins by defining educational technology and reviewing research showing benefits to cognitive development, social-emotional development, and special needs. It discusses developmentally appropriate practice for technology and integrating it into the classroom in a thoughtful, intentional manner. Key aspects to consider when evaluating technology include learning goals, content, age-appropriateness, and engagement. The document concludes by discussing examples of technology use in classrooms and maintaining connections in the early childhood technology field.
NAEYC AC 2012: Cooperative and Collaborative Preschoolers Learning with Multi...Hatch Early Learning
This document summarizes a presentation on a study examining cooperation and collaboration among preschoolers using an interactive multi-touch table. The study found that the preschoolers exhibited mostly cooperative behaviors while playing educational games on the table, with some collaborative and competitive behaviors also observed. Specifically, the children verbally and physically demonstrated cooperation through actions like finding objects near their space and celebrating together. Collaboration was shown through behaviors like moving objects for peers to reach and high-fiving after finishing activities. A moderate level of competition also emerged but was not excessive. The children engaged with the technology successfully and were excited to interact on the multi-touch surface.
Designing Dynamic Curricula: Leaving Space for Students to Live, Love and LearnElizabeth Hauke
The document describes an undergraduate curriculum called "The World Today" that uses a "Live, Love, Learn" approach to curriculum design. It aims to develop students' skills through authentic, active learning experiences. Students work collaboratively in teams to research global issues. They are given choices in topic selection, task structure, and skill development. Evaluation of the course found that it provided an unusual learning environment that improved students' skills like teamwork and presentation abilities. While challenging, students reported gaining confidence and finding the experience intellectually stimulating. The explicit curriculum design allowed in-depth qualitative research on students' learning experiences.
This document provides an overview of differentiated instruction. It defines differentiated instruction as employing best practices and strategies to maximize student learning based on individual needs. The document outlines the goals and agenda of a workshop on differentiated instruction, which includes solidifying understanding of differentiated instruction principles, learning how to differentiate content, process, product and environment, and creating differentiated lesson plans using student data. Various strategies for differentiated instruction are also described, such as tiered lessons, learning contracts, interest centers and more.
The document discusses current issues and best practices regarding facility design for school libraries. It describes trends toward more flexible learning spaces like café libraries and learning commons that aim to attract students. A café library introduces food and drink to draw students in but requires managing potential disadvantages. A learning commons transforms the library into an active collaboration space focused on functionality over books. Both models show increased student use but require managing concerns over commercial influence, noise levels, and access to print materials.
This document discusses the use of digital tools and apps to help teach Chinese. It provides an overview of 21st century skills like collaboration, creativity and digital citizenship. It then discusses how technology can help with curriculum planning, presenting materials, class activities, student learning and assessment. Specific digital tools are presented that can benefit both teachers and students, including learning platforms, cloud storage, Google Apps, bookmarking, e-books, learning activities and collaborative tools. The document emphasizes finding a balance with technology and connecting it to learning objectives. It concludes by discussing the need for teachers to renew themselves through balance.
The document discusses 5 best practices for creating authentic learning experiences:
1. Engage and discover - Build background knowledge and engage students with relevant problems. Have students take ownership of their learning.
2. Make connections - Help students connect learning to real-world issues and experiences. Facilitate analysis and discussion to help students form opinions.
3. Apply understanding - Have students transfer learning to new scenarios. Reinforce higher-order thinking skills and content knowledge.
4. Share knowledge - Publish student work and have students teach others. Help students contribute to the learning community.
5. Playback and reflect - Use feedback from multiple sources and reflect throughout learning, not just at the end. Student assessment should
Charette: Participatory learning space designing from the learners' perspective Hilary-Hughes
The document summarizes a presentation about using participatory design charrettes to involve learners in designing learning spaces. It defines charrettes as intensive workshops that bring diverse stakeholders together to collaboratively address a design problem. The presenter discusses:
- Conducting a charrette with Master's of Education students to redesign a university library space from the learners' perspective.
- Students then leading their own charrettes with K-12 students to involve them in designing learning spaces.
- Benefits of charrettes including generating new ideas and understanding different perspectives, but also challenges of coordinating schedules and reaching consensus.
