The Future of MLS We’ve all seen various reports and discussions around the future of libraries. From Pew (“The Future of Libraries: 7 Questions Librarians Need to Answer”) and the Aspen Institute (“Rising to the Challenge: Re-Envisioning Public Libraries”) to forums (ALA Summit on the Future of Libraries) to articles (Slate’s “What Will Become of the Library?”), and our own white paper (“Re-Envisioning the MLS”), there is no shortage of data or discussion on the topic. We know the challenges: State and local government workforces have faced significant reductions since 2009. Given these challenges, there is need to engage in a parallel discussion regarding the future of librarians. To seed this discussion, the iSchool at the University of Maryland launched its three-year Re-Envisioning the MLS initiative. Our first year is focused on engagement, with years two and three focused on redesign and implementation. What have we learned to date? Adaptable.
ILE Reading Across a Dozen Literacies This article will define each literacy while giving examples of "reading" within each category. It takes special skills to read a swamp or a beach or a desert area. These skills also differ from region to region as the flora and fauna shift. Most of us have heard of swimmers caught in rip tides because they did not know how to read the signs or of visitors enjoying tidal flats suddenly swept up in an incoming tide much larger than anything they knew back home. Artistic Literacy Anyone can look at a painting, a photograph or a movie. But looking, commenting, listening or sitting do not automatically translate into understanding. One can learn to read a photograph - understand its elements and interpret its meanings. Apply your own interpretive skills to this photograph by Rosie Hardy, Seven Deadly Sins, Pride : What choices did this photographer make in setting up the image? Students will observe and make personal decisions about abstract artworks using a four-step critique process: 1. 2. 3.
Ultimate Teen Space The Mix at the San Francisco Public Library is a teenager’s idea of paradise, with places to chill with friends, be creative and explore technology, as well as room to study and read. The Mix is based on the learning theory of HOMAGO, providing teens with spaces to hang out, mess around and geek out and allowing them to explore information and technology and design and create. The popularity of SFPL’s teen space can be attributed to the fact that teens were involved in the planning every step of the way. Teens expressed their interests and planners listened; explore the results below as Cathy Cormier, Manager at The Mix, takes us on a virtual tour of the multiple areas that make up SFPL’s teen space. Entrance Area and Interactive Wall The Mix entrance has comfortable seating surrounded by glass walls. When teens learn that the touchscreen only works from inside the space, they’re excited to know that only they have access to this impressive technology.
The Future for Teaching and Learning What does the future hold for librarians’ participation in teaching and learning in colleges and universities? Many are already taking advantage of the opportunities provided by the emergence of new technologies and faculty interest in giving students assignments that will engage them in their learning. I believe that the greatest opportunities for librarians lie in deeper connections to the curriculum, adapting to new modes of pedagogy, linking technology-rich and collaborative spaces in libraries to learning, and ensuring that individuals who enrich the library’s role in teaching and learning are on staff. Overall, the trajectory is for the increasing integration of librarians and libraries into the teaching and learning program of the college or university. Librarians, Pedagogy, and Curriculum Departments, colleges, or individual faculty might deliberately add the development of technology and information skills within the discipline as new objectives in the curriculum.
Teen Space Guidelines Download the print version of the Teen Space Guidelines (PDF). Foreword These guidelines were created in 2011 -2012 by a task force of the Young Adult Library Services Association (YALSA) with feedback from the library community achieved through a public comment period in the fall of 2011. Members of the task force were Katherine Trouern-Trend (chair), Audrey Sumser, Kathy Mahoney, Caroline Aversano, Samantha Marker, and Kimberly Bolan Cullin. YALSA’s Board of Directors adopted the guidelines on May 24, 2012. Review Process In order to finalize the guidelines, the taskforce presented a draft document to YALSA’S Board of Directors in June 2011. The feedback was carefully considered by the Taskforce; additions and revisions have been made accordingly. Introduction This is a tool for evaluating a public library’s overall level of success in providing physical and virtual space dedicated to teens, aged 12-18. Guidelines for Physical Space 2.1 Convey that it is teen-owned and maintained. 3.0.
