Friday, December 31, 2010

An organic 2011

     


photo © 2009 Martyn Hutchby | more info (via: Wylio)


I spent a lot of 2010 making myself crazy. Immersed in my RSS feed, I saw so many new things I could accomplish for our students. Our learning commons is a sign of change in our school and over the past few years, I have been working very hard at leading the charge from the front.

This year I am in a very different place. Why the change? It isn't because the need for ratcheting up collaboration in curriculum planning to include information and media literacy skills is any less crucial for our students. It isn't because students no longer need to understand the power of their digital footprint and what citizenship means in 2011. None of that has changed.

The change is in how I approach student learning and progress. We will still be keeping data on curriculum, skills, and standards. I'll still be teaching as many classes as I can shoehorn into the day. But the watchword is going to change. It has been "21st century skills," and I will tell it to you true, everybody hates that phrase. You can see the hackles rise. It is too strident, accusatory, and has become empty jargon.

Leadership from the front spreads the message, and I think the message is pretty much out there.  Leadership in the field is what we need right now - nurturing new skills and new literacies with personalized professional development when and where it is needed.
This year my watchword is going to be "organic."  I'll cultivate students and teachers by focusing on their specific need or task and build the skills into the educational moment.  I'll look to nurture each student and teacher with what they need, when they need it.

I came to this model after reviewing what worked over the past academic year to date.
  • Our new student CCHS YA Galley Group Blog.  New staff member and YALSA Teen's Top Ten Committee Chair, Jennifer Barnes (you can read Jennifer's blog here) worked with our passionate student readers to create a review blog for YA galleys. These students are credentialing themselves in their joy of reading and publishing to the world. My favorite part is they not only assign a number on a scale in their reviews, they describe the book as a food experience. An example from a recent student post: "The combination of terrible emotions and timeline, yet satisfying ending that gives those silly characters what they deserve add up to give the book 3 stars. Imagine a funny tasting candy that's nice to just crunch down on and finish."
  • Our new ebooks aren't gaining as much traction as I would like, but this is okay. We are building the information infrastructure ahead of need. This is important behind the scenes work that will keep our school moving forward and well situated for the coming transition to a more digital learning environment.
  • Introducing new, more user friendly databases is working. Text-to-speech functionality and UDL compliance are the nectar luring teachers to this one.
  • Supporting teacher requests for more rigorous source evaluation skills for students is working.
  • Supporting teachers in more rigorous citation expectations is working.
  • Supporting teachers and special education staff requests for guidance in identifying and obtaining alternate versions for students with reading disabilities is working.
  • Supporting students in media production to synthesize their learning is working. Our media lab is busier than ever and the role of learning commons staffed skilled in advanced media production more crucial than ever.
  • Going to a paperless pass system, making life easier for faculty and more accountable for students, is working.
  • Establishing the learning commons as a place for academic as well as community building activities is working.
    All the things that have worked best so far this year have come from an organic need. They dovetailed with work already being done and/or served our community. Transformation has come by nurturing and tending to teachers and students based on a personalized approach that goes beyond good, responsive patron services. It is both more holistic and more effective.

    So for the balance of the 2011 academic year, I am going organic. I'll be working in the fields alongside teachers and students, checking in on them, seeing what their needs are, and seeing how we can support them. The nutrients will be skills and resources, and the sunshine will be collegial service with a smile.

    Wishing my fellow teacher-librarians an exciting 2011 filled with happiness, health, and a wonderful harvest in June.

    Farmer Robin : )

    the farmer in love - il contadino innamorato      photo © 2010 Uberto | more info (via: Wylio)

    Friday, December 10, 2010

    Cushing: A new model for libraries in the digital age


    Two years ago Cushing Academy's  Fisher-Watkins Library was at the center of a firestorm. The radical and sudden decision to throw out their library books  polarized school librarians on everything from their philosophy on reading, to student rights, to process, to the fundamental question of whether a space without books had the right to call itself a library. I recently had the unique and wonderful opportunity to visit Cushing, tour their physical space, learn about the changes, explore their virtual space, and gain a greater understanding of the pedagogy behind their evolution. From pariah to powerhouse, the "bookless library" has a lot to teach us, and offers much to ponder.
    “When I look at books, I see an outdated technology, like scrolls before books,’’ said headmaster James Tracy. (Mark Wilson for The Boston Globe)

    As an early supporter of Cushing I am happy to share my notes, impressions and the big take-away's. Please note that my notes are just that - quick notations. Any errors or misrepresentations are mine alone. I urge those interested in learning more to investigate the Fisher-Watkins portal and email Director Tom Corbett directly. He is a great guy seeking input and would welcome feedback on the site to continue its ongoing development.