- Students reflecting that charrettes give permission to explore solutions and value all voices
Evaluating Educational Technology in Early Childhood [At the McCormick Center]Hatch Early Learning
This document discusses evaluating educational technology for early childhood education. It begins with introductions and defining educational technology. It then discusses research showing positive cognitive, social-emotional, and learning outcomes for young children using developmentally appropriate technology. The research indicates that technology can promote language, literacy, writing, math, motivation, problem-solving skills and more. The document also covers special needs learners, dual language learners, and different types of interactive technologies like touchscreens, interactive whiteboards, and mobile devices. It emphasizes selecting technology based on goals, the technology, and appropriate content for young children.
This document discusses using technology for progress monitoring in early childhood education. It explains that progress monitoring is important for determining if students are benefiting from instruction and improving programs for struggling students. Technology can enhance progress monitoring by helping teachers store, organize, interpret, and share student performance data collected through methods like checklists, observations, and computerized reports. The document provides examples of technology tools for progress monitoring and offers guidance on effectively implementing technology-based progress monitoring through steps like setting goals, taking an inventory of available tools, focusing data collection, and analyzing information to inform instruction.
The document summarizes a panel discussion on using technology to differentiate instruction for gifted learners. The panelists discussed:
1) How technology can provide gifted students with access to more advanced content and experts through resources like ebooks, research tools, and communication platforms.
2) Ways technology allows for differentiation in content, process, and product including tools for project-based learning, digital notebooks, and multimedia presentations.
3) Considerations for effective integration including the need for collaborative learning, addressing selective attention in the digital information age, and developing students' technological literacy.
What changes do 21st C school libraries have to embrace in order to remain relevant? A look at the change process, how one school re-envisioned itself, and how to achieve similar changes through thoughtful programming and design choices.
Pfau Long Architecture hosted a workshop at CAIS 2016 on learning commons. The workshop focused on how educators and designers are working toward a common goal of how to evolve a traditional study space for learning. The learning commons concept is becoming increasingly widespread for libraries at public and independent schools as well as colleges and universities. One of the drivers of adopting a learning commons approach is to mirror the real world by encouraging a more hands-on approach to research and problem solving.
This document provides an agenda and materials for a class on community and connections in education. The agenda includes course evaluations, reviewing topics, discussing Dewey's Pedagogic Creed, creating their own pedagogic creed, reviewing grades, making a globe, networking, and parking lot discussion topics. Students will discuss their developing philosophies of education and create their own creed integrating course discussions. They will have a break and then collaborate on an inquiry-based lesson about a current event. Finally, students will represent themselves through words or symbols on paper strips to form a globe. The class aims to discuss educational theories and foster ongoing connections between students.
This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
This document discusses strategies and tools to support collaboration as outlined in the ISTE standards for educators. It describes how educators should plan time to collaborate on developing authentic learning experiences using technology. This includes jointly creating instructions, sharing resources, and evaluating effectiveness. Educators are also encouraged to collaborate with students to explore and troubleshoot technologies, as students are knowledgeable about new digital tools. Common web-conferencing tools that support collaboration include presentation sharing, document sharing, whiteboards, and polling features in programs like Teams and Screencast. Culturally responsive communication is also important, such as understanding how learners' diverse backgrounds and prior knowledge can be built upon.
This document provides guidance and best practices for library liaisons to effectively engage with academic departments on campus. It recommends that liaisons develop an elevator pitch about library services, directly contact faculty with specific collaboration proposals, maintain positive relationships, and become embedded in departments by participating in classes and projects. The document also stresses assessing faculty needs, gaining expertise in subject areas, promoting resources, and creating discipline-specific guides and tutorials. Success is defined as increased collaboration, a greater library presence on campus, and being viewed as peers and experts by other faculty. Sustainability requires routinely reviewing roles and maintaining relationships through ongoing promotion and outreach activities.
Libraries are continually developing new programs and services to meet the needs of their community. But designing for the future can be challenging. How do you identify where to make changes? How do you make changes without taking on too much risk? How do you measure and evaluate the success of new library programs and services?