UNESCO Launches Five Laws of Media and Information Literacy (MIL) Media and Information Literacy recognizes the primary role of information and media in our everyday lives. It lies at the core of freedom of expression and information – since it empowers citizens to understand the functions of media and other information providers, to critically evaluate their content, and to make informed decisions as users and producer of information and media content. In essence of course, the 5 Laws focus on competencies that address knowledge in all formats and resonate with our own professional values and standards. In summary they assert: (1) information/media are critical to civic engagement and sustainable development and equally relevant in all forms; (2) every citizen is a creator of information/knowledge; (3) information/media messages are not always value neutral and truth should be made understandable; (4) every citizen has a right to access and understand new information/knowledge/messages; (5) media/information literacy is acquired as a process.
Are school libraries on the way out or up? There’s a dangerous misconception about school libraries that’s got Leigh Hobbs fired up, and the popular author and Australian Children's Laureate won’t rest until blinkered principals are set straight. “Misguided principals are either allowing [the closure of their own school libraries], or themselves getting rid of the libraries, and thinking that because of the digital age we don’t need books,” Hobbs tells EducationHQ. “I think it’s very serious … the problem seems to be that whether there is a (well resourced) library or a librarian in the individual school really depends on the finances of the school, and as I understand it, the principal basically decides where the money goes.” Hobbs believes there’s a glaring duality at play: as policymakers and politicians increasingly tout the crucial need to boost our students’ literacy levels, a large swathe of school libraries and qualified teacher-librarians are facing a cull. “At the same time, (primary) teachers are overloaded,” Hobbs says.
Marketing for Libraries In this section, we'll examine the design of communications and explore the stories that bring library products alive. Key Questions Each of the following questions will be addressed on this page. For quick access, click on the question of interest. What's the message? Each library and service has a story to tell. The photo below is courtesy of the Utah State Library (Flickr). Example: The Lafayette College Library was looking for a way to increase use of their Personalized Research Assistance (PRA) service. According to Rebecca Metzger, "PRA cards get the faces of reference librarians out to students in a comedic format that shakes up the stereotype of librarians as stodgy and serious, hopefully making us more approachable. Each semester all students are mailed the current postcards that feature reference librarians superimposed on movie or TV skills that reflect pop culture (an example is shown blow). Accessibility - Can people easily navigate the library building and website? Timely.
Transforming the school library for innovative learning The joy of reading is something that stays with someone for life and for many, this joy has its roots in the school library. Reading for pleasure is also inextricably linked with higher achievement and social mobility, making the school library a place of great importance in a child’s life. While the end goal is the same, the layout of today’s library has changed considerably from even a few years ago to accommodate high demand for technology and the shift from a quiet space to a learning hub for both groups and individuals. It is imperative, therefore, that the design and resourcing of the school library is meticulously planned by those with expert knowledge. School News spoke to industry insiders for advice on refitting the school library. Consider your space Start by looking at your space, advises Scott Reed from Resource Furniture, suppliers to hundreds of school libraries across Australia. Case study: Albany Senior High School, Auckland Questions to consider Space Signage Collection
The transforming school library By Jennifer Habley and Steve Zalusky Libraries are transforming to meet the needs of 21st Century users. This is certainly true of school libraries. Just ask Marge Cox, school librarian at Veterans Memorial Elementary School in Naples, Florida. She mentioned that the school libraries of today have Makerspace nights, online book clubs and game events. However, she added, “Those events don’t happen without a full-time trained professional supported by assistants, volunteers, and the community.” Cox and her library back up that statement every day. Sponsored by Follett, the NSLPY Award annually recognizes a school library program that meets the needs of the changing school and library environment and is fully integrated into the school's curriculum. Veterans Memorial Elementary School opened in 2007 and serves about 840 students in pre-kindergarten through 5th grade. Student participation occurs through the student–run TV studio, makerspaces, makerspace lab and instruction.