Physical Space

 

v  “On the Job: Managing the Facility” by Woolls

Woolls states that “assessing library media facilities to improve them is as important as other components of media center management.” (93)  When you step into the library it should feel inviting and create a positive impression to the user.  This is not only for the student, but for the teacher as well.  The responsibility lies on the librarian to utilize the library space to its most productive potential.  Usually, the librarian does not have the luxury of planning a space from the square one, but must work with the space and structure at hand.  When planning your space there are some important things that you must take into consideration.  Student body size will often dictate how large of a library facility is needed.  The age range of your students will help determine the size of furniture and how the library is utilized by teachers and students.  As the role of the library changes, the library must be able to adapt with these changes.  The design must be more flexible.  Adequate space is needed for furniture and materials housed in the library.  This will depend on age range and size of the student body.  The changing role of technology must be also considered when planning space.  This could be anything from furniture rearrangement to electrical needs. 

 There may come a time when the school outgrows the library or the role of the library changes its usefulness.  Whether you are a part of a remodeling the facility or building a new facility, it is important to be involved from the beginning.  Make sure that the arrangement creates the best use of the area.  If you are remodeling the library, taking before and after pictures will show how it has become a user friendly environment.  Also, recording what new technologies are added and when, will help when these technologies become obsolete and updating is needed.  Remodeling sometimes can be more costly than building a new library.  Regardless, each requires a lot of thought, planning, revision, and as always justification for need.  If a librarian has the opportunity to be a part of planning for a new facility, it is important to be aware of what of librarians have experienced and what they liked and didn’t like in their own experience of having a new library.  The librarian needs to be aware that architects may not know the importance of layout for a school library, and being able to have a say in that process is imperative.  Be prepared to keep a record of all changes and why requested to the architect, if they refuse to make changes then you will need to take this to a higher level.  If you are unfortunate enough to be a part of closing a school library, it is a large undertaking.  Anything deemed worth keeping needs to be redistributed to other schools in the district or possibly kept in a central location and the librarians can weed through for use in their library.

v  “On the Job: Managing Personnel” by Woolls

            As a library clerk in a high school library, it seems hard to believe that a library would only have a librarian. It seems that the role of the librarian is so expansive, that how would they have time to do everything?  I believe that this is true at both the elementary and secondary level.  If the librarian is working collaboratively with teachers, marketing, planning for classes to come to the library, keeping the budget on track, cataloging new books, updating the library Web page, and shelving books, when do they go home?  So, if the librarian does have volunteers or a clerk to help out in the library, sharing expectations and managing library staff becomes important for a pleasant library atmosphere.  If everyone who works in the library is aware of their job role and expectations, the main focus of creating lifelong learners can take priority. 

As the role of the librarian is now more centered on being a curriculum specialist, they are seen more as a leader in the school.  With this more defined role as a leader of information for teachers and students, the need for having additional staff in the library is needed and warranted.   It is important for the librarian to create a relationship with the library staff, and in doing so it will help to keep the library staff motivated.  Meeting as a group to discuss library issues and to keep in touch as a group will help to make this task easier.  It is also the job of the librarian to observe staff while working and then evaluating their performance.  According to Woolls, that when the librarian supervises staff they either see their role as someone “who must monitor behavior” or “who is a colleague with the staff in accomplishing the task.”  (116)  Douglas McGregor called these Theory X and Theory Y.  Obviously a staff that is treated with trust and respect will create a better work environment.  Not only does the librarian have a managing role with library staff, but also with administrators, teachers, students, parents, and volunteers.  By knowing how to get along with your boss (the administrator), being service oriented with your teachers, and making the library a friendly place for students will help create more library advocates.  Of course bringing in library volunteers creates another avenue for advocacy.  Always monitor your volunteers and have expectations set in place.  Be involved with your local public library and the organization Friends of Libraries USA.  They are a great help to school libraries.

v  Empowering Learners: chapter 3, “Staffing” and “The Learning Space”

            According to Empowering Learners, the guideline for staffing is that “the school library media program has a minimum of one full-time certified/licensed library media specialist supported by qualified staff sufficient for the school’s instructional programs, services, facilities, size, and number of teachers and students.” (32)  The SLMS’s role is to determine necessary staffing dependent on the library program, meet with administrators to make sure the library is staffed appropriately, makes sure that the entire library staff works together and respect each other and that their ultimate goal is to create a learning environment for students, creates job descriptions for library staff, both paid and volunteer, works with each staff member to review and assess library duties often, and keeps volunteers and student aides up to date with “training and support.” (32) 

            The guideline for the learning space is “the school library media program includes flexible and equitable access to physical and virtual collections of resources that support the school curriculum and meet the diverse needs of all learners.” (33)  The SLMS helps to create a space that is available for use when needed, either during generous library hours or 24/7 school library online access.  The SLMS creates flexible scheduling for the students and teachers.  The library space has many venues for the different needs of the students and teachers.  Here the space could be used for lecturing, reading, or computer use and the space is comfortable and inviting.  The SLMS makes sure that there is sufficient space for all resources.  The SLMS also makes sure that technology and how it is transmitted is fitting for the needs of the students and teachers.