This workshop is an interactive experience, guiding teams through a process to find solutions for real library challenges and problems. Participants work in teams and be guided through activities to identify innovative solutions, set goals, and manage risk. Activities will help participants develop design thinking skills and a growth mindset.
Participants walk away with basic principles of innovative design processes. Participants gain confidence and feel empowered to think about innovation and innovative ideas in their libraries. As a result, they will become better risk takers and be able to develop better solutions.
Workshop facilitated by Crystal Schimpf
Eastern Shore Regional Library
For inquiries & bookings, email info@kixal.com
The document discusses concepts and design considerations for Le Régent College Library. It describes key aspects of a school library, including having a qualified librarian, targeted collections, and a growth plan. The library should operate as a dedicated learning space providing resources, instruction, literacy development, and technology. Design recommendations include online learning centers, global collaboration areas, design studios, and community presentation spaces. Flexible study and collaboration areas are emphasized along with minimum operational needs.
This document discusses ways to customize student learning through the use of data, understanding diversity, and promoting cultural understanding. It recommends analyzing student data to identify learning issues, revising instructional strategies, and using universal design principles. The document also advocates for assistive technology, culturally responsive teaching, learner-centered strategies, equitable access to technology, and developing cultural understanding in the classroom.
Collaborative Remixing and Reuse of Open Educational Resources - CHI 2013 Pap...tcoughlan
Presentation given at the ACM Conference on Human Factors in Computing Systems ( CHI ) 2013 conference: http://chi2013.acm.org/
Building Open Bridges: Collaborative Remixing and Reuse of Open Educational Resources across organisations
Tim Coughlan (University of Nottingham, UK)
Rebecca Pitt & Patrick McAndrew (The Open University, UK)
Paper available from: http://oro.open.ac.uk/36473/
Becoming a Great Academic Liaison WorkshopALATechSource
The document discusses the evolving role of academic library liaisons. It begins by introducing the presenters and asking library liaisons how many hours they devote to liaison work. It then outlines the history of liaison roles from the prehistoric age focusing on collection development and communication to the modern era with expanded roles in areas like technology support, curriculum involvement, and copyright advising. The rest of the document offers tips, examples, and trends related to key liaison responsibilities and the future of liaison work, emphasizing continued focus on communication, collaboration, and developing user-centered services.
TLA 2016 Conference--Transform your library space from a repository of resources to a dynamic and adaptable learning space that meets the diverse needs of students.
Teaching and Learning Strategies for Differentiated Instruction (1).pptVandaRema1
The document provides information on differentiated instruction strategies for meeting the needs of diverse learners. It discusses tiered instruction, RAFT (role-audience-format-topic), and think-tac-toe strategies. Tiered instruction involves assigning different tasks at varying levels of difficulty. RAFT encourages writing across the curriculum by having students assume a role, consider their audience, and write about a topic in a particular format. Think-tac-toe gives students alternative ways to explore key ideas through completing tasks in a game-like grid format.
eIndia panel discussion and presentation on Essentials for Building Visionary Schools in a Globalised World.
http://eindia.eletsonline.com/2012/eindia-education-summit-agenda/
This document discusses how school libraries are essential for supporting the Common Core State Standards (CCSS). It summarizes key aspects of the CCSS, including its emphasis on rigorous inquiry-based learning, formative assessments, and developing students' higher-order thinking skills. School librarians will play an important role in ensuring students have access to informational materials and in developing their research and information literacy skills, which are crucial for meeting the demands of the CCSS. The document also provides references and resources for teachers implementing CCSS-aligned lessons.
The document proposes a model for funding school collaboration and resources focused on 21st century skills. It discusses selecting schools to participate in the initiative that are committed to transforming learning environments. Selected schools would receive funding for professional development, curriculum design, and technology to implement new teaching approaches preparing students for future careers. An selection process identified 18 school projects from a diverse set of schools that demonstrated a vision for change and potential for impact. The initiative incorporates social networks, meetings, conferences, and travel for participants to collaborate and share progress on transforming education.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
School libraries implementing change september 2018 liz gray
1. School Libraries in the
21st Century:
Implementing Change
Liz Gray
September 2018
3. The Change Mindset
Institutions that adapt well to change
• are closely connected to their
environments,
• value innovation and experimentation,
• and are constantly learning about new
practices and technologies.