    Important contact information:
    MISSION
    The Fisher-Watkins Library has two main purposes:
    1. To promote reading and make sure it survives in a digital environment
    2. To promote research and information literacy in the digital age
      ARRIVAL -  IMPRESSIONS
      Upon entering the Fisher-Watkins Library one is struck by the beauty and elegance of the space. It is an architect designed space, built below grade. Upon entering the original 1865 red brick structure you go down a level. Walking a short distance lit by ground level skylights, you go down again. The path is filled with natural light, lined with student work, class gifts and floor-to-ceiling full color glossy, foam core mounted wall displays of speakers ranging from poet laureate Robert Pinskey to Ishamel Beah.

      Descending down to the library is a light filled experience. Bow shaped, it looks out onto a grass semi-circle lawn with treetops in the distance. It may be below grade, but on the cold and overcast New England day we visited (12.3.10) it was filled with light. Students are scattered throughout studying by themselves or in small groups. There are a few teachers working independently or conferencing with students. The vibe is relaxed and scholarly. And there are some books.

      My visit to Cushing Academy was coordinated by our wonderful local educational collaborative of 22 Boston area schools, EDCO.  Fisher-Watkins librarians greeted us and we were ushered to the cafe where we were treated to our choice of coffees and teas. It is professionally and cheerfully staffed, and well stocked with muffins, yogurts and other tidy snacks.

       I was immediately struck by the diverse areas and seating arrangements. Great chairs with swivel desktops, study carrels with sea glass green dividers, silent study areas, group study areas, and at each end of the library are two open classroom areas with touch screen white boards.

      I saw students working in collaborative groups, studying individually, and students meeting with teachers. The vibe was relaxed, focused and scholarly. It wasn't quiet, but it the noise didn't distract from the academic feel. The space was filled with student art and three flat screen displays; one with student news, one with student productions, and one with CNN. Very cool.

      In this photo you can see down one half of the library. What is now open space dotted with diverse seating and group work areas was formerly low book stacks. The circulation desk was moved from what was once the cafe area and is now open and centrally located in the library. This shift has made the library staff is much more accessible.

      There is a designated silent study area, but for those students who want to sit in the main space Fisher-Watkins has 10 Bose noise canceling headsets.  These are very popular and are always checked out during evening hours.

      The Faculty Lounge is located at one end of the library and is very popular with staff. Free coffee from cafe staff keep teachers coming to socialize, meet with students, and moving through the space, creating opportunities to talk with the librarians.

      There is a wonderful energy to the space.

      COLLECTION

      Fisher-Watkins did not throw out all their books. What they kept and why:
      • Art books because they are not as readily available in digital format. They will not be purchasing additional art books in future.
      • Donated nonfiction books because they represent an investment by the Cushing community. The nonfiction collection and reference collections are interfiled. No future print purchases are planned.
      • Fiction, YA fiction and short story collections were deeply weeded and the remaining high interest titles were kept. There will be no future purchase or collection development. It is now an on demand collection.
      The Kindles
      Collection development is based on a patron request model. An ebook is  purchased because someone wants to read it. New titles are promoted via a digital display in the library and on the library website.

      The Kindles are cataloged and checked out to students who can keep them for as long as they want.  Of their 99 Kindles, 85 were checked out on the day of our visit. At this time they don't keep track of which title is on which Kindle. Each purchased title comes with six licenses. Once six copies have been loaded onto six different Kindles the license has been fully allocated. If there is a seventh request for a title they buy an additional copy, which translates as six additional licenses.

      Amazon Kindle titles are cataloged using print Marc records and edited to reflect it is an e version.

      When they started two years ago the process was very confusing but now works well for staff and students.

      A few Kindles (maybe five) have come back with damaged screens but were covered by warranty.
      Faculty and curriculum planning has increased but like all school libraries it continues to be an area  they would like to see grow. Stats indicate database usage is up. Space is used more by students than before.

      Other factoids:

      Building DVD collection for curriculum as well as personal enjoyment.

      Kept print magazines for a browsing collection.

      Nonfiction collection is purely donated books. About 5000 books left are left in the print collection, 2000 nonfiction. Makes it a funny, eclectic print collection.

      Reference is purely digital database and e-reference. Paper reference has been inter-shelved an is allowed to circulate.

      CURRICULUM
      In addition to regular information literacy classes taught to support research activities, Connections is a required class for all freshmen and new students. It is a year long course that covers life and study skills, and Tom Corbett takes a semester which serves as library orientation. Students are trained in a core list of tech tools all students and teachers are expected to use, digital tools, information skills, ethics of social media, copyright. Tom teaches digital literacy skills, gets their computers set up correctly and teaches them to navigate digital information environment of school.

      There are also regular library orientation classes in the open classrooms at either end of the library.

      VIRTUAL LIBRARY
      Digital services are the main front door for delivering support to students where they need, it when they need it, where they live. There is an embedded Illuminate widget on each page for students to text a request for help, questions, whatever. All staff members receive a notification when a student is requesting support and will reply up until 10pm. Sometimes later if a staff member is online when a question is posted.