 

v  “The Changing Role of the School Library’s Physical Space” by Tom Corbett

 

Tom Corbett is the executive director of Fisher-Watkins Library at Cushing Academy does a great job explaining how they made the move to an almost all digital library and brought the library to center of all learning.  Corbett believes “that as the century unfolds, students will probably rely almost exclusively on electronic resources for their research and reading.”  This seems a natural progression since we are now a part of the Information Age and those born during this time live and breathe in the digital world.  According to Corbett, we know through evidence that the library is “best able to support digital information literacy,” still many educational leaders believe the role of the library is “made less necessary by the internet,” But these educational leaders do not always see the bigger picture.  Many of these quality and reliable resources are not freely accessible.  Cushing Academy took some radical changes to bring their library into the 21^st Century.  Even though I don’t understand some of the technology lingo, what I understood Corbett to say was that they introduced a new library software platform, which gives them access to newer Web servers.  This gives them the ability to search across all their online resource content, which includes over 150,000 nonfiction eBooks.  The nice thing is that they only pay for content they use.  They still have about 20,000 physical books, in which the students have to access them differently.  At least that is what it looked like when I was on their library site.  They also created a better acquisition process, in which is centered on digital media.  Any eBook that a student wants can be downloaded to the student’s device almost instantaneously.  These devices could be iPads, laptops, Kindles, or even their phone.  Lastly, the physical space in the library is more devoted to collaborative learning, because the space has opened as there are fewer books to fill the space.  I visited the Web site and saw a clean and nicely organized page.  I did like the section that the teachers can book space in the library online.  Obviously this is a well-funded library program, but Corbett never once mentioned anything about fiction books.  Maybe the 20,000 physical books include fiction.

 

v  "Calgary LC 2012” by Sherri Bryan

Although this home page is a little intimidating, I do like the “Learn by Doing Model”.  Obviously, you can follow the intended flow of progression from Imagine to Create.  But if you follow the path horizontally, you can see a different path for Imagine, Question, and Explore.  It does seem logical, but I am not sure it was their intent. 

In the first video, Sherri Bryan talks about “putting on her new marketing hat” and introducing us to the Learning Commons concept and Santa Barbara’s aims and strategic plan to incorporate the Learning Commons.  She talks about the many things that we as librarians or soon-to-be librarians already know, and that the school librarian is even more important and needed today, she also states that the school librarian needs to be at the center of this undertaking.  This undertaking includes moving to Common Core Standards, helping students to be career and college ready, to update technology, and the initiatives should adhere to rigor, relevance, and relationships. The desired outcomes of this transition look a lot like the 21^st Century Standards.  She does say that the desired outcomes are the same as the “goals of the Library Learning Commons.”  Bryan lays out three important parts of the strategic plan.  They are 1) life, career, and college ready students, 2) innovation and entrepreneurship, 3) and facilities.  Students need to be given the appropriate skills to exist and flourish beyond the school walls.  Students need to be able to actively learning and participating, where collaborative learning does not always involve the teacher, and the library space lends to the success of the students.

The second video talks more in detail about the library space.  The learning commons focus is about flexible schedule and space.  Students and teachers can use the library when needed and the space can be transformed according to the needs of the users.  There are areas for collaborative learning, as well as individual space.  The learning commons has more social learning occurring.  The space is now wireless, where students have access from any device, students can bring in their own devices, and there are devices available to the student to use.  The learning commons is also a cultural hub where students can perform and it is a “learning showcase” of the myriad of activities that happen within the school.  The learning commons is also a place for the teachers, as well.  To start the transition, work to weed out materials to create more space, acquire furniture that is more mobile, be a showcase for learning that occurs in the library, get rid of wired computers and go Wi-Fi, begin with creating a virtual learning commons.

v  “The Learning Commons” by Jessica Hanson

Hanson’s video is very similar to the second video by Bryan.  She also focuses on the physical space.  She addresses the two major components of the Learning Commons: physical and virtual space.  The physical space of the Learning Commons should be flexible for the students and teachers.  The space is open, where furniture is moveable and shelves are against the walls.  The space should also be bright and colorful so that students want to use the library.  It is also a showcase for student creations, performances, and students should have opportunities for creativity with smart boards and projection walls.  She says that the walls should be covered with something encourages creativity.  She is in agreement with Bryan stating that the Learning Commons should be wireless, as students cannot move around and collaborate hooked to a wire.  The Virtual Learning Commons is a school Web site that is managed by the entire school. There are four main parts to the VLC: Reading Culture, School Culture, Knowledge Building Center, and Experimental Learning Center.  She quickly touches on the first two parts of the VLC.  The School Culture is where all student activity is posted, it should change daily.  Hanson calls it a “living yearbook.”  The Reading Culture promotes “reading, writing, speaking, and listening skills across the school.”  Here students can access tools to make a book trailer, while teachers can make available sites that can be accessed by the students.