(Lawler & Worley)
4. Change Challenges
• All change involves loss
• Resistance to change means people are defending things
that they value and respect
• Inside-the-box thinking
• Emotional repellers that create a negative environment
for change: fear, anger, mistrust, impatience, hate,
disdain, forced compliance, resentment & jealousy, stress
& anxiety
• Emotional attractors that create a positive environment
for change: hope, joy, compassion, calm, safety, love
respect, growth and learning, excitement & challenge
• Peter Drucker: “Culture eats strategy for breakfast.”
5. The Change Process
• Make it a big-picture discussion
• Generate ideas in a way that involves the whole faculty,
not just the librarians and a select few
• Blue sky it so people will think creatively
• Request time at a faculty meeting and get people out of
their chairs and moving around
• Use technology to help you reach everyone
• Revisit ideas as the priorities and budget evolve
• Kick the tires
• Adapt at every step of the process
• As soon as you think you’re done, start over
7. 21st Century
Educational Architecture
20th C 21st C
School/habitat fixed place global place
Teacher one expert Expert teacher + coaches,
mentors, peers, self
Knowledge finite unlimited
Curriculum limited by cost, textbook-
driven
open platforms, research-
driven
Literacies reading, writing & math + info, media, visual,
digital, global, emotional,
physical
Technology print is dominant;
interactive/static
multiple media; adaptive,
dynamic
8. Dana Hall’s Vision Statement
• A 21st-century education cannot truly exist within the
confines of a brick-and-mortar school that offers a
limited number of courses at specific times of day. Given
those constraints, however, there is much that a school
can do to promote and develop the characteristics of a
21st-century educational mindset:
• a research-driven interdisciplinary curriculum that draws
from a range of sources rather than being textbook-
dependent;
• a focus on developing multiple literacies--information,
media, visual, digital, emotional and physical, as well as
reading, writing, and math;
9. • engagement with global issues;
• use of adaptive and dynamic technology whenever
appropriate;
• an appreciation of process and skills, as well as content; and
• collaborative and creative students whose achievement and
passion drive the learning process.
• In a 21st-century school all learning styles are normal; as
much time and energy is devoted to synthesis, analysis
and evaluation of information as to memorization,
comprehension and application; and the goal is to
cultivate lifelong learning in both students and teachers.
10. Library as Third Place
• First Place: home & those you live with
• Second Place: work or school—where you spend most of
your time
• Third Place: an anchor of community life that facilitates
and fosters broader, more creative interaction
• Hallmarks of a true third place:
• Free or inexpensive
• Food and drink typically play a role
• Highly accessible
• Regulars habitually congregate there
• Welcoming and comfortable
(Oldenburg)
11. The New Yorker, October 18, 2010
One year after Cushing Academy divested itself of 80% of its print collection.
12. What is a Mission Statement?
A statement of purpose that briefly explains the reasons
why you exist, a mission statement should answer these
questions:
• Who are your clients?
• What is your purpose?
• What are your core functions?
• What methods are used to achieve your purpose and
carry out your functions?
• Where are you headed?
In a school, the library’s mission statement should build on
the school’s mission.
13. School Mission Statement
What are the key words that inform the library’s role
within the life of the school?
Dana Hall School is committed to fostering excellence in
academics, the arts and athletics within a vibrant, caring
community. With emphasis on diversity, integrity,
leadership, and service as well as on respect for self and
others, Dana Hall provides its students with a unique
opportunity to prepare themselves for the challenges and
choices they will face as women and citizens of the world.
14. Helen Temple Cooke Library @ Dana Hall School
Built in 1998; photo taken in 2007
15. Library Mission Statement
The Helen Temple Cooke Library is a complete
information resource center designed to serve the students,
faculty and staff of Dana Hall School. Its primary goals are
to support the diverse academic curriculum, to meet a
wide range of student interests and abilities by providing
multiple resources for learning, to develop the skills and
self-confidence of students so they can operate effectively
in any library, to provide a comfortable and caring
atmosphere for individual and group study, and to foster a
lifelong appreciation of reading, viewing, and listening as
sources of pleasure and personal growth.