      The school's nonfiction collection is fundamentally entirely online. In addition to databases and ebook purchases from Gale, academic content is purchased through eBook Library (eBL), an Australian group working almost exclusively at the university level - until now. Cushing is their first high school account in the United States. eBL allows the patron to either "buy" a book which provides the patron with access for an entire year, or check it out as a loan. Books can be previewed for five minutes and then the school account will be charged. The cost for borrowing is 1% of the retail price. There is an initial fee to set up the platform. This is new for Fisher-Watkins and they are still in the process of publicizing it with teachers.

      This is another example of a patron request collection model. With eBL students have access to over 150,000 high quality university press titles. Resources are paid for as they are used. Purchasing is not just in case, but as needed. There are no costs associated with processing, shelving or, eventually, with weeding. Libraries need to look more closely at this model.

      This is the core of the Fisher-Watkins philosophy. The library is not the place students and faculty go to get material. It is the place they go to learn how to effectively search digital resources to find what they need, and it is an environment designed for studious inquiry and work. An example of this philosophy can be seen in a screen shot from their Kindle page. Students are guided to Amazon, the biggest print and digital book vendor in the world, as their personal library.


      The Web Site
      The philosophy of the website is really important.

      The Fisher-Watkins website was created using Drupal, an open source content management platform. This web interface merges the catalog and databases using a federated search called Deep Web Technologies. They dropped their ILS (integrated library system) catalog!

      Why? OPACS are transaction focused. Fisher-Watkins decided they needed a new approach that was not focused on managing inventory. Their platform is designed to focus on patron support. They have moved away from a collection maintenance philosophy. The catalog is viewed as a starting point to launching the student on a quest to find what is needed.

      A little more on DeepWeb. This federated search engine was developed and is used  by Stanford University, and they have picked up a number of additional "big users." This is their first high school project. It pulls results from all the databases and digital resources, evaluates them and displays returns based on a ranking algorithm. A sidebar provides metadata for a richer search experience that helps develop skills in evaluating returns.  This is a very Google-like search experience.

      The Fisher-Watkins Drupal platform is totally customized and the goal is to make the template available to other libraries. It is still being developed.

      The Catalog
      Catalogers would have a heart attack over the thinness of the records. No tracings! Basic genre tags. The "catalog" supports students in exploring their wants/needs, and purchasing it on the spot. The library is a gateway to global digital content, paid for by the school.

      The Budget
      1. Approximately  $50,000 for materials, $20-30 for databases and ebooks. 
      2. Former book budget was rolled into digital content, got a small bump for additional ebook purchases. 
      3. Kindles purchased with capital funds, not budget. 
      4. $30-35,000 now for digital content. 

      DISCUSSION
      After our tour our group shared a wonderful lunch, and a fascinating and far reaching discussion.

      One question was "If you had to do it over again what would you not do?" Tom said it would have been helpful to clarify how they were organizing reading and maybe minimize the initial bad press. However it really got the conversation going. Also, he wouldn't have gone so thoroughly digital all at once, and maybe would have rolled it out more slowly.

      Devices
      Tom Likes the iPad with Kindle app. It can be distracting having everything available, but this is what we have to teach our students.

      My time at the Fisher-Watkins Library was one of the most powerful professional development experiences of my career. As a private school Cushing has more latitude than is possible in the public school sector. What they are exploring is print information evolving in a digital world of what seems like ubiquitous access. They are providing curated access to digital content for academic inquiry and personal reading. They are scaffolding students in developing the critical thinking and technology skills necessary to navigate this environment. They are changing the fundamental model of school libraries.

      As I continue to evaluate our curriculum, our collection, our service model and our web presence the lessons I learned at Fisher-Watkins will guide me.

      My sincere thanks to Director Tom Corbett, Head Librarian Liz Vezina, and library staff members
      Karen Lemieux, Susan Larkin and Jill Henry. The fortitude of the staff during a time of radical change must be commended. A personal thank you for your warm hospitality and the thoughtful time you took with our group.

      Monday, December 6, 2010

      eBooks just got more game

      At long last Google announced the long anticipated launch of Google eBooks. More options for more readers! The non-proprietary nature of the platform should be making Amazon nervous. It certainly changes the terrain for school libraries. As we all wait and wonder which way to jump Google eBook gives options.

      Official Google Blog: Discover more than 3 million Google eBooks from your choice of booksellers and devices







      The ubiquity of eBooks is indisputable.  Platforms and vendors have already changed gears and incorporated Google eBooks into their interfaces. As an example take a look at GoodReads which has already incorporated Google eBooks with comparison pricing from Barnes and Noble (Nook) and Amazon (Kindle) options.

      We will be updating our wiki with news and information about Google eBooks and pushing it out via our CCHS LC Facebook Fan page and district email. More options for more readers using diverse devices sounds good to me!