v  “The Unquiet Library Virtual Orientation 101: 2012-2013 Edition: What is the Unquiet Library?” by Buffy Hamilton

            Buffy Hamilton takes us on a tour of her library, which is a creative marketing approach.  Her tour starts at the front of the library, where there is comfy seating and even a puzzle table.  I think that is unique.  I could just see some of our pranksters take a puzzle piece and hide it.  She places computers right in the middle of all the action.  I am not sure that I would like that, especially if there is instruction going on in the instructional area.  There is no real separation between these areas.  Her fiction section is very different than her nonfiction section.  The fiction section has book shelves on the floor, where the nonfiction appears to be only along the walls.  She also has a small craft area, which is very basic.  The circulation desk is not at the front, but pushed back and not obtrusive.  The computer lab has plenty of windows and helps to keep the area feeling open.  I was a little surprised that the videos and eBooks are not out with the books, but in the storage room.  The library really is not that big, but the way the book shelves are place against the walls and everything is lower to the ground, it appears to be much larger.  I wish she had taken pictures that encompass a bigger view of the library, so that I would have more reference points.  The video gives a better view of the library.  I did notice that there is stuff everywhere, the walls and counters all have some type of display.  Unquiet is correct.

 

v  “Our 21st Century Learning Commons Journey Begins…” by Michael Whelton

            Forrest Hills School middle level library is undertaking a major makeover into a learning commons space.  The process is split into phases.  Phase one take the physical space and updates the look with modern features, bright colors, and creating an efficient space.  I am not sure I liked the idea of moving the circulation desk from the main part of the library to a side room to create more space.  I think that if he had created self –check out areas, it would make it possible to redefine the circulation area and streamline the look, while keeping it part of the library.  Whelton mentioned that the administration was developing a survey for students, “so we can incorporate their input into the final product” and the learning commons “should reflect their needs and wants.”  Some of the areas that they are adding are a media room, café, and collaborative work spaces.  They are also going to add a game area, where kids can play games and video games that focus on content area skills.  Another interesting approach to the learning commons is a graphic novel/comic book reading section.  Also, they will have a computer program for students to create their own comic books.  In the loft area, they are going to have a media production set-up, including their own green room.  This is an amazing vision for middle grade students.  They are also going to use Follett e-shelf Web based literacy program.  Students will have 24/7 access to not only the card catalog and databases, but to e-books as well.  The cost is based on how many books they purchase.  This will allow the school librarian to be more selective about what paper books they purchase.  Near the end of his blog, he has a slideshow that shows the library transitioning into a learning commons and the students that it will service.  One on the most beneficial parts of his blog is the checklist that they put together.  The checklist included not only the process, but their goals and research that needed to be conducted to put together a plan.  Whelton also included an inventory for the school librarian to use in determining how they are managing services, such as digital content, collections, and student collaboration across curricular areas.  Their plan also outlines the process from beginning to the end.

             The physical space of the library is not the same for the learning commons.  That has been loud and clear.  Making the change to a learning commons physical space does not seem to be necessarily an easy process.  I know that our librarian can barely afford to buy books and with the focus on differentiated reading and the Common Core, she now has focus on updating her nonfiction library.  Also, she can’t even create her own library Web site, let alone a VLC, because even wikispace is filtered.  I am not against the learning commons concept, but there are so many hurdles to get out of the way before we could think about making changes.  It will be hard to change the mindset of many librarians, when it comes to going with a more digital library.  I couldn’t imagine, though, having practically instant access to over 150,000 nonfiction e-books.  That doesn’t even include all the internet sites and databases that can be utilized.  Creating a physical space where you can see students collaborating, using digital devices free of cords, students reading, and teachers working with their class would be an amazing site to observe. 


 

1.  What are a couple of things that you would want to have in your LC that would set your LC apart from others?

 

2.  Would you feel comfortable having most of your books, let's say nonfiction, in digital form?  Why or why not?  Do you think that this affects how students research?

 

3.  Has anyone ever been apart of a library remodel or new construction?  If yes, is there any part that you would have done differently, and why?

 

 

Works Cited:

AASL. Empowering Learners. Chicago: AASL, 2009. Print.

Bryan, Sherri. "Calgary LC 2012." Calgary LC 2012. Web.  3 Oct. 2012.
Hansen, Jessica. "The Learning Commons." Screencast.com. TechSmith. Web. 3 Oct. 2012.

Hansen, Jessica. “The Learning Commons: Physical Learning Commons, Virtual Learning Commons.” Screencast.com. TechSmith. Web. 3 Oct. 2012.

Hamilton, Buffy. “The Unquiet Library Virtual Orientation 101: 2012-2013 Edition: What is the Unquiet Library?” The Unquiet Librarian. 3 Aug. 2012. Web. 3 Oct. 2012.

Whelton, Michael. “Our 21st Century Learning Commons Journey Begins…” Michael Whelton, 18 Apr. 2012. Web. 3 Oct. 2012.

Wools, Blanche. The School Library Media Manager. Westport: Libraries, 2008. Print