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“When I look at books, I see an outdated technology, like scrolls before books,’’ said headmaster James Tracy.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:

• Cushing Academy
• Fisher-Watkins web portal
• Approximately 450 students, private boarding school
• Facts at a Glance

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.

Hijacked by Gutenberg

In the cacophony following the publication of Growing up digital, wired for distraction (Matt Richtel, NYT) there have been a flurry of articles and blog posts. The story of poor Vishal, the 17 year old now immortalized for not reading more than 43 pages of Cat's Cradle during his summer break, has added grist to many a mill. (Maybe the article should have been about choosing a more relevant and engaging book.)

These are, indeed distracting times. If I am honest with myself I have to recognize how difficult it is for me to unplug, to stop compulsively checking in on my online world.  You will get no argument from me that our young people are highly distracted with their digital lives. (Maybe the article should have been about the importance of teaching time management skills at an early age, and not leaving it up to the immature teen brain.)

What has been interesting to me is the "ah HA!" response. The gleeful vindication that all this technology is distracting teens, and us, from REAL engagement. From REAL critical thought. From REAL learning.

Take, for example, Clifford Stoll's Newsweek article The Internet? Bah! in which he states "What Internet hucksters won't tell you is that the Internet is one big ocean of unedited data, without any pretense of completeness. Lacking editors, reviewers or critics, the Internet has become a wasteland of unfiltered data." Really? (Maybe this article should have been a request for a librarian to teach him how to search effectively.)

In the midst of the hubbub appeared what is, to me, the most elegant response to Richtel's article. Jeff Jarvis, board member of Recording for the Blind and Dyslexic, asks Who says our way is the right way?

Citing research done in Denmark, the Gutenberg Parenthesis is generating a lot of interest. The theory is that we are leaving Gutenberg's "structured, serial, permanent, authored, controlled era of text and returning, perhaps, to what came before the press: a time when communication and content cross, when process dominates product, when knowledge is distributed by people passing it around, when we remix along the way, when we are more oral and aural."

This describes the behaviors I see on a daily basis. Add to the possibility that Gutenberg and the print mentality of learning, the concept that information will ever be "complete", that the print based knowledge that has served us so well for centuries may actually be limiting the potential and power of the human brain, and Richtel's hand wringing is actually damaging.

This is an evolutionary time featured by profound, abrupt change. It is hard, it is frightening and it can be divisive. It can also be joyous and elevating.

Don Tapscott, original researcher and author of Growing Up Digital (1997) and the subsequent Grown Up Digital (2009) addresses changes in brain performance, social skills and yes, education, in this scholarly response  New York Times Cover Story on "Growing Up Digital" Misses the Mark.

In defense of teens and the digital environment Tapscott poses, among other things:
"Rather than creating dysfunctional brains that can't focus, the evidence is just as strong that experience being "bathed in bits" is pushing the human brain beyond conventional capacity limitations. So-called multitasking may in fact result from better switching abilities and better active working memory. Young people are likely developing brains that are more appropriate for our fast paced, complex world."

There are two sources (among many) that have helped me process and make sense of this changing environment, and my role as a teacher librarian. Joyce Valenza's stirring response to the charge that libraries and librarianship are anachronistic remind me of where I need to focus my energies. As always she brilliantly articulates the rights of students to an education that values and teaches the skills necessary to navigate this faster paced and evolving world.  Indeed, if Matt Richtel had a librarian like Joyce he never would have written this article.

Please take a moment to read - and listen - to this.
What librarians make. A response to Dr. Bernstein and an homage to Taylor Mali

Always ahead of the information curve, Libraries and Transliteracy is a scholarly blog dedicated to making meaning and deep understanding of the new multiple literacies necessary to be truly educated today. Some good foundational material can be found in this post:
On Defining Transliteracy and Why Transliteracy Matters

We are shifting from centuries of tradition to a new model of thinking, learning and sharing. Libraries stand at the fulcrum of this change. As librarians it is our responsibility to deeply invest ourselves in this ongoing conversation.

A final thought on the role of libraries from  On defining transliteracy:

Libraries are on the front lines of traditional literacy initiatives. But, libraries are also the vanguard for information literacy and digital literacy. In fact, if you can call it a type of literacy, you'll probably find it in a library. This is important because it follows that libraries should be the natural proving grounds for exemplary instances of transliteracy.

Photo Credit:

Estampa Gutenberg

The Future of the Book

I can tell you the precise moment when I fell in love with reading, and with books. When my Mom read Are you my mother? by P.D. Eastman to me for the first time, she read the line "You are not my mother! You are a SNORT!", but she said "snort" more like "shhhhnort!" I almost fell off my single Sears bed with the sensible coverlet and hospital corners, in peals of giggles.

Since I learned to read my nose has been firmly stuck in a book. Yet I am not worried about the future of "the book." Paper has served us well for quite a long time, and isn't going to disappear anytime soon.

The "future" of the book is what excites me. The possibilities of engaging with the written word, the transformed thought, the flight of imagination, in new ways.

As I talk with our students it is clear that, while they are digital natives, many are still firmly in the camp of the traditional book. Almost uniformly they state they would prefer digital alternatives to text books, but for personal reading, many still want the book in hand. One student talked about the privacy of disappearing into a narrative on the written page, which is a sentiment I have heard from colleagues. And yet this student had never experienced an e-reader, so his opinion is uninformed.

This is one of the reasons we will be grant writing for a variety of digital readers in the next month. I sure hope we are awarded because I look forward to sharing our process. Fingers crossed!

In the meantime, I found this in my neglected RSS feed. Worth the 4+ minutes. Especially the section when they refer to authority and information. But that is a different kettle of fish entirely!



The Future of the Book. from IDEO on Vimeo.

Sometimes it is about the book

I often mark articles to re-visit at a later date, or because I felt too pressed for time to read them thoroughly at that moment. Sometimes when I review things I have marked I ask myself "what were you thinking?" I'll seriously have no clue why I marked it.

This New York Times piece from David Brooks, July 2010, really made me stop and reflect.

The Medium Is the Medium - NYTimes.com

Using data gathered in a recent study, researchers gave 852 disadvantaged students 12 books each to take home over the summer, and they did this for three successive years. The results?

They found that the students who brought the books home had significantly higher reading scores than other students. These students were less affected by the “summer slide” — the decline that especially afflicts lower-income students during the vacation months. In fact, just having those 12 books seemed to have as much positive effect as attending summer school.

What about the Internet and the impact of alternate formats for reading? Doesn't access provide the same boost to learning as ownership of a physical book? It turns out sometimes it really is about the book. The literary world is still solidly print based with regard to our cultural perceptions. A book is still a book in our society, and it has very strong associations and implications.

The big result from the book study was the change in student achievement. Researchers concluded:

It’s not the physical presence of the books that produces the biggest impact, she suggested. It’s the change in the way the students see themselves as they build a home library. They see themselves as readers, as members of a different group.


A few years ago we invested heavily in graphic novels. Our circulation statistics went through the roof. Students I had never seen before were coming in to check out graphic novels. It wasn't a temporary blip. Circulation continued to rise in fiction and nonfiction. Once they got used to checking out graphic novels they began to see themselves as people who checked books out from the library.

I want all our students to see themselves as people who read and are comfortable with books, and the associations that come with books. As hard as I work to innovate and bring new formats of content to our school, I can't lose sight of the importance of the physical book in our society.




YouTube Credit:
It's a book
Lane Smith