16. Ask These Questions
• What information do I need?
• Learning styles of my users
• Instructional models, curriculum & tech tools being used in
classrooms
• Appropriate content
• Appropriate formats
• What problem am I trying to solve?
• New learning goals
• Ubiquitous access to information
• Users who want & need to work in new ways
• What do I already know?
• Data and statistics are your friends
• Document your past successes
(Salant & Dillman, p. 25)
17. Needs Assessment
• Survey all constituencies online with mostly close-ended
questions (multiple choice, ranking, rating that offers an
even number of choices)
• Conduct focus groups with mostly open-ended
questions; have a facilitator and a recorder to document
• Observe use patterns
• Where are people working in groups?
• How is the furniture being moved around?
• Who is not using your space and why?
• Visit other libraries
• Look for examples of specific elements
• Pay attention to details (light fixtures, door handles,
window shades, casters, outlets, table edges, open space)
• Take pictures and be inspired!
18. The New Yorker, c. 2010
In 2010 this was a joke; then it became
an airline directive; today it’s a non-issue.
19. Collection Assessment
• Weed regularly and systematically
• Question traditional classification schemes
• Absorb print reference into circulation
• Examine balance of print vs. digital reference
• Consider non-print formats—audio, video, databases,
ebooks—and their impact on collection of physical
materials
• Consider the possibility of moving parts of the collection
to increase use and make better use of space
• Determine what information in what format you are not
providing and why
20. Program Assessment
• Information literacy instruction:
--do you have a scope & sequence across grade levels?
--is instruction delivered on a fixed schedule or on an
ad hoc basis depending on teacher requests?
• How are you collaborating with teachers?
• What readers’ advisory initiatives have you developed?
• Do you advise any clubs or otherwise get involved in
other aspects of school life?
• Do you use social media?
• Do you include student voices in decision-making?
21. What Did We Change in the Dana Hall Library?
• Added flexible furniture
• Heightened tolerance by librarians for noise
• Allowed some food and drink (non-messy
snacks and drinks in closed containers)
• Adopted and used mobile technology
• Purchased new furniture that works well with
mobile technology
• Reorganized the collection and relocated certain
sections
• Continued refining our Skills 9 curriculum
• Named and advertised what we do
22. Program Document
• These four words should be at the forefront of your mind
at all times:
• Function
• Flexibility
• Collaboration
• Creativity
• For each area, consider:
• Activities that will take place in the space
• Equipment that will be needed
• Adjacencies to be considered
• There is no detail too small to be included
• Include images if possible
• You will have to work around some immovable objects
26. Finish Considerations
• Ease of maintenance
• Continuous smooth surfaces on tables—no bumpy lips
• Matte finish preferable to shiny for cutting down glare and
reducing eyestrain
• Upholstery
• Avoid the harvest gold & avocado of the day
• Ask for bigger samples so you can see how a pattern repeats
(7” x 9” swatches rather than thumbnails)
• Look for a minimum of 75,000 double rubs
• Make color decisions with a committee of three, and try to
include an art teacher
• Find out what fire code standard (CAL 133 or 117; former is
more restrictive) is required in your state or municipality
• IdeaPaint is a wonderful thing but must be applied by a
trained professional
28. Technology Considerations
• Ubiquitous wireless is the dream but it’s not always
dependable
• Put outlets everywhere: walls, floor, carrels, above
counters, tables if they are fixed in place
• Manage your cords
• Schools considering BYOD, 1-to-1 laptop and/or iPad
programs need to enhance their infrastructure first
• Always include the IT people when planning for new
products or enhancements
• Have a technology line item in your budget
• Be the place that experiments with the new tech toys
• Mobile videoconferencing expands your reach
30. Makerspace Considerations
• Define your scope: 3D printer? Arts & crafts? Tinkering
with electronics?
• Designate a space
• Designate a manager of the space
• Offer as a library resource and/or collaborate with
interested faculty. Like every other school library
venture, it has maximum impact if tied to curriculum
• Creation is messy. Increase your tolerance and set up
procedures for managing the mess when (or before) the
bell rings.
• Consider the impact on adjacent spaces and activities.
Melting plastic can be smelly.
32. Sources
• Abarbanel, Elisabeth, et al. “The New School Library.” Independent School. Summer
2013. Web. https://www.nais.org/magazine/independent-school/summer-2013/the-
new-school-library/
• Gilbert, Natalie. “The Future of Public Libraries: Emerging Trends.” The Learning
Bird. 2016. Web. https://blog.learningbird.com/future-public-libraries-emerging-
trends/
• Gray, Liz and Nancy Rich. “A Revolution in Educational Architecture.” Wellesley,
MA: Dana Hall School, 2012. Print.
• Lawler, Edward E. and Christopher G. Worley. Built to Change: How to Achieve
Sustained Organizational Effectiveness. New York: Jossey-Bass, 2006. Print.
• McKee, Annie. Management: A Focus on Leaders. Saddle River, NJ: 2012. Print.
• Oldenburg, Ray. The Great Good Place. New York: Marlowe & Company, 1999. Print.
• Salant, Priscilla, and Don A. Dillman. How To Conduct Your Own Survey. New York:
Wiley, 1994. Print.
• Sullivan, Margaret. Library Spaces for 21st-Century Learners: A Planning Guide for
Creating New School Library Concepts. Chicago: American Association of School
Librarians, 2013. Print.
• ”30 of the Most Popular Trends in Education.” TeachThought. August 12, 2018. Web.
https://www.teachthought.com/the-future-of-learning/most-popular-trends-in-
education/
• Trucano, Michael. “Searching for India’s Hole in the Wall.” World Bank. 2010. Web.
http://blogs.worldbank.org/edutech/searching-for-indias-hole-in-the-wall.
Editor's Notes
This is the given in education and in the world of libraries, and we are the change agents. The fly in the ointment, however, is that we don’t know exactly what that change will look like. Facilitating change in schools can also be a challenge.
Change is no longer periodic and planned, a river into which we dip our toes after lots of meetings and extensive preparation. We are in the river all the time, and no more so than in school libraries, the place where, if we are keeping up as we should be, we are often the first to test out new ideas, new products, new ways of accessing and delivering information to our patrons.
I suggest starting this process now, whether or not you have the go-ahead for a new space or a renovation of your existing library, and maintaining it in some form even after you build new spaces or renovate existing ones. At Dana Hall we began the 21st C discussion in January 2012 after three of us (me, an English teacher and the academic dean) heard a presentation on 21st C success predictors by Simon Jeynes of ISM, Independent School Management. His workshop ostensibly had nothing to do with libraries but in everything he talked about I saw connections with the library and our role within the school. So we formed a committee, pulled in more interested faculty members, and started exploring what we could do as a school to manifest these ideas in an intentional way.
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To help achieve these changes, one of the most important modifications we can make is re-envisioning the spaces in which we work.
All societies have informal meeting places; what is new today is the intentionality of of seeking them out as vital to current societal needs. We want to connect, face to face, with others.
I can’t address facility changes without touching on the need to also consider making changes to your collection. We may have many virtual resources but we also still have many physical ones, and those physical ones have an enormous impact on your decisions about a new or renovated space.
Last bullet point: this also includes physical, hand-on materials: Earth & Space minerals for student examination; Caps for Good program; binding machine (no power needed—allows students to present their work in a spiral-bound format); providing old magazines, colored paper and ribbons for creative projects.
Color is so important. It can soothe, like the green in the picture on the left, or provide a pop of excitement, like the red in the picture on the right. Tying it in with upholstery or carpeting gives the room a finished look.
I want to conclude with this slide from Boston’s Museum of Fine Arts because I think our libraries should be places where we say “yes” to many things and “no” to very few. I’m not sure we’d want to include “touch each other” as a directive in a school library, but this concept really resonated with me, and I immediately started coming up with additional words to add: make, read, write, explore…you get the idea. Thank